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Transcript of DIDACTIC UNIT4



1.- AUTHOR IDENTIFICATION - PERSONAL DETAILS: Margarita Valcrcel Garca, student of Magisterio, with the speciality of Foreign Language (English) at the University of Len. 2.- DIDACTIC UNIT DETAILS -Title: I want to be - Stage: Primary Education - Cycle: 2nd - Course: 4th year of Primary Education. - The main topic of this Didactic Unit are jobs, that is to say, children are expected to learn the structures and vocabulary they have to use to express what they want to be and what they have to do to achieve it. This main idea will be complementing some previous knowledge such as the verb have got, and the verb to be, so frequently used at the time of making descriptions. It is a very interesting theme because it is very important that children know how talk about themselves and their family in different situations of their real life. - Temporalization: third term. - Duration: two weeks.

3.- JUSTIFICATION AND CONTEXTUALIZATION OF THE DIDACTIC UNIT 3.1.- JUSTIFICATION I have chosen this theme because it is one of the topics that are part of the curriculum for this course. Moreover, this unit will serve as a means to increase their knowledge about expressing what they want at a certain moment or in the future. Through out this unit, students will improve their vocabulary. They will get to know some new grammatical structures in relation to jobs. In this way, students will realise of the importance of this knowledge in order to express themselves in English. This subject has proved to be highly motivating among the students due to the fact it is present in their lives and gives them the chance to talk about their parents jobs and their future intentions. So it is a very close subject to them. The teacher though, has to be careful when asking personal things about the type of job their parents do to avoid discrimination or that some students feel uneasy about explaining personal things. Children at this age learn mostly by repetition, so repetition is the basis of the teaching method but here comes the challenge for the teacher: it has to be carried out by the least boring possible way and with the highest different number of activities so students keep their attention and dont fall into boredom.

3.2.- CONTEXTUALIZATION This Didactic Unit is addressed to the 4 th course of Primary Education in the Bilingual School Divina Pastora. The group I will be teaching counts with twenty-five children, with a more or less uniform level, although there are some students who cannot follow the level and rhythm of the ordinary classes so they have got an specific support in a smaller group outside of the class. The children have three English hours per week. At the time of developing the different classes, the teacher needs to: Know how to manage time and space. Make different groups of work, in pairs, in small groups of three of four, all the class, etc.


Make a revision of all the school materials that can be used for the English class, for example, the cd player, the computer room, the digital board room, as well as flashcards and other things to make the class as pleasant and enjoyable as possible, so that the learning process is carried out in the a positive atmosphere that helps to make the most of it.

4.- CONTRIBUTION OF ENGLISH TO THE DEVELOPMENT OF THE BASIC COMPETENCES - The study of a language contributes to the development of the linguistic competence, due to the fact that learning English as a foreign language enriches the communicative skill. The learning process of a language must be based upon the development of the four communicative skills which help to interrelate sociocultural aspects of the English speaking countries in a way that helps the students to know about them and respect them. Achieving a linguistic competence enables the student to perform well in different contexts. - English also improves the competence of learning to learn, since the student becomes aware of the different abilities and strategies used in their learning process. In this way, they get to know which techniques help them better to improve their learning, a fact that favours their personal autonomy. - In this subject we also deal with the treatment of information and digital competences. The new technologies of information and communication have been taken into account to create a frame of interactive learning. - As far as the Social and Civic competence is concerned, English is considered as a means of communicating and transmitting cultures between speakers of different languages; something which is very relevant to promote the students interest in other cultures - Finally, this area also contributes to the Cultural and Artistic Competence, since the models and icons used contain a deep cultural component.

6.- DIDACTIC OBJECTIVES OF THIS DIDACTIC UNIT To recycle previous knowledge of vocabulary and grammar. To learn some jobs, paying special attention to the use of a/ an in front of the noun.

