RL_PRACTICA2_DIDACTIC_UNIT_1

1. INSTITUTO DE FORMACIÓN DOCENTE
CONTINUA
LENGUAS VIVAS BARILOCHE
Profesorado de Inglés – Opción pedagógica a
distancia.
PRÁCTICA DOCENTE II
 Tutora: Aurelia Velázquez
 Fecha de entrega: 10-09-2020
 Alumna: Liliana Beatriz Romero
 Unidad didáctica I: Super powers

2. Foreword on the first didactic unit planning:
The planning of the present didactic unit was developed considering the characteristics
of a group of 24 students at 2nd
year of Primary School. Most of them have started
English lessons since the previous year. That is to say that they have been learning
English at school for 1 year and a half, with the exception of one girl that attends
English lessons out of the school (SEN). Therefore, contents, resources and activities
have been adapted to cater for the students’ different learning styles and different needs.
During Weeks 1 and 2, students will be introduced to some contents around the topic
“Super powers” and will be given activities to practise and process the new knowledge.
The teacher will be give support through email and WhatsApp whenever the students
need it.
At the end of Week 2, the group of children will have a Zoom meeting in order to
reinforce and practise the new contents, with special emphasis oin the practice of the
speaking skill.
By last, during weeks 3 and 4, students will be introduced to extra contents related to
the topic, working with short texts in order to practise their ability to discover meaning
through context. As a round up activity, they will also be encouraged to work in
productions more freely and collaboratively. Two tutorials videos will be added here.
Liliana
…………………………………………………………………......
WEEK 1
Vocabulary:
Abilities/Super powers: fly - fight – climb walls – jump high – see through
walls – regenerate from injury– run fast – move fast – think fast
Adjectives: strong – intelligent – resistant – agile - fast
Grammar:
Personal pronoun + can/can´t + ability (fly)
PP + is/isn´t + adjective (strong)
Hello kids! How are you? I miss you!
Are you ready to have a Super Month?

3. I have a surprise for you!
- Enter the classroom! (Click on the link):
https://drive.google.com/file/d/1XrLYo5CMa5A5AdMwn2L6di3dfXh
IdOYw/view?usp=sharing
- If you prefer to read the class, click on this link:
https://drive.google.com/file/d/1GmRlJj8_Rrv-
3OnP2PeEdY2WYn9GMVDk/view?usp=sharing
- Now, watch this short vocabulary video (click on the link)
- https://drive.google.com/file/d/1jVx2LdVtc0nScfc7fTB6nDSGzVOU2
fn6/view?usp=sharing
Then, read or watch the class again 
Lyrics:
Hello kids! Welcome!
Let´s turn this classroom into a Super classroom!
Look! We have a Superheroes´ classroom!
Superheroes everywhere! And I am Super girl!
Can you see superheroes in the classroom? Yes! Let´s look at some of them and their
superpowers!
SUPERMAN
 He is Superman!
 He is strong
 He can see through walls
 And he can fly
IRONMAN
 He is ironman!
 He is very intelligent and resistant
 He can also fly
FLASH
 He can move, run and think extremely fast
 And he can regenerate from injury very fast
SUPER GIRL
 She is Super Girl!

4.  She can fly
 She is very strong
 And she can also fight very well
SPIDERMAN
 He is Spiderman!
 He is very agile
 He can climb walls and jump high
HULK:
 He is Hulk
 He is super strong
 And he is fast and resistant
WONDER WOMAN
 She is very resistant
 She can fly
 And she is very strong
As you can see, there are lots of Superheroes with different Super powers. But all of
them have something in common: they fight against crime!
What´s your favourite Superhero? My favourite one is Flash!
Activity 1:
True or false?
1. Superman can fly
2. Superman can't see through walls
3. Flash can regenerate from injury very fast
4. Flash can´t think very fast
5. Ironman can fly
6. Ironman is very intelligent
7. Supergirl can´t fight very well
8. Spiderman can climb walls
9. Hulk is not strong
10. Wonder woman is very resistant

5. Click here and discover if your answers are correct! (Click on the picture)
SLIDESMANIA.C
OM
Activity 2:
Move (with you mouse) the words into the correct box
(Adjectives or Abilities/Super powers)
Definitions
Adjectives: are personal qualities. Ex. Strong
Abilities: are talents or skills. What a person can do. Ex. Move fast
SEE
THROUGH
WALLS
FAST
THINK FAST
FLY REGENERATE
INTELLIGENT
RESISTANT
AGILE
FIGHT
CLIMB WALLS JUMP HIGH RUN FAST
Comentado [A1]: I LOVED it!

