Didactic Unit

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Index

Introduction1

My Class (Group of students)1

Objectives, Contents and Assessment criteria2

Development of activities4

Introduction

According to the stipulations of the Spanish Education Law, LOE, curriculum refers to the objectives, basic competences, contents, pedagogic method and assessment criteria of each area of education regulated by the current law.

Consequently, the planning of the teaching and learning process will have to include these elements as well.

In this case, I want to propose two activities related with spatial intelligence, but no only the activities, also the surroundings that involve them, taking into account the group of class, the course, the level of competence and all the components in a course design that I have explained before.

My Class (Group of students)

This report will emphasize all the activities relevant to the second cycle of the Primary Education according to the Organic Education Law (LOE 2006).
The group class, to whom this session is addressed, is made up of 24 children. There are 14 boys and 10 girls. They are between the ages of 9 and 10. In this class, there is one child who is from another country (Romania) who is being integrated into the formal Spanish educational system. This means that he needs special attention in some classes like Mathematics and Spanish Language. However, he is not expected to have any special attention to be provided in the English class. All in all, the children started studying English at Infant School. In general, they have an acceptable level of English. Above all, they are quite good at oral comprehension. They are also very motivated and they try to speak as much English as possible in the classroom, although their competence (in oral and written) expression is still very low. That is why one of the main aims for this course is to develop students' oral skills. In general, this class is a very positive, dynamic and motivated group. They are very active and talkative, so this is an advantage for the English teacher. They are usually very participative, active and very involved in their teaching-learning process. They have a good level of acceptance and observance of the classroom rules. They all have a sense of group belonging and have established good relationships among themselves, although there are some individual differences due to the different paces of development which require particular attention for every case. Concerning my group's diversity, the children show important differences in their level of English as well as in their pace and work habits. Some are slow learners, but also fast finishers. Some pupils are very participative, while others are shyer. Some students are very intuitive and creative but not consistent in their work. Accordingly, we will move on to develop one session for this group of students using Total Physical Response as a method. I will explain de main activities that I will use in a daily routine class.

Objectives, Contents and Assessment criteria

|D. U. 2 |“MY SCHOOL” |LESSON: 4th |TIMING: 4th week Sept – 2nd week November |

Considering the importance of the bilingual project in the European countries, vocabulary related to school and all its activities are of great importance for them so that they can begin managing with the language, it is also very important to know how to use the structure “have got” in daily situations I. OBJECTIVES:

­ To identify and recognize the school subjects (BC 1, 4) ­ To speak about school timetables(BC 1, 4, 7, 8)
­ To write short texts using the vocabulary given in the unit. (BC 1,6)

II. CONTENTS
|BLOCK I: Listening, speaking and conversing...
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