To read and listen to the story of Aladdin. To learn a song with key vocabulary. To sing and dance the song Is it safe to cross the street? To listen to a chant and to describe the characters of the story. To consolidate and assess the contents of the unit 7.- CONTENTS OF THIS DIDACTIC UNIT CONCEPTS To ask and answer about how do you feel or how are you. Grammar: comparatives, I think, it shows need or dont need, Whats the matter Vocabulary: mobile phone, capsite, sleeping bag, hairdryer, rucksack, compass, excited, bored, hungry, thirsty, tired, etc To compare two objects. To talk about the Earth, the Moon, the Sun and stars. To revise the Present Simple. To revise short answers. To look at pictures to identify different situations and jobs. To describe characters. To make up riddles in relation to the different jobs learnt. To listen to the story of Aladdin To learn songs and dance. To perform dialogues To play a memory game Showing interest in telling the teacher about what they want to be. Active participation in class. Enjoying with English chants and dialogues.



CROSSCURRICULAR TOPICS To learn to enjoy fairy tales and children films.

8.- METHODOLOGY The different methodological techniques and procedures are attempted and programmed to achieve the objectives of this didactic unit. In this way, the criteria taken into account are: To know the reality of children in order to carry out of the different activities. To favour the meaningful learning processes of the students creating a positive atmosphere. To plan activities that make children think, such as writings, look for information in a text or speak about their feelings in different contexts and situations. To promote children how learn to learn, to make them willing to take part in the different activities, to be creative and to motivate them to learn and improve their skills in the English language.

9.-MATERIALS We will be using the Pupils book, Activity book, audio material, sticks, flashcards, cut-outs, storycards, notebook and digital board. 10.- ATTENTION TO DIVERSITY We will programme some activities to reinforce the learning process of the most disfavoured pupils in the class. This activities will be mainly focuses on learning through songs, stories, games and performances.

11.- ASSESSMENT Since it is a continuous assessment, the first thing to have into consideration is the evolution that the children have made during the development of the didactic unit. So it is necessary to know if the activities that have been done during the didactic unit are suitable for the level of the class and the previous knowledge of the children. It is necessary to evaluate the use of the language in relation to the four basic skills: speaking, listening, reading and writing and it is necessary to check if the children have reached the objectives of the unit in each skill I also have to take into consideration if the children assimilate the new contents and they are able to use them in the correct situations. In order to make sure that children have made a progress and that they have learnt the new structures and vocabulary it is necessary to make a monitoring of all the activities the children do, their participation in class, their pronunciation, their capacities of expressing themselves in the foreign language, as well as their attitudes towards the learning processes. Apart from the different activities that are made during the development of the unit, at the end of the term, children will have to make a test in order to check if they have acquired the basic concepts of the different didactic units.

12.-- ACTIVITIES 1- Introduction: Look at the pictures.

What can you see? How many jobs are there? What are they wearing?

2.- Listen to the conversation of the two girls. Susan: What are you doing Helen? Helen: Im playing a jigsaw. Do you want to play? Mmmm here. Oh, look. Its a teacher! Susan: Nice. Can I try? Helen: Heres a dancer. And heres a pilot. Susan: Can you find the football player and the policewoman? Helen: Mmmm! No. Hey, but heres the doctor! Its a monkey. 3.- Look and write down: what does he/she do?

4- Listen and sing

5.- Solve the riddles: 1) I wear a white coat. I work in a hospital. Who am I? 2) Im good at sports. I score a lot of goals. Who am I? 3) I wear glasses. I fly a plane. Who am I? 4) I get up very early. I work with my hands. Who am I?

6.- Make to riddles following the model given in the exercise above.

7.- Solve and write. a) b) c) I want to be a ...................... I want to be a ...................... I want to be a ......................

8.- Follow the path and write

1- He wants to be a 2- She wants to be a 3- . 4- . 9.- Listen and dance: STOP! LOOK! LISTEN! THINK!

10.- Write a letter about you