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UNIDAD DIDÁCTICA INGLÉS
THERE IS A HERO IN YOUR CITY
INMA LLOMPART PASTOR
GRUP 9
2
1. INDEX _______________________________________________ 2
2. INTRODUCTION _______________________________________ 3 2.1. Why to set a didactic unit? 2.2. The context
� Our school____________________________________________________ 3 � Our pupils____________________________________________________ 4 � Our current curriculum __________________________________________ 5
3. THE SUBJECT_________________________________________ 6 3.1. Contribution of the subject to the acknowledge of the competences.
� The social skills and citizenship competence (C1) _____________________6
� The c. in knowledge skills and interaction with the physical world (C2)_____6
� Competence in processing information and use of ICT (C3), _____________7
� The competence in linguistic communication (C4), _____________________7
� Competence learning to learn (C5),_________________________________7
� The cultural and artistic competence (C6) ___________________________ 8
� The competence in autonomy and personal initiative (C7),______________ 8
� The mathematical competence (C8)________________________________ 8
3.2. Primary Foreign Language OBJECTIVES.__________ _________________10 3.2.1. SPECIFIC OBJECTIVES. ._______________________________________11 3.3. Primary Foreign Languaje CONTENTS. .__________ _________________ 12 3.3.1 SPECIFIC CONTENTS.__________________________________________16 3.3.2 CROSS-CURRICULAR CONTENTS. _____________________________ 16
4. DEVELOPMENT OF THE ACTIVITIES _____________________ 17 SESSION1 _______________________________________________________ 17 SESSION 2.___________________________________________________ ____19 SESSION 3. ____________________________________________________ __22 SESSION 4. _______________________________________________________24 SESSION 5. .________________________________________________ _26 SESSION 6. 4.METHODOLOGY _____________________________________23 5. ASSESSMENT________________________________________24 6. BIBLIOGRAPHY____________________________________ _ 25
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2. INTRODUCTION
2.1. Why to set a didactic unit?
We may define the didactic programme as "the planning and educational
performance plan made up of a group of didactic uni ts developed at a certain
time to reach some didactic objectives”.
A didactic programming gives answer to all the curricular questions:
• What to teach? Objectives and contents as well as transverse contents
• When to teach? Orderly sequence of didactic units.
• How to teach? Methodology (organization of space and time, materials
and didactic resources) and measures to attend diversity.
• What, when and how to evaluate? Criteria and instruments for
evaluation, as well as evaluation types.
2.2. The context
As we have mentioned we have some conditioners when planning derived from our
educational setting which includes our school and our pupils.
� Our school
It is necessary to analyse the sociocultural environment our school is
immersed, the type of teaching staff or the curriculum established in with the aim
of contextualizing the curriculum to the educative reality we have.
We are in a public school recently built up with 3 units of Infant Education
and 6 of Primary Education. It is located in a new residential area of a town in the
Valencian Community where young couples are being settled down. We foresee that
registration demand in the centre will increase as the different housings will go
inhabiting.
Most of the teaching staff is definitive. It is made up of a tutor for every class
group and specialist teachers for Music, English and Physical Education. We have as
well, support teachers for students with special needs and the psychologist of the
Guidance Team comes every Tuesday morning.
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ALTHIA classroom is being used by pupils and teachers and the library is well-
organized as for the material and as for the functionality. Resources and materials
are appropriate.
� Our pupils
This description will include who our pupils are (age, sex, social background…) and
what our pupils bring to the class (motivation, knowledge of the world, interests…)
A better knowledge of our pupils world will lead us to discover their needs.
Our pupils are now studying 6th of Primary Education. They are now eleven
and in the psychological stage Piaget termed as Concrete Operations (7-12)
The stage between six and twelve years is characterized by the beginning of
compulsory education and also by outstanding achievements in the cognitive, motor
and socio-affective dimensions.
