UD - UNIT 10

Marta Rodríguez Sáez English teacher

Women Who Shaped Our World

UNIT 10

From: February, 22nd To: March, 9th

SECOND TERM

SESSION 9

SESSION 6

SESSION 3

SESSION 8

SESSION 5

SESSION 2

SESSION 7

SESSION 4

SESSION 1

INDEX

CHECK PREVIOUS KNOWLEDGE (20')

What is this project about?

In groups: Play Plickers.

Explain the project (15')

'Emma Watson at the HeForShe campaign'

Watching a video (10')

Speaking: Guess the topic of the lesson by looking at the pictures.

Warm up (10')

Introduction

SESSION 1:

• Act. 3: Play Plickers

• Act. 2: Watch the video 'Emma Watson at the HeForShe campaign'.

SESSION 1

• Act. 1 Warm up Speaking: Look at the pictures and guess the topic of our lesson.

In groups: Write down as many sentences as possible.

Individually: Take your phones.Inductive teaching of grammar with Nearpod and interactive exercises.

Individually: Complete the exercises 1. Self-correct previous sentences. 2. Multiple choice exercises. 3. Correct the mistakes. 4. Complete the sentences.

Exercises practicE (15')

Grammar (25')

Warm up (15')

Grammar: Reported Speech

SESSION 2:

Reinforcement and extension online exercices

Act. 1: 'What they told you?' Game. Give the students a list of people they have probably been spoken to (e.g. teachers, policemen, future employers, immigration officers). Students choose one of the people on the list and say things that this person really said to them, e.g. “He asked me whether I wanted a single or return”, and the other students guess which person from the list was speaking.

• Act. 2: Grammar explanation in Nearpod while practicing with interactive activities.

SESSION 2

International Women’s Day (8th March).

Whole class: Practice pronunciation with the teacher assistant.

EPHEMERIS (20')

Exercise practice (15')

At home they have previously watched a video about the pronunciation of phonetic sounds.

Phonetics (10')

Learn English with TV series.

WATCH A VIDeO (10')

Vocabulary and Phonetics

SESSION 3 :

SESSION 3

• Act. 3. International Women’s Day. Then discuss about gender stereotypes.

• Act. 1: Learning English with TV series

• Act. 2. Flipped Classroom

Reinforcement and extension exercises

READIng TEST (25')

Individually: read the text and answer the questions.

Review and introduce new vocabulary.Game in pairs: Fast writers.

Warm up (10')

Speaking: Describe and discuss the images. Guess the meaning from the different expressions.

Before reading (15')

Vocabulary and reading

SESSION 4:

• Act. 2: Speaking: Talk about the pictures and the role of women nowadays.

• Act. 3: Reading Test. Read a text from The Global.

An extract from Jane Austen’s novel Emma Main ideas: What is the main purpose of the letter? Reading for the details: What is Emma’s opinion of the language and style of the letter? What is Emma’s opinion of the writer of the letter?

SESSION 4

Speaking: discuss the quotes.

Speaking (10')

In groups: The rest of the class, students work on their projects.

Project TIme

Highlighter battle: Review vocabulary.

Write down vocabulary words related to jobs and womens empowerment.

Individually: Complete comprehension exercises.

Listening test (25')

New Vocabulary (10')

Warm up (10')

Listening and Vocabulary

SESSION 5:

SESSION 5

• Are there any particular jobs in the sort that you automatically think of as belonging to one gender? For example, do you ever think of a private investigator as being female?
• How does a gender-specific title affect gender equality in the workplace? Does it encourage certain attitudes, beliefs or employment opportunities?

• Act. 2: Vocabulary Exercices. - Complete the word search. - Match the pictures to the words. - Match the words to their defintions.

• Act. 1: Warm up: Sort and place each job title where you think it belongs: -Job Names with Male Bias. -Gender Neutral Job Names. -Job with Female Bias. Then discuss the following questions:

• Act. 4. Listening test. 'We should all be feminists | Chimamanda Ngozi Adichie | TEDxEuston'. Listening for main ideas. Put the ideas in the order that are mentioned in the video. Listening for details. Are the sentences true or false?

Game in Pairs: Highlighter battle.

Vocabulary (10')

Discuss in pairs.

Speaking (25')

They will use the time left in this session to prepare the writing for the project.

project Time

Hangman - dice of fortune.

Warm up (10')

Speaking

SESSION 6:

• Act. 2: Highligther battle

SESSION 6

Useful vocabulary for expressing opinions and arguments

• Act. 3: Discuss in pairs: Talk about Gender Equality together for around three minutes. Discuss the importance of the issues and the solutions to it.

Dice of fortune game - Hangman.A word or expression from the unit is written on the blackboard with blanks spaces that students have to guess, as in hangman .They choose a letter and role the dice. There is a value assigned for each number of the dice that students should know:

• 1 – 10 points

• 2 – 20 points
• 3 – 30 points
• 4 – Bankrupt
• 5 – 100 points
• 6 – Play again

• Act. 1: Warm up

Read the biographies aloud.

Write a biography with a Flipsnack Template to create a section for your magazine.

Magazine

PRoject

Project: writing

SESSION 7:

PROJECT. Create a literature section for your magazine using Flipsnack Doris Lessing - Toni Morrison - Virginia Woolf - Virginia Woolf - Ursula K Le Guin - Clarice - Lispector Clarice Lispector - Chimamanda Ngozi Adichie - Margaret Atwood - Angela CarterAngela Carter - Jane Austen

SESSION 7

Individually: Continue the mural 'After reading post-its'.

Queding (10')

Whole class: Share ideas with the rest of the class.

Share ideas (10')

Individually: Students finish reading.

Reading (20')

In groups according to reading level: After reading activities.

Warm up (15')

Reading Plan: Queding

SESSION 8:

SESSION 7

• Advanced readers: The War of the Worlds by H.G. Wells.
• Intermediate readers: Classic Ghost Stories Retold by Celia Scott.
• Beginner reader: Dracula by Bram Stoker.

Reading Plan Students will be checked their levels at the beginning of the year in order to assess a reading of proficiency: basic, intermediate or advanced level.

• Act. 3: After Reading Activity. Select four 'After Reading' questions from the different options given by the teacher and take a post-it to write the question down and answer it on the back. Then, stick it on the cardboard.

Whole class: Doubts Bag. Students write their doubts on a piece of paper and put them on a bag. Then, we pick up the questions and solve them.

Warm up

In groups: Play Jeopardy to review contents from the unit.

JEOPARDY

Individually: Self-evaluation to reflect on their progress and the importance of this didactic unit.

exit ticket

Review

SESSION 8:

Random

Culture

Phonetics

Grammar

Vocabulary

• Act. 2. Jeopardy

SESSION 9

conclusion

Thank you