SYLLABUS 4º ESO

INTRODUCTIONThis didactic unit number 3 Making connections will be applied to a class of 4º of ESO in the English subject. This class of 4º ESO is the group B, in this class there are 28 students of 15 years old the most of them; however, there are three students who are repeating this course. The high school where the teaching will take place is the high school Sierra Luna, located in Los Barrios, Cadiz. In this high school, one of the two high schools in Los Barrios, students can be from 1º of ESO to 2º course of bachiller. A part from these courses, students can do formative courses of medium grade.

OBJECTIVES

- Develop communicative abilities; describing people, discussing preferences…- Understanding the written language and its rules (capital letters and punctuation)

- Use the present simple and present continuous correctly. - Use the structure used to correctly.

- Use the vocabulary related to the topics (personal descriptions, areas of study…) - Relating spelling and pronunciation.

CONTENTS

CONCEPTS/KNOWLEDGE

PROCEDURES/SKILLSRELATED

ACTIVITIES

ATTITUDES

COMMUNICATIVE ABILITIES

Describing people Comparing lifestyles Discussing preferences

Developing the ability of making personal descriptions orally.

Acting out dialogues, comparing lifestyles.

Acting out dialogues, discussing preferences.

Show interest and respect towards English speaking peoples' way of life.

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit.

REFLECTION ON THE LANGUAGEGrammar and

functions

Present simple/ present continuous.

Used to…

Identifying the purpose of writing.

Use the capital letters and punctuation correctly.

Use the structure used to with correctness.

Write about your life.

Be willing to respect the rules. Show interest in learning English

language.

Vocabulary Personal descriptions Areas of study Homophones

Describing people, using adjectives, comparatives…

Interpreting illustrations of different teens.

Asking your partner to use adjectives to describe you.

Telling what area of study interest you.

To respect people around you, although they are from different countries.

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DIDACTIC UNIT 3: MAKING CONNECTIONS

Phonetics /t/ - /d/ Discriminating sounds.

Relating spelling and pronunciation of several words which have the sounds:

/t/ - /d/

Be pleasure of knowing how to say a word with correctness.

SOCIO-CULTURAL ASPECTS

Different lifestyles Habits of new technologies

among young people, and the differences between the habits of the Anglo-Saxon countries and our country.

Comparing different lifestyles.

Write about the differences found in the habits of the Anglo-Saxon countries and our country.

Be pleasure of learning more about different lifestyles and habits, specially related to new technologies.

CROSS-CURRICULAR

THEMESACROSS THE

CURRICULUM

Knowledge about English speaking people's lifestyles.

Working in groups, in pairs, and individually.

Knowledge about habits of the Anglo-Saxon countries and our country.

Recombination of linguistic elements.

Working together with peers in a cooperative way, helping the others to solve problems.

Interpreting symbols and illustrations.

Emphasis on certain civic and social educational aspects

LEARNING STRATEGIES/

STUDY SKILLS

Developing oral comprehension. This implies the development of some important strategies: Directed attention:

attending to a specific learning task.

Self-monitoring: checking one comprehension during listening.

Self-management: understanding the conditions that help one learn.

Elaboration: relating new information to prior knowledge.

Expressing oneself with written language. This involves the use of some strategies: Knowing clearly the

purpose of writing. Advance organizers:

previewing the main ideas and concepts.

Recombination: constructing meaningful sentences.

Functional planning: rehearsing linguistic components necessary for the composition.

Acqui r ing new knowledge and informat ion about t a rge t l anguage and use i t p roper ly .

Appreciating the functional value of the utterances used in communicative situations

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DEVELOPMENT OF COMPETENCES

CONCEPTS/KNOWLEDGE

PROCEDURES/SKILLSRELATED

ACTIVITIES

ATTITUDES

1. Learning to learn:

Knowing linguistic elements (forms and functions) such as connectors, subjects, adjectives, verbs, adverbs… to make sentences and short text with correctness.

Elaboration individually: using linguistic elements learnt to form sentences and short texts properly, through grammatical activities.

To value the importance of the student 's effort .

Positive attitude of knowing the function of utterances used in written communication.

2. Digital competence:

Knowing how to use internet with responsibility.

Knowing useful websites to look for information about areas of study and Anglo-Saxon country.

Knowing social networking, blogs…

Use internet properly as a searching tool, looking for specific data about the Anglo-Saxon country to make summary of it.

Value the importance of internet and new technologies in everyday work.

Be conscious of how to use internet with responsibility.

3. Social and civic competence:

Develop a dialogue in pairs about yourself (personal descriptions, age, name, hobbies…).

Help your partner to solve possible problems of pronunciation, word order, intonation… and carrying out this task in a cooperative way.

Asking and answering questions about yourself, making a dialogue in pairs of 6 interventions each.

Emphasis on working in a cooperative way with other partners.

4. Artistic and cultural competence:

Basic information about the Anglo-Saxon country (population, important buildings, main cities…)

Knowing the habits of English young people related to new technologies.

