Presentación Unidad Didáctica para clases de Inglés.

1. WE HAVE FUN INHALLOWEEN!
N A M E : J U A N D E D I O S D Í A Z A C O S TA
P R O F E S S 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

2. 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 V A L UA T I O N
 A T T 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 A T E R I A L S
 B I B L I O G R A P H Y
 A T TA C H M E N T

3. 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

4. Context School
Infrastructures
School
curricular
project
Students
Characteristics
of the families
Human
resources
Material
resources
The foreign
language
classroom

5. 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 .

6.  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

7. Key competences
1 ) 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

8. Methodology
Direct Method Target
language
Realia
Oral skills

9. Methodology
Communicative
Approach
Real-life
interaction
s
Games,
role-plays
Mistakes
not
important

10. Timing
 Opening activity
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
 Learning activities
To w e a r 1 0 m i n
W h o i s i t ? 1 0 m i n
W h e r e i s t o m ? 1 0 m i n
 Closing activity
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

11. Activity 1
W H AT C H A R A C T E R I S I T ?
Lesson planning

12. BLOCK 1: UNDERSTANDING ORAL TEXTS
Production 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 INTERACTIONS
Sociocultural and sociolinguistic aspects
-Nonverbal language.
Contents

13. Activity 2
To wear

14. Activity 2
To wear

15. BLOCK 1: UNDERSTANDING ORAL TEXTS
Communicative functions:
- Descriptions of people, activities, places and objects.
BLOCK 2: PRODUCTION OF ORAL TEXTS:
EXPRESSIONS AND INTERACTIONS
Communicative functions:
- Descriptions of people, activities, places and objects.
BLOCK 4: PRODUCTION OF WRITTEN TEXTS:
EXPRESSIONS AND INTERACTIONS
Production strategies for written texts:
- Planning and checking written texts.
Contents

16. Activity 3
Who is it?

17. BLOCK 1: UNDERSTANDING ORAL TEXTS
Learning strategies in oral texts:
- Activating previous knowledge
Communicative functions:
- Descriptions of people and objects.
BLOCK 2: PRODUCTION OF ORAL TEXTS:
EXPRESSIONS AND INTERACTIONS
Communicative functions:
- Descriptions of people and objects.
- Asking for information.
Contents

19. BLOCK 1: UNDERSTANDING ORAL TEXTS
Learning strategies in oral texts:
- Activating previous knowledge.
Communicative functions:
- Greetings.
- Descriptions of people.
- Asking for help.
BLOCK 3: UNDERSTANDING WRITTEN TEXTS
Communicative functions:
- Greetings.
- Descriptions of people.
- Asking for help.
Contents

20. Activity 5
What have we learnt?

21. BLOCK 3: UNDERSTANDING WRITTEN TEXTS
Comprehension strategies with written texts:
- Activating previous knowledge.
Communicative functions:
- Asking for instructions.
BLOCK 4: PRODUCTION OF WRITTEN TEXTS:
EXPRESSIONS AND INTERACTIONS
Production strategies for written texts:
- Planning and checking written texts through the use of
linguistic, paralinguistic and paratextual procedures.
Communicative functions:
- Descriptions of people.
Contents

22. Evaluation

24. Attention to
diversity
Activities of Reinforcement
Activities of extension
R E A L I A
A D A P T E D R E C O R D I N G S
P 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 S
A C T I V I T I E S T O C L A R I F Y D O U B T S

25. Resources and
materials

26. WE HAVE FUN INHALLOWEEN!
N A M E : J U A N D E D I O S D Í A Z A C O S TA
P R O F E S S 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

27. THANK YOU FOR
YOUR ATTENTION!