The cognitive command is marked by the sub-period of concrete operations
organization -the capacity to represent orderly complete sequence of events based
on the subject's experience. The motor development progresses in independence,
balance and control. Affection and social development convey the relative stability
of the cognitive achievements; the children show an open and wholehearted
behaviour, especially in peer relationships.
In the cognitive area , Primary children have overcome the restrictions lived in
the previous stage and are able to represent reality by means of symbols , helped
by the beginning of learning of diverse codes (mathematical, linguistic, musical,
corporal) in the first cycle of this stage.
Nevertheless, it is necessary to consider that instead of using representations
they continue attached to reality as it is needed the direct experience to facilitate the
learning and the development of the capacity of abstraction. The progressive
acquisition of different codes will favour the representation of reality, what will allow
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the acquisition of the instrumental techniques : literacy, numeracy, space and
graphic representation and image reading.
� Our current curriculum
Whith the passing of the Organic Law 2/2006, of May 3, the Royal Decree
1513/2006, of December 7 , this establishes the minimum teachings of the Primary
Education and in its unique transitory Disposition refers, among other aspects, to the
applicability of the Royal Decree 1006/1991, of June 14, and settles down that:
Until the development of the new Organic Law following the Royal Decree 806/2006,
of June 30, which establishes the calendar of application of this new education law,
the minimum teachings of this stage will be ruled by the Royal Decree 1006/1991, of
June 14, which settles down the minimum teachings and the RD 20/1992, February
17 which settles down the curriculum of the Primary Education.
All this normative constitutes the Compulsory Curricular Design (DCP), it will be
completed by the educational centres in the curriculum progressive levels of
concretion through the different institutional documents: the Educational project, the
Didactic Programmes, the class group programme (set of Didactic Units) and the
Individualized Curricular Adaptations, if necessary.
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3. THE SUBJECT
3.1. Contribution of the subject to the acknowledg e of the
main competences.
The subject contributes to the acquisition of the eight basic competences the way
we describe.
• The social skills and citizenship competence (C1) this competence
enables the student to understand how it functions and play a part, as a
democratic citizen, in an ever more diverse society. It involves the individual
patterns of behavior which enables peaceful co-existence, relationships with
others, cooperation commitment, and the resolution of the conflicts. The
acquisitions of this competence involves being capable of putting oneself in
the place of others, accepting differences, being tolerant and respecting the
values, beliefs, cultures and personal and collective history of those around
one. It implies an understanding of the social situation we live in, and the
ability to respond to conflicts with ethical values, exercising with solidarity and
responsibility the rights and obligations we have as citizen.
• The competence knowledge skills and interaction with t he physical world
(C2), this is the ability to interact with the physical world it its natural state, and
in that created by human activity, in order to understand events and predict of
consequences, and appreciate actions designed to improve and preserve
living condition of other people and living creatures. This competence implies
the acquisition of a scientific-rational thought process which allows
autonomous interpretation of information, personal initiative in decision-
making, and the use of ethical values when taking personal and social
decisions.
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• Competence in processing information and use of ICT (C3), This is the
ability to search for, obtain, process and communicate information, and
transform it into knowledge. Different skills are involved, from access to and
selection of the information, to its use and transmission through different
media, and the use of ITC as an essential element of communication.
Acquisition of this competence involves the use of technological resources to
resolve problems efficiently, keeping a critical and reflective attitude when
evaluating the available information.
• The competence in linguistic communication (C4), this competence
presupposes the use of languages as a means of oral and written
communication and as a learning tool and for self-regulation of thinking,
emotions and behavior. It contributes in this way to the development of a
positive self-image, and helps forge a constructive relationship with others and
with the environment. So learning to communicate a way of establishing links
with others, and approaching and making sense of other cultures. Linguistic
competence is fundamental in the resolution of conflicts and in-learning to co-
exist peacefully. Acquisition of this competence involves a command of oral
and written language in different contexts, and a functional use of at least one
foreign language.