Write a composition of 150 words about the Anglo-Saxon country in which they have previously worked.

Curiosity towards and interest in English speaking people's socio-cultural behaviour.

METHODOLOGY

Stage 1 theme: Our Partner. At the end of the unit students will carry out a final task which is known by the learners from the beginning of the unit or even before. This task consists of presenting and describing a partner through a presentation of 4-5 minutes.

Stage 2: Final Task.Using the social networking, facebook, the class will contribute to the creation of the students’ profiles, adding a sentence which will describe each partner of the class; these profiles will contain useful information about them. This information will be used by the students; they have to select some of the information obtained and elaborate a text describing their partner. This is used in a later presentation that they have to do in front of the class during 4-5 minutes, and the rest of the class have to guess who the person that the exponent is talking about is.

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Stage 3: Objectives. Global communicative objectives for the unit: During the unit students will activate the

language they have learnt so far, and the writing skills developed, to produce personal descriptions. Specific linguistic objectives for the units: During the unit, in order to write personal

descriptions, students will recycle, develop further and use the linguistic content specified in Stage 4 with a degree of communicative competence in accordance with their level.

Stage 4: Content Thematic aspects: information to be included will be specified at the beginning (Stage 5) but of

course teachers can predict some of them (physical descriptions, hobbies, favourite singer…) Linguistic content: Students will make use of practically all the language learnt so far. This will be

specified in more detail at the beginning. However, the same as in Stage 4, it would be possible for teachers to predict some of the language most likely to be used.

The content specification can be completed at the end of the unit through a retrospective analysis of language actually used.

Stage 5: PlanningThrough this unit, students have learnt what a social networking, for example Facebook, is and its correct use. Therefore, all students must have an account on face book, and know how to use the features it has, as they must have been practising for days.

The teacher will create an event where all students will be invited to participate on it. This event will be the begging of their final task; the teacher will give a list with the name of the students, and all of them must write useful information about all the rest of the class using what they have already learnt in this unit about personal descriptions, grammar…writing their name next to their comment, so we will create a profile of every student with the participation of the class. Each student must have several sentences which gives useful information about them. At the end of this task, all the information will be on facebook, so all students will have access to them.

Before doing this task, teacher will explain how to develop this activity correctly through an example, using the blackboard to make a clear explanation. Students must have in mind that they cannot offence a partner and they have to write complete sentences to define them, using what they have learnt.

Once the profiles are completed, the class will make the invisible friend, in that way all students will have the name of a partner. In this second part of the activity, students have to use the information obtained in the previous activity to make a personal description of this partner. To accomplish this task, students have to elaborate a text with some of the ideas written by the class. Furthermore, they have to read all the information obtained of each student. The presentation will be in front of the class during 4- 5 minutes, and the rest of the class must guess who the person that the exponent is talking about is.

To make this final task, students have 8 hours of class for this unit. The materials used are: PowerPoint, book, workbook, internet, additional exercises from different sources… Now, we are going to structure a lecture of an hour.

Section 1 (1 hour): In the first section, students will be introduced in this unit through some different exercises to avoid distractions among students. The first exercise consists of five questions of which students must choose the correct option among three possibilities, they have to guess them. Then all the class will participate

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actively to correct the exercise.

Computer use in the UK. (8 minutes)1. How popular are computers in the UK? Have a guess.

1) What percentage of people in the UK have got computers in their own homes?a. about 50%b. about 70%c. about 90%2) What percentage of people in the UK use the internet?a. about 20%b. about 50%c. about 80%3) On average, how much time do people in the UK spend on the internet?a. 6 hours a weekb. 10 hours a weekc. 20 hours a week4) How many people in the UK write blogs?a. 2 millionb. 8 millionc. 15 million 5) What do you think most people in the UK use the internet for?a. chatting to peopleb. sending e-mailsc. shopping

The second exercise consists of listening and repeats a list of adjectives, and look for adjectives that have got similar meaning. To correct this activity some students write their answer on the blackboard.

Vocabulary: personal descriptions (6 minutes)2. Listen and repeat. Which adjectives have got similar meanings?Wild – optimistic – pessimistic – outgoing – sporty – loyal – athletic – cheerful.

In the third exercise, students have to look at three listings on the teen pen pal and chat site TeenMeet, and They must name which are the adjectives that describe the teen. The correction will be by the class, orally.

Vocabulary: personal descriptions (6 minutes)3. Look at three listings on the teen pen pal and chat site TeenMeet. Which adjectives above do you think describe the teenagers?

TeenMeet

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Name: JenniferAbout me:

Love extreme sports Like performing A good student Play tennis and football

Name: BrianAbout me:

Like parties Have got a lot of friends Don’t like playing sport Always telling jokes

Name: CarolAbout me:

Hardworking (scared of failing)

Like evenings at home Very quiet Very good friend

The next exercise is another vocabulary activity which consists of making a dialogue with a partner, saying at list six things about themselves. The teacher will go around the tables listening the most of the dialogues, and then two students have to do it in public in front of the class.

