Didactic sequence routines

1. Didactic sequence
Coordinator: Estela Braun
Assistant: Liliana Monserrat
School: Remedios de Escalada de San Martín (Escuela Nº2)
Principal: Laura Rodríguez
English teacher: Victoria Inés García
Trainee: Sabina Huivan
Year: 6º”C”
Timetable: Wednesdays 11.25 to 12.15 a.m. and Fridays 10.40 to 11.15 a.m.
Rationale
In this unit the topic that will be studied is the alphabet and parts of the
sentence within the thematic framework of “routines”. It will be connected
with subject and predicate, verbs, nouns and adjectives, the use of capital
letters, punctuation marks. Also it will be taught declarative, interrogative
and imperative sentences. Learning about it will allow students to know
about the syntax structure more deeply and make associations with the
topics that they have been learning throughout the year. Since this unit is
within the thematic framework of “routines”, the verb “to be” will be used
and the present simple as well.
Purposes
To be a means so as to:
• Activate previous knowledge.
• Help them make associations with the units they have learnt during
the year.
• Approach them to diverse texts in English (they will be provided with
photocopies at times; at others they will have to copy from the board)
and listening comprehension.
• Promote written and oral production.
• Foster both individual and group work.
• Contribute to cooperative interaction and collaborative production.

2. • Prompt participation through different activities.
• Create a respectful environment.
• Contextualize the thematic framework (“routines”) with the students’
personal background.
Objectives
By the time students end the unit, they will be able to:
• Revise previous concepts.
• Learn new vocabulary.
• Understand the syntactic structure of the sentence.
• Comprehend elementary written texts in English as well as some audio
recordings and ourselves speaking in English.
• Write and speak about the topic developed.
• Work cooperatively and collaboratively.
• Talk about their personal routines.
• Listen to one another, developing interpersonal skills.
• Relate what they are learning with their personal lives
Knowledge
 Axis related to oral comprehension:
Students will listen to some audios in English from different sources (songs,
videos, etc.) and they will be approached to the language through the regular
exposure to our speaking.
 Axis related to reading comprehension:
They will be given diverse texts for them to work on, activating vocabulary
with the support of visual aids when necessary.
 Axis related to oral production:
They will be encouraged to participate orally and stimulated to produce
sentences with the support of visual aids.

3.  Axis related to written production:
Students will be presented with instances that allow them to develop this
skill through the use of examples that will serve as models, guiding them
towards a more autonomous production.
 Axis related to reflection on the language being learned:
Students will be guided to use new lexical and grammatical structures. Also
they will be encouraged to reflect on the punctuation marks and the
similarities and/or differences between English and Spanish.
Teaching situations
Methodology:
 Project work:
Students will be encouraged to work collaboratively and cooperatively,
helping them to develop the macro skills. They will have to present tasks in
which they will be able to recognize the result of their learning process
 Games in the classroom:
By means of games, students can learn and interact in a creative way as well
as developing as individual human beings at the same time that they acquire
and assimilate knowledge. Games attract their attention and keep their
interest in learning.
 Team-based learning:
Students will be encouraged to work in group, activating their ability to
socialize and interact in a respectful environment.
Assessment
A written practice paper in which the students will be assessed individually in
order to show what they have learned so far.