DIDACTIC UNIT (NORMALIZED)
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ENGLISH 4th YEAR (PRIMARY EDUCATION)
FINAL PRODUCT:
We're going to listen to a song and then the students are going to rewrite that song with the vocabulary we've taught They are going to describe several animals’ photographs (or pets If it’s possible) they’ve taken in the zoo too. They will show the work to their parents in a festival.
CONTEXT AND JUSTIFICATION:
We have a class with 25 students. The purpose of this task is that pupils learn about wild animals, their parts of the body, what they eat and where they live and the importance to keep the environment using the 3Rs (Reduce, Reuse, Recycle).
OBJECTIVES:
To recognize and identify words for the different animals.
To learn how to describe the different parts of the animal body.
To listen to and talk about ecology.
To practice the language using their bodies (Total physical Response).
To listen to and understand, with visual help, a story.
To sing, understand and learn a song.
To read and write key vocabulary words.
To form accurate sentences.
BLOCKS OF CONTENTS:
- BLOCK 1: Listening, speaking and conversing.
o Use of greeting routines as ice-breakers. o Identification of the animals and their parts of the body. o Understand a story and participating in it with answers. o Communicative games. o Listening to and understanding a song.
- BLOCK 2: Reading and writing.
o Use visual context to recognize or spell words. o To be able to read and write key vocabulary words. o To complete sentences by filling gaps with the correct o words/phrases
- BLOCK 3: knowledge of the language.
o Structures: What is it? It’s a/an….
It has got+ part of the animal body It has got+ ( big / small/ short / long) + part of the animal body Where is the (animal)? It’s in the………
DIDACTIC UNIT (NORMALIZED)
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o Vocabulary: a lion, a parrot, a zebra, a giraffe, an elephant, a monkey, a crocodile, a snake, wings, fur, paws, beak, whiskers, spots, stripes, feathers, tail, mane, claws, grass, tree, flowers, rocks, river, plants, recycle, to plant.
- BLOCK 4: Socio-cultural aspects:
o Interest in finding out about animals and their environment. o Respect for keeping the environment. o Enjoying, interest and curiosity for learning the language. o Ability to evaluate his/her own progress.
EVALUATION PROCEDURES:
The pupil acquires greetings routines.
The pupil recognizes, identifies and describes the different parts of the animal’s body.
Is able to say where animals live.
Knows how to answer simple oral instructions.
Is able to understand a story with visual support and answer questions about it.
Is able to participate in a board game which integrates reading and speaking.
Is able to complete a sentence with the correct words or Information.
Learns and sings songs.
DETAILED SEQUENCE:
SESSION 1
ACTIVITY 1
INDIVIDUAL
TIME: 20 minutes
MATERIAL: Flashcards http://learnenglishkids.britishcouncil.org/en/worksheets/animal-body-parts-flashcards http://www.mes-english.com/flashcards/animals.php
CURRICULAR ADAPTATION:
PRACTICE: I stick the cards on the wall as the same time as I introduce the new words They have to repeat after me. Then when all the cards are stuck I point to one card and they repeat the name of the object. Then they point to the correct card as the time as they hear the word. Then I'll explain the structure Is this an elephant? Yes, it is/ no it isn’t. Has it got wings? (and I move my arms)
ACTIVITY 2
2 TEAMS
TIME: 15 minutes
MATERIAL: Gestures and visual support
CURRICULAR ADAPTATION:
PRACTICE:
DIDACTIC UNIT (NORMALIZED)
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I start describing an animal and the pupils have to guess what animal is. If they don’t know the animal I’ll show them the card and I’ll repeat the description.
ACTIVITY 3:
INDIVIDUAL
TIME: 15 minutes
MATERIAL: Worksheet
CURRICULAR ADAPTATION:
PRACTICE: They have to do some worksheets.
SESSION 2
ACTIVITY 1:
INDIVIDUAL
TIME: 15 minutes
MATERIAL: Digital board
CURRICULAR ADAPTATION:
PRACTICE: We are going to read and listen to a story and then I’m going to make a few questions about the story. http://www.oup.com/elt/global/products/surprise/level3/stories/story1 What colour is the plant? / Is the plant long or short? What colour is the rock? / Is the rock big or small? Is the crocodile brown?
ACTIVITY 2:
MEETING
TIME: 20
MATERIAL: Flowers, plants, rocks, water (bottle), small tree (bonsai), grass…
CURRICULAR ADAPTATION:
PRACTICE: We have to discover where animals live. We introduce the new vocabulary with real things and we talk in class where do animals live and what they eat.
ACTIVITY 3:
INDIVIDUAL
TIME: 15 minutes
MATERIAL: Worksheet
CURRICULAR ADAPTATION:
PRACTICE: They have to do some worksheets.