• Competence learning to learn (C5), this competence involves beginning to
learn and being capable of continuing to learn and being able to go on
learning autonomously, looking for and finding answers in a rational manner.
This means accepting a variety of possible answer to the same problem, and
being motivated to use different methodologies to find them. It implies being
able to organize one’s own learning, and an efficient use of intellectual
resources and techniques.
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• The cultural and artistic competence (C6) this competence implies
knowledge, appreciation, understanding, and critical evaluation of different
cultural and artistic manifestation, both for the sake of enjoyment and as a
source of personal enrichment, and considering them as part of the heritage of
different cultures. It involves an appreciation an enjoyment of Art and other
manifestations of culture, keeping an open-minded attitude towards different
types of Art, preserving the common cultural heritage and encouraging one’s
own creative capacity.
• The competence in autonomy and personal initiative (C7), involves
making choices following one’s own criteria, carrying out the initiatives
necessary to develop one’s decisions both in social and personal domains and
in the workplace. The acquisition of this competence implies creativity,
innovation, responsability and a critical approach in the development of
individual or group projects.
• The mathematical competence (C8) involves the ability, above all, to use
numbers and basic mathematical operations, symbols and differents types of
mathematical expression and reasoning to produce and interpret information,
understands quantitative and spatial concepts and to solve everyday and
work-related problems. Acquisition of this competence means employing skills
and attitudes which allow one to use mathematical reasoning, understand a
mathematical argument, express and communicate in mathematical and other
types of knowledge.
In the following page, we are going to set a table that reflects the
competences that the students will work in each activity of the unit.
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In each activity we develop the following competenc es:
C1 C2 C3 C4 C5 C6 C7 C8
ACTIVITY 1 X X X X X X
ACTIVITY 2 X X X X X X X
ACTIVITY 3 X X X X
ACTIVITY 4 X X X X
ACTIVITY 5 X X X X
ACTIVITY 6 X X X X
ACTIVITY 7 X X X X
ACTIVITY 8 X X X X X X
ACTIVITY 9 X
ACTIVITY 10 X X X
ACTIVITY 11 X X X X X
ACTIVITY 12 X X X X
ACTIVITY 13 X X X X X
ACTIVITY 14 X X X X X X
ACTIVITY 15 X X X X X
ACTIVITY 16 X X X X X
ACTIVITY 17 X X X X X
ACTIVITY 18 X X X X X
ACTIVITY 19 X X X X X X X
ACTIVITY 20 X X X X X X X
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3.2. Primary Foreign Language OBJECTIVES.
According to the Decree 20/1992, February 17, where the Primary curriculum is
established in the Valencian Community and taking as reference the RD 1006/1991,
June 14, Minimum teachings nationwide, the aim of teaching a Foreign Language in
Primary education is to develop in the students the following capacities:
1. Comprehension of simple oral and written texts relative to objects, well- known
situations and events, using global and specific information, transmitted by these
texts with concrete purposes.
2. Use of oral English language to communicate with the rest of the class-group in
daily classroom activities and in communication situations created with this aim,
attending to the basic norms of interpersonal communication and adopting a
respectful attitude toward the contributions of others.
3. Use of non-linguistic expressive resources (gesture, corporal posture, diverse
sounds, drawings, etc.) with the purpose of trying to understand and to make oneself
understand using the Foreign Language.
4. Establishment of relationships among the meaning, the pronunciation and the
graphic representation of words and simple sentences of the Foreign Language, as
well as the recognition of sound, rhythm and intonation of this language.
5. Reading comprehension of short and simple texts related to classroom activities,
with their world knowledge and their experiences and interests with the purpose of
obtaining the global and specific information required.
6. Production of brief and simple written texts on familiar topics, respecting to the
basic rules of the written code.
7. Reflection on the processes and the formal aspects of the language, to facilitate
the acquisition of the code in the frame of communicative activities.
