DIDACTIC UNIT.

“MY BODY”

LEIDY YHOANA CARDONA LONDOÑO.

YESENIA BUSTAMANTE.

ENGLISH.

MARTHA VALDERRAMA.

FORMACION COMPLEMENTYTARIA.

2011.

DIDACTIC UNIT.THEORITICAL JUSTIFICATION.

in a multicultural and bilingual society, knowledge of

a second language helps to foster communication

( comprehension and expression),

and the expansion of knowledge and experiences

in relationto other cultures.

In primary education or basic educational

interest are focused onensuring that

student master the four basic skills of foreighn

language listening, speaking ,

reading and writing. All this in a communication -

based approach, where they

seek the acquisition of skills such as grammar,

discourse, sociolinguistic, strategic

and socio- cultural.

Encourage students, involving them in dialogues,

discussions… and other

forms of communication, is the true

backbone of the teaching- learning process

of a foreign language.

The contents to be treated in primary education in

relation to the

English language are divided into three sections:

Communication oral: intended that student develop a level of understanding and speaking to enable them todeplay their first manifestations communications.

Communication written: in addition to oralcommunication. Referred to settlement of the first

grammatical categorres of foreign language( ask questions, put word in sentence construction

affirmative, negative and interrogative, singular- plural…)

Appearance socio- cultural: the word contentthat would allow greater owareness and

approach to foreign cultural tradition.

GENERAL OBJECTIVESOF THE UNIT.

Understand all those manifestationscommunication ( oral and written) take

place wrthin the classroom and outsideit, in relation to the human body.

To know the range of adjectivesthat are displayed on a personaldescription of a character, family

…

Promoting learning and use of the verb“ to have got” ( affirmative, negative andinterrogative) with all personal pronouns

in written and oral expressions, toexpress personal belongings of others.

LEARNING OBJECTIVES.

Differentrating human body parts in English.Identify the main characteristics that

define self and others. Hake descriptions of a particular character, hero

… Expressing opinions, statements andintentions in ways basic communication.

Use the verb “ to have got” in theinterrogative, affirmative and negative, will

all personal pronouns in varroussituations of everyday life.

Relating the experiences and experiencespresented in the tales, stories,

poems, song… closer to English culture.

CONCEPTUAL CONTENT.

Parts of the body ( head, eyes, nose, mouth,ears, arm, hand, finger, leg, feet, toes.)

Description physics. Qualifying adjectives ( short, long, big, small,

brown, eyes, blue eyes…) Word “to have got” ( interrogative,

affirmative and negative) will a personal pronouns.

PROCEDURAL CONTENT.

Reading comprehensive short, simple texts,to identify sounds and spellings.

Identification of objects described verbally. Understanding oral and auditory manifestations

basic communication through various learning resources ( video, radio, dialogues in class) Sort words in response to a particular

grammatical structure when drawing the lines saving .orders and expressions of everyday life.

Learning from a poem, song that isconducive to internalization of parts of the body

through mimicry and oral expression.

Preparation of drawings and

murals, identifying and representing the salient significant for a character, hero. Analysis and assessment of

English culture and tradition. Development of awareness campaigns

to body care.

ATTITUDINAL CONTENTS.

Interest and respect to the interventionof others in the classroom and the work group or

individual. Sensitization to self care.

I appreciate the social, linguistic andcultural, which gives us the language English.

Development of creativity in variousforms and representations in oral,written and nonverbal language.

METHODOLOGY.

Is viewed from a pedagogical and

Sociological perspective whith the purpose

of facilitating the management of English

in primary school children.

PEDAGOGICAL PERSPECTIVE.

From the inicial assessment,specific and comprehensive, taking into

account the skills, attitudes, needs,interests and previous knowledge of students

. Motivation: creating a classroom

environment that promotes communication,which is generated at the some time and

situations that arounse interest instudents expactat ivas.

Knowledge: identify the conceptualunderpinnings of the departing studentsreinforcing, seating those who can not be

internalizd and involving learning difficultiesin the purchase of the new content

( conceptual, procedimental, and actitudinal)

Area development potential students:establishing greater students autonomy in their

learning process.

Make use of networks, outlines andconcept maps at the time to try andaddress some specific functionality

ensures conten learning.

SOCIOLOGICAL PERSPECTIVE. Knowledge of effective relationships

and given in the classroom aswell as the established roles in the group

dynamics ( liderazgo).

To promote the communication asa means for understanding, discussion,

contrast of ideas… in the educational process. Facilitate self- management and cooperation

writhin groups when talking a particularhomework.

Promoting cooperative learning. Respect for others, through the exercise of tolerance

for diversity and enrrchment.

ACTIVITIES. Starts whith a song about the human

body and its parts and perfprmed aplayer of thanks giving to God for her

new day.

Performing a game that shows theopposite parts of the body, identified

by the children and appointed by themfrom the visual perception and pronunciation.

Ends with a didactic form in whichcolored children everything they learned

during the class with the porpose ofhighlighting the most important

parts of the human body and used.

EAVLUATION CRITERRA. Identify the different parts of the body.

Participates in class respectingthe basic rules of communication.

Understand simple oral messagesrelated to the contents of the teaching

unit and darly classroom life.