UNIDAD DIDÁCTICA 6

WE ARE GOING TO IRELAND!

1. INTRODUCTION
1. Title: We are going to Ireland
2. Level: 1º Bachillerato
3. Topic: Ireland: its culture and customs.
4. Resources: The resources needed for the implementation of the unit are those usually available at
secondary schools: blackboard, cassette-player, photocopies, TV and video recorders, computers,
dictionaries.
5. Classroom organization: Activities are planned in a way that interaction between students would
be in pairs, small groups or the whole class. That necessarily means chairs and desks will have to
be moved sometimes.
6. Final Task: The four skills are integrated in the Final Task. It consists on planning a trip to
Ireland. Since the whole class is involved, students will be assigned an Irish city. Each student in
his/her group will have to look for information for a specific aspect (a. Things to do; b. Places to
visit; c. Eating and drinking; d. Traditions and Shopping delights). But they will not use a tourist
book; they will obtain the information through a controlled chat session with native speakers from
the different cities they will visit. At the end, all the groups will present the information they have
obtained to the rest of the class in the form they decide (poster, brochure…). The class will vote
the best presentation.

2. LINKING UNIT AND SUBJECT OBJECTIVES

SUBJECT
UNIT OBJECTIVES OBJECTIVES
 To understand oral and written information about travelling, and transferring it 1.
to other channels.
 To read for general/specific information on the topic.
 To enlarge the students’ prior knowledge on Ireland and reflect upon its 2.
social/cultural effects, and to plan a trip to Ireland asking for information about
the cities they are going to visit to native speakers.
 To encourage a critical and positive attitude towards information coming from
different cultures and use it to reflect upon their own.
 To write small paragraphs about their city. 3
 To chat with native speakers asking for information.
 To share oral and written information and opinions about the topic with their 4.
classmates and teacher.
 To reflect about the different ways to express futurity in English as a tool for 5, 6, 7
the development of autonomy.
To co-operate with other students in classroom activities to develop the student’s
own learning process (sharing opinions, listening to other students’ ideas, role-
playing...).
 Consider the importance of travelling as a positive experience for 8, 9
understanding other cultures.

3. CONTENTS FOR THE LEVEL

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I. COMMUNICATIVE SKILLS
UNIT CONTENTS CURICULUM
 Scanning and skimming of given texts and listening activities. 1
 To make use of communicative strategies: asking for clarification or repetition; 2
confirming understanding; making yourself understood; giving clarification.
 Inferring the meaning of unfamiliar lexical items through understanding contextual 3
clues.
 To use learning strategies to communicate with other classmates, with the teacher 5
and with native speakers.
 To take notes from a Chat conversation in order to apply it to further activities. 6
 To think about their own learning process.
 To write a short paragraph about a city they know well. 9

II. REFLECTION ON LANGUAGE

A. Language functions and grammar.

 Planning a travel to Ireland.
 Differentiate when to use going to + verb and will.
 When to use May/Might
 Conditional sentences (first type) and temporal expressions.
 Differences between May and Might.

B. Vocabulary.
 To know specific vocabulary related to Ireland.
 To know specific vocabulary related to planning a trip: features of cities, interactive questions,
etc.
 Asking for and giving information.
 Asking for clarification and making yourself understood.
 Ranking features of a town.
 Commenting on a description of a city and giving personal opinions.

C. Phonetics.
 Pronunciation of the contract form won’t.
 To appreciate the rhythm and intonation patterns of spoken English.

III. SOCIOCULTURAL ASPECTS

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WE ARE GOING TO IRELAND!

 Showing respect when communicating with native speakers.

 To know how to ask for information.
 To appreciate English as a way of knowing about Ireland traditions and customs: St. Patrick’s
Day, its legend…
 To develop in the student the interest in the Irish culture as a way of meeting other people and
cultures.
 Correct use of the Internet as a way of speaking with native speakers.
 To know about St. Patrick’s Day, its legend, etc.
 Getting to know different Irish cities.

4. CROSS CURRICULAR THEMES

I want to highlight the role played by foreign languages in general, and of English in particular, as an
instrument of communication and cooperation among different countries. In this unit the following cross-
curricular themes have been treated in more detail:

1. Education for Peace:

 Education for understanding other cultures.
 Respect for and awareness of the linguistic procedures to facilitate human interaction and
understanding: polite formulae, gestures, intonation.
2. Moral and Civic Education:
 To foster attitudes of respect for human rights, recognition of pluralism and a wider diversity of
values.
 To promote respect for our body by means of physical exercise and social relationships.
 To show respect and curiosity about other people’s culture and their way of living.

