1

2

INDEX

1. INTRODUCTION__________________________________ 3

2. GENERAL OBJECTIVES_____________________________ 4

3. SPECIFIC OBJECTIVES______________________________ 4

4. CONTENTS______________________________________ 5,6

5. METODOLOGY___________________________________ 7 -10

6. ASSESMENTS____________________________________ 11-16

7. CONCLUSION ___________________________________17

8. APPENDIX

3

1. INTRODUCTION

This didactic unit is focus on students in a public school in Ibague city; it is for

learners in sixth grade, this group is made of 37 students.

This didactic unit tends to help students’ learning process with some specific

topics including students’ interests taking into account meaningful learning for

them and to allow student to express their own ideas according to what they like

with guidance in order to improve their knowledge in the English language.

This didactic unit will be develop at the beginning of the year as a project that

students will implement at the end of the process where they will explore

different vocabulary about OCCUPATIONS, some vocabulary implicit about

CLOTHES and the use of some tenses.

Besides, it will take into account the communicative purpose among the students

in a real context according to what students like to do.

4

2. GENERAL OBJECTIVES:

To increase vocabulary related to clothing in different contexts.

To practice different grammatical structures.

To improve speaking skills.

To enhance the awareness of intercultural similarities and differences.

To raise interest in each other’s customs and traditions.

To improve the reading skills.

3. SPECIFIC OBJECTIVES:

At the end of this unit, students will be able to:

To describe clothing of different professions and trades, clothing for special

occasions, clothing for sports, traditional clothing, clothing for different climates.

To know vocabulary about jobs and clothes.

To identify vocabulary related to clothing.

Ask and say what someone is wearing.

Write short descriptions about what people are wearing.

Reinforce the order: adjective- noun.

Learn the unit song.

To describe in an oral and written way the functions of some jobs.

To create their own job according to their likes.

To describe themselves in their role of their own job using vocabulary about

clothes.

To describe in an oral and written way what their job usually do according to what

they choose.

To present in an “Role Play” a show about jobs.

5

4. CONTENTS

CONCEPTS PROCEDURES ATTITUDES

Clothes Vocabulary: t-shirt, skirt, trousers, trainers, shoes, coat…

Present Continuous structures:

*Are you wearing…? Is s/he wearing…? - Yes, I am /No, I’m not - Yes s/he is / No, s/he isn’t. *What are you wearing? What is she/he wearing?... *I`m wearing…S/he is wearing…

The order adjective – noun.

What other people do according their own job.

Ask and give information about what the person is wearing.

Fill in the blanks.

Choose the appropriate word in different dialogues.

Write and correct descriptions.

Match games.

Song listening activity

Crossword worksheet

Presentations of the topics.

Memory games.

Groups activities.

Appreciate the importance of using a second language to communicate.

Show interest and participate creatively in the classroom activities.

Respect cultural aspects as well as different ways of dressing.

To express ideas in an appropriate way.

To interact respectfully with other people.

To work in a cooperative way with classmates.

6

CROSS-CURRICULAR ANALYSIS:

The activities will allow the STUDENTS to work on aspects related to other learning areas.

The main: develop their competence in linguistic communication.

Making dramatization: Artistic area.

Use of ICT to practice and reinforce their learning.

SPECIAL NEEDS:

Diversity is a reality in all the schools: normalization, personal attention e inclusion criteria.

Some of our measures to attend the students’ necessities.

Fast-finishers: extension sheets.

Reinforcement work sheets for those pupils who find.

Curricular adaptation.

7

5. METHODOLOGY

The methodology that we are going to use in this didactic unit is an eclectic one,

as we have used different methods during the development of this didactic unit

such as the inductive method, in which our pupils infer the structure from the

examples given or the deductive method, in which our pupils obtain the rule and

then, they have to provide different examples according to the rule.

We can also speak about the oral approach, in which the students infer the

meaning from context inductively; also grammatical structures are learnt with

oral procedures: drills and the oral language come first, then the written

language.

Finally, the most important method, the communicative approach, in which

language is considered a means of communication and interaction between

members of a community. The goal is to develop student’s communicative

competence.

MATERIALS AND RESOURCES

During the development of this didactic unit we are going to use: Posters, flashcards,

listening activities, worksheets, videos, ppt presentations in order to explain the

grammatical and the context aspects.

