viernes, 6 de junio de 2014

I've got a pet



Subject
Science
Teacher
Mar Moreno Sánchez
Title of the Unit
I've got a pet
Course / Level
2nd Grade

LEARNING OBJECTIVES


Learning outcomes
-       Identify the pets (C1, C3)
-       Listen, understand an repeat the stories (C1, C3)
-       Identify what pets eat (C1, C3)
-       Ask and respond to questions about pets in your family (C1, C3).
-       Review and assess own learning (C1, C7, C8)


Subject Content
-       Naming pets.
-       What pets eat.
-       How to look after the pets.
-       Talking about your pets.

Competences:
-       C1: Competence in linguistic communication.
-       C3: Competence in knowledge of and interaction with the physical world.
-       C7: Learning to learn.
-       C8: Autonomy and personal initiative.

LANGUAGE CONTENT / COMMUNICATION




Vocabulary
-       Core vocabulary: Pets
o   Bird, fish, hamster, dog, cat, rabbit, turtle.
-       Recycled vocabulary: animals
o   Crocodile, elephant, frog, giraffe, monkey, mouse, parrot and snake.
-       CLIL vocabulary:
o   How animals move: Climb, fly, jump, run, swim, walk.
-       What pets eat: fish, fruit, insects, leaves, meat, seeds.




Structures
-       Routines:
o   Have you got a pet?
o   What kind of pet do you have?
o   Is your pet big or small?
o   Has she/he got a (dog)?
o   Yes, he/she has. No, he/she hasn't.
o   What do (cats) eat?
o   Can you describe your pet?
o   Do you like animals?
o   What is your favorite pet?
-       Content Structures:
o   Present simple.
o   Comparative adjectives: bigger, smaller, faster, older.
-       Classroom management:
o   Open your book at page… / Which page, please?
o   Can you help me, please? / No, sorry. I can't. / Yes, of course I can.
o   Do you want to…? Yes, I do. No, I don't.
o   Thank you.
o   Stand up. Sit down. Put your hands up/down.

Discourse type / Language skills
-       Discourse type: narration (stories related to pets) and description of student's pets.
-       Language skills: Reading, listening, speaking and writing.


Socio-cultural aspects
-       Interest in animals.
-       Pleasure in reading a story about animals.
-       Interest in learning about how animals move.
-       Awareness of how to look after pets.
-       Awareness of what different pets eat.

METODOLOGY






Competence in Linguistic Communication
-       Through listening to words, sentences, stories, songs and short dialogues and texts, children learn to discriminate sounds, rhythm and intonation. They also develop the ability to understand texts globally and to identify and extract relevant information.
-       Through games and dialogues, children learn to use language and vocabulary and to speak with good pronunciation.
-       Trough role playing, they learn to express their feelings and opinions, using both linguistic and non-linguistic means of communication.
-       Through reading, children learn to associate oral language with written language.

Competence in knowledge and interaction with the physical world
-       Through the multi-sensory activities and games, children will explore their physical world.
-       Through the CLIL activities, children develop this competence in an interesting and dynamic way.
Competence in Processing Information and use of ICT
-       Through the integration of digital and multi-media resources, children develop familiarity with computer technology.
Learning to learn
-       Through the emphasis on developing effective, children establish good learning habits. 

Autonomy and personal initiative
-       Autonomy and personal initiative are encouraged in personalized activities in which children are encouraged to express their opinions.


ACTIVITY DESCRIPTION






UNIT 1
-       Every unit starts with a song related to the content we are going to study. In this unit, it is about animals.
-       All activities have clear and simple instructions for children to follow.
-       Listen, look and repeat. Children name any pets they already know.
-       New vocabulary is introduced using attractive photographs and flashcards.
-       Read the sentences. The children point to the animals in the picture of the pet shop.

UNIT 2
-       Listen to a story related to animals.
-       Answer questions about the story.
-       Ask the children to think about the story.
-       Tick the animals in the story.


UNIT 3
-       Sing a song related to animals.
-       Listen and say the missing words.
-       Complete the sentences.
-       Review the lesson.


UNIT 4
-       Do the opening routine.
-       Practice pronunciation.
-       Make a cut out about animals.
-       Look and write the names of the animals.
-       Review the lesson.


UNIT 5
-       Use flashcards to review the vocabulary.
-       Listen, point and say the name of the animal.
-       Talk about pets you know.
-       Write the animal and the food.




ASSESMENT
Competence in LingusticCommunication
Listening

Can improve
Fair
Good
Verygood
Can listen and repeat words.




Can listen and identify images.




Can listen to a story and follow the sequence of events.




Can listen and identify relevant information




Speaking

Can improve
Fair
Good
Verygood
Can sing a song with appropriate rhythm, pronunciation and intonation.




Understands and is able to communicate in English.




Reading

Can improve
Fair
Good
Verygood
Can read and identify written words.




Can read simple text related to animals.




Writing

Can improve
Fair
Good
Verygood
Can write the name of the different animals.




