Unit 2: THE BIG MATCH

26 students 1st Term Number of sessions: 8

AIMS
My aim in this unit is to consolidate, revise and recycle the contents studied during the
previous year. Besides, I want my students to learn how to talk about sports the
motivational context of free time while studying cultural themes such as The Highland
Games.

Block and
DIDACTIC OBJECTIVES evaluation
criteria
To know and apply how to understand and produce oral text about time
expressions affirmative, negative and interrogative of verb “to like” and 1a, 2a
vocabulary related to sports.
To know and apply how to understand and produce written text about
time expressions affirmative, negative and interrogative of verb “to like” 3a, 4a
and vocabulary related to sports.
To apply graphic patterns and basic spelling about time expressions
affirmative, negative and interrogative of verb “to like” and vocabulary 4b
related to sports.
To identify socio-cultural aspects in reading when working with texts
3b
related to the Highland Games.
To know and apply socio-cultural aspects by understanding and
1a, 2a
producing vocabulary related to the Highland Games.
To understand and apply basic writing about time expressions affirmative,
negative and interrogative of verb “to like” and vocabulary related to 4a,
sports.
To identify the general meaning from oral text 1c,
To distinguish the main communicative function of written text about
3g
sports with time expressions of verb “to like”.
To participate in simple and understandable conversations making use of
syntactic structures about expressions affirmative, negative and 2c
interrogative of verb “to like” and vocabulary related to sports.

METHODOLOGY ORIENTATIONS
Method CLT 4. Classroom layout:
1. Materials and resources: Magnetic board a. Horse shoe
2. Space: Classroom. Computer room. b. Suitable posters for
3. Student distribution: Individual. Pairs. Groups. the unit
Whole class.

SPECIFIC USE OF COMPETENCES AND EQUALITY IN EDUCATION

1. Linguistic Competence.
2. Learning to Learn Competence through the acquisition and strategies.
3. Social and civic competence through the participation and interaction among
students.
4. Sense of initiative and entrepreneurship competence.
5. Cultural awareness and expression.
 Specific contents
Block 1 Comprehension of oral texts Block 2 Production of Oral Texts: Expression and
Interaction Block 3 Comprehension of written texts Block 4 Production of written texts:
expression and interaction Block 5 Cultural awareness and expression.
Comprehension and Communicative Syntactic Highly used
production strategies functions structure vocabulary
- Mobilization of - Understanding - Time expressions - Vocabulary
background information and giving affirmative and related to sports
and job type and subject information negative and (B1) (B2)
(B1). - Greetings and interrogative “to
- Sociocultural aspects introductions, like” (B1) (B2)
related to Highland apologies and - Lexicon high
Games (B1) (B2) (B3) thanks (B2) frequency on
- Individual and teamwork - Expressions on present affirmative,
(B2) ability, preference, negative and
opinion and feeling interrogative “to
(B3) (B4) like” (B3) (B4)

CLASS DEVELOPMENT
Session 1
General setting:
• Communication onset, classroom language
(5’) (S)
• Previous knowledge check (25’) (S):
- Discussion activity about sports
- Showing pictures of different sports
- Motivational activity: Act out your favourite
sport. (in pairs, students have to guess it)
Session 2
Language focus:
• Warm up activities (5’)
• Vocabulary input: sports (30´) (L) (S)
- Flashcards (several games)
- Matching activity
• Listen to a song and sing (10´) (L)

• Listen to a song and sing (15´) (L)

Session 3
Check and feedback:
• Classroom language and check vocabulary
(5´)
•Photostory “The Big Match” (40´) (R) (S) (W):
-Pre-reading: What can you see in the story?,-
While-reading: skimming & scanning activities
for comprehension.
•After reading: Discussion: What is
happening? Listen and check.
Session 4
Grammar input:
• Communication onset (5´)
• Morpho-syntax input: grammar
explanation (Present simple: Verb
“like”)(30´) (L) (S)
- Listen and chant
- Look at pictures and order them.
- Speaking time: Do you like sports?
• Motivational activity: TPR game

Session 5 Session 6
Check and feedback: Cultural input:
•Communication onset (5’). • TPR game (10’).
• Flashcards games • Cultural input “The Highland Games”:
• Listen, read and match (each person with its (L) (R) (35´):
sport) (group work) - Dialogue activity to introduce
• Motivational activity: Act out the story (groups - Listen and read aloud the different
of 5) paragraphs
- Match each person with its picture.
Session 7 Session 8
Consolidation and production skills: Final assessment:
• Classroom language (10´) (S) •Grammar test (30’).
•Consolidation & Production (35´) (S) (W): •Skills check (25’).
- Fill in the gaps
- Storytelling composition: Buddy The Dog
along the world. (group work)

EVALUATION
1. Diagnosis stage; 2.Continuous Assessment; 3.Summative evaluation, 4.Self-
evaluation:
EVALUATION INSTRUMENTS
1. Observation sheets. Exam. Portfolio (which contains the student’s self-assessment).
Teacher’s self-assessment.
Blocks &
Assessable Learning Standards evaluation
criteria

1. Addresses hypothesis for the understanding of simple oral texts. 1 a, c

2. Addresses hypothesis for the understanding of simple written
3 a, d
texts.
3. Write words reasonably or everyday expressions. 4b
4. Identify distinctive customs in a written text. 3b
5. Write simple texts using a dictionary to find new words. 4a
6. Distinguish instructions, questions and exclamation marks in a
3g
written text.
7. Produce simple oral texts using basic strategies. 2ac
8. Participate in conversations in face to face situations. 2c