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8. Use, in the Foreign Language learning, of the knowledge and of the previous
experiences acquired through the use and study of the languages of the Valencian
Community, developing progressively the strategies of autonomous learning.
9. Understanding and use of the linguistic and not linguistic conventions used by the
Foreign Language speakers in habitual situations of social interaction (greetings,
farewells, presentations, congratulations, etc.) with the purpose of making
communication easier and more fluent.
10. Recognition and appreciation of the communicative value of the Foreign
Languages and the own capacity to learn how to use them showing a positive
attitude of understanding and respect toward other languages, their speakers and
their culture.
11. Progressive development of a critical sensibility that allows appreciating sexist,
classist, racist stereotypes... that the Foreign Language and their culture may have.
3.2.1. specific Objectives.
� To acquire and use properly some vocabulary concerning the places in a city, and
develop the competence to recognize them in different kind of texts.
� To learn and recognize the construction there is and there are in different contexts
like texts or song lyrics.
� To be able to prepare an exposition of the main parts of a city to their classmates.
� To respect other expositions and to participate in the games and activities
proposed.
� To know how to behave according to healthy habits and personal care derivate
from the knowledge of the cities and living rules.
� To use social skills that favor participation in group activities adopting a
responsible by respecting the basic principles of democracy.
� To use the new technologies to prepare and present a basic report of the
activities.
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3.3. Primary Foreign Language CONTENTS.
The definition of the Foreign Language Area contents implies to define which
knowledge dimensions will be decisive in the learning process. This fact involves
keeping in mind, both in Primary Education and Secondary education:
The linguistic investigation and the epistemological concept of the teaching
event from a communicative point of view.
The theory of learning.
The general educational goals.
The selection of the contents and the organization of the didactic intervention
(methodology) will allow developing the process of acquisition and learning of the
foreign language.
In this process, concepts, skills and procedures are implied:
Conceptual elements, basic for the linguistic development.
Procedures, the operations that allow relating concepts, acquiring them
significantly and building up new ones. In the case of the languages, it is
important to observe that the concepts and the procedures are inseparable.
Attitudes towards the learning object.
The first consideration when designing the contents of the Foreign Language
is to think of the instrumental character for communication that any language has.
The viewpoint on the acquisition and learning of the Language implies
reflecting on the linguistic-communicative relation of the Language.
The general theory of learning and in particular of the Foreign Language
indicates the convenience of developing the capacity to "learn how to learn" and
therefore the autonomy in the linguistic learning.
The consideration that the language transmits the ways of life and the notion
of the speaker’s world involves keeping in mind the reference to the social and
cultural environment too.
The following blocks do not possess in any way the consideration of a
syllabus, but rather one must keep in mind the four for any sequence. The contents
have been edited as procedures because the linguistic and communicative learning
is always made through processes.
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BLOCK 1. LANGUAGE AS A TOOL OF COMMUNICATION:
1. Participation in linguistic exchanges that express communication needs
within the classroom and in contexts next to the pupil.
2. Recognition and use of non linguistic elements of communication that help to
understand messages in a global and specific way.
3. Use of the basic communication strategies that allow replacing the
deficiencies of the linguistic knowledge.
4. Recognition of the different modalities of oral and written communication.
5. Recognition of the specific characteristics of both the oral and writing speech
(this cannot be a mere conversion of the first one).
6. Understanding of oral or written texts related to the class activities, with the
most immediate communication needs and with the own interests.
7. Production of written texts keeping in mind their specific characteristics.
8. Recognition of different discursive modalities (informative, explanatory
speech...), used in Foreign Language, in an integrative treatment with other
areas.
9. Realization of speech acts tied to daily and social routine acts (to greet, to
thank the, to apologize, to say goodbye...).
10. Realization of speech acts tied to the verbal expression of the affective
context in which the exchange is carried out (to express happiness,
sympathy, encouragement...).
