After having explained my year planning, Im going to present the didactic unit I

have chosen.

Which is the number ___ . Its designed for the 5th level of Primary Education
and its called______________ . It will be develop from ____________ to
______________. That is in the first/second/third term.

The reason why the title makes reference to the famous film/TV series
___________ is because, as I have explained before, I have established films
and TV series as a theme that will connect the 15 didactic units, which is very
motivating for them

After having studied vocabulary related to _____________ in the previous unit,

they are going to deal with vocabulary about_________ in this unit and, also,
they are going to work with ______

Now, I would like to describe the main curricular elements of this unit.

I have established a series of objectives so that my students acquire this

communicative competence through the use of English to communicate. To do
so, my students will be able to:

..

Following with key competences, as I have explained before, they develop the
linguistic competence through the use of language to communicate and also,
they are going to develop the digital competence through the use of different
resources as Im going to explain later. Furthermore, most of units develop the
learning to learn competence as the communicative approach demands
through, for instance, self assessment tasks among other strategies.

In addition, through this unit, my students are going to develop :

-- competence

-- competence.

As for block of contents, I have gathered them in blocks 1 and 2; and in blocks
3 and 4. They are related to concepts, procedures and attitudes and based
on a CLIL methodology where they are going to learn contents from other
subjects

Regarding blocks 1 and 2, my students are going to sing the song _____
related to the topic and to practice with tongue twisters to distinguish between
the sounds ____ and _____. Moreover they are going to practice with an
extensive and intensive listening of a documentary video about_______,
answering questions about comprehension. And also, they are going to listen
to and dramatize the dialogue _________ .

As for blocks 3 and 4, my students are going to read the song______ and the
word-cards vocabulary, they are going to practice through an extensive and
intensive reading of the story ______, also they are going to answer questions
through worksheets, to read and write ______ descriptions and finally they will
write on the internet to look for information.

Now, Im going to continue with contents that are common to the 4 blocks.
Regarding strategies, I have divided them into comprehension and production
ones.

Comprehension strategies take place when my students active their previous

knowledge, review contents and through the use of dictionaries and The
Internet when necessary. And Productive strategies take place when my
students organize the activities when they work in pair or groups, using the
portfolio as a tool of learning to learn, using the previous knowledge and non-
verbal language to make themselves understood and doing self-assessment
tasks.

During this unit, the linguistic functions that my students are going to develop
are:

------------------------------------------- and --------------------------------------------------------

-------

And they are going to work on cross curricular contents (that affect blocks 2
and 4) such as:

Regarding socio-cultural and sociolinguistic aspects, my students are going to

learn from:

The vocabulary they are going to learn deals with __________ and also they
are going to review vocabulary related
to________________________________________

Regarding syntactic and discursive structures, my students are going to review

some aspects such as the use of
_____________________________________----- and they are going to
learn___________________________________________________________
___
As for phonetics aspects they are going to work on right intonation, stress and
rhythm of affirmative and negative sentences, questions and songs and they
are going to distinguish between the sounds ---- and -------.

ACTIVITIES

Now Im going to present the activities that will be developed in 6/7 sessions of
45 minutes each one.

During the implementation of my activities you should take into account that the
Romanian girl is sitting with a classmate that will help her when necessary and
the hyperactive boy is sitting in the second row with a quiet classmate and I
always decide his partners in group activities. In all my sessions, I start doing a
warming-up reviewing the contents they have seen in the previous sessions and
identifying the date and the weather. And, also, we dedicate the last 5 minutes
of each session to summarize the contents they have learnt in that session.

And the legend you could find on the bottom indicates the way of grouping in
each activity.

Before starting the first activity, Im going to present the unit with a picture that
Im going to show them through the digital board. This picture is related to the
film (in this case.) and students have to guess the theme of the topic. Im
going to ask them:

What do you think the unit is about? And they have to tell me whatever they
think. So, in this case, the unit is related to ..

Session 1

The aim of this session is to introduce vocabulary about------ and to check

previous knowledge.

To do so, I will use flash cards and word cards. In this unit they are going to
learn 10 new words in total, Im going to teach them 5 words during this session
and the other 5 words in the next session.

Firstly, I show them 3 flash cards and I pronounce them, and students should
repeat with me. When I realise that they dominate these words, I introduce 2
more flash cards, and they repeat with me doing some drillings.

