UNITS OF INSTRUCTION

GUIDELINES
GENERAL OUTLINE
• 1. TITLE
• 2. INTRODUCTION
• 3. FINAL TASK
• 4. GENERAL OBJECTIVES
• 5. SPECIFIC OBJECTIVES
• 6. BASIC EDUCATIONAL COMPETENCES
• 7. CONTENT
• 8. LESSON PLAN AND ACTIVITIES PROCEDURE
• 9. MATERIALS AND RESOURCES
• 10. EVALUATION
• 11. BIBLIOGRAPHY
• 12. APPENDIX
1. TITLE & 2. INTRODUCTION
1. TITLE: It should illustrate the topic chosen
2. INTRODUCTION
Provide a description of the class including the following data:
• Grade/year
• Number of students
• Type of school: socio-cultural characteristics
• Homogenous/heterogeneous group
• Features of young learners according to the age selected
• Previous knowledge: in this part you should mention what you
assume your pupils know and can do. For example, if you want
to include an activity in which students look up words in the
dictionary, students should already be able to find words in a
dictionary.
3. FINAL TASK
The final task is what students should be able to do at the end of the
lesson plan. It is connected to real life activities/contexts

4. GENERAL OBJECTIVES

• The objectives should be the ones mentioned in the current

legislation regarding the Foreign Language curriculum and
other areas of knowledge (Related to Criterios/Estándares de
evaluación)
 
DECRETO 108/2014, de 4 de julio, del Consell, por el que se
establece el currículo y desarrolla la ordenación general de la
educación primaria en la Comunitat Valenciana.
4. GENERAL OBJECTIVES
5. SPECIFIC OBJECTIVES
• Specific objectives refer to the goals that the different activities
aim to develop
• Specific aims are directed towards a result which can be
measured (evaluation). If you write an aim as “Students will be
able to speak about daily routine”, it will be easy to say after the
lesson if you have met that aim or not.
• They should reflect what the students will be able to do, not
what you are going to do as teachers. To teach the present
simple is not an aim!
• They should be connected to the content and the evaluation

 SPECIFIC AND GLOBAL OBJECTIVES SHOULD BE CONNECTED

6. BASIC EDUCATIONAL COMPETENCES
7. CONTENT
• Functions:
E.g.
• Organization of ideas in a paragraph
• Connection between letters and sounds
• Strategies
E.g.
• Identify types of texts

• High-frequency Vocabulary
• e.g. the rooms of the house : bathroom, bedroom, sitting room,
kitchen
 
7. CONTENT
• Cross-curricular structures
E.g.

• Development of projects in groups.

• Socio-cultural & socio-linguistic aspects

E.g
• Traditions, values, beliefs and attitudes, tolerance towards the
foreign culture
 
8. LESSON PLAN &
ACTIVITIES PROCEDURE
• Name of the activity

• Detailed description

• Skills or language focus & level of cognitive

demand (Bloom’s taxonomy)

• Group dynamics

• Timing
 SESSION 1

Name of activity Detailed description. Skills & Procedure Timing

(Ch 9 – Susan House) Level of (Ch 8 – S. House)
difficulty
(Bloom)
  -Starting the class Listening Group  
-Presentation of content Speaking dynamics
-Practice Reading
-Correcting Writing
-Finishing the class
8. LESSON PLAN & ACTIVITIES
PROCEDURE
DETAILED DESCRIPTION OF ACTIVITIES

1) STARTING THE CLASS (WARM-UP)

Some minutes at the beginning of each lesson

 to settle the children down

 quickly revise the contents of the previous lesson

 establish a routine: writing the date on the board/singing a song

DETAILED DESCRIPTION OF ACTIVITIES

2) PRESENTATION OF CONTENT
The first time the teacher introduces the key language of the lesson
to the children)
• Language should be presented in context (a listening activity/a
story with pictures)
• New language should be modelled by the teacher

3) PRACTICE
• It is done after students have been presented with the new
language
 DETAILED DESCRIPTION OF ACTIVITIES

