2_unidad didactica - programacion ingles

7/27/2019 2_Unidad Didactica - Programacion Ingles

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1. JUSTIFYING THE UNIT

Following the facts that we stated in the previous unit, we have chosen atopic related to our students real world. This way, we will be taking in

consideration their needs and interests. As well as this, the linguistic itemselected are quite simple, and they will not need complexvocabulary/structures to communicate with others.

Through the different activities and the methodology proposed, we will workthe four basic skills, helping our pupils to develop the communicativecompetence in a foreign language.

2. DIDACTIC AIMS

To identify, look and practise the vocabulary related to classroomobjects.

To recognize and say the vocabulary related to colours.

To listen and say a chant while doing the actions/ gestures.

To sing a song.

To listen and read a story.

To learn about schools in the U.K.

To establish associations between the pronunciation of words andspelling.

To review numbers, greetings and ways of introducing oneself.

3. CONTENTS

3.1. Concepts

Communicative function: asking and talking about classroom

objects and colours, using different linguistic exponents: Its a............, Whats this?, What colour is it?

Lexical items: book, pen, pencil, pencil case, rubber, ruler, red,

blue, yellow, green, brown, black, white, purple and orange.

Phonological aspects. Phonemes / u: / and / i: /, and the

prosodic phonemes (stress, rhythm and intonation). Spelling: sound-spelling relationship in active vocabulary.

Sociocultural aspects: life at school in the U.K.

3.2. Procediments

Understanding and production of oral and written simple texts.

Conscious usage of various ways of learning a foreign language:recite, read, listen, use of the computer,...

Recognition of cultural aspects related to English speaking

countries

Comparison between relevant aspects and cultural featuresrelated to English schools and Spanish ones.

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3.3. Attitudes

Valuation of the English language as a means of communication. Interest in communication using the previous selected contents

Curiosity to know cultural aspects related to English speakingcountries

Valuation and respect towards all the aspects related to Englishschools in English speaking countries (especially in the U.K.).

4. METHODOLOGY

With reference to the different approaches we intend to apply while

developing this unit, we could say that we will try to foster at all times asthis is our main aim- the development of the communicative competence inour pupils. Thus, we will propose active exercises in which they have to

interact with their partners in order to get some personal data, while theyare using the language in a natural way from the very beginning.

As well as this, the acquisition of a foreign language is characterised for

being a process of creative construction. Therefore, we will give ourstudents in this unit a linguistic material based on their interest (greetings,games, songs), helping them to transfer strategies from their mothertongue to the English language. These facts are related to the principles

known as constructivism and meaningful learning.

One of the most important methodological criteria refers to error treatment.

The learning of a foreign language, as we understand it in our project, hasgot a global rather than a lineal- dimension. In the process of theacquisition of the new linguistic system, we consider the error as something

natural, which is an evidence of the progressive control of that system. Ourattitude toward this fact will be positive, and we will never consider theerrors made by the students in the first steps of learning as a symbol of

failure.

Another important feature related to methodology is the so-called silentperiods. During the first steps in the learning of a new linguistic material,

students pass through a silent period when facing the production of the newlanguage after receiving it. That is why receptive activities will play an

essential role in our planning. The level of input mostly in terms of thelistening skill- is higher than the quantity of language produced orally,

which we require to our young learners. Thus, in the first contact with thenew linguistic elements, we will provide activities that will allow students toparticipate with a minimum of verbal production.

As well as all these aspects, we will take into account -at all times- a global

approach, proposing activities related to other areas of the curriculum.






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The students will be the centre of the teaching-learning process, actingactively in the different activities we will propose. On the other hand, the

teacher will be seen as a kind of guide, who gives an initial input, thenpropose activities, and so on.

We will work some cross-curricular items, and we will take into account atall times, the aspects related to diversity. However, we will talk deeplyabout these facts later on this planning.

Eventually, in general terms, we could say that we will create motivatingand meaningful learning situations, we will start from the previous

knowledge of the students, using an active and flexible methodology. Wewill use various resources and ways of grouping, and we will try to avoidelements such as inhibition and the lack of concentration, with the activities

that we propose.

Finally, it is important to state that the first contact with a new linguisticmaterial will be exclusively oral (in order to avoid problems derived from

the sound-spelling relationship), and, in this sense, receptive activities willtake place before productive ones. We will try to establish similarities in

terms of a learning process- between the acquisition of the mother tongueand the learning of a foreign language.