5. INTERDISCIPLINARY LINKS
This unit connects with Social Sciences, Geography and History. Society gives us the responsibility of
facilitate the integration of our students in a socio-cultural context according to their capacities. In order to
do so, we have to bare in mind the cultural diversity of our society in Spain as well as in Europe.
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WE ARE GOING TO IRELAND!
INTRODUCTION
This unit will work different linguistic
aspects in order to give you all the
necessary tools to, at the end of the
5 sessions, plan a trip through
Ireland. In order to do that, we will
know about Ireland, we will learn how
to use different future forms, etc.
What I want you to know is not only
the linguistic aspects, but I also want
you to interact with your classmates
and with native speakers using all the
communicative strategies you already
know and those you are going to learn
through this unit.
EXERCISE 1. Do you know…?
1. Which is the capital of Ireland?
2. What is The Irish culture?
3. Do you know any Irish music group?
4. Do you know if Ireland is member of the UE?
5. What is the most popular religion?
SESSION 1
EXERCISE 1.
TYPE OF ACTIVITY: WARM-UP.
TIME REQUIRED: 10 minutes.
INTERACTION: pair work and whole class activity.
SKILLS: speaking and listening skills.
AIM: to elicit from the students what they already know
about Ireland, also, to familiarise them with the topic. It
also serves to know the starting point of the students and
to check their weak points and their strong points, in
order to make as many adaptations as necessary.
HOW TO USE THE ACTIVITY:
 In pairs, ask students to look at the pictures using the
questions as a guide.
 Then, as a whole class activity, in turns they will tell
the rest of the class their conclusions.
FOLLOW UP: The outcomes of this brainstorming activity
will be written down on the blackboard.
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WE ARE GOING TO IRELAND!

EXERCISE 2. What is happening? Read the EXERCISE 2. PRESENTATION

following dialogue. It doesn’t matter if you TYPE OF ACTIVITY: dialogue.
don’t understand all the vocabulary. TIME REQUIRED: 10 minutes.
INTERACTION: pair work, small group and whole class
activity.
SKILLS: reading, speaking and listening skills.
AIM: Students will practise the dialogue using the
skills above mentioned.
HOW TO USE THE ACTIVITY:
 Ask students to look at the pictures and tell you
what is happening.
 Play the cassette. Students listen and read.
Make sure they understand any new words.

TOURIST AGENT: Good morning, can I help you?

DAVID: Yes, good morning, we are in the region for
a few days and we want to see and visit as
many things as possible.
TOURIST AGENT: I’ll see what I can do. How many are you? And, where are you from?
DAVID: We are four. We are from Spain.

TOURIST AGENT: I love Spain. Have you heard about The Cliffs of Moher?
DAVID: Yes, we are going there on Thursday, although we don’t know what it is
exactly.
TOURIST AGENT: They are one of Ireland's most spectacular sights. Here we are,
I’ve got this guide, it’s fine if you are going on Thursday. Sunset is by far the best
time to visit and there is an eight kilometre walk along the cliff edge down to Hag's
Head. Here you have some information. The view is tremendous: the Aran Islands
on the waters of Galway Bay and beyond lay the hills and valleys of Connemara in
western Galway.
DAVID: How much does it cost?
TOURIST AGENT: You will be charged a small fee (1 pound) when you exit the
grounds. The cliffs are one of the most visited tourist attractions, but well worth it.

DAVID: Thank you. What can we visit on Friday?

TOURIST AGENT: You will also visit The Muckross House.
DAVID: What is it? What can you see there?
TOURIST AGENT: It’s a museum, an absolutely fascinating collection of all
sorts of things, like clocks and masks, and cabinets, and there’s a whole
room full of Samurai armour.
DAVID: Samurai? Is it open this time of year?
TOURIST AGENT: Yes, it’s open from 10 a.m. to 6 p.m.

DAVID: One last thing. We want a weekend break at some point.

TOURIST AGENT: Yes, it certainly is. It’s a lovely old hotel, about four hundred
years’ old and you sleep in huge beds.
DAVID: How much does it cost?
TOURIST AGENT: I’ve got the brochure here somewhere. Yes, they’re offering
weekend breaks at €210 per person for the whole weekend, but it includes all
meals. I’ll phone to check they have rooms. Are you going this weekend?
DAVID: Yes, we are. Thank you very much for your help.
TOURIST AGENT: Glad to be of service. Enjoy your visit. Good-bye.
UNIDAD DIDÁCTICA 6
WE ARE GOING TO IRELAND!
EXERCISE 3. Make questions to
your partner about the previous
dialogue. Be sure he/she says the
correct answer.
STUDENT A
QUESTIONS
1. What are the Cliffs of Moher?
2. When are they going to the Cliffs of
Moher?
3. How much does the old hotel cost?
- - - - - - - - - - - - - - -
ANSWERS
1. The Cliffs of Moher are one of Ireland's
most spectacular sights and one of the most
visited tourist attractions.
2. They are going to The Cliffs of Moher on
Thursday.
3. It costs €210 per person for the whole
weekend, all meals are included.
- - - - - - - - - - - - - - -
CLUES
1. Museum.
2. Friday.
3. Weekend.
- - - - - - - - - - - - - - -
* They are going to The Muckross House on
Friday.
* They are going for the weekend.
* It is a museum with an absolutely
fascinating collection of all sorts of things.
EXERCISE 3. PRACTICE
TYPE OF ACTIVITY: comprehension check.
TIME REQUIRED: 20 minutes.
INTERACTION: pair work.
SKILLS: reading and speaking skills.
AIM: To check for understanding of the text.
HOW TO USE THE ACTIVITY:
 The cards are given folded. They will only be unfolded if
students need clues in order to answer to the questions
made by his/her partner.
STUDENT B
QUESTIONS
1. What is the Muckross House?
2. When are they going to the Muckross
House?
3. When are they going to the old hotel?
- - - - - - - - - - - - - - -
ANSWERS
1. It is a museum with an absolutely
fascinating collection of all sorts of things.
2. They are going to The Muckross House on
Friday.
3. They are going for the weekend.
- - - - - - - - - - - - - - -
CLUES
1. Sights.
2. Before the weekend.
3. Everything is included.
- - - - - - - - - - - - - - -
* They are going to The Cliffs of Moher on
Thursday.
* It costs €210 per person for the whole
weekend, all meals are included.
* The Cliffs of Moher are one of Ireland's
most spectacular sights and one of the most
visited tourist attractions.
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WE ARE GOING TO IRELAND!