6. Adjectives Abilities/Super powers
Additional activities (SEN)
a) Complete the spaces in blank with the words given
Wonder Woman – seven – men – women – four – regenerate – strong –
agile – resistant - Ironman – see – Superman – run
The video presents …seven… Superheroes. Four of them are …………… and
three of them are ……………
There are …………… Superheroes that can fly. They are Superman,
Supergirl, …………… and ………………
Two of them can …………… through walls. They are Supergirl and ……………
Only one of them can …………… and …………… from injury very fast.
All of them are ……………, …………… , very …………… and fight against crime.
b) Choose a Superhero from the video (for example
Superman). Then, add to him/her 2 abilities and 2
personal qualities and write them here:
STRONG MOVE FAST

7. …………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(You can write on Google “Superman+abilities or Superman+personal+qualities)
…………………………………………………………………......
WEEK 2
Vocabulary:
Abilities/Super powers: fly - fight – climb walls – jump high – see through
walls – regenerate from injury – run fast – move fast - think fast - swim
Additional (SEN): turn invisible – swim underwater – shrink – hide inside a
flower – lift (something heavy)
Adjectives: strong – intelligent – resistant – agile - fast
Grammar:
PP + can/can´t + ability (fly)
PP + verb to be + adjective (strong) --- affirmative and negative form
Hello everybody! How are you?
Do you like the Superheroes from last week?
We say that there are lots of Superheroes!
Let´s watch and listen to this beautiful song! (Click on the
link): https://www.youtube.com/watch?v=AWI6P62TvfU&feature=youtu.be
Lyrics
Gonna be a superhero when I grow up,
When I grow up next year.
Gonna be a superhero when I grow up,

8. Flying so high in the air.
I´m gonna fly, fly, fly
I´m gonna fly, fly, fly
Gonna be a super hero when I grow up
and swim with my arms through the sea,
gonna be a superhero when I grow up,
a super hero fish I´ll be.
I´m gonna swim, swim, swim
I´m gonna swim, swim, swim
Gonna be a superhero when I grow up
and climb up the buildings walls
Gonna be a super hero when I grow up
and climb over mountains tall
I´m gonna climb, climb, climb
I´m gonna climb, climb, climb
Gonna be a superhero when I grow up,
With muscles bigger than me
Gonna be a super hero when I grow up,
The strongest hero I´ll be
I´m gonna be strong, strong, strong
Gonna be strong, strong, strong
Gonna be a superhero when I grow up
and no one will stop me
Gonna be a superhero when I grow up
faster than fast I´ll be

9. I´m gonna be fast, fast, fast
I´m gonna be fast, fast, fast
Gonna be a superhero when I grow up,
When I grow up next year.
Gonna be a superhero when I grow up,
Saving people everywhere.
But ‘til then I’ll be your friend.
You´re my best superhero friend.
Activity 1
Put a number (1 to 5) in the order you hear the words:
CLIMB ………… STRONG ………… FLY……1……
FAST ………… SWIM …………
Activity 2
Complete the spaces with words from the box
are - strong – is – swim – fly – climb – can - fast

10. He is ……strong……….
He …………….. strong
They ……………..strong

11. She can …………….. in the air
She can ……………..
through the sea.
She can ……………..

12. They …………….. run fast
They are ……………..
Additional activities (SEN)
Do you want to see more Superheroes?
Listen to this fantastic song! (click on the link):
https://learnenglishkids.britishcouncil.org/songs/amazing-superheroes
Lyrics:
Amazing superheroes Song
He can run faster than a train
She can spin around and make it rain
He can jump higher than a tree
She can turn invisible and get in free!

