Prepare students to be able to communicate with other students. All the unit is focused on activities for preparing the students
2.- CONTEXTUALIZATIÓN
for the same aim: being able to interact with a foreigner.
NUMBER
3. TIMING YEAR 1st ESO TERM 2nd term OF 10/12 hours
CLASSES
4. COMPETENCES
Linguistic and audiovisual communicative competence, artistic and cultural competence, treatment of information and digital competence, learning
KEY to learn competence, autonomy and personal initiative competence, knowledge and interaction with the natural world competence and social and
COMPETENCES citizenship competence.
● This learning unit will work out well for the achievement of the following competences which are included in dimensions:
Oral Communicative dimension:
-Competence 1: Obtaining information and understanding oral texts from everyday life, from media and from the academic field.
-Competence 2: Planning and create diverse oral texts appropriate for the concrete communicative situation.
-Competence 3: Using strategies of oral interaction depending on the aim of the expression: to begin, to maintain or to finish the
discourse. Reading comprehension includes:
Reading comprehension dimension:
-Competence 4: Applying comprehensible strategies to obtain information and interpreting the content of written texts about
ENGLISH daily life, media and academic fields.
COMPETENCES -Competence 5: Interpreting contextual, discursive and linguistics facts of a text and recognize the typology of the text to be able
to comprehend it.
-Competence 6: Selecting and use tools to comprehend the texts and acquire knowledge. Writing expression includes:
Written expression dimension:
-Competence 7: Planning written texts from different typologies using concrete elements from the communicative situation.
-Competence 8: Creating written texts from different typologies and structures by the application of strategies.
-Competence 9: Revising the texts to improve them depending on their communicative aim by relaying on the help of different
tools.
Attitudinal and plurilingual dimension
7.- CONTENTS
8.- METHODOLOGY
STRATÈGIES MATERIAL AND RESOURCES
● Com s’estructura la seqüència? It beggins with a warm-up section to start ● Quins són els recursos i material emprats?
thinking about the topic and the aim of the unit. Then, it starts working all the The dossier is the main resource, but there are plenty more.
other skills without following the typical order. The unit provides different Reading and listening to stories which are not included in
activities to work for the development of the final product, which comes at the the dossier.
end. The unit gives all the needed scaffolding in order to create the final Texts from the internet. Videos from the internet.
dialogue. Usage of the program Audicity, the digital portfolio and the
● Quina és la metodologia emprada? TIC, student-centered activities, final self-assessment grid.
interactive/participative method, communicative language teaching, task-based
language learning.
● Com s’organitza l’aula? It is not clear, but it seems like they are placed in
lines of two, because there is a lot of pair work.
● Es presenta a l’alumnat una situació-problema? Es parteix dels seus