EXERCISE 4. What do the

following expressions from the
dialogue mean? Who says them?
EXAMPLE: Can I help you?
“¿En qué puedo ayudarle?”.Tourist
agent
1. Can I help you?
2. Have you heard about…?
3. I’ll see what I can do.
4. Glad to be of service.
EXERCISE 4. PRODUCTION
TYPE OF ACTIVITY: comprehension activity.
TIME REQUIRED: 15 minutes.
INTERACTION: pair work.
SKILLS: reading, speaking and listening skills.
AIM: Students will practise the dialogue using the skills
above mentioned.
HOW TO USE THE ACTIVITY:
 Ask Students to identify who and when the following
expressions were used.
 Ask Students to translate the expressions.
 Play the dialogue on the cassette again. Students
listen and read.
FOLLOW UP: In pairs, ask students to practice reading the
story. Advance students can try to act it out by heart.
Pay attention to pronunciation and intonation.

LEARNING THE
CULTURE WILL HELP
YOU TO LEARN THE
LANGUAGE
UNIDAD DIDÁCTICA 6
WE ARE GOING TO IRELAND!
WILL and BE GOING TO
EXERCISE 5. Study the following
sentences. Then complete the rules below
with will or going to.
DAVID: What are we going to do on holidays?
TOM: Let’s go to Ireland!
DAVID: Great idea! I’ll look for information.
TOM: OK. I’ll tell Samantha and Hannah. They
will come with us.
DAVID: Ok! We’re going to Ireland on holidays.
We have already decided it. I’ll tell Samantha
and Hannah to come with us.
RULES:
— We use ……… for instant decisions
that we make at the time of speaking.
— We use ……… for future plans and
intentions when we have already decided
what to do.
USE THE GRAMMAR FILE
AT THE END OF THE UNIT.
EXERCISE 6. Choose the correct future form, will or going to.
I’ll move there in July.
I’ve got a new job in London. I’m going to move there in July.
a. Michael will / is going to visit Ireland
next month. He’s already bought his
ticket.
b. ‘It’s hot in here!’
c. ‘I’ll / I’m going to open the window’.
I’ve decided to go to university. I’ll /
I’m going to study naval engineering.
d. ‘I’ve got a headache.’
‘I’ll / I’m going to get you an aspirin.’
SESSION 2
EXERCISE 5. WARM-UP + PRESENTATION
TYPE OF ACTIVITY: warm-up activity.
TIME REQUIRED: 20 minutes.
INTERACTION: whole class.
SKILLS: speaking and listening skills.
AIM: students will deduce the grammar they are
going to use in this didactic unit.
HOW TO USE THE ACTIVITY:
 Tell the class some plans you have for this
evening, e.g. this evening I’m going to cook dinner for
some friends. Ask two or three students: What are
you going to do this evening? Then say: Oh dear! I
haven’t got any vegetables. Never mind. I’ll go to the
supermarket on the way home and buy some. Write
your sentences on the board.
 Now study the sentences with the class. Make
sure they understand that we use will for decisions
at the time of speaking and going to for plans and
intentions.
 Ask students to complete the rules in their
notebooks.
EXERCISE 6. PRACTICE
TYPE OF ACTIVITY: grammar exercise.
TIME REQUIRED: 10 minutes.
INTERACTION: pair work.
SKILLS: speaking and listening skills.
AIM: students will decide which form of the future is
needed in different contexts.
HOW TO USE THE ACTIVITY:
 In pairs, ask students to decide which form of
the future is needed in each situation.
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WE ARE GOING TO IRELAND!

EXERCISE 7. Follow the instructions below. Make sure you understand them.