13. She’s amazingly tall
He can see through walls
She can fly into space
They can watch television in someone else’s place!
We’re amazing superheroes and we’ve all got superpowers
We’re amazing superheroes and we’ve all got superpowers
We’re here to save the world.
He can swim underwater for an hour
She can shrink and hide inside a flower
He can lift four elephants at one time
They all help us out by fighting crime.
We’re amazing superheroes and we’ve all got superpowers
We’re amazing superheroes and we’ve all got superpowers
We’re here to save the world.
Activity 1:
What´s the super power? Write the super power under the
pictures
Fly into space – Jump higher than a tree – Shrink and hide inside a flower
– Turn invisible – Run very fast – See through walls – Swim underwater
for an hour – Lift four elephants at one time
A………………………………. B………………………………. C……………………………….

14. D………………………………. E……………………………….
F………………………………. G………………………………. H……………………………….
Activity 2:
Make 4 sentences using CAN and 4 using CAN´T:
She
can
He
Ability/Super power
can’t
I
If you need it, you can watch the song again.

15. Example:
1. She can turn invisible
2. …………………………………………………………………………………………………………
3. …………………………………………………………………………………………………………
4. …………………………………………………………………………………………………………
5. …………………………………………………………………………………………………………
6. …………………………………………………………………………………………………………
7. …………………………………………………………………………………………………………
8. …………………………………………………………………………………………………………
Activity 3:
What’s the order? Listen to the song and put the sentences
in order:
She can turn invisible and get in free!
He can swim underwater for an hour
He can run faster than a train
She’s amazingly tall
She can shrink and hide inside a flower
He can jump higher than a tree
He can see through walls
She can fly into space
…………………………………………………………………......
Remember!
Zoom meeting  At the end of this week!
You can should use wear a MASK, if you have one, or
make one with cardboard, cloth or paper!
I will use one!  See you soon!
…………………………………………………………………......

16. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Romero Liliana Beatriz
Grado: 2nd Year
Nivel lingüístico del curso: Beginner
Cantidad de alumnos: 24
Tipo de Planificación: Clase
Unidad Temática: Super powers
Semana Nº: 2
Learning Aims
During this lesson, learners will be able to…
 Practise sentence formation to describe personal qualities, abilities and super
powers.
 Review and integrate vocabulary of pronouns, actions, adjectives, and numbers
learnt in previous lessons.
 Put into practice the vocabulary and grammar patterns worked during weeks 1
and 2.
 Practise their listening, writing, reading and speaking skills through the
different activities, with special emphasis on the speaking skill.
 Participate actively in customized games and have fun.
Comentado [A2]: When you describe your aims, focus
on the language function first.
Describe personal qualities, abilities and super powers,
practising sentence formation (or word order in
sentences)

17. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Weather conditions
(rainy, cloudy, windy,
snowy, sunny)
 Days of the week
 Actions: jump – see -
fight – run – move –
think
 Adjectives: fast
 Personal pronouns (PP)
 Numbers
 Describing the
weather
 Saying the date
 Describing
abilities
 Describing
personal
qualities
 Playing a
game/Counting
spaces
 Is it…? Yes, it
is/No, it isn’t
Today is…/It is…
 What day is
today? It is…
 PP + verb to be +
adjective
 Verb to be + PP +
adjective?
 Yes/No + PP +
is/isn’t
 One, two…
N
E
W
 Super powers/abilities:
fly/fly into space – fight
against crime – climb
walls – jump high – see
through walls –
regenerate – run,
move, think fast – turn
invisible – swim
underwater – shrink –
hide inside a flower –
lift (something heavy)
 Adjectives: strong –
intelligent – resistant –
agile
 Describing
abilities/super
powers
 Describing
personal
qualities
 PP + can/can´t +
ability
 Can + PP + ability?
 Yes/No + PP +
can/can’t
 PP + verb to be +
adjective
 Verb to be + PP +
adjective?
 Yes/No + PP +
is/isn’t
PP: personal pronoun
Materials
 Notebooks/computers with camera
 Speakers

