Unit 9: MY FAVOURITE MOTORBIKE

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 transports using
the 1st and 3rd person of present simple while introducing students to a better
understanding of Australia and its best known aspects.

Block and
DIDACTIC OBJECTIVES evaluation
criteria
To know and apply how to understand and produce oral text using the 1 st
1a, 2a
and 3rd person of present simple with vocabulary related to transports.
To know and apply how to understand and produce written text using the
3a, 4a
1st and 3rd person of present simple with vocabulary related to transports.
To apply graphic patterns and basic spelling using the 1 st and 3rd person
4b
of present simple with vocabulary related to transports.
To manage basic syntactic structures such as the 1 st and 3rd person of
3d, 4d
present simple with vocabulary related to transports.
To recognize a limited repertoire of frequently used vocabulary related to
3e, 1g
transports.
To be understood in short and simple interventions using vocabulary
2e
related to transports.
To recognize meaning associated with syntactic structures and apply
basic writing using the 1st and 3rd person of present simple with 3d, 4a
vocabulary related to transports.
To identify sociocultural aspects about Australia and its best known
3b, 1b
aspects.
To distinguish the main communicative function of written text about
transports and sociocultural aspects related to Australia and its best 3g
known aspects.
To participate in simple and understandable conversations making use of
syntactic structures such as the 1st and 3rd person of present simple with 2c
vocabulary related to transports..

METHODOLOGY ORIENTATIONS
Method CLT 4. Classroom layout:
1. Materials and resources a. Horse shoe
2. Space: Classroom. Computer room. Student b. Suitable posters for the
distribution: unit
3. Individual. Pairs. Groups. 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
Comprehension and Communicative Syntactic Highly used
production strategies functions structures vocabulary
- Sociocultural aspects - Understand - Time expressions - Vocabulary
related to Australia and its simple present present simple 1st related to
best known aspects. simple oral and and 3rd person transports.
(B1,2,3) written narratives. affirmative, (B1,2,3,4)
- Mobilization of (B1,3) negative and
background information - Produce simple interrogative. (verb
and job type and subject. present simple oral to go...) (B1,2,3,4)
(B1) and written - High frequency
- Identify and use narratives. (B2,4) lexicon on present
appropriate language and - Sound, simple form.
thematic resources. (B3,4) accentual, rhythm (B1,3,4)
- Express a message and intonation - Expression of
clearly containing simple patterns. (B1,2) space. Adverbs
sentences. (B2) - Chart patterns. (B3)
(B3,4)

CLASS DEVELOPMENT
Session 1 Session 2
General setting: Language focus:
•Communication onset and classroom • Communication onset (5´) (S)
language (5’) (S)
• Vocabulary input: Methods of
• Game activity: “Crazy story” (25´) (S) (W) transport (30´) (L) (S)
- Flashcards: Several games
•Previous knowledge check (15’) (S): - Asking your partner: “Which method
- Discussion activity: Talking about methods of of transport do you prefer? Why?” (in
transport (group work) pairs)

• Listen and sing (10´) (L) (S)

Session 3 Session 4
Check and feedback: Grammar input:
• Classroom language and checking •Warm up activities and PKC vocab.
vocabulary with flashcards (10´) (S) (5’) (S)

•Photostory “My motorbike” (35´) (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
• Grammar explanation (Present
simple 1st& 3rd person verb “to go” to
talk about transports) (30´) (L) (S)
- Listen and chant
- Point and repeat
check activity.
• Motivational activity: Act out the
story (pair work) (10´) (S)

Session 5
Check and feedback:
• Communication onset and TPR game about
methods of transport (10´) (S) (L)
• Check and feedback (30´) (L) (S):
- Flashcards activity: Show transports and
speak using 1st&3rd person (group work)
- Fill in the gaps
- Complete sentences
• Speaking focus: How do you usually go to
school? (group work)
Session 6
Cultural input:
• Communication onset (5´)
• Dialogue activity: “What do you now
about Australia? Can you tell me its
location?”
• New cultural input: “Australia and its
best known aspects” (40´) (S) (R) (L)
- Read and listen to a text
- Matching activity: Each paragraph
with its picture

Session 7 Session 8
Consolidation and production skills: Final assessment:
• Communication onset and PKC vocab. (10´) •Grammar test (30’).
• Writing focus (35´) (W) •Skills check (25’).
- Write an email to a penfriend from Australia
asking him his favourite method of transport
and when he use it.
• Storytelling composition (15´) (W): 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
1 a,b,c,e
texts.
2. Addresses hypothesis for the understanding of simple written
3 a,d
texts
3. Write words reasonably or everyday expressions 4b
4. Write short and simple personal correspondence. 4cdg
5. Write simple texts using a dictionary to find new words. 4a
6. Distinguish instructions, questions and exclamation marks in
3gf
a written text.
7. Participate cooperatively in simple interviews. 2cd
8. Participate in conversations in face to face situations. 2cde