EQUIPO DOCENTE
UNIDADES DIDÁCTICAS – UNIDAD DEMO
TEACHING UNIT – OFFICIAL LANGUAGE SCHOOL (ENGLISH)
INTRODUCTION
We have aimed to meet a series of objectives in the design of this Teaching
Unit. Firstly, we have thought it necessary to establish a ‘global’ vision of English in the
Official Language School network which is a part of the system of non-obligatory
special education. Secondly, we wish to analyse the current legislation regarding the
teaching of foreign languages and the teaching materials used, particularly in the light
of the introduction of the Common European Framework of Reference for Languages
(CEFR). Thirdly, we seek to initiate the creation of our own materials, thus answering
the demands of foreign language education within the context of the current
legislation.
This is the first unit of a teaching programme which is comprised of 15 units and
is designed to be used in the first year of the Intermediate Level of English at the
Official Language School. We have decided to design these units for this level as we
feel that this is perhaps the most representative of the levels available and represents
a realistic objective for the vast majority of students rather than the Advanced Level
which is perhaps beyond the linguistic reach of many students.
In terms of our assessment procedure and criteria, we believe that this is necessary
both to observe the progress made by students and to be able to adapt our
EQUIPO DOCENTE
UNIDADES DIDÁCTICAS – UNIDAD DEMO
programming and teaching methodology in the light of these results and thus correct
and improve our work in the classroom. Moreover, in addition to being to extremely
useful, assessment in the form of examinations and coursework is both a legal and
ethical obligation for educational institutions and teachers who are obliged to confer
official accreditation to students which will be decisive in their professional future.
Therefore, as educators our responsibility to assess and quantify students’ progress
is an obligation with our society and, although it may often seem like a tiresome and
even unpleasant responsibility, this negative component of assessment should be
regarded as a necessary evil within a broader goal.
In terms of methodology, we have at all times opted for the Communicative
Approach which is one of the hallmarks of this kind of language teaching. Moreover,
before designing this Teaching Unit, we have taken into account a series of factors,
such as the sociocultural diversity which characterises Official Language School
students and the notable differences which may exist in terms of the age of the
students.
We have also taken into account a series of basic principles which we consider to
be important in the development of the Teaching Unit:
1. Creating appropriate situations in order to achieve meaningful and
relevant practice of the English language
2. Using the English language as a vehicle for communication in the
classroom, so that pupils become familiar with its use form the start.
EQUIPO DOCENTE
UNIDADES DIDÁCTICAS – UNIDAD DEMO
3. Taking into account the global nature of the English language, so that it
serves a unifying element for other areas of the curriculum
4. helping pupils to develop working methods that allow them to learn more
autonomously and thus favour the goal of life long learning which is one of
the cornerstones of the language policy of the European Union
EQUIPO DOCENTE
UNIDADES DIDÁCTICAS – UNIDAD DEMO
UNIT 1
OBJECTIVES
GENERAL OBJECTIVES:
• Participating in conversations and debates with English speakers with different
accents, imitating situations in real contexts
• Controlling interaction, turn-taking, and beginning, continuing and closing short
dialogues
E
i
t
SPECIFIC OBJECTIVES FOR SKILLS:
READING
Identifying specific
information in a text
Appreciating
different styles and
registers in written
expression
LISTENING
Identifying the
context of a short
conversation
Understanding the
gist of an English
language film with
different varieties
WRITING
Completing a
personal profile
Writing an e-mail
giving exhaustive
description of
somebody
SPEAKING EXPRESSIÓN AND
INTERACTION
Telling personal
anecdotes
Summarising a text
Participating in a
debate
LINGUÍSTIC RESOURCES
GRAMMAR
VOCABULARY
Present simple and continuous Food and eating habits
Past simple and continuous
Family
Personality descriptions
Present perfect continuous
Future forms: will, going to y
shall
Formation of simple and
compound tenses
R fl i
d
h
PHONETICS
Morphology and use of
phonemes: /ə/ /u/ /u:/ /з:/
y /o:/
Question intonation
Stressed and unstressed
pronunciation of auxiliary
verbs
S
d d
d
EQUIPO DOCENTE
UNIDADES DIDÁCTICAS – UNIDAD DEMO
SOCIOCULTURAL CONTENTS
-
-
Comparison of social context in Spain and the English speaking world
(introductions, permission, apologising for arriving late, borrowing)
Analysis of expressions that do not coincide in English and in Spanish
(questions, negatives, auxiliaries instead of subordinate clauses) and similar
forms in both languages (general use of tenses and conditionals)
Debate with the American language assistants about American stereotypes
Study and celebration of Halloween
TASK-BASED LEARNING: ACTIVITIES
-
Signing up to an Internet forum (www.hi5.com), filling in personal information
and searching for new English speaking friends
-
Introducing oneself and starting a conversation with a classmate on eating
habits (role-play)
RESOURCES
-
Text book.
CD and CD player
Photocopies
DVD and DVD placer
TIMING
About 8-9 hours, depending on the number of students and the characteristics of the
group.
ASSESSMENT
-
Fulfilment of the objectives of the unit:
o According to the European Language Portfolio
Assessment of students:
o ‘Quicktests’ in all skills
o Assessment of student participation in song-based activities
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UNIDADES DIDÁCTICAS – UNIDAD DEMO
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