The document describes a didactic unit for teaching English to primary school students using the song "If You're Happy and You Know It". The unit includes justifications for choosing the song, objectives, activities, resources and assessments. Some key activities are warming up with adjectives, introducing vocabulary that rhymes, playing a guessing game to practice verbs and body parts, and having students perform the song with gestures for the final assessment. The unit is designed to be fun while improving students' English pronunciation, vocabulary, and cultural understanding.
This document contains lesson plans for teaching English literacy skills to primary school students. The lessons focus on listening, speaking, reading, writing and language arts. Some key points:
1. The lessons use a chant called "A Mat on the Sand" as the main text for developing various literacy skills through activities like phoneme identification, blending, segmenting, reading comprehension and role playing.
2. A variety of multi-sensory teaching methods are employed including using pictures, sound boxes, word dice, bingo grids and mask making.
3. Each lesson breaks down skills into clear steps, provides teaching aids and appendices as examples and recommends consolidation activities to reinforce learning.
The document outlines two lesson plans for teaching English to 5-year-olds focused on the topic of "My Toys". Both lessons include a warm-up stage of songs and poems, activities to introduce and review toy vocabulary using flashcards and worksheets, and aim to reinforce grammar structures like verb to be and prepositions. The lessons seek to help students understand, identify, and pronounce new vocabulary as well as recognize toys and describe their characteristics through interactive games and coloring activities.
The document provides details of two lesson plans for an English class taught to 5-year-olds. The lessons focus on teaching vocabulary related to toys. In the warm-up, students sing songs and recite poems. Lesson one introduces new toy vocabulary through flashcards and activities like matching toys to pictures. Lesson two reviews toy vocabulary with flashcards and a coloring activity, then plays a game of Simon Says using the flashcards. Both lessons close with a goodbye song.
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
This synchronous lesson plan is for a 4th year English class with 26 students. The lesson focuses on describing people and uses activities from The Simpsons cartoon to practice new vocabulary like tall, short, fat, slim.
The 40-minute lesson begins with a routine to review weather, days of the week and take attendance. Students then review hairstyles by identifying characters. New vocabulary is presented through questions about Simpsons characters.
Students then create their own character by listening to descriptions and pasting cutouts, or drawing the character. They play a game to review vocabulary by unscrambling words and sentences. The lesson aims to reinforce grammar structures while integrating reading, writing and speaking skills.
This lesson plan is for an English class for 5-6 year old students. It includes three activities - a review of animals and habitats, reading a story about habitats, and a matching game to reinforce vocabulary. The goals are to reinforce what the students have learned about animals, habitats, actions and characteristics through interactive activities like songs, stories and games.
Didactic Sequence ANIMALS plus Lesson Plan 1 and 2Cielo Sampietro
This document outlines lesson plans for teaching English to 5-6 year old students. The lessons focus on animals, their actions, habitats, and physical characteristics. The first lesson introduces new ocean, swamp, and desert animals and has activities where students identify animals, color pictures, and review vocabulary. The second lesson reviews previous material and introduces the concept of habitats. It includes a riddle game to review animals. Both lessons begin with singing, incorporate flashcards and pictures, and aim to develop students' vocabulary, pronunciation, and understanding of animals.
This document contains lesson plans for teaching English literacy skills to primary school students. The lessons focus on listening, speaking, reading, writing and language arts. Some key points:
1. The lessons use a chant called "A Mat on the Sand" as the main text for developing various literacy skills through activities like phoneme identification, blending, segmenting, reading comprehension and role playing.
2. A variety of multi-sensory teaching methods are employed including using pictures, sound boxes, word dice, bingo grids and mask making.
3. Each lesson breaks down skills into clear steps, provides teaching aids and appendices as examples and recommends consolidation activities to reinforce learning.
The document outlines two lesson plans for teaching English to 5-year-olds focused on the topic of "My Toys". Both lessons include a warm-up stage of songs and poems, activities to introduce and review toy vocabulary using flashcards and worksheets, and aim to reinforce grammar structures like verb to be and prepositions. The lessons seek to help students understand, identify, and pronounce new vocabulary as well as recognize toys and describe their characteristics through interactive games and coloring activities.
The document provides details of two lesson plans for an English class taught to 5-year-olds. The lessons focus on teaching vocabulary related to toys. In the warm-up, students sing songs and recite poems. Lesson one introduces new toy vocabulary through flashcards and activities like matching toys to pictures. Lesson two reviews toy vocabulary with flashcards and a coloring activity, then plays a game of Simon Says using the flashcards. Both lessons close with a goodbye song.
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
This synchronous lesson plan is for a 4th year English class with 26 students. The lesson focuses on describing people and uses activities from The Simpsons cartoon to practice new vocabulary like tall, short, fat, slim.
