Didactic Unit Template
Teacher in training: Raquel Saray Florez Morelos
Title of the Unit: Exploring the world: I have basic conversations.
Contextualization: Taking for example, children of English A2 at the Virtual Institute of Languages (INVIL – in Spanish) in a virtual learning environment. Students are between 7 and 12 years old and already have previous knowledge concerning English A2. The children connect through ZOOM from different parts of the country to fulfill their tutorial days, in addition to their campuses they have activities and tasks to develop.
Justification: The INVIL from its pedagogical proposal seeks that students at this level (A2) are able to understand and express personal information and related to their family, their tastes, indicate where places in the city are located, etc. In this way, this unit is proposed that aims to work these themes in a didactic and fun way.
Organization of the Didactic Unit: The unit comprises a total of (8) topics divided as follows:
• What time is it?
• Things we use or wear,
• Describing people or objects,
• Talking about Food and drink,
• What is it made of?
• Work and professions,
• Places and free time,
• Special dates,
Each topic will have (1) tutorial, that is, 8sessions in total. As each topic will have (2) sections, in the first tutorial we will deal with grammar and writing skills. And then for the next section we will work on the listening and speaking skills. Thus, the topics complement each other, and the sessions are divided.
General Objective Express the date, dress, work and professions among other topics using the vocabulary learned in class and the language skills that were worked on in the sessions as part of the English training at level A2.
Specific Objectives
1. Practice grammar and writing depending on the subject, so the student will be able to elaborate small writings using the appropriate grammatical structure to give their opinions.
2. Maintain short conversations making use of the vocabulary and language skills that I have trained in the development of the unit.
3. Use traditional resources such as videos, OVAs, interactive cards and other tools that allow the child to learn and at the same time have fun.
Subject Content
• What time is it?
• Things we use or wear,
• Describing people or objects,
• Talking about Food and drink,
• What is it made of?
• Work and professions,
• Places and free time,
• Special dates,
Vocabulary Vocabulary What time is it?
Language Content / Communi cation
https://www.esleschool.com/a2-time-flyers/, https://langeek.co/en/vocab/subcategory/130/w ord-list,
https://learnenglishkids.britishcouncil.org/howtell-time.
Vocabulary Things we use or wear
https://youtu.be/Q_EwuVHDb5U
Vocabulary Describing people or objects
https://youtu.be/w9wI5ZvZn6g
https://youtu.be/DVPh-cL2HQ0
Vocabulary Talking about Food and drink
https://www.youtube.com/watch?v=_76wWvygJI
https://youtu.be/Vgi28UAwWnA
Vocabulary What is it made of?
https://www.youtube.com/watch?v=KRtmDVV_f mA
Vocabulary Work and professions
https://youtu.be/_ID6QEK_c7o
Vocabulary Places and free time
https://www.youtube.com/watch?v=_VwnOZTIKs
Vocabulary Special dates
https://www.youtube.com/watch?v=0a15UOja3J M
Structures Present simple
Present
Past simple
Futuro simple
Language skills / Discourse type
Speaking: Pairs dialogues will be used to practice, for example, in the videos. All sessions have a speaking part.
Wiriting: Understanding reading comprehension and the ability to write short texts will be more reflected in participation in the electronic whiteboard and course assignments.
Grammar: In relation to writing and speaking, the child makes correct use of the language skills mentioned above.
Listening: In videos and face-to-face conversations with peers, the student understands vocabulary.
Activities The following folder contains as annexes the work plans that will be implemented in each topic: https://unadvirtualedumy.sharepoint.com/:f:/g/personal/rsflorezm_un advirtual_edu_co/EhT4y58bFI9FkFMv09zMQQw BbBN7hNc8QpXLmErav47TpQ
Methodology
Organization and class distribution / timing
Warm up (3 minutes)
Entrance of the students, presentation, and greetings from the teacher
Lesson (Slide presentation – 47 minutes)
GRAMMAR (9 minutes) Here we will focus on grammar activities and games.
LISTENING AND SPEAKING (9 minutes)
Here we will make use of the two linguistic competences.
GRAMMAR, SPEAKING AND WRITING (9 minutes) Here we will make use of the three linguistic competencies.
SPEAKING (9 minutes) Here we will dialogue together.
WRITING (9 minutes) Here we work on textual production.
Resources / Materials
✓ Slideshow
✓ Videos
✓ Online games
✓ Paper and pencil
✓ Internet connection
✓ Computer / tablet or device where to view the section.
Evaluation (criteria and instruments) Rubric
The student demonstrates a good command of grammar both when speaking and writing, produces short texts and demonstrates that he understands what is said and gives an assertive response. This criterion is High and represents 50 points. The student demonstrates an acceptable command of grammar, although he does not speak much or uses grammar partially and has difficulty understanding a little what is being said but tries to respond. This criterion is Medium and represents between 30 and 40 of the points.
The student does not participate in the activities or does not make use of the grammatical structures. He has a hard time understanding and does not use vocabulary to respond. This criterion is Low and represents between 10 and 20 points.
Assessment tools
• Quiz
• Dialogues
• Juegos de memoria
• Textos cortos
• Audios
• Juegos
References:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología CLIL" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Saenz, S. (2012). Didactic Unit. Zaguan.unizar.es.
https://zaguan.unizar.es/record/8066/files/TAZ-TFM2012-175_ANE.pdf