DIDACTIC UNIT 8: “Journey to Tudor England”
COMPETENTIAL INDICATOR
1. Using intelligent guessing to infer the meaning from words. LCC
LTLC
2. Showing comprehension through non-verbal language. LCC
LTLC
3. Putting into practice scanning strategies to identify specific details
in both written and oral texts. LCC LTLC
4. Putting into practice skimming strategies to get the global
meaning from oral and written texts. LCC LTLC
5. Analysing facts from Tudor times. KPWC CAC
6. Becoming aware of the importance of a neat text. LTLC APIC
7. Collaborating with other children, respecting each other´s ideas.
SCC
8. Use a wide scope of verbs and vocabulary with written texts. LCC
9. Showing interest and determination to participate actively during
the different oral activities.
10. Respecting the basic rules of any oral exchange SCC APIC
11. Distinguishing the stress at a word level. LCC

FORM: 4º
OBJECTIVES
a) Practise
and
recall
vocabulary related to past
facts. (Gen. 1,2; cy. 1)

12. Identifying words which rhyme within a song. LCC
13. Getting to know about other countries traditions. KPWC CAC
14. Discriminating sounds through ICT. LCC ICTC

e) Learn and sing typical

TIMING: From 19th March to 10 Apr.
EVALUATION CRITERIA
i)To familiarise and remember different
linguistic items related to times gone
by.

b) Identify global and specific

ii)To understand the gist and identify
meaning in oral and specific information in a written text.
written texts. (Gen. 1,4;
cycle 3, 1)

c) Write an interview one

character from Tudor
times. (Gen. obj. 3; cycle
3)
d) Take active part in

communicative activities
and games. (Gen. obj.
2,6,7; cycle 2,5)
English Nursery Rhymes
from Tudor times. (Gen.
obj. 6; cy. 8)

15.Learning and showing curiosity towards other cultures´ traditions f) Get to know different facts
and customs. KPWC CAC APIC
about Tudor England.
16.Drawing a comparison between the past and recent times. CAC
(Gen. obj. 6; cy. 8)
LTLC
CONTENT
Listening, speaking Reading & writing.
Language knowledge through use.
& conversing

iii)To produce a written text (interview).
iv)To participate in oral communicative
activities and games.
v)To participate in oral communicative
activities and games.
vi)To produce correct stretches of
language in terms of diction, intonation
and rhythm.
vii)To produce correct stretches of
language in terms of diction, intonation
and rhythm.
viii)To show interest in different facts
about Tudor England.
ix)To show interest in different facts
about Tudor England.

Socio-cultural
aspects

Understanding and
using vocabulary and
structures related to
the past.
Exchanging
information orally.

Singing Nursery
Rhymes.
Read simple comics.
Writing
and
completing
short
dialogues.
Writing an interview.

Linguistic knowledge
Becoming
Asking for and giving information about past facts e.g. When were you born? aware of the
;Why did you study law?; Who did you marry to?; I got married 8 times, etc.
differences
between Tudor
Language reflection
England and
Word stress & rhyming words; Use of Past simple.
nowadays.
Learning reflection
The teacher helps pupils reflect on: How mime and gestures are useful for
them; How the context allows them to infer meaning.
VALUES EDUCATION
RESOURCES
DIVERSITY
CROSS-CURRICULAR LINKS.
Intercultural Education: Valuing traditions
Music (poetic use of the
 Flashcards, murals.
 Graded & Open-ended tasks.
from other cultures.
language).
 CD player, IWB and
 ICT resources.
Computers.
Mixed-ability groups.
History (Tudor times in England).
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE.
LEARNING PROCESS.
 Checking pupils’ fulfilling of objectives.
 Daily observation for pupils´ work e.g. information exchanges, group tasks, etc.
 Evaluation of the teaching process sheet  Self-evaluation in the ‘Pupil’s Evaluation Sheet’ and tests & Rubric for BBCCs.
&Teacher´s diary (INSTRUMENT)
SEQUENCE OF ACTIVITIES.
L. WARM-UP
DEVELOPMENT
PLENARY
1
Greeting
- Video: “Henry VIII and his new Religion” Pre – The teacher gets pupils to anticipate what´s coming
Tidy up.
Setting +
about.. While – Students show comprehension through non-verbal language. Post - Students express their Goodbye
Brainstorming opinion of the story with a model. (Open-ended task)
routines
Setting goals - Complete the dialogues: Children in pairs complete some dialogues related to the video. (Graded)
of the Unit - Nursery Rhyme: “Hot Cross Buns” Pre – The teacher elicits some of the structures and models them.
WALT
While – Pupils sing & act out the song Post – Pupils sing the song on their own and are given the lyrics.
- “Writing my own cover version”: Alternative nursery Rhyme with the same structure.(Open-ended).
2
Greetings
- Nursery Rhyme: “Ring a ring o´ roses” Pre – Teacher models the song and conveys the meaning of
Tidy - up
Apropos – some key words. While – Pupils sing and act out the song. They also clap the beats. Post – Pupils sing on Goodbye
informal
their own and write one more verse. (Open-ended)
routines
interaction
- “Find the rhyming words!”: In pairs, pupils to spot the words which rhyme from every verse.
with pupils - “Sentence machine”: We give pupils a photocopy of a machine with different words in each part. Pupils
WALT
individually have to write as many sentences as they can, before reporting back.
- “Figure out the question!”: Two children come up to the front with their back facing the rest of their

