TEACHING UNIT: “WE’RE GOING ON A BEAR HUNT”

CURS SUBJECT TASK LENGTH

th
10-11 4 graders English PERFORMING THE STORY We're going on a bear hunt" 5 lessons
CONNECTION TO OTHER SUBJECTS:
Science
JUSTIFICATION METHODOLOGY
The United Nations declared 2010 to be the International Year of Biodiversity. Therefore This didactic unit is task based (TBL). That means that in the context of achieving a
this academic course it is worth to take action to safeguard the variety of life on earth: relevant task for students, they get across to some specific language and its meaning. TBL
biodiversity. A good way to do it is to deal with biodiversity in class, with a particular focus is a communicative approach that allows students to learn foreign language in a
on endangered animals, such as bears. contextualised, functional and meaningful way.
During the didactic unit individual, pair work and group work are combined to promote
different kinds of interaction, and thus, communication.
Assessment will be integrated in the teaching and learning process and will be global and
continuous. Assessment will be carried out trough systematic observation in classroom
during the development of the teaching and learning activities. The proposed activities are
open and flexible enough to allow students to do them according to their interests,
capacities and needs.

BASIC COMPETENCES
Communicative, linguistic and
audio-visual basic competence
OBJECTIVES
1. To perform a short and easy story related to
bears, that students previously dealt with.
ASSESSMENT CRITERIA
CONTENTS
At the end of the didactic sequence the
student:
Story “We’re going on a bear hunt”. Performs, with audio-visual support, the story
“We’re going on a bear hunt”.

Basic competence of knowledge
and interaction with the physical
world
2. To understand globally and learn a short and Story “We’re going on a bear hunt”. Has understood and learnt, with audio-visual
easy story related to bears, in order to perform it. support, the story “We’re going on a bear hunt”.
3. To learn about bears, in the meaningful context - Geographic location, habitat, feeding and Knows about geographic location, habitat,
of a story. habits of bears. feeding and habits of bears.
Communicative, linguistic and
audio-visual basic competence
Information processing and digital
basic competence
4. To learn some vocabulary related to bears and
its customs, with help of audio-visual support and
in the meaningful context of a story.
5. To recognise some linguistic structures, with
help of audio-visual support and in the meaningful do bears eat?, …
context of a story.
6. To make use of ICT for searching information
on Internet about bears and broadcasting the
storytelling performance.
- Related to bears’ parts of the body: furry
ears, black nose, big mouth, brown eyes.
- Related to bears’ location: American,
Europe and Asia.
- Related to bears’ habitat: green forest, dark
caves.
- Related to bears’ feeding: vegetation, fish
and small animals, mother’s milk, water.
- Related to bear’s habits: to drink water and
catch fish from cool rivers, to hibernate in
dark caves.
- Others: baby bears cubs, hot months,
winter, spring, summer, autumn, long wavy
grass, oozy mud, goggly eyes, gloomy cave.
- Wh-questions: Where do bears live?, What
- Answers to Wh-questions: Bears live in/ eat/
… - Wh-questions: Where do bears live?, What do
- Prepositions: over, under, through.
- Expressions: what a beautiful day, we’re not
scared.
- Use of ICT for searching information on
Internet about bears and broadcasting the
storytelling performance.
Knows vocabulary related to bears and its
customs, with help of audio-visual support and in
the meaningful context of a story:
- Related to bears’ parts of the body: furry ears,
black nose, big mouth, brown eyes.
- Related to bears’ location: American, Europe
and Asia.
- Related to bears’ habitat: green forest, dark
caves.
- Related to bears’ feeding: vegetation, fish and
small animals, mother’s milk, water.
- Related to bear’s habits: to drink water and
catch fish from cool rivers, to hibernate in dark
caves.
- Others: baby bears cubs, hot months, winter,
spring, summer, autumn, long wavy grass, oozy
mud, goggly eyes, gloomy cave.
Recognises some linguistic structures, with help
of audio-visual support and in the meaningful
context of a story:
bears eat?, …
- Answers to Wh-questions: Bears live in/ eat/…
- Prepositions: over, under, through.
- Expressions: what a beautiful day, we’re not
scared.
- Makes use of ICT for searching information on
Internet about bears and broadcasting the
storytelling performance.
 DIDACTIC SEQUENCE DEVELOPMENT
LESSON

ACTIVITATS SOCIAL ORGANISATION MATERIALS AND OBSERVATIONS

OF THE CLASS RESOURCES NEEDED

PRE-TASK
ACTIVITY 1: GUESS THE ANIMAL?: Whole group 6 face bear part cards
Before class, distribute the 6 face bear part cards by taping them to the back of 6 different chairs
around the room. Students then enter the class. Start class by asking students to check the back of
their chairs. Those that have pieces should say what they have. Teacher prompt students to guess
what the animal is, a bear.
ACTIVITY 2: BINGO! Whole group Bear part bingo cards
Hand out bingo cards. Teacher calls the different 6 face bear parts in random order. First student to
fill their card calls bingo. Repeat the game several times.
1 TASK PREPARATION
ACTIVITY 3: BEAR FACTS In pairs Worksheets “Bear
Students predict what they will listen to – that is, what do they know about bears that they think you Individually facts” (versions A and
will tell them. Students listen to you read the information to complete the first part of their handouts. In pairs B)
Hand out the bear facts worksheet alternating between A and B versions along rows. Students Whole group Text “bear facts”
listen to you read the information to complete the first part of their handouts individually. Students Ppt with the text “bear
now unfold their sheets and speak to their partner to get the rest of the information. Project a ppt facts” to project
with the text about bear facts and allow students to read to check.
ACTIVITY 4: LISTENING TO THE STORY "We're going on a bear hunt" Whole group Video “We’re going on You will need to make use
2 Tell students you are going to tell them a story about some children who are looking for a bear. Tell a bear hunt”. of Internet in this lesson.
them the story twice using the provided video. Check for comprehension, making special emphasis
on the new vocabulary, making use of visual support, if needed. PPT with pictures to
With help of audio-visual support, perform the story together with students so that they learn it. go through the new
vocabulary.
2/3 ACTIVITY 5: SEARCHING ON THE INTERNET FOR INFORMATION ABOUT BEARS! Individually You can also ask the
Tell the students to look for information at home on the Internet about bear facts and to bring to In pairs informatic teacher to
class the information they found the following lesson. Whole group dedicate one of his
On the following lesson, hand out the Internet “bear facts worksheet” alternating between A and B lessons to do the Internet
versions along rows. Students complete the task in pairs using the information they gathered. Then search on bears.
revise and comment the activity with the whole group.
3 ACTIVITY 6: LISTENING AND PERFORMING THE STORY We're going on a bear hunt" Whole group Video “We’re going on
Listen to the story again "We're going on a bear hunt" and perform it together with students several a bear hunt”.
times so that they learn it.
 TASK
4 ACTIVITY 7: PERFORMING THE STORY We're going on a bear hunt" Whole group You can make use of audio-visual
Performing the story "We're going on a bear hunt" for 3rd graders students. support to help the students to
perform the story “We’re going on a
bear hunt”.

It’s recommended to carry out this

lesson in a big class, such as the
gym.
POST- TASK
ACTIVITY 8: BROADCASTING THE PERFORMANCE OF THE STORY We're going on a bear Small groups It’s recommended to carry out this
5 hunt" Whole group lesson in a computers class.
Together with the students, gather and select the different audio-visual materials from the Small groups
performance of "We're going on a bear hunt" (photos, videos, ...). Upload them in the school's blog,
so that the educational community can have a look at them and comment them.