Didactic unit 2 lesson plans

I.S.F.D LENGUAS VIVAS BARILOCHE – TALLER DE PRACTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
Alumno Practicante: Morena Garcia
Curso/Año y sección: 3rd year
Nivel lingüístico del curso: Elementary (A2)
Tipo de Planificación: (Unidad o Clase): Clase
Unidad Temática: “Space: the final frontier”
Clase Nº: 8
Duration of the lesson: 45 minutes
Teaching points: Solar system’s vocabulary
Unit Aims:
During this lesson students will be able to…
-Activate their previous knowledge about the solar system and recognize new elements.
-Develop their listening skills through listening activities.
-Be aware of the different elements functioning in the space.
Language Focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
Adjectives. Planets.
-To name
different
elements from
the space.
The sun is big.
The earth has a lot of
water.
N
E
W
Solar system and space. The earth is located in
the milky way galaxy.
Materials: Board, pictures, tape, marker, copies, smart TV, internet, pendrive.
Audio: https://drive.google.com/file/d/134NLhofZcVfD3bNbKJ1A-s7QVCD0fsvs/view?usp=sharing
Pictures:

Routine
Time: 5 minutes.
I will greet the students, ask them “How are you today?” after that, I will ask them about the date and write it on
the board.
Transition: “Great, let’s begin with today’s lesson”
Warm up and presentation
Time: 5 minutes
I will ask to the students “Have you ever looked through a telescope? What can we see through a telescope?”
After that, I will stick the picture of the sun on the left part of the board and then, the pictures from the planets
mixed up.
Then, I will ask to the students to look at the pictures and order the planets as they are in our solar system
taking into account the sun encouraging them to repeat the name of each planet while ordering them.
Transition: “Well done everyone!”
Development
Activity 1
Time: 10 minutes

Pre listening: I will give each student a copy with the activities. Then I will ask them to look at the pictures and
write the name from the box under the pictures.
Meteorite – comet – constellation – the milky way – the moon – rocket – satellite
– the solar system – space debris – stars –
__________________ __________________ ___________________
__________________ __________________ ___The milky way___
__________________ __________________ ___________________
__________________
While listening: Then, I will explain to the students that they will listen to an audio between a father and a son
talking about what the can see through a telescope. I will ask to the students to listen to the audio and check if
what they wrote in the pre-listening activity is correct. I will reproduce the audio three times.
Transition: “Well done everyone! Now, let’s play a game!”
Activity 2:
Time: 15 minutes

I will explain to the students that they are going to play a game in groups of two (to avoid contact as much as
possible). Then, I will give each group a set of cards to play a memory game. As an example I will show them
how to play.
OBJECT DEFINITION
THE SUN
This is the star that the Earth
moves around, which
provides light and heat for
the planets.
SPACE DEBRIS
Any piece of machinery or
residues that human left in
the space.
ROCKET
A large cylinder-shaped
object that moves very fast
by forcing out burning gases.
CONSTELLATION
Group of stars in the sky that
seem from Earth to form a
pattern and have been given
names.
THE MOON
The round object that moves
in the sky around the earth
and can be seen at night.
THE SOLAR SYSTEM
The sun and the group of
planets that move around it.
METEORITE
A piece of rock or other
matter that has landed on
earth.
SATELLITE
A device sent up into the
space to travel round the
Earth, used for collecting
information or
communicating by radio,
television, etc.
STARS
A very large ball of burning
gas that is usually seen from
Earth as a point of light in the
sky at night.
COMET
An object that moves around
the sun. Usually at a great
distance from it, that is seen

on rare occasions from Earth
as a bright light in the sky.
Transition: “fantastic job, now let’s practice!”
Closure
Time: 10 minutes
After the game I will ask students to re-read the definitions they have found during the game and to complete a
crossword about the topic and to find the
main word within the crossword.
1.
2. Something that takes an astronaut into
space.
3. Something is in orbit around the Earth.
4. Something that transmits radio signals
back to Earth.
5. Rubbish in space.
6. There are eight of these in orbit around the
sun.
7.
8. Lots of planets and stars which are billions
of kilometres away in space.
9. This is actually a huge star.
LONG WORD ACROSS:
______________________
After that I will ask them to use hand sanitizer and say goodbye.

Clase Nº: 9
Unit Aims:
-Activate their previous knowledge about the solar system and recognize new elements.
-Develop their listening skills while watching a video.
-Recognize the planets within the solar system and some characteristics from each one of them.
Language Focus:
R
E
V Adjectives. Planets.
-To name
different
elements from
the space.
-To name and
recognize the
planets in the
solar system.
The sun is big.
The earth has a lot of
water.
N
E
W Solar system and space.
The earth is one of the
four small planets in our
solar system
Venus is known by its
volcanoes.
Materials: Board, pictures, tape, marker, copies, smart TV, internet, pendrive.
Video: https://drive.google.com/file/d/1A_nTyHF9B5G9Bx2AmRq5DyK03DVWll8y/view?usp=sharing
Cards:

Routine
Time: 5 minutes.
the board.
Transition: “Great, let’s talk about our solar system”
Time: 5 minutes
I will ask to the students: “How much do you know about our solar system? Did you know that the sun is a
star? What else do you know?” I will write on the board their answers.
Transition: “Good, you know a lot about our planet! Now let’s complete a survey”
Development
Activity 1
Time: 15 minutes
Pre watching: I will give each student a copy with the activities. I will ask them to read the questions from the
survey and answer them with the information they know.
QUESTIONS ANSWERS
What’s the name of our galaxy?

How many planets does our solar system have?
What are the characteristics of terrestrial planets?
What are the characteristics of jovian planets?
Which planets are considered “gas giants”?
Why?
Which planets are considered “ice giants”? Why?
After that, I will explain to them that they are going to watch a video about our solar system.
While watching: I will ask to the students to pay attention to the information about the planets from the video. I
will reproduce the video twice.
After watching: I will ask them to correct their answers from the survey with the information from the video.
Transition: “Well done everyone! Now, let’s play a game!”
Activity 2:
Time: 15 minutes
I will explain to the students that they are going to play a game as a group. I will put on the table a set of cards
about the planets/elements and I will ask them to pick up one of them and without looking at it to stick the card
on their foreheads. Then, I will explain to them that the idea is to guess the name of the planet/element the
have stuck in their foreheads, and the only way to do it so is asking questions to their classmates. As an
example I will ask three questions:
Is it a planet? Yes, it is. No, it isn’t.
Does it have a ring?
Is it a jovian planet?
Transition: “fantastic job, now let’s practice!”
Closure
Time: 5 minutes
After the game I will ask the students to write one sentence about one fact they didn’t know about our solar
system until today and to read their sentences out loud.
After the discussion I will ask them to hand in their homework, use hand sanitizer and say goodbye.

