Now we are going to lay the table, and when we make a didactic unit we are going to divided into two main stages: Teaching learning process and Teaching learning assessment. At the same time we are going to make ourselves several questions:
And the first question is:
WHERE are we working?
As we said in our didactic planning:
The school is placed in a town of 10.000 inhabitants. It is a rural environment and the majorities of the families belong are middle class, so the economic level is middle high. We have 9 units and there are English, music, and Physical Education specialist.
(Another important question is :)
WHO is this didactic unit directed to?
As we said we have 22 children in our classroom, 13 are boys and 9 are girls. They belong of course to the first year of the third cycle of primary education. Previously we haven´t got any pupil with special needs. If we detect this, we must adapt the objectives to this pupil.
(The following question is :)
WHEN and HOW LONG are we going to make this didactic unit?
First we are going to answer to the question “When”. It is the didactic unit number…10 TEN….So we make this didactic unit probably in the SECOND term of the year but of course the teacher must be flexible.
Regarding the question “HOW LONG”, we are going to make more or less six sessions about fifty-five minutes each class.
(One of the most important question proposed by the Curriculum is :)
WHAT are we going to deal with in this didactic unit?
First of all we are going to talk about the title of this didactic unit, and that is “…MY PRETTY TOWN… ”
We have chosen this title because it is motivated for our pupils and it´s related to their own experiences. With respect to WHAT to teach, we are going to teach the contents that are divided into concepts, procedures and attitudes:
As for as the concepts are refereed to the concepts that the children must achieve in this didactic unit that are:
First of all we need to say that concepts will be divided into:
Firstly:
VOCABULARY: PLACES (Supermarket, gym, school …) OBJECTS IN THE STREET (Traffic lights, bus stop, bin….)
Secondly:
STRUCTURES: Are there/Is there…? There are/there is...
How many….There are… (Revision)
I can see…
Turn right/left
And finally,
PRONUNCIATION, in this didactic unit we will work on rhythm, intonation and stress.
With respect to the procedures, that the children must follow to achieve all the previous concepts and now we will see in this didactic unit, for example:
- Identifying the vocabulary related to this unit.
- Reading and writing that vocabulary.
- Taking part in communicative situations.
Then, pupils must acquire the following attitudes such as:
- Show interest to use English in the classroom.
- Respect and tolerance for people from other environments.
- Show a positive attitude towards English.
Within the questions of what to teach in our didactic units, we must talk about the CROSS CURRICULAR TOPICS:
that is interrelated with PEACE EDUCATION(To cooperate with other classmates and help them) AND MORAL AND CIVIC EDUCATION(Respect to different places in our town)
And finally we can not forget the importance of INTERDISCIPLINARITY, and in this unit we can see a relationship with:
(Another important question within the teaching learning process is :)
WHY are we going to make this didactic unit?
In this case we are going to establish two relationships, first of all with the legislative framework and them as for the curricular framework. With respect to the legislative framework we see the connection with this didactic unit and the
R.D. 1006/1991 of 14 of June which establishes the Teaching Requirements for Primary Education.
R.D. 1344/1990 of 6 of September which establishes the Curriculum in Primary Education.
Regarding the curricular framework we see the connection with:
-General Objectives of the stage: for example in the number one, to produce easy oral messages in Spanish and if it is the case in the corresponding spoken language and in the number two: to communicate using body, verbal, artistic and mathematical means of communication in the appropriate way.
-Now we are going to talk about the specific objectives that we want that our children develop. The most important are:
-To learn vocabulary refereed to different places in our town
-To take part in communicative situations purposed in the classroom.
-To use the structures: Are there/Is there…? There are/there is, How many….There are… (Revision), I can see, turn right/left
-To show a positive attitude towards English and people of others environments.
(One of the most important question that we must take into account is:)
HOW are we going to do this unit to our children achieve these objectives?
First we are going to speak about METHODOLOGY, and we say that methodology must be active, must be based in pupils´ experiences, pupils must
Participate in all the activities purpose by the teacher. The MATERIALS that we are going to use are: flashcards, worksheets, blackboard, computer classroom,
Cassette, digital blackboard…………..
Now we are going to deal with the ACTIVITIES, we divide the previous activities into listening, speaking, reading and writing. (Let´s see them more deeply).
ACTIVITIES:
The first thing that we will make at the beginning of each didactic unit is a WARM UP to review what our pupils have learnt in the previous class.
Besides, we will make a BRAINSTORMING (at the beginning of each unit too) to know the previous knowledge of our pupils, we ask them what words they know about the places or buildings in a town and we write them on the blackboard. Once we have done this we present to them the new vocabulary.
Next, we are going to expose THE LISTENING ACTIVITIES:
FIRST SESSION:
1- In the first activity: We present the new vocabulary by means of flashcards while we are saying them orally, pupils must repeat it. (listen and repeat)
2- In the next activity: We play the game “What is missing?” We call a child to the blackboard and we say “close your eyes please….” We hide a flashcard, and then the pupil must tell us which flashcard is missing. We repeat the activity other times more with other pupils.