 Read carefully the Jazz Chant and make EXERCISE 7. PRODUCTION

sure you understand all the vocabulary.
 The first line of a chant will be given to you
and you will repeat it. Do the same with the
rest of the lines.
 A clear, strong beat will be established by
counting, clapping, using rhythm sticks or
snapping your fingers.
 The class is now divided in two groups.
TYPE OF ACTIVITY: phonetic activity.
TIME REQUIRED: 20 minutes.
INTERACTION: whole class.
SKILLS: speaking and listening comprehension skills.
AIM:
 To appreciate the rhythm and intonation
patterns of spoken English.
 Reinforce future form structure.
NOTE: Advantage should be taken from the fact that

When the first line is given the first group the natural rhythms and humour of the chants are
highly motivating.
repeats it and then the second group does the FOCUS ON:
same.  Listen carefully to the pronunciation of trip, get
 Now the Chant is used as a dialogue back.
between the class and the teacher: the  Practise the contractions: don’t, won’t.
teacher says the first line and the whole class  This Chant offers practice in the will/won’t
answer with the second line, and so on. response to commands.
 The class is again divided into two equal
groups. The Chant is now conducted as a two-part dialogue between the two groups. The teacher
establishes a clear strong, beat. The first group gives the first line of the Chant answered by the
second group giving the second line of the Chant.

DEPARTURE

Have a wonderful trip!

Have a wonderful trip!
Don’t forget to call me
when you get back.
Have a wonderful trip!
Have a wonderful trip!
Don’t forget to call me NOTE THE USE
when you get back. OF WILL TO
Have a wonderful trip! MAKE PROMISES
Don’t worry, I will.
Have a wonderful trip!
Don’t worry, I will.
Don’t forget to call me.
Don’t worry, I won’t.
Don’t forget to call me.
Don’t worry, I won’t.
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SESSION 3
EXERCISE 8
EXERCISE 8 a.
a. Match the uses of will and going to in 1 and 2
PRESENTATION
TYPE OF ACTIVITY: grammar exercise.
with functions a or b. In pairs, compare your TIME REQUIRED: 15 minutes.
answers. INTERACTION: pair work.
SKILLS: speaking and listening skills.
AIM: students will deduce the grammar
1. The phone number isn’t a. to state decisions rule applicable in the given situation.
HOW TO USE THE ACTIVITY:
here. I know, I’ll look in the already made.  In pairs, ask students to decide
Yellow Pages. which form of the future is needed in
2. Ray and I are going to get b. to make each situation.
engaged on New Year’s Eve. spontaneous
decisions.

EXERCISE 8 b. PRACTICE
TYPE OF ACTIVITY: grammar exercise.
TIME REQUIRED: 15 minutes. b. Look at these three
INTERACTION: pair work. situations. In each case
SKILLS: speaking and listening skills. decide which verb forms are
AIM: students will decide by themselves which form of the
correct. And if you have time,
future is required in each situation.
HOW TO USE THE ACTIVITY: think of similar situations in
 Ask students to look at the pictures and briefly check which you can use either will
that they understand the situation in each by asking simple or going to.
check questions using who, what, where, when, why.
 Students complete the task alone before comparing
their answers in pairs.

A. You stay here and I’m going to go around to the

back door.
B. You stay here and I’ll go around to the back
door.

A. Empty! Will you lend me some cash?

B. Empty! Are you going to lend me some cash?

A. I’ve got to go to school now. I’ll post that letter for

you.
B. I’ve got to go to school now. I’m going to post that
letter for you.
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EXERCISE 9. Complete the EXERCISE 9. PRACTICE + PRODUCTION

conversations. Use will or going to. TYPE OF ACTIVITY: grammar exercise.
TIME REQUIRED: 25 minutes.
Then, think of similar situations
INTERACTION: pair work.
and practice them in pairs. SKILLS: speaking and listening skills.
AIM: students will practise the grammar they have learnt in
this unit.
HOW TO USE THE ACTIVITY:
 Ask students to complete, in pairs, the conversations.
 In pairs, ask students to read the dialogues.
 Let some pairs read for the class.
 Advance students make up another dialogue
A.
What (you do)
I (go1) to the
this weekend?
travel agency on
Saturday. What
about you?

Oh, really? I
DAVID I (not go2) with you VICTORIA
(come4) and watch!
because I (play3) football
on Sunday morning.

B.
I (see1) Brad
Where are Pitt’s latest
you going? film. And you?

I (visit2) Daniel
at the hospital.

Oh, how is she

GARETH going on? I NATALIE
OK. See you later. (come3) and
visit her after
the film.
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SESSION 4

EXERCISE 10. PRESENTATION + PRACTICE

TYPE OF ACTIVITY: reading, speaking and listening activity.
TIME REQUIRED: 30 minutes.
INTERACTION: individual and pair work.
SKILLS: reading, speaking and listening skills.
AIM: this activity provides an interactive purpose for reading, but also provides practice in using
interactive questions. This activity will enable students for the final tasks, since they will interactive
questions to complete it.
LEXICAL AREAS: shamrocks, leprechauns, patron saint, St. Patrick, legends, jig, parades, leprechaun's pot
of gold, corned beef and cabbage, shamrocks bring good luck
HOW TO USE THE ACTIVITY:
 Each student in a pair has the same text, but different information is omitted from each student's
text. All the information is available in the pair. They will read ‘him/her’ text individually.
 Students need to complete the text using predictive reading skills. To do so they have to formulate
questions and where necessary follow-up their questions using linguistic skills. They need time to try to
predict some of the information from the context provided by the text itself.
 The teacher might then demonstrate different kinds of questions commonly used in interaction:
"normal" questions, such as "When was Saint Patrick born?” indirect questions, such as "I need to know,
when Saint Patrick was born? or "Do you know/ does anyone know, when Saint Patrick was born?; short
questions such as "How about his birth place?
 Students will look up in a dictionary the meaning of any new vocabulary.

