DIDACTIC UNIT

Unit Component

Title Better transform your communication,

Get your students interested by using a catchy title. through skills

Theme: Transforming Communication Skills

Topic
This should be the overarching theme or big idea that Focusing on the importance of developing
introduces, connects to the subsequent units, or effective communication skills, especially in
concludes. academic and professional contexts. Exploring
ways to improve clarity, persuasion, and
Consider the main grammar topics included in the unit understanding in communication.
The main vocabulary
The main listening activities and strategies Grammar:
e.g. Focused listening - Personal introductions
1. Fill-in-the-Blanks with Correct Tenses:

The main reading activities and strategies

Students are given sentences with missing
e.g., reading about “People around the world”–
verbs. They must fill in the blanks using the
predicting- summarizing – graphic organizer
correct verb tense (e.g., past simple, present
perfect, etc.). This activity reinforces
understanding of verb tenses in context.
The main writing activities and strategies
e.g., filling in forms – writing short letters
drafting - outlines 2. Grammar Role-Play:

Students work in pairs or small groups, and

The main speaking activities and strategies are provided with a script or scenario where
e.g., role plays. they must apply specific grammar structures
(such as modals, conditionals, or
comparatives). Students practice the dialogue,
ensuring the correct use of grammar
structures in context.

3. Error Correction:

Students receive sentences that contain

grammatical errors, and they must identify and
correct the mistakes in pairs or small groups.
This activity fosters self-monitoring and error
correction skills.

Reading:

Listening: Active listening helps you have

more meaningful and deeper conversations.
When you pay full attention to what the other
person is saying, without planning what you're
going to answer or interrupt, you develop
more effective communication skills, Some
Methods That Can Impinge
1. Active Reading: Read the text "People
from all over the world" and underline or
highlight the main ideas. This will help
you identify key information.

2. Prediction: Before reading each section,

write a prediction about what you think
 will happen or what information will be
presented. After reading, compare your
predictions with the actual content.

3. Summary: After you finish reading, write a

brief summary of the text in your own words or
draw the characters you hear. Try to include
the main ideas and the most relevant details.

Listening:

Listen and Answer Comprehension

Questions:
Students listen to an audio clip (e.g., a
conversation, news report, or short story) and
then answer a set of questions about the
content. The questions focus on
understanding the main ideas, key details, and
specific information mentioned in the
recording.

Dictation:
The teacher plays an audio clip or reads a
passage aloud, and students must write down
exactly what they hear. This activity improves
listening accuracy, spelling, and punctuation
while focusing on detail retention.

Listen and Match:

Students listen to an audio recording that
presents a series of sentences, phrases, or
questions. They then match the spoken
content to corresponding pictures, statements,
or written text. This helps students connect
spoken language with visual or written
information.

Speaking: To Role-Play Scenarios

Students take on various roles in common

scenarios such as ordering food at a
restaurant, shopping for clothes, or asking for
directions. Each student follows a simple
script or prompt but is encouraged to
improvise to make the conversation feel
natural. This activity often includes swapping
roles to allow each student to experience
different perspectives within the same
scenario.

To Conduct Partner Interviews

Students work in pairs to interview each other

on selected topics, like favorite hobbies,
weekend routines, or family traditions. A list of
sample questions is provided to help guide the
conversation, and students are encouraged to
ask follow-up questions for more detailed
responses. The pairs then share highlights
from their interviews with the whole class.
 To Describe Images

Each student receives an image—either

individually or as part of a group—and takes
turns describing it in detail to the class. The
image may depict everyday scenes, famous
landmarks, or characters in action. Students
focus on using descriptive vocabulary and
practice observing and expressing details.

To Participate in Simple Debates

Students are divided into two groups and

given an easy topic, such as “cats vs. dogs” or
“indoor activities vs. outdoor activities.” Each
group develops points to support their side,
and the debate begins with one group
presenting their view, followed by a rebuttal
from the other side. The format is light-
hearted, with simple arguments that allow
everyone to contribute.

