Unit 2

Describing People

OBJECTIVES

Throughout this unit, the student will be able to achieve the following points:

ð   Identify and name hair and facial features

ð   Spell words

ð   Predict what happens in the story

ð   Listen, read, understand and act out the story

ð   Learn the grammar table for Unit 2

ð   Ask for and give descriptions of people

ð   Practise pronunciation: /eə/ and /ɪə/

ð   Understand and think about values

ð   Sing a song

ð   Play the games

ð   Make and play with the photo-fit cut-out cards

ð   Listen and read about characters in children’s literature

ð   Choose and say what your favourite books are

ð   Prepare, plan and write your project

ð   Read a poster in a library

ð   Watch a video clip

ð   Listen and use everyday classroom language

ð   Listen and read for pleasure

ð   Review, assess and plan your own learning

                      

Linguistic knowledge:

§ Active language

Core vocabulary: hair and facial features

beard, curly hair, dark hair, fair hair, glasses, long hair, moustache,

ponytail, short hair, straight hair

Story vocabulary

coat, hat, flute, park, thief

CLIL vocabulary: four great books for children

beautiful, brave, cruel, imaginative, lucky, poor, strong, tall, kind, clever

Structures

He’s/She’s got …

Has he/she got … ? Yes, he/she has. No, he/she hasn’t.

He’s/She’s wearing …

Recycled language

He’s/She’s (+ adjective)

I (don’t) like …

My favourite … is/are …

Are you … ? Yes, I am.

eyes, mouth, nose

the alphabet, colours, clothes

Classroom language

Main function: asking for things and describing people

Have you got (the dictionary)? (Lydia’s) got it. Who’s (Lydia)? She’s over there. She’s got … and she’s wearing …

§ Receptive language

author

description

join the library

novel

title

type of book

§ Pronunciation

-      the /eə/ and /ɪə/ sounds (there, hair / ear, here)

Socio cultural aspects and intercultural awareness

ð   Video clip: Tiger Street Club Report: My favourite book

ð   Awareness of the need to tell an adult when you see something suspicious

ð   Interest in learning about books and English literature

LITERARY EDUCATION

• Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts).
• Introduction to the use of the school library
• Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc:

Stories:

-    A thief in the park.

-    Tiger Street Tales

Songs and raps: 

-    The Tiger Street word rap.

-    Stop! Thief!

References to children's literature: The whole unit is devoted to talk about books for children, such as Alice in Wonderland, The Wizard of Oz, Simbad, Harry Potter, etc.

CROSS-CURRICULAR ITEMS

§ Literature: Four great books for children

ATTITUDES AND VALUES

ð   Interest in describing people

ð   Pleasure in doing the Spelling Bee

ð   Enjoyment in reading a story

ð   Satisfaction in preparing and writing your project

ð   Confidence in using classroom language

ð   Enjoyment in reading a poster

ð   Pleasure in reading a cartoon strip story

ð   Willingness to review, assess and plan your own learning