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Final project DPLA:

What will I be?

Lidia Visar Larrull
24-02-12
PROJECT PROPOSAL

1- About the unit
Topic:
What will I be?

Level:
6th of Primary

Duration:
8 sessions

2- Justification
This unit has been designed for 6th of primary. I have chosen this topic because I think
it is really important that students know the different jobs and because they are really
interested in it.

Through this topic I have the opportunity to introduce some grammatical aspects (like
the verb want to) and also some terms of vocabulary related to this topic in order to
use them in the activities that I have planned without making grammar explicitly.

This topic also allows me to link the lessons with the real world, giving the students the
chance to interact with each other and to get useful language. This fact helps to foster
class motivation as well as student's interest and also lets them to work autonomously.

3- Class profile
It is a school of one line with 50% of immigration. There are 15 students in the English
class.
4- Class structure
There would be 3 hours of English each week. The class has a computer with a
projector and it is possible to go to the computer class to practice, where there are a
lot of computers, in concrete, one for each student.
The class is quite big, so it is possible to split groups.

5- Methodology
Nowadays the technology has become part of our daily lives, this is why, I consider
very important to use them in the class. The students will be more interested,
motivated and will see that the English is useful for them and that it is not just a
subject they have to learn at school. ICT is a good new way to learn English.

The most important thing that students have to achieve at the end of their scholarship
is especially the communicative competence. For this reason, I will use the
Communicative Language Teaching (CLT) approach in order to foster communication
as a means of learning the target language, using when its possible new technologies.
This approach is based on real communication and both meaningful tasks and
language so that the students feel that what they are learning is useful for their life.

I have also taken into account the Task-based Learning (TBL) approach in which they
comprehend, manipulate, produce or interact with each other in the target language,
while their attention is focused on meaning rather than on form. Teachers have to
provide the students with non-linguistics tasks because they do not need them for
communication. The idea is that the students get something done using the language.
So, students participate in communicative tasks in English in which authentic language
is used.
6- Objectives


To learn the different jobs



To use the verb want to in all the forms.



To communicate what they want to be in the future.



To be able to talk about what the others want to be and to ask them.



To improve oral comprehension and fluency.



To show interest in learning and cooperating actively in classroom activities.



To be able to work in pairs and in small groups.



To use ICT

7- Contents


The jobs



Grammatical aspects: want to structures



Communicate what they want to be in the future



Talking about what the others want to be and to ask them



Listening, repeating and writing the new vocabulary



Identification and use of the new language



Comprehension of stories, dialogues and songs



Interest in cooperating in groups



Active participation and involvement in the classroom



Interest in learning new vocabulary



Applying the new vocabulary to the real world



Respecting the classmates’ participation and production



ICT
8- Competences


Linguistic and audiovisual competence

The students have to use the English language as an instrument of oral and written
communication.


Cultural and artistic competence

The students have to be creative



Management of information and digital competence

They have to use ICT, to collect information and get the one which is useful for them.



Learning-to-learn competence

By doing the activities they will learn a methodology that they can apply by themselves
when being alone.



Social and citizenship competence

They have to work alone but also by pairs, in small groups… they have to interact with
each other, respect…



Autonomy and initiative

The typology of activities will help them to be autonomous, to participate, to have
initiative in the learning process.
9- Assessment
I will take into account 3 different types of assessment. The first one will be the
diagnostic assessment, which will be done before the beginning of the session. It will
show me the previous knowledge of the children and it will also help me where do I
have to start from. It is really important that all the students start from a same basis.
Continuous assessment is also really important to take into account because it is an
effective way to follow my student’s learning process in order to know if they are
learning or not.
If they are not learning I will realize and I will take some decisions in order to know if it
is my fault, if all the students are not learning or only some of them. This type of
assessing gives me more information about my students than a traditional exam. For
example, if they are not learning I can interrupt their process and help them to fix and
to learn well what they are not learning. It will be better because if they are not
learning and I continue my lessons without helping them, they will not learn for sure.

I will also make a final assessment at the end of the unit. It will determine the skills
that the students have achieved. This type of assessment is also useful but less
important because I think that it is more important to consider the process rather than
the final product.

The students will also evaluate themselves, to realize if they are learning or not.
Diagnostic assessment
I will make them some questions.
What is a job?
Which jobs do you know?
Do you know how to say any of them in English?
What are your parents’ jobs?
…
Continuous assessment

Do they know how to say each job?
Do they understand the meaning?
Do they understand what the song says?
Can they make the sentences and questions?
Do they know how to write the different jobs?
Can they write sentences?
Can they write a short description about themselves?
Can they use internet?
Can they record they sentence?
Final assessment
Exam of the teachers’ book
Self-assessment worksheet
Name:
Class:
UNIT 3:

What will I be?
Self-evaluation worksheet

I can
… say all of the new words of the unit
… say most of the new words of the unit
… say a few new words of the unit

…use the verb want to in all the forms.
…use the verb want to in most forms.
…use the verb want to in few forms.
…communicate what I want to be in the future.
…more or less communicate what I want to be.
… not communicate what I want to be.

… talk about what the others want to be and to ask them.
…more or less talk about what the others want to be and to ask them.
…not talk about what the others want to be and to ask them.

… use ICT
… more or less use ICT
…not use ICT.

… write sentences related to the unit
… write some sentences related to the unit
…write few sentences related to the unit

… write all the new words of the unit
… write most of the new words of the unit
… write a few new words of the unit

In class
I work in pairs
I show interest in learning and cooperate actively in the classroom activities
I participate a lot in oral activities
I don’t participate very much in oral activities
I help others
I cooperate
I make an effort

At home
I study and I do my homework
I play with the CD-ROM
I listen to and sing the songs
I read English books

I can improve my English if
… I study more
… I pay attention more
… I ask my teacher about things I don’t understand
10-

Sessions

Session 1
Activity 1
Time duration: 5 minutes
Grouping: whole class
Materials: Description:
I will introduce the topic to my students. What is a job? Which jobs do you know? Do
you know any of them in English? By introducing it I will check the previous knowledge.

Activity 2
Time duration: 10 minutes
Grouping: whole class
Materials: Flashcards
Description:
I will introduce the new vocabulary to my students with flashcards. They will repeat
the words. After that, I will turn the flashcards and they will have to guess which one
have I chosen.
Activity 3
Time duration: 15 minutes
Grouping: whole class
Materials: computer with internet
Description:
We will listen to the song, read, check comprehension and sing it.
Link: http://simpleesl.com/english-worksheets-activities-jobs-occupations/
Or http://learnenglishkids.britishcouncil.org/en/songs/people-work
Activity 4
Time duration: 15 minutes
Grouping: individually
Materials: pen, notebook, blackboard and chalk
Description:
We will invent and write some questions to ask to someone in order to know what this
person wants to be.
Example: Do you want mend machines? (Electrician)
Do you want to work in a kitchen? (Cook)
Activity 5
Time duration: 15 minutes
Grouping: whole class/ pairs
Materials: collar with the jobs written.
Description:
Every student will wear a collar with a job written in it. He wouldn’t know what is
written and he will have to ask to a partner the questions they have learned in order to
guess which collar he has.
Example: he wears the collar of cook and he asks: Do I want to mend machines? The
partner looks the collar and answers: No, you don’t. The student goes to a different
person and asks again a question until guesses the collar he is wearing.

Session 2
Activity 1
Time duration: 10 minutes
Grouping: whole class/ individually
Materials: flashcards
Description:
I will show the flashcards and they will say the name of the jobs. After that, some
students (one after the other one) will come in front of the blackboard and will take a
flashcards. The others will have to guess by making questions which flashcard has the
student taken.
Activity 2
Time duration: 5 minutes
Grouping: whole class
Materials: computer and CD
Description:
Sing the song
Activity 3
Time duration: 10 minutes
Grouping: whole class
Materials: computer with internet, projector and screen
Description:
I will explain the students what a mind map is and how to use bubblr.
Activity 4
Time duration: 35 minutes
Grouping: individually
Materials: computer class
Description:
The students will have to make a mind map by using bubblr. If they finish they can add
more jobs.

