Unit 10: Food for thought.

Level: 4th of ESO

-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write about fast food Role play talk about healthy food End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to food.
- Forming reasonable hypothesis (oral and written texts) - Vocabulary related to healthy food.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Relatives clauses.
Production and interaction strategies: - Express quantity
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - Phonetics /ai/ /i:/.
- Assessment of oral and written production
- Dealing with missing language elements using linguistic and Graphemes & Spelling patterns
paralinguistic elements. - Spelling rules /punctuation
- Written texts on digital platform
Sociocultural/Sociolinguistic aspects:
- Social Formulae for everyday social contact Transversal elements:
- Norms of courtesy - Respect for diversity & knowledge of other cultures
- Cultural manifestations - Using ICT responsibly
- Equality between people.
- Healthy habits.
Communicative Functions: - Critical and alternative thinking
- Write advantages and disadvantages fast food. - Recognising personal strengths and weaknesses
- Talk about healthy food.

Unit Objectives (performance Le Teaching-Learning activities Assessment Criteria

 indicators)
-Identifies essential information of
conversations and readings in podcasts
and videos (1.1.1/ 1.1.3)
-Distinguishes the main ideas in different
texts. (3.1.1/ 3.1.3)
-Infers the meaning of less common words
about food and healthy food. (1.4.1 /
3.5.1)
-Distinguishes the communicative function
of advantages and disadvantages of
fast food restaurants.1.3.1 / 3.4.1)
-Identifies the morphosyntactic and
discursive structures relative clauses.
(1.3.3 / 3.4.3 )
-Produces dialogues using appropriate
morphosyntactic and lexical structures for
the level (see above) (2.2.1 /2.2.2)
-Produces oral texts with clear
pronunciation and appropriate stress
pattern (2.5.1)
-Produces formal and informal texts with
the help of dictionaries using appropriate
morphosyntactic structures and lexis for
the level (see above) (4.1.1/ 4.3.3)
-Looks for information in digital media
(5.1.1)
-Assess with guidance the final product
(5.5.2)
- Takes on different roles (5.7.1)
son
- Reading: Introduction of the unit.
1 - Listening: Specific information.
- Vocabulary: Match pictures.
- Pronunciation: Repeat sounds.
- Grammar: Fill in gaps.
- Speaking + Quiz: Healthy habits.
2 - Game: Open questions.
- Key expressions: Expressing
preferences.
- Reading: Specific information
3 - Vocabulary: Crosswords healthy habits.
- Song: Fill in gaps.
- Grammar: Fill in gaps.
4 - Listening: Specific information.
- Word Formation: Adjective plus prep.
- Read information. Official Website.
5 - Listening: specific information. Rebeca.
- Add a complete gallery and explain them
- Role play: open a restaurant.
6 - Speaking: Give opinions.
- Writing: Conclusions.
- Team work
7
- Progress Check
8 - Exam
BL1.1- To identify essential information using
active listening
BL1.2-To recognise differences in speech
patterns.
BL 3.1-To identify essential information in
written texts
BL 1.4-To distinguish lexis and idioms in oral
texts
BL 3.5-To infer the meaning of new words in
written texts
BL 1.3.- To distinguish the communicative
function of oral texts
BL3.4-To distinguish communicative functions
and morphosyntactic structures, spelling &
punctuation in texts.
BL 2.1/2.2- To produce dialogues to suit
functional communicative purpose using
morphosyntactic structures and frequently used
lexis creatively.
BL2.4 To use well-structured linguistic strategies
BL 2.5- To enunciate clearly stress patterns
BL 4.1 - To produce formal and informal,
structured, coherent texts.
BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
BL 5.1-To look for and select information from
digital media
BL5.6 To identify skills and competences
related to studies