The 40-minute lesson begins with a routine to review weather, days of the week and take attendance. Students then review hairstyles by identifying characters. New vocabulary is presented through questions about Simpsons characters.
Students then create their own character by listening to descriptions and pasting cutouts, or drawing the character. They play a game to review vocabulary by unscrambling words and sentences. The lesson aims to reinforce grammar structures while integrating reading, writing and speaking skills.
This lesson plan is for an English class for 5-6 year old students. It includes three activities - a review of animals and habitats, reading a story about habitats, and a matching game to reinforce vocabulary. The goals are to reinforce what the students have learned about animals, habitats, actions and characteristics through interactive activities like songs, stories and games.
Didactic Sequence ANIMALS plus Lesson Plan 1 and 2Cielo Sampietro
This document outlines lesson plans for teaching English to 5-6 year old students. The lessons focus on animals, their actions, habitats, and physical characteristics. The first lesson introduces new ocean, swamp, and desert animals and has activities where students identify animals, color pictures, and review vocabulary. The second lesson reviews previous material and introduces the concept of habitats. It includes a riddle game to review animals. Both lessons begin with singing, incorporate flashcards and pictures, and aim to develop students' vocabulary, pronunciation, and understanding of animals.
The lesson plan aims to teach young English learners about farm animals. During the lesson, students will identify and name farm animals, develop listening skills through audio activities, and practice speaking through a miming game. They will also work on reading skills. The teacher will introduce vocabulary like cow, dog, cat, horse, and actions like run, swim, fly, and jump. Students will practice asking and answering questions about what different animals can and cannot do through miming, questions, and short dialogues. The lesson incorporates listening, speaking, reading, and uses visuals, actions, and the students' textbook.
This document provides a lesson plan for teaching elementary school students about the letter "i" and its associated sound /I/. The lesson involves:
1) Introducing the sound /I/ through actions and tracing the letter;
2) Having students practice words containing the sound such as "pin" and "in"; and
3) Consolidating learning through rhymes, sentences, and a memory game matching words and pictures.
This lesson plan is about teaching animals and actions to young English learners. The teacher will revise animals and actions taught in previous classes through a warm-up activity where students match pictures and words. Students will then watch videos of birds in England and identify mallards, geese, and swans. They will practice writing sentences about what each bird can and cannot do by completing a chart in small groups. The goal is for students to recognize vocabulary and develop listening, speaking, and writing skills.
This document provides a lesson plan for a 3rd grade English class. The lesson focuses on introducing new vocabulary about farm animals. The plan outlines the learning objectives, language skills, activities, materials, and assessment. The teacher will lead warm-up activities to review past vocabulary. New words about frogs, bats, squirrels and foxes will then be presented through puzzles, videos, and exercises in the students' textbooks. The lesson aims to develop students' listening, speaking, reading and pronunciation skills.
- The lesson plan aims to teach 5-year-old students body parts through songs, videos, and interactive activities.
- Students will listen to songs about hello and goodbye, watch a video of the song "Head, Shoulders, Knees and Toes", and identify different body parts on a doll.
- Assessment will check if students can identify and name different body parts.
This document provides lesson plans for teaching English phonemes to students. The plans focus on the phoneme /ɒ/ and include the following:
1. Students are introduced to the /ɒ/ sound through actions, tracing, and saying words containing the sound such as "ox" and "hot".
2. Games and activities are used to reinforce recognition of the /ɒ/ sound, including holding up picture cards for words in a song and matching words to pictures.
3. Writing exercises have students tracing, forming, and writing the letter "o" to represent the /ɒ/ sound.
4. A craft project has students making an octopus mobile by attaching picture cards
The lesson plan summarizes a 40-minute English class for beginner students about farm animals. The class will include greeting and warm up songs, introducing new vocabulary about farm animals through a video of Old McDonald, and practicing counting and spelling the animals. Students will develop listening, speaking, and writing skills. The plan provides details on teaching approaches, materials, activities, assessments, and potential challenges to support language learning.
This lesson plan aims to teach 4-5 year old students parts of the body and feelings vocabulary through singing and acting out a song. The 40 minute lesson contains the following stages:
1. A greeting routine where students sing a hello song expressing different feelings.
2. An introduction where the teacher presents hands and feet as parts of the body through dance.
3. The main activity is singing and acting out the song "If You're Happy and You Know It" which reviews feelings and introduces actions for different body parts. Students practice the song through matching and singing activities.
4. The lesson closes with a goodbye song. As follow up, students are assigned to record themselves singing the first two parts
This lesson plan is for a kindergarten class focusing on clothing vocabulary. The aims are to review clothing from the previous lesson, name and identify clothes, develop listening skills through a song, and practice the phrase "Put on your (item of clothing)". The lesson includes warm-up activities to review vocabulary, presenting new vocabulary through a song video, and two activities - one with flashcards giving instructions and another playing a bingo game. Assessment of comprehension and production is integrated throughout the activities.
