UNIT 1

Built to Fail

UNIT 1

From: September, 15 To: Semptember, 29

FIRST TERM

SESSION 9

SESSION 6

SESSION 3

SESSION 8

SESSION 5

SESSION 2

SESSION 7

SESSION 4

SESSION 1

INDEX

Playing Plickers.

Create a blog in the technology subject in which students upload a Glogster mural about a product of their choice or any issue related to planned obsolescence.

Explain the project (15')

CHECK PREVIOUS KNOWLEDGE (20')

'Why things don't last'.

Watching a video (10')

Show different pictures of obsolete devices to introduce the concept of obsolescence.

Warm up (10')

Introduction

SESSION 1:

• Act. 3: Play Plickers

• Act. 2: Watch a video: 'Planned obsolescence: Why things don't last'

SESSION 1

• Act. 1 Warm up: Elicit the word obsolete. What do these items have in common? They are old-fashioned, they are not useful, they used to be useful, nobody uses them anymore, other devices have taken their place. They are obsolete.

Ask questions in Present Simple and Continuous to help the students use the tenses in context.

Check and reinforce understanding of the grammar topic from the Flipped Classroom while doing interactive exercices on Nearpod.

Practice with different paper based exercices.

Exercices practicE (15')

Grammar explanation and interactive practice (25')

Warm up (15')

Grammar: Present Simple and Continuous. Interrogative Pronouns.

SESSION 2:

Reinforcement and extension online exercices

• Act. 2: Grammar explanation.

SESSION 2

• Act. 2. Interactive activities with Nearpod.

Practice pronunciation with the teacher assistant.

Work in groups and start orginizing the project.

Project Preparation (20')

Exercise practice (15')

Flipped classroom: watch a video comparing the pronunciation of the final ‘s’ & ‘es’. In class, reinforce the pronunctiation and solve doubts.

Phonetics (5')

Learn English with TV series and write down new vocabulary and expressions.

Warm up (15')

Vocabulary and Phonetics

SESSION 3 :

• Act. 1: Watch the video of Learning English Idioms with TV series

SESSION 3

• Act. 3. Phonetic exercises: Classify the words according to the sound.

Read, summarize and answer the questions about the text.

READIng test (35')

Read the text and fill in the blanks.

Reading (5')

Speaking about how to look for information before buying on the Internet.

Warm up (15')

Reading

SESSION 4:

• Act. 1: Answer the following questions: 1. How could you research a new technology product before buying it? 2. Tick all the types of review that you might see in a technology magazine. 3. What information would you expect to find in a review of a product?

SESSION 4

• Act. 3: Reading test. - Read and summarize the text - Answer the questions with information from the text.

Match the words with the correct definition. Fill in the gaps with words from the previous exercice

Listen for main ideas and for details.

Listening test (25')

New Vocabulary(15')

'The Truth about Planned Obsolescence'

Watching a video (5')

Alphabet of the obsolete.

Warm up: SPEAKING (10')

Listening and Vocabulary

SESSION 5:

• Act. 1: Warm up: Look at the Alphabet of the obsolete and talk about the objects and their relation to planned obsolescence.

SESSION 5

• Act. 2: Watch the video 'The Truth about Planned Obsolescence' and write down new vocabulary.

Answer a 'before reading' question about the text.

BEFORE reading activitY (10')

Students start reading individually.

Reading (30')

Read the argument of the book and discuss what do they expect to happen.

Warm up (5')

Reading Plan

SESSION 6:

• Basic level: Emma retold by Margaret Tarner.
• Intermediate: The Jumping frog by Mark Twin.
• Advanced level: Dr Jekyll and Mr. Hyde by Robert Louis Stevenson.

Accelerated Reading Plan Students will be checked their levels at the beginning of the course in order to assess a reading proficiency. They will be assessed basic or advanced level

SESSION 6

• Act. 3: BEFORE READING ACTIVITY Select a 'Before Reading' question from the different examples provided and take a post-it to write the question down and answer it. Then glue it on your cardboard.

Write and describe a product of their choice related to planned obsolescence

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

project Time

Writing (30')

Discuss the questions about new technology.

SPEAKING (10')

Hangman - dice of fortune

Warm up (10')

Speaking and Writing

SESSION 7:

Dice of fortune game. 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

SESSION 7

• Act. 3: Write a product review

They have already created a blog in the ICT subject and they will upload now the poster from this unit.

BLOG

Present their multimedia interactive posters in which they explain examples of planned obsolescence by combining images, graphics, audio, video and text on one digital canvas.

Presentations

Project exposition

SESSION 8:

• Act. 1: PRESENT THE POSTERS MADE WITH GLOSTER: The poster should include information about the product as well as a voice recorded description of it. Upload it to the blog as well as the witing review.

SESSION 8

Play Jeopardy to review the content of the unit in groups.

JEOPARDY (25')

Quick test to check the degree of adqusition of objectives, competences and contents.

exit ticket (5')

Test (20')

Doubts Bag. Students write their doubts down and another student try to answer the question

Warm up (5')

Review and evaluation

SESSION 9:

1. What was the most important thing you learned in this lesson? 2. What was the most challenging part of this lesson? 3. How would you use what you learned in the real world? 4. From 1 to 10, how successful have you been in this unit? 5. What can the teacher can do to help you improve?

• Act. 2. JEOPARDY: Quiz based on the famous game show. In groups of four, pick a category and a point value. Discuss with you colleagues to give the correct answer.

• Act. 4. EXIT TICKET: (Formative assessment tool). Answer the questions to check the understanding of the contents from the unit.

SESSION 9

conclusion

Thank you