This document outlines a unit plan for teaching English as a foreign language to 6th grade students at Escuela No2 in Argentina. The unit will focus on personal information such as interests, likes, dislikes and sports. The purposes of the unit are to activate prior knowledge, expose students

1. Practice II: Didactics of ELT and practicum at primary school level
Didactic sequence
Coordinator: Estela Braun
Assistant: Liliana Monserrat
School: Remedios de Escalada de San Martín (Escuela Nº2)
Principal: Laura Rodríguez
English teacher: Victoria Inés García
Trainees: Daiana Baldomé, Sabina Huivan
Year: 6º”C”
Timetable: Wednesday 11.35 to 12.15 am and Fridays 10.40 to 11.15 am
Rationale:
In this unit, the topic that will be studied is personal information. It will be related to the
students’ personal lives, interests, likes and dislikes, sports, etc. Learning about it will
allow them to talk about their own identities, which will make it meaningful to them.
Since this topic is also connected to the previous unit, which dealt with professions,
students will be able to associate the new unit with the knowledge they already have. For
instance, they will continue using the verb “to be”.
Purposes:
To be a means so as to:
• Activate previous knowledge.
• Approach them to diverse texts in English (they will be provided with photocopies
at times; at others they will have to copy from the board) and listening
comprehension.
• Promote written and oral production.
• Foster both individual and group work.
• Contribute to cooperative interaction and collaborative production.
• Prompt participation through different activities and by expressing their personal
data.
• Create a respectful environment.
• Contextualize the topic with the students’ personal background.
• Generate instances by which they will be approached to new vocabulary and
grammatical structures connected to information such as, sports, favourite films
and music as well as hobbies.
Objectives:
By the time students end the unit, they will be able to:
• Revise previous concepts.

2. Practice II: Didactics of ELT and practicum at primary school level
• Comprehend elementary written texts in English as well as some audio recordings
and ourselves speaking in English.
• Write and speak about the topic developed.
• Work cooperatively and collaboratively.
• Talk about their identities and their preferences.
• Listen to one another, developing interpersonal skills.
• Relate what they are learning with their personal lives.
• Be acquainted to new both syntactic and semantic structures.
Knowledge:
 Axis related to oral comprehension:
Students will listen to some audios in English from different sources (songs,
videos, etc.) and they will be approached to the language through the regular
exposure to our speaking.
 Axis related to reading comprehension:
They will be given diverse texts for them to work on, activating vocabulary and
prompting them to acquire new syntactic structures.
 Axis related to oral production:
They will be encouraged to talk about the topic connected to their personal lives.
They will be guided through different games, songs, dialogues, set phrases, etc.
 Axis related to written production:
Students will be presented with instances that allow them to develop this skill
through the use of examples that will serve as models, guiding them towards a
more autonomous production.
 Axis related to reflection on the language being learned:
Students will be guided to use new lexical and grammatical structures in the
context of the classroom. By gradually receiving input from the language they will
progressively acquire it which will allow them to express in English better.
 Axis related to intercultural reflection:
Students will be fostered to reflect on their own culture and identity as a group
contrasted with those of the foreign language. This perception will contribute to
develop a critical approach towards different cultures.
Teaching situations:
Methodology:
 Project work:

3. Practice II: Didactics of ELT and practicum at primary school level
Students will be encouraged to work collaboratively and cooperatively, helping them to
develop the macro skills. They will have to present tasks in which they will be able to
recognize the result of their learning process
 Games in the classroom:
By means of games, students can learn and interact in a creative way as well as developing
as individual human beings at the same time that they acquire and assimilate knowledge.
Games attract their attention and keep their interest in learning.
 Team-based learning:
Students will be encouraged to work in group, activating their ability to socialize and
interact in a respectful environment.
Assessment:
A written practice paper in which the students will be assessed individually in order to
show what they have learned so far.