You are on page 1of 6

Olivia-Dumitrina Nechita

30/12/2014
Syllabus for a teaching unit

High School Life!

1.- TITLE

This unit is the first one in the first term. Since it is designed for 1 st ESO, it could help students to get to know their high school. The final product of
the unit is to present the high school to a newcomer so, in this way students can empathize and identify with the situation of the new student because the

2.- CONTEXTUALIZATION

high school is also a new environment for them.

YEAR

3. TIMING

1st ESO

TERM

1st term

NUMBER OF
CLASSES

6 sessions

4. COMPETENCES

Communicative competence (linguistic and audiovisual): students read, write, listen and communicate in English. There are a variety of texts (activities) which
entail verbal interaction, descriptions and the organization of information. Texts also come in a variety of formats, both on paper and digital. Students learn
how to become competent communicators of coherent oral messages. Students also learn how to use non verbal communication in order to transmit the
message in an adequate manner.

Cultural competence: Students finds out by means of reading and listening activities about the school life of students in different parts of the world.

Digital and information competence: recording the dialogue (final product) in mp3 format with Audacity; access information in order to carry out some

KEY COMPETENCES

activities; watching videos for didactic purposes.

Learn how to learn competence: Students become aware of their own knowledge by means of the self-assessment. Thus, they can acknowledge their weak
points and develop other strategies in order to improve their work.

Citizenship: Students empathize with the newcomer and his/her situation. They get to see that there is diversity in the world and they also develop social skills.
Students learn how to behave in certain situations.

Autonomy and personal initiative competence: When working in pairs or groups, students have to manage their emotions in order to successfully carry out the
activity. They need to cooperate which implies dialogue and negotiations but also flexibility.

ENGLISH COMPETENCES

 Plurilingual and intercultural competence: The final product of the unit is an interaction with a newcomer so students have to think about how they
would welcome a person from another country. This competence is also present when dealing with the routine of students from other countries (Japan,
Mexico, Kenya and the US).

Olivia-Dumitrina Nechita
30/12/2014
Syllabus for a teaching unit

 Communicative competence
 Oral competence
 Interaction: Comparing ideas with a partner of what the newcomer should be shown/ explained.
Talking about the qualities of a good dialogue.
Working in pairs in order to improve the dialogue.
 Listening: Comparing ideas with a partner of what the newcomer should be shown/ explained.
Talking about the qualities of a good dialogue.
Working in pairs in order to improve the dialogue.
Listening to the school life and experiences of people from other countries; listen to an oral presentation explaining how to hold a
conversation.
 Production: Dialogue between a student from the high school and a “newcomer”
 Written competence
 Reading: Reading the story of the school where superheroes go; the description of a high school; how to organize a description; about the
daily routine of students from other countries
 Writing: A description of the student’s high school and one of his/ her daily routine; comparing the routines of students from other
countries; the differences between a conversation and an oral presentation; the qualities of a good dialogue.
5.- OBJECTIVES

6.- CONTENTS
8.- ASSESSMENT
 DIMENSIÓ COMUNICATIVA
ASSESSMENT CRITERIA
INSTRUMENTS
Participació en interaccions orals, escrites i audiovisuals
o Participar i produir una interacció
 Participació en converses pautades en l’entorn escolar, en parella i en grup i en
At the end of this unit, students
oral en parella sobre el tema
simulacions en parelles, relacionades amb l’experiència d’ensenyar l’ institut
d’ensenyar l’ institut a un alumne - Description of the high
will be able to:
a un nouvingut de l’Aula d’Acollida, fent ús d’estratègies per superar les
nouvingut, utilitzant les estratègies
school (20%) Objective 3
- Hold a conversation about
interrupcions, per iniciar i cloure intercanvis comunicatius i per mantenir la
adequades per mantenir una - Description of school life (“A
conversa, amb pronunciació i entonació adequades.
their school life;
conversa (comunicació verbal i no
day in the life of...) (20%)
Comprensió
de
missatges
orals,
escrits
i
audiovisuals
verbal),
facilitar
la
continuació
de
Objective 3
- Use appropriate strategies to
 Comprensió de les instruccions per la correcta resolució de les tasques;
la comunicació. (Instrument 3)
- Dialogue (between the
hold up a conversation;
 Comprensió de diàlegs breus relacionats amb les activitats habituals de l’àmbit o Mostrar una actitud respectuosa
“newcomer” and a student
- Write a description (of their
personal (rutines diàries durant el període escolar) i de l’entorn educatiu
d’interès i de descoberta envers la
from the high school)