18.  Microphones
 Internet connection
 Zoom Platform
 Zoom board
 Spinning wheel on PowerPoint
 Board game on Excel
 Songs on the web
 Pictures
 Sheets of papers
 Pen/Pencils
 A mask
Procedures
(8 minutes)
Aims:
● To greet the children
● To reinforce vocabulary about weather conditions and the date
● To register attendance
I will greet each student as they enter the meeting, saying, “Hello Bruno, How are you?
/Hello Carli, nice to see you!” and write their names on the Zoom board in order to
register attendance. If they are wearing a mask, I will comment on their masks too.
I will wait 5 minutes and then I will say, “Ok kids! Tell me… Do you have a window near
you?” making the shape of a window with my hands. Then, I will say. “Ok! I want you
to answer a question with a song”. Then I will play the song:
The weather song: https://www.youtube.com/watch?v=mlHVLuC5NHg
LYRICS
What´s the weather like today? Look outside the window
What´s the weather like today? What´s the weather like? (x2)
Is it sunny? Is it rainy? Is it cloudy?... Is it snowy? Is it stormy? Is it windy? (x2)
What´s the weather like today? Look outside the window
What´s the weather like today? What´s the weather like? (x2)

19. It´s sunny. It´s rainy. It´s cloudy. It´s snowy. It´s stormy. It´s windy (x2) Background
After playing the song, I will ask them: “So, what´s the weather like today?” I will
encourage them to give a full answer: “It is… Today the weather is…” Then, I will write
it on the board.
Then I will say, “Well done! And now... can you tell me what day is today?” I will elicit
their answers by giving options: “Sunday? Monday? Tuesday?" and so on… until they
say the correct one. Then I will say “Very good! Today is ………….” and “Do you know
what number is today? We have… the day, the number and… what comes next?
(Pointing with the mouse on the board). They are expected to say “the month” or
“September”. “So, what month are we? Do you now? (September, October…).
September, well done!”
Then, I will write the whole date on the board. Today is, 3rd
September 2020.
Scaffolding strategies: making gestures, singing, showing pictures, pointing to pictures,
asking questions, giving options, repeating.
Transition comment: Good job kids! Now, tell me something… Do you like games? Do
you like playing? Yes? Ok, today, we are going to play a lot! Are you ready?
(5 minutes)
Aims:
 To review vocabulary about Superpowers
 To review some vocabulary about adjectives
I will tell the children that we will play a game using a spinning wheel, and I will share a
Power Point presentation on the screen to show it to them. I will say, “Look, What can
you see on the screen? There are super powers! And we will play with them!” Then I
will explain the game:
“I will say one name, in example ‘Carla’. Then, I will click on the SPIN button with my
mouse and Carla will tell me when she wants me to stop the wheel”. “We will say
aloud the super power that is marked and Carla will say what Superhero can make the
action/super power. (I will ask: What Superhero can…?). I will show the procedure
with an example.
As a scaffolding strategy, I will help them to answer by showing a slide with different
Superheroes from weeks 1 and 2, using their most representative super powers.
I will also recommend them to pay attention to their classmates’ answers, because the
wheel can stop two or more times in the same super power. This will motivate them to
keep attention on the game.

20. The same procedure will be done to review some adjectives. After playing with most of
the super powers, I will tell them: “Now, we will do the same with adjectives”. The
grammar structure will change to: What Superhero is…?
Click here to access to the game:
I have also added some vocabulary that the SEN student has worked on during the
weeks, to encourage her to participate when this vocabulary is selected by the wheel.
Scaffolding strategies: giving instructions, showing examples, asking questions,
showing pictures, giving options, pointing to pictures with the mouse, making gestures.
Transition comment: Good job! You did a super work! Do you like this game? Yes?
And tell me, do you like riddles? Do you know what riddles are? (It continues in
Presentation)
(8 minutes)
Aims:
 To present the new contents playing riddles
 To encourage children to ask and answers questions using the new
vocabulary and the correct grammar structures
 To work on students’ speaking skills
 To foster collaborative work
Game procedure:
First, I will have to guess the Superhero that one of them writes in the chat box. I will
tell them who has to write and the others will have to take note of the Superhero´s
name on their notebooks. I won´t look at the chat box. I will ask them questions about
the Superhero. In example: Is it a man or a woman? Can she/he fly? I will encourage
Comentado [A3]: Great!!

