This document provides a 3-term unit plan focusing on road safety and domestic accidents. The unit aims to develop students' linguistic, digital, social-civic, and learning competencies. Over 8 sessions, students will learn vocabulary related to traffic accidents and daily routines, discuss road safety advertisements, and read passages about safety issues. Sessions incorporate a variety of activities like matching words to pictures, discussing experiences, writing paragraphs, and completing grammar exercises on present perfect and conditionals. Evaluation focuses on students' communicative competence and mastery of the unit's specific aims through integrated skills work and attention to diversity.

1. UNIT No. 9 -BE CAREFUL!8 sessions (55’/Session) –7th-8th weeks 2nd Term
Key competences developed: Major topics: Area aims:
Linguistic competence - Digital competence - Social  Road safety 1-2-3-4-7-9-10
civic competence - Learning to learn - Entrepreneurship  Domestic accidents
ID-Links: Values education: Materials:Handouts, worksheets, audio
and video clips, computers, dictionaries,
webpages
A To make SS familiar with road safety education – To learn and use vocabulary related to domestic
accidents and daily routines - To talk about actions and their consequences- To ask for and give advice and
I
opinions- To express suggestions and invitations- To listen and match vocabulary items and images- To
M read short passages for gist and detail about road safety issues- To follow up on a graded reader- To write
about a hypothesis- To learn and apply grammar rules on present perfect and yet/already - To develop SS’s
S
key competences - To foster SS’s self- assessment
Oral and written skills
Listening: Matching words about Oral production: Giving words Oral interaction:
domestic accidents with the correct picture to create a word map about Road Discussing about traffic
in the order they are said – Watching a safety – Giving the names of advertisements - Talking
video for detail in order to answer object used in the kitchen – about driving enemies -
questions about Muscle Car – Listening to Describing Ancient Egypt Art Sharing opinions about
Drive my car to complete the lyrics. pictures related to Star Gate how to avoid accidents.
Reading: Reading for gist to answer questions about Writing: Composing a short paragraph about
C motor industry in Britain - Scanning information to students´ experiences with domestic accidents -
O answer questions about Road Safety education – Writing sentences describing people actions -
N Searching for information on the web about the Creating sentences about hypothesis (If I had a
T Traffic Department of the Metropolitan Police. car…)
E Language awareness
N Functions and linguistic exponent:
T Expressing actions which have recently happened - Talking about actions and their consequences - Asking
S for and giving advice and opinions - Making suggestions and invitations – Using conditional II sentences –
Present Perfect with just, already, yet, still.
Vocabulary:Traffic and domestic accidents Pronunciation: Would-wouldn’t
Road safety – Parts of a car Simple and compound verbs
Reflection upon learning: Differences between conditional sentences in English and Spanish
Contrast between expression of recent events in Spanish and English
Sociocultural aspects and intercultural awareness
Road safety education in the UK – Ancient Egypt
ACTIVITIES
Session 1:Traffic jam
1:R/WIW15’Reading for detail to answer questions on car industry in UK
2:RIW10’Looking for specific words in the previous text according to given definitions
3:OPGW15’Creating a word map about what road safetyis
4:OIGW15’Discussing the messages of road safety advertisements
Session 2: Web road (on-line based)
1:RPW10’Reading for detail to answer questions on road safety police units and their importance in our
society (http://www.fife.police.uk)
2:RPW15’ Searching on the given for website information about bikes and motorbikes road safety
3:R/OIPW15’Talking about the relationship between drinking and driving, drugs, mobile phones...
4:RPW15’Using the given website to answer questions about pedestrians’ behaviour

2. Session 3:Domestic accidents
1:LGW10’ Listening for detail to match given words to pictures
2:RIW15’Reading for detail to underline expression related to accidents
3:OIGW15’Discussing about domestic accidents and their consequences
4:WIW15’Writing a short composition about an experience with domestic accidents
Session 4:A bath or a shower?
1:R/WIW10’Inducing and applying grammar rules about the present perfect with yet and already
2:LIW/GW10’Matching daily routine vocabulary with pictures and listening to correct them
3:RIW10’Identifying the correct present perfect structure according to given pictures
4:OI/RPW15’Establishing the correct order of yet/already sentences
5:R/WIW10’Writing sentences applying grammar rules about the use of still, yet, andalready.
Session 5: I have done recently…
1:R/WIW15’Applying present perfect rules with just for expressing recent events.
2:W/OPIW10’ Reviewing kitchen objects vocabulary by matching pictures and correct words
3:WIW15’Writing sentences to describe what people have just done in the other pictures
4:W/OIPW15’Asking questions to other students about recent actions.
Session 6: If I had a car…
1:L/WPW15’Watching a video on Muscle Car to answer questions on it
2:WIW/PW15’Writing conditional II sentences about the possibility of having a car
3:W/OIPW15’Using conditional II structures in written and oral context to express possibility
4:RIW10’Looking for words related to parts of a car in a crossword
Session 7: If I were a police traffic officer…
1:RIW15’Reading informationfor detail from the Met Police site to answer questions.
2:W/OPIW/PW10’Answering a questionnaire about traffic using the London police web.
3:WPW15’ Writing about the possibility of being a police officer using 2nd conditionals.
4:L/WIW15’Listening for detail to complete the lyrics of Drive my car
Session 8:Star Gate (III)
1:RIW10’Reading for gist to give characters’ descriptions
2:R/WIW15’Answering questions about the plot of the story
3:OIGW15’Discussing about arranged marriage in the story
4:OPPW15’Describing characteristics of Ancient Egyptian pictures
Attention I will use an activity bank accessible in the self-access corner I intend to create in the FL
to diversity classroom, so as to provide my students with reinforcement, remedial and extension activities for
concepts and procedures not acquired, in order to consolidate knowledge and competences, and to
cater for both fast finishers, slow learners and any other students with special ed. needs.
Samples S 1/Act 1: SS will have a multiple choice exercise to choose the correct answer.
S 6/Act 1: SS will be provided with aguided answers exercise to choose the correct one.
Evaluation The evaluation criteria for this unit respond to the level of accomplishment of the specific aims
criteria detailed above, bearing in mind the overall improvement of the students' communicative
competence, through the integration of elements such as the inclusion of the four blocks of
contents, the balance between the five skills established by the CEFRL and the attention to
diversity in the group in all its varieties.
Evaluation oriented tasks & activities: Dossier - oriented tasks: S1/A3: Giving ideas
S2/A1: Reading for detail to answer questions on road safety about what is Road Safety
S3/A4: Writing a short composition about domestic accidents S3/A4: Writing a short composition about
S4/A4: Establishing the correct order of yet/already sentences domestic accidents- S6/A2: Writing about the
S5/A1: Applying present perfect with just for recent events. possibility of having a car
Unit portfolio descriptors: I can talk about experiences with domestic accidents and recent events - I can use
conditional sentences to express opinions and hypothesis - I can talk about road safety education - I can the
Internet as tool in class- I can read and understand passages of a graded reader