Clase Nº: 10
Unit Aims:
-Develop their listening skills through group activities.
-Develop their writing skills through making comparisons.
-Be aware of different facts about planets.
-Make comparisons between the solar system’s elements.
Language Focus:
R
E
V
Adjectives. Planets.
-To make
comparisons
between
different
elements.
The sun is big.
The earth is small.
N
E
W
Solar system and space.
Comparative adjectives.
The earth is smaller than
the sun.
Materials: Board, pictures, tape, marker, cards.
Routine
Time: 5 minutes.

the board.
Transition: “Good, let’s begin”
Time: 15 minutes
I will stick two pictures about two planets on the board and then two pictures with different facts about those
planets. I will ask to the students to decide which information corresponds to each planet.
 Moons: This planet has14 moons (and
growing)
 Mass: 17 times the mass of Earth
Diameter: 30,775 miles (49,528 km)
 Year: 164 Earth years
 Temperature: minus 331°F (-201°C)
 Distance from the Sun: 8th planet from
the sun, 2.8 billion miles (4.5 billion km)
 Type of Planet: Ice Giant (gas surface
with an interior composed of ices and
rock)
 Moons: This planet has 79 moons (and
growing)
Diameter: 88,846 miles (142,984 km).
 Year: 11.9 Earth years
 Temperature: minus 162°F (-108°C)
 Distance from the Sun: 5th planet from
the sun, 484 million miles (778 million
km)
 Type of Planet: Gas Giant (composed
mostly of hydrogen and helium)
After that, I will stick different sentences about these planets all over the board. Then, I will ask them to take
their time to real all of them. After a few minutes, I will ask one by one to stick one sentence for each planet
and to complete the sentence with the name of the planet. As an example, I will stick a complete the first one.
This planet is smaller than ____ because its
mass is 17 times the mass of our planet.
This planet is bigger than ____ because its
mass is 318 times the mass of our planet.
This planet is colder than ______ because its
temperature is around -201 ºC.
This planet is hotter than ______ because its
temperature is around -162 ºC.
This planet is further than _____ to the sun. Its
distance is 4.5 billion kilometres.
This planet is closer than _____ to the sun. Its
distance is 4.5 billion kilometres.
This planet is more icier than ____ because it’s
composed by
This planet is more gaseous than _____
because it’s composed by hydrogen and helium.
After that, I will ask students: “Look at the different planets and the information of each one of them, what are
we doing with these sentences?” “Great, we are comparing them”. I will make emphasis on the way in which
the adjectives are written.

Transition: “Amazing job, now let’s see how much you remember about the planets”
Development
Activity 1
Time: 15 minutes
I will divide students in groups of two. Then, I will give each group a set of cards to play with. After that I will
explain to them that they are going to play a memory game but this time, the one who loses his/her turn has to
write a comparative sentence about the planet from the card and our planet or if his/her opponent has already
guessed many times, he/she can choose two planets from his/her cards.
After that I will divide the board and write the names of each team for them to write the sentences while
playing.
 Moons: 1
 Year: 365.3 Days
 Day: 23 hours and 56 minutes
 Temperature: -128.5 to +134 degrees F (-
89.2 to 56.7 degrees C)
 Distance from the Sun: 3rd planet from
the sun, 93 million miles (149.6 million
km)
 Type of Planet: Terrestrial (has a hard
rocky surface)
 Moons: 2
 Mass: 11% of Earth Diameter: 4220 miles
(6792 km)
 Day: 24.6 hours
 Average Temperature: minus 20°F (-28°C)
Distance from the Sun: 4th planet from
km)
rocky surface)
 Moons: 0
 Mass: 5.5% of Earth Diameter: 3031
miles (4879 km)
 Year: 88 Earth days
 Day: 58.7 Earth days
 Average Temperature: 800°F (430°C)
during the day, -290°F (-180°C) at night
 Distance from the Sun: 1st planet from
the sun, 36 million miles (57.9 million
km)
rocky surface)

 Moons: 5 known
 Mass: .2% of Earth's mass
 Diameter: 1473 miles (2370 km)
 Year: 248 Earth years
 Day: 6.4 Earth days
 Average Temperature: minus 388°F (-
233°C)
 Distance from the Sun: the last planet in
our solar system 3 - 5 billion miles from
the sun (5 - 7.5 billion km)
 Moons: 0
 Mass: 82% of Earth Diameter: 7520 miles
(12,104 km)
 Year: 225 Earth days
 Day: 243 Earth days
 Average Temperature: 880°F (471°C)
Distance from the Sun: 2nd planet from
km)
rocky surface)
 Moons: 82 (and growing)
 Day: 10.7 hours
138°C) Distance from the Sun: 6th planet
from the sun, 891 million miles (1434
million km) Type of Planet: Gas Giant
(composed mostly of hydrogen and
helium)
 Moons: 27 (and growing)
 Mass: 14.5 times the mass of Earth
 Day: 17.2 hours
195°C) Distance from the Sun: 7th planet
from the sun, 1.8 billion miles (2.9
billion km)
 Type of Planet: Ice Giant (gas surface
with an interior composed of ices and
rock)
Transition: “Fantastic job everyone!”
Closure

Time: 10 minutes
I will stick on the board the picture of the moon and the picture of the sun. After that I will write some
adjectives. Then, I will ask one by one to write one comparative sentence about the picture they want.
BIG – COLD – HOT – SMALL – FAR - CLOSE

Clase Nº: 11
Unit Aims:
-Develop their reading skills through a reading activity.
-Develop their writing skills through making comparisons.
-Be aware of different facts about astronauts.
-Make comparisons between the our lifestyle on Earth and astronauts’ lives.
Language Focus:
R
E
V
Adjectives. Rocket. Astronaut
-To make
comparisons
between
different
lifestyles.
Being an astronaut is
really difficult.
N
E
W
Astronaut and space.
Work in space is more
difficult than working on
Earth.
Materials: Board, marker, copies.
Routine
Time: 5 minutes.

the board.
Time: 5 minutes
I will write on the board the word “astronaut” to encourage students to complete/create an acrostic related to
the topic.
A _________________
S _________________
T _________________
R _________________
O _________________
N _________________
A _________________
U _________________
T _________________
Then, I will ask them to think of how different the astronauts’ lifestyles might be from ours.
Transition: “Fantastic job, now let’s read an interesting article”
Development
Activity 1
Time: 15 minutes
Pre reading: I will give each student a copy with the activities. After that, I will explain to them that they are
going to read some facts about being an astronaut and I will encourage them to check their predictions about
being an astronaut were true or not.
While reading: I will ask them to complete the text using the adjectives from the box.
longer – more carefully – sicker – worse – more quickly
☆ADVICE FOR ASTRONAUTS☆
What you need to know before you go into space.
By Brendan Faust.
I asked some astronauts for their views on what's important to remember when
you are in space:
☆You feel seeker because the blood and water in your body travel up to your
head.
☆You sleep ________ if you don't take a tablet, because the space station
is so noisy and bright.
☆You work _________ because there is so much to do in the space station.

