PROJECTE FINAL

INTRODUCTION

This Didactic Unit will consist in using personality adjectives and discussing the different attitudes people have in life. The activities will be worked individually, in pairs and as a class group.

TIME: 2 sessions

COURSE: 4^th ESO (3^rd Term)

AIMS:

- To show understanding of a poem

- To review and learn personality adjectives and attitudes to life

- To write a poem following a model

- To give opinions

- To reflect on an attitude towards life

BASIC COMPETENCES

- Linguistic Competence:

. Interaction teacher – students

. Reading and writing of a poem

- Treatment of Information and Digital Competence:

. Use of a class bloc to post personal opinions .

- Cultural and Artistic Competence:

. Reading and comment of a literary text.

- Personal Initiative and autonomy Competence:

. Individual responsibility within the group work.

. Deciding his / her role in the group.

SKILLS

- Listening: Listening for information

- Speaking: Giving opinions

- Reading: Understanding a poem

- Writing: Writing an stanza for the poem following a model

LANGUAGE CONTENTS

- Personality adjectives and attitudes to life

- First Conditional

ACTIVITIES

1- Explain that we are going to work personality and attitudes to life through a very famous poem. IF

2- Hand in a copy of the poem with some gaps (as if it was a song)

If you can ____________________ when all about you

Are losing theirs and ________________ it on you;

If you can ________________ when all men doubt you,

But make allowance for their doubting too:

If you can __________ and not be tired by waiting,

Or, being lied about, don't deal in lies,

Or being hated don't give way to hating,

And yet don't look too ________, nor talk too ____________

If you can __________---and not make dreams your master;

If you can ____________---and not make thoughts your aim,

If you can meet with Triumph and Disaster

And treat those two impostors ___________________:.

If you can bear to ________________ you've spoken

Twisted by knaves to make a trap for fools,

Or watch the things you gave your life to, broken,

And stoop and build'em up with worn-out tools;

If you can ___________________ of all your winnings

And risk it on one turn of pitch-and-toss,

And lose, and start again at your ____________,

And never breathe a word about your ___________:

If you can force your heart and nerve and sinew

To serve your turn long after they are gone,

And so hold on when there is nothing in you

Except the Will which says to them: "Hold on!"

If you can talk with crowds and _________________,

Or walk with Kings---nor ____________ the common touch,

If __________ foes __________ loving friends can hurt you,

If all men count with you, but none too much:

If you can fill the unforgiving minute

With sixty seconds' worth of distance run,

Yours is the Earth and everything that's in it,

And---which is more---you'll be a Man, my son!

3. Now, we are going to listen and watch a video of somebody Reading the poem so that students can fill in with the expressions or words that are missing (for students who may find the task difficult, you can give them the pieces disordered)

4. Next, we are going to watch a subtitled version so that students can correct it

5. Once they have all the poem we are going to comment the meaning of the stanzas and discuss a bit about the attitudes that are explained in the poem. To do so, I’ll give them some expressions and vocabulary which they are going to classify into positive attitudes or negative attitudes. And say what part of the poem is talking about that.

IRRATIONALITY SELF CONFIDENCE

DOUBT IN ONE SELF COURAGE

IMPATIENCE PATIENCE

PETTY BEHAVIOUR HONESTY

BEING UNREALISTIC

IMMODERATION

POSTPONING

OVERREACTING

WEAKNESS

WORRY AND FEAR

QUITTING

PRIDE AND ARROGANCE

DEPENDENCY

WASTING OF TIME

It is very important that students comment on how important these characteristics are to their lives, so at the beginning you will have to ask several students questions about personal situations. (try with confident students first)

6. Have a look at a new video where a famous sportsman reads the poem. This will be used as an explanation for what I want them to do. I want them to get in pairs and record a Reading of the poem being very careful with pronunciation and intonation.

7. Then, in pairs they will have to write a new Stanza for the poem Keeping the pattern If you can … then … which fits their modern needs or situations.

8. If they are interested in the discussion of the poem they can continue posting their comments at the class- bloc.

9. Finally we will watch the recordings of the students