didactic unit - · pdf file9- to do a project about an interview for a magazine. ... are...

DIDACTIC UNIT

[Lingüística aplicada a la enseñanza del inglés]

Diana Pérez Verdú 24-01-2011

Diana Pérez Verdú Lingüística aplicada a la enseñanza del inglés

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Index Page

1- Justification 2

2- Communicative Objectives 3

3- Table of contents 4

4- Methology 6

5- Resources 7

6- Assumed knowledge of the students 7

7- Anticipated problems 7

8- Planning of lessons 7

9- Assessment, testing and evaluation 14

10- Attention for students with specific educational needs 17

11- Bibliography 19


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1. Justification

In the Decree 112/2007 we find some importants points about foreign

languages and we are going to summarize it. In this Decree we observe that

the foreign languages provoke an interest in the society due to the

socioeconomic changes and the technological progresses. The cultural,

commercial relations ... and the means of transport favor the exchanges

between the different languages. The geographical location of Spain and his

economic evolution offers a necessary incorporation of several foreign

languages in the plans of study. In addition, the knowledge of other

communicative languages constitutes a key element to constitute the cultural

movement, creating an European entity. For this motive it is necessary to

prepare the students. The Council of Europe insists on the relations with

other members of the countries, developing the idea of European citizenship

and recommends the learning of more than one language.

The Common Frame of Reference proposes an approach centred on

the action, depending on the capacity of the pupils. In the Secondary

Obligatory Education the discursive skills are highlighted in diverse areas.

On having finished the Primary Education, the pupils should be able to

express orally and in writing in simple situations, a communicative

competence to be capable of interacting. One tries to obtain a communicative

effective oral and written competence, in social significant contexts. So, the

linguistic skills will be based on the interaction. Everybody has already a

certain degree of communicative competence, which bases are common to

all the languages. The planning of the activities will be based in promoting

attitudes in the recipient. The learning of a foreign language goes beyond to

all the areas, helping the communication with speakers of other languages.

The contents appear grouped in blocks in relation to three axes: the

capacity linguistics; the constituent elements; and the social and cultural

dimension of the foreign language. The block one consists of listening and

speaking , whereas in the block two to read and to write. There is a relevant

importance to the oral communication, by audio-visual means. Moreover, the


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written texts are model of textual composition and elements of practice. In

the block three we find the knowledge of a language and in block four the

sociocultural aspects. The learning of a foreign language contributes to the

competition in linguistic communication. From the acquisition of the

language, it is contributed to the development of the competence to learning

to learn.

Furthermore, there is a develop of the social and civil competition,

working in groups or pairs. There is a direct relation with the digital

information, which is very advanced. The knowledge of a foreign language

contributes also to the acquisition of the competition of autonomy and

personal initiative.

This didactic unit is centred on the course 3 º ESO. The center where

we will work has special technological classrooms with computers and

earphones with the capacity of 30 seats. Also, in the common class there is a

TV and a music system. The quantity of pupils is the 24. We could find some

difficulties, like broken machines or the situation of the special because it is

next to the playground and always there people who could disturb the sound.

The didactic unit has the title of “Who are they playing?” and it appears the

present continuous as future and the gerund. Also, the months with the dates

besides the sports and sport locations.

2. Communicative objectives

The principal aims of this didactic unit are:

1- To learn vocabulary related to sports and to describe the sports

places. (speaking and writing.)

2- To make polite request with “could” and to talk about their

favourite sport. ( speaking, writing, grammar)

3- To look at the pronunciation of the sound “th” as / /. ( speaking)

4- To listen a conversation about football match. ( listening and

reading)

5- To use the present continuous as future. (grammar)

6- To listen a programme radio and complete the chart. ( listening

and writing).


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7- To write a n interview for a magazine. (writing)

8- To read a story and put in order. (reading and listening)

9- To do a project about an interview for a magazine. (final task)

At the end of the unit the students will be able to do that.

3. Table of contents

A- ORAL COMMNUNICATIVE SKILLS (LISTENING AND

SPEAKING)

1- Putting usual communicative strategies using a previous

knowledge.

