UNIT 11: Damon and Lisa

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5 SESSION 6 SESSION 7 SESSION 8 SESSION 9 SESSION10 SESSION11

Writing
Instructions
GAME: peer
on f. task
GAME: What assessment Comments
Spot the would you Phonetics on "Lord of Final task
difference do? Revision on the Flies" revision,
Computer general
the FINAL
room feedback on
LISTENING conditional TASK
the unit and
(lecture) (Monument)
READING SPEAKING return of
Introduction material to
(excerpt) The Other ways (Quiz)
on the open "Lord of the students.
impossible of
and Flies" Song.
conditional expressing
hypothetical questionnaire
condition WRITING Final task
conditional rehearsal
(review)

1. Session
a. Game (Spot the difference): students will be shown a famous painting next to a duplicate copy with several differences. Random students will
be asked to spot them and then an unfinished sentence will be shown after each difference, e.g.: if the dress is red, the picture.... eliciting an
open conditional sentence, such as: (...) the picture will look warmer. Then another alternative sentence will be shown, namely “if the dress
was red”, students will be asked to explain the difference. After all conditional sentences are proposed and the concept has been understood,
the open and hypothetical conditional clauses will be explained.
b. Introduction on the open and hypothetical conditional: the teacher will ask each student to write down a conditional clause with “if”, but
leaving it unfinished, that is, without the main clause. Then each student will pass it on to their peer, who has to finish the sentence with a
consequence. Then the teacher will give students a worksheet with several conditional sentences for them to complete, using different
conditional nexus (when, unless, even if, etc.).
2. Session
a. The final task will be explained and students asked to start preparing it in groups.
b. Reading: students will read an excerpt from a graded version of the book “Frankenstein” by Mary Shelley.
 Pre-reading: students will be given several flashcards with different Halloween or Hollywood monsters on it and be asked to think which
of them actually existed (eliciting Dracula). The teacher will then introduce “Frankenstein” and the excerpt will be handed in.
 While-reading: random students will read the text aloud and all of them will be asked to underline words they don’t understand. Students
will be asked to spot all the conditional sentences and choose two different colours to separate the conditional clause from the main one.
 Follow-up: students will be asked to write some conditional clauses given the possibility of providing a corpse or android with life and its
social and ethical consequences.
3. Session
a. Listening: students will listen to an art expert at the Reina Sofia Museum describing the “Guernica” by Picasso.
 Pre-listening: in groups of 5 students will have a look at a photocopy showing the painting. They will be asked to describe it with 3 words.
Then the author will be elicited as a prominent Andalusian artist and they will be asked to place Guernica in a map.
 While-listening:
1. They answer a series of questions choosing between options A, B, C, D.
2. They fill in some gaps in a written excerpt according to what they hear.
3. They will be asked to identify the intonation the woman uses when uttering conditional sentences (eliciting rise-fall intonation).
 Follow-up: students will get information about “Las Meninas” by Velázquez and be asked to write an email to a friend inviting him to
come to Madrid to visit “El Prado” and “Reina Sofía” to have a look at the most important and impressive works by these two Andalusian
painters, Picasso and Velázquez.
4. Session
a. Game (What would you do?). The question will be displayed on the IWB followed by “if” and several gaps as in a slot machine (adjective –
(pro)noun – verb – noun – adverbial). Volunteers will spin the reels in each gap and random words will form a sentence, as in: “ What would
you do if your brother saw a bug in the swimming pool?”. The student will then choose a partner to answer the question using “would” (e.g.: if
my brother saw a bug in the swimming pool I would try to get the pool skimmer and get it off the water).
b. Students will be shown different negative scenes on the IWB, such as broken glass on the floor with spilt milk all around or a person getting
wet under the rain and thinking about an umbrella. The word IF will be shown at the top of the screen. Students will be asked to explain what
needed to happen in order for that situation to be different, eliciting: If he had remembered to take an umbrella, he would not have got wet.
5. Session
a. The teacher will show three columns in the IWB, each one containing some words with the English consonant phonemes /w/, /j/, /g/ and /h/,
reminding the importance of consonant distinction in English, as opposed to Spanish. The teacher will pronounce them aloud and will ask for
repetition. Students will be asked to say what these words have in common, inducting them into the sounds. Students are then encouraged to
find words containing them around the classroom or any word they can think of. A rhyming mini-contest is carried out, the student who says
more rhymes to words with these sounds wins. Then several examples of typical utterances using rising intonation will be shown, such as
“yes/no questions”.
b. Students will be shown several pairs of sentences in the IWB, one expressing condition in one of the several alternative ways (coordination,