Comprensió
i
interpretació
de
missatges
orals
senzills
produïts
en
interaccions
llengua
i
cultures
deferents
de
la
(60%) Objective 1 and 2
high school and of a day in
sobre l’organització de la conversa entre l’estudiant nouvingut i un alumne de
pròpia. Instrument 3
their lives)
l’ institut, tot utilitzant estratègies bàsiques com ara identificació de paraules o Utilitzar de forma guiada els
clau, ús del context verbal i no verbal.
recursos de les TIC per la cerca (les
 Comprensió de la informació general i específica dels textos digitals i en paper
parts de l’ institut) i presentació

Olivia-Dumitrina Nechita
30/12/2014
Syllabus for a teaching unit

sobre la vida en l’ institut, rutines d’alumnes arreu del món, com es fa un text
descriptiu i la presentació sobre com s’ha de mantenir una conversa;
identificació del tema i inferència d’un text oral, escrit o audiovisual pel o
context, pels coneixements previs del tema i per la comparació de paraules o
frases similars en les llengües que coneixen (per exemple identificar les parts
d’un institut o les assignatures que s’imparteixen).
Expressió de missatges orals, escrits i audiovisuals
 Producció semi controlada de textos orals curts (una conversa) en suport digital
(mitjançant el programa Audacity) amb estructura lògica, pronunciació
adequada i que mostri cura en la presentació, a partir d’un model treballat
prèviament a classe.
 Ús d’expressions comunes, de frases fetes i de lèxic apropiat al context concret
i quotidià de l’àmbit educatiu (vocabulari que té a veure amb les parts de
l’escola, l’ambient etc.) i personal (vocabulari per parlar sobre rutines).
 Producció controlada de textos descriptius amb coherència, correcció
ortogràfica i puntuació adequada, i estructurats en paràgrafs i amb presentació
acurada i prenent com a referència models treballats prèviament.
Coneixements del funcionament de la llengua i el seu aprenentatge
 Identificació i ús d’elements lingüístics bàsics i habituals en la comunicació
oral pel que fa a la conversa i escrita pel que fa als textos descriptius
 Reflexió guiada sobre l’ús i el significat d’elements lingüístics adequats a les
diferents funcions i intencions comunicatives (parlar sobre les diferencies
entre una conversa i una presentació oral; reflexionar sobre quines
característiques té un bo diàleg).
 Sensibilització envers la pronúncia dels fonemes que presenten una especial
dificultat en anglès.
 Identificació d’estratègies per a la comprensió i interpretació de missatges i
documents: identificació del tema, de paraules clau, del context verbal i no
verbal, inferència de significat i coneixements previs sobre la situació.
 Reconeixement i acceptació de l’error com a part del procés d’aprenentatge i
actitud positiva de superació que es treballen amb l’autoavaluació tant dels
textos escrits com de la producció oral.
 Valoració del treball individual per a la millora personal i del treball en equip
per a la construcció col·lectiva del coneixement.

d’informació (la conversa gravada
amb Audacity). Instrument 3
Produir de forma guiada dos textos
descriptius. Instrument 1 and 2

Olivia-Dumitrina Nechita
30/12/2014
Syllabus for a teaching unit

 DIMENSIÓ PLURILINGÜE I INTERCULTURAL
 Conscienciació de pertànyer a una comunitat lingüística, social i cultural a
través de les descripcions i comparacions amb altres cultures.
 Coneixement i respecte per a persones que parlen una altra llengua i formen
part d’una altra cultura
 Disposició per utilitzar els coneixements de les llengües en contextos reals
 Ús de formules de cortesia en intercanvis socials
 Percepció de les dificultats de comunicació amb persones que parlen altres
llengües i plantejar possibles solucions verbals i no verbals per facilitar la
comunicació.
 Interès per efectuar intercanvis comunicatius amb parlants d’anglès
7.- METHODOLOGY
STRATEGIES

MATERIAL AND RESOURCES

“High School life” is a task-based unit. Each activity leads students to the final product.
In order to motivate students, the warming up activity is important since it gives them a reason why they are doing the activity.