2- Obtaining global information in differents oral texts. Obtaining

specific information like places, timetable…

3- Producing short oral texts with a logical structure, with an

adequate pronunciation.

4- Participation in short conversations into the classroom: Personal

experience.

5- Using adequate answers with the classmates.

6- Developing strategies beating communicative interruptions, in

pairs or groups.

B- WRITTEN COMMUNICATIVE SKILLS (READING AND

WRITING)

1- Understanding basic instructions

2- Selective readings for a global understanding, identifying specific

information.

3- Reading adequate texts depend on the age interests and

competence level with autonomy.

4- Using basic strategies for reading understanding.

5- Recognition some characters from the writing language and

it´s differences with the oral language.

6- Developing guiding text with a short modification in the

structure.


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7- Short text compositions basing on coherence.

C- LANGUAGE AWARENESS

C.1-FUNCTION

1- Identifying morphological elements.

2- Using often structure.

3- Descriptions.

4- Polite requests

5- Present continuous as future

6- Gerund

7- Future events

C.2-GRAMMAR

1- Articles, substantives, adjectives, preposition, adverbs.

2- To be, adverbs of time, temporal expressions.

3- Modal verb

4- Like, dislike, hate…

5- Useful phrases.

6- Questions.

C.3-VOCABULARY

1- Amplifying usual expressions, structural phrases.

2- Specific vocabulary

3- Months and dates

4- Sports and sports locations.

C.4- PHONOLOGY

1- Recognition of phonetic symbols and phonemes.

2- Pronunciation, verbal tenses, weak forms.

3- Rhythm, intonation, accentuation.

4- The sound “th” / /.

D- SOCIOCULTURAL ASPECTS

1- Instrument of communication with persons of other cultures.

2- Customs and features of other countries.

3- Polite expressions, adapted to the social exchanges.


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4- Knowledge of historical and geographical features of the country

of the foreign language.

5- Interest in the communication with speakers or apprentices

(digital means or paper).

6- Valuation and personal enrichment of the learning.

4. Methodology

The concept of communicative competence is Hymes´ reformulation

of the `asocial´ notion of linguistic competence. Communicative competence

involves a wider range of phenomena than just the abstract knowledge of the

system —linguistic competence, the knowledge of the linguistic code,

connected with correctness of sentence. Communicative competence

includes knowledge of language use. It specifies what a speaker has to know

in order to communicate effectively in a speech community and it´s based on

the students.

The methods that we are going to follow are Linguistic Competence,

the knowledge of the linguistic code, in relation with correctness. The principal

aim is to correct of the sentence at all linguistic levels: phonological, morpho-

syntactical, lexical (morphology and semantics). Moreover, we find the Textual

Competence, how to interpret individual elements in connection with other

elements, how to combine them efficiently to integrate them into a spoken or

written text. The basic aim is a efficiency of a text: cohesion, coherence,

following text-type conventions and format. In addition, another method is the

Interactional Competence, effective communication with the interlocutor, when

to speak or be silent, interrupt, initiate or make a closing and his aim is the

effectiveness of interaction. The last one is the Sociolinguistic Competence

refers to the knowledge of social context in which communication takes place;

it is connected with appropriateness of form and meaning to context. The aim

of this method is the appropriateness to social situation.

So, the Communicative Competence uses more authentic language than

repetitive phrases or patterns. The students interact with their environment, the

responsibility is shifted from teacher to learner. There is more emphasis on

communicative skills (speaking, listening, reading, writing) and the learners


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interact with each other in pairs or groups. The kind of activities that we find

are roleplays, interviews, surveys…

5. Resources

The resources that we are going to use in this didactic unit are the text

book, a map of England and exercises of grammar.

6. Assumed knowledge of the students

Up to now I hope that my students know the uses of the present

simple and continuous, and the adverbs or phrases of frequency. Also, the

difference between present-past-future. I hope that they know the clock

times, the periods of time. My students should know the countries and the

nationalities, besides expressing their personal details and talking about

routines. Moreover, I hope that they have a previous knowledge of the world

of sports.

