9.3.8.

UNIT 8: IN THE PLAYGROUND

TIMING: 11 lessons / May - June
JUSTIFICATION
This unit is about the children themselves, about what they do in their break time in the playground. It
promotes sportive actions in order to deal with the obesity problem many children face nowadays due to
spending too much time doing non-active activities.
KEY COMPETENCES
 Linguistic: English is related to linguistic competence because the use of language is an instrument to
communicate in both oral and written form.

 Digital: When doing certain activities, the use of the new technologies is established. Students will listen
to music and stories, play computer games and watch a DVD

 Cultural and Artistic: It is applied when the pupils create their own choreographies and make a mural to
promote exercise since we live in a society where doing sportive activities is almost forgotten.

DIDACTIC OBJECTIVES
1) To use the English language as a mean of communication (asking about being able to do
something, asking what someone can do, suggesting activities to do…)
2) To identify and use the vocabulary learnt
3) To respond questions using verbal and non-verbal language
4) To listen, understand and answer questions about the story and to watch, listen, understand and
answer oral questions about the DVD episode
5) To show interest and respect towards their classmates and the English language
CONTENTS

COMMUNICATIVE DIMENSION
Speaking and converse
Use of the established routines.
Production of oral texts following some models.
Production of the basic words and messages related to communicative situation in class
Listening and understand

Comprehension of the established routines.

Recognition of the oral instructions.
- Identification of the words and shorts texts with visual support.
- Comprehension of the basic words to understand the contents of the narration.
- Respect towards the partners.
Reading and understanding

Listening and reading of the story.

Reading the key words.

- Identification of the words and short texts with visual resources.
- Comprehension of the basic words which are worked in class.
- Use of strategies to read: use of visual context and previous knowledge of the subject.
Writing

Writing of the key words and simple structures of the unit.

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 Knowledge of the language and its learning
- Observation of the importance of the phonetic aspects, rhythm and intonation
- Recognition and use of the words and simple structures of the foreign language.
- Observation of the differences between oral and written language
Functions and uses of the language
- Can you___? Yes, I can / No, I cannot
- What can you do? I can___
- Let’s___!
Vocabulary
- Slide, run, dance, hop, skip, jump
- Watch TV, play computer games, sing, read

PLURILINGUAL AND INTERCULTURAL DIMENSION

Interest in learning other languages.
Knowledge of the different languages learnt at school.

Interest in listening to songs, stories and other productions

Use of verbal and non-verbal elements to communicate.
- Positive attitude towards the learning of foreign language and motivation to know other
languages and cultures.
- Use the language without discriminating and being respectful with the differences.
ACTIVITIES
1. Routines: Hello, how are you?. What’s the weather like? What’s the date today? (L-S)

2. Doing TPR activities with the vocabulary flashcards point to…, give___ to…, look
around the class and find… (L)

3. Drawing themselves and some friends in the school playground doing the actions as in
the model given on the board. Writing the actions next to the child doing it (R-W)
4. Listening and reading the story “In the playground” (L-R)
5. Answering oral comprehension questions about the story (L-R)
6. Ordering the story cards: the cards are facing down, the pupils face them up trying to find
them in the order of the story (L-S)

7. Listening to sentences from the story said by the teacher and saying what illustration
they belong to (L-S)
8. Singing and dancing the “I can do it” song (L-S)
9. Creating a different choreography for the song in small groups (L-S)
10. Performing the new choreography and singing the song to the other classmates (L-S)
11. Cutting out some actions cards and using them to act out a mini dialogue having a
model. One child chooses 3 cards, which are the actions he/she can do; and the partner asks if he/she
can do the actions (L-S-R)
12. Acting out the dialogue rehearsed in front of the class-group (L-S-R)
13. Gluing the cards on a sheet of paper (W)
14. Learning about sportive and non-sportive actions (L)
15. Speaking about what type of actions they do more (L-S)
16. Finding the 10 actions in a word search and classifying them in the sportive and non-
sportive columns (R-W)
17. Singing and dancing the “I’m active” song (L-S)

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 18. Performing the “I’m active” song in smalls groups in front of the classmates (L-S)
19. Drawing a mural to promote active and sportive actions among children called “Let’s
move!” (W)
20. Remembering what the story “In the playground” is about (S)
21. Listening and reading again to the story (L-R)
22. Reading out loud the story (R)
23. Playing some computer games about actions in the PC room (L-R-S)

24. Playing the “Do it” game: the pupils are told to do one of the 10 actions learned, as they
fail in doing the correct one they are out of the game. The speed of the game goes in crescendo (L)

25. Playing the “King for one day” game. A child chooses a classmate to be his/her slave
and orders him what to do using the 10 actions (S-L)
26. Filling in the unit 8 picture dictionary sticking the actions stickers in it (R-S-L)
27. Watching a DVD episode about what children do in the playground (L)
28. Answering oral comprehension questions about the episode watched (L-S)

ATTENTION TO DIVERSITY
In order to satisfy the different learning speeds of the pupils, there are some reinforcement and follow-up
activities they can do:
Reinforcement  finishing pending tasks, playing with the dominoes set, acting out the dialogue learned
Follow-up  going to other class-groups to present the mural in order to promote exercise, filling in the
alphabet box, reading books from the English box
METHODOLOGY
o Speaking English all the time and asking the students to use the English language as
much as possible whenever they address to me or to another classmate
o Maintaining a nice atmosphere in class being cheerful, helpful, giving affection and
praising the pupils’ performances
o Using audiovisual and visual resources: flashcards, story cards, word cards, DVD,
music…
o Pair and group work to carry out some dialogues and performances

o Using TPR as a routine and in some of the lessons to respect the student’s silent period

o Using computers to do some activities related to the unit.

ASSESSMENT
Criteria
1) To be participative, active and respectful

2) To ask what someone can do and suggest what to do

3) To listen, understand and answer questions about “In the playground” story

4) To watch, listen, understand and answer oral questions about the food DVD episode
Tools
- The learner’s activities 4, 5, 6, 11, 12, 20, 27, 28 for the criteria items 2, 3 and 4
- Direct observation of their performances and behaviour for the item 1 (Annex 11.2.)

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