- Internet connection

Students work not only individually but also in groups and pairs. In order to complete some of the learning activities, students

- Microphones

have to cooperate.

- Audacity

Self-assessment is also an important part of learning activities. Thus, students have the chance to assess their own performance
and improve their final product before handing it in to the teacher.

Activity 1:Warming up
Tell students that a new student who can only speak English has arrived to their high school and the teacher in the Newcomers’ classroom
has asked them to show him/her the school.
LEARNING ACTIVITIES

Ask students to think about what they could explain/show the newcomer. Then tell them to work in pairs in order to contrast their ideas and
possibly add more. They have to share their two best ideas with the class.
Activity 2: Writing a description of your high school

Olivia-Dumitrina Nechita
30/12/2014
Syllabus for a teaching unit

In order for students to be able to write the composition they need scaffolding, which comes from the activities they do before the learning
activity (description of their own school). Firstly, ask students to think about their high school and answer some related questions.
Secondly, tell them to practice some vocabulary and action verbs that have to do with schools by doing a crossword and filling sentences.
When they finish they have to write down the new words they learned (making it easier for them to make the content of the composition
richer later on). Then, tell them to listen and read a story about a school for superheroes. Ask them to put the activities narrated in the
story in the correct order. Ask your students to think about what subjects superheroes need to learn.
Let your students know that they are going to listen to two people talking about their school. Ask them to answer questions related to the
listening they are going to hear. Then have them underline the school subjects they are currently taking. Before writing their own
composition, ask students to read the description of a high school and underline what is similar to their own. Furthermore, tell them to
translate into English the names of some of the rooms which can be found in a high school.
Tell your students to analyse the description and then to match the paragraph with its topic. Now tell them they need to write a description
of their own high school using the previous one as a model. When they finish, tell them to check their composition using the statements
they used before in order to analyse the previous composition.
Activity 3: “A kid’s life in....” Writing a description of a day in your life, during school
Ask your students to read three texts where three students around the world (Kenya, US and Mexico) explain a day in their lives. Then,
tell your students to compare the three daily routines of the students. In order for students to become aware of the language used when
talking about routines, ask them to complete the sentences from the text. Then ask them what do they notice about the forms of present
simple? Tell them to find more examples in the text and then infer the rule. Ask them to practice the present tense.
Then, following the descriptions they read previously, ask your students to write something about their school life that they would like to
tell the newcomer.
Activity 4: Conversations
Ask your students to write down the differences between a dialogue and an oral presentation. Ask them which is the most difficult.
Tell them to watch a video where it is explained how to hold a conversation. Ask them to write the main things the person mentions
about how to hold a conversation.
Then, tell your students to get into groups of three and agree on the qualities of a good dialogue. Tell them that they have to classify
their ideas under three headings (communicative strategies, use of language, gestures/body language) but that they can add their own.
After finishing the scaffolding activities, tell them to get in pairs and perform a dialogue between a newcomer and a student from the high
school. Tell them that they need to decide who is going to be the newcomer, and who is going to be himself/herself. Explain what each
person has to do: The newcomer should ask questions about the school and about anything that the student mentions. The student should
show the newcomer the school (rooms, people, etc) and should also tell him / her about school life. Give them hints on how to start the

Olivia-Dumitrina Nechita
30/12/2014
Syllabus for a teaching unit

dialogue. Ask them to work in pairs in order to improve the dialogue based on the self-assessment criteria.
Explain that they need to record their dialogue and show them how Audacity works. Tell them to self-asses their performance before
recording it with Audacity. Ask your students to add the recording in mp3 format to their portfolio.

9.- REFLEXION ABOUT THE UNIT