ANA MARÍA GERMÁN SOLANO
DEGREE: ENGLISH STUDIES
YEAR: 3º
DATE: 5th JULY 2012
JUSTIFICATION
This didactic unit is formulated to students of 1st year of the High School ( 1º ESO).
According to the common European framework of reference we have to say that the learner of the
student in a foreign language is based on actions and to make different ways to create the
communicative competence in a language, according to the learner´s capacity to make several
works that needs a specific way in the communicative action.
The goal is that the students of the high school have the notions that could be used in various
aspects such as, personal relationship, which includes the family and the social communication, in
the educative aspect that have relation with the common situations of the school, the academic
context, subjects and other subjects of the curriculum; with public, in that case we are going to
focus on the daily interaction and academic one, those allow use to introduce the main topic of this
didactic unit.
When they finish the primary school, they have to use the language to express and interact orally
and in writing in easy and common situations. In the secondary school we continue with the
learning of the foreign language increasing the communicative competence. When students finish
the high school they can interact between them and use the language in situations like: ask and give
personal explications in an informal debate, express what you want to say, understand the main
ideas of a standard text. Also they must be faced to daily problems in the oral and writing way, and
participate in conversations.
The objective of the curriculum is that students could have a commutative approach based on
writing and speaking.
We are going to work in the high school “Las Lagunas” which is situated in Avda. Cortes
Valencianas s/n Torrevieja (Alicante), the group is form by 30 students who have between 12-14
years old. We have 3 hour of English at week, so we create a didactic unit that covers two weeks of
October, in that case we are going to work on the first term.
FINAL TASK OF THE UNIT
The goal of that didactic unit is that the students could learn different stories that happen during the
past. That fact allows the teacher to introduce them a new verbal tense which is based on the use of
the past simple and past continue. The stories are going to expose regular verbs and irregular verbs
so that fact will be interesting to them to realize which one is finished in ( ed) and which one you
have to found on the table and learn by heard. Moreover, students have to create a composition
where they express something that happen in the past or a history that must be invented. That
exercise allows them to be prepared for the question that appears on the exams.
COMMUNICATIVE OBJECTIVES

To understand the global and specific information in oral and written messages in the
foreign language, relate to the situation in which we are working.

To express and interact with others orally in habitual situations of communication, and use
that outside the class.

To write simple texts efficiently with different aims, about several topics, by means of
adequate resources of cohesion and coherence.

To use the new concept related to basic structures of grammar.

To practice the pronunciation of the sound (-ed) with different exercises.

To understand short messages.

To learn new vocabulary patterns, in that case base on the regular and irregular verbs in
English.

To learn new stories in English and try to explain them in the same language.

To promote the interest of watch well-known films in English

To help students in oral communication.
TABLE OF CONTENT
ORAL COMMUNICATIVE
SKILLS
LISTENING&SPEAKING
LANGUAGE AWARENESS
WRITTEN COMMUNICATIVE
SOCIOCULTURAL
SKILLS(READING&WRITING)
ASPECTS
Recognizing and
Understanding and listening
short messages that have
relationship with the activities
of the class like questions,
dialogues and
Understanding the basic instructions
for do correctly the activities
valuating the foreign
language as an
FUNCTIONS
GRAMMAR
VOCABULARY
PHONOLOGY
instrument of
communication in the
classroom and with
people of other cultures
Practicing the communicative
strategies such as:
Saying hello,
giving, asking
Reading to understand generally and
identification of specific information
avoiding non-important information
in different text and adapt them to
different supports
Identification of
and
understanding
basic elements of
the language: the
personal
information
article, noun,
Starting to read individually texts
Obtaining global information
in different oral text.
with are adequate to the age , interest
and level of competence
verb, adjective,
adverb and
prepositions
Identification and
using common
Identification of
phonetic symbols
expressions, about
like the ending in
concrete aspects
and daily ones.
/s/, ing and /ed/
of the past tenses.
Giving, asking
and
Knowing thematic
areas like, moths
understanding
instructions and
of the year,
countries, family,
directions.
Orders
school, building,
places of the city.
Identification and
interpretation of the
customs and the daily
life in other cultures
where you speak
English
Knowing and
Using the correct forms
using the simple
patrons of
of a formal language or
courtesy in the social
pronunciation ,
interchanges
rhyme ,
intonation and
accent of words
Obtaining specific information
in oral texts about daily habits
and knowing with numbers,
prices ,timetables and name of
places .
Using strategies of reading
understanding, using previous
knowledge, using the way to know
the meaning with the context.
Using the
structures and
functions
associating with
the different
Creating short oral texts and
easy inside the classroom and
in situation about personal
experience.
Using correct answer to the
teacher and the partners.
Learning some characteristics and
conventions of written language and
the differences with the oral one.
situations of
communication
Describing
Knowing the historical
people, places
and things,
and geographical
aspects of the cities
asking
information
Pronouncing
contract forms
where people speak
English
about those
elements.
Expressing
habits , abilities ,
knowledge and
physical
Interesting the
Pronouncing
ending of verbs
communicative
relationship with native
people or learning it ,
appearance
with a paper support or
digital media
Asking , giving
and
Valorizing the personal
knowledge in the
Developing the written expression
understanding
relationship with
with a guide form , adding new
sentence or throw our others and
information
about thing that
simple pharagraphs.
happen now
opposite with
Pronouncing
weak forms
people that live in other
cultures
normal things
Developing strategies to
afford the interruptions during
the communication, using
verbal elements and nonverbal elements to express
communication in partner or
in group.
Creating short texts with coherence
with communicative intentions using
the models of the written
compositions.
Describing and
telling things in
the past.
Recognizing and
creating basic
patrons of rhyme,
intonations and
stress of words
and sentences
Comparison between
the cultures and
founding the way of
criticizing the personal
culture and accepting
the other cultures
Using the correct and appropriate
Expressing plans
rules of writing and the signs of
punctuation.
and intentions
for the future
Making
suggestions.
Interesting for good presentation of
the text which could be written, or in
digital support.
Expressing
obligations.
METHODOLOGY
The methodology that we are going to use in class, during the period in which we are creating that
didactic unit, is formulated specially in the task-based learning (TBL). We choose that because our
goal is to learn a whole range of vocabulary which would be very useful during our lessons. That
method is useful because we want to focus on the task, rather than on the language. Also, inside
that model of methodology that we want to use is important to distinguish the presence of the PPP
(Presentation, Practice and Production), because in that case we present or teach an item in a clear
context to get across the meaning and the complete it with a practice that could be elaborate by the
students like we did in the class.
RESOURCES
During the period of time that we are doing these activities, that have relationship with the past, the
material that we need for our classes would be, computer with a projector because we are going to
show a video and they will complete several questions, a recorder for a listening practice, student´s
book and teacher book to complete the different exercises which are formulated and a grammar
book base on phonetics to explain the different pronunciations of the sounds of the past tense , in
that case (ed).
ASSUMED KNOWLEDGE OF THE STUDENTS
The students know the difference between the past and the present, because they have learned it
during the primary school. May be they have an idea of the stories that we are going to use during
two week which allow us to understand the use of the past. Some of them know that because they
go to private class of English but we have to concentrate in the whole group of student and make
them to start thinking in English and to create different sentences which are not simple.
ANTICIPATED PROBLEMS
The problems that we can find during our lesson could be specially focuses in the grammar part.
Students sometimes find difficult how to create the past tense. For that, we will create a table which
gives the students different examples of the pronunciation of the past ending in that case (ed),
because they frequently make a lot of mistakes. Also, we are going to classify the verbs in two
different columns to know which are regular and which are not.
PLANNING A PEDAGOGICAL TASKS OF EACH LESSON
LESSON 1
STEPS
AIMS
PRESENTATION To present
The past simple
CONTROLLED
WRITTEN
PRACTICE
To read a text and
identify which
verbs use the past
simple.
ACTIVITIES&
TASKS
TIMING
INTERACTION
PATTERNS
SKILLS
COMMENTS
Teacher will
expose the way in
which the past
tense is used, and
then they have to
complete a table.
15 minutes
Teacher-students
Speaking
That is a good way
to begin with the
topic that we are
going to focus
T asks SS to
identify in a paper
the verbs that
appear in the text
in past tense, and
classify them in
regular or
15 minutes
Teacher-students
Writing and
Speaking
irregular.
To complete the
exercise proposed
in the book.
T give them
exercise to start
practicing the
formation of the
past tense.
STEPS
AIMS
ACTIVITIES
TASKS
CORRECTION
To correct the
exercises proposed
by the teacher the
previous day.
SS are going to
correct the
different exercise
and the teacher
will explain them
what are the
mistakes that they
are doing.
CONTROLLED
WRITTEN
PRACTICE
15 minutes
Students
Writing
INTERACTION
PATTERNS
SKILLS
Teacher-student
Speaking
writing.
LESSON 2
& TIMING
15
COMMENTS
and
INTRODUCTION To practice the
pronunciation of
the ending of the
past.
CONTROLLED
ORAL
PRACTICE
To practice the
pronunciation
T will give them
the correct
pronunciation of
the suffix of the
regular verbs , in
that case the ( ed)
10 minutes
SS are going to
15 minutes
pronounce
different words in
pairs and then, they
are going to do it
all together another
time.
Teacher –Students
Speaking
Pair work and
Students
Speaking
LESSON 3
STEPS
CONTROLLED
ORAL PRACTICE
CONTROLLED
WRITTEN
PRACTICE
AIMS
ACTIVITIES
TASKS
& TIMING
INTERACTIONAL
SKILLS
COMMENTS
PATTERNS
To listen to a song SS will listen to the 25
about a history and songs of a wellcomplete the gaps. known film of
Disney. They must
complete the blank
gaps. Moreover
they have to sing
because that could
allow them to
know better the
correct
pronunciation.
Students
Listening
Writing.
and
To give further T gives them an 30
practice on the use example
of
a
of the past tense.
history about the
past. SS must
imitate the way
Teacher & students Reading &writing
and create a new
one.
LESSON 4
AIMS
STEPS
CONTROLLED
WRITTEN
PRACTICE
ACTIVITIES&
TASKS
TIMING
To give further T explains SS the
40
practice in the use goal of the exercise
of the past.
in that case they
are going to work
in group to create a
story about the
past. Then we are
going to put all
together and with
the different ideas
create a new one.
INTERACTIONAL SKILLS
PATTERNS
Students
Speaking. Reading
Listening
and
Writing.
COMMENTS
CONTROLLED
ORAL
PRACTICE
To read texts of T asks them if they 15 minutes
others stories of know something
the past.
about
some
historical
story,
then explain them
a real story.
Students
To explain what
they did the
previous day.
Students
Speaking
listening
and
LESSON 5
CONTROLLED
WRITTEN
PRACTICE
SS must do the
exercise and then
give it to the
20 minutes
Writing
teacher.
CONTROLLED
To watch the film
SS are going to
That exercise
allows the teacher
to know if they
understand the use
of the past simple.
40 minutes
Students
Listening &writing
ORAL
PRACTICE
of Hercules,
according to what
we saw previously
about that story.
watch the film of
Hercules and have
to write the verbs
that appears in the
subtitles in past.
ASSESSMENT/EVALUATION CRITERIA
In that case the type of assessment that we are going to use during our lesson consist on a
continuous assessment (summative evaluation), where we find different point to take into
consideration to create the final mark. During the whole year we are going to do different exams
with the grammar tense that has a percentage of 50 % in the final mark, also the last days of the
term we are going to have a final exam with all the contents (grammar, vocabulary, expression,
listening …). Finally as we exposes in the previous pages, we want to emphasize more in the
practice part (speaking and writing part), because our goal is to feel more confident so that part is
20 % of the mark, also we include the participation in class and if they come to class, that is 10% of
the grade. The final part of the grade is homework and activities proposed during the whole year
and if the students give them to the teacher, which is the other 10%.
Name
1
2
3
4
Participation
Speaking
Assist
part
class
to Good work
Good
behavior
Grade
ATTENTION TO STUDENTS WITH SPECIFIC
EDUCATIONAL NEEDS
Also it is important to take into consideration students with specific needs, in that case with
intellectual and motor interactions.
With the activities that we propose they could find difficult to work with the grammar because it is
difficult. For that we want to expose a reinforcement of exercise and prepare additional material to
give them access to understand it.
It is very important to make reference to students that are immigrant because we want to integrate
them and make them participate more in the class. So, that would be a good point to take into
consideration when we propose activities in group.
BIBLIOGRAPHY

