Unit 3: “ Let’s find out more about Italy”

Competence-based indicators Lesson Content objectives: Assessment criteria

1. Inferring the meaning of words from the context. LCC a) Identify and name famous towns and cities in i) To learn and recall new words related
LTLC APIC Italy. to countries from Italy.
2. Miming the meaning of different items of vocabulary.
LCC LTLC

3. Gleaning specific information which comes from both b) Compare different towns and cities and express ii) To understand the gist and identify
oral and written sources. LCC LTLC opinion about cities and towns after analyzing a specific information in a written text.
4. Getting the gist from both oral and written texts LCC text. iii) To produce written and oral texts
LTLC about towns and cities.

5. Becoming aware of the relevance of a well-presented c) Work in a group to write a tour of your own iii) To produce written and oral texts
text. LTLC town. about towns and cities.
6. Being aware of the importance of a well-written text.
LCC LTLC
7. Making a correct use of connectives to join sentences
and adjectives to describe people. LCC

8. Showing interest and motivation towards the use of the d) Talk about what town city looks like now and iv) To participate in oral communicative
FL during the development of communicative activities. what it looked like in the past. activities and games.
LCC LTLC APIC v) To show accurate and appropriate
9. Making use of the “Game language” when necessary. LCC pronunciation, intonation and rhythm.
APIC
10. Complying with the specific rules of a specific game. SCC
APIC
11. Tolerating other people´ s suggestions. SCC
12. Using non-verbal strategies to get the message across.
LCC LTLC

13. Considering mistakes as a part of the learning process. e) Give an insight of the history of different towns vi)- To describe oneself and other people
LTLC APIC and cities in Europe. orally giving characteristics concerning
14. Showing appropriate intonation, rhythm and accurate towns and cities.
pronunciation. LCC
14. Learning and showing curiosity towards other cultures´ f) Be aware of how cities and towns differ in vii) To show curiosity towards learning
traditions and customs around Europe. KPWC CAC APIC Europe. facts from different countries.

Main unit outcome: Cognitive skills:

Children will be able to compare their own town with other cities HOTS: Creating own tour around your own town, expression opinion about a
around Europe and give their own take on them. town/city, predicting what the town will look like in the future, analyzing
people´s customs & LOTS: Use lexis related to places in a town to come up with
a description, classify places in a town, list places in a town, match famous cities
in Europe and pictures
Communication Communication Culture
Resources: Vocabulary Structures

PPT, IWB, worksheets, paper, Places in a town: shopping centre, There is/isn’t; There are/aren´t … However, … Geography: Different towns
pencils, ruler, small museum, etc. In my opinion, … and cities in Europe
whiteboards. Activities: going for a stroll, going I think that … History: History about specific
pebbling, etc. I reckon that … places e.g. Pompeii.
Adjectives: interesting, amusing, pretty, On the one hand, … on the other and, …
etc. At (10 o´clock) we are going to …
Linkers: However, whereas, although, etc.
DIFFERENTIATION VALUES EDUCATION CROSS-CURRICULAR LINKS
Graded tasks: different levels (3 levels: Edinburgh, Exeter and London)
Intercultural Education: History and Social Science
Open-ended tasks: there is not a specific objective Empathy for children from
Mixed-ability groups & Homogeneous groups cultures.
Moral & Civic Education:
Respect for other towns and
cities
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE. LEARNING PROCESS.
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Teacher´s diary Evaluation of the teaching process sheet. Daily observation for pupils´ work e.g. Test, children´s self-
Colleagues´ feedback information exchanges, comic, etc. assessment task, rubric with
Checking pupils´ fulfilment of competence-based indicators
objectives
SEQUENCE OF ACTIVITIES
L. WARM-UP DEVELOPMENT PLENARY
 1 Greeting Story: “The Moors and the Christians” Pre – The teacher shows some key images of the story through the use of the Tidy up.
Setting the IWB so that children predict what the plot is about. While – Students complete some linguistic patterns. Post – Goodbye
goals of the Students express their opinion of the story making use of a pattern provided by the teacher. (Open-ended task) routines
Unit Follow-up: Children order some pictures related to the story. They then report back.
Brainstorming Retelling: Pupils work in groups of 2-3 and retell the story. They have to plan how they are going to do it playing
WALT different roles eg one draws different pictures or use points and another one is the speaker. (Mixed-ability groups)
Checking: Children put in order some sentences regarding the story and answer some questions.
2 Greetings Jigsaw reading: Pupils working in groups of 4 are given a tour around Altamura. Each child will be in charge of a day of Tidy – up
Setting the tour. They then get together with members from other groups and become “experts” in that particular day. They Goodbye
WALT report back in their groups. routines
Information gap: “Pupils have to fill in the information gap they have about the other days in the tour by asking their
classmates in the group. They then suggest new activities to do.
Comparing Altamura and Lorca: Pupils come up with similarities and differences between Rome and Lorca.
3 Greetings and Plan your own trip: Pupils in pairs plan their own trip around Altamura. This will be shared with children from other Bingo with
daily routines. countries. Some children come up to the front of the class as volunteers. items of
WALT Venn diagram: Pupils classify places in Altamura and Lorca through a Venn diagram. clothing
Classifying places in a town/city: Pupils are given different pictures of famous cities around Europe. They classify the Tidy up and
places they can see in those towns/cities between “shopping”, “free time”, “public buildings” and “In the street”. goodbye.
Vocab quiz: related to the vocab they dealt with before.
4 Greetings. Running dictation: Pupils work in groups of 4-6. Each group is assigned with a coloured card with a text about Lorca
Setting castle stuck away from where the groups are. One pupil from each group runs, reads the text from the wall, goes back to Tidy-up
WALT the group and dictates it to others. When we say change! another child will take on the role. (Mixed-ability groups) Goodbye
Checking: Pupils answer some questions about the texts of different towns/cities they saw before. routines
Meaningful drill: pupils work in 2s complete a text about a description of Lorca or Altamura (two options) with gaps by
asking their partner. Their partner will have the complete text.
Follow-up: Children express their opinion on those two towns/cities. (Graded)
5 Greetings. Meaningful drill: Pupils complete a text about the description of Altamura. (graded)
Brainstorm. Mind map: Revision of adjectives to describe cities Tidy-up.
Setting “Rays of sunshine”: Pupils are provided with a handout where there is a sun with eight rays. Children individually Goodbye
.WALT write for each ray one characteristic of one town/city we have covered in this unit. routines
“Guess what city is in my sun”: Some pupils read what they´ve written. The others guess the city/town which is
behind that description.
6 Setting. “Tour around my town”: Pupils write a tour around Italy which will be shared with Italian, English and Latvian Tidy-up
WALT children. They present them on skype to other schools. Routines
Sett
Lesso
7 Greetings Mind map: We recall some tips to write a good writing. Tidy-up
WALT “Written description”: Pupils individually write about a town or city from a different country from their own one. Goodbye
WL topic grid: Children fill in a chart with 2 columns (“What I still want to learn”, “What I´ve learnt”)
8 Greetings Self- evaluation: Pupils´ test. Tidy-up
WALT Language awareness: Pupils get their description of the town/city which has been corrected using correction code. Goodbye
routines