Vocabulary: personal descriptions. (10 minutes)4. Say at least six things about yourself. Ask your partner to use adjectives to describe you.For example: Mary: I don’t like meeting new people.Nick: You’re shy…

The exercise number five is a reading activity; students have to look quickly at the first paragraph to find some specific information. All the class must contribute to the correction of this activity.

Reading: (5 minutes)5. Look quickly at the first paragraph of Alison’s blog and find the following information. - The place she lives - Alison’s age - the singer she likes

Ali’s BlogHi, welcome to my blog! I’m Alison (Ali, to my friends). First, let me tell you about myself. I’m from Edinburgh, Scotland. I’m 17 years old and I’m in my last year of secondary school. I’m very sporty- I love tennis. (I play three afternoons a week.)I also like swimming and rock climbing. I’m into music too- especially pop and R’n‘B. My favourite singers are Jamelia and Beyoncé. At the moment, I’m in my room writing this blog and listening to Jamelia.

The last exercise is the continuation of the previous reading activity, in this exercise the students have to read the whole blog and write in their notebook in what ways Alison is similar or different from you. The correction of this activity will be by the teacher. The teacher will pick up the students’ answers and correct them at home.

Reading: (15 minutes)6. Now read the whole blog. In what ways is Alison similar to or different from you?

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Ali’s BlogHi, welcome to my blog! I’m Alison (Ali, to my friends). First, let me tell you about myself. I’m from Edinburgh, Scotland. I’m 17 years old and I’m in my last year of secondary school. I’m very sporty- I love tennis. (I play three afternoons a week.)I also like swimming and rock climbing. I’m into music too- especially pop and R’n‘B. My favourite singers are Jamelia and Beyoncé. At the moment, I’m in my room writing this blog and listening to Jamelia.

My real passion is drama- that’s what I want to study when I finish school. Often, when I go to the cinema, I imagine myself starring in the film. Maybe I’m saving the world as a superhero or falling in love with a handsome man…

As you can see, I’m quite outgoing. I’m fun-loving and sometimes a bit wild. I don’t like being too serious about life. I love going out with my friends and having a good time. Every Saturday night, we go to parties and dance for hours.

So do I sound interesting to you? Well, check out my blog again tomorrow because I’ve got much more to say…Goodnight,Ali.

Section 2 (1 hour): In the second section, students will continue this unit doing some different exercises to avoid distractions among students, and also different in levels to reach the most students, adapting to their needs. The first exercise consists of a grammar activity in which the students have to complete 5 sentences with the correct form of the present simple. This activity will be done after an explanation about the present simple and present continuous. The correction of this activity will be by some students on the blackboard, but the rest of the class has to participate in this correction.

A table which summary these grammatical explanations:Present simple Present continuous

Affirmative They play tennis every day. They are listening to music now.Negative We don’t enjoy classical music. I’m not studying at the moment.Interrogative Does he often chat on the internet? Are they chatting on the internet

now?

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Note: We don’t usually use the Present Continuous with stative verb: like, see, hear, understand, know, etc.

Grammar: (6 minutes) 1. Complete the sentences about blogs. Use the Present Simple.1) Some bloggers…….. (write) their blogs every day.2) Other bloggers……… (not use) their blogs as a dairy.3) Sometimes, a blogger ………. (ask) people to respond to his/ her blog.4) Many blogs ……….. (include) pictures and music.5) The reader………. always………. (not agree) with the bloggers.

The second exercise is another grammatical activity which consists of complete six sentences with the most suitable verbs given in the exercise, using the present continuous. The correction of this exercise will be by the whole class, doing in a cooperative way and explaining their answers orally.

Grammar: (9 minutes)2. Complete the sentences with the verbs below. Use the Present Continuous.

Try- buy- study- start- not dance- chat- not watch.1) At the moment, we………. the film.2) My parents ………. a new computer right now.3) What’s wrong with Dave? He………. .4) …………. you ……… for the English test?5) Be quiet! The show………. now.6) Megan and Jake ………….. on the internet. They ………… to make plans for Saturday night.

The third exercise is another grammatical exercise, but different in the dynamic. This consists of looking at the pictures and writing one affirmative and negative sentences about each pair, using the present simple and continuous. The correction of this exercise will be by the whole class in a participative way, writing their answers on the blackboard.

Grammar: (10 minutes)3. Look at the pictures and write at least one affirmative and one negative sentence about each pair. Use the Present Simple or Present Continuous.

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Time expressions : NowRight nowAt the moment

Time expressions : AlwaysOftenSometimesNeverUsually

Time expressions:Every dayAt the weekendOnce a weekOn Sundays

Usual Activities Current ActivitiesAngie

(every evening)

Angie

(at the moment)Donna and Peter

(sometimes)

Donna and Peter

(right now)Paul

(often)

Paul

(now)Lisa and Gina

(every day)

Lisa and Gina

(right now)

Example: Angie writes her blog every evening. At the moment, she isn’t writing her blog. She’s sleeping in her bedroom.

