Unit of work:

Travelling
Adventures
• Vicente Sesmero Pozo
 4 ESO

HIGH SCHOOL IN VILLACAÑAS (TOLEDO)

INTRODUCTION
2 FOREIGN
25 STUDENTS STUDENTS
1 GIPSY STUDENT

FROM 17TH
12 LESSONS SEPTEMBER TO 5TH
OCTOBER
 STAGE GENERAL OBJECTIVES

A. Acquire a E. Develop basic

responsible C. Show value and skills in using
civic attitude, respect for the information sources I. Understand and
know and carry differences between critically to acquire express oneself
men and women new knowledge. correctly in one or
out their rights and equal rights and Acquire a basic more foreign
with respect to opportunities preparation in the languages.
others, show between them. area of
technologies.
tolerance.
 KEY COMPETENCES

COMPETENCE IN
LINGUISTIC DIGITAL COMPETENCE
COMMUNICATION

SOCIAL AND CIVIC

LEARNING TO LEARN
COMPETENCE
 To learn correctly To differentiate To learn and
the affirmative,
between regular understand the use
negative and
and irregular of time adverbs
interrogative past
past verbs and connectors
simple tenses.

To learn properly To pronounce

LEARNING To speak, to take part

in conversations and
write about travel
experiences in the pass
the vocabulary
about travels,
transport and
properly the
different -ED
regular endings

OBJECTIVES holidays /Id/, /t/ and /d/

To start thinking about

To listen travel the activities timetable of
To learn how to the innovation project
experiences in the with the students that
pass arrange a travel
will be implement during
the whole year.
BLOCK 1: ORAL AND WRITTEN TEXTS COMPRENHENSION
ORAL COMPREHENSION (LISTENING)
- Identification of type of text, adapting comprehension to the same:
Listening travel experiences.
- Sociocultural and sociolinguistic aspects: Listening activities about
daily life in other continents
- Sound, stress, rhythm and intonation patterns: Regular past verbs -
ED listening.
BLOCK2: WRITTEN AND ORAL PRODUCTION
ORAL PRODUCTION (SPEAKING)
-- Expressing the message with clarity and coherence, structuring it
suitably and adjusting it, where necessary, to the models and
formulae of each type of text.
-Narration of past events, both once-off and habitual, description of
present states and situations: Last holidays adventures.
- Requesting help and offering information: Arrangement of holidays.
- Sound, stress, rhythm and intonation patterns: Regular past verbs -
ED, pronounce properly.
CONTENT
WRITTEN COMPREHENSION (READING)
- Sociocultural and sociolinguistic aspects: Reading activities about
famous people from other continents.
- Identification of type of text, adapting the comprehension to the
same: Reading travel blogs.
WRITTEN PRODUCTION
-Vocabulary: travel, transport and holiday
- Expressing the message with clarity adjusting it to the models and
formulae of each type of text: Write texts using past simple structures
-Use of Connectors: Conjunctions (not only, but also, and),
opposition (but, though) and cause (because of, due to, as)
- Expression of aspect: past simple tense.
 LEANING THROUGH
PROJECTS. YOUTH EXCHANGE

COMMUNICATION
METHODOLOGIES
APPROACH

MULTIPLE INTELIGENCE
 CLIL

CULTURE AND JOURNAL OF

GEOGRAPHY NOMADS
DIFFERENTIATION

REINFORCEMENT
-Revision activities of the grammar for those
students with difficulties. Simplified exercises
about irregular past simple verbs and -ED regular
verbs pronunciation.
EXTESION
-Extra activities for the fast-learners’ students.
- How to organize a writing text and connectors
used to express past situations.

To give answer to diversity the students will be divides in pairs in the classroom and they will change
their partner each semester. The advance students will be with a student with difficulties to help
them in their learning process
 -Blog entry about the last travel experience.

-To pronounce the regular past simple tense properly

(Evaluate through direct observation in the speaking
activities)

EVALUATION -Written test about irregular verbs

CRITERIA
-PowerPoint presentation about travel arrangement
(Explain new ways of travelling such couchsurfing,
Airbnb, etc)

- The student can speak in past about last experiences

and how to arrange a travel (Evaluate through direct
observation in the speaking activities)
 TEXT BOOK ENGLISH ALIVE 4.

VLE

MATERIAL,
LANGUAGE DOSSIER
RESOURCES,
SPACE AND COMPASS GUIDE FOR HUMAN RIGHTS
GROUPING
CLASSROOM AND COMPUTER ROOM

INDIVIDUAL ACTIVITIES, ACTIVITIES IN PAIRS AND BIG

GROUP ACTIVITIES.
 EVALUATION
CRITERIA AND
LEARNING
STANDARDS
UNIT: LEVEL K.C. WEIGHT. EVALUATION
(100%) TOOL

EVALUATION CRITERIA LEARNING STANDARDS

BLOCK 1: ORAL AND WRITTEN COMPREHENSION
ORAL TEXT COMPREHENSION
1.Identifying the general meaning, the essential information, the principal points and the 1. Understands what is said to him/her in day-to-day structured transactions and
most relevant details in brief or medium length oral texts, clearly structured operations (e.g. hotels, restaurants, transport) B CLC 11% Speaking
activities