21. them to answer with complete sentences. To give everyone the chance to participate I
will follow the attendance list with their names and direct my questions to each of
them. Once they get the procedure, we will change roles, I will write a Superhero
name on my notebook, and they will have to ask me questions about it. They have to
make at least 3 questions before risking an answer.
I will say to them: “I will show you how to play riddles. Please, Bruno, write a name of a
Superhero in the chat box. Ready? Ok, now all of you have to read the name, but I
won´t read it. Ok? You don´t have to tell me the name, I will have to guess it! I will
make you questions about the Superhero, so that I can guess”.
“Alright! Are you ready? I want to ask you… Is the Superhero a man or a woman? Oh, is
a man, ok! So… Can he fly? Please make a full answer saying, Yes, he can/No he can´t.
Look at the screen if you need help. Is he strong?” and so on… I will show them a box
on the screen that will help them to produce their questions and answers:
Students will work collaboratively as they have to keep attention to their classmates’
questions and answers, in order to play together against me.
Scaffolding strategies: giving instructions, showing examples, asking questions,
giving prompts, making gestures, showing a chart.
Transition comment: “I see that you are very good at guessing! Congratulations!
And tell me, Do you play board games at home? This is a board game:”
Comentado [A4]: Excellent! They need this visual
support. 

22. “Yes? Which ones?” (It continues in Development)
(14 minutes)
 To practise and produce the contents seen
 To foster collaborative work
 To work on student´s writing skills
I will say to them, “I have broughting you a Superheroes board game. It’s very easy to
play. I will divide you into 4 Superheroes groups”. Then, I will name which of them
belong to each group:
 The Spiderman group: …………………………..
 The Superman group: …………………………..
 The Super Girl group: …………………………..
 The Wonder Woman group: …………………………..
I will share my screen with them with the board game. Each game piece (to make
movements on the board) will have the image of each Superhero. I will say to them
that the Spiderman group starts. “When I throw the dice (press the button), the
Spiderman group will have to move the number of steps indicated on the board”. I will
encourage them to count with me. In example “one, two, three spaces”. Then, I will
tell them that if the space has a question mark (pointing with my mouse), the group
will have to answer the question that appears on the screen. I will tell them that all
members of the group have to write the answer to the question in the chat box.
I have introduced only 10 questions to the game, because as a next step I will change
roles:
Once they get the dynamic of the game, I will ask the girl that is more advanced in the
language (SEN) to take my place in the game. I will continue making the movements on
the board, but she will be in charge of indicating the steps that follows and she will
also help me reading the questions and answers from the chat box. As regards the
other students, now, they will have to propose the questions to be asked to the
groups, writing in the chat box. I will tell them, “Ok, now, there is no question on the
screen, so all of you have to write a question in the chat box, and we will play with
those questions now. Start writing!”
When time is over, I will tell them, “Ok! Time is over, we finish! Let´s see what group is
in the first place. (My assistant will read). Congratulations to the Wonder Woman
group! All groups did a super work!
Link to the game:
https://drive.google.com/file/d/14_CkufStAMCU56-wzWEz2JNdWltFqWOi/view?usp=sharing
Comentado [A5]: She may want to play the game –
you should ask her if she wants to take your place or
play.
Comentado [A6]: You should be more precise as
regards instructions. What kind of questions should they
make? Demonstration is important.