☆You have to use water much _________ because there is very, very little of it.
☆You have to exercise at least two hours a day, so that your body can get better _________ when you
return to Earth.
So it seems that life in space is very different to life on Earth. Do you fancy trying it?
After reading: I will ask them to answer the following question: Why is it difficult to sleep in space?
Transition: “Well done! Now let’s put into practise what you’ve learnt”
Activity 2
Time: 10 minutes
I will ask students to look at the pictures and the words in the box. Then, I will ask them to match the
sentences with the pictures and to highlight the adjectives from the sentences.
Working outside the rocket is really difficult and
dangerous.
Sleeping in the rocket is uncomfortable.
Astronauts can see the Earth from the Rocket. It looks
beautiful.
After that I will ask them to write comparatives sentences between the pictures and our planet using the
adjectives form the box.
Transition: “Great job everyone!”
Closure
Time: 10 minutes
I will ask students to make a list about the things they like about being an astronaut and the things they don’t
like. Then, I will ask them to read their lists out loud.
BEING AN ASTRONAUNT
I like …. I don’t like …

Clase Nº: 12
Teaching points: Solar system’s vocabulary and comparisons
Unit Aims:
-Develop their reading and writing skills through a reading/writing activity.
-Develop their listening skills while listening a song.
-Give their own opinions by comparing different space elements.
Language Focus:
R
E
V
Space elements.
-Giving opinions
through
comparisons
between
different space
elements.
The galaxy is beautiful.
N
E
W
Space elements and
I think that the galaxy is
more beautiful than a
comet because it has got
many stars.
Materials: Board, marker, copies, pendrive, smart TV.
Song: https://drive.google.com/file/d/1JgHgzPREvHNpF9gHHk9p2uz7LvcEHbdC/view?usp=sharing
Routine

Time: 5 minutes.
the board.
Time: 5 minutes
I will ask to the students “Do you like listening to music? What music genre do you like the most, rock, pop,
etc?
Transition: “Nice, let’s listen to some music”
Development
Activity 1
Time: 15 minutes
Pre listening: I will write the title of the song and the name of the band on the board. Then, I will ask them to
guess what it is going to be about the song. I will write their predictions on the board, to check them later.
After that, I will give each student a copy with the activities.
While listening: I will ask to the students to listen to the song and fill in the gaps with the words from the box. I
will reproduce the song 2 times.
atmosphere – Jupiter – Moon – Sun – shooting star – constellation – Milky way – Venus
Drops of Jupiter by Train
Now that she's back in the atmosphere
With drops of Jupiter in her hair
She acts like summer and walks like rain
Reminds me that there's a time to change
Since the return of her stay on the Moon
She listens like spring and she talks like June
But tell me, did you sail across the Sun?
Did you make it to the Milky Way
To see the lights all faded
And that heaven is overrated?
Tell me, did you fall for a shooting star?
One without a permanent scar?
And did you miss me
While you were looking for yourself out there?
Now that she's back from that soul vacation
Tracing her way through the constellation
She checks out Mozart while she does Tae-Bo
Reminds me that there's room to grow
Now that she's back in the atmosphere
I'm afraid that she might think of me as
Plain old Jane told a story about a man
Who was too afraid to fly so he never did land
But tell me, did the wind sweep you off your feet?
Did you finally get the chance to dance along the light of day
And head back to the Milky Way?

And tell me, did Venus blow your mind?
Was it everything you wanted to find?
And did you miss me
While you were looking for yourself out there?
Can you imagine, no love, pride, deep fried chicken
Your best friend always stickin' up for you
(Even when I know you're wrong)
Can you imagine no first dance
Freeze dried romance
Five-hour phone conversation
The best soy latte that you ever had, and me?
After listening: I will ask to the students to re-read their predictions about the song and to tell me if they have
guessed.
After that I will ask them to answer the following questions:
a) In your opinion, is it a happy or a sad song? Why?
b) What does the singer mean in this sentence “Now that she's back in the atmosphere”?
Transition: “I will ask them to read their answers and move on to the following activity”
Activity 2
Time: 5 minutes
I will ask them to look at the pictures and choose one sentence from the song that has relationship with the
picture. I will write the first one as an example.
“Tracing her way to the constellation” ___________________________
___________________________ ___________________________
Transition: “Well done! Now let’s try to use our imagination like the singer”
Activity 3
Time: 10 minutes

I will write two trigger questions on the board about the elements found in the song for them to compare:
a) In your opinion, which one is more stunning/ordinary the sun or the moon? Why?
I will ask to the students to complete the following table. I will explain to them that they have to use the words
from the song, and make comparative sentences between the elements giving their own opinions about them.
I will write different adjectives within the table for them to complete the sentences and I will add an example.
ELEMENT ADJECTIVE SENTECE
Jupiter
Stunning / ordinary
Beautiful / Ugly
Interesting / Boring
Bright / Dark
In my opinion, a constellation is more beautiful
than a shooting star, because it has got many
stars.
Moon
Sun
Shooting star
Constellation
Milky way
Venus
Transition: “Well done!”
Closure
Time: 5 minutes
I will ask to each student to read two sentences from the previous activities for them to share their own
opinions about the same topic.
After that I will ask them to hand in their homework, use hand sanitizer and say goodbye.

Clase Nº: 13
Teaching points: Comparative and superlative adjectives.
Unit Aims:
-Develop their reading and writing skills through reading and writing activities.
-Develop their listening skills while listening an audio.
-Highlight one space element from a group and make comparisons between two space elements.
Language Focus:
R
E
V
Space elements.
Adjectives.
-Highlight a
space element
and compare
two space
elements.
Mercury is small.
N
E
W
Space elements and
Superlative Adjectives.
Mercury is smaller than
the Earth.
Jupiter is the biggest
planet in our solar
system.
Materials: Board, marker, copies, pendrive, smart TV, pictures.
Audio: https://drive.google.com/file/d/1pdKgLNQACTS5mQm2tPQm5qp6syW2H-dj/view?usp=sharing
Routine

Time: 5 minutes.
the board.
Transition: “Good, let’s begin with today’s lesson”
Time: 10 minutes
I will stick on the board two different pictures and ask to the students to tell me a comparative sentence about
them and I will write their answers below.
After that, I will add another planet and I will write a superlative sentence above underlining the superlative
adjective. Then, I will ask them what they think is the difference between both sentences.
“Jupiter is the biggest planet in our solar system”
Transition: “Good, we are highlighting one planet from the rest. These sentences are called superlatives”
Development
Activity 1
Time: 15 minutes
Pre reading: I will ask students to think about what they learnt from the video in lesson 9 and I will ask them
“Do you remember the planet’s categories? Which planets are terrestrial? Which planets are jovian? Great,
now we are going to learn a little bit more about our solar system”
I will give each student a copy with the activities. I will explain to them that they are going to read and listen to
the text.