This lesson plan is for a 3rd grade class and focuses on animals from a farm. The lesson has three main parts: a warm-up game using letters and numbers to reveal animal names, a presentation where students work in groups to decode sentences about animals and their abilities, and a practice period where students play a dice game to create their own sentences. The lesson aims to reinforce vocabulary about animals and actions through engaging activities.
The document provides details of an English lesson plan for 3-4 year olds at a kindergarten in Concordia, Entre Rios, Argentina. The 45 minute lesson will: 1) Review family vocabulary through songs and a story about a lost butterfly finding a "finger family"; 2) Introduce new vocabulary from the finger family song; 3) Have students make their own finger families by gluing pictures of family members onto drawings of hands. The lesson aims to consolidate vocabulary, develop skills, and relate meanings through multiple activities and modalities.
The document provides details of a lesson plan for preschool children aimed at revising numbers, colors, feelings and body parts. The lesson involves helping a "Color Monster" character whose body parts became separated after an accident. Children will work on reassembling the monster's body using "magic words" from a song they learned earlier. The teacher will guide the activity with picture prompts and questions to reinforce vocabulary. A classmate will be introduced to help lead parts of the activity and familiarize children with working with both teachers.
This lesson plan aims to teach 3rd grade students about farm animals. It includes a warm-up activity where students review animals taught in the previous class by naming flashcards. Next, the teacher tells an Old McDonald story using flashcards to introduce new animals like goat. Students then practice the new vocabulary through activities like making animal sounds in groups and writing animal names. The lesson integrates listening, speaking, reading and writing skills and assesses students' comprehension through participation.
- The document is a lesson plan for a teaching practicum student named María Celeste Cortés for a class of 25 5-year-old students at Pastorcitos de Don Bosco school.
- The 40-minute lesson plan aims to teach students about different modes of transportation in the city through songs, flashcards, and a video.
- Key activities include singing songs about greetings, weather, and the wheels on the bus while using flashcards and a handmade bus prop, watching a video of the song, and having students point to different transportation flashcards.
This lesson plan summarizes a 45-minute English class for 3-4 year olds at a kindergarten in Concordia, Entre Ríos, Argentina. The class will focus on vocabulary related to families and farm animals from previous lessons. They will then listen to and dramatize the story of "The Three Little Pigs." Key activities include singing hello songs, reviewing farm animal vocabulary, listening to the story while looking at pictures, and acting out the roles of the pigs and wolf. The goal is for students to practice English vocabulary and develop language, imagination, and social skills through interactive storytelling.
- The lesson plan aims to teach kindergarten students body parts vocabulary in English through songs, gestures, and an activity to create paper bag monsters.
- Key points of the lesson include singing songs about body parts, introducing new vocabulary with flashcards and a picture of Sulley, and having students identify and name body parts on Mike Wazowski.
- The lesson concludes with students working individually to draw and assemble paper bag monsters using cut out body parts and describing their monsters.
This document is a lesson plan for a Spanish language class at a kindergarten. It includes details about the class such as the date, location, number of students, and language level. The lesson plan aims to teach students about means of transportation in the city through activities that develop listening, speaking, and motor skills. Students will review colors and vocabulary from previous classes, learn new vocabulary like boat and bird, count objects, and mime actions. The teacher will use songs, flashcards, posters and a toy frog to engage students and assess their comprehension and pronunciation.
The English language has a complex writing system where letters represent sounds in various ways: one sound can be represented by multiple letters or letter combinations, and one letter or group can represent multiple sounds. This alphabetic code is challenging to teach, as teachers must explain the relationships between sounds and spellings while addressing issues like accents and irregular spellings. The document provides guidance on teaching the code through systematic phonics instruction, including teaching the basic code first before more complex spellings, providing practice with decoding and encoding skills, and addressing related skills like handwriting.
- The lesson plan aims to teach young students (ages 5) body parts in English through songs, games and activities.
- Students will identify and name different body parts by listening to a song, following instructions in a game of "Simon Says", and playing a matching game with pictures of body parts.
- The lesson incorporates singing, dancing, gestures, flashcards and a dice game to engage students visually, physically and orally in reviewing and practicing target vocabulary.
Five endangered whooping cranes stopped to rest in a snowstorm near Gridley, Illinois, including one male that suffered a broken leg and later died. The remaining four cranes spent a week feeding in nearby fields by a home. They are part of 14 cranes led from Wisconsin to Florida by ultralight plane last fall and were returning to Wisconsin for the summer. The cranes displayed courtship behaviors like wing flapping before leaving Gridley on Easter Sunday morning.
