- Council of Europe, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Available on: http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp [Last accessed: 10 April 2013]
- Decreto 82/2007, de 24 de abril, por el que se establece el Currículo de Educación Primaria para la Comunidad Autónoma de Extremadura.
- Gallardo Durán, Gemma María. “Mr. Caterpillar’s strange adventure”. Unit of Work adapted from Carle, E. (1990). The very hungry caterpillar. London: Puffin Books.
- Ley Orgánica 2/2006, de 3 de mayo, de Educación.
- Orden de 24 de mayo de 2007 por la que se establecen determinados aspectos relativos a la ordenación e implantación de las enseñanzas de Educación Primaria reguladas por la Ley Orgánica 2/2006, de 3 de mayo, de Educación.
- Ramsden, Joanne.2010. “5. Food”. MacMillan Education. Natural and Social Science. Primary 1”Oxford: MacMillan Pp 145-161
sábado, 11 de abril de 2015
Bibliografía
Atención a la diversidad
In this classroom, there are three students with special needs. One of them has a curricular adaptation, as he does not manage to achieve his classmates’ level. Thus he normally works on his books of early childhood whilst his classmates work on Science. The second one is a girl that has motor skills problems and is only able to see with one eye. However, this student does not have a curricular adaptation, but needs continuous support. Finally, the third student with special needs is one fast finisher student.
Thus, we add to this didactic unit some extra activities for these students. For the one with a curricular adaptation we have created two activities in order to make him participate and learn the more important part of the unit when possible. The first activity consists of colouring food in a hand-out. In the second activity, he has to cut healthy food from a magazine and stick it in his notebook. Furthermore, this boy also participates in some of the easiest activities and games proposed for his classmates, in case that the teacher considers it to be appropriate.
On the other hand, the girl with motor skill problems is able to do exactly the same as her classmates. The only issue is that she is easily distracted and he does not see nor move properly. Hence, we have provided the classroom with a digital board so as not to make her move to another classroom to use the ICT’s. On the other hand, she has a continuous support by the teacher and the support teachers as both parts work closely.
Finally, for the fast finisher student, we have one online activity available at the web page http://learnenglishkids.britishcouncil.org/en/word-games/find-the-pairs/fruit (British Council) called “Fruit”. It consists of finding and remembering where the food images and words are hidden and linking each name to its picture. Moreover, the second activity that we have for this fast-finisher student consists of colouring in red the food that comes from animals and in green the food that comes from plants in a hand-out.
Thus, we add to this didactic unit some extra activities for these students. For the one with a curricular adaptation we have created two activities in order to make him participate and learn the more important part of the unit when possible. The first activity consists of colouring food in a hand-out. In the second activity, he has to cut healthy food from a magazine and stick it in his notebook. Furthermore, this boy also participates in some of the easiest activities and games proposed for his classmates, in case that the teacher considers it to be appropriate.
On the other hand, the girl with motor skill problems is able to do exactly the same as her classmates. The only issue is that she is easily distracted and he does not see nor move properly. Hence, we have provided the classroom with a digital board so as not to make her move to another classroom to use the ICT’s. On the other hand, she has a continuous support by the teacher and the support teachers as both parts work closely.
Finally, for the fast finisher student, we have one online activity available at the web page http://learnenglishkids.britishcouncil.org/en/word-games/find-the-pairs/fruit (British Council) called “Fruit”. It consists of finding and remembering where the food images and words are hidden and linking each name to its picture. Moreover, the second activity that we have for this fast-finisher student consists of colouring in red the food that comes from animals and in green the food that comes from plants in a hand-out.
Planteamiento
Objectives
Session
|
Teaching
objectives
|
General
objectives
|
Foreign
language objetives
|
Science
content targets (British-Spanish curriculum)
|
1
|
To
review the names of the colours.
To
learn new vocabulary about food.
To
promote the listening, reading, writing and speaking skills.
|
b,
f
|
1,
4, 6, 7
|
The
Human Body and Health:
-
To understand that humans need food and water to stay alive.
|
2
|
To
learn new vocabulary.
To
remember the meals that we eat each day.