While reading: I will ask to the students to highlight the comparative sentences and to underline the
superlatives ones. Then, write them on the following table.
COMPARATIVES SUPERLATIVES
After reading: I will ask to the students to answer the following questions:
a) What are the two groups of planets?
b) Which one is considered the lightest planet? Why?
c) Why is Mars the most colourful planet?
Transition: “Amazing job, now let’s see some rules”
Activity 2
Time: 10 minutes
I will ask to the students to look at the pictures and the examples on the board again. After that, I will
encourage them to complete the following chart. Then, I will ask them to read their answer out loud.

COMPARATIVE SUPERLATIVE
To make a comparative adjective, we usually add
est / er .
To make a superlative adjective, we usually add
est / er .
We use comparative adjectives to compare two /
three things.
We use superlative adjectives to talk about two /
three or more things.
We use the / than for comparative sentences. We use the / than for superlative sentences.
Write two comparative sentences about our solar
system:
1)________________________________________
________________________________________
2)________________________________________
________________________________________
Write two superlative sentences about our solar
system:
1)________________________________________
________________________________________
2)________________________________________
________________________________________
Transition: “I will delete the sentences and take off the pictures from the board”
Closure
Time: 5 minutes
I will write on the board the following sentences:
“The Earth is the beautiful planet than Mars”
“Mars is more bigger than Mercury”
After that, I will ask them to tell me what the mistakes are in the sentences and to correct them.

Clase Nº: 14
Unit Aims:
-Develop their reading and writing skills through reading and writing activities.
-Develop their listening skills and speaking skills by interacting with each other during the game.
- Make comparisons and highlight different aspects about the space elements.
Language Focus:
R
E
V
Space elements.
Adjectives.
-Highlight a
space element
and compare
two space
elements.
Mercury is small.
N
E
W
Space elements and
the Earth.
planet in our solar
system.
Materials: Board, marker, tic tac toe game, pictures, cards, copies.
Game:

Pictures:
Cards:
BIG SUPERLATIVE
SMALL COMPARATIVE
BEAUTIFUL SUPERLATIVE

FAST COMPARATIVE
Routine
Time: 5 minutes.
the board.
Time: 10 minutes
I will stick on the board three pictures about elements in the space and mixed up words. Then, I will ask to the
students to order the words to make comparative sentences and superlative sentences.
I will explain to them, that there are two comparative sentences and two superlative sentences.
The / sun / is / the / hottest /star / in / our / solar /system
Mercury / is / hotter / than / Venus / but / it / isn’t / the / hottest / element.
A / rocket is / the / fastest / vehicle / in / our / planet
Living / in / a / / rocket / is / more / uncomfortable / than / living / in / a / car
Transition: “Well done! Now, we are going to play a game”
Development
Activity 1
Time: 15 minutes
I will ask to the students: “Have you ever played tic tac toe?”
After that I will explain to them that they are going to play tic tac toe in groups of two. Then, I will give each
group a board, a set of cards and a piece of paper paper to write their sentences and to mark their scores.
I will explain to them that they have to choose whether they want to be an O or a X. Then, I will explain to
them, that the winner of the game is the one who completes the row.
I will draw the board on the whiteboard as an example, and I will show them how to play.
To make the game a little bit more engaging, I will explain to them that they cannot start the game by putting
the X and O in the middle of the board.
After that, I will explain to them that the one who loses has to pick up a card from the green square, which
indicates the type of sentence (superlative or comparative) and other one from the pink square, which has the

pictures of the elements/planets. After picking up the card, the player has to write a superlative/comparative
sentence according to the cards he/she has picked up.
Transition: “Well done everyone, let’s see who’s the winner of each team”
Activity 2
Time: 10 minutes
I will give each student a copy with the activities. I will explain to them that they have to make comparatives
and superlatives sentences using the adjectives in the box. They have to write 3 sentences for each group. I
will write the first sentence as an example
The Earth – hot - powerful - small - the moon - the Sun
1) The Earth is smaller than the sun but, the moon is the smallest.
2) __________________________________________________________________________________
_______________________________________________________________
3) __________________________________________________________________________________
_______________________________________________________________
Jupiter – big – cold – far – Venus - Mars
1) __________________________________________________________________________________
_______________________________________________________________
2) __________________________________________________________________________________
_______________________________________________________________
3) __________________________________________________________________________________
_______________________________________________________________
Time: 10 minutes
Transition: “I will delete the sentences and take off the pictures and words from the board”
Closure
Time: 5 minutes
I will ask each one of them to read their productions from activity 2.

Clase Nº: 15
Unit Aims:
-Develop their listening skills and speaking skills by interacting with each other during the game.
- Make comparisons and highlight different aspects about the space elements.
Language Focus:
R
E
V
Space elements.
Adjectives.
-Highlight a
space element
and compare
two space
elements.
Mercury is small.
N
E
W
Space elements and
the Earth.
planet in our solar
system.
Materials: Game board, cards, dice, counters.
Dice and counters:

Tell a fact about
this planet
Tell a fact about
this planet
Make a
comparative
sentence
about: MARS -
VENUS
Use the
adjective HOT.
Choose one planet
and ask a question
about it.
Tell a fact about
this planet
Tell a fact about
this planet
Make a
superlative
sentence about
the EARTH.
What does a
satellite do?
What is it? Tell a fact about
this planet
Make a
superlative
sentence
about: SATURN
– VENUS -
URANUS
What is it?
Tell a fact about
this planet
Tell a fact about
this planet
Make a
comparative
sentence
about: The SUN
– The Moon
Why is the sun so
importat?
Tell a fact about
Choose one planet
and ask a
question about it.
Which one is
the biggest,
Uranus or
Venus?
Tell a fact about

this planet this planet
Which planet has
a ring made of
this element?
Choose one planet
and ask a
question about it.
Which one is
the hottest,
Mercury or
Mars?
Why is it so
difficult to live in
the space?
Name the
terrestrial
planets
Make a
superlative and
comparative
sentence suing
the adjective:
FAST
Which is the
biggest planet
in our solar
system?
Name the Jovian
planets
Routine
Time: 5 minutes.
the board.
Time: 5 minutes
I will ask to the students “do you like playing board games?”
Transition: “ Great, because today we are going to play a game”
Development
Activity 1
Time: 30 minutes
I will put the board and the cards on the table and I will give each student a marker with a different colour for
them to play the game. I will explain to them that they have to roll the dice once to see who scores the highest
number. The one who scores the highest number begins.
After that, I will explain to them that the board has different instructions. If they are in the lobster space, they
have to move one space back. If they are in the grass space they have to take a card and follow the
instructions of the card, if they can’t do it so, they have to move one space back. If they are in the frog square
they can move one space forward but if they are in the flower space they miss a turn.
After giving the instructions, I will ask them if they understand the instructions. Then, I will encourage the
student, who has scored the highest number, to roll the dice and start the game.
Transition: “You did it great!”
Closure

Time: 5 minutes
I will ask to the students to choose one card from the game and to write down a question about the planet or
element from the card for one of his/her classmates to answer .
As an example I will choose one card and I will ask a question:
Is the moon a star?
After the discussion I will ask them to use hand sanitizer and say goodbye.