Warming-up activities will be very important, and we will use them at thebeginning of every lesson. Then, the learning activities will be the nucleus ofthe teaching-learning process, and they will be active, communicative, and

they will follow the pattern listen and do, read and do,... because thelearning process improves when we ask the students to do something(meaningful) with the language the are receiving and producing.

5. TIMING

We will develop this unit in 8 sessions (of one hour each).

6. RESOURCES AND GROUPING

We will use a wide range of resources in order to encourage the learning of

the foreign language. Although we will mention the resources in eachactivity, we could say that we will use: a CD player, flashcards, colour

chalks, a poster, realia in order to introduce the linguistic material relatedto classroom objects- and computers.

Realia is a kind of resource in which you use real objects to introduce thelanguage. This is one of the most natural ways to do it because this is theway it happens when acquiring the mother tongue.

We will also use flashcards and a poster or colour chalks- to introducecolours and to do activities related to the listening skill.






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Eventually, we will use the computers in order to work with new technology

in class. We will develop several activities which will help the students toreview what they learn during the unit. We will propose motivating activities

the use of computers will be motivating itself- to develop the four basicskills in the last session of the unit.

With reference to grouping we could state that among the various kinds of

grouping that we could carry out in class, we will develop the activities ofthis unit mainly in small groups, pairs, also individually and the class as awhole group. Group work stimulates social integration and autonomous

learning.

7. CROSS-CURRICULAR ELEMENTS

With reference to this topic, we could say that a positive result on this topicwould depend basically on the teacher and how (s)he takes an advantage of

the different situations that are proposed in class, and the ones whichappear naturally.

In this unit, we will develop the following cross-curricular elements:

7.1. Co-education

We will encourage our students to participate equally in the different

tasks without promoting discrimination associated to -the masculineand feminine- gender.

During the interactive activities such as role plays- the students willbe organised adopting different roles and fostering the developmentof non-sexist attitudes.

7.2. Civic and moral education

From our point of view and, thus, the one of this planning-, in theEnglish class we will encourage positive attitudes related to good

fellowship and socialization. Co-operation will be considered a keyword, and we will foster the respect towards a turn-taking attitude

when participating in groups in any activity of the unit.

7.3. New technologies applied to education

We include in our project a necessity to introduce our students in theworld of new technologies that will contribute to their developmentand to prepare them well to the near future. In this sense, we willpropose activities to work the English language with the computers,

using CD-ROMs containing motivating activities that will develop the

four basic skills. The activities will also help the students to review






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the linguistic elements they will have learnt in the unit, fostering anautonomous learning.

8. MOTIVATION

It is really important that we make a strong effort in our performance in the

teaching-learning process, in order to make our students be motivatedtowards the English language and the learning process.

With reference to immediate motivation, we could state that all theactivities -most of them games- proposed in the unit are quite active. Thestudents practise the language participating actively in them, getting really

involved in the learning process.

As well as this, this unit consists of asking and talking about classroomobjects, so the pupils will be continuously expressing something related to

them and their near world. Then, the English language acquires here itsentire communicative dimension as a necessity in humans. Thus, we will be

developing in our students their communicative competence in a foreignlanguage naturally. The interaction when asking and participating in

activities in groups will make them feel part of the class (group).

Another important key point related to motivation is the development of afeeling of curiosity towards the English language. The oral introduction of

new linguistic items, and the way to carry it out using different resources(real, various,...), will be essential to improve it.

Eventually, the activities proposed will provide easy opportunities tosucceed in each task. Then, they will be aware of their progress and theywill feel satisfied with it.

Finally, according to remote motivation, we will start at this stage of thelearning process working with attitudinal contents related to the value of the

English language as a means of communication and its importance in oursociety; which will help them progressively to verify the usefulness of

studying a second language.

9. LEARNING ACTIVITIES

The learning activities are the nucleus of the planning.

Session 1

Oral introduction

We will start the unit introducing the new linguistic material.We will use flashcards to establish the relationship between






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Session 3

Warming-up activity: whats this?

Similar to the hide and seek game, the students will work insmall groups. One of the students will hide a drawing of a classroom

object and the rest will have to guess. The one who guesses, will hideanother object.