To
develop the writing skill through the use of ICT’s
To
learn by playing.
|
b, f, i, j | 1, 2, 5, 6, 7, 10 |
Living
Things:
-
To understand the importance of animals and plants for humans.
|
3
|
To
foster the children’s motivation.
To
promote significant learning.
To
foster the autonomy and personal initiative.
To
reinforce the learning of the Language skills.
To
set knowledge through the interaction with ICT’s
|
b, d, f, i, j | 1, 2, 5, 6, 7, 9, 10 |
The
Human Body and Health:
-
To understand that humans need food and water to stay alive.
-
To classify foods according to their origin i.e. animal, plants
and minerals.
|
4
|
To become aware of the fact
that there is healthy and unhealthy food.
To distinguish food that is
good for us and food that is not.
To set knowledge through a
practical activity.
To
foster group work.
|
b,
f, j, k
|
1, 2, 6, 7, 9 |
The
Human Body and Health
-
To understand that humans need food and water to stay alive.
-
To recognise the importance of exercise and a healthy diet to look
after our body.
-
To be aware of health problems as a consequences of nor looking
after ourselves properly, e.g. cold, tummy ache, tooth decay.
Living
Things
-
To understand the importance of animals and plants for humans.
|
5
|
To
know and practice healthy habits.
To
promote the listening, writing, reading and speaking skills.
To
recognize how to make a healthy recipe.
To
learn British culture.
|
b, d, f, h, j, k | 1, 2, 4, 6, 7, 9 |
The
Human Body and Health
-
To understand that humans need food and water to stay alive.
-
To recognise the importance of exercise and a healthy diet to look
after our body.
-
To be aware of health problems as a consequences of nor looking
after ourselves properly, e.g. cold, tummy ache, tooth decay.
Living
Things
-
To understand the importance of animals and plants for humans.
|
6
|
To
evaluate the learning of each student in the unit.
To
end the unit with a motivating activity in order to set and
reinforce knowledge.
|
b, f | 1, 2, 4, 6, 7, 9 |
Living
Things
-
To understand the importance of animals and plants for humans.
|
Contents & Attitudes
Bloque
1. Listening, speaking and interacting
|
Bloque
2. Reading and writing
|
Bloque
3. Language knowledge through its use
|
Bloque
4. Socio-cultural aspects and intercultural conscience
|
||
Linguistic
knowledge
|
Reflection
on learning
|
||||
Concepts
|
Learning
vocabulary related to food (Related to 1 and 2)
Understanding
simple sentences (Related to 1)
|
Learning
simple structures with the verb “to be” (Related to 4)
|
Assimilating
English pronunciation (Related to 1)
Learning
the structures “wash my hands” and “brush my
teeth” (Related to 2)
Identifying
vocabulary related to the food (Related to 2)
|
Reflecting
on healthy habits (Related to 1)
Learning
the origins of food (Related to 1)
Becoming
aware of healthy food and healthy habits.
(Related
to )
|
Getting
to know healthy habits (Related to )
Learning
British/ American culture related to food (Related to )
|
Procedures
|
Listening
to the story of “Mr. Caterpiller” (Related to 2)
Reflecting
on the story of “Mr. Caterpiller” (Related to 3 and 4)
Speaking
with a proper intonation (Related to 3)
Participating
orally in activities and games (Related
to 3 and 4)
Listening
and pronuncing English sentences (Related to 1, 2 and 4)
Interacting
with the classmates (Related to 3)
Talking
to the teacher in the oral exam.
(Related
to 2 and 3)
|
Reading
vocabulary and sentences related to the food (Related to 1)
Writing
vocabulary related to the food (Related to 3)
Writing
in the digital board (Related to 4)
Writing
a recipe (Related to 3)
Reading
Healthy habits song (Related to 1)
Writing
an exam (Related to 3)
|
Speaking
with a proper pronunciation (Related to 1)
Reviewing
vocabulary by playing (Related to 2 and 3)
Singing
a song (Related to 1)
Creating
posters related to the food (Related to 3)
Playing
Mr. Caterpiller's bingo
RELACIONAR
Using
ICT's to learn the origin of the food
VOY
POR AQUI
|
Classifying
food according to its origin (Related to 1)
Using
the verb “to be” (Related to 1)
Using
the strctures “wash my hands” and “brush my teeth”
(Related to 1)
Using
repetition and memorization as a tool to remember sentences and
structures (Related to 1)
Interacting
with ICT's (Related to 2)
Asking
for explanations and communicating with gestures as strategies of
learning to learn (Related to 1)
Playing
with flashcards in groups (Related to 1)
|
Making
a BLT sandwich (Related to )
Listening
to a story in English (Related to )
Using
structures of the foreign language (Related to )
|
Attitudes
|
Paying
attention to what the teacher says (Related to 2)
Wishing
to improve English pronunciation (Related to 6)
Showing
interest on the imitation of English pronunciation (Related to 6)
Respecting
the turns of speaking aloud (Related to 6) [mirar el otro
trabajo q “está mal”]
|
Showing
a possitive attitude in group work (Related to 1 and 3)
Showing
interest in each activity (Related to 5)
|
Showing
interest while making the BLT sandwich (Related to 5)
Showing
interest when they are creating the posters (Related to 5)
Showing
interest when playing Mr. Caterpiller's bingo (Related to 5)
|
Respecting
others (Related to 3)
Appreciating
the English language as a tool for comunication (Related to 3)
Cooperating
with others (Related to 3)
|
Showing
interest in the tasks (Related to 2)
Paying
attention to what the classmates say (Related to 2)
Showing
interest in knowing about English culture (Related to 2)
Showing
respect for the classmates (Related to 2)
Showing
respect for the people who are different (Related to 2)
|
Key Competences
In this didactic unit we promote the “Competence in linguistic communication”, as the pupils have to participate actively in diverse activities and games. Moreover, we foster the “Mathematical competence” in one of the lessons when the children count the ingredients of a recipe.
Furthermore, we develop the competence in “Knowledge and interaction with the physical world”, with activities such as the one of going to the supermarket or the one of relating the different foods to their origins.
Besides, the “Information processing and digital competence” is also promoted, as the pupils use several activities both with the digital board and the computers. On its side, the “Social and citizen competence” is also reinforced, with group activities and the acquisition of a positive attitude towards the environment.
Additionally, the “Cultural and artistic competence” is developed with the elaboration of murals and activities like the Bingo Game, the BLT Sandwich and the recipe. In these activities, they foster their “Autonomy and personal initiative”, as they have to be creative and participating.
Finally one of the main aims of this unit is that the students “Learn to learn” as they assimilate how to discriminate food that is good for them with activities of classification and grouping. Besides, they learn how to classify ingredients and practice healthy habits at school to learn how to do them at home.
Activities
In the appendix, we enclose the timetable of this classroom, where the days and time of Science are distributed. It is taught forty-five minutes every day but on Thursdays, and one hour and a half on Fridays.
As this vocabulary is very basic but the children need to have a previous knowledge, it is going to be taught in the first term, after the teaching of the body and animals and before Christmas Holiday.
In this didactic unit we promote the “Competence in linguistic communication”, as the pupils have to participate actively in diverse activities and games. Moreover, we foster the “Mathematical competence” in one of the lessons when the children count the ingredients of a recipe.
Furthermore, we develop the competence in “Knowledge and interaction with the physical world”, with activities such as the one of going to the supermarket or the one of relating the different foods to their origins.
Besides, the “Information processing and digital competence” is also promoted, as the pupils use several activities both with the digital board and the computers. On its side, the “Social and citizen competence” is also reinforced, with group activities and the acquisition of a positive attitude towards the environment.
Additionally, the “Cultural and artistic competence” is developed with the elaboration of murals and activities like the Bingo Game, the BLT Sandwich and the recipe. In these activities, they foster their “Autonomy and personal initiative”, as they have to be creative and participating.
Finally one of the main aims of this unit is that the students “Learn to learn” as they assimilate how to discriminate food that is good for them with activities of classification and grouping. Besides, they learn how to classify ingredients and practice healthy habits at school to learn how to do them at home.