4) CORRECTION

a) Teacher correction
b) Peer correction: the students work in pairs or groups and they
correct each other’s activities
c) Self-correction: students correct their own work. It is
important to do that especially before they hand in their work.
 DETAILED DESCRIPTION OF ACTIVITIES

5) FINISHING THE LESSON (COOL-DOWN)

A few minutes at the end of each lesson

Examples:

• Ask students to summarise what they have learned

• Ask them to say which activities they enjoyed most and which
activities they did not like
• Sing a song/Bye-bye routines
 SKILLS/LANGUAGE FOCUS &
LEVEL OF COGNITIVE DEMAND (BLOOM’S TAXONOMY)

• Indicate if the activity is focused on developing a certain

skill (listening, speaking, reading or writing).

• Indicate the level of difficulty of the activity using

Bloom’s taxonomy
 PROCEDURE

Group dynamics
Explain how the pupils and the teacher are going to interact.

• Teacher to whole group

• Small groups
• Pairwork
• Individual work
• Teacher to individual students
• Small group to small group
• Pair to pair etc.
 TIMING

Think about the time that each activity requires

 It depends on:
• The pupils’ age
• The degree of difficulty of the activity
• The end product of an activity ( e.g. a written piece of work will
always take more time)

 Remember that for each activity you must dedicate time to

• Explain the activity
• Let the students perform the activity (drawing and writing take quite
a long time)
• Correct the activity
 9. MATERIALS AND RESOURCES

Enumerate the materials you are going to use.

• Flashcards
• CDs
• Videos
• Handouts
• Smart board
• Stories for children , etc.
 10. EVALUATION
• The evaluation is a way of checking whether the specific aims
were achieved or not.

• Therefore it must be connected to the aims and to the

content.
• You should provide information about the evaluation criteria
and the instruments of evaluation

• Assessment can be done in different ways/ with different

instruments:
 Through observation
 Using an oral or a written test, etc.
 10. EVALUATION

Assessment through observation

• You can assess students by observing how they perform during one/several
activities

• e.g. One of your aims was that pupils be able to speak about daily routines.
In the following lesson you want to see if you have achieved this aim by
asking some students to describe their daily routine to the class.

• You should write your observations in an assessment sheet

which should include the assessment criteria and an explanation of how
students are assessed
 Assessment through observation

You can use numbers or descriptive criteria in your assessment

E.g. excellent progress/satisfactory progress/unsatisfactory

progress

Name Can use Can use verbs Can express

present related to time
simple daily routines
Marta Excellent Excellent Satisfactory
progress progress progress
Alberto
 10. EVALUATION

TESTS
• ORAL TESTS

 You can use oral activities that children enjoy for oral testing
E.g. games, plays based on a story, a roleplay

• WRITTEN TESTS

 The teacher must make sure that students have enough time to do
the test
 The teacher should check that students understand the instructions
 Pupils should check their work before they hand it in
 10. EVALUATION

SELF-ASSESSMENT
• Pupils should be able to assess their own work by saying which
activities they found difficult or easy or which activities they
liked or not

• Advantages of self-assessment

 It provides the teacher with feedback about the way the students
assimilated the work done
 It makes the pupils reflect on the work they have done
 11. BIBLIOGRAPHY
• Include here the references of the materials you took from different sources (books, the Internet etc.).

• Complete bibliographical references include:

• Books:
o The author’s surname and name (e.g. House. Susan)
o The title of the book in italics (e.g. An Introduction to Teaching English to Children)
o The place where it was published (e.g. London)
o The publishing house (e.g. Richmond Publishing)
o The year of publication
e.g. House, Susan. An Introduction to Teaching English to Children. London:
Richmond Publishing, 1997.
 
• Web pages:
o The author (surname and name)
o The name of the document (between inverted commas)
o The web site
o The date when you accessed the document (between parenthesis)
e.g. Robinson,BA, "End of the World Predictions".
http://www.religioustolerance.org/end_wrld.htm (accessed June 11, 2007)
 12. APPENDIX

• Include a copy of the material your lessons are based on

( handouts, stories, flashcards etc.)