7. Anticipate problems

The anticipated problems that we could see are in vocabulary,

because in the texts are words which haven´t appear before. Another problem

could be the use of prepositions in the dates. Furthermore, we could notice a

problem with the location of some places, or the name of some sportsman.

The problem of pronunciation is always present with the new words and

expressions. In addition, we could problems with the double consonant in the

gerund.

8. Lesson planning

Our didactic unit is divided in two lessons. The first step will be the

presentation, the aim is to present a general view of the map of England, with

the most important cities. The activity consists of showing the map first

without the names in order to the pupils place well the cities. Then the

teacher asks some questions to the students about their personal life before a


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listening for preparing the topic “Who are they playing?”. The timing is 10

minutes where the interaction patterns are teacher-students and the skills that

we find are listening and speaking.

Map

Introductory questions

Do you ever go to football match?

Who do you go with?

Are the tickets expensive?

Who´s your favourite team?

The second activity is in the step of controlled oral practice which

objective is to understand a listening text about a football match. The teacher

put up two times the listening, and he reads one more time with the students.

When they finished to listening it, the teacher asks them some questions

about the text. The timing is 10 minutes and the interaction patterns are

teacher-students where the skills are listening, reading and speaking.

Listen and read

Joe: Excuse me, could we look at your What´s on? Magazine, please?

Girl: Sure. Go ahead.


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Jose: Thanks. Look! Liverpool are playing at Anfield tomorrow

night.

Gabriel: Who are they playing?

Joe: Barcelona. It´s a friendly match.

Gabriel: Barcelona! I´d really like to see that!

Stefan: Me too.

Joe: Mick, could you get us some tickets for tomorrow´s match?

Mick: I´m sorry, I can´t. It´s too late. But there are sometimes some

tickets at the gate, if you don´t mind queuing.

Gabriel: I don´t mind queuing to see Barcelona. Do you want to

come, Sandra?

Sandra: No, thanks. I´m not very keen on football. I prefer

swimming.

Spike: Yuk! I hate swimming. I hate putting my head under water.

Comprehension: Answer the questions.

Which two teams are playing at Anfield?

What must the group to do to get the ticket?

Which sports does Sandra prefer?

The next part of the class is inside the controlled oral practice with

the aim of to identify the vocabulary that students don´t understand, doing

emphasis in some useful phrases. The timing is 5 minutes where the

interaction patterns are teacher-students. The skills are listening, reading and

speaking.

Useful phrases

Sure. Go ahead. Look! Me too. I´m sorry, I can´t.

I´m not very keen on… Yuk!

In the step of controlled grammar practise the aim is to understand

the use of the present continuous as future. The task is to identify in the text

that they have worked before this structure and his particular adverb that tell

the students it is a future, not a present continuous. They practise it with

some activities that the teacher provides them. The interaction patters are the


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students, but with the correction the teacher-students. The timing is 15

minutes and the skills that they practice are listening, writing, reading and

speaking.

Identify in the text

We are going to a football match tonight.

Liverpool are playing Barcelona tomorrow.

Practice present continuous as future

1. I'm having dinner with some friends on Friday.

2. He's going on a business trip next week.

3. We're starting a photography course tomorrow.

4. They're getting married next month.

5. We're moving house in two weeks.

6. We´re going to start learning Italian

7- I think I´m going to start looking for another job.

8. The film is starting in one hour.

9. She´s coming for dinner tonight.

10. The conference is taking place next Tuesday.

In the step of controlled grammar practice there is another aim, to

learn the gerund and to use it for ask and answer questions. The teacher

teaches the basic gerund and the double consonant in some verbs, the

spelling of verbs.. Students practise the gerund with an exercise working in

pairs, and then they speak to the class about their partner answer. The timing

is 20 minutes, and in the first task the interaction patterns are teacher-

students, and in the second pair works and finally only students besides the a

skills are listening, speaking, and writing.

