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 English, musical, 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…3 Three .So we make this didactic unit probably in the FIRST 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 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 “…IT IS DELICIOUS”
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: FOOD (rice, chicken, sausages…) DRINKS (milk, water, coke…) HEALTY HABITS (wash, eat, and go to bed…)
Secondly:
STRUCTURES: DO YOU LIKE...? DO YOU BRUSH YOUR TEETH?
…YES, I DO YES, I DO
…NO, I DON´T NO, I DON´T
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 HEALT EDUCATION( learn about food and healthy habits their importance in their daily-lives) AND PEACEEDUCATION(To cooperate with other children) …………… 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 the foods
-To take part in communicative situations purposed in the classroom.
-To use the structures: Do you like? Yes, I do, No, I don´t
-To show a positive attitude towards English and people of others environments.
(One of the most important questions 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 jobs or professions 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 teacher, points to singer 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 a Supermarket Dreams that contains the following structures: I want to be…What´s your job? My job is…..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 “I´m Daniel Defarr ”. 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 previous 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 “I want to be a…”
2- In the text children are going to underline all the words related to the food 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 a girl who dreams of be a teacher or singer, for example.
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 say orally something about what they want to be, for example I want to be a policeman, the following group follow with other thing that can be so on. Antonio wants to be a policeman and The first group that has not got anything to say is eliminated.(Memory game)
2- Children are going to play a game. We tell a pupil a profession or job and the pupil must indicate the rest of the class what is this job by using gestures and mime and the other pupils must guess that.
3- We write on the blackboard: I want to be…My father is… My mother is…What is your job? And pupils in pairs must make a questionnaire.
4- We sing the song “I´m Daniel Defarr”
IN THE FOUTH SECCION WE PROPOSE WRITING ACTIVITIES:
1-children are going to copy the song “I´m Daniel Dafarr” 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 write the correct letter and make the crossword.
4- Children are going to work in groups of more or less 6 pupils to make a mural about what they want to be… They will make the drawings and must display their works in the English corner.
5. Children must complete the worksheet and finally they must describe their favourite person.33
IN THE FIFTH SESSION WE ARE GOING TO WORK ONE ACTIVITY ACCORDIND TO THE FOURTH MAIN LINGUISTIC SKILLS
1.- Our pupils hear the song “ VITAMIN ALPHABET” 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 read the poster and write the correct numbers.
3-. The pupils must use the dictionary and two find one food and they must describe it orally.
4- We give our pupil a worksheet and the must answer the question related with the previous song.
5- We give to our pupils a worksheet and they must complete it. If we have time they can colour them.
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
– Recognize and use correctly the healthy habits
- Say pupils´ likes and dislikes
(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
79.259.679 T