EXERCISE 10. Read the text and try to predict some of the information from the
context. Then, in pairs, formulate questions to your partner to find out the information
omitted from your text.

Warm-up
CULTURAL NOTE:
A LIMERICK is a humorous poem with five lines.
It’s normally addressed to a person in a funny
way. It used to begin ‘there was a…’:
There was once a man from North Wales,
Who bought a trombone in the sales;
By the found, when he tried it,
There was something inside it:
Fifty pence and a packet of nails.
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Student A. Saint Patrick’s Day.

Saint Patrick is the patron saint of (where?) __________. A patron saint takes special care

of a country or group. Saint Patrick was a caring person and did many nice things for the people of

(where?) __________. Saint Patrick was born in 385 and died around the year (when?)

__________. That is over 1,500 years ago. Saint Patrick died on March 17th. (when?)

__________ is the day Saint Patrick's Day is celebrated. People march in parades and marching

bands play. Corned beef and (what?) __________ is a favourite meal on Saint

Patrick's Day. Many people wear green on this day. Green is an Irish colour

because of a few reasons. The first reason is because the (what?) __________ is

a symbol of Saint Patrick and Ireland. The Irish say a shamrock brings good luck.

The second reason is because Ireland is called the (what?)"__________" with

lots of green pastures. The third reason is because the people of Ireland would burn green leaves

to spread over their land to make their soil richer.

There are legends that go along with Saint Patrick's Day. A popular

legend is about the (what?) __________. Leprechauns are tiny people

dressed in green and they collect pots of gold.

The legend says that if you catch a leprechaun,

he will lead you, following the rainbow to the

end, to his pot of gold.

The first Saint Patrick's Day

celebration in (where?) __________ was in 1737. This day is now

celebrated (where?) __________. Some people sing songs and dance to celebrate. The Irish dance

is called the (what?) "__________". A popular song is "The Wearin' of the Green". The Irish are

very thankful on this day because Saint Patrick taught them to read and write. The Irish read and

write because generations passed their knowledge on to other generations.

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Student B. Saint Patrick’s Day.

Saint Patrick is the patron saint of Ireland. A patron saint takes special care of a country or

group. (who?) __________was a caring person and did many nice things for the people of Ireland.

Saint Patrick was born in (when?) __________ and died around the year 460. That is over (how

long?) __________. Saint Patrick died on March 17th. March 17th is the day Saint Patrick's Day is

celebrated. People march in parades and marching bands play. (what?) __________ and cabbage is

a favourite meal on (when?) __________. Many people wear green on this day.

Green is an Irish colour because of a few reasons. The first reason is because

the green shamrock leaf is a symbol of Saint Patrick and Ireland. The Irish say

a shamrock brings (what?) __________. The second reason is because Ireland

is called the "Emerald Isle" with lots of green pastures. The third reason is

because the people of (where?) __________ would burn green leaves to spread over their land to

make their soil richer.

There are legends that go along with Saint Patrick's Day. A popular

legend is about the leprechaun. Leprechauns are tiny people dressed in

green and they collect (what?) __________.

The legend says that if you catch a

leprechaun, he will lead you, following the

rainbow to the end, to his pot of gold.

The first Saint Patrick's Day celebration in the United States

was in (when?) __________. This day is now celebrated all over the

world. Some people sing (what?) __________ and dance to celebrate. The Irish dance is called the

"jig". A popular song is "The Wearin' of the Green". The Irish are very thankful on this day because

Saint Patrick taught them to (what?) __________. The Irish read and write because generations

passed their knowledge on to other generations.

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EXERCISE 11. PRODUCTION EXERCISE 11. Give definitions to the following

TYPE OF ACTIVITY: vocabulary exercise. words. Check your definitions with a partner.
TIME REQUIRED: 1O minutes.
INTERACTION: pair work.
1. Shamrock
SKILLS: speaking and reading skills. 2. Legend
AIM: students will familiarise with the use of 3. Leprechaun
dictionaries to find out meanings. 4. Jig
5. Patron saint
6. Parade

EXERCISE 12. Write a few lines about a patron
saint you know well. Then, change your
work with your partner and make
suggestions to improve his/her work.
EXERCISE 12.
TYPE OF ACTIVITY: writing activity.
TIME REQUIRED: 15 minutes.
INTERACTION: individual work.
SKILLS: writing and reading skills.
AIM: students will write about a patron saint
they know well.

EXERCISE 13. In pairs,

try to find as many words 1 2 3

as possible in this quiz.