BLOCK 2. LANGUAGE AS A TOOL OF LINGUISTIC REFLECTI ON
1. Recognition and gradual production of the phonological elements of the
Foreign Language.
2. Acquisition of the necessary lexicon for simple communication situations
presented.
3. Recognition of the basic linguistic structures and their gradual use in different
communication situations and according to the enunciative intentions.
4. Recognition and progressive reproduction of the spelling characteristic of the
Foreign Language.
5. Observation of the adaptation of the messages to the context, the
communicative intention and speakers.
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6. Progressive use of a metalanguage, simple and operative, that facilitates the
operations of description of the linguistic system and the development of the
following cognitive operations:
Observation of the data.
Hypothesis on the data.
Reception and interiorization of the data.
Generalization of the operation hypotheses.
Recognition and analysis of the own errors.
Exhibition and verbalization of the appreciations.
BLOCK 3. LANGUAGE AS A TOOL OF AUTONOMY
1. Cognitive skills
Analysis and comparison in different ways and functions of the Foreign
Language with the first language.
Use of diverse sources of information and reference materials as
dictionaries of images, pamphlets, magazines...
Self-observation of the previous and latter attitudes in front of the
learning object and their incidence in the process.
Observation and verbalization of the own learning process and of its
results.
Inference of new or unknown meanings, of textual outcomes and of
"rules" to explain the operation of the Foreign Language.
Selective attention to locate determined linguistic forms in an oral or
written text.
Repetition of terms or words that have been listened to facilitate their
memorization and later production.
Organization or classification in linguistic ways under an established
approach.
Construction of visual images to remember information and to clarify
meanings.
2. Negotiation and decision-taking skills
Negotiation and selection of objectives, centred in the materials and in
the activities (to discover the reason of an activity and of some
materials).
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Reorganization of the objectives and materials to adapt them to the new
arisen necessities of the recognition of the own errors.
Selection of work methods, interactions and techniques.
Value of all the previous aspects.
BLOCK 4. SOCIO-CULTURAL DIMENSION OF THE LANGUAGE.
1. Cultural recognition of cultural referents in authentic documents.
2. Recognition of pertinent cultural data included in topics and situations chosen
in function of the age, the interests and the social context.
3. Recognition and use of the social norms which go with the realization of
speech Acts and condition communication, such as expressions, manners,
uses and idiomatic customs.
4. Comparison of the cultural realities represented by the mother tongue and
the Foreign one to observe them critic and objectively.
5. Recognition of the social organization realities that impact in the language
facts (timetable, greeting formulas...).
6. Sensibility and critical attitude against sexist and social stereotypes.
7. Knowledge of certain social/collective stereotypes that are easy to interpret
for the members of a certain culture, but they can give place to unknown and
incomprehensible connotations for those of another.
8. Access to certain social configurations, to characters of the traditional culture
that can be present in many situations types.
9. Development of a tolerant and respectful attitude towards the values and the
forms represented by the Foreign Language.
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3.3.1 SPECIFIC CONTENTS.
A. GRAMMAR.
- Verb to be in affirmative, negative and questions
- There is /there are + a, an, some, any
- Is there? Are there?
- Position of adjectives
B. VOCABULARY.
- Places in a city:
- Adjectives:
- Houses and buildings:
C. READING AND LISTENING
- Reading:
- Listening: Hero. Mariah Carey.
D. SPEAKING AND PRONONCIATION
- Talking about their city.
- Imagine your super city.
E. WRITING
- Writing about a town.
3.3.2 CROSS-CURRICULAR CONTENTS.
The Cross-Curricular aspects uses in this Didactic Unit are:
� Art: Draw and design the perfecdt city.
� Music: Song hero. Their town songs.
� New Technologies: Use the computer to perform the proposed activities in
class.
� Geography. Talk about different places in the world.