The next exercise is a listening activity in which students have to match the names with their pictures through a conversation. In this activity, students have the opportunity to listen the conversation twice. The correction of this activity will be made by some of students orally, with an active participation.

Listening: (5 minutes)4. Listen to a conversation and match the names to the picture. Nick - Alice - Louise – Gary.

1) 2) 3) 4)

The next exercise is another listening activity, which consists of listen again the previous listening, and do

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a true or false exercise. The correction of this activity will be by the teacher who will pick up the exercise in order to correct it at home.

Listening: (10 minutes)5. Listen again. Are the sentences true or false?1. Nick lives with his mother in Birmingham.2. Amy often goes out with Alex.3. Nick is famous all over the world now.4. Amy is thin now.5. Louise is Alex’s girlfriend.6. Gary used to be a very good student.7. Gary works at medicine.8. Louise wants to get married.

After these exercises, which take 40 minutes, the rest of the class will be dedicated to correct three exercises that students had to do at home for this section. Therefore, the 20 minutes rest will be to correct them by the whole class, writing the answers on the blackboard. The correction will be done after the teacher points with positive the people who do the exercises or with a negative if they don’t.

The first exercise is related to the reading text that the students read the last section, Ali’s blog. In this activity students had to choose the correct answer.

Reading:1. Choose the correct answer.

1. Alison is writing from….. a. home b. school2. Alison’s favourite after-school activity is……. a. a sport b. drama3. Alison is probably…….. a. optimistic b. pessimistic4. Alison isn’t very …….. a. outgoing b. shy

The second exercise is related also to the same reading text, Ali’s blog. In this activity, students had to answer some questions.

Reading:2. Answer the questions.1. What do Alison’s friends call her?2. What sport does she like?3. What other things does she like?4. What does Alison want to be?5. When is Alison going to write in her blog again?

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Why do you think that?

The last exercise deals with the topic of the Blogs. In this activity, students had to look for information on internet and give the answer of which facts about blogs aren’t true.

Blogs:3. Which of these facts about blogs aren’t true?

Look for the information required on internet.1. The word blog was created in 1997.2. The word blog comes from weblog.3. Most “bloggers” are male.

Section 3 (1 hour): In the third section, students will continue this unit doing some different exercises to avoid distractions among students. These exercises help students to remember the vocabulary and grammar learnt at this point. The first exercise is a grammatical activity which remembers the use of the present simple and present continuous. This exercise consists of completing the sentences with the verbs given, using the present simple or continuous. The correction of this activity will be by some members of the class who give their answer from their desks.

Grammar: (8 minutes)1. Complete the sentences with the verbs in brackets. Use the Present Simple or the Present

Continuous.1) Ian often ………… sunglasses. He …………. a new pair of sunglasses today. (wear)2) Dad……….. well. He……………. chicken for dinner tonight. (cook)3) John …………… a new book. He …………. ten pages every night. (read)4) My brother and sister…………. to school now. They ……….. to school every day. (walk)5) Lisa ……………. fantastic cakes. She …………… a chocolate cake now. (bake)

The second exercise is another grammatical exercise which consists of write questions with the words given, using the present simple and present continuous. The correction of this activity will be by some volunteers who want to write their answers on the blackboard, and the teacher will take this fact in mind.

Grammar: (9 minutes)2. Write questions with the words below. Use the Present Simple or Present Continuous.1. what/ kind of music/ you/ usually/ listen to2. how/ you/ usually/ get/ to school3. what/ your teacher/ wear/ today4. where/ you/ sit/ at the moment5. when/ your class/ usually/use computers

The third activity consist of answer the questions of the previous exercise, being true for the students.

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The correction of this exercise will be orally by some members of the class from their sits.

Grammar: (8 minutes)3. Answer the questions in the Exercise 4. Make the answers true for you.

For example: What kind of music do you usually listen to?I usually listen heavy metal music.

The exercises number four is another grammatical exercise in which the students have certain free to complete the sentences given in the exercise, making them true. The correction of this activity will be done by the class; some members give their answer to the rest.

Grammar: (9 minutes)4. Complete the sentences. Make them true for you.1) Every day, I………….2) Right now, my parents………….3) My mum never…………4) I’m not…………..now5) My friends and I don’t often…………..6) At the moment, the teacher…………7) My family always……………

The students who want to get a positive can do an extra activity, which is related to the previous exercise. Students have to make this time all these sentences false and bring me the next class, so I will reward this with a positive.

The next exercise consists of describing people in their families, using some adjectives given in the exercise. The correction of this activity will be done by the class expressing their descriptions orally.

Vocabulary: Personal descriptions: (7 minutes).5. Which adjectives describe the people in your family? Write at least 5 sentences describing your family with some of the adjectives below.Talented - Generous – friendly – competitive – adventurous – funny – serious – confident – shy.

The next exercise number six is a writing exercise which consists of describing the people in the picture. The correction of this activity will be by the whole class. Some students expose orally their answers in front of the class, and the rest have to give more suggestions and answer their partners.

