Unit 2: Lets discover Great Britain

Competence-based indicators Lesson Content objectives: Assessment criteria

1. Inferring the meaning of words from the context. LCC a) Identify and name famous towns and cities in i) To learn and recall new words related
LTLC APIC the UK. to countries from Europe.
2. Miming the meaning of different items of vocabulary.
LCC LTLC

3. Gleaning specific information which comes from both b) Compare different towns and cities and express ii) To understand the gist and identify
oral and written sources. LCC LTLC opinion about cities and towns after analyzing a specific information in a written text.
4. Getting the gist from both oral and written texts LCC text. iii) To produce written and oral texts
LTLC about towns and cities.

5. Becoming aware of the relevance of a well-presented c) Work in a group to plan a one week tour in iii) To produce written and oral texts
text. LTLC England. about towns and cities.
6. Being aware of the importance of a well-written text.
LCC LTLC
7. Making a correct use of connectives to join sentences
and adjectives to describe people. LCC

8. Showing interest and motivation towards the use of the d) Compare a city in the UK and your own iv) To participate in oral communicative
FL during the development of communicative activities. town/city. activities and games.
LCC LTLC APIC v) To show accurate and appropriate
9. Making use of the Game language when necessary. LCC pronunciation, intonation and rhythm.
APIC
10. Complying with the specific rules of a specific game. SCC
APIC
11. Tolerating other people s suggestions. SCC
12. Using non-verbal strategies to get the message across.
LCC LTLC

13. Considering mistakes as a part of the learning process. e) Give an insight of the history of different towns vi)- To describe oneself and other people
LTLC APIC and cities in Europe. orally giving characteristics concerning
14. Showing appropriate intonation, rhythm and accurate towns and cities.
pronunciation. LCC
14. Learning and showing curiosity towards other cultures f) Be aware of how cities and towns differ in vii) To show curiosity towards learning
traditions and customs around Europe. KPWC CAC APIC Europe. facts from different countries.

Main unit outcome: Cognitive skills:

Children will be able to compare their own town with other cities HOTS: Creating own tour around your own town, expression opinion about a
around Europe and give their own take on them. town/city, predicting what the town will look like in the future, analyzing
peoples customs & LOTS: Use lexis related to places in a town to come up with
a description, classify places in a town, list places in a town, match famous cities
in Europe and pictures
Communication Communication Culture
Resources: Vocabulary Structures

PPT, IWB, worksheets, paper, Places in a town: shopping centre, There is/isnt; There are/arent However, Geography: Different towns
pencils, ruler, small museum, etc. In my opinion, and cities in the UK.
whiteboards. Activities: going for a stroll, going I think that History: History about specific
pebbling, etc. I reckon that places e.g. Waterloo.
Adjectives: interesting, amusing, pretty, On the one hand, on the other and,
etc. At (10 oclock) we are going to
Linkers: However, whereas, although, If it rains, I will take an umbrella
later, then, after, etc.
DIFFERENTIATION VALUES EDUCATION CROSS-CURRICULAR LINKS
Graded tasks: different levels (3 levels: Edinburgh, Exeter and London)
Intercultural Education: History and Social Science (analysis of
Open-ended tasks: there is not a specific objective Empathy for children from monuments in Great Britain)
Mixed-ability groups & Homogeneous groups cultures. Geography (Identification of cities in the
Moral & Civic Education: UK)
Respect for other towns and
cities
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE. LEARNING PROCESS.
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Teachers diary Evaluation of the teaching process sheet. Daily observation for pupils work e.g. Test, childrens self-
Colleagues feedback information exchanges, comic, etc. assessment task, rubric with
Checking pupils fulfilment of competence-based indicators
objectives
SEQUENCE OF ACTIVITIES
L. WARM-UP DEVELOPMENT PLENARY
 1 Greeting Story: Waterloo Pre The teacher shows some key images of the story through the use of the IWB so that children Tidy up.
Setting the predict what the plot is about. While Students complete some linguistic patterns. Post Students express their Goodbye
goals of the opinion of the story making use of a pattern provided by the teacher. (Open-ended task) routines
Unit Follow-up: Children order some pictures related to the story. They then report back.
Brainstorming Retelling: Pupils work in groups of 2-3 and retell the story. They have to plan how they are going to do it playing
WALT different roles eg one draws different pictures or use points and another one is the speaker. (Mixed-ability groups)
Checking: Children put in order some sentences regarding the story and answer some questions.
2 Greetings Jigsaw reading: Pupils working in groups of 4 are given a text about some of the historic places in London. Each child Tidy up
Setting will be in charge of one part of the text. They then get together with members from other groups and become experts Goodbye
WALT in that particular day. They report back in their groups. routines
Information gap: Pupils have to fill in the information gap they have about the other days in the tour by asking their
classmates in the group. They then suggest new activities to do.
Comparing Altamura and Lorca: Pupils come up with similarities and differences between Rome and Lorca.
3 Greetings and Role play Pupils in pairs write act out a role-play they have to come up which takes place in a British city/town. We Bingo with
daily routines. provide scaffolding. items of
WALT Venn diagram: Pupils classify places in Altamura and Lorca through a Venn diagram. clothing
Classifying monuments in a town/city: Pupils are given different pictures of famous monuments in England and have Tidy up and
to place them in the right town/city. goodbye.
Vocab quiz: related to the vocab they dealt with before.
4 Greetings. Running dictation: Pupils work in groups of 4-6. Each group is assigned with a coloured card with a text about Exeter
Setting and their own tow/city stuck away from where the groups are. One pupil from each group runs, reads the text from the Tidy-up
WALT wall, goes back to the group and dictates it to others. When we say change! another child will take on the role. (Mixed- Goodbye
ability groups) routines
Checking: Pupils answer some questions about the texts of different towns/cities they saw before.
Meaningful drill: pupils work in 2s complete a text about a description of Exeter with gaps by asking their partner. Their
partner will have the complete text.
Follow-up: Children express their opinion on those two towns/cities. (Graded)
5 Greetings. Meaningful drill: Pupils complete a text about the description of Lorca (graded)
Brainstorm. Mind map: Revision of adjectives to describe cities Tidy-up.
Setting Rays of sunshine: Pupils are provided with a handout where there is a sun with eight rays. Children individually Goodbye
.WALT write for each ray one characteristic of one town/city we have covered in this unit. routines
Guess what city is in my sun: Some pupils read what theyve written. The others guess the city/town which is
behind that description.
6 Setting. Tour around Great Britain: Pupils plan a one week trip to the UK. They are meant to give details on which places Tidy-up
WALT they would visit on each day. routines
Sett
Lesso
7 Greetings Mind map: We recall some tips to write a good writing. Tidy-up
WALT Written description: Pupils individually write a comparison between Exeter and their own town/city. Goodbye
 WL topic grid: Children fill in a chart with 2 columns (What I still want to learn, What Ive learnt)
8 Greetings Self- evaluation: Pupils test. Tidy-up
WALT Language awareness: Pupils get their description of the town/city which has been corrected using correction code. Goodbye
routines