Activities
SESSION
1: “MR
CARTERPILLER”
Aims:
-
To review the names of the colours.
-
To learn new vocabulary about food.
-
To promote the listening, reading, writing and speaking skills.
-
To learn to describe things with the structure “The+subject+ is
+adjective”
-
To learn the structure “I am hungry”
Materials:
“Mr.
Caterpillar’s tale”, hand-outs, flashcards.
Procedure:
Starting
routine: (5
minutes).
Warming-up:
to
start the lesson, the teacher introduces the story of “Mr.
Caterpiller” This story is about a caterpillar which is very hungry
and eats food that makes him become multicolor,
according to the colour of the food he eats. Meanwhile, the teacher
shows the flashcards with the food he mentions. This way the pupils
learn names of food and their features and review the colours at the
same time. (10 minutes).
Follow-up
activity: Once
the tale is ended, the teacher shows the flashcards again and the
children have to remember the names of the food and say them aloud.
Besides, among the flashcards there are some with the pictures of
food that has not appeared in the story and the students have to
recognize them and try to say their names. (5 minutes)
To
go on, the teacher writes on the blackboard several sentences with
the description of some food. The children have to read the sentences
and guess which food is described in each sentence and stick the
proper flashcard in the gap. For instance: “The _(Apple)_ is green”
(8 minutes).
Ending
activity: Finally,
to set knowledge, the teacher hands them a handout where they have to
write the name of the food that they see and colour Mr. Caterpillar
in the colour that he becomes in the tale when he eats such food. (15
minutes).
Ending
routine: 2
minutes
SESSION
2: “New food”
Aims:
-
To learn new vocabulary.
-
To remember the meals that we eat each day.
-
To develop the writing skill through the use of ICT’s.
Materials:
flashcards,
blu-tack, digital board.
Procedure:
Starting
routine: (5
minutes)
Warming-up:
after
the daily routine, the teacher shows new vocabulary of food. To do
this, he shows flashcards with pictures of the new food, asks the
children to repeat the name and sticks them on the blackboard.
Besides, to help the children to relate the image of the food to
their written name, he sticks a flashcard with the written name below
each of the flashcards with the pictures. (10 minutes)
Follow-up:
once
stuck, the teacher asks them which food we have for breakfast, lunch
and dinner and he explains that English people do not have exactly
the same for such meals. (8 minutes)
Game:
later
on, the pupils perform a game that consists of giving one of the
flashcards stuck on the blackboard (the ones with the image) to each
two children and changing the places of the flashcards with the
written names. When the teacher pronounces the name of one of the
flashcards, the pair who has it has to recognize it and to stick it
in on the blackboard in the place where the flashcard with its
written name is stuck. (10 minutes)
ICTs:
Finally,
to set the knowledge of how to write the vocabulary the pupils use
the ICTs. They sit down in their desks and the teacher calls them one
by one to write the names of the food that appears in the digital
board (10 minutes).
Ending
routine:
(2 minutes).
SESSION
3: “ Food from plants and food from animals”
Aims:
-
To foster the children’s motivation.
-
To promote significant learning.
-
To foster the autonomy and personal initiative.
-
To reinforce the area of Language.
-
To set knowledge through the interaction with ICT’s
Materials:
flashcards,
poster, computers, JClic.
Procedure:
Starting
routine: (5
minutes)
Warming-up:
after
the routine, the teacher teaches new vocabulary of food. To make this
learning more dynamic, the children learn by playing a game. Thus,
the pupils of each desk form a team. Then the teacher shows a
flashcard and Team 1 has to guess its name. If they guess it, they
keep the flashcard. However, in case that they do not say the proper
word, it is turn for the next team. At the end of the game, the team
that has accumulated more flashcards is the winner team. (10
minutes).
Follow-up:
to
follow up, the teacher explains that not all the food has the same
origin. Thereby, to convey meaning, he sticks a poster on the wall
where the differences among food that comes from animals and from
plants are shown. To foster this knowledge, each student takes a
flashcard. One by one, they go to the poster and say the name of the
food that they have. Finally they stick it on its correspondent
group. Moreover, to make this activity cross-curricular, each child
claps as he names the food, indicating the number of syllables that
the word has. Eg: “chicken”: “chi” (clap)- “cken”(clap).