Instead of using drawings, they could simply think of a word.

A chant

We will invent or look for- a chant related to the vocabulary

they know. This activity will be very good to work the suprasegmentalphonemes.

One,two,three,four/ its a pencil, not a

book/five,six,seven,eight/it is red,not blue

Chinese whisper

The students, in groups, will stay in a row in front of theblackboard. The last student will think of a word and will say it to thepupil standing before him/her. This one will repeat the process untilthe word reaches the first student, who will have to draw the object

or -in advanced groups- write the word on the blackboard.This activity is good to work and improve pronunciation

Session 4

Warming-up activity: a chant

We will start the class repeating the chant with the students.

Oral introduction: colours

We will do it in a similar way (using flashcards, repeating thewords,...).

Listen and point

Similar activity to the one we proposed for classroom objects; now,

with the flashcards related to colours.

Listen and look for it

This time, we will provide our students with small plastic tubes

throw which they can look with one eye- which they will use to lookfor the words (flashcards around the class) they hear.






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We could obtain the tubes from finished hygienic rolls.

Listen and colour

The students will see drawings of objects and they will hear whichcolour they are. Then, they will have to colour each.

Session 5

Warming-up activity: mime and guess

In this game, one student stands in front of the class. (s)he will thinkof a known word and will mime an action to represent the word. The

other students will have to guess. The one who guesses will stand in

front of the class in the next turn.

Read and colour

We will give the students a picture with several non-coloured objects,

and a short simple text in which we will mention which colour theyare.

A song

We will work a song with our students. They will listen to it several

times. Then, we will give them the lyrics, and after that, we will try toencourage our students to sing it while doing some actions.

Read and match

The students will have to match some colours with their written form,but this time we will not propose two columns. Instead of that, wewill give them a kind of labyrinth with the colours above- and their

written form below- already matched, but with long and quite mixedlines. They will have to follow the lines to know how to write the

words correctly.

Session 6

Warming-up activity: the song

We will start the session singing the song with our students.

A story

We will tell them an adaptation of the story the three little pigs, but

adapting the text to their level and using vocabulary they know(focusing on colours, numbers,...).






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We will prepare big drawings to transfer the meaning and we will use

a lot of gestures.

After the story we could ask them to make drawings of a concreteaspect, using certain colours.

Listen and colour

In this case, they will have to colour big and non-coloured numbers,after hearing which colour they are. Example: number five is orange.

Session 7

Warming-up activity: vocabulary poster

We will show them a big picture of a classroom in which several

classroom objects are represented. Then, we will ask them to go tothe blackboard individually and point to a certain word or colour in

the picture.

Crossword

It is a classical activity to work the writing skill. Among the wordsused we will include the vocabulary related to classroom objects,

numbers and colours.

Role play

Student 1: Student 2:

- Hello! -Hello!- Whats your name? - Im(Ana).And you?Whats your

name?

-Im (John) - (John),Whats this? (point to anobject)

-Its a (rubber).

Cultural aspects

We will finish the session talking to our students about certaincultural elements related to schools in the UK (we could talk about

other English speaking countries, as well). We could even try to find avideo, photographs, and so on.

Session 8

The last session of the unit will be dedicated to work the Englishlanguage with the computers. The students will work in pairs (two






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students per computer) all the contents with activities to develop thefour basic skills: listen and click, read and match, word search, speak

aloud,...

The usage of computers will also help the students to develop anautonomous learning. This way, they could check their progress inthe learning process. Moreover, we will be introducing newtechnologies in the English class.

10. DIVERSITY TREATMENT: REINFORCEMENT ACTIVITIES

This is one of the most important aspects to consider when doing thedifferent planning units. Diversity is a reality in any class, which requires a

concrete pedagogical performance, avoiding equalised or unified teacher

acts.

Nowadays, attending to diversity means attending to our students needs,

whatever they are.

We could establish two different ways of attending to diversity in the Englishclass.

- In general terms: reinforcement, orientation, flexiblemethodology,...

- Specifically: MCAs ( ACIs, in Spanish).

With reference to the Meaningful Curricular Adaptations, we could say thatat this stage of the learning process -and due to the fact that the English

language is taught through a global method rather than an analytical one-,it would be very difficult to find a student who requires a MCA.

Thus, we will concentrate on how to treat diversity in class with somemethodological criteria related to it.