This issue of Chicazine magazine focuses on travel and lifestyle in Indonesia. It includes news about the opening of a new hospital in Bali, renovations to Ngurah Rai International Airport, and the unveiling of Bali's first underpass. It also profiles the manager of the month at Asia World Indonesia and previews cultural tours in Indonesia led by art historian and archaeologist Toni Tack. The magazine sections cover people, news, hotels, spas, restaurants, industry updates and social happenings.
The lesson plan aims to teach young English learners about farm animals. During the lesson, students will identify and name farm animals, develop listening skills through audio activities, and practice speaking through a miming game. They will also work on reading skills. The teacher will introduce vocabulary like cow, dog, cat, horse, and actions like run, swim, fly, and jump. Students will practice asking and answering questions about what different animals can and cannot do through miming, questions, and short dialogues. The lesson incorporates listening, speaking, reading, and uses visuals, actions, and the students' textbook.
This document provides a lesson plan for teaching elementary school students about the letter "i" and its associated sound /I/. The lesson involves:
1) Introducing the sound /I/ through actions and tracing the letter;
2) Having students practice words containing the sound such as "pin" and "in"; and
3) Consolidating learning through rhymes, sentences, and a memory game matching words and pictures.
This lesson plan is about teaching animals and actions to young English learners. The teacher will revise animals and actions taught in previous classes through a warm-up activity where students match pictures and words. Students will then watch videos of birds in England and identify mallards, geese, and swans. They will practice writing sentences about what each bird can and cannot do by completing a chart in small groups. The goal is for students to recognize vocabulary and develop listening, speaking, and writing skills.
This document provides a lesson plan for a 3rd grade English class. The lesson focuses on introducing new vocabulary about farm animals. The plan outlines the learning objectives, language skills, activities, materials, and assessment. The teacher will lead warm-up activities to review past vocabulary. New words about frogs, bats, squirrels and foxes will then be presented through puzzles, videos, and exercises in the students' textbooks. The lesson aims to develop students' listening, speaking, reading and pronunciation skills.
- The lesson plan aims to teach 5-year-old students body parts through songs, videos, and interactive activities.
- Students will listen to songs about hello and goodbye, watch a video of the song "Head, Shoulders, Knees and Toes", and identify different body parts on a doll.
- Assessment will check if students can identify and name different body parts.
This document provides lesson plans for teaching English phonemes to students. The plans focus on the phoneme /ɒ/ and include the following:
1. Students are introduced to the /ɒ/ sound through actions, tracing, and saying words containing the sound such as "ox" and "hot".
2. Games and activities are used to reinforce recognition of the /ɒ/ sound, including holding up picture cards for words in a song and matching words to pictures.
3. Writing exercises have students tracing, forming, and writing the letter "o" to represent the /ɒ/ sound.
4. A craft project has students making an octopus mobile by attaching picture cards
The lesson plan summarizes a 40-minute English class for beginner students about farm animals. The class will include greeting and warm up songs, introducing new vocabulary about farm animals through a video of Old McDonald, and practicing counting and spelling the animals. Students will develop listening, speaking, and writing skills. The plan provides details on teaching approaches, materials, activities, assessments, and potential challenges to support language learning.
This lesson plan aims to teach 4-5 year old students parts of the body and feelings vocabulary through singing and acting out a song. The 40 minute lesson contains the following stages:
1. A greeting routine where students sing a hello song expressing different feelings.
2. An introduction where the teacher presents hands and feet as parts of the body through dance.
3. The main activity is singing and acting out the song "If You're Happy and You Know It" which reviews feelings and introduces actions for different body parts. Students practice the song through matching and singing activities.
4. The lesson closes with a goodbye song. As follow up, students are assigned to record themselves singing the first two parts
This lesson plan is for a kindergarten class focusing on clothing vocabulary. The aims are to review clothing from the previous lesson, name and identify clothes, develop listening skills through a song, and practice the phrase "Put on your (item of clothing)". The lesson includes warm-up activities to review vocabulary, presenting new vocabulary through a song video, and two activities - one with flashcards giving instructions and another playing a bingo game. Assessment of comprehension and production is integrated throughout the activities.
This lesson plan is for a 3rd grade class and focuses on animals from a farm. The lesson has three main parts: a warm-up game using letters and numbers to reveal animal names, a presentation where students work in groups to decode sentences about animals and their abilities, and a practice period where students play a dice game to create their own sentences. The lesson aims to reinforce vocabulary about animals and actions through engaging activities.
The document provides details of an English lesson plan for 3-4 year olds at a kindergarten in Concordia, Entre Rios, Argentina. The 45 minute lesson will: 1) Review family vocabulary through songs and a story about a lost butterfly finding a "finger family"; 2) Introduce new vocabulary from the finger family song; 3) Have students make their own finger families by gluing pictures of family members onto drawings of hands. The lesson aims to consolidate vocabulary, develop skills, and relate meanings through multiple activities and modalities.
The document provides details of a lesson plan for preschool children aimