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Diana Gallego

on 19 November 2013

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Transcript of DIDACTIC UNIT


To increase vocabulary related to clothing in different contexts.

To practice different grammatical structures.
To improve speaking skills.

To enhance the awareness of intercultural similarities and differences.

To raise interest in each other’s customs and traditions.

To improve the reading skills.

The methodology that we are going to use in this didactic unit is an eclectic one, as we have used different methods during the development of this didactic unit such as the inductive method, in which our pupils infer the structure from the examples given or the deductive method, in which our pupils obtain the rule and then, they have to provide different examples according to the rule.

We can also speak about the oral approach, in which the students infer the meaning from context inductively; also grammatical structures are learnt with oral procedures: drills and the oral language come first, then the written language.

Finally, the most important method, the communicative approach, in which language is considered a means of communication and interaction between members of a community. The goal is to develop student’s communicative competence.

During the development of this didactic unit we are going to use: Posters, flashcards, listening activities, worksheets, videos, ppt presentations in order to explain the grammatical and the context aspects.
This didactic unit is focus on students in a public school in Ibague city; it is for learners in sixth grade, this group is made of 37 students.

This didactic unit tends to help students’ learning process with some specific topics including students’ interests taking into account meaningful learning for them and to allow student to express their own ideas according to what they like with guidance in order to improve their knowledge in the English language.

This didactic unit will be develop at the beginning of the year as a project that students will implement at the end of the process where they will explore different vocabulary about OCCUPATIONS, some vocabulary implicit about CLOTHES and the use of some tenses.

Besides, it will take into account the communicative purpose among the students in a real context according to what students like to do.

At the end of this unit, students will be able to:

To describe clothing of different professions and trades, clothing for special occasions, clothing for sports, traditional clothing, clothing for different climates.

To know vocabulary about jobs and clothes.

To identify vocabulary related to clothing.

Ask and say what someone is wearing.

Write short descriptions about what people are wearing.

Reinforce the order: adjective- noun.

Learn the unit song.

To describe in an oral and written way the functions of some jobs.

To create their own job according to their likes.

To describe themselves in their role of their own job using vocabulary about clothes.

To describe in an oral and written way what their job usually do according to what they choose.

To present in an “Role Play” a show about jobs.
Session 1: “What your parents do”

Teacher will introduce the vocabulary about jobs topic through some pictures in order to students can identify what it is the picture. This session will be focus on “jobs vocabulary” and teacher will ask to students about what their parents do in order to let students explore the context around them according to the topic.

After getting elicits information from students, teacher will provide a crossword to students. So, they can look for the correct word to define job.
SESSION 2: “what do your parents do at work?”
The class will start with a group game which it will help students to remain Jobs vocabulary from the previous sessions
After having an idea of the vocabulary about jobs and occupations, student will explore about the main activities that people has to do according to each job. In this case students will express ideas according to their parents’ jobs.
Teacher will ask that information in order to get more elicit information from students and teacher will present some questions and sentences in order to implement that vocabulary too to the students and explore what students know about activities that a person has to do.
Besides, students will learn the unit song to complement and clarify jobs vocabulary and what each person do. The song is called “people work” by the British council.
SESSION 3: “What people wear?”
Before start with the introduction of the new vocabulary, students will be able to reinforce jobs vocabulary and sentences activities through a “job Domino”
Then, teacher will present some of the vocabulary through a power point presentation to make students identify the vocabulary in order to develop the next activity.
Besides, teacher will ask to students what are they wearing and what they think each person has to wear according to the jobs. At the end of the presentation teacher will present some sentences examples to express what someone is wearing in order to students use it to practice for the next activity. It is a worksheet.
SESSION 4: “What are they wearing?”
Teacher will present an example of some people wearing different clothes to make students explore more vocabulary and the way that it has to be used to express and idea of what other people is wearing or what are they wearing.
Then students will develop by their own a worksheet where they will implement some sentences expressing what people is wearing using the vocabulary studied through the sessions.
SESSION 5: “What I want to be”
It is almost the end of the unit and students will make a review of all the topics.
Then, teacher will present some example of the idea of the project that it is that each students choose one occupation, describe it and pretend to be working ¿in that job to be able to express the idea of what is the job, what to do on it and what is the perfect clothe to wear.
SESSION 6: “My own job”
Students will choose their own job. Then, they will do descriptions of it using the entire topics studied before. And finally with the guidance of the teacher they will create a role play to be presented as a final project of the unit.
With this First rubric, we going to check the elaboration of our Didactic Unit, the purpose is to see if all didactic objectives are covered with the activities.

Summative: It measures how much students can contextualize the content and vocabulary about the main topic.

Formative: It measures how well students can progress through learning this topic and it also provides some extra source for further learning. (some weaknesses and strengths to bear in mind)

Formal: It is a well-organized task aimed to appraise the progress that the students have about the main topic.

check the students´ progress regularly
check if the students are able to repeat information and to apply linguistic structures used during the lesson
test the grammatical knowledge
Control the involvement of each student (e.g. by doing exercises…), also see further evaluation after each exercise

During the development of this didactic unit we are going to use: Posters, flashcards, listening activities, worksheets, videos, ppt presentations in order to explain the grammatical and the context aspects.
The unit will be devolved in 7 sessions:

This Didactic unit was planned to learn vocabulary of clothes, jobs and remind some tenses worked in some last English classes, we use some useful tools such as songs, videos, images, worksheets ...etc. As they are 6th graders they need to support communicative skills to develop it, this is the reason to use songs and pictures to illustrate the vocabulary that remember in an easy way. The age is so important to plan fun activities for teenagers. “The age of our students is a major factor in our decisions about how and what to teach". People of different ages have different needs, competences, and cognitive skills (Harmer. 2007).

On the other hand, this didactics unit helps students to develop different strategies that can be adjusted to distinct situations, which learners deal with in their daily life. Therefore, we have designed different activities that will help learners to develop different abilities, where learners will focus on certain aspects of the four communicative skills (Listening, reading, writing and speaking).

Furthermore, each activity has an aim that will permit students to prepare for the subsequent exercise and to make predictions. Some of the resources "worksheets" will allow reflecting the learners’ understanding, their effectiveness of the strategies used and their language production and contextualize the main topics.

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