Session 3
Activity 1
Time duration: 5 minutes
Grouping: remind vocabulary with flashcards
Materials: flashcards
Activity 2
Time duration: 25 minutes
Grouping: whole class
Materials: computer, projector and CD
Description:
We will listen to the story, read it all together, check comprehension and read it in
small groups.
Activity 3
Time duration: 15
Grouping: individually
Materials: activity book

Description:
The students will have to make an activity related to the story.
Activity 4
Time duration: 15 minutes
Grouping: whole class/ individually
Materials: computer with internet, projector and screen.
Description:
The students will have to dress a person taking into account the description.
Link: http://go4english.co.uk/media_file/flashs/1792/index.swf

Session 4
Activity 1
Time duration: 10 minutes
Grouping: small group/ whole class
Materials: flashcards
Description:
4-5 students will come in front of the blackboard. I will give a flashcard to each of
them. They have to raise the flashcard when their job is said. If they don’t do it they
are eliminated.
Activity 2
Time duration: 15 minutes
Grouping: whole class
Materials: poster with the grammar
Description:
We will make sentences to learn the grammar about each student with the help of the
poster.
Activity 3
Time duration: 15
Grouping: pairs
Materials: poster with grammar
Description:
They will say each other what they want to be or what they want and what they don’t.
Activity 4
Time duration: 20 minutes
Grouping: Individually
Materials: activity book or photocopy
Description:
They will have to complete some sentences to practice the grammar.

Session 5
Activity 1
Time duration: 5 minutes
Grouping: whole class
Materials: flashcards
Description:
Remind the vocabulary
Activity 2
Time duration: 5 minutes
Grouping: whole class
Materials: computer and CD
Description:
We will sing the song.
Activity 3
Time duration: 30 minutes
Grouping: whole class
Materials: book and CD
Description:
We will read, listen and comprehend the description about some people.
Activity 4
Time duration: 10 minutes
Grouping: individually
Materials: notebook
Description:
The students will have to write a short description about themselves using the verb
want to.
Activity 5
Time duration: 10 minutes
Grouping: small groups
Materials: blackboard
Description:
I will ask some questions about we have read and they have to answer. The first group
to do it will win a point.

Session 6
Activity 1
Time duration: 1 hour
Grouping: individually
Materials: computer class and CD room’s
Description:
The students will practice what we have learnt with the CD room of the book.
Activity 1
Time duration: 1 hour
Grouping: individually
Materials: computer with internet and microphone.
Description:
At the same time the students will be practicing with the CD room I will be helping
each student to record with audioboo their description.
Session 7
Activity 1
Time duration: 1 hour
Grouping: individually
Materials: computer class, CD room’s and headphones
Description:
If there are some students that haven’t finished practising with the CD room they will
continue and I will continue recording with audioboo. The ones who has finished will
practice more with different WebPages. Links:


http://www.englishexercises.org/makeagame/viewgame.asp?id=3356

They will do the first 3 exercises. Order the sentences, complete the sentences and
the wordsearch.



http://www.ceipjuanherreraalcausa.es/Recursosdidacticos/SEXTO/datos/07_

Footsteps/datos/unit2/01.htm
Relate the job with the description



http://www.learnenglish.de/vocabulary/jobs.htm

Listen to the Jobs



http://www.ceip-diputacio.com/IDIOMA/activities/activitiesedu365.htm

Exercise 1 Listen
Exercise 2 Write
Exercise 3 Listen a dialogue
Exercise 5 Relate the name with the image


http://simpleesl.com/english-worksheets-activities-jobs-occupations/

The song we have studied.



http://learnenglishkids.britishcouncil.org/en/category/topics/jobs

They can listen to a story and to a song.

