Unit 10: FANCY PARTY!

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 clothes using the
1st and 3rd person of present continuous while introducing students to a better
understanding of The Red Indians of America.

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

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 The Red Indians simple present present continuous related to
of America. continuous oral 1st and 3rd person clothes.
(B1,2,3) and written affirmative, (B1,2,3,4)
- Sociocultural and narratives. (B1,3) negative and
sociolinguistic aspects - Produce simple interrogative. (verb
(B1,2,3,4) present continuous “to wear”)
- Identify and use oral and written (B1,2,3,4)
appropriate language and narratives. (B2,4) - High frequency
thematic resources. (B3,4) - Descriptions of lexicon on present
- Express a message people (B2,4) continuous form.
clearly containing simple - Chart patterns. (B1,3,4)
sentences. (B2) (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: Clothes (30´) (L)
• Game activity: Describing people (15´) (S) (S)
(L) (group work) - Flashcards: Several games
- Matching activity (Each speaker with
•Previous knowledge check (10’) (S): its favourite clothing)
- Dialogue: What is your favourite clothing?
(group work) • Listen and sing (10´) (L) (S)

• Listen to a song and sing (15´) (L)

Session 3 Session 4
Check and feedback: Grammar input:
• Classroom language and checking • Communication onset (5´) (S)
vocabulary with flashcards (10´) (S) • Grammar input (Present continuous
1st& 3rd person verb “to wear” to talk
•Photostory “Fancy party!” (35´) (R) (S) (W) about clothes) (30´) (L) (S)
-Pre-reading: What can you see in the story? , - Listen and chant
-While-reading: skimming & scanning activities - Point and repeat
for comprehension, - After reading: • Motivational activity: Act out the
Discussion: What is happening? – Listen and story (pair work) (10´) (S)
check activity.
 Session 5 Session 6
Check and feedback: Cultural input:
• TPR game (5´) (S) • Communication onset (5´)

• Check and feedback (30´) (L) (S):
- Listen and sing
- Spelling vocabulary activity
- Game activity: “Let´s have a party!” We will
bring costumes to the class and students will
have to put on different clothes. They will have
to describe themselves (groups of 4)
Session 7
Consolidation and production skills:
• Communication onset and PKC vocab. (10´)
• Writing focus (35´) (W)
- Complete a worksheet
- Answering questions: What are you
wearing? What is your best friend wearing?
Draw them.
• Dialogue activity: “What do you now
about The Red Indians of America?
Can you describe them? (showing a
picture) ”
• New cultural input: “The Red Indians
of America” (40´) (S) (R) (L)
- Read and listen to a text
- Matching activity: Each paragraph
with its picture
Session 8
Final assessment:
•Grammar test (30’).
•Skills check (25’).

• 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