adverb phrase, rhetorical and non-finite clauses) and the other one expressing different functions. They will be asked to explain which of the
two expresses condition and why.
6. Session
a. Students are taken to the computer lab, where the writing activity is explained to them, with a focus on subjective language and expressing
own opinions (use of figurative language, connotations, possessive, emphatic adjectives and adverbs and bald opinions).
b. Writing: students will write a review about a film of their preference meeting with some requirements (having received any relevant award,
such as Oscars, Golden Globes, Goyas or Palme d’Or. and being artistically interesting). They will be asked for their favourite film, the
Hollywood Industry or the origins of cinema.
  Pre-writing: several DVD cases will be handed in to students to let them have a look at the synopsis on the back cover and several data
about the films. They will also be asked to have a look at some websites such as Imdb or Filmaffinity and some articles from The
Guardian or The New York Times to get an idea about what a film review is.
 While-writing: students will write a review about the film using subjective language in no more than 180 words. They will have to
include, at least, one conditional sentence of each type, namely open, hypothetical and impossible conditional.
 Follow-up: students will exchange writings and say if the review made them want to watch the film or not. In case they’ve already
watched it, they may explain the impression caused on them by the review.
7. Session
a. Writing assessment: students will exchange writings again and be encouraged to assess their peer's performance. Then the teacher will collect
the writings again and assign the final grade.
b. Speaking: in groups of five, students will prepare a series of questions related to art and culture (be it music, cinema, painting, literature or
sculpture), using the hypothetical conditional.
 Pre-speaking: a brainstorming of the most famous and important books, paintings, films, songs and monuments will be carried out in class
and each group of five students will be assigned one of the 5 artistic disciplines and be asked to choose 5 works belonging to it. Each of
them will have to prepare one hypothetical question involving any data about the work, e.g.: If you climbed to the top of the Eiffel Tower,
how many metres high would you be? Then each group will have to choose another group to whom their questions will be asked. Each
group should look for information at home about the art element they are going to be asked about.
 While-speaking: taking turns, each student will ask their question to the other group. One of the members has to answer the question using
another conditional clause different from the interrogative one, e.g.: If I were at the top of the Tower, I would be 300 metres high. The
group decides who is going to answer each question. Students will also have to use at least one of the sounds they learned in session 5.
The rest of students who are listening must check for mistakes and provide, at last, five alternative answers to five questions of their
choice.
 Follow-up: students will count the points of each group to decide which one is the winner and the rest of students will decide how to
award them using a conditional sentence: if you win, we will invite you to x museum.
8. Session
 a. Random students will be chosen to remind their peers the use of the different ways of asking. Several scenes with sentences will be displayed
on the whiteboard and students will tell whether they are right or wrong, according to the context.
b. A worksheet will be handed in for them as a final revision for the conditional sentence.
9. Session
a. The class will be divided into 5 groups and each of them will be given a pair of questions about the book. They will read certain passages
aloud and will then discuss the questions with their peers.
b. They will sit individually and fill in a questionnaire about the chapters they were supposed to read by then.
10. Session
a. Final task (Best art). Students will give a presentation on a monument of their choice.
 Pre-speaking: students will be asked about the importance of cultural heritage and why it is necessary to preserve and take care of works
of art (history of ancient cultures, beauty and creativity). Flashcards depicting the main Andalusian monuments will be handed in to them
(Cathedrals, Córdoba’s Mosque, Granada’s Alhambra, Itálica, Jaen’s Saint Catalina’s Castle, etc.). In groups of 5, students will choose
one Andalusian monument of their choice and prepare a short presentation of about 10 minutes.
 While-speaking: each student in the group shall talk for, at least, one and a half minutes and use one conditional sentence. Each group
must use one conditional sentence of each type (namely open, hypothetical and impossible) at least once. The rest of students will
summarise their peer’s presentations in no more than 3 lines and write 2 conditional clauses.
 Follow-up: students themselves will create a piece of art and bring it to the classroom with a small description (be it a few lines in verse, a
picture, a musical composition, a video or sculpture.
11. Session
a. Session eleven will be dedicated to discuss and give feedback on the final task and the unit as a whole, talking about what they learnt during
the three weeks and things that may need improvement. All the corrected material will be given back to students. Song: Wouldn’t It Be Nice
by the Beach Boys. Students will listen to the song while reading the lyrics with certain gaps to fill in.