Session 8
Time duration: 1 hour
Grouping: individually
Materials: exam photocopies
Description:
The students will do an exam so that they get used to final exam they will do at the
end of the course.

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Final project

  • 1. Final project DPLA: What will I be? Lidia Visar Larrull 24-02-12
  • 2. PROJECT PROPOSAL 1- About the unit Topic: What will I be? Level: 6th of Primary Duration: 8 sessions 2- Justification This unit has been designed for 6th of primary. I have chosen this topic because I think it is really important that students know the different jobs and because they are really interested in it. Through this topic I have the opportunity to introduce some grammatical aspects (like the verb want to) and also some terms of vocabulary related to this topic in order to use them in the activities that I have planned without making grammar explicitly. This topic also allows me to link the lessons with the real world, giving the students the chance to interact with each other and to get useful language. This fact helps to foster class motivation as well as student's interest and also lets them to work autonomously. 3- Class profile It is a school of one line with 50% of immigration. There are 15 students in the English class.
  • 3. 4- Class structure There would be 3 hours of English each week. The class has a computer with a projector and it is possible to go to the computer class to practice, where there are a lot of computers, in concrete, one for each student. The class is quite big, so it is possible to split groups. 5- Methodology Nowadays the technology has become part of our daily lives, this is why, I consider very important to use them in the class. The students will be more interested, motivated and will see that the English is useful for them and that it is not just a subject they have to learn at school. ICT is a good new way to learn English. The most important thing that students have to achieve at the end of their scholarship is especially the communicative competence. For this reason, I will use the Communicative Language Teaching (CLT) approach in order to foster communication as a means of learning the target language, using when its possible new technologies. This approach is based on real communication and both meaningful tasks and language so that the students feel that what they are learning is useful for their life. I have also taken into account the Task-based Learning (TBL) approach in which they comprehend, manipulate, produce or interact with each other in the target language, while their attention is focused on meaning rather than on form. Teachers have to provide the students with non-linguistics tasks because they do not need them for communication. The idea is that the students get something done using the language. So, students participate in communicative tasks in English in which authentic language is used.
  • 4. 6- Objectives  To learn the different jobs  To use the verb want to in all the forms.  To communicate what they want to be in the future.  To be able to talk about what the others want to be and to ask them.  To improve oral comprehension and fluency.  To show interest in learning and cooperating actively in classroom activities.  To be able to work in pairs and in small groups.  To use ICT 7- Contents  The jobs  Grammatical aspects: want to structures  Communicate what they want to be in the future  Talking about what the others want to be and to ask them  Listening, repeating and writing the new vocabulary  Identification and use of the new language  Comprehension of stories, dialogues and songs  Interest in cooperating in groups  Active participation and involvement in the classroom  Interest in learning new vocabulary  Applying the new vocabulary to the real world  Respecting the classmates’ participation and production  ICT
  • 5. 8- Competences  Linguistic and audiovisual competence The students have to use the English language as an instrument of oral and written communication.  Cultural and artistic competence The students have to be creative  Management of information and digital competence They have to use ICT, to collect information and get the one which is useful for them.  Learning-to-learn competence By doing the activities they will learn a methodology that they can apply by themselves when being alone.  Social and citizenship competence They have to work alone but also by pairs, in small groups… they have to interact with each other, respect…  Autonomy and initiative The typology of activities will help them to be autonomous, to participate, to have initiative in the learning process.