Time for sessions:

Time Session 1 (Grammar): 2 hour

(number of hours & weeks) Session 2 (Reading) 2 hour
Consider how long it will take for students to learn and Session 3 (Listening): 2 hour
master the concepts, skills, and learning outcomes. Session 4 (Speaking): 2 hour
Define the number of sessions, minimum 4 sessions

Total Time for the Unit: Eight hours

Main Unit Objective:

Unit Objectives
What skills students are working towards mastering by To develop communicative competence by
the end of each unit. What will students be able to do by enhancing the four language skills (reading,
the end of each unit? speaking, listening, and grammar) through
interactive and real-world tasks, fostering
practical use of English in context.

Lesson Objectives:

Lesson Objective 1 (Reading):

Students will be able to read a passage and
demonstrate comprehension by answering
questions about the main ideas and specific
details.

Lesson Objective 2 (Speaking):

Students will be able to engage in a role-play
activity, using the target grammar structures
and vocabulary to communicate effectively in
a realistic context.

Lesson Objective 3 (Listening):

Students will be able to listen to an audio
 recording and respond to comprehension
questions, identifying key information and
details from the spoken content.

Lesson Objective 4 (Grammar):

Students will be able to correctly apply a
specific grammar structure (e.g., verb tenses,
modals, or conditionals) in both written and
spoken activities.

Main Unit Learning Outcome:

Students will be able to use English effectively
for communication by integrating reading,
speaking, listening, and grammar skills in real-
world situations, demonstrating fluency and
accuracy through interactive tasks.

Lesson Learning Outcomes:

1. Lesson Learning Outcome 1

(Reading):
Students will demonstrate their ability
to read for understanding by
answering comprehension questions
and identifying the main ideas and
supporting details in a text.
2. Lesson Learning Outcome 2
(Speaking):
Course Learning Outcomes Students will engage in a role-play
Think about how the learning outcomes for each unit activity, using the target language
connect to the overall course objectives. Each should structures to communicate clearly and
align and connect to each other. confidently in various real-life
scenarios.
3. Lesson Learning Outcome 3
(Listening):
Students will listen to spoken English
in various contexts (e.g.,
conversations, short lectures, or news
reports) and accurately identify key
information and specific details
through comprehension questions.
4. Lesson Learning Outcome 4
(Grammar):
Students will accurately apply
grammar structures (e.g., tenses,
modals, conditionals) in speaking and
writing tasks, demonstrating an
understanding of form and function in
context.

Low-Stakes Assessments:
Formative -Assessments
Include a continuum of assessments so you can monitor 1. Quizzes on Grammar and
progress, check for understanding, and determine Vocabulary:
mastery of skills and concepts. Short quizzes will be used after each
60 formative assessment activities lesson to test students' understanding
of grammar concepts and vocabulary
introduced in the session. These
quizzes will be multiple-choice or
short-answer formats to gauge their
 comprehension without causing
stress.
2. Exit Tickets:
At the end of each session, students
will complete a quick exit ticket. This
may involve answering a question
related to the day's lesson or
summarizing key points. This allows
for quick assessment of
understanding and areas that might
need review in the next lesson.
3. Peer Feedback on Speaking
Activities:
During speaking practice (e.g., role-
plays), students will provide peer
feedback based on a rubric that
evaluates fluency, use of vocabulary,
and grammar. This will help students
become more aware of their strengths
and areas for improvement while
encouraging self-reflection.
4. Reading Comprehension Logs:
After reading activities, students will
write a short reflection or summary of
what they read. They will answer
questions to demonstrate
understanding of the text's main ideas
and specific details. These will help
assess comprehension in a low-
stakes, ongoing manner.
5. Listening Response Sheets:
Following listening activities, students
will complete brief response sheets
where they answer questions about
the audio clips they’ve listened to.
This will help identify areas where
students may need more practice
without heavy pressure.