(13 minutes).
ICTs:
Finally,
the last part of the lesson consists on setting this knowledge by the
interaction with the ICT’s. With this aim, we have created a JClic
activity that consists of linking the different images related to the
food with the image of their origin (15 minutes).
Timing
In this school, the lessons are forty-five minutes each. There are five Science lessons a week. Thus, this didactic unit is to be carried out in a week and a day of the following week so there are six sessions in all.In the appendix, we enclose the timetable of this classroom, where the days and time of Science are distributed. It is taught forty-five minutes every day but on Thursdays, and one hour and a half on Fridays.
As this vocabulary is very basic but the children need to have a previous knowledge, it is going to be taught in the first term, after the teaching of the body and animals and before Christmas Holiday.
Introducción
The school where we are going to carry out this didactic unit is a bilingual one called “CEIP Alba Plata”, located in Cáceres. The pupils in this school have a medium socio-economic level. This school is one of the only two bilingual schools of Extremadura which have an agreement with the British Council. In this regard, both MEC and British Council have developed an integrated Spanish-English Curriculum, based on the Spanish and the National British ones.
Concerning this, the teaching of English is based on the Immersion method and focuses on the study of various areas such as Literacy, Science and Art in English. Thus, this didactic unit is to be carried out in the area of Science.
The class where we are going to develop the unit is year one where the level of English according to the CEFR Council of Europe is A1. There are twenty-four children in this classroom. Among them, there is one boy with a curricular adaptation and one girl with motor skill problems who is only able to see with one eye. This student does not have a curricular adaptation, but needs continuous support. Finally, there is one fast finisher student.
The reason why we have chosen the topic of “food” is that we aim the children not only to learn vocabulary related to the subject matter, but also to distinguish the origins of the food, to recognize the food that is good for them and to help them to acquire healthy habits in their day-a-day.
Furthermore, we are going to develop this unit after the one of “Animals”. Thus, we expect that the children know previous vocabulary of the animals such as “cow, pig, hen or sheep”.
Concerning this, the teaching of English is based on the Immersion method and focuses on the study of various areas such as Literacy, Science and Art in English. Thus, this didactic unit is to be carried out in the area of Science.
The class where we are going to develop the unit is year one where the level of English according to the CEFR Council of Europe is A1. There are twenty-four children in this classroom. Among them, there is one boy with a curricular adaptation and one girl with motor skill problems who is only able to see with one eye. This student does not have a curricular adaptation, but needs continuous support. Finally, there is one fast finisher student.
The reason why we have chosen the topic of “food” is that we aim the children not only to learn vocabulary related to the subject matter, but also to distinguish the origins of the food, to recognize the food that is good for them and to help them to acquire healthy habits in their day-a-day.
Furthermore, we are going to develop this unit after the one of “Animals”. Thus, we expect that the children know previous vocabulary of the animals such as “cow, pig, hen or sheep”.
Índice
- Introducción.
- Justificación
- Contextualización.
- Planteamiento.
- Objetivos
- Contenidos
- Actitudes
- Competencias Básicas
- Actividades
- Temporalización
- Evaluación. Criterios de evaluación
- Atención a la diversidad
- Bibliografía
Food
- Portada
- Índice
- Introducción. Justificación, contextualización.
- Planteamiento. Objetivos, contenidos, actitudes, actividades, temporalización.
- Evaluación. Criterios de evaluación
- Atención a la diversidad
- Bibliografía
What should be in a plan
We must to have in mind
different formats depending on the trainer and the course, but a plan
has to answer:
Who is going to be taught?
We must to take into account the age and level of pupils and know the
centres of interest
What they are going to
learn and what am I going to teach and for what?, we have to have in
mind the degree of difficult of the activity and the capacity of the
students.
How they are going to
learn?, we must have into account the methodology, intelligences and
centres of interest.
We must to use different
materials and activities, for example:
Temas transversales
Transverse themes
Civilización o cultura
Culture
When and how much I want to teach?
How to assess?
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