(Listen and discriminate)
3- Then, we call a pupil again to come to the blackboard and he must point to the picture that the teacher says, for example… María… points to cinema, points to music shop and so on… We repeat this activity with other pupils.( listen and point)
4- Next, pupils are going to hear in the cassette a story about places in a town and it contains the following structures: I was at the cinema, I wasn´t at the museum. How many...? There are… Children must hear again the story and point to the correct picture on their books.
5- The teacher writes on the blackboard a list of words, some of them appeared in the listening text and others do not. They must know which words they have heart and which not.
6- Children are going to learn the song “WAX COLISEUM”. We practice with this song, the vocabulary that they hear and they already know, we practice the structures.
IN THE SECOND SESSION:
WE FOCUS OUR ATTENTION ON READING ACTIVITIES:
1- We give the text in a worksheet and children must read it. Once they have done it they are going to suggesting a title for the passage, for example “A walk for the town…”
2- In the text children are going to underline all the words related to the vocabulary with a red colour. Then children are going to circle too the verbs that the can identify with a green colour.
3- Now children will prepare a similar text, for example about their own city, and then some pupils read it chorally.
4- In another reading activity children will make a drawing related with the text.
5- The teacher gives a worksheet to the children and they are going to identify in a word search the words that they have studied.
NOW, WE WILL PRESENT THE SPEAKING ACTIVITIES:
THIRD SESSION:
1- First the teacher is going to form groups of more or less 6 children, each group is going to talk about an imaginative city and the others groups must draw in a sheet what they hear. When the first group finishes must start the second one and then the third one.
2- Children are going to make a role play in the classroom. They are going to make a city with several places: bus station, market and so on. The streets must be different and must have their own names. We are going to work in groups. Each group must imagine that there are in a bus and there are going to make a tour for the city. They must use orally instructions to the bus driver if they want to go at any place (Turn right to go to the cinema, turn left to go to the bank).
3- We write on the blackboard: There is...There are...How many? I can see a... And pupils in pairs must make a questionnaire about what they have in their town.
4- We sing the song “WAX COLISEUM”
IN THE FOUTH SECCION WE PROPOSE WRITING ACTIVITIES:
1-children are going to copy the song” WAS COLISEUM” in their notebooks and they must use the dictionary to look for the unknown words.
2- We give our pupils a flashcard from the vocabulary and the children must write what they see on the drawings.
3- We give our pupils a worksheet and they must make the crossword.
4- Children are going to work in groups of more or less 6 pupils to make a mural about a city and they must write down the names of the places and the traffic lights, bus stop, zebra crossing and so on. Everything that they can see in a city. They will make the drawings and must display their works in the English corner.
5. Children must complete a worksheet to know if they have learnt the vocabulary.17
IN THE FIFTH SESSION WE ARE GOING TO WORK ONE ACTIVITY ACCORDIND TO THE FOURTH MAIN LINGUISTIC SKILLS
1.- Our pupils hear the song again. We practice with this song, the vocabulary that they hear and they already know, we practice the structures, if they know a verb in the song, children can jump one time and raise the hand or jump twice when they hear a word that they know.
2.- Pupils must listen to a short text and they must trace.43
3-. The pupils must use the dictionary and two find one place and they must describe it orally.
4- We give our pupil a worksheet and the must answer the question related with the previous song.25
5- We give to our pupils a worksheet and they must complete it. If we have time they can colour them.21
Once we have seen the teaching learning process, let´s see the second part in which we will divide a didactic unit, that is the teaching learning assessment, and at the same time we are going to make ourselves several questions, the first is:
WHAT are we going to evaluate? , and we will evaluate all the teaching learning process: The contents that we have dealt with, the space, the time, in short, all the things that take part in this process.
(Another question is :)
WHEN are we going to evaluate? Of course as we said in our didactic planning we will evaluate at the beginning of the teaching learning process (Initial Evaluation), during the process (Formative evaluation) and at the end of the teaching learning process (Final Evaluation)
(The following question is :)
HOW are we going to evaluate? Now we are going to mention:
The instruments of evaluation, they are, Observation, questionnaires, self- evaluation, exams, several evaluation activities, revision of notebooks, pupils' participation and so on. And of course, as we made reference in our didactic planning, using: self-evaluation, co-evaluation and hetero-evaluation.
(Let´s see now :)
WHY are we going to evaluate? Because our R.D 1006/1991 in its article 10 states that the teaching learning process must be evaluated though the evaluation criteria in English we have nine evaluation criteria and my unit shows a relationship with the following objectives:
– Recognize and use correctly the vocabulary related to places in the town
– Say what there is or not in the street
- Recognize the difference between There is/there are and use both expressions
(Finally we will see :)
WHO are we going to evaluate? And of course we say the pupils, but not only they must be evaluated, but also the teacher must be evaluated, and we must make a self- correction if is necessary.
Antonia Conejo Barrero
Maestra de Inglés
79.259.679T