Writing: (10 minutes)6. Write a description of the people in the pictures.

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Sue: 10 years old Alice: 10 years old Tom: 11 years old Peter: 12 years old

Sue Sue is ten years old. Her eyes are blue and she has curly long hair….

Alice

Tom

Peter

The next exercise is a writing activity in which the students have to write a short description of a famous person. Some students expose their descriptions orally, and the rest of the class has to guess who the person that the exponent is talking about is. The correction will be by the teacher, because the teacher will pick up the students’ descriptions and grade them as an additional mark.

Writing: (9 minutes)7. Think of a famous person. Write a short description of that person’s physical appearance. Do not write his/her name!

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Section 4 (1 hour): In the fourth section, students will continue this unit doing some different exercises to avoid distractions among students. The first exercise is a reading exercise about a website, it is introductory in the sense that students have to read the title of the website and guess which its utility is. The correction of this introductory activity is oral by some volunteers.

Reading: (5 minutes)1. Look at the name of the website. What do you think the website is for?

www. FriendsReunited.com

The second exercise is another activity of the same reading in which the students have to read the whole text and complete the chart with information form the text. The correction will be by some of the students who give their answers orally.

Reading: (15 minutes)2. Now read the text and complete the chart about the people in the text

www. FriendsReunited.comKingsborough Secondary School

Friends Reunited is a great UK website. Many people in the UK move away from their “home town” after finishing

school.This site helps them check out what their old friends

are doing today.

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TomI went to Cambridge Universityand studied law and politics there. I used to work in local government, but now I’m a Member of Parliament. I’m very busy, but I have still got time to go sailing.

EsperanzaI was an exchange student at Kingsborough Secondary School for 2 years. Then I went back to Spain to study drama. As an actress, I travel quite a lot. I’m very interested in photography and I take pictures everywhere I go.

SueI started studying medicine, but I changed to law when I decided I didn’t want to be a doctor. I used to work at a big law firm, but now I am starting my own firm. No time for outside activities!

Complete the chart.

Name Further studies Current job Hobby1. 2. none3. Full- time mum4. running5. Member of Parliament

The third exercise consists of answering some questions about the previous reading text. The correction of this activity will be by some students, volunteers, who want to give their answers on the blackboard.

Reading: (7 minutes)3. Who or what is it?1) The place Tom went to after secondary school.2) The amount of time Esperanza spent at Kingsborough.3) The first thing Sue studied.4) A thing Mike is preparing for.5) The people in Lisa’s family.

The next exercise introduces the students to new vocabulary related to Areas of study. This exercise consists of listen some words related to areas of study and say which are similar in their own language.The correction of this exercise will be by the whole class that has to participate actively, taking into account the turn of speaking.

Listening – vocabulary: areas of study: (8 minutes)4. Listen and repeat. Which words are similar in your own language? Do any of these areas

of study interest you?Law- computer science – medicine – politics – archeology – psychology – journalism – education – tourism- catering – electronics.The exercise number five consists of choose the correct word to complete the sentences. To accomplish

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MikeAfter Kingsborough, I studied education. I used to be a sports teacher, but then I turned mu hobby into a job- I became a professional runner. I’m training for a marathon at the moment. It’s hard work, but it’s great!

LisaI don’t go to university in the end. I got married (we have got two children), and I’m a full- time mum. The kids keep me busy, but I go to the gym every day. You see, I used to be fat, but then I started kick-boxing and I love it!

this task successfully is necessary to give students previously an explanation of word building: homophones. The correction of this activity will be by the students on the blackboard.

Explanation Word Building: Homophones (8 minutes)

Summary table

Word Building: HomophoneMany words in English sound the same but have got different spellings and meanings.Wear- where eye- I

Vocabulary: (7 minutes)5. Choose the correct word to complete the sentences.1) Sue’s law firm is over there/ their.2) Lisa said. “That’s our/ hour house”.3) Mike won/ one the marathon.4) Lisa was in London a weak/ week ago.5) Esperanza went to the school for too/ two years.6) Tom ate/ eight in the parliament building yesterday.

The next exercise consists of writing sentences with the words that the students didn’t choose the previous exercise. The correction of this activity will be by the teacher who will pick up this exercise to correct them at home.

Vocabulary: (10 minutes)6. Write sentences with the words you didn’t choose in the exercise number five.

For example; Henry ate eight sandwiches.

Section 5 (1 hour): The section number five will begin with a grammatical explanation about the used to. In this section, students will continue this unit doing some different exercises to avoid distractions among students. The first exercise is a grammatical exercise related to the grammatical explanation, in this activity students have to complete the sentences, using the verbs below and the used to. The correction of this exercise will be on the blackboard by some of the learners.

Grammar Explanation (10 minutes)Summary table:

Used to

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Affirmative I used to live in LondonNegative She didn’t use to be thin.Interrogative Did you use to go to this school?

Grammar: (9 minutes)1. Complete the sentences. Use used to and the verbs below.