  • 6. 9- Assessment I will take into account 3 different types of assessment. The first one will be the diagnostic assessment, which will be done before the beginning of the session. It will show me the previous knowledge of the children and it will also help me where do I have to start from. It is really important that all the students start from a same basis. Continuous assessment is also really important to take into account because it is an effective way to follow my student’s learning process in order to know if they are learning or not. If they are not learning I will realize and I will take some decisions in order to know if it is my fault, if all the students are not learning or only some of them. This type of assessing gives me more information about my students than a traditional exam. For example, if they are not learning I can interrupt their process and help them to fix and to learn well what they are not learning. It will be better because if they are not learning and I continue my lessons without helping them, they will not learn for sure. I will also make a final assessment at the end of the unit. It will determine the skills that the students have achieved. This type of assessment is also useful but less important because I think that it is more important to consider the process rather than the final product. The students will also evaluate themselves, to realize if they are learning or not. Diagnostic assessment I will make them some questions. What is a job? Which jobs do you know? Do you know how to say any of them in English? What are your parents’ jobs? …
  • 7. Continuous assessment Do they know how to say each job? Do they understand the meaning? Do they understand what the song says? Can they make the sentences and questions? Do they know how to write the different jobs? Can they write sentences? Can they write a short description about themselves? Can they use internet? Can they record they sentence? Final assessment Exam of the teachers’ book Self-assessment worksheet Name: Class: UNIT 3: What will I be? Self-evaluation worksheet I can … say all of the new words of the unit … say most of the new words of the unit … say a few new words of the unit …use the verb want to in all the forms. …use the verb want to in most forms. …use the verb want to in few forms.
  • 8. …communicate what I want to be in the future. …more or less communicate what I want to be. … not communicate what I want to be. … talk about what the others want to be and to ask them. …more or less talk about what the others want to be and to ask them. …not talk about what the others want to be and to ask them. … use ICT … more or less use ICT …not use ICT. … write sentences related to the unit … write some sentences related to the unit …write few sentences related to the unit … write all the new words of the unit … write most of the new words of the unit … write a few new words of the unit In class I work in pairs I show interest in learning and cooperate actively in the classroom activities I participate a lot in oral activities I don’t participate very much in oral activities I help others I cooperate I make an effort At home I study and I do my homework I play with the CD-ROM
  • 9. I listen to and sing the songs I read English books I can improve my English if … I study more … I pay attention more … I ask my teacher about things I don’t understand
  • 10. 10- Sessions Session 1 Activity 1 Time duration: 5 minutes Grouping: whole class Materials: Description: I will introduce the topic to my students. What is a job? Which jobs do you know? Do you know any of them in English? By introducing it I will check the previous knowledge. Activity 2 Time duration: 10 minutes Grouping: whole class Materials: Flashcards Description: I will introduce the new vocabulary to my students with flashcards. They will repeat the words. After that, I will turn the flashcards and they will have to guess which one have I chosen.
  • 11. Activity 3 Time duration: 15 minutes Grouping: whole class Materials: computer with internet Description: We will listen to the song, read, check comprehension and sing it. Link: http://simpleesl.com/english-worksheets-activities-jobs-occupations/ Or http://learnenglishkids.britishcouncil.org/en/songs/people-work Activity 4 Time duration: 15 minutes Grouping: individually Materials: pen, notebook, blackboard and chalk Description: We will invent and write some questions to ask to someone in order to know what this person wants to be. Example: Do you want mend machines? (Electrician) Do you want to work in a kitchen? (Cook) Activity 5 Time duration: 15 minutes Grouping: whole class/ pairs
  • 12. Materials: collar with the jobs written. Description: Every student will wear a collar with a job written in it. He wouldn’t know what is written and he will have to ask to a partner the questions they have learned in order to guess which collar he has. Example: he wears the collar of cook and he asks: Do I want to mend machines? The partner looks the collar and answers: No, you don’t. The student goes to a different person and asks again a question until guesses the collar he is wearing. Session 2 Activity 1 Time duration: 10 minutes Grouping: whole class/ individually Materials: flashcards Description: I will show the flashcards and they will say the name of the jobs. After that, some students (one after the other one) will come in front of the blackboard and will take a flashcards. The others will have to guess by making questions which flashcard has the student taken. Activity 2 Time duration: 5 minutes Grouping: whole class Materials: computer and CD