4 5

EXERCISE 13.
HOMEWORK
TYPE OF ACTIVITY: quiz. 6

TIME REQUIRED: 10
minutes.
INTERACTION: individual
and pair work.
7
SKILLS: speaking and
reading skills.
AIM: students to review
some of the new vocabulary 8

they have learnt. The

vocabulary is related to
Ireland, so this exercise Across Down
enables them for the Final 1. The capital of Ireland. 2. An elf, often dressed like a
Task. 6. To get things from different shoemaker, who has a hidden pot of
HOW TO USE THE ACTIVITY:
places and bring them together. gold.
 Students will complete
7. The plant considered the symbol 3. A humorous five-line poem.
this crossword if they have
of Ireland. 4. A synonym for fortunate.
time. If not they will
8. The colour associated with St. 5. If you follow it to the end, you’ll
complete as a homework.
Patrick. find a pot of gold.
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SESSION 5
EXPLAINING; CHECKING UNDERSTANDING

EXERCISE 14 WARM-UP
TYPE OF ACTIVITY: brainstorming activity.
TIME REQUIRED: 10 minutes.
INTERACTION: whole class.
SKILLS: listening and speaking skills.
AIM: Students will think over the related vocabulary they already know, as well as to learn new
expressions. It is important they respect contributions made by other classmates.
HOW TO USE THE ACTIVITY: the teacher will elicit from the students different expressions
used for: 1. asking for clarification or repetition, 2. checking the listener understands, 3.
confirming understanding, 4. giving clarification. Students will be given a basic scheme that
they will complete following the scheme written on the blackboard.

EXERCISE 14. Brainstorming activity. Write down as many examples as possible under
each category.
- Pardon?
- Sorry?
- Could you say that again, please?
- I’m sorry. I didn’t quite catch that.
- What do you mean?
- Could you repeat that, please?
- Could you say that in another way, please?

ASKING FOR
CLARIFICATION OR
REPETITION
CONFIRMING CHECKING THE
UNDERSTANDING LISTENER
UNDERSTANDS
SPEAKING
- Right, I’ve got that. - Do you see what I mean?
- Yes, that’s quite - See what I mean?
clear. - Is everything clear so far?
GIVING
- I see. - Know what I mean?
- I understand. CLARIFICATION - Do you have any doubts?
- Have you had any doubts?
- Did you get it?
- Are there any questions?
- Let me put it another way... - Any doubts?
- What I mean is…
- What I’m saying is…
- What I really mean/want to say is…
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FEATURES OF MY TOWN

EXERCISE 15. Which of the following features

do you consider to be important for life in the EXERCISE 15. PRESENTATION
TYPE OF ACTIVITY: speaking activity.
city? Make sure you understand all vocabulary.
TIME REQUIRED: 10 minutes.
Choose ten features and number them in order of INTERACTION: individual.
importance from 1 (not very important) to 10 SKILLS: listening and speaking skills.
(very important). Think of reasons for your AIM: students will speak about those features

answers. they consider to be important for life in the

city. This activity will enable them for the
final task, since they will ask for those
suitable size beautiful buildings university features in the different cities they are
cheap public transport hospitals cycle lanes planning to go. They will learn new vocabulary.
HOW TO USE THE ACTIVITY: Individually,
good entertainment good restaurants students will decide on which of the given
good schools sport centres features they consider to be important for
life in the city. They will choose ten features
lots of young people museums and galleries parks and number them in order of importance.
and trees bus service pleasant climate disco

swimming pool safe streets shops sports

facilities accessibility
EXERCISE 16. PRACTICE
TYPE OF ACTIVITY: speaking activity.
TIME REQUIRED: 5 minutes.
EXERCISE 16. Work in pairs. Talk about the INTERACTION: pair work, small group.
features you chose in activity 1. Define the SKILLS: listening and speaking skills.
features you chose according to your own AIM: Students will try to reach agreement on a
requirements and expectations. What do you list. They will show respect for other
classmates’ contributions. They should use the
think of your
speaking expressions learnt in previous
partner’s choice exercises.
and order of the
features? Try to reach agreement on a list. Compare your
answers with other pairs.
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PLANNING A DAY WITH A MAP

EXERCISE 17. In pairs, you have two different maps
EXERCISE 17. PRODUCTION
from the same city. One of them has less information
TYPE OF ACTIVITY: role play.
than the other. If you do not have that place in your TIME REQUIRED: 20 minutes.
map you’ll have to ask questions in order to draw it on INTERACTION: pair work.
your map. Change roles. Then, show each other the SKILLS: listening and speaking skills.
map and correct any mistakes. Be sure you use the AIM: this enabling activity will give
students further practise for planning
expressions and words for making yourself
what they are going to do in a new city.
understood and confirming understanding.

EXAMPLE:
STUDENT A: First, we will go to the Tourist Information Office.
STUDENT B: Where is it?
STUDENT A: It is in Bakers Street.
STUDENT B: But Baker Street is too large! Where is it exactly?
STUDENT A: OK. Pass the Park and to the right you have the
Castle and to the left you have the Tourist Information Office.
STUDENT B: OK! I think I get it! What will we do next?