Play- give- listen- be- drink.1. Diane…………….. tennis when she was young.2. Sally……………... a lot of cola.3. Their teachers……………. them a lot of homework.4. The students…………… to music every afternoon.5. John …………….. a sports teacher.

The second exercise is another grammatical activity related to used to in which the students have to complete the sentences with used to or didn’t use to. The correction of this exercise will be orally by some of the students.

Grammar: (7 minutes)2. Complete the sentences with used to or didn’t use to. Make them true for you.1. I……………….. ride a bike to school when I was seven.2. I ………………. go to bed at 9 o’clock at night.3. When I was two, I ………………. drink coffee every morning.4. My friends and I ……………….. like cartoons when we were young.

The third exercise consists of write at least four questions to ask a partner, using used to and the words below. The correction of this exercise will be by the whole class, expressing their answers orally and participating actively.

Grammar: (8 minutes)3. Write at least four questions to ask a partner. Use used to and the words below or your

own ideas.1) Have long hair.2) Live in a different home3) Play with dolls.4) Be scared of your teachers.5) Read comics

The exercise number four is extremely related to the previous exercise; in fact, students with a partner have to ask and answer their questions from the previous exercise. The correction of this exercise will be by the teacher who will go around their desks, evaluating their dialogues.

Grammar to speaking: (10 minutes)

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4. With a partner, ask and answer your questions from the exercise number three.Example; did you use to have long hair?No, I didn’t. My hair was always short

The next exercise is a listening exercise, in which the students have to listen and repeat some sentences, paying special attention to the raising intonation. The correction of this type of activity will be by they own. Students alone have to compare their pronunciation with the pronunciation that they have listened on the radio. The teacher also has to pay attention to the students’ intonation in order to correct them or reward them.

Listening: (6 minutes)5. Listen and repeat. Which sentence has got a rising intonation?1) I don’t like tennis.2) What about you?3) Do you like tennis?

In the exercise number six, students have to discuss with a partner their sports, food and music preferences. This is a speaking activity in which students have to show their abilities expressing what they prefer, making a dialogue of at least four interventions each. The correction of this exercise will be by some pairs of volunteers who must represent their dialogues in front of the class. The teacher at the same time will give a positive to each pair of volunteers.

Speaking: Discussing preferences. (10 minutes)6. With a partner, discuss your sports, food and music preferences. Find something you

agree on in each category.

Useful English I like/ hate… I don’t mind… I prefer… I’m interested in… I’m not at all interested in Do you like? What about you? Really? Me too. I’m surprised.

Example: I don’t mind tennis, but I prefer table tennis.Really?, I don’t like tennis or table tennis. Do you like football?

Section 6: (1 hour) In the exercise number one, students have to read a short text and identify the purpose of writing. The

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correction of this exercise will be orally by one volunteer.

Purpose of writingBefore you start writing, it is important to know your purpose. Decide if you are writing a description, giving information, describing an event or if there is another purpose.

Grammar: Purpose of writing (5 minutes)1. Read Carol’s paragraph. What was her purpose in writing the paragraph? 1. To tell new friends who she is.2. To contact old friends and tell them about her life today.

Carol SmithI used to live in London, but I moved to Oxford last March. At school, I had long, brown hair and I wore funny glasses. I think I look better now! I used to love playing tennis and I still play tennis today. I also used to enjoy French classes, but now I don’t remember any French! If you remember me, please contact me.

In the exercise number two, students will do a grammatical exercise, in which they have to match the punctuation to its use, looking the next summary table. The correction of this exercise will be done by some students orally.

Grammar: Capital letters and punctuation. (6 minutes)

Capital letters and punctuationWe use capital letters for:

The first word of a sentence. Names of people, countries, cities, nationalities and languages. The pronoun I Days of the week and months of the year Titles before the name of people (Dr, Mr, Mrs, Ms) Titles f songs, films and books

We use punctuation (. , ! ?) to separate ideas and to end sentences.

2. Match the punctuation to its use.1. ? a. shows strong feelings2. . b. ends a sentence3. ! c. separate ideas4. , d. ends a questionIn the exercise number three, students will continue with the capital letters and punctuation. They have to add the missing punctuation and capital letters to five sentences. The correction of this exercise will be

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done by some of the students on the blackboard.

Grammar: Capital letters and punctuation. (7 minutes)3. Add the missing capital letters and punctuation to the sentences below.1. She’s american, but she lives in france2. i hate mondays3. i’m sporty wild and confident and i love dancing4. my fiancé lives in scotland, but he’s moving to england soon5. did you use to study english with mrs grant

In the exercise four, students have to do a phonetic exercise, in which they have to match the sounds /t/ and /d/ with the correct words, and pronounce them correctly. The correction of this exercise will be done by some volunteers on the blackboard, and the whole class must pronounce these words aloud.

Phonetic: Sounds /t/ and /d/. (8 minutes)4. Match the sounds /t/ or /d/ with the correct words.