2.Being familiar with and using for the understanding of the text the sociocultural and 2.Understands, in an informal conversation in which he/she participates, explanations or
sociolinguistic aspects relative to daily life justifications of points of view and opinions about affairs of daily life B CLC 11% Direct
observation

3.Identifying the essential information, the most relevant points and the important details WRITTEN TEXT COMPREHENSION
in short or medium-length, well-structured texts 3.Understands personal correspondence on any support including online forums and
blogs in which events, experiences, impressions and feelings are described in some detail I DC 10% Blog
creation

4. Recognizing and applying to the comprehension of the text the components and the 4/5. Easily locates specific information of a concrete nature in medium length well-
organization of frequently used syntactic structures in written communication structured journalistic texts in any support, such as news reports; recognizes important
I L2L 10%
Written
ideas in simple informational articles and identifies the principal conclusions in clearly Exam
argumentative texts,
5. Recognizing a commonly used written lexicon related with affairs of daily life and
general affairs or matters related with personal relations, studies and occupations and a B L2L
11%
limited repertory of frequently used expressions and idioms when the context or visual aids Written
facilitate understanding. Exam

BLOCK 2: ORAL AND WRITTEN PRODUCTION LEVEL K.C. WEIGHT. EVALUATION

(100%) TOOL

6.Producing brief or medium-length texts, in a formal, neutral or informal register, in which ORAL TEXT PRODUCTION
information ideas and opinions are exchanged, the motives of actions and plans are
6. Makes brief presentations, well structured, previously rehearsed and with visual
justified in a simple but sufficient manner and hypotheses are formulated DC 11%
aids (e.g. PowerPoint of his/her interest, organizing the basic information in a coherent
B Power point
manner
7.Being familiar with and knowing how to apply the most suitable strategies for the 7. Performs adequately in day-to-day which may occur during a trip or a stay abroad
production of short or medium length oral texts in monologue or dialogue format, with a (transport, lodging, food, shopping, study, work, relations with authorities, health, leisure) SCC
15% Direct observation
simple and clear structure and knows how to request attention, information, help or explanations A

8. Being familiar with, selecting and applying the most suitable strategies for elaborating
short or medium length written texts WRITTEN TEXT PRODUCTION
8. Writes brief notes, advertisements, messages and commentaries, on any support, in
which he/she requests and transmits information and simple opinions and in which he/she
SCC 11% Essay
emphasizes those aspects which are important to him/her B

9. Knowing and using a written lexicon related with daily affairs and general matters or 9. Writes personal correspondence and participates in forums, blogs and chats in which
themes related with personal interests, studies and occupations and a limited repertory of 10%
he/she describes experiences, impressions and feelings
I DC Blog creation
frequently used expressions and idioms.
 UNIT 1: TRAVELLING ADVENTURES
4.E.S.O SESSION: 6 TIMING: 55 MINUTES
(Cross curricular lesson about the right of education)
WARM UP We will do a comprehensive video with some interactive questions in the VLE where the
(15’) students will discover the live of Malala Yousafzai who want the peace Nobel prize for her fight
for education for theUNIT
girls aroundADVENTURES
1: TRAVELLING the world.
4.E.S.O SESSION: 6 TIMING: 55 MINUTES
Video link: https://www.youtube.com/watch?v=FnloKzEAX7o
(Cross curricular lesson about the right of education)
WARM UP We will do a comprehensive video with some interactive questions in
(15’) the VLE where the students will discover the live of Malala Yousafzai
who want the peace Nobel prize for her fight for education for the girls
around the world.
MAIN ACTIVITY We will play a memory game where we will discuss the importance of education and the lack of
Video link: https://www.youtube.com/watch?v=FnloKzEAX7o

(35’) that in some parts of the world. We will see through the game the importance of the human
MAIN ACTIVITY We will play a memory game where we will discuss the importance of
rights in the education
(35’) educationhistory
and the lack and how
of that in is the
some parts situation
of the world. We will seeof others teenager around the world.
through the game the importance of the human rights in the education
(Check some examples ofhowthe
history and is thememory cards
situation of others teenagerin annex
around *a)
the world.
(Check some examples of the memory cards in annex *a)

COOL DOWN They have to draw their feelings about the lessons and think about it.
COOL DOWN
They
(5’) have to draw
How they feeltheir
after seeing feelings
the situation of otherabout the lessons and think about it.
students in other

(5’) countries.

How they feel after seeing the situation of other students in other
countries.
MALALA
YOUSAFZAI
MEMORY
GAME. RIGHT
FOR
EDUCATION
 YOUTH EXCHANGE FUNCTIONAL ITALY, IRELAND,
DIVERSITY FRANCE AND SPAIN
INNOVATION
PROJECT

LANGUAGES AND NON FORMAL GRANJA OREA

CULTURE EDUCATION HOSTEL
 Wetz, Ben (2008) English Alive 4: student book.
Oxford. Oxford University Press

Erasmus+ programme guide (2018). European

Commission. Brussels.

BIBLIOGRAPHY
Sarder, Russell (2011) Effective Learning
Methods: How to develop the most effective
learning method. London. Christmas and CEO.
Rosamand Mitchell and Florence Myles (2001).
Second language learning theories. Oxford.
Hodder Arnold