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4. DEVELOPMENT OF THE ACTIVITIES
SESSION 1.
First of all, the teacher will ask the students where they live and if there are any
special places to visit in their town.
1. READING AND SPEAKING.
1. Sarah wants to tell us about her city, Chicago. Let’s read.
MY CITY: CHICAGO
By Sarah
I live in Chicago, Ilinois, in the USA. It’s a
big city and I love it. Chicago has got
many interesting places to visit. There are
nice shops, many cinemas, good
restaurants and very interesting places to
visit. The Art Institute has got many famous
paintings. The Museum of
Science and Industry is a fun place for children to learn about
science. My favourite place in Chicago is the Field Museum of
Natural history. I often go there with my family. We see the
exhibits and sometimes we watch a film in the museum
cinema. Chicago is a great place to live.
2. In pairs, think about the questions you can ask a
partner to learn about their city.
Ex: Where are you from?
Do you live in a city or in a town?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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2. Vocabulary:
3. Fill the box with the name of these places. Use the words in the box. You
don’t have to use all the words.
4. What words haven’t you used? Make a list and com plete with other words of
city places:
___________________________________________________________________
___________________________________________________________________
Clothes Shop – Hospital – School – Library - Shopping Centre
Bus station -Train Station - Sports center – Offices – Flats - Cinema
Factory - Internet Café – Park - Restaurant
At home : Think about the places that you can visit in your town and make a list with them. You’ll use them next day!
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SESSION 2.
3. Listening:
5. Use the word in the box to complete the song.
(Verse 1) ______ a hero if you look inside your heart, You don't have to be afraid of what ____ ______. And There's ______ answer,
if you reach into your soul, And the sorrow that you know will melt away. (Chorus) And then a hero comes along, With the strength to carry on. And _______ cast your fears aside, And you know you can survive. So, when you feel like hope is gone, Just Look inside you and be ______. And you'll finally see the truth, That a hero lies in you...
(Verse 2) It's a long road, when you face the world alone; No _______ reaches out a hand for you to hold... You can find love if you search within yourself And then the emptiness you felt will disappear... (Chorus) And then a _____ comes along With the strength to carry on And then you cast your fears aside And you know you can _________. So, when you feel like hope is gone Look inside you and be strong And then you'll finally see the truth See That a hero lies in you.
(Bridge) Lord knows
dreams _______hard to follow, But don't let anyone tear them away. Just hold on, and there will be tomorrow, And In time you'll find the way. (Chorus) And then a hero comes along, With the strength to carry on. And then you cast your fears aside And you know you can survive. So, when you feel like hope is gone, Look inside you and be strong. And you'll finally see the truth, That a hero lies in you.
You – strong – one – hero
– survive – you are-
there’s – an - are
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4. Grammar:
6. Help your hero, Shrek, to complete these boxes:
SINGULAR PLURAL
AFFIRMATIVE There’s ___ hero
There is a park
There are two heros
There _____ three shops
NEGATIVE There isn’t ____ cinema
There ____ an internet café
There aren’t any offices
There aren’t ____ schools
FORM FULL FORM SHORT FORM
AFFIRMATIVE
I am
You are
He/she/it is
We/you/they are
I______
You ______
He/she/it______
We/you/they ______
NEGATIVE
I am not
You are not
He/she/it is not
We/you/they are not
I’m not
You ______
He/she/it ______
We/you/they ______
INTERROGATIVE
Am I?
Are you?
Is he/she /it?
Are We/you/they?
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8. Look at the city Simulation game and complete th e sentences with ‘s, isn’t,
are, aren’t.
There aren’t any shops near the school.
1. There_______ some flats next to the new park.
2. There_______ any flats next to the old factory.
3. There_______ a big shopping centre. It’s very small.
4. There_______ a factory near de sports centre.
5. There_______ a good restaurant opposite the shopping centre.
Extension . What are the good and bad things about your town? Write
sentences in your notebook.