Clase Nº: 16
Teaching points: Large numbers.
Unit Aims:
-Develop their listening skills and speaking skills by reading the text and listening to the audio.
- Identify and name different measures: distances, time and speeds.
Language Focus:
R
E
V
Space elements.
Numbers. -Identify and
name large
numbers in
distances, time
and speeds.
Ten – one hundred.
N
E
W
Space elements.
Large numbers.
One thousand
kilometres.
Materials: Board – Market – Smart TV – Pendrive – Copies
Audio act 2: https://drive.google.com/file/d/1fZGWsz8cIIkfmvMfqZXSu1LPEk7Y_nyZ/view?usp=sharing
Audio act 3: https://drive.google.com/file/d/1tqAxkyRINUOSPOq5ksaWdNUZpw3WCYj-/view?usp=sharing
Routine
Time: 5 minutes.

the board.
Time: 5 minutes
I will write on the board the following measures of time, speed and distance: “Km – Kph – Hs” and then I will
ask to the students if they know the meaning of each one of them.
After that, I will ask them: “What do we use to refer to these measures? Great, we use numbers”
Then, I will add numbers to the different measures: 100 km – 1.000 kph - 100.000 hs and I will encourage
them to repeat the numbers with me.
Transition: “Well done everyone! Now let’s practise”
Development
Activity 1
Time: 5 minutes
I will give each student a copy with the activities. I will explain to them that they have to read the numbers in
letters and write the numbers in symbols to complete the table. I will write the first one as an example.
NUMBERS
A / ONE HUNDRED 100
A / ONE THOUSAND
TWO THOUSAND
TWENTY EIGHT THOUSAND
ONE HUNDRED AND SEVENTY THOUSAND
TWO HUNDRED AND FIFTY THOUSAND
A / ONE MILLION
Transition: “Nice job!”
Activity 2
Time: 10 minutes
Pre reading: I will ask the students: “Do you remember what space debris is? Yes, it is the rubbish in the
space.

While reading: I will ask to the students to read and complete the following quiz about space debris. Then, they
will listen to an audio to check their answers about this topic. I will reproduce the recording twice.
After reading: I will ask to the students “Well, how well did you do the quiz?”
Transition: Great answers, now let’s find out how dangerous space debris is!”
Activity 3
Time: 15 minutes
Pre-reading: I will ask to the students to answer the following question orally:
a) In your opinion, is space debris dangerous for our planet? Why? Why not?
While reading: I will ask to the students to listen to the audio and complete the text with the missing numbers
from the box. I will reproduce the audio twice.
2008 -2000 – 2009 – 400 – 800

SPACE DEBRIS FACT FILE
In space, all of these pieces of metal can cause a
lot of damage because they travel so fast. Even
very small pieces can damage satellites and
rockets. If a tiny bit of debris landed on a
rocket, it would be like a piano landing on a
car!
In 2009, two satellites crashed for the first
time. Both of them broke into more than 2,000
pieces. They were flying at a distance of 800
km from the Earth.
The international Space Station (ISS) flies in orbit 400 km from the Earth. This distance should be
safe. But the ISS has been in danger from flying rubbish twice. Fortunately, neither piece of rubbish
destroyed the station, but NASA didn’t notice either of them. Now, NASA watches all of the debris in
space much more carefully.
Every day, a piece of space rubbish falls from the sky. None of the pieces have damaged anything so
far. Most of them land in the Pacific or the Atlantic Ocean. But one of the biggest pieces of rocket
landed in the United States. It landed in the Arizona desert in 2008.
After reading: I will ask the students to answer the following questions:
a) Why can a tiny piece of metal cause a lot of damage in space?
b) When did the first satellite crash?
c) Why does NASA watch debris in space now?
d) How often does space debris fall from the sky?
Transition: I will ask to the students to read their answers.
Closure
Time: 5 minutes
I will write 5 numbers on the board and I will ask to the students them to tell the names out loud.
205 – 20,500 – 2021 – 1995 – 3,000,000

Clase Nº: 17
Teaching points: Large numbers.
Unit Aims:
-Develop their listening skills and speaking skills by watching the videos.
- Identify and name different measures: distances, time and speeds.
- Reflect on the elements and knowledge we need in order to survive.
Language Focus:
R
E
V
Space elements.
Numbers. -Identify and
name large
numbers in
distances, time
and speeds.
Ten – one hundred.
N
E
W
Space elements.
Large numbers.
One thousand
kilometres.
Materials: Board – Market – Smart TV – Pendrive – Copies
Video act 1: https://www.youtube.com/watch?v=YD1rlE5tp_0
Video act 2: https://www.youtube.com/watch?v=d0wjEgxAPY4
Video act 3: https://www.youtube.com/watch?v=SgTBEur9QX8&t=2s
Routine

Time: 5 minutes.
the board.
Time: 5 minutes
I will stick on the board different numbers, which refer to distance speed and time, in symbols and numbers in
letters. Then, I will ask the students to match the numbers in symbols with the numbers in letters.
101 – one hundred and one
1,250 – one thousand and two hundred and fifty
55,000 - fifty five thousand
1,200,000 – one million two hundred thousand
10,500 ten thousand five hundred.
After that, I will ask to the students: “In your opinion, why is it important to know maths?”
Transition: “Great answers, knowing maths is fundamental for different reasons as you have mentioned.”
Development
Activity 1
Time: 10 minutes
Pre watching: I will ask the students: “Imagine that you are an astronaut and you are on a mission where you
have to travel to another planet. Now, imagine that you have a terrible problem and everyone in your crew
thinks that you are dead and they leave the planet, where you are now completely alone. What would you do
to survive in that planet? Well I would probably freak out”
After the discussion I will stick a picture from the movie on the board and I will explain to them, that they are
going to watch a scene from the movie “THE MARTIAN” and I will ask them if they know the movie. I will
explain to them that the situation that I have presented before is exactly what the main character has coped
with.

After that, I will give each student a copy with the activities.
While watching: I will ask to the students to pay attention to what the main character has done in order to
survive in Mars. I will reproduce the video twice.
After watching: I will ask the students to answer the following questions:
a) How many Sol’s days was the mission supposed to last?
b) How many days will the food in the station last?
c) What does the main character do?
d) After watching the scene, why do you think knowing maths is so important?
Transition: “great, now let’s find out what else is important to know if you are alone in another planet”
Activity 2
Time: 10 minutes
Pre watching: I will ask to the students to look at the following pictures and classify them according to the
importance to survive writing the numbers below the pictures 1 (the most important) 3 (less important).
Transition: “Good job! We can’t live without oxygen and we need water to survive and to create food as well.”
While watching: I will ask the students to answer the following question: What is Mark doing? I will reproduce
the video twice.
a) How many meters of soil has Mark created?
b) What elements do you need to create water? Choose the correct option
1. Hydrogen + Oxygen 2. Hydrogen + Helium + Oxygen 3. Hydrazine + Hydrogen
c) Did his calculations work?
Transition: “Great, now let’s see if Mark could survive in Mars”
Activity 3
Time: 10 minutes
Pre-watching: I will ask to the students: “Do you think Mark has survived in Mars?”
While watching: I will ask the students to pay attention to the questions from the crew’s captain. I will
reproduce the video 3 times since it does not have subtitles.
a) What did Mark in order to catch up the rocket?
b) What is the relative velocity from the captain towards Mark?
a. 5,2 MPs b. 5.7 MPs c. 5.3 MPs
Transition: I will ask to the students to read their answers.
Closure

Time: 5 minutes
I will ask to the students: “Now, do you think that being an astronaut is difficult or easy? Why?