Practice for Summative Assessments:

1. Cumulative Review Activities:
As the unit progresses, students will
engage in review activities that cover
all four skills. These may include
group discussions, grammar revision
games, listening exercises, and
reading comprehension tasks. These
will help reinforce learning and
prepare students for the final
summative assessment.
2. Mock Role-Play Sessions:
Prior to the summative speaking
assessment, students will participate
in mock role-plays, where they
practice scenarios similar to those
they will encounter in the final
assessment. Peer feedback and
teacher guidance will provide
additional support.
3. Grammar and Vocabulary
Worksheets:
To prepare for the grammar section of
 the summative assessment, students
will complete practice worksheets that
focus on applying grammar rules in
context. These will help students
refine their grammar skills in both
written and spoken formats.
4. Practice Listening Tests:
Students will listen to practice
recordings similar to those they will
hear in the final listening test.
Afterward, they will answer questions
to check their understanding. This will
help students build confidence and
improve their listening
comprehension.
5. Reading Comprehension Practice:
Students will engage in reading
comprehension activities with various
texts that simulate those found in the
summative assessment. These
activities will encourage them to focus
on identifying main ideas, making
inferences, and answering detailed
questions.

Teaching Methods:

Task-Based Learning (TBL):

Instruction will focus on real-life tasks that
require the use of language in context, such
as role-plays, discussions, and problem-
solving activities. This approach will foster
communicative competence, ensuring that
students use the language to accomplish
practical goals.

Communicative Language Teaching (CLT):

The main focus will be on encouraging
Teaching Method communication through speaking and listening
What teaching methods will be used to deliver activities. CLT emphasizes the importance of
instruction? language as a tool for interaction, where the
How will content be scaffolded? goal is fluency rather than accuracy in the
initial stages.
https://www.buffalo.edu/catt/teach/develop/design/
teaching-methods.html Interactive Learning:
Activities will involve student interaction,
whether through pair work, group work, or
peer feedback. This encourages collaborative
learning, where students learn from each
other and develop their communicative skills
in a social context.

Content-Based Instruction (CBI):

Instruction will be centered around content
that is relevant and meaningful for the
students, with language learning serving as a
tool to explore these topics. This method helps
students connect language use with real-world
issues and themes.
 
Key Resources Digital Learning Platforms (e.g., Google
Include diverse and inclusive resources that will guide Classroom, Quizlet, Kahoot):
and support students.
These platforms will be used to organize
materials, share resources, and engage
students in interactive exercises. Quizlet will
help students review vocabulary, while Kahoot
will allow them to test grammar and
comprehension skills in a fun and engaging
way. Google Classroom will serve as the
central hub for assignments, feedback, and
communication.

Online Dictionaries (e.g., Cambridge

Dictionary, WordReference):
These resources will be made available for
students to look up unfamiliar words, check
pronunciation, and explore example sentences.
They support vocabulary acquisition and
encourage independent learning.

Audio and Video Materials (YouTube, TED-

Ed, Podcasts):
To enhance listening skills, diverse audio and
video materials will be used. YouTube videos
will offer real-world examples of language in
context (e.g., interviews, role-plays,
conversations). TED-Ed videos or podcasts will
be used for listening comprehension activities
that explore various topics, encouraging
cultural and thematic exploration alongside
language learning.

Interactive Grammar and Vocabulary

Websites (e.g., Grammarly, BBC Learning
English):
These resources provide interactive grammar
and vocabulary exercises that can help
students practice the language in a user-
friendly format. BBC Learning English also
offers topic-based lessons and real-life
scenarios to foster communicative learning.

Reading Materials (Short Stories, Articles,

and Blogs):
Diverse reading materials, including short
stories, blog posts, and news articles, will be
selected based on students' interests and
language proficiency. These texts will introduce
different registers and genres, catering to a
variety of cultural backgrounds and
perspectives.

Culturally Inclusive Materials:

Resources that reflect a variety of cultures,
backgrounds, and experiences will be used to
ensure all students see themselves
represented in the learning process. These
could include stories from diverse authors,
materials related to different countries and
cultures, or examples from global media. This
 approach supports inclusivity and fosters a
sense of belonging.

Language Learning Apps (e.g., Duolingo,

Babbel):
These apps will be recommended for additional
practice outside of class. They allow students
to practice grammar, vocabulary, and speaking
skills at their own pace, supporting
differentiated learning needs.

Students’ context
Students’ Context
Describe the student’s English level (MCE)
Age range English Level (MCE):
Grade The students are generally at the A2-B1 level
Learner’s needs of the Common European Framework of
Reference for Languages (CEFR). They have
a basic understanding of English, with the
ability to communicate in simple terms and
comprehend familiar topics. Their skills are
developing, and they are starting to use the
language in more complex contexts, but they
still need guidance to enhance fluency and
accuracy.

