1. Describing my character
· Aims: to think about what we are like and our responsibility in changing our own negative character traits.
· Language aims: to be able to describe our own personality and others´ in fluent oral English, improving our vocabulary and constructions.
· Vocabulary bank: adjectives related to character traits such as generous, selfish, naughty, liar, responsible, etc... Virtues and faults.
· Grammar& constructions: What is he/she like?; The worst/best trait of my character is...; I am proud of myself because I …; I blame myself for being …;
· Activities: Using flashcards to look for opposites and synonyms, describing my mates, describing images, crosswords, quizzes, personality test.
· Evaluation criteria: to be able to describe our own personality and others´ using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, to speak English during lessons.
2. Talking about my feelings. Developing empathy
· Aims: to understand a bit better our own feelings and emotions; to understand that feelings and emotions are natural and they are those that make us humans but there are negative emotions whose causes we sometimes misunderstand; to understand that empathy is the root of any ethics.
· Language aims: to talk about our feelings and emotions, improving our vocabulary and constructions.
· Vocabulary bank: anger, happiness, sympathy, borement, disappointment, loneliness, being scared, …. putting yourself in other's shoes, to be in a good/bad mood
· Grammar& constructions: I am scared of..., I feel happy/angry/worry when... Adjetives and names (happy-happiness, lonely-loneliness,...)
· Activities: role-play situations (in order to guess feelings), video about discrimination (talking about empathy), crosswords and quiz.
· Evaluation criteria: to be able to talk and write about our feelings and emotions and using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, to speak English during lessons.
3. Rights and responsabilities
· Aims: to understand that we have responsibilities as long as we live in society; to know better our rights.
· Language aims: to know the constructions and modals we use to express obligation, rights and forbid.
· Vocabulary bank: rules, laws, forbid, punishment, crimes, verbs related to violent actions that are prohibited,…
· Grammar& constructions: to be allowed to …; it is forbidden to …; Asking for permission: May I …?; Expressing regret and guilt: I feel guilty of sth, I blame myself for sth/-ing , I feel regret about sth/-ing,
· Activities: writing new rules for home or school, crosswords, quizzes, videos... (http://www.equalityhumanrights.com)
· Evaluation criteria: to be able to talk and write about our rights and responsibilities using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, to speak English during lessons.
4. Human rights
· Aims: to approach to our human rights, to understand their importance and the need to struggle for them to be respected.
· Language aims: to know the constructions and modals we use to express obligation, rights and forbid; to know the vocabulary related to basic rights.
· Vocabulary bank: dignity, liberty, security, slavery, torture, equal, law, education, torture, slavery, freedom, equality, …
· Grammar& constructions: to deserve something, to be entitled, to have the right to.
· Activities: videos about our rights (adapted to kids) and questions about them, flashcards, building the human rights´ tree (http://www.humanrightseducation.info).
· Evaluation criteria: to be able to talk and write about our human rights using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, listening, to speak English during lessons.
5. Feminism
· Aims: to approach to the feminist movement; to understand the historical importance of this movement and the need to keep struggling in order to eliminate the discrimination of many women in the world and violation of their basic and human rights; to know the several fields where nowadays woman are still discriminated, such us chores´ responsibilities, taking care of kids, employment, political responsibilities; to examine the female stereotypes at mass media.
· Language aims: to know the constructions and modals we use to express rights and desires; to know the vocabulary related to feminism and other fields in which sexual discrimination takes place (chores, jobs,…)
· Vocabulary bank: male, female, chores, equality, social discrimination, un/fair, chores (ironing, washing up, cooking,…), jobs (plumber, cooker, engineer,…)
· Grammar& constructions: forming names (-ness, -hood,...)
· Activities: researching about the principle outstanding fighters and the feminist movement; activities about who is responsible of the chores at home and about gender stereotypes; researching female stereotypes in the characters of soup operas and movies; survey among students about chores responsibilities at home.
· Evaluation criteria: to be able to talk and write about our female rights using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, listenings, to speak English during lessons.
· Aims: to think about what we are like and our responsibility in changing our own negative character traits.