Clase Nº: 18
Teaching points: Giving opinions.
Unit Aims:
-Develop their listening and reading skills while reading and listening the text.
- Develop their speaking skills by giving their own opinions about the movie.
-Reflect on the use of different phrases to give opinions.
Language Focus:
R
E
V
Likes and dislikes.
-Give their
personal
opinions about
different topics.
I like/don’t like star wars.
N
E
W
In my opinion – I fancy – I think
that –I agree/disagree.
In my opinion, Star Wars
is a very interesting
trilogy.
Materials: Board – Market – Smart TV – Pendrive – Copies – tape
Audio: https://drive.google.com/file/d/1voku_tdLis_jwuommfSjrKER5_N4jukx/view?usp=sharing
Routine
Time: 5 minutes.

the board.
Time: 5 minutes
I will write the following word on the board: “OPINIONS”. After that I will ask students: “What phrases or words
do we use to give our opinions?” I will write their answers as a spider gram on the board.
Transition: “Great answers, as you can see we can use a lot of phases to give our opinions.”
Development
Activity 1
Time: 15 minutes
Pre reading: I will ask students: “Do you know the trilogy “Star Wars”? “Have you watched the movies?” “Did
you like them?”

While reading: After the discussion I will give each student a copy with the activities. I will explain to them that
they are going to read and listen to a text about a challenge called “the Star Wars Challenge”. I will ask the
students to highlight the phrases and words to give opinions and to complete the table below while reading the
text.
MY OPINION
Giving opinions Agreeing Disagreeing
-
-
-
-
-
-
-
-
-
After reading: I will ask the students to decide whether the following sentences are TRUE or FALSE. If they
are false, they have to correct them.
TRUE FALSE
1. The boys agree about the Star Wars films.
2. Both girls aren’t keen on the Star Wars films.
3. Zoe likes dramas.
4. Simon says he likes rom-coms
5. The girls want to watch the most recent Star Wars films.
6. Simon and Ethan choose the snacks.

Transition: “Good job! Now, let’s talk about our own interests”
Activity 2
Time: 5 minutes
I will stick on the board different statements all mixed up. I will ask students to look at them and try to match
the statement with their correct responses.
I think that sci-fi films are terrible No way! They’re the best type of film in my
opinion.
I prefer crisps to chocolate while watching
movies.
How can you say that? Sugar is tastier than
salt any day!
In my opinion, everything related to science
is interesting.
I totally agree with you because we can learn
and discover learn how things work in our
planet.
You can’t watch the avengers, It awful and
boring.
You can’t say that. This film is one of the
best!
Star Wars 2 isn’t as good as the first one. I disagree. This one’s way better. Do you
want to watch it with me again?
I think that Science is more interesting than
History.
Perhaps you’re right. I’m not good at learning
dates anyway.
Transition: “Amazing job” Then I will take off the sentences and stick the picture of “THE MARTIAN” instead.
Activity 3
Time: 10 minutes
I will stick on the board the picture of “THE MARTIAN” movie. After that I will write two opinions about the
movie.
1. In my opinion this movie deserved an Oscar.
2. I think that new films are better than the old ones.
Then, I will encourage students to give me their own opinion orally about this film using the words and phrases
from the previous exercise. Besides, I will encourage them to give their opinions about their classmates’
opinions as well.
Transition: “Amazing job!” then I will clean the board for the following activity.
Closure
Time: 5 minutes
I will write on the board the following dialogue:
A:I think the best sci-fi movie is ET.
B: ___________ ! What about Super 8 or the 5th
wave?
A: All of those are very good, but ET is still the best.
Then, I will ask the students to complete the dialogue using the phrases from the previous exercises.

Clase Nº: 19
Teaching points: Determiners
Unit Aims:
-Develop their listening skills by watching the videos.
- Develop their speaking skills by role-playing the dialogues.
Language Focus:
R
E
V
All - none
-Give their
personal
opinions about
different topics.
All the movies are very
interesting.
N
E
W
Either – neither – both - I don’t like either of
them, they are boring.
Materials: Board – Market – Smart TV – Pendrive – Copies – tape
Video: https://www.youtube.com/watch?v=qYAETtIIClk
Video: https://www.youtube.com/watch?v=t-0XuYxh67w&t=29s

Routine
Time: 5 minutes.
the board.
Time: 5 minutes
I will tell the students that they are going to watch two trailer about two very famous movies ET and SUPER 8.
I will ask them to pay attention to the plot of the movies.
After watching the trailers I will ask them: “In your opinion, which one is more interesting?”
Transition: “Good, well let’s see how we can answer something different”
Development
Activity 1
Time: 10 minutes
I will stick on the board the following sentences, one by one asking the meaning to the students. I will stick the
ones which contain the vocabulary they already know, and then the ones with the new vocabulary.
In my opinion, Super 8 is more interesting than ET.
I don’t like sci-fi movies. All of them are boring.
I really like ET and Super 8, both of them are really interesting.
None of them, in my opinion.
I can’t decide. I think that either of them.
Neither of them! They are terrible.
After that, I will give each student a copy with the activities. Then, I will ask them to complete the following
table using the words from the box.
All / none / either / neither / both
TALKING ABOUT TWO THINGS
This one AND that one
This one OR that one
Not this one AND not that one.
TALKING ABOUT MORE THAN TWO THINGS
Every one
Not one
Transition: “Good job! Now, let’s practise”
Activity 2
Time: 10 minutes
I will ask the students to look at the pictures and complete the sentences using the determiners
both/none/either/neither/all/none. I will complete the first one as an example.

1. Both girls are dancing.
2. _____ of them are sitting down.
3. ______ of the girls are eating pizza.
4. ______ of them are playing football.
5. One girl is eating cake. _____ Martin nor Alex are eating cake.
6. ______ of them are wearing hats.
After that I will ask the students to complete the following dialogues using the words from the boxes. As an
example, I will complete the first one.
Excellent – neither – prefer – think – totally agree
1. Tina: What do you think of video games?
Ella: To be honest, I don’t like them very much.
Tina: Me ________ . I _________ TV and listening to music.
Ella: I _________ with you. Let’s go and play some tunes.
Tina: _________ idea!
No way – I much prefer – I think that – disagree – can you say that
2. Jed: ______ flying is exciting
Ana _______! How ___________ ? It’s really scary!
Jed: No, travelling by plane is the best way to travel.
Ana: I ________ . __________ going by train.
Transition: “Amazing job, now let’s speak a little bit!”
Activity 3

Time: 10 minutes
I will divide students in groups of two. Then, I will ask them to role-play the dialogues but first change the
information using their own opinions about the topics. I will explain to them that they have to role-play both
dialogues twice and change characters the second time.
Transition: I will write on the board the sentences for the next exercise.
Closure
Time: 5 minutes
I will write on the board the following dialogue and I will ask to the students to tell me the words they consider
appropriate to complete it.
A: I ______ that Physics is interesting.
B: Me ____ . I really like the lessons.
A: I ____ . They are great. But I don’t like Biology much.
B: Me _____ . It’s quite difficult.