Firs of all, we will use a global approach, a flexible methodology and we willtry to use a wide range of resources.

However, the most important and useful elements to treat diversity in class

will be the reinforcement activities.

For this unit, we will mention:

Bingo!

We will practise the vocabulary they have learned with this game.

Number/colour/classroom objects dictation






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They will do a dictation with the words they know. We could ask themto write the symbol which represents the different items (listening

comprehension activity) or their written form (then, it will also be anexercise to practise the writing skill).

Pair work guessing game/ Pictionary

We will divide our students in pairs. In turns, one of the pupils in

each pair will draw a classroom object and his/her partner will haveto guess. We could make the activity more complex and try to playthe gamepictionaryin groups of four.

Following instructions

In this activity, the students will place on their desk all their

classroom objects. Then, the teacher will give an order -to one ofthem- such as pick up two pencils, for instance. After that, thatstudent will give a similar order to the student next to him/her, and

so on.

Finding colours in the classroom

We will give orders to our pupils such as pick up something green orpoint to something blue,...

Finding descriptions

We will make three columns on the blackboard (we could give them apiece of paper with the columns on it and, thus, do the activity

individually), consisting of written words related to numbers, coloursand classroom objects (in their plural form) respectively.

Then, we will say a phrase (e.g. three red books) and the learner willhave to join the words in each column.

Draw and describe

We will divide the students in pairs. Each one will draw on a piece ofpaper three coloured (using one colour only) classroom objects. Then,

student A will describe his/her drawing to student B, and on thecontrary. Finally, to succeed in the task, they will compare their

drawings, and they should have six identical ones.

11. ASSESSMENT

It consists of a critical reflection upon the facts that have an influence on

the didactic process. It will help us to obtain feedback about the teaching-

learning process: revision and improvement of the various planning units.In other words, the assessment of each unit is directed to make us






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understand what it is happening in class and help us take decisions aboutpossible necessary modifications in the planning in order to improve the

learning process.

The process of assessment will happen in a parallel way to the teaching-learning one, even though, it will be essential to do an initial evaluation inorder to adequate the learning process to our students needs and abilities.

Techniques and evaluation instruments

With reference to how to assess, we will use different techniques and

evaluation instruments.

Among them, we will use for this unit a systematic observation to get

information about the pupils behaviour in class, their attitude

towards the English language, and so on. In this case, we will useinstruments such as a control list, in which we can take notes of thefeatures we would like to observe, and a casual register to write

anything related to the teaching-learning process and each pupil-.

On the other hand, we will also use the so-called revision of tasktechnique, which will provide through guidesand files(instruments)-

continuous data about the progress of the students.

In the different units, we could complete the assessment process withmore objective tests.

Assessment criteria

These criteria are clearly related to the aims we have planned for theacademic year.

Oral communication

We intend to assess:

The ability to understand simple instructions and specific

information. The capacity to obtain the global sense of oral texts.

The ability to get details in a wide oral text.

The capacity to understand and use social expressions.

The ability to recognise and repeat/imitate English sounds,rhythm and intonation in the English language.

The capacity to produce short oral texts, following givenmodels (as examples).

The ability to interact with others using known elements

The capacity to use the English language to communicate

with the teacher and their classmates.






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Written communication


The capacity to understand simple instructions and specificinformation.

The ability to get the global sense in simple written texts.

The ability to produce words and short sentences, following

written models. (In this unit, lexical and structural itemsrelated to greetings, numbers and ways of introducingoneself)

The capacity to produce short texts in which the studentcombines and investigates with known elements.

Sociocultural aspects


The curiosity and respect shown by the student towards

cultural aspects.

The capacity of the student to carry out a sociolinguistic

behaviour which fosters good fellowship and socializing.

The ability of the student to have a respectful, constructiveand positive relationship with the whole group in pair andin-group works.

12. BIBLIOGRAPHY

Byrne, D. Teaching Oral English. Longman. 1984.

Livingston, C. Role-play in Language Learning. CUP.1982.

Lee, W.R. Language Teaching Games and Contests. Oxford UniversityPress. 1979.

Murphy,T. Music and Song. O.U.P. 1992

Brewster, J. et al. The Primary English Teachers Guide. Penguin.1992.

Dunn, O. Beginning English with Children. Mc Millan Press. 1983.




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