Rules: /t//d/ sounds/t/If the last sound of the word is unvoiced* (uses no only air to make the sound) except t , the -ed will sound like /t/. For example; the last sound of kiss is /s/. It doesn't use the voice to make the sound. So the -ed will not use a voice to make a sound either. This word sounds like /kist/./d/If the last sound of the word is voiced* (uses some noise to make the sound) except d , the -ed will sound like /d/. For example, the last sound of learn is /n/. It uses the voice. The -ed will also have a voice sound like /d/. So the verb learned sounds like /lernd/.

For example: the verb hoped /t/Played Snowed CleanedLaughedRakedFaxedCooled

In the exercise five, students have to answer some questions about themselves. The teacher will correct this exercise orally asking some students for their answers.

Grammar: Write about your life. (9 minutes)5. Answer the questions about yourself. 1. Where do you live?2. What do you look like?

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3. What sports do you enjoy?4. What subjects are you good/bad at?

In the last 25 minutes, students will go to the computer room, and they will form eight groups of three people each. In each group, there must be at least one person who has e- mail address in order to explain how it’s going to the rest of the group. Later, the teacher will explain an extra task that students must do before the next class. Students have to write an e-mail, imaging that they are 30 years old and they want to contact their old school friends. So they have to write an e- mail. Remind them of their past and tell them about their life today. They can use the model in the exercise five to help them. This e-mail will be sent to the teacher’s mail address MLRodriguezFigueroa @gmail.com before the next class. So, the teacher will deliver the mails corrected the next day.

Section 7: (1hour) In the exercise number one, students have to write at least three sentences describing a friend from the school. The correction of this exercise will be done by some volunteers on the blackboard, and the teacher will reward this with a positive.

Grammar: describe a friend (6 minutes) 1. Write at least three sentences describing a friend from school.

For example; Peter was short and thin.

In the exercise two, students have to answer some introductory questions orally. So students give their answers in an oral way, comparing them with other answers of their partners.

Speaking: Passport to the World (5 minutes)2. What do you know about using technology to make new friends? Answer the questions.1. What is social networking?2. What is a tag on a website?3. How can you use a mobile phone to network?

In the exercise three, three students will read the texts aloud, and the whole class has to check their answers of the previous exercise. Therefore, the correction of this exercise will be done by them.

Reading: Social Networking. (6 minutes) 3. Read the text and check your answers. Were you correct?

Social NetworkingThe old waySocial networking means meeting new people and expanding your circle of friends. Once, people used to network at parties. They didn’t use to meet more than three or four new

The virtual wayToday, there is the option of virtual social networking. On the website 43 Thing, people write 43 things they want to do. When someone writes get a moped, for example,

The mobile wayOn mobile phones, people use services such as hookt to meet other people from around the world. They join chatrooms and send text messages to each other. There are ten million

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people in an evening. this phrase becomes one of their “tags”. The website then finds other people with the same tag.

people in the Hookt community, and there are over 30 services like Hookt. But be careful- some of these services are very expensive!

In the exercise number four, students have to work in pairs answering a question, and then in order to correct the exercise they have to expose them orally.

Speaking (8 minutes)4. What do you think are the advantages and disadvantages of using technology to meet people?

In the last 35 minutes, students will go to the computer room, and they will form eight groups of three people each. In each group, there must be at least one person who has facebook in order to explain how it’s going to the rest of the group. The teacher has to explain what it is, its function, how they can open an account, its applications... When everybody has their own account then the teacher will explain what they have to do in order to accomplish the final task successfully. Teacher has already created an event in which the students have to write personal descriptions of their partners, students can begin with this task in class, but they have to finish it at home.

Section 8 (1hour) In this section that is the last of this unit, students have to make a short presentation about the partner that they obtained in the invisible friend, but without saying their names and the rest of the class have to guess who it is. The teacher will evaluate all the presentations, taking into account their fluency, pronunciation, if they use elements learnt through this unit, among others. These elements that the teacher will evaluate were known by the students in the previous section.

EVALUATIONEvaluation carried out by teachers:

Continuous assessment throughout the unit, using assessment criteria is especially suitable, as most tasks throughout the unit will offer the teacher opportunities for monitoring. This will be done through the revision of their notebooks, participation in class, positive attitude, extra activities, homework, the final task, exams…

Final task offers the teacher an excellent opportunity for assessment, without using a formal test.

This is the reason why the final task is so important; from the final task, the rest of the unit is developed. So we will punctuate the final task with ten points.

Evaluation of contents:

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The contents of my didactic unit number 3 Making connections will be evaluated by the teacher, using some specific instruments to grade them.

The communicative abilities (listening and speaking/ reading and writing) in this didactic unit propose the knowledge of describing people, comparing lifestyles and discussing preferences. To evaluate this knowledge is necessary to use some instruments such as oral presentation, oral role plays, group discussion preferences, class work, short compositions, reading comprehension among others. These communicative abilities will be evaluated by their working notebooks, class activities and concrete tests. The attitude in the communicative ability is evaluated by the teacher through direct observation, paying attention to show interest, participation in class, good behaviour in the class and with their partners. The communicative abilities grade 30% of the mark, 15% for listening and speaking, and 15% for reading and writing. The attitudes in the communicative abilities will be the 10% of the mark, being a total of 40%.