The unit will be devolved in 7 sessions:

8

Session 1: “What your parents do”

Teacher will introduce the vocabulary about jobs topic through some pictures in order

to students can identify what it is the picture. This session will be focus on “jobs

vocabulary” and teacher will ask to students about what their parents do in order to let

students explore the context around them according to the topic.

After getting elicits information from students, teacher will provide a crossword to

students. So, they can look for the correct word to define job. (Appendix 1).

SESSION 2: “what do your parents do at work?”

The class will start with a group game which it will help students to remain Jobs

vocabulary from the previous sessions. (Appendix 2)

After having an idea of the vocabulary about jobs and occupations, student will explore

about the main activities that people has to do according to each job. In this case

students will express ideas according to their parents’ jobs.

Teacher will ask that information in order to get more elicit information from students

and teacher will present some questions and sentences in order to implement that

vocabulary too to the students and explore what students know about activities that a

person has to do. (Appendix 3).

Besides, students will learn the unit song to complement and clarify jobs vocabulary and

what each person do. The song is called “people work” by the British council.

http://www.youtube.com/watch?v=ORGLQudvMWE

9

SESSION 3: “What people wear?”

Before start with the introduction of the new vocabulary, students will be able to

reinforce jobs vocabulary and sentences activities through a “job Domino” (Appendix 4).

Then, teacher will present some of the vocabulary through a power point presentation

to make students identify the vocabulary in order to develop the next activity.

(Appendix 5).

Besides, teacher will ask to students what are they wearing and what they think each

person has to wear according to the jobs. At the end of the presentation teacher will

present some sentences examples to express what someone is wearing in order to

students use it to practice for the next activity. It is a worksheet. (Appendix 6).

SESSION 4: “What are they wearing?”

Teacher will present an example of some people wearing different clothes to make

students explore more vocabulary and the way that it has to be used to express and

idea of what other people is wearing or what are they wearing. (Appendix 7).

Then students will develop by their own a worksheet where they will implement some

sentences expressing what people is wearing using the vocabulary studied through the

sessions. (Appppendix 8).

SESSION 5: “What I want to be”

It is almost the end of the unit and students will make a review of all the topics.

(Appendix 9).

Then, teacher will present some example of the idea of the project that it is that each

students choose one occupation, describe it and pretend to be working ¿in that job to

10

be able to express the idea of what is the job, what to do on it and what is the perfect

clothe to wear. (Appendix 10).

SESSION 6: “My own job”

Students will choose their own job. Then, they will do descriptions of it using the entire

topics studied before. And finally with the guidance of the teacher they will create a role

play to be presented as a final project of the unit.

11

ASSESSMENT:

With this First rubric, we going to check the elaboration of our Didactic Unit, the

purpose is to see if all didactic objectives are covered with the activities.

Summative: It measures how much students can contextualize the content and vocabulary about the main topic. Formative: It measures how well students can progress through learning this topic and it also provides some extra source for further learning. (some weaknesses and strengths to bear in mind) Formal: It is a well-organized task aimed to appraise the progress that the students have about the main topic. check the students´ progress regularly

check if the students are able to repeat information and to apply linguistic

structures used during the lesson

test the grammatical knowledge

Control the involvement of each student (e.g. by doing exercises…), also see

further evaluation after each exercise

DIDACTIC UNIT ASSESSMENT REPORTS

1(-) 2 3 4 5(+)

1. Motivating.

2. Suitability of the distribution of time.

3. Adequacy of the role of the teacher.

4. Adequacy of the role of students.

5. Classroom atmosphere.

12

6. Suitability of objectives.

7. Suitability of the final task.

8. Interaction teacher-students.

9. Interaction students-students.

10. Adequacy of resources.

11. Interest in the topic on part of students.

12. Involvement of students.

13. Appropriateness of activities.

INDIVIDUAL ASSESSMENT REPORT

1(-) 2 3 4 5(+)

1. Achievement of final task.

2. Level of oral comprehension.

2.1. Recognizes the phonemes, rhythms and patterns on English.

2.2. Can grasp the overall sense of simple messages in context.

2.3. Con follow simple oral instructions in context.

2.4. Can identify simple details in oral texts.

2.5. Can grasp the overall sense of less contextualized messages.

3. Level of oral production.

3.1. Can reproduce brief messages with appropriate

13

pronunciation and intonation.