23. Scaffolding strategies: giving instructions, showing examples, asking questions,
giving prompts, making gestures.
Transition comment: To celebrate that you worked really good, we are going to sing the
Superheroes’ song.
(4 minutes)
 To wrap up the lesson with a song
 To sing parts of the song and practise pronunciation
 To relax and have fun
To round up the lesson, get relaxed and have fun, we will sing the Superheroes’ song
that they worked on during Week 2. I will play the song and stop it at some parts, to
encourage them to repeat with me some sentences. I will tell them, “Do you
remember the Superheroes’ song? Do you like it? Let´s watch it and sing it together”.
Then I will play it:
https://www.youtube.com/watch?v=AWI6P62TvfU&feature=youtu.be
As I´ve said, I will stop it and encourage them to repeat with me:
I´m gonna fly, fly, fly
I´m gonna fly, fly, fly
I´m gonna swim, swim, swim
I´m gonna swim, swim, swim
I´m gonna climb, climb, climb
I´m gonna climb, climb, climb
I´m gonna be strong, strong, strong
Gonna be strong, strong, strong

24. I´m gonna be fast, fast, fast
I´m gonna be fast, fast, fast
If we have a minute left I will play the song again so that they can join it freely. Then,
we will say goodbye.
Scaffolding strategies: Showing pictures, pointing, saying sentences and asking
students to repeat with me.
Transition comment: Well done! We finish for today! Remember to write to me by mail
or WhatsApp if you need help! See you soon! Take care! Bye bye!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
x
Language
accuracy
X
Observations The board game deserves a more detailed explanation. But it´s an awesome
lesson, for sure!!! 
…………………………………………………………………......

25. WEEK 3
Vocabulary:
Adjectives: kind – brave – generous – hard working – collaborative
Grammar:
Personal Pronoun + verb to be + adjective (Aff. Sentences)
Verb to be + PP + adjective (Questions)
Hello children! How are you?
It was very nice to see you on Zoom!
This week, let´s meet REAL Superheroes!
Read and listen to these REAL STORIES:
(BEFORE READING, check this VOCABULARY):

26. NOW, DOUBLE CLICK ON THIS IMAGE TO READ AND
LISTEN TO THE STORIES!
STORY N°1
Source: https://www.un.org/en/coronavirus/un-argentina-highlights-everyday-heroes
Use these keyboard commands:
ENTER: to move to one slide to the other
ESC: to return here
 To return to a previous slide
 To move to the next slide
Comentado [A7]: You rock, Lili!
Just check this out:
Story 1: there is an extra comma on the second slide
(.. from Buenos Aires...). Check pronunciation of
project.
Story 2: typo - *Mi name is Agustin…

27. Activity 1:
- Discover the meaning of the adjectives in bold (texts)
- Match each adjective with a picture
You can use the dictionary:
https://dictionary.cambridge.org/es/diccionario/ingles-estudiantes/generous
Kind
Brave

28. Collaborative
Generous
Hard-working

29. Activity 2
Read the texts again and circle the correct adjective:
o Families from the ‘Convidarte Project’ are a team. They are
very collaborative/brave.
o Families from the ‘Convidarte Project’ help poor people.
They are very kind/generous.
o Agustin works many hours. He is very hard working/kind.
o Agustin helps the neighbours. He is very kind/brave.
o Agustin goes out to street during the Pandemic. He is very
generous/brave.
Time to reflect….
At school:
Are you kind with your mates?
Are you collaborative?
Are you generous? Are you hard working? ...
Additional activitiy (SEN)
a) Write a short story about someone you know (see act.
1). Add or draw a picture! Remember to use
adjectives in your story (underline the adjectives
used).
…………………………………………………………………......
Comentado [A8]: The stories, especially the second
one, are rather long. This activity implies reading quite a
lot, too. Remember they are only at 2nd grade.
Comentado [A9]: They might draw a happy face if their
answer is YES. Or they might draw moments in which
they were kind, collaborative, etc.
Comentado [A10]: Or a description

30. WEEK 4
Vocabulary:
Abilities/Super powers: fly - fight – climb walls – jump high – see through
walls – regenerate from injury – run fast – move fast - think fast - swim
Additional (SEN): turn invisible – swim underwater – shrink – hide inside a
flower – lift (sth heavy)
Adjectives: strong – intelligent – resistant – agile – fast – collaborative –
generous – hard working – kind - brave
Grammar:
Personal pronoun + can + ability (fly)
PP + verb to be + adjective (strong)
Hello everybody! How are you?
This week You are The Hero!
“Now, I am the hero”
Activity 1
TUTORIAL:
https://drive.google.com/file/d/1avQiK24-SSHZawp9IZSLXJaxzVfDdYgt/view?usp=sharing
Now, ‘YOU’ will be ‘The Hero’…
Complete the worksheet. Include:
- Your name and nickname

