didactic unit - wikispacesunit+wild... · didactic unit (normalized) ana beneroso rodrÍguez...

E D U C A R 2 1

2011

DIDACTIC UNIT WILD ANIMALS

Ana Beneroso Rodríguez

Normalized

DIDACTIC UNIT (NORMALIZED)

ANA BENEROSO RODRÍGUEZ Página 1

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………



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


PRACTICE:

http://learnenglishkids.britishcouncil.org/en/worksheets/animal-body-parts-flashcards


http://www.mes-english.com/flashcards/animals.php



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


PRACTICE: They have to do some worksheets.

SESSION 2

ACTIVITY 1:

INDIVIDUAL

TIME: 15 minutes

MATERIAL: Digital board


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…


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


PRACTICE: They have to do some worksheets.

SESSION 3

ACTIVITY 1:

GROUP

TIME: 50 minutes

MATERIAL: Cameras


PRACTICE:

http://www.oup.com/elt/global/products/surprise/level3/stories/story1



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


PRACTICE: They have to draw what they hear, and put the names.

ACTIVITY 2:

2 TEAMS

TIME: 30

MATERIAL: Digital board


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


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



PRACTICE: Learn the song and sing again.

ACTIVITY 2:

GROUP (5 people)

TIME: 30 minutes

MATERIAL: photographs, pencils and papers


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



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



PRACTICE: Sing the song that they have done.

SESSION 6

ACTIVITY 1:

INDIVIDUAL

TIME: 12 minutes

MATERIAL: Portfolio and pencils


PRACTICE: They have to do the portfolio worksheet.

ACTIVITY 2:

GROUP

TIME: 38 minutes

MATERIAL: Computer room


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.

http://www.recyclezone.org.uk/home_fz.aspx.html



SUCCESS INDICATORS:

Identifies and names different

animals and their parts of

the body.

ALWAYS USUALLY SOMETIMES NEVER

Describe the animals.


Describe his/her body.


Answer to orders with

actions. ALWAYS USUALLY SOMETIMES NEVER

Know the meaning of the

tale. ALWAYS USUALLY SOMETIMES NEVER

Read and write about animals


Work in group and in pairs.


Look after the environment


Work alone. ALWAYS USUALLY SOMETIMES NEVER

Show interest to communicate in

English. ALWAYS USUALLY SOMETIMES NEVER



BIBLIOGRAFÍA:

http://www.boe.es/boe/dias/2006/12/08/pdfs/A43053-43102.pdf











http://www.oup.com/elt/global/products/surprise/level3/

http://www.boe.es/boe/dias/2006/12/08/pdfs/A43053-43102.pdf











http://www.oup.com/elt/global/products/surprise/level3/

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