ENGLISH 1, SECONDARY EDUCATION,B. Moody, E. Alcaraz, M. Rico, Vicens
Vices,1996

YOUNG LEARNERS, RESOURCES BOOKS FOR TEACHERS, Sarah Phillips, series
editor, Alan Maley , Oxford English, 1993
WEB REFERENCES
www.lyrics.com
www.englishexercises.org
www.youtube.com
www.mansioningles.com
www.googleimages.es
http://www.fpx.de/fp/Disney/Lyrics/Hercules.html
www.english-area.com
ACTIVITIES
LESSON 1
Put the verbs in the following sentences in the correct form of the past simple
1.
2.
3.
4.
5.
1 .I got to work by bus
I meet her on Saturday
He always wear black
I make cakes every week
She gets up at 6.30
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
He understands me
He shuts the shop at 6
He speaks slowly
He leaves he house at 9,00
I read a chapter every might
You eat too much
I see him every day
Tom sings in the choir
He cries when he is hurt
Who knows the answer?
I think I know it
The curtain rise at 8.00
He takes the dog out twice a day
We buy them here
I dream every night
Bluetits often lay eggs in that nesting box
He often feels ill
I know what he wants
I usually pay him 5euros
His dog always bites me
It smells odd
I costs 30p
My back hurts
I lie down after lunch
We drink water
His roses grow well
He rides every day
He often falls off
These dogs fight whenever they meet
He puts up his prices every year
He sleeps badly
2. Put the following sentences in the negative and interrogative form.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
She saw your brother
We heard a terrible noise
He slept till 10
He looked at the picture
They drank all the wine
They set out early enough
She thought about it
The police caught the thief
He did the letter
She found her watch
His nose bled
My mother chose the hotel
She lent you enough money
Keiko taught Japanese
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
He broke his arm
His wife come at 8
He lost his wallet
His son wrote a novel
The flew to New York
Ann drew you a map
Tom laid the table
Mr Pitt fell downstairs
She lost her way
Her forbade her to leave
I sent it to the laundry
Jack kept the money
He rode slowly
They spent it all
She sold the car
Jean rang the bell
The sun rose at 6.00
The boys ran home
He shook the bottle
He forgave her
The broadcast an appeal for money
LESSON 3
Back when the world _______ new
The planet Earth was down on its luck
And everywhere gigantic brutes
called Titans ______ amok
It was a nasty place
There __________ a mess
whereever you stepped
Where _______ reigned and
earthquakes and ________ never slept
And then along came Zeus
He hurled his thunderbolt
He zapped
Locked those suckers in a vault
They're trapped
And on his own ___________
chaos in its tracks
And that's the gospel truth
The guy ______ too type A to just relax
And that's the world's first dish
Zeus ______- the globe
while still in his youth
Though, honey, it may seem impossible
That's the gospel truth
On Mt. Olympus life ______ neat and
Smooth as sweet vermough
Though, honey, it may seem impossible
That's the gospel truth
________________________________________________ZERO TO HERO
Bless my soul
Herc ________ on a roll
Person of the week in evry Greek
opinion poll
What a pro
Herc __________ stop a show
Point him at a monster and you're
talking SRO
He was a no one
_________________
Now he's a honcho
He's a hero
Here was a kid with his act down pat
>From zero to hero in no time flat
Zero to hero just like that
When he ________________
The girls __________ wild with
oohs and aahs
And they slapped his face
On ev'ry vase
(on ev'ry "vahse")
>From appearance fees and royalties
Our Herc ___________ cash to burn
Now nouveau riche and famous
He _______ tell you
What's a Grecian urn?
Say amen
There he goes again
Sweet and undefeated
And an awesome 10 for 10
Folks lined up
Just to watch him flex
And this perfect package
packed a pair of pretty pecs
Hercie, he comes
He sees, he conquers
Honey, the crowds were
Going bonkers
He showed the moxie brains, and spunk
>From zero to hero a major hunk
________________ and who'da thunk
Who ________ the glad in gladiator?
Hercules!
Whose daring deeds are great theater?
Hercules
__________
_ he bold?
No one
braver
Is he
sweet
Our
fav'rite
flavor
Hercules,
Hercules
...
not
conceited
Bless my
soul
Herc
__________
_ on a
roll
Undefeated
Riding
high
And the
nicest guy
He hit the
heights at
breackneck
speed
>From zero
to hero
Herc is a
hero
Now he's a
herO
He
__________
a nothin'
__________
_________
Now he's a
honcho
He's a
hero
Yes indeed