31. - Your super powers
- Your personal qualities
- Draw the Superhero (you)
- Write the colours of your costume
- Write a description of the Hero
Attention! You can print the worksheet or work in your notebook
EXAMPLE:

32. REAL NAME: Liliana Romero
NICKNAME: Super Teacher
Superpowers: Personal qualities:
Fly Kind
Climb walls Strong
……………. ………………
DESCRIPTION: (name, abilities, personal qualities, costume)
I am ………….. I can…………. My costume is …………..
Your turn!
CUSTOME
Colours:
Yellow
Blue
Red
Brown

33. REAL NAME:
NICKNAME:
Superpowers: Personal qualities:
DESCRIPTION: (name, abilities, personal qualities, costume)
CUSTOME
Colours:

34. Activity 2
a) Upload your drawing to the VIRTUAL MURAL on
PADLET:
https://padlet.com/liliconcordiaer/ss14rd3zrq2c1u4e
b) Record a video or audio file about your drawing
TUTORIAL:
https://drive.google.com/file/d/1SXDf8MogOyqk3Q7g8QE11E2wGsnuI6A_/view?usp=sharing
Additional activities (SEN)
- Add to your description a detailed description of your
Hero´s costume
Here are some ideas!

35. - Click here and practise. Pay attention to the
pronunciation of the different parts of a Superhero’s
costume: https://es.liveworksheets.com/cj788425dl
You can use the dictionary:
https://dictionary.cambridge.org/es/
…………………………………………………………………......
…………………………………………………………………......
ANNEX. Materials/resources used
Material
Didactic
unit
Week Purpose
VIDEO-Superheroes'
classroom
1 1
To present the main topic: Super
powers.
PDF READING-
Superheroes' classroom
1 1
To offer an additional resource for
the students that prefer to read.
VIDEO-Vocabulary 1 1
To focus on specific vocabulary and
structures.
GAME-True of False 1 1 To check comprehension.
AUDIOS FILES 1 1 and 3
To teach pronunciation and to offer
an additional resource to the
students that prefer to listen.
Comentado [A11]: https://talkandcomment.com/p/b156
efdd6191d79236e481d0 (voice note)

36. SONG-Superhero-Patty
Shukla Youtube
1
2 and
Lesson
plan
To develop the listening skill and the
skill of identifying paralinguistic
information. To practise vocabulary
and grammar. Zoom lesson: to wrap
up the lesson, have fun, get relax
and practise pronunciation.
SONG-Amazing
Superheroes-British
Council
1 2
To provide with more advanced
extra practice and learning
opportunities to SEN students.
SONG-The weather song 1
Lesson
plan
To ask children about the weather.
PICTURES 1
All weeks
and lesson
plan
To aid and check comprehension
and to elicit answers.
GAME-Spinning Wheel 1
Lesson
plan
To review vocabulary about super
powers and adjectives.
GAME-Riddles 1
Lesson
plan
To present contents. To develop
speaking and collaborative skills.
GAME-Board game 1
Lesson
plan
To practise and produce the
contents seen. To develop writing
and collaborative skills.
STORIES (1 and 2)-
POWER POINT
PRESENTATION
1 3
To reflect about values. To
introduce extra vocabulary
(adjectives related to values). To
develop reading and listening skills.
To develop the ability to interpret
meaning through context.
WORKSHEET-I am the
Hero
1 4
To integrate contents, foster
creativity, autonomy and offer an
opportunity to work more freely,
where extra contents may arise.
ONLINE WORKSHEET-
Parts of a Hero´s
costume
1 4
To provide more advanced extra
practice and learning opportunities
to SEN students.
PADLET 1 4
To create a collaborative mural,
introducing children to a digital tool
thus developing digital literacy. To
practise speaking.
VIDEOS TUTORIAL 1 4
To clarify the development of
activities 1 and 2 (week 4) and to
introduce children on the use of
Padlet.