SESSION 3
ACTIVITY 1:
GROUP
TIME: 50 minutes
MATERIAL: Cameras
CURRICULAR ADAPTATION:
PRACTICE:
DIDACTIC UNIT (NORMALIZED)
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We go to the city zoo / park (Ceuta: S. Amaro) to learn about the animals environment and to take some animals’ photographs to prepare our descriptions.
SESSION 4
ACTIVITY 1:
INDIVIDUAL
TIME: 10 minutes
MATERIAL: Notebook, pencil and crayons
CURRICULAR ADAPTATION:
PRACTICE: They have to draw what they hear, and put the names.
ACTIVITY 2:
2 TEAMS
TIME: 30
MATERIAL: Digital board
CURRICULAR ADAPTATION:
PRACTICE: http://www.educa.madrid.org/binary/276/files585/ http://www.angles365.com/classroom/fitxers/4t/logicanimals.swf http://www.angles365.com/classroom/fitxers/4t/animals/hangman.swf http://www.oup.com/elt/global/products/incredibleenglish/level3/games/frog_unit4 http://www.oup.com/elt/global/products/incredibleenglish/level4/games/anteater_unit5
ACTIVITY 3:
GROUP
TIME: 10
MATERIAL: Computer and Speakers
CURRICULAR ADAPTATION:
PRACTICE: Listen to the song and sing it doing the actions. http://www.youtube.com/watch?v=9wAUxIVN_po
SESSION 5
ACTIVITY 1:
INDIVIDUAL
TIME: 10 minutes
MATERIAL: Computer and Speakers
CURRICULAR ADAPTATION:
PRACTICE: Learn the song and sing again.
ACTIVITY 2:
GROUP (5 people)
TIME: 30 minutes
MATERIAL: photographs, pencils and papers
CURRICULAR ADAPTATION:
DIDACTIC UNIT (NORMALIZED)
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PRACTICE: Describe the flashcard and make a short poem for the song. “It’s an animal with big big mane It’s an animal with a long long tail What is it?} Bis I know } Bis It’s a lion} 3 times yes it’s”
ACTIVITY 2:
GROUP (5 people)
TIME: 10 minutes
MATERIAL: Computer and Speakers
CURRICULAR ADAPTATION:
PRACTICE: Sing the song that they have done.
SESSION 6
ACTIVITY 1:
INDIVIDUAL
TIME: 12 minutes
MATERIAL: Portfolio and pencils
CURRICULAR ADAPTATION:
PRACTICE: They have to do the portfolio worksheet.
ACTIVITY 2:
GROUP
TIME: 38 minutes
MATERIAL: Computer room
CURRICULAR ADAPTATION:
PRACTICE: We go to the computer room to find out some information about recycle, what can we do with our rubbish and how to reduce and reuse it. http://www.recyclezone.org.uk/home_fz.aspx.html
COMPETENCES:
Competence in linguistic communication.
Competence in the knowledge and interaction with the physical world.
Treatment of information and digital competence.
Civil and social competence.
Cultural awareness and expression.
Competence to learn how to learn.
DIDACTIC UNIT (NORMALIZED)
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SUCCESS INDICATORS:
Identifies and names different
animals and their parts of
the body.
ALWAYS USUALLY SOMETIMES NEVER
Describe the animals.
ALWAYS USUALLY SOMETIMES NEVER
Describe his/her body.
ALWAYS USUALLY SOMETIMES NEVER
Answer to orders with
actions. ALWAYS USUALLY SOMETIMES NEVER
Know the meaning of the
tale. ALWAYS USUALLY SOMETIMES NEVER
Read and write about animals
ALWAYS USUALLY SOMETIMES NEVER
Work in group and in pairs.
ALWAYS USUALLY SOMETIMES NEVER
Look after the environment
ALWAYS USUALLY SOMETIMES NEVER
Work alone. ALWAYS USUALLY SOMETIMES NEVER
Show interest to communicate in
English. ALWAYS USUALLY SOMETIMES NEVER
DIDACTIC UNIT (NORMALIZED)
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BIBLIOGRAFÍA:
http://www.boe.es/boe/dias/2006/12/08/pdfs/A43053-43102.pdf
http://learnenglishkids.britishcouncil.org/en/worksheets/animal-body-parts-flashcards
http://www.mes-english.com/flashcards/animals.php
http://www.oup.com/elt/global/products/surprise/level3/stories/story1
http://www.educa.madrid.org/binary/276/files585/
http://www.angles365.com/classroom/fitxers/4t/logicanimals.swf
http://www.angles365.com/classroom/fitxers/4t/animals/hangman.swf
http://www.oup.com/elt/global/products/incredibleenglish/level3/games/frog_unit4
http://www.oup.com/elt/global/products/incredibleenglish/level4/games/anteater_unit5
http://www.youtube.com/watch?v=9wAUxIVN_po
http://www.recyclezone.org.uk/home_fz.aspx.html
http://www.oup.com/elt/global/products/surprise/level3/