Gerund

-ING form after verbs like, hate, (don´t) mind, prefer…

I like diving.


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I hate swiMMing.

I don´t mind queuing.

I prefer reading to ruNNing.

Practice: Complete the questionnaire using the verbs

in brackets and then ask and answer the questions

with a partner. (at the end)

A: Do you like diving off the top board?

B: Yes, I do. / No, I don´t.

A: Do you mind putting your head under water?

B: Yes, I do. I hate it. / No, I don´t mind. It´s OK.

….

Tell the class about your partner

Gianfranco likes swimming in the sea but he doesn´t like diving or

swimming under water. He prefers swimming breaststroke to doing the

crawl. His “water baby rating” is 3.

In the lesson two, the first step that we find is controlled oral practice

to present the vocabulary of months and dates and to learn the correct

prepositions. The timing is 10 minutes with the interaction patterns teacher-

students where the skills are reading and listening.

Memory bank: Months and dates

What are these dates in words?

1- 1st Aug 1965 the first of August nineteen sixty-five

2- 2nd

Sept 1974 the second of September nineteen seventy-four

3- 3 rd Nov 1980 the third of November nineteen eighty

4- 14 th Oct 1997 the fourteen of October nineteen nighty-seven

Complete these phrases with the correct prepositions.

5- On August

6- In 1965

7- The 1st August 1965


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The following step is a semi-controlled vocabulary practice which

aim is to learn new vocabulary about sports and sports locations. The

activity consists in match the picture with the correct word. The timing is 5

minutes and the interaction patterns are teacher-students where the skills are

speaking and writing.

Vocabulary: Look at the symbols and name each

sport. Then match the sport with a word which

describes where it takes place.

Later, there is a controlled oral practice to repeat and to know the

sound / /. The task is listening and identifying that sound in some words.

The interaction patterns are the students, the timing is 10 minutes and the

skills are speaking and listening.

Soundbite

Third eighth ninth

I was born on January the fifteenth 1987.

Theo and Thelma are both thirteen on Thursday.

It´s his sixteenth birthday this Thursday.

The next step is controlled oral practice with the aim to understand a

listening text about a programme radio. The task is to copy and to complete

the chart with the information that the programme gives. The listening is

putting 3 times by the teacher. The timing is 15 minutes, which skills are

writing and listening and the interaction patterns are the students.

Listen to the radio programme about four future

sporting events and copy and complete the chart.

The next step is controlled writing practice. The aim is to use a polite

requests with “could”. The students analyse some examples, and later they

make requests in pairs. The skills are speaking and writing where the timing

is 10 minutes and the interaction pattern is pair work.

Communication


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A: Could we look at your What´s on? Magazine, please?

B: Sure. Go ahead. / Certainly. / I´m sorry, I´m afraid I need it.

A: Could you get us some tickets for tomorrow´s match?

B: Yes, OK. / I´m sorry, I´m afraid I can´t.

Make requests for the following situations.

1-You want your teacher to check your work.

Could you check my work , please?

2- You want a friend to video The big match for this evening.

Could you video the Big Match for this evening?

3- You want a friend to lend you his CD player.

Could you lend me your CD player?

4- You and your friend want to use the school computer after school.

Ask your teacher.

Could we use the school computer, please?

The final activity, is a controlled reading where the aim is to put in

the correct order the questions. The timing is 10 minutes, and the interaction

pattern is the students where the skills are reading and writing.

Read the interview with Jamie RedKnapp and put the

questions in the correct places.

a) How much do you earn a week?

b) Is there life after football for you?

c) I suppose you life in a fabulous flat?

d) Have you got any bad qualities?

e) What do you like doing in your free time?

f) Do you ever get bored with football?

g) Do you get a lot of letters from female fans?


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So, the final task that students will be able to a programme radio in

pairs. They imagine that one of them is a sport journalist, and the other one a

sport star. The final task is to make an interview.

9. Assessment, Testing and Evaluation

In this didactic unit we are going to follow a continuous assessment

and a formative evaluation, we asses the students over a period of time in

order to see if they are following the classes, the things they don´t know, if

the students understand the clasees…However, the teacher is not the only

evaluator, the classmates and themselves also.

We are include an achieve test whether students can do what they

have been taught either by testing specific syllabus items or general

objectives. An achievement test evaluates a learner's understanding of a

specific course or study programme. It can be compared with proficiency

tests, which measure a learner's level of language, diagnostic tests, which

identify areas learners need to work on, and a prognostic test, which tries to

predict a learner's ability to complete a course or take an exam.

Complete the sentences in gerund

say / have / become / get up / play

1. He doesn't like playing

with other people.

2. Before becoming

a teacher, he worked in a farmer.

3. He left without saying

goodbye.

4. I hate getting up

early in the morning.

5. They love having

parties.

Who would make these requests?

1. Could you tell me how much it costs?

a) a boss to a secretary


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b) a customer to a sales person

c) a visitor to a company

d) a policeman to a prisoner

2. Could you say that again please? I didn't understand.


b) customer to sales person


d) somebody whose English is not perfect

3. Could you tell me if the price includes sales tax?



c) a hotel receptionist to a visitor


4. Could you fix us two black coffees please, Barbara?





5. Could you please speak more slowly? I didn't understand.





6. Would you mind opening that suitcase?

a) a customs officer




7. Would you mind telling me who your present supplier is?


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c) sales person to customer


8. Would you mind spelling your name please?


b) somebody answering the phone


d) a customs officer

9. Could you tell me how to pronounce "specialisation"?





Change the following dates of his form abridged to

written or of written to abridged.

1. the nineteenth of October, two thousand and two.

19 October 2002

2. December the twelfth, nineteen ninety-nine.

12 December 1999

3. the twenty-first of June, two thousand and five.

21 June 2005

4. February the eighth, nineteen seventy-five.

8 February 1975

5. the seventh of May, two thousand.

7 May 2000

6. 4 Feb. 1998


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The fourth of February nineteen ninety-eight

7. 17 July 2003

The seventeenth of July tw o thousand and three

8. 29 November 1999

The tw enty-ninth of November nineteen ninety-nine

9. 16 March 2000

The sixteenth of March tw o thousand

10. 1 April 2005

The first of April tw o thousand and five

Moreover, we give to the students a self-assessment which is a

questionnaire to find out what they learnt and how they think they learnt.

1. Which parts of the lesson were the most useful?

2. Where did you speak most?

3. Did you prefer moving around, working in groups or working by

yourself?

4. Rank the parts of the lesson in the order you enjoyed them.

10. Attention for students with specific educational

needs We should make non-significative curricular adaptations. Its purpose

is that students can achieve the capacities of the Official curriculum. The

teacher will have to adapt the didactic units, the methodology, the activities,

resources and give an individualized attention to each student. The

procedures we will be used are: Reinforcement activities to support weaker

students.

Grammar: Use the present continuous as future

1- My brother is taking his guitar exam in June. ( take)

2- She is not going to England this summer ( not go)

3- Are they coming to your party? (come)

4- We are travelling by train, not by car. (travel)

5- I am leaving on Thursday next week. ( leave)


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Use a verb in –ING form to make sentences

do listen to dance swim hate get up

1- In summer we love swimming in the lake.

2- She hates getting up early.

3- I don´t like having the cold showers.

4- The students all love doing history projects.

5- My parents don´t enjoy listening to my CDs

6- My sister goes to discos a lot because she loves dancing.

For the students with greater capacity we are going to use extension

activities.


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11. Bibliography

Text book: SNAPHOT Elementary student´ Book, Brian Abbs, Ingrid

Freebairn, Chris Barker (1998): Longman, Spain.

Web sites:

http://www.better-english.com/vocabulary/politerequests1.htm

http://www.mansioningles.com/gram45_ej1.htm


http://www.better-english.com/vocabulary/politerequests1.htm



didactic unit - · pdf file9- to do a project about an interview for a magazine. ... are...

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