EXERCISE 18. With your partner, discuss EXERCISE 18. HOMEWORK

on the most outstanding features of your
city. Give reasons.
Write a short paragraph about your ideal city
including all those features you consider to be
important for life in the city. Try to give
reasons.
TYPE OF ACTIVITY: follow up activity.
TIME REQUIRED: 10 minutes.
INTERACTION: individual, pair work.
SKILLS: listening and speaking skills.
AIM: to interact with other classmates using the
speaking skills already learnt in this session.
NOTE: If there is no time, use this activity as
homework.
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STUDENT A

STUDENT B
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At Your Side, by The Corrs SESSION 6

EXERCISE 25. You are going to listen to a song played by The Corrs.

 Before listening to the song answer the
following questions:
1. What do the underlined
words/expressions mean?
2. What do you think the song
is about?
3. What do you know about The
Corrs?
4. Do you know other Irish
groups?
EXERCISE 25. warm-up + present
TYPE OF ACTIVITY: listening to a song.
TIME REQUIRED: 20 minutes.
INTERACTION: pair work.
LEXICAL AREAS: friendship, loneliness.
SKILLS: listening and speaking skills.
AIM: to show students an Irish group, and
make them conscious of modern Irish
groups.

 Practice: Listen to the song twice and fill in the blanks. Check your answers with your
partner.

 Listen to the song once again.

 What do you think the song is

about?

Your classmates’ contributions

should be treated with respect, as
well as yours!!!
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At Your Side
Lyrics and Music by The Corrs

When the daylight's gone, (18) _____, we'll (19) _____.

and you're on your own. Through the haste and (20) _____.
And you need a (1) _____,
just to be around. I'll be at your side,
I will comfort you, if you (21) _____ like you're (22) _____.
I will (2) _____ your hand. And you've (23) _____ to turn.
And I'll pull you through, I'll be at your side.
I will (3) _____.
I'll be at your side.
And you know that... I'll be at your side.

I'll be at your side. You know that…

There's no need to (4) _____.
(5) _____, we'll (6) _____.
Through the haste and (7) _____.
I'll be at your side,
if you (8) _____ like you're (9) _____.
And you've (10) _____ to turn.
I'll be at your side.
If (11) _____'s standing still,
and your (12) _____'s confused
And you cannot find,
what road to choose.
If you make (13) _____ (make (14) _____).
You can't let me down (let me down).
I will still (15) _____ (still (16) _____).
I will turn around.
And you know that…
I'll be at your side.
There's no need to (24) _____.
(25) _____ we'll (26) _____.
Through the haste and (27) _____.
I'll be at your side,
if you (28) _____ like you're (29) _____.
You've got (30) _____ to go.
'Coz I'm right there.
I'll be at your side.
I'll be (31) _____ there for you.
((32) _____ we'll survive)
Through the haste and (33) _____.
I'll be at your side,
if you feel like you're (34) _____.
You've got (35) _____ to go.
'Coz I'm at your side

I'll be at your side. Yeeeah, I'll be right there for you.

There's no need to (17) _____. I'll be (36) _____ there for you yeah.
I'm (37) _____ at your side.
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SESSION 7
WE ARE GOING TO IRELAND!

FINAL TASK.
TIME REQUIRED: 2 sessions of 55 minutes each.
INTERACTION: Students will work in groups of four and individually.
SKILLS: writing, speaking, listening and reading skills will be required.
AIM:
 To find out concrete information of the different cities they will visit in Ireland.
 To use all communicative strategies they have already learnt.
 To be respectful with native speakers.
FOLLOW-UP:
 Presentation of all the information they have obtained will be up to the different groups.
 If it is available students can use microphones to speak with native speakers.
 Those who finish first will look for further information about their city in the web.
NOTE: students will be given the web addresses. Previously the teacher has contacted Secondary Irish
Schools from different cities.

FINAL TASK.

This Final Task consists on planning a trip to

Ireland. Since the whole class is involved, you will
be divided in groups of four and you will be
assigned an Irish city. You will have to look for
information about it, but you are not going to use
any tourist book, you will obtain the information
through a chat session with native speakers of
the different cities you are going to visit. At the
end, all the groups will present the information
they have obtained to the rest of the class.

1. PRELIMINARY TASKS
 There will be 7 groups; each group is assigned a 1. Dublin 5. Limerick
city. Each group will have a Speaker who will 2. Waterford 6. Shannon
coordinate all the decisions taken by the group. The 3. Cork 7. Galway
cities are the following: 4. Killarney
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 Each members of the group will be responsible a) Things to do.

for an aspect. You have to organize and assign an b) Places to visit.
aspect for each member. Each group will have a c) Eating and drinking.
Speaker who will coordinate all the decisions taken by d) Traditions. Shopping delights.
the group.
 Individually, you will have some time to prepare the questions you will make to native
students. Be sure they are well formulated and that you are using the adequate vocabulary.
Remember to be as polite as possible.
 Take some time to show your questions to the rest of your group.