Competence in Processing Information and use of ICT

Can improve
Fair
Good
Verygood
Uses digital resources frequently and shows initiative to use them




Competence in knowledge of an interaction and interaction with the physical world

Can improve
Fair
Good
Verygood
Is aware of the physical space where animals live and operate.




Learning to learn

Can improve
Fair
Good
Verygood
Uses skills to meet his/her learning objectives.




Faces new learning challenges.




Autonomy and personal initiative

Can improve
Fair
Good
Verygood
Is creative and imaginative.




Stays motivated in order to complete tasks.





Online resources:

Tale: On the farm
Online dictionary:


Flashcards zbout animals

Titanpad for the theatre 

Five little monkeys song: 

 "Sombras de animales": 

Game about animals

Little animals


Autora: Mar Moreno Sánchez

jueves, 5 de junio de 2014

POLLUTION AND TRANSPORTS


MY DIDACTIC UNIT: POLLUTION AND TRANSPORTS




Teresa Guzmán
POLLUTION AND TRANSPORTS

Esta unidad está elaborada para trabajar Science en 3º de Educación Primaria.
Los elementos que la componen son los siguientes:


1. Learning outcomes

The content objectives will be classified attending to  levels of thinking from the easiest ones to complex.

- To expain the different transports
- To talk about the best way of transport depending on the different situations

2. Subject Content

- Identify different types of transport and their characteristics.
- Classify the transports and their incidences on the environment.
- Decide the most suitable mean of transport for each situation.
- Evaluate their own learning process through different tools.

3. Language Content / Communication

Vocabulary

Ways of transport: bus, plane, car, train, ship, taxi, bicycle, tram, walk and so on.
Characteristics: quick, fast, slow, pollution, diesel, gas, friendly, private, public and so on.
Verbs: to ride, to reserve, to walk, to fly, to drive, to sail, to cycle, to sit, to wait and so on.
Links: firstly, secondly, at the beginning, in the middle, at the end and do on.


Structures

Comparison (comparative and superlative structures):

Which is the_______ main of transports?
What main of transport is (more)_____ than_______?
The ______is _____than the _______.
The______ is more_____ the than _____.

Structures of action:

How do you go to____?
To get to the_____you have to______.
I go to ______ on/by ________.

Discourse type

Dialogues, narrative and descriptive types.

Language skills
Receptive and productive ones. Listening, Reading, writing and speaking.


4. Contextual (cultural) element

Advantages of knowing different places using the most suitable way of transport.

5. Cognitive (thinking) processes
- Controlled lecture
- Ellaboration conceptual maps
- Select necessary information to complete the tasks

6. (a) Task(s)

- Brainstoming
- Guided discussion
- Mime, alphabet soup
- Quiz

6. (b) Activities

- Morning routines
- Game with words
- True and false sentences
- Writing your diary
- Discussion about transports

7. Methodology

Organization and class distribution / timing

It will be used different types of grouping depending on the tasks, big groups activities, small group activities and individual ones.
It will be developed in five sessions of 45 minutes each one.

Resources / Materials

Depending on the student's learning style, we will use some materials like: computer, worksheets, White digital board, markers and so on.

LINKS


MEMORY GAME ABOUT TRANSPORTS


ACTIVITIES WITH MEANS OF TRANSPORT




Key Competences

Linguistic competence, mathematical competence, processing and use of ICT competence, social skills and citizens competence and autonomy and personal initiative.

8. Evaluation (criteria and instruments)
Criteria:

- Talk about the ways of transport they usually use.
- Present a topic in front of their classmates.
- Decide what type of transport is the best one for each situation.

Instruments:
- Oral presentations
- Self evaluation sheets
            - Daily observation





DESCRIPCIÓN DE LAS TAREAS  

Cada sesión tiene una duración de 45 minutos.


1. SESSION: PRESENTATION
Para presentar el vocabulario de la unidad utilizo una serie flashcards que ayuden a los niños a la comprensión del tema a tratar. Durante esta sesión realizaremos actividades de este tipo con esas flashcards.

- Choose 3 different flashcards and ask your students to create a story.
- Show a set of flashcards and ask them to write the ones they remember.
- Show them a flashcard and ask them to brainstorm ideas. Then tell them to compare ideas and ask them to create stories in pairs using the words they've come up with.

2. SESSION: INTRODUCTION

- Matching, entre definiciones e imágenes 
- Crear un mapa conceptual para hacer una clasificación de los distintos tipos de transporte usando las flashcards

3. SESSION: PRACTISING THE NEW VOCABULARY

- Crosswords
- Word search
- Memory game.
  - Opinar

4.SESSION: INTERACTIVE ACTIVITIES WITH MEANS OF TRANSPORT



5. SESSION: PROYECT

- Tratamos un texto y formamos un debate sobre lo que hemos leído haciendo preguntas y comparaciones sobre los diferentes medios de transporte y su impacto en nuestro medioambiente.
- Realizar el proyecto. Crear un póster con las características de los medios de transporte usando el punto gramatical propuesto, en este caso el comparativo.
- Presentación de los proyectos.

ENLACE EN GOOGLE DRIVE

TERESA GUZMÁN CARMONA