Ex: ☺☺☺☺ There are two parks ���� There isn’t a sports centre
CITY SIMULATION
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SESSION 3.
9. Look at exercise c., Can you find any place adve rbs? And any adjectives?
Adjectives: ________________________________________________________
Adverbs: __________________________________________________________
10. What are these, adverbs or adjectives?
These are adverbs!!!
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11. Write sentences about your town. Use adjectives 1-6 and the words in the
box.
It’s quite noisy here
1. noisy 2. clean 3. dangerous 4. friendly 5. pretty 6. modern
12. Tina is from Miami and Jake is from Brighton. L isten to their conversation.
Which city does Tina prefer?
Miami Brighton
13. Listen again and write true or false.
1. Miami is big 2. Brighton is small 3. Miami is safe
4. Brighton is pretty 5. Miamy is exciting 6. Brighton is noisy
4. Speaking:
14. Ask and answer questions about your ideal city. Use short answers.
Not – not very – quite – very - really
Is there a museum in your city
Yes, there is
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SESSION 4.
6. Grammar:
15. Help Fiona to complete the chart.
16. Complete the questions. Then write short answer s.
Is there a sports centre near your school?
Yes, there is
1. _________ any parks in your town?
2. _________ a famous tower in dubay?
3. _________ any shops near here?
4. _________ any tall buildings in your town?
5. _________ any places for young people in your town?
7. Writing:
17. Check the meaning of the words in the box. Then write six sentences
about your ideal city.
QUESTION ANSWER
Is there a swimming pool?
(1) ___ there an office?
Yes, there is
No, there ________
(3) _____ there any tall buildings? Yes, there are
No, there _____
A big shopping centre A museum
Old buildings Internet cafés
Offices
A skate board park Factories
Tall buildings A park
Fast food restaurants
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18. Write a short text about your city or town.
� Before you write look in your exercises for information about your town.
� Now write (Use the writing model at the beginning )
o
� Check your writing.
o Word order
o Ponctuation
o Adverbs and adjectives
o Verb to be
o There is / there are…
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
At home : Look for photographs, texts, songs… of your town. Bring your computer, CDs and Camera and some materials to the classroom.
Prepare your project!
26
SESSION 5
8. PROJECT.
19. By groups, you are going to participate in a ch allenge. You have to prepare
a power point to describe what your perfect city is , and you have to describe it.
- You can use all kinds of fotografs, music and tex t.
- You have to explain your work to your partners.
- You can use these key phrases:
- It is a small/big/ quiet… town / city
- It’s got a population of _______ pupil
- There is…. There are….. but there isn’t….. there aren’t…
- You can visit…
- My favourite places are…
- Remember to use the vocabulary properly.
SESSION 6 9. PERFORMANCES AND CO-EVALUATION
20. Pupils will expose their works and their classmates will observe them and
qualify them depending on the graphics, the vocabulary and the structures and their
pronunciation.
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4. METHODOLOGY
When we talk about Methodology we imply some methodological principles
and a flexible use of time, space and groupings with regard to the class activity
(see Annexe III). Our work method is based on a constructivistic learning point of
view joined to a communicative approach.
When planning we consider some very important aspects closely related to
class activity.
� A STRUCTURAL PLANNING based on a functional-notional syllabus
developed by motivating communicative tasks. Vocabulary and structures
are carefully graded. Advance and revision are combined systematically
(look-back syllabus).
� A STORY-BASED FRAMEWORK: stories provide the context to introduce
the new vocabulary and structures (input) in a familiar and secure
environment for children.
� ROUTINES help teachers to organize the English class and get students to
realize in their advance when learning English.
� THE PRACTICE OF THE FOUR SKILLS through varied activities which
promote learning.
� LEARNING TO LEARN STRATEGIES which promote autonomous
learning. The teacher will give more control and responsibility to their
pupils.