2. ON-THE-SPOT TASK (At the Computer Room).

 Each group will be given a web address that corresponds to a Secondary School from
the Irish city they are assigned.
 Remember to take notes since you will use them later on.

3. FOLLOW-UP TASK
 Those students who first finish will look for further information about their city.
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SESSION 8
… CONTINUATION OF THE FINAL TASK

1. PRELIMINARY TASKS
 Each group will meet in order to discuss all the information obtained in the previous
session. Make sure you use all the communicative devices practised in this unit. Be patient
and wait your turn to speak.
 Discuss how you are going to present your information.
2. ON-THE-SPOT TASK
 Each group will have sheets of colours, one different colour for each group.
 Remember to present the information as attractive as possible and include the most
relevant features of your city.
 The group will present to the rest of the class the different aspects of their city.
3. FOLLOW-UP TASK
 Decide which presentation you consider to be the best, give reasons. Discuss as a whole
class debate.

ASSESSMENT ACTIVITY ASSESSMENT ACTIVITY

Mark and Jo are discussing
their holidays. Make any
necessary corrections or
improvements to the
underlined parts of this
TYPE OF ACTIVITY: grammar exercise.
TIME REQUIRED: 10 minutes.
INTERACTION: individual work.
SKILLS: writing and reading skills will
be required.
AIM: to use the appropriate future
form.

extract from a telephone

conversation.

Mark: Have you got a holiday planned?

Jo: Ruth has asked me to visit her in Kenya.
Mark: Kenya! Sound brilliant. You’re going to1 have a great time.
Jo: Well, I expect I am going to2 go away if I can spare the time, but my boss won’t3 be very
happy. I imagine that my parents are going to4 Mexico again, to see their friends there,
but I don’t think I will5 be able to go with them. They’ve told me they’ll6 learn Spanish
before they go this time… Look, I’m sorry, Jo, but someone’s at the door. I’m going to7 call
you back tomorrow morning.
Mark: Okay, I’ll8 speak to you then.
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I HAVE LEARNT TO VERY O.K NOT

WELL MUCH
Listen and take information about travelling and
transferring it to other channels.
Enlarge my prior knowledge on Ireland and reflect upon its
social/cultural effects, and to plan a trip to Ireland asking for
information about the cities they are going to visit to native
speakers.
Chat with native speakers asking for information. Develop
computer based work practises.
Reflect about the different ways to express futurity in English
as a tool for the development of autonomy.
Consider the importance of travelling as a positive experience
for understanding other cultures.

Answer to the following questions:

1. Which task did you like most? Why?

2. Which did you not find useful? Why?

3. Which activity did you find particularly difficult? Why?

4. In Which did you learnt in particular?

5. Which activity did you miss?

6. What else would you like to learn about the topic?

7. What mark do you deserve according to what you have learnt and worked in this unit?
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6. EVALUATION CRITERIA

I. COMMUNICATIVE SKILLS
 To understand global and specific information both in oral and written texts.
 To make use of communicative strategies: asking for clarification or repetition; confirming
understanding; making yourself understood; giving clarification.
 To participate in class conversations actively.
 To understand all the reading material presented in this unit.
 To write short descriptions of a city.

II. REFLECTION ON LANGUAGE

 To learn vocabulary related to features of a town.
 To learn vocabulary related to Irish main feast: St. Patrick’s Day.
 To know how to use the grammar learnt in this unit.
 To deduce the meaning of new words from the context.
 To pay attention to intonation and rhythm patterns.
 To use language functions according to grammatical rules.

III. SOCIOCULTURAL ASPECTS

 To show interest in knowing about the Irish culture.
 To adequate the register to the communicative task.
 To show respect and interest for other classmates’ opinions.
 To adequate the register to the different communicative tasks.
 To appreciate the contact with native speakers, using all the communicative strategies they
already have.
 To valuate the use of English as a way of getting to know Irish people and their culture.
 To appreciate your own culture from the knowing of the Irish culture, realising the differences
and establishing the corresponding links.
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GRAMMAR FILE

Will. We use will for instant decisions that we make at the time of speaking.

AFFIRMATIVE NEGATIVE
I I
You You
He/she/it He/she/it won’t
‘ll/will go to Galway? go to Galway.
We We (will not)
You You
they they

SHORT ANSWERS
INTERROGATIVE Affirmative Negative
I I I
You You You
he/she/it he/she/it he/she/it won’t.
Will go to Galway? Yes, will. No,
We We We (will not)
You You You
they
they they

Going to. We use going to for future plans and intentions when we have already decided
what to do.

AFFIRMATIVE NEGATIVE
I’m I’m not
You’re You aren’t
He/she/it’s He/she/it isn’t
going to start. going to start.
We’re We aren’t
You’re You aren’t
They’re They aren’t

SHORT ANSWERS
INTERROGATIVE Affirmative Negative
I I I
You You You
Am am ‘m not
he/she/it he/she/it he/she/it
Is going to start? Yes, is No, isn’t
We We We
Are are aren’t
You You You
they they they
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