Age Range:
The students are typically between 11 and 12
years old.

Grade:
The students are in sixth grade.

Learner’s Needs:

Vocabulary Expansion:
Students need to broaden their vocabulary to
express themselves more effectively in both
speaking and writing. They often struggle with
the use of more complex or less familiar words,
especially in writing.

Grammar Accuracy:
While they understand basic grammar
structures, there is a need for more practice
with more complex tenses, modals, and
sentence structures. Mistakes with word order,
subject-verb agreement, and tenses are
common.

Speaking Confidence:
Many students may lack confidence when
speaking in English. They require more
opportunities to practice oral skills in a
supportive environment to gain fluency and
reduce hesitation.

Listening Comprehension:
While they can understand simple spoken
English, they need to develop better listening
skills for more advanced language structures,
varied accents, and faster speech.
 Cultural Awareness:
Exposure to diverse cultures and global
contexts through English would help students
understand the language's practical use in
different parts of the world.

Lesson plans per sessions

Lesson 1 Session 1

Topic: Objective:
Student’s level: (MCRE) Target skill: Target vocabulary:
Student’s age: Target gramar:
 Warm-up activity: Material: (mandatory)
A brief activity to engage students and introduce the lesson
topic

Main activities Material: (mandatory)

List and describe the sequence of activities that will guide
students toward achieving the objective
State the pre – during -post stages

Practice or Assessment Material: (mandatory)

Methods or tasks used to practice and evaluate student
learning during or at the end of the lesson
Closure Material: (mandatory)
Summarize the lesson, review key points, and ensure students
have met the learning outcome
Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the lesson
content)

Lesson plan 2 Session 2

Topic: Objective:
Student’s level: (MCRE) Target skill: Target vocabulary:
Student’s age: Target gramar:

Warm-up activity: Material: (mandatory)

A brief activity to engage students and introduce the lesson
topic

Main activities Material: (mandatory)

List and describe the sequence of activities that will guide
students toward achieving the objective
State the pre – during -post stages

Practice or Assessment Material: (mandatory)

Methods or tasks used to practice and evaluate student
learning during or at the end of the lesson
Closure Material: (mandatory)
Summarize the lesson, review key points, and ensure
students have met the learning outcome
Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the lesson
content)
Lesson plan 3 Session 3

Topic: Objective:
Student’s level: (MCRE) Target skill: Target vocabulary:
Student’s age: Target gramar:

Warm-up activity: Material: (mandatory)

A brief activity to engage students and introduce the lesson
topic

Main activities Material: (mandatory)

List and describe the sequence of activities that will guide
students toward achieving the objective
State the pre – during -post stages

Practice or Assessment Material: (mandatory)

Methods or tasks used to practice and evaluate student
learning during or at the end of the lesson
Closure Material: (mandatory)
Summarize the lesson, review key points, and ensure students
have met the learning outcome
Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the lesson
content)

Lesson plan 4 lesson 4

Topic: Role-Play: Ordering Objective: Students will be able to engage in a role-play

Food at a Restaurant scenario, practicing ordering food at a restaurant. They will use
vocabulary and phrases for making polite requests, asking for
the menu, ordering food, and paying the bill. The focus will be
on fluency, using polite expressions, and practicing real-life
conversations.
Student’s level: (MCRE) A2 Target skill: Speaking Target vocabulary:
(Interaction in a real-life
context) Food and drink items: pizza, pasta,
Student’s age: Target gramar: salad, coffee, juice, soup,
11-12 years old (Sixth sándwich
grade) Present Simple: for
ordering (e.g., "I would Restaurant-related phrases: “Can I
like...") get…?”, “I’d like…”, “How much
is…?”, “Can we have the bill,
Modal verbs (Would) for please?”
polite requests (e.g.,
"Would you like...?") Polite expressions: “Please”,
“Thank you”, “Excuse me”, “Sorry”,
 Question formation: (e.g., “Can I help you?”
"How much is it?", "What
would you like to eat?")