� FLEXIBLE GROUPINGS attending to the type of activities designed:
individual work, group or team work or class group.
� TASK WORK AND PROJECT WORK both provide the chance of applying
the knowledge and skills acquired to the task of communicating their
personal experience or the research about the topic.
� INFORMATION AND COMMUNICATION TECHNOLOGIES are used
systematically to reinforce contents as they allow multy-sensory and
autonomous learning. They are a powerful motivator and permit learning at
different rates attending to the diversity of our young learners.
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� EXTENDING ENGLISH LANGUAGE TO OTHER CURRICULAR AREA S
and pupils’ needs and interests applying the English language to real
contexts.
Furthermore, a Communicative Approach implies:
� A LEARNER-CENTRED TEACHING where the student will take an active
role as a participant and a negotiator of the class work. The teacher will
correspond as a guide and a organizer of the class activity.
� Activities and tasks will focused on oral communication without forgetting
written production - ORAL OVER WRITTEN WORK-.
� CONTEXTUALIZED LANGUAGE integrating in motivating and interesting
activities: two good ingredients for learning English in a relaxing
environment and in an atmosphere of communication.
5. ASSESSMENT
We depart from a concept of FORMATIVE AND CONTINUOUS ASSESSMENT
which allows us to detect learning problems (immediate feed-back). Evaluation
criteria are a very effective tool to design activities for assessing our pupils.
Following the Royal Decree 1006/1991, Minimum Contents for Primary Education we
can establish the following evaluation criteria for the Third Cycle of Primary
Education:
1.- To recognize and produce the characteristic phonemes of the Foreign Language,
as well as the basic patterns of rhythm and intonation in contextualized words and
sentences.
2.- To get the global sense of oral texts in face-to-face communication situations.
3.- To understand specific information, previously required in oral texts with a simple
vocabulary and structure related to pupils’ knowledge and interests ( daily life, likes
and dislikes, personal experiences and opinions).
4.- To participate in brief oral interchanges in relation to everyday class activities.
5.- To take part in simulated communicative situations previously worked in class.
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6.- To show understanding in simple oral instructions by means of both verbal and
non-verbal responses in a concrete situation.
7.- To read and understand the global and specific sense of brief and simple texts.
8.- To write short and simple texts, with a certain purpose and an established format.
9.- To produce the alphabet sounds and know their graph.
10.- To show respectful and tolerant attitudes towards people that communicate in
another language and possess a culture different to the own one.
11.- To use the Foreign Language as a fundamental vehicle of communication in the
classroom.
12.- To use the Information and Commuication Technologies as a means to reinforce
and to integrate contents in English language.
In this context, the evaluation criteria acquire their real meaning.
As evaluation is integrated within the class, we will use all the evaluation tools we
consider appropriate to the situation. In practice, we will use a systematically
observation of our pupils' work and progression. Other evaluation tools quite useful
are pupil's diary, questionnaires, written comments, recordings, group discussions.
All these assessment activities must be contextualized in class.
One more consideration, evaluation will promote students' participation in this
process through hetero-, co- and self-evaluation.
Finally, follow-up and remedial procedures will be also planned to help every
student reach the objectives previously planned.
To conclude, evaluation will enable us to analyse the own learning- teaching
process in order to improve it.
BIBLIOGRAPHY
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6. BIBLIOGRAPHY
- class Mterials
- http://www.slideshare.net/jpla23/key-competences-in-the-spanish-education-
system
- Cuerpo de profesores de enseñanza secundaria y cuerpo de maestros inglés [en línea].
[Consultado 15 Abril 2013]. Disponible en:
http://www.preparandote.com/preparandote_materiales_muestra/Pack%20Preparaci%C3%B3n%202012/preparandote_Gui%CC%81a%20Unidad%20Dida%CC%81ctica.pdf
- www.google.com
- www.gencat.cat. - www.cece.gva.es - www.amordiosca.com
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