Teaching Unit
Teachers:
Title:
Topic:
Target class: (year, type of school, number of pupils)
Time of the year: (first term, mid-term, second term. You can specify the month if you want)
Language level: Pupils have an A1 linguistic level (CEFR).
Time covered: (number of hours, number of lessons)
References: (the book or books you are choosing to use for your lessons)
Materials and Resources required: (all the tools you need for your lessons, e.g. CD player, textbook,
photocopies, pictures, flashcard, toys, posters, oil colours, crayons, Internet access, IWB, OHP, etc.)
Spaces: (the physical places where your lessons will be held, e.g. classroom, laboratory, library, school
yard, playground…)
Previous knowledge: (skills, notions, functions that are already known by your pupils. You can break
them down by skills if you want)
Formative objectives: (more general and interdisciplinary, e.g.
- to improve students’ four language skills;
- to encourage students’ communicative skills in realistic contexts and for specific uses;
- to improve students’ cognitive and thinking skills;
- to encourage students to respect the tasks given;
- to invite students to socialise and cooperate;
- to enable students to use the L2 as a means of interaction;
- to improve students’ knowledge of the L2 (with a focus on vocabulary and communicative functions);
- to encourage students’ use of language in a creative way;
- to enable students to express their feelings, opinions and ideas freely and autonomously in a relaxed
atmosphere)
Didactic objectives: (more specific, more closely linked to the subject and the topic of the teaching
unit. These objectives are usually divided into functions and grammar)
Functions: (the communicative situations in which pupils can use language, e.g. talking about the
weather, asking for information, giving advice…).
Grammar: (the grammatical notions that your pupils are going to learn during your lessons. For
example, if the topic is “the weather”, pupils will probably learn to use the present simple, some
vocabulary about the sun, the clouds, the rain, the snow, some vocabulary about the cardinal directions,
some vocabulary about nature and the four seasons…)
Teaching activities: (e.g. individual work, group work, pair work. You can also specify the type of
activities, e.g. discussions, arts and crafts, role play, drama, games…)
Methodological approach: communicative/inductive approach (you can also specify the learning
strategies here if you want)
Evaluation criteria: (the criteria you intend to use in order to verify your pupils’ learning process and
the result of such process. You can also specify the testing techniques and activities, as well as the final
test itself)
LESSON PLAN
Lesson 1 (nr. hours)
Warm-up activity: (a short activity aimed at stimulating and motivating your pupils while introducing
the new topic. It can be a song, a video, a conversation, a Power Point presentation, a picture, a short
reading activity, a brainstorming session, or anything else that can spark your pupils’ interest towards
the topic. After this initial phase, you should plan your next activities by breaking them down into
skills. The order that is usually followed is: listening activities, reading activities, speaking activities,
and writing activities. However, this is not compulsory. It all depends on the aims that you want your
pupils to achieve and on the pupils’ competences and background knowledge. Each skill is divided into
three parts: a “pre-” part, which introduces and prepares the pupils to the task, then a “while-” part, that
is, the activity itself, and finally, a “post-” part, which is a reflection or an expansion on the activity. It
can be the explanation of a grammar rule or a more practical activity, like a series of exercises, a class
discussion to verify the pupils’ learning process, a game, a project work…).
Pre-reading activities: Example: The teacher and the pupils start a conversation about the weather.
What’s the weather like? Is it sunny? Is it rainy? Is it cloudy?
The teacher presents a short text to illustrate different weather conditions.
While reading activities: The pupils read the passage “Here comes the sun” (p.26).
Post-reading activities:
After the reading activity, pupils do exercises n. 1b and 1c.
Then the teacher and pupils reflect on the difference between to be going to and present continuous
making some examples.
The teacher splits the class into groups. Each group starts talking about one of the topics covered
(holidays, work, studies, means of transport) using the appropriate future structures. The teacher moves
from group to group to check for accuracy and fluency.
Homework: Exercises 3a, 3b and 3c (page 31).
Lesson 2 (nr. hours)
The teacher and the class correct homework. Then the teacher introduces the new topic and
grammatical structures in an informal way through a series of warm-up activities.
Warm-up activities:
Pre-listening activities:
While-listening activities:
Post-listening activities:
Homework:
Lesson 3 (nr. hours)
The teacher and the class correct homework. Then the teacher starts the new activities and introduces
the contents of the final test.
Warm-up activities:
Pre-speaking activities:
While-speaking activities:
Post-speaking activities:
FINAL TEST: (the final work you want your pupils to carry out in order to test their new skills and
competences. It can be a written test, an oral test, or even a project work to be carried out individually
or in groups. Your evaluation criteria should be consistent with the final test).