· Language aims: to be able to describe our own personality and others´ in fluent oral English, improving our vocabulary and constructions.
· Vocabulary bank: adjectives related to character traits such as generous, selfish, naughty, liar, responsible, etc... Virtues and faults.
· Grammar& constructions: What is he/she like?; The worst/best trait of my character is...; I am proud of myself because I …; I blame myself for being …;
· Activities: Using flashcards to look for opposites and synonyms, describing my mates, describing images, crosswords, quizzes, personality test.
· Evaluation criteria: to be able to describe our own personality and others´ using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, to speak English during lessons.
2. Talking about my feelings. Developing empathy
· Aims: to understand a bit better our own feelings and emotions; to understand that feelings and emotions are natural and they are those that make us humans but there are negative emotions whose causes we sometimes misunderstand; to understand that empathy is the root of any ethics.
· Language aims: to talk about our feelings and emotions, improving our vocabulary and constructions.
· Vocabulary bank: anger, happiness, sympathy, borement, disappointment, loneliness, being scared, …. putting yourself in other's shoes, to be in a good/bad mood
· Grammar& constructions: I am scared of..., I feel happy/angry/worry when... Adjetives and names (happy-happiness, lonely-loneliness,...)
· Activities: role-play situations (in order to guess feelings), video about discrimination (talking about empathy), crosswords and quiz.
· Evaluation criteria: to be able to talk and write about our feelings and emotions and using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, to speak English during lessons.
3. Rights and responsabilities
· Aims: to understand that we have responsibilities as long as we live in society; to know better our rights.
· Language aims: to know the constructions and modals we use to express obligation, rights and forbid.
· Vocabulary bank: rules, laws, forbid, punishment, crimes, verbs related to violent actions that are prohibited,…
· Grammar& constructions: to be allowed to …; it is forbidden to …; Asking for permission: May I …?; Expressing regret and guilt: I feel guilty of sth, I blame myself for sth/-ing , I feel regret about sth/-ing,
· Activities: writing new rules for home or school, crosswords, quizzes, videos... (http://www.equalityhumanrights.com)
· Evaluation criteria: to be able to talk and write about our rights and responsibilities using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, to speak English during lessons.
4. Human rights
· Aims: to approach to our human rights, to understand their importance and the need to struggle for them to be respected.
· Language aims: to know the constructions and modals we use to express obligation, rights and forbid; to know the vocabulary related to basic rights.
· Vocabulary bank: dignity, liberty, security, slavery, torture, equal, law, education, torture, slavery, freedom, equality, …
· Grammar& constructions: to deserve something, to be entitled, to have the right to.
· Activities: videos about our rights (adapted to kids) and questions about them, flashcards, building the human rights´ tree (http://www.humanrightseducation.info).
· Evaluation criteria: to be able to talk and write about our human rights using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, listening, to speak English during lessons.
5. Feminism
· Aims: to approach to the feminist movement; to understand the historical importance of this movement and the need to keep struggling in order to eliminate the discrimination of many women in the world and violation of their basic and human rights; to know the several fields where nowadays woman are still discriminated, such us chores´ responsibilities, taking care of kids, employment, political responsibilities; to examine the female stereotypes at mass media.
· Language aims: to know the constructions and modals we use to express rights and desires; to know the vocabulary related to feminism and other fields in which sexual discrimination takes place (chores, jobs,…)
· Vocabulary bank: male, female, chores, equality, social discrimination, un/fair, chores (ironing, washing up, cooking,…), jobs (plumber, cooker, engineer,…)
· Grammar& constructions: forming names (-ness, -hood,...)
· Activities: researching about the principle outstanding fighters and the feminist movement; activities about who is responsible of the chores at home and about gender stereotypes; researching female stereotypes in the characters of soup operas and movies; survey among students about chores responsibilities at home.
· Evaluation criteria: to be able to talk and write about our female rights using the vocabulary and constructions that we have used and studied during the lessons.
· Evaluation instruments: speaking tests, writings, daily work, listenings, to speak English during lessons.