Later, I play with flashcards in different ways. For instance, I show them only a
part of the flashcard and they have to guess it, and also I can put the flashcard
around the class and when I say the word, pupils must point the flash card out.

After that, I introduce the written language through word cards doing the same
kind of drillings as before and later, I put the flashcards on the blackboard. I will
give the word cards to some students I decide, and when I pronounce one of
them, the student who has this word card, has to go to the blackboard and put
the word card with its appropriate flash card.

After introducing new vocabulary we start with a reading activity.

My students already know that every unit we receive a tale, in this case we
have received.........(nombre)

We will start the pre- reading stage, where the aim is to create motivation and
expectation. I show my students only the cover of the tale and they have to
predict the theme of the story. For instance I ask them:

What do you think the story is about? And they must answer whatever they
think.

And later, in the while-reading stage, students are going to read the tale. To
do so, as you know, most families dont have enough money to buy a tale each
unit, and the school cannot provide enough tales for all of them. For this reason,
I give the students the written story adapted by me, taking into account their
level and the aims of the activities.

The aim is that students read the story in an extensive way to obtain a general
meaning and then, they will read it more times in an intensive way so as to
answer true/false activities and to find the vocabulary required.

After correcting the exercises the whole class, we finish doing a post- reading
activity. In this case, I divide the class into 6 groups of 4 people and they have
to write down their own version of the story changing the end, and later they will
read it to the rest of the groups.

In this case, the aim is that students practice with the new language learnt and
their previous knowledge, and in this way I realize if they have understood the
new language or not.

Session 2

We are going to start this session introducing the other 5 new words of this unit.
And Im going to teach them as I have explained in the previous session
(playing with flash cards and word cards). And when I know that students have
acquired this new vocabulary, we are going to practice it through dramatization.

The aim of this session is the reinforcement of oral and written

comprehension. To do so, they will dramatize a story in groups, using verbal
and non-verbal language in a cooperative way.
Firstly, during the presentation they are going to listen to a conversation where
the vocabulary and grammar aspects of this unit are contextualized. In this way,
I provide them a model to be imitated.

And during the controlled practice stage, they are going to practice listening
to the text again and circle the correct option between the structures.......... and
the vocabulary of the topic. And later, they are going to practise doing
substitution drills with different vocabulary and structures they already know in a
controlled way.

And finally, in the free production stage, I divide the class into 6 groups of 4
people and they are going to create their own dialogues and later they will
dramatize the story to the rest of the classmates.

Before starting the activity I will let the students know that I will assess the
originality, rhythm, intonation, stress, correctness and cooperative work in
group.

In this activity, the hyperactive boy can feel anxious. To avoid that, I decide the
members of his group. And in the case of the Rumanian girl, she is sitting in a
group with patient classmates in order to they help her.

Session3

The aim of the third session is to reinforce new grammar and vocabulary
contents.

Therefore, for this session I have elaborated some worksheets with graded
exercises. (I have designed some of them with the application Hot Potatoes,
which is very useful).

After correcting the activities in group, the last exercise is dedicated to practice
phonetic differences between two sounds, as the case of ______ and
________. I pronounce these sounds that are related to the vocabulary of the
topic (for instance .... and .......) and the students repeat with me these words.
And finally we practice reading aloud a tongue-twister many times.

This session is essential because as they are repeating, contents are

internalizing them.

And at the end of the session I give my students, as homework, some self
assessment tasks so as to my students are aware about what they know and
what they dont know.

Session 4

The aim of this session is to practice and produce new language.

Firstly, Im going to give them a model text about ........so as they read it in pairs.
In this way I avoid that the Rumanian girl has problems of comprehension and
the hyperactive boy is concentrated on the activity.

And later, they are going to make a mini-book/encyclopaedia about______ in a

folded sheet, following the model given and using their previous knowledge and
the new language they have learnt through the unit.

Finally, at the end of the class, they will present their books to the rest of the
classmates and they can include it in their portfolio.

Moreover, I prepare reinforcement and extension activities for all my

sessions, but specially for this, because the last activity is individual and some
students can finish before others. They could find these activities in the book
corner and also in the computer of our ICT corner in the platform Moodle but
they can use games such as dominoes, among others as well.

In addition, I have a poster on the wall related to this topic that students can use
to play.

For instance: one of them turns around so he cant see the poster, and the rest
of the members have to give him some clues or descriptions about what they
are seeing. If he guesses the noun, he has to look for the written word and to
stick it in the correct place.