3.2. Can use simple social expressions.

3.3. Can reproduce brief short, modelled oral messages and descriptions.

3.4. Can produce original oral messages.

4. Level of reading comprehension and written production.

4.1. Can interpret thewritten code 1) at word level, and 2) at simple phrase/ sentence level.

4.2. Can grasp the overall sense of brief written text.

4.3. Can extract specific information from brief written texts.

4.4. Can follow simple written instructions.

4.5. Can produce modelled written information 1) at word level, and 2) at phrase/sentence level.

4.6. Can produce original written texts.

5. Socio-affective skills.

5.1. Gets involved in the class dynamics.

5.2. Shows positive attitude towards the topic.

5.3. Participated actively.

5.4. Collaborates.

5.5. Shows positive attitude towards the English language.

5.6. Shows respect for his/her classmates.

5.7. Shows respect for other lifestyles.

14

5.8. Shows interest in other lifestyles.

ATTAINMENT TARGETS

1(-) 2 3 4 5(+)

1. Learning skills.

1.1. Can work independently of the teacher.

1.2. Can reflect on and assess own performance and progress.

1.3. Can make use of reference source.

2. Social skills.

2.1. Participates actively.

2.2. Collaborates.

2.3. Shows respect for other lifestyle.

2.4. Shows interest in other lifestyle.

2.5. Shows respect for his/her classmates.

2.6. Shows positive attitude towards the English language.

3. Level of oral comprehension.

3.1. Recognizes the phonemes, rhythms and patterns of English.

3.2. Can grasp the overall sense of simple messages in context.

3.3. Can follow simple oral instructions in context.

3.4. Can identify simple details in oral texts.

3.5. Can grasp the overall sense of less contextualized messages.

15

4. Level of oral production.

4.1. Can reproduce brief messages with appropriate pronunciation and intonation.

4.2. Can use simple social expressions.

4.3. Can reproduce short, modelled oral messages and descriptions.

4.4. Can produce original oral messages.

5. Level of reading comprehension and written production.

5.1. Can interpret thewritten code 1) at word level, and 2) at phrase/sentence level.

5.2. Can grasp the overall sense of brief written text.

5.3. Can extract specific information from brief written text.

5.4. Can follow simple written instructions.

5.5. Can produce modelled written information 1) at words level, and 2) at phrase/sentence level.

5.6. Can produce original written texts.

16

CLOTHING ASSESMENT:

EVALUATION CRITERIA

ACQUIRED IN PROCESS NOT ACQUIRED

Identify different kind of clothes

Ask and say what someone is wearing

Write descriptions using continues tense

Participate in classroom activities

17

9. CONCLUSIONS:

This Didactic unit was planned to learn vocabulary of clothes, jobs and remind

some tenses worked in some last English classes, we use some useful tools such

as songs, videos, images, worksheets ...etc. As they are 6th graders they need to

support communicative skills to develop it, this is the reason to use songs and

pictures to illustrate the vocabulary that remember in an easy way. The age is so

important to plan fun activities for teenagers. “The age of our students is a major

factor in our decisions about how and what to teach". People of different ages

have different needs, competences, and cognitive skills (Harmer. 2007).

On the other hand, this didactics unit helps students to develop different

strategies that can be adjusted to distinct situations, which learners deal with in

their daily life. Therefore, we have designed different activities that will help

learners to develop different abilities, where learners will focus on certain aspects

of the four communicative skills (Listening, reading, writing and speaking).

Furthermore, each activity has an aim that will permit students to prepare for the

subsequent exercise and to make predictions. Some of the resources

"worksheets" will allow reflecting the learners’ understanding, their effectiveness

of the strategies used and their language production and contextualize the main

topics.

18

UNIVERSITY OF TOLIMA

DIDACTIC UNIT

PRESENTED BY

DIANA MARCELA GALLEGO VELÁSQUEZ

NANCY PATRICIA RODRÍGUE PARADA

TO

ADRIANA MORALES

NOVEMBER 13TH 2013

B.A IN ENGLISH

IBAGUE TOLIMA

19