Polite expressions for

making requests (e.g.,
"Could I have...?", "Would
you please...?").
Warm-up activity: Material:
Warm-up (10 minutes)
 Activity: Class discussion on favorite foods and  Flashcards or pictures of food
eating out at restaurants. items (pizza, pasta, salad,
 Purpose: Activate prior knowledge and set the drinks, etc.)
context for the role-play activity.
 Whiteboard and markers to write
down students' favorite foods
and phrases related to eating
out.

 Optional: A worksheet with a list

of food items for students to
match with images.
Main activities
Materials:
Vocabulary Introduction (10 minutes)
 Flashcards or picture cards
 Activity: Review vocabulary related to food, with food items, drinks, and
drinks, and restaurant phrases through flashcards restaurant-related phrases.
and pictures.
 Purpose: Ensure students understand and can  Vocabulary chart or handout
use key vocabulary. with phrases for ordering food
(e.g., “I would like…”, “Can I
Modeling and Guided Practice (15 minutes) have…?”, “How much is…?”).

 Activity: The teacher demonstrates the role-play  Projector or screen (if

with a student, using the target grammar and available) to display the food
vocabulary (e.g., ordering food, asking for the bill). items and phrases for students
 Purpose: Provide a model of the activity, to see clearly.
emphasizing the structure and key phrases.
 Role-play script or example
Role-Play Activity (20 minutes) dialogue between a waiter and
 Activity: Students work in pairs, taking turns as a customer (this can be written
the waiter/waitress and customer. Each pair will on the whiteboard or handed out
practice ordering food, asking for the menu, and to students).
paying the bill.
 Restaurant menus (printed or
 Purpose: Provide students with the opportunity to digital) for each pair of students.
use the vocabulary and grammar in a real-world These can include food items,
situation, focusing on fluency and accuracy. prices, and drink options.

 Role-play cards for each

student, showing whether they
are the waiter or the customer.
These cards can list the phrases
they are expected to use during
the activity.
  Timer or clock to manage time,
giving students 5 minutes for
each role-play session.

 Whiteboard/markers to write
any important phrases or
feedback during the role-play.
Practice or Assessment Material: (mandatory)
Formative Assessment:
Teachers will provide feedback during and after the role- Rubric for Speaking Activity
play, focusing on fluency, correct use of target vocabulary, (Role-Play Assessment):
and polite expressions. -Purpose: To assess the students'
use of polite expressions,
Peer Feedback: vocabulary, and sentence
Students will assess each other’s speaking performance, structures in their role-play during
focusing on how well they used the vocabulary and the lesson.
grammar in context.
Closure Material:
Review Key Points (2 minutes):
Whiteboard/Markers or
Revisit the main vocabulary from the lesson, such as food Projector/Screen:
items (e.g., pizza, pasta, salad) and polite expressions
(e.g., "Could I have...?", "Would you like...?"). -Used to write key phrases and
Write a few phrases on the whiteboard that were used in vocabulary that were practiced
the role-play and ask students to read them aloud. during the lesson.

Check for Understanding (2 minutes): -You can write down the common
mistakes and correct them in real-
Ask students to quickly share one sentence they learned time as students share their
during the lesson and how they would use it in a answers.
restaurant.
If time permits, call on a few students to role-play a quick -Reflection Sheet: A short sheet
exchange (e.g., ordering food or asking for the bill). where students answer questions
like: "What phrase would you use
Summarize the Learning Outcome (1 minute): to order food at a restaurant?" or
"What did you find easy or difficult
Remind students of the objective: Using polite expressions in today's role-play?"
and appropriate vocabulary for ordering food in a
restaurant.
Ask students if they feel confident about using these
phrases in real-life situations.

Homework/Follow-up Activity
Students should submit their
Write a Restaurant Dialogue (15-20 minutes) written dialogues either via Google
Classroom or on paper the next
-Instructions: day.
Ask students to write a dialogue between a customer and a Provide a template if necessary
waiter at a restaurant. (e.g., “Customer: ______. Waiter:
______.”).
They should use at least 5 of the phrases or vocabulary
items learned in class (e.g., ordering food, asking for the
bill, making polite requests).

Encourage them to include details like the food they are

ordering, drinks, and any other restaurant-specific
interactions (e.g., asking for recommendations, discussing
prices).