Clase Nº: 20
Unit Aims:
-Develop their listening skills by watching the videos.
- Develop their speaking skills by giving their opinions.
-Develop their intrapersonal and interpersonal intelligences by interacting with others and reflecting on their
own opinions.
Language Focus:
R
E
V
All - none
-Give their
personal
opinions about
different topics.
interesting.
N
E
W
Materials: Board – Market – Smart TV – Pendrive – Copies – tape -

Videos:
THE AVENGERS
WORLD WAR Z
GRAVITY
STRANGER THINGS
I'M NOT OKAY
Pictures:
Button:
Routine
Time: 5 minutes.
the board.
Time: 5 minutes
I will stick on the board different movies’ plot with a number for the students to identify easily. Then, I will tell
the students that they are going to watch 4 trailers about very famous movies and that they have to match the
trailers with the plots.
I will reproduce 2 trailers first and I will ask them to match the plots with the trailers. Then I will reproduce the
other ones and do the same. I will reproduce only 40 sec to 1 min of each trailer.
Stranger things: A young boy, Will Byers, goes
missing near a top-secret government laboratory.
As friends, family and local police search for
answers, they are drawn into an extraordinary
mystery involving top-secret government
experiments, terrifying supernatural forces and
one very strange little girl.
World war Z: Gerry Lane is a former United
Nations investigator who travels the world
gathering clues to find a way to stop a zombie
pandemic.

The avengers’ plot: Loki, the adopted brother of
Thor, teams-up with the Chitauri Army and uses
the Tesseract's power to travel from Asgard to
Midgard to plot the invasion of Earth and become
a king. The director of the agency S.H.I.E.L.D.,
Nick Fury, sets in motion project Avengers, joining
Tony Stark a.k.a. the Iron Man; Steve Rogers,
a.k.a. Captain America; Bruce Banner, a.k.a. The
Hulk; Thor; Natasha Romanoff, a.k.a. Black
Widow; and Clint Barton, a.k.a. Hawkeye, to save
the world from the powerful Loki and the alien
invasion.
I’m not ok with this: Sydney is a teenage girl
navigating the trials and tribulations of high school
while dealing with the complexities of her family
and mysterious superpowers just beginning to
awaken deep within her
Gravity: American astronauts, who are stranded
in space after the mid-orbit destruction of
their Space Shuttle, and attempt to return to Earth.
Transition: “Good, now let’s talk about these movies”
Development
Activity 1
Time: 10 minutes
I will stick on the board the picture of each movie and will ask the student to tell an adjective to describe each
movie according to their opinion. I will write one as an example.
After that I will ask them to write their classmates’ opinions about the movie using the adjectives they used. I
will write the first one as an example:
Adjective: interesting. Magui thinks that / In Magui’s opinion The Avengers is an interesting movie.
Transition: “Good job! Now, let’s share our own opinions”
Activity 2
Time: 10 minutes
I will ask each student to highlight those opinions they agree with and to underline those opinions they
disagree with. After that, I will ask them to read the opinions they agree with and tell us the reasons. I will ask
the same with the ones they disagree with.
Transition: I will delete the adjectives from the board.
Activity 3
Time: 10 minutes
I will show the students the following statements about the movies and I will ask them where I should stick
them (moving the cardboard below the pictures), according to their own opinions. I will encourage them to say
whether they agree or not with the statements and why. If they disagree with their classmates’ opinion they
have to press the red button and give his/her reasons. If they agree they have to press the green button. The
most repeated answer/opinion will define the position of the cardboard.
1. In my opinion, this movie/series is
amazing. The plot is interesting and
original. Besides, we can learn different
facts about it.
2. I hated the entire movie/series. I think
that the plot is very common and
repeated among other movies/series,
there is nothing new.
3. My mother says that she loves this type
of movie/series, but she hates that
everything goes perfectly at the end, it
4. In my opinion, the movie/series is
interesting but the ending is terrible.

seems a bit impossible. I agree with her.
5. In my opinion, the visual effects of this
movie/series aren’t good enough.
6. I think that the only good thing that the
movie/series has is the cast, the plot is
terrible.
7. In my opinion, this is a great
movie/series. The actors are great and
the plot is really engaging.
8. In my opinion, the movie/series has used
very original visual effects and the end is
really good, because we want to know
what happens next.
Transition: “Amazing job!”
Closure
Time: 5 minutes
I will ask the students: “What is your favourite movie? Can you tell us what is it about? Why is it your favourite
movie?”

Clase Nº: 21
Unit Aims:
-Develop their listening skills during all the activities.
own opinions.
Language Focus:
R
E
V
All - none
-Give their
personal
opinions about
different topics.
interesting.
N
E
W
Materials: Board – Marker – Smart TV – Pendrive – Copies – tape -
Wheel:

Sand timer:
Audio: Warm up
Routine
Time: 5 minutes.
the board.
Time: 10 minutes
I will write on the board the following sentences:
1. I think that astronomy is really interesting.
2. In my opinion science fiction films are boring.
3. I really like studying science.
After that I will ask them to read the sentences and tell me if they agree or not with the statements and why.
After that I will explain them that they are going to listen to three conversations about these statements and
then they have to tell me, if the second person in each dialogue agree or disagree with the statements.
Transition: “amazing job, now let’s play a game”
Development
Activity 1

Time: 20 minutes
I will put the wheel on the table and I will encourage the students to read the different options within the wheel.
After that, I will explain to them that I will spin the arrow to choose one of them and then I will spin the wheel.
The wheel will stop in a topic and he/she has to give his/her opinion about the topic before the time ends. I will
use a sand timer.
Topics:
CSE at school – plastic surgery – wearing uniforms at school – tattoos –video games – going
shopping or online shopping – winter or summer – pizza or hamburgers –sweet or salty – music
genre – the importance of doing exercise – reading books – saving money – series or movies
Transition: “Amazing job!”
Closure
Time: 10 minutes
I will explain to the students that they have to listen to the statements I will say and if they agree with them
they have to stand up. If they disagree, they have to touch their noses. If they can’t decide between the
options they have to touch their elbows and if they don’t prefer any of them, they have to touch their hair.
Statements:
-I prefer eating chocolate while watching movies.
-I think that summer is more beautiful than winter.
-In my opinion, football is a boring sport.
-I think that learning languages is important.
-In my opinion, schools should have a subject where we could learn about eating healthy food.
-I prefer cooking than cleaning my house.
-I think that people can’t live without music.
After the game I will ask them to use hand sanitizer and say goodbye.

