This document outlines a unit on techniques for graphic communication and expression for 1st year secondary students. It includes 5 learning outcomes focusing on communicating ideas through drawing codes, using drawing tools, and representing objects from different views and perspectives. The content will cover drawing mediums, measuring, standard formats, lettering, sketching, and primary views. Key vocabulary like lines, angles, shapes, and drawings is presented. Students will practice language skills like reading instructions, listening, and discourse through partner work and creating documents to describe ideas learned from videos.

1. MERCEDES RUBIO ORTEGA
SUBJECT: TECHNOLOGY
TITLE OF THE UNIT: TECHNIQUES FOR GRAPHIC COMMUNICATION AND EXPRESIONS
COURSE/LEVEL: 1º E.S.O.
1.- Learning
outcomes/Evaluation
criteria:
1. To be able to communicate technique
ideas using codes in the drawing in order
to transmit a clear information.
2. To know how to use the basic and
necessary drawing tools and instruments
for making different accurate geometric
traces.
3. To draw sketches and diagrams of
objects.
4. To distinguish different types of views
and perspectives of an object depending
on the needs of its representation.
5. To use types of lines and scales,
understanding the importance of each
concept.
2.- SUBJECT
CONTENT
1.- Mediums, instruments and equipment for
drawing and measuring
2.- Measuring lengths
3.- Standardisation. Formats, borders and title
blocks.
4.- Lettering. Types of lines.
5.- Sketches, diagrams and technical drawings.
6.- Objects views. The primary views.
3.- LANGUAGE CONTENT /COMMUNICATION
VOCABULARY
 Nouns: Paper, types of pencils, rulers, compasses, set squares,
erasers, protractors, format, diagram, front elevation, inch, left
elevation, lettering, plan, sketch, standardization, template, title
block.
 Vocabulary in use: actual, fine-line pen, from now on,
handwriting, hover, to, in full, lay out, line up, neat, picture, print,
record, score, work out.
 Idiomatic expressions: Draw up on , draw attention to, draw the
line…
 Adjectives: heavy (line), fine (line), fine dash-dotted (line), fine
dashed (line), two dimensional (representations)…
 Prepositions: on, in, into, beside, up, down etc.

2. MERCEDES RUBIO ORTEGA
Language Structures
1. Describing lines and angles
“the lines…” are parallel”, “are
perpendicular”, “form a 30o angle”, etc.
The angle is…”: acute,””obtuse” ,”a right
angle”,”180o”, etc
2. Describing shapes
“The view is…”: triangular, square,
rectangular, rhomboid, etc
3. Describing drawings
“The drawing…” is a freehand drawing,”
“has been gone over in pen”, is in
proportion”, “is to scale”, “show
dimensions”…
4. Laying out views
“the view must be placed…”: at the
bottom..”, “at the top of…”, “on the right
of…” on the left of…”
5. Classroom management
-Who wants to go out to the
blackboard?... Can I go out to the
blackboard to correct the exercise?
-Open your book at page… Which page,
please? Could you repeat the number of
the page, please?
-
Language skills Reading (the different steps and instructions of
each exercise)
Listening ( to different sentences in order to
write down the missing word or words in their
notebooks. Online activities in which they have
to listen dialogues in order to answer questions.
Discourse type With a partner, they must try to work out the
meaning of different elements and then draw
their own plan of the objects following the
instructions from their partners.
Create documents about a great and intellectual
artist who was way ahead of his time.
Description in a document of at least four ideas
that they have learned with a video, for
example: They go to www.youtube.com and
type “how to draw curves like an architect” in
the search box. After watching a video they must
sum up the main ideas.