3

4

5

6

7

classmates. We ask the rest of the class to think about possible answers. The two children at the front name
several classmates who will tell them their answers that they will use to discover the question.
Greetings and - “That´s not right!”: The teacher starts telling the story from the 1 st lesson making mistakes on purpose.
daily routines. Children have to put their hands up and correct them taking turns.
WALT
- Boardgame: Children in threes play this game on a board with squares of three different colours (green,
yellow and blue). When they fall on a square they have to answer correctly the question which corresponds
to one of the envelopes of the same colour to be able to go forward. (Mixed-ability grouping)
- Language awareness: Children extract verbs from the story that they classify between regular or irregular.
- Sentence transformation: Pupils, working individually, are given some sentences related to Easter that
they have to write in the past simple.
Greetings. - Drill: Teacher drills orally the structures that have been covered throughout the unit.
Daily
- Colour-coded grammar cards: Pupils, in pairs, are provided with envelopes where there are pieces of
paper of varied colours they will have to put in order to make sentences. Each colour will be assigned to a
routines
type of word, e.g. green for verbs. We tell pupils that the order of the colours should always be the same, e.g.
orange, red, yellow, green and sometimes blue or purple so that they make sentences correctly.
Setting
- Story party time: We explain that they are going to a party, taking on the role of one of the characters from
WALT
the story. They ask those new characters different information they will jot down on their notebooks. The
teacher elicits some structures children may use.
Greetings. - Reading: Interviewing Thomas More. Pre – The teacher shows some images of the content of the text
Brainstorm. through the IWB. He/She reads the comic out loud and children follow it with their finger. While – Silent
reading. They then read the text out. Post – Children write one more question for the interview. (Graded)
WALT
- Game: “Tudor sentence race”: In groups, they take turns to come to the teacher´s desk and ask for an
envelope, e.g. Can I have envelope eight, please?. One child from each group should then take the envelope
which contains pieces of paper back to the group in order to make a sentence and write it down against the
corresponding number in their notebooks. They first group to write all the sentences will win. (Mixed-abilities)
- Gapped sentences: Pupils fill in gaps or write full sentences to complete some sentences in the future
tense about facts from Tudor times. (Graded)
Greetings. - “Class move around”: Pupils have to write on their own 4 questions related to the video they saw or any
Daily routines other fact about Tudors. They are expected to ask 3 different classmates those questions.
WALT
- Mind map: We revise some of the tips to prepare a good interview.
- “Writing our own interview” Pupils write an interview with a character from Tudor times. (Graded)
- Self- evaluation: Pupils´ test.
Greetings
- Language awareness: Pupils are given back their pieces of writing (interviews) to reflect on them.
Daily routines
- “WL topic chart”: Students on their own write “what they´ve learnt” and “what they still should learn”.
WALT
- “My own memory stick”: Pupils write in a ´memory stick` the sentences & words they´ve struggled with.

Tidy
up
and
goodbye
routines.

Tidy-up
Goodbye
routines

Tidy-up.
Goodbye
routines

Goodbye
routines
Tidy-up
Goodbye
routines