In this unit, reflection on the language, grammar and functions refers to present simple/present continuous and used to. In order to evaluate this knowledge is necessary to use some instruments such as grammatical exercises, transforming exercises, short compositions, punctuating paragraphs among others. Vocabulary is extremely linked to preceding paragraphs. In this unit, the vocabulary is related to personal descriptions, areas of study and homophones. We can use others instruments to evaluate it, such as short compositions, role plays using vocabulary learnt…

Phonetics in this didactic unit deals with /t/ - /d/ . It is evaluated through exercises of discriminating sounds, oral dialogues in which these sounds are presented, among others. All these elements will be evaluated through specific exams, class activities and their working notebooks. They are graded with a 30%, 10% for grammar and functions, 10% for vocabulary, and 10% for phonetics. The attitude in the reflection on the language is evaluated by the teacher through direct observation; they have to show interest in learning English language, show respect to people around you, among others. Attitudes will be grade with another 10% of the mark, being a total of 40%.

Socio-cultural aspects and cross curricular themes in this unit are related to different lifestyles, habits of new technologies among young people, and the differences between the habits of the Anglo-Saxon countries and our country. To evaluate this knowledge is necessary to use instruments such as using new technologies to obtain information about Anglo- Saxon countries, write about the differences of habits found in Anglo-Saxon countries and Spain, and an oral presentation comparing different life styles. These elements will be evaluated through class activities, homework and also in their working notebooks. It is graded with a 15%, and a 10% will be for the students’ attitudes. The attitude is evaluated by the teacher through a direct observation of showing interest in learning the culture of the Anglo-Saxon countries, show respect about different life styles, pleasure in using new technologies, working in group…

Learning strategies refers to developing oral comprehension and expressing oneself in written language, these suppose some strategies. In order to evaluate these strategies is necessary to use some instruments such as direct attention, self- monitoring and self-management, advance organizer, knowing the purpose of writing…These elements will be evaluated through class activities and activities out of class, and written tests among others. The grade in this case will be a 10% for the correct application of the strategies and a 5% for the attitude, which will be evaluated through a direct observation, appreciating the functional value of the utterances used in communicative situations, positive attitudes toward learning…

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The basic competences are learning to learn, digital competence, social and civic competence, and artistic and cultural competence. To evaluate this knowledge is necessary to use some instruments such as: grammatical activities, elaboration individually of form sentences and short text properly, use internet in class exercises and outside class, in research exercises is necessary to use internet to look for useful information, work in groups helping your partners, performance dialogues about personal descriptions in pairs, exercises about English countries… these basic competences will be evaluated through class activities, homework, revision of their notebooks, and also in written tests. The students’ attitudes will be evaluated through the direct observation, paying special attention to value the importance of the student's effort, value the importance of internet and new technologies in everyday work, emphasis on working in a cooperative way with their partners, and show curiosity towards and interest in English speaking people's socio-cultural behaviour. Because of the importance of the basic competences, each competence will be graded with 15% being the 5% the attitudes’ grade.

Final tasksTo complete this unit successfully, a part from the final task, students have to make five tasks in order to check their progress according to the objectives exposed. In order to make these tasks properly is necessary that students remember what they have already learnt through this unit and applied all this new information acquired with correctness.

Students have to do two vocabulary activities related to the vocabulary that they have already learnt through this unit. In the first exercise, students have to copy and complete five sentences with given words (vocabulary related to areas of study), taking into account that there are more words than they need. The second vocabulary exercise consists of ten sentences in which the students have to choose the correct answer, there are two options. In this case, the vocabulary required is a combination of all the vocabulary that appears in this unit.

Moreover, students must do three grammar activities. In the first one, students have to complete five sentences with the correct form of the present simple or present continuous taking into account the context. In the second exercise, students must complete five sentences with the correct form of used to. The third exercise consists of ten sentences in which students have to choose the correct answer, taking into account the context to guess the verb time.

In order to reflect the students’ progress in this didactic unit, the teacher has to evaluate these final tasks. The teacher gives punctuation to each activity, for example in the first exercise the teacher gives 5 point if all the answers are right, the second vocabulary activity is evaluated with 10 points, the first grammatical activity is rewarded with 5 points, the second exercise also with 5 points and the last grammatical exercise is evaluated with a maximum of 10 points. And the final task will be punctuated with 10 points because of its complexity.

ATTENTION TO DIVERSITYAccording to the current legislation, LOE, attention to the diversity a part from attending students with special necessities, it focuses on each student, because each one is different from another. Therefore the teacher has to adjust the curriculum to the necessities of each student. Through the activities which appear in the second section, we are attending to the diversity of students, because they are different in the level of difficulty, they contribute to the acquisition of different skills, they are different also in length, their correction follows different methods, among others.

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