  • 13. Description: Sing the song Activity 3 Time duration: 10 minutes Grouping: whole class Materials: computer with internet, projector and screen Description: I will explain the students what a mind map is and how to use bubblr. Activity 4 Time duration: 35 minutes Grouping: individually Materials: computer class Description: The students will have to make a mind map by using bubblr. If they finish they can add more jobs. Session 3 Activity 1 Time duration: 5 minutes Grouping: remind vocabulary with flashcards Materials: flashcards
  • 14. Activity 2 Time duration: 25 minutes Grouping: whole class Materials: computer, projector and CD Description: We will listen to the story, read it all together, check comprehension and read it in small groups. Activity 3 Time duration: 15 Grouping: individually Materials: activity book Description: The students will have to make an activity related to the story. Activity 4 Time duration: 15 minutes Grouping: whole class/ individually Materials: computer with internet, projector and screen. Description: The students will have to dress a person taking into account the description.
  • 15. Link: http://go4english.co.uk/media_file/flashs/1792/index.swf Session 4 Activity 1 Time duration: 10 minutes Grouping: small group/ whole class Materials: flashcards Description: 4-5 students will come in front of the blackboard. I will give a flashcard to each of them. They have to raise the flashcard when their job is said. If they don’t do it they are eliminated. Activity 2 Time duration: 15 minutes Grouping: whole class Materials: poster with the grammar Description: We will make sentences to learn the grammar about each student with the help of the poster. Activity 3 Time duration: 15 Grouping: pairs Materials: poster with grammar
  • 16. Description: They will say each other what they want to be or what they want and what they don’t. Activity 4 Time duration: 20 minutes Grouping: Individually Materials: activity book or photocopy Description: They will have to complete some sentences to practice the grammar. Session 5 Activity 1 Time duration: 5 minutes Grouping: whole class Materials: flashcards Description: Remind the vocabulary Activity 2 Time duration: 5 minutes Grouping: whole class Materials: computer and CD
  • 17. Description: We will sing the song. Activity 3 Time duration: 30 minutes Grouping: whole class Materials: book and CD Description: We will read, listen and comprehend the description about some people. Activity 4 Time duration: 10 minutes Grouping: individually Materials: notebook Description: The students will have to write a short description about themselves using the verb want to. Activity 5 Time duration: 10 minutes Grouping: small groups Materials: blackboard
  • 18. Description: I will ask some questions about we have read and they have to answer. The first group to do it will win a point. Session 6 Activity 1 Time duration: 1 hour Grouping: individually Materials: computer class and CD room’s Description: The students will practice what we have learnt with the CD room of the book. Activity 1 Time duration: 1 hour Grouping: individually Materials: computer with internet and microphone. Description: At the same time the students will be practicing with the CD room I will be helping each student to record with audioboo their description.
  • 19. Session 7 Activity 1 Time duration: 1 hour Grouping: individually Materials: computer class, CD room’s and headphones Description: If there are some students that haven’t finished practising with the CD room they will continue and I will continue recording with audioboo. The ones who has finished will practice more with different WebPages. Links:  http://www.englishexercises.org/makeagame/viewgame.asp?id=3356 They will do the first 3 exercises. Order the sentences, complete the sentences and the wordsearch.  http://www.ceipjuanherreraalcausa.es/Recursosdidacticos/SEXTO/datos/07_ Footsteps/datos/unit2/01.htm Relate the job with the description  http://www.learnenglish.de/vocabulary/jobs.htm Listen to the Jobs  http://www.ceip-diputacio.com/IDIOMA/activities/activitiesedu365.htm Exercise 1 Listen Exercise 2 Write Exercise 3 Listen a dialogue Exercise 5 Relate the name with the image
  • 20.  http://simpleesl.com/english-worksheets-activities-jobs-occupations/ The song we have studied.  http://learnenglishkids.britishcouncil.org/en/category/topics/jobs They can listen to a story and to a song. Session 8 Time duration: 1 hour Grouping: individually Materials: exam photocopies Description: The students will do an exam so that they get used to final exam they will do at the end of the course.