Clase Nº: 22
Unit Aims:
own opinions.
Language Focus:
R
E
V
All - none
-Give their
personal
opinions about
different topics.
interesting.
N
E
W
Materials: Board – Marker – Smart TV – Pendrive – video - arrow
Podcast: https://www.youtube.com/watch?v=p6GotgTf6aI (I won’t use the podcast completely since it is quite
long, but the most important parts of it for the students to be able to understand the structure of a podcast)

Routine
Time: 5 minutes.
the board.
Time: 5 minutes
I will ask the students: “Do you know what a podcast is? Have you ever listened to a podcast? If so, what was
it about?”
Transition: “Nice, now let’s listen to a podcast”
Development
Activity 1
Time: 10 minutes
Pre-listening: I will write on the board the following word “introduction” and I will ask the students “As you
already know a podcast is a recorded discussion about a specific topic that has a defined structure. Look at
the word on the board, what other elements can we find within a podcast?” I will write their answers on the
board and I will explain to them that we will check them later. I will reproduce the first part of the podcast (until
0:55).
While listening: I will ask the students to pay attention to how many sections the podcast has and how the
speaker divides the sections while listening to it. I will reproduce the second part of the podcast (from 6:07 to
6:59 and from 8:40 to 9:30)
After listening: I will ask the students the following questions and encourage them to answer them orally and to
compare their answers now with the ones they in the pre-listening activity.
a) What was the podcast about?
b) How is it divided? What are the other main elements, besides the introduction, in a podcast?
Transition. I will clean the board for the following activity.
Activity 2
Time: 5 minutes
I will write on the board “Introduction – sections – closure” and I will ask the students what we have to say in
each one of these sections according to the podcast they’ve just listened to. I will write their answers in each
section and as an example I will write greeting and explain the topic in “introduction”.
Transition: “Fantastic, now let’s create our own podcast”
Activity 3
Time: 10 minutes
I will explain to the students that they are going to develop their own podcast. I will explain to them that they
are going to work as a group and that they have to decide the main topic of their podcast. I will write some
options on the board related to the topics we have been dealing with so far. After that I will ask them to
determine the order in which they are going to speak.

After that, I will ask them to start writing their introduction for their podcast. I will remind them that it has to be
short and concise and to take into account the layout we made in the previous activity.
Transition: “amazing job!”
Closure
Time: 10 minutes
After writing the introduction I will ask them to choose at least 2 sections for their podcast, they have to think
about the sections but they will develop the questions next class.
After that, I will ask them to think about a phrase or a greeting for the closure of their podcast.
Then, I will ask them to practise saying their introductions and closure out loud.
After the discussion I will ask the students to use hand sanitizer and say goodbye.

Clase Nº: 23
Unit Aims:
own opinions.
Language Focus:
R
E
V
All - none
-Give their
personal
opinions about
different topics.
interesting.
N
E
W
Materials: Board – Marker – smart TV- pendrive
Video: https://www.youtube.com/watch?v=8QVs_v0PQFQ (from 1:00 to 3:30)

Routine
Time: 5 minutes.
the board.
Time: 10 minutes
I will ask the students: “Have you ever watched one of The Lord of Rings’ films? If you haven’t, do you what
they are about?”
I will explain to the students that they are going to watch the first section of a podcast about films. I will ask
them to pay attention to the different questions that the speakers have included within the same section.
After watching the video, I will ask them to think about one question that they would include for the first section
of the podcast.
Transition: “Amazing, now let’s do the same but with our own podcast”
Development
Activity 1
Time: 15 minutes
I will ask the students to think about the sections they have decided to include in their podcast in our previous
lesson and to write at least five questions for each one of them.
After that I will ask them to read their questions out loud to check if there is repetition among the questions. I
will ask them to pay attention to their classmates’ questions since they have to answer them next class.
Transition. “Well done! Now, let’s practise”
Closure
Time: 10 minutes
I will ask the students to practise saying the introduction, to answer at least 2 of the questions from our
classmates and the closure taking into account the order they had established in our previous class.

Clase Nº: 24
Unit Aims:
own opinions.
Language Focus:
R
E
V
All - none
-Give their
personal
opinions about
different topics.
interesting.
N
E
W
Materials: Board – Marker – smart TV- microphone – phone
Routine

Time: 5 minutes.
the board.
Time: 10 minutes
I will ask the students the following questions as an icebreaker before recording their podcast.
1. Would you rather go into the past and meet your ancestors or go into the future and meet your great-
great-grandchildren?
2. Would you rather have more time or more money?
3. Would you rather have a rewind button or a pause button on your life?
4. Would you rather be able to talk with the animals or speak all foreign languages?
5. Would you rather win the lottery or live twice as long?
6. Would you feel worse if no one showed up to your wedding or to your funeral?
7. Would you rather be without internet for a week, or without your phone?
8. Would you rather meet George Washington or the current president?
9. Would you rather lose your vision or your hearing?
10. Would you rather work more hours per day, but fewer days or work fewer hours per day, but more
days?
11. Would you rather listen to music from the ’70s or music from today?
12. Would you rather become someone else or just stay you?
13. Would you rather be Batman or Spiderman?
14. Would you rather be stuck on a broken ski lift or in a broken elevator?
15. For your birthday, would you rather receive cash or gifts?
16. Would you rather go to a movie or to dinner alone?
17. Would you rather always say everything on your mind or never speak again?
18. Would you rather make a phone call or send a text?
19. Would you rather read an awesome book or watch a good movie?
20. Would you rather be the most popular person at work or school or the smartest?
Transition: “great answers, now let’s practise”
Development
Activity 1
Time: 10 minutes
I will ask the students to practise answering the questions following the order they have established the
previous class in order to avoid confusion while recording the final version and for them to feel more
comfortable and confident.
Transition. “Well done! Now, let’s record our podcast”

Activity 2
Time: 10 minutes
I will give each one of them a piece of paper with the questions they wrote in our previous lesson and I will put
the microphone on the table.
After that I will make a sign for them to know when they have to start speaking.
Transition: “congratulations, you did it excellent!”
Closure
Time: 10 minutes
I will ask the students the following questions and I will encourage them to answer the questions orally.
a) Do you think that this activity has helped you to develop your listening and speaking skills? Why?
b) In your opinion, how often is it important to put into practice your speaking and listening skills?
c) Imagine that you have the opportunity to speak with a native, would you feel more comfortable or not?
Why?

Didactic unit 2 lesson plans

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Didactic unit 2 lesson plans

Similar to Didactic unit 2 lesson plans (20)

More from MorenaGarcia1

More from MorenaGarcia1 (12)

Recently uploaded

Recently uploaded (20)

Didactic unit 2 lesson plans