(City case) For instance: they can change the position of the buildings in the
map. They must imagine that are in a concrete position and they have to give
the instructions to arrive to a building using the preposition of place they have
learnt.

Session 5

This session is related to music. In this case, Im going to use the pop song
______ which is very motivating for them, where they are going to review
vocabulary and grammar aspects that they have learnt through the unit.

In the pre-listening stage, Im going to write the title of the song on the
blackboard -------------and students will have to put in common words that they
think that may appear in the song.

Later, we are going to follow with a while-listening activity in pairs and they
will be given the written song with the lyrics divided into 4 colours. They are
going to listen to the song at least 2 times and they will carry out a gap-filling
activity. Of course, the Rumanian girl is helped by her classmate and the
hyperactive boy is sitting with a quiet classmate.
And finally, after having practised the song several times, we will enter in the
Post-listening stage.

For this purpose, a pop star contest will take place. I have prepared a set of 6
blue, yellow, red and green cards, each colour containing a different part of the
song.

I will give a coloured card to each student and I asked them to get into groups
according to the colour they have so as to form bands. In this way, I decide the
groups. These cards are useful for that and also I use them for different
activities such as to teach the colours in Pre-school Education.

I also explain them that a pop star contest is going to take place in the
classroom and the bands have to interpret the part of the song that corresponds
with the colour of their card. I will also give them the opportunity to invent the
choreography in order to represent what they sing. Each group will practice their
part of the song for about 10 minutes

Then in the last 15 minutes of the class we will play the song and each group
will sing its part, trying to sing the lyrics as the same time they are dancing.
Finally, all the class will vote for the best group and singer performance and
I will give medals for the best group.

This session is very motivating and also they practice on pronunciation, stress,
rhythm, etc, and they learn playing without having the feeling of being studying.

Session 6

This session is focused on the use of ICT tools for communicative purposes,
which is essential in their learning development.

We are going to put into practice this activity in the ICT classroom.

Firstly, students will watch a documentary video on the digital board about
_____ .

And before dividing the class into groups of 6 people, Im going to explain the
purpose of the activity. They are going to complete a web-quest/online treasure
hunt. Im going to give them some questions that they have to answer through
the links given. To do so, they are going to make a Word document dividing the
task among the members of the group, and this document will be uploaded on
their personal digital portfolio they have in the platform Moodle. And at the end
of the class, each group will present their research to the rest of the classmates.

Also, they already know that originality has an extra mark.

In this unit they prepare a Word document, but in other units, where they have
more time, they prepare oral presentations through the application Prezzi, which
is very motivating for them, and also in other units, they carry out different
projects where they record their oral presentations and they use movie maker to
elaborate videos

Finally, we are going to use the Interactive CD of the textbook and the digital
board to play Who wants to be a Millionaire? contest, where they are going
to review the contents they have learnt before the exam that takes place

- In the next session

- In the last session of the next didactic unit, as I have explained before.

Session 7

This session is booked for the test about this unit and the previous unit (x), as I
have explained before, where it contains activities similar to the ones made in
class.

Regarding attention to acnees, as I have explained during the activities, as for

the hyperactive boy Ive used different strategies recommended by the
psychologist and I usually decide the members if his group and the Romanian
girl is normally sitting with a very patient classmate who help her when
necessary. In addition there are extension and reinforcement activities for those
pupils who have a low level or for those who has high capacities.

Now, Im going to describe how my students will be assessed, and the following

assessment criteria will help me to specify what to assess. Then, the aim is

that at the end of the unit, each student:

As you could see, these assessment criteria are related to the objectives of
my didactic unit and to the achievement indicators established by the abridge
document.

Im going to use written tasks and test, oral presentations, dialogues, songs and
debates, non verbal language, portfolio, participation and direct and systematic
observation and the register tools Im going to use are my diary (where I write
down about aspects I can change to work better) and the teachers grade book
(where I assess the items my students must develop in this unit) Also, you have
an example of it in the annex----

To finish with my presentation, I would like to conclude by quoting a famous

Chinese proverb which clearly states the importance of using motivating
activities, such as web quest or pop songs, to teach a foreign language: Tell
me and I will forget; teach me and I will remember; involve me and I will
understand. This is what I have aimed to do in this unit: to involve my students
in learning English in order to make it a pleasant and meaningful experience for
them.