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. https://www.youtube.com/watch?v=a53DkiJ5HDc -       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:

https://translate.google.es/?hl=es

Flashcards zbout animals

http://www.preschoollearningonline.com/printable-flashcards/animal-flashcards-for-kids.html

Titanpad for the theatre 

https://titanpad.com/LAaRMbGDKk

Five little monkeys song: 

http://www.dailymotion.com/video/x12p46b_five-little-monkeys-nursery-rhyme-in-english-with-full-lyrics_music

 "Sombras de animales": 

 http://es.slideshare.net/sansiro08/sombras-de-animales

http://es.wikipedia.org/wiki/Wikipedia:Portada

Game about animals

 http://www.sheppardsoftware.com/content/animals/quizzes/kidscorner/animal_games_forest_large.html

Little animals

http://www.bbc.co.uk/schools/laac/story/sbi.shtml

Autora: Mar Moreno Sánchez

CLIL DIDACTIC UNIT ANIMALS

CLIL Didactic Unit
Subject: Science    Teacher: Teresa Yévenes
Title of the Unit: Animals   Course / Level: 1st grade Primary

1. Learning outcomes

To identify living and non-living things
To learn the life cycle of living things
To classify animals in domestic and wild
To describe body parts
To know how animales move and where they live
To know how to take care of animals

2. Subject Content

Characteristics of living things
Wild and Domestic animal classification
Animals' body parts and movements
The importante of taking care of pets



 3. Language Content / Communication



Vocabulary



 Nouns: legs, tail, wings, fins, trunk, vet, water, land
 Adjectives: Wild, domestic, long, short, big, small
 Verbs: are born, grow, reproduce, die, breathe, eat, walk, run, fly, swim, jump, slither, wash, clean, brush, feed



Structures 



Routines:
what's your favourite animal? Do you hace any pet? Have  you ever been in a zoo?
Content:
Where does it live? It lives ..., What does it eat? It eats ..., Can it fly? Yes, it can /No, it can't, Has it got wings? Yes, it has, Is it wild? Colours and adjectives. Use and position. It's too +adjective. Specific vocabulary related to body parts. Has it got wings?
Classroom management:
What animals can you see?, Listen and answer the questions, is it true or false?, circle the correct answer, complete the activities, describe the animal, what does it look like? Tell me their abilities, think what they eat and where they live, Are they the same or different?, write the differences, can you tell the habitat? can you describe your pet?
Type of discourse
Exposition, Description, Argument, Dialogue, Narration
Linguistic skills
Listening, Reading, Speaking and Writing

4.Contextual Element



Students are in the first gade so we will use a lot of flashcards, pictures, photos and videos to help understanding. We will work in cooperation with the L2 teacher.

5.Cognitive Processes



a. Understand the vocabulary and written-oral texts
b. Memorise the vocabulary
c. Apply the knowledge learnt
d. Know the difference between living and non-living things
e. Identify wild and domestic animals
f. Describe animals with different body parts
g. Realise the importance of taking care of pets

6.Tasks



o Session 1
Living and non-living
Introduction (15'): Photos Game
Practice (15'): Yes/No activity
Production (15'): Worksheet 
Life Cycle 
Closue(15'): Identify pictures and match activity
o Session 2
Domestic and Wild Animals
Presentation (15') Power Point and Story
Practice (15') Classification Activity
Production (20') Worksheet
Closure (10') Find the hidden animal Game
o Session 3
Body Parts
Presentation (15') Flashcards Game
Practice (15') How many legs? Activity
Production (20') Worksheet
Closure (10') Animal Maker Game
o Session 4
Animals' Movements
Presentation (15') Video
Practice (15') True- False Activity: Can it....?
Production (15') Match activity
Closure (15') Internet game
o Session 5
Habitats
Presentation (15') Song
Practice (15') Classify Game Production (20') Worksheet (land, water, air) Closure (10') Game: Which animal is it?
o Session 6
Describe your pet
Presentation (15') Story
Practice (15') Read an animal description
Production (20') Write about their pets
Closure(10') importance of taking care of pets

7.Methodology



Organization and class distribution

Students will be seated in pairs or in groups depending on the activity
Timing

6 sessions of 60 minutes. You can change and adapt the timing of each activity depending on the students.
Resources 

Flashcards, Photos, Videos, Computers, Students' Notebooks, Worksheets
Key Competences
 
o Competence in Communication with language
o Competence in knowledge of and interaction with the physical world
o Competence in social development and in citizenship o Competence in learning to learn o Competence in personal initiative

8.Evaluation



 Identify living and non-living things
 Understand the life cycle of living things
 Classify animals in domestic and wild
 Describe animals' body parts

Aqui podéis ver la plantilla de la unidad con los diferentes recursos: https://docs.google.com/file/d/0B4XG0bd-dB21RVpJMFM0SFgxeVE/edit?usp=docslist_api

TERESA YEVENES RETUERTO