teaching unit presentation

WE HAVE FUN IN HALLOWEEN!

N A M E : J U A N D E D I O S D Í A Z A C O S TAP R O F E SS O R : F E R N A N D O D . R U B I O A L C A L Á

0 9 / 1 2 / 2 0 1 4

Faculty of Education

Index I N T R O D U C T I O N A N D L E G A L

F R A M E W O R K C O N T E X T O B J E C T I V E S ( S TA G E , A R E A ,

Y E A R , T E A C H I N G U N I T ) C O N T E N T S K E Y C O M P E T E N C E S M E T H O D O L O G Y T I M I N G L E S S O N P L A N N I N G E VA LUAT I O N ATT E N T I O N T O D I V E R S I T Y R E S O U R C E S A N D

M AT E R I A L S B I B L I O G R A P H Y ATTA C H M E N T

Introduction

Organic Law for the Improvement of Educational Quality 8/2013, of 9th December, (LOMCE).

The Royal Decree 126/2014 of 28 February, by which the core curriculum of primary education is established.

The Order ECD/686/2014, of 23 April, by which the curriculum of primary education is established for the area of the Ministry of Education, Culture and Sports.

The Order of August 10, 2007, which develops the curriculum belonging to the primary education in Andalusia.

Context School

Infrastructures

School curricular

project

Students

Characteristics of the families

Human resources

Material resources

The foreign language classroom

Objectives To r e v i e w p r e v i o u s k n o w l e d g e

a b o u t h a l l o w e e n c h a r a c t e r s ( w i t c h , g h o s t , m u m m y , s k e l e t o n , v a m p i r e , w i z a r d , m o n s t e r, b a t , s c a r e c r o w , w o l f m a n ) .

To b e a b l e t o p r a c t i s e v e r b t o b e i n r e a l s i t u a t i o n s .

To l e a r n t h e e x p r e s s i o n “ t o b e w e a r i n g ” .

To b e a b l e t o c o n n e c t t h e n e w e x p r e s s i o n w i t h c o n t e n t s t h a t c h i l d r e n a l r e a d y k n o w : h a l l o w e e n .

To b e c a p a b l e o f b o t h s a y i n g a n d w r i t i n g t h e n e w e x p r e s s i o n .

To be able to put into practice the knowledge that has been learnt.

To acquire fluency. To become familiar with stories in english

both oral and written. To be capable of linking what has been learnt

with other real-life situations. To be able to show what they have learnt in

writing. To be capable of connecting oral language

with written language. Learning objectives of the teaching unit

Objectives

Key competences1) C o m p e t e n c e i n l i n g u i s t i c

C o m m u n i c a t i o n 2) c o m p e t e n c e i n

m a t h e m a t i c s , s c i e n c e a n d t e c h n o l o g y

3) D i g i t a l c o m p e t e n c e 4) L e a r n i n g t o l e a r n

5) S o c i a l a n d c i v i c c o m p e t e n c e s

6) S e n s e o f i n i t i a t i v e a n d e n t r e p r e n e u r s h i p

7) C u l t u r a l a w a r e n e s s a n d e x p r e s s i o n

Methodology

Direct Method Target language

Realia

Oral skills

MethodologyCommunicative

Approach

Real-life interacti

ons

Games, role-plays

Mistakes not

important

Timing

O p e n i n g a c t i v i t y W h a t c h a r a c t e r i s i t ? 5 m i n u t e s

L e a r n i n g a c t i v i t i e s To w e a r 1 0 m i n

W h o i s i t ? 1 0 m i nW h e r e i s t o m ? 1 0 m i n

C l o s i n g a c t i v i t y W h a t h a v e w e l e a r n t 5 m i n u t e s

t o d a y ?

45 minutes

Activity 1W H A T C H A R A C T E R I S I T ?

Lesson planning

BLOCK 1: UNDERSTANDING ORAL TEXTSProduction strategies:-Carrying out oral texts through the use of linguistic procedures.Learning strategies in oral texts:- Activating previous knowledge.

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONSSociocultural and sociolinguistic aspects-Nonverbal language.

Contents

Activity 2To wear

Activity 2To wear

The scarecrow is wearing a hatThe mummy is wearing glasses

BLOCK 1: UNDERSTANDING ORAL TEXTS Communicative functions:- Descriptions of people, activities, places and

objects.

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONSCommunicative functions:- Descriptions of people, activities, places and

objects.

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONSProduction strategies for written texts:- Planning and checking written texts.

Contents

Activity 3Who is it?

BLOCK 1: UNDERSTANDING ORAL TEXTSLearning strategies in oral texts:- Activating previous knowledgeCommunicative functions:- Descriptions of people and objects. BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONSCommunicative functions:- Descriptions of people and objects.- Asking for information.

Contents

Activity 4Where is tom?

BLOCK 1: UNDERSTANDING ORAL TEXTSLearning strategies in oral texts:- Activating previous knowledge.Communicative functions:- Greetings.- Descriptions of people.- Asking for help.

BLOCK 3: UNDERSTANDING WRITTEN TEXTSCommunicative functions:- Greetings.- Descriptions of people.- Asking for help.

Contents

Activity 5What have we learnt?

BLOCK 3: UNDERSTANDING WRITTEN TEXTSComprehension strategies with written texts:- Activating previous knowledge.Communicative functions:- Asking for instructions.

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONSProduction strategies for written texts:- Planning and checking written texts through the use of linguistic, paralinguistic and paratextual procedures.Communicative functions:- Descriptions of people.

Contents

Evaluation

Attention to diversity

Activities of Reinforcement

Activities of extension

R E A L I AA D A P T E D R E C O R D I N G SP E R S O N A L I S E D S H E E T S

N E W O B J E C T I V E S I N O R A L A C T I V I T I E SA C T I V I T I E S T O C L A R I F Y D O U B T S

Resources and materials

WE HAVE FUN IN HALLOWEEN!

N A M E : J U A N D E D I O S D Í A Z A C O S TAP R O F E SS O R : F E R N A N D O D . R U B I O A L C A L Á

0 9 / 1 2 / 2 0 1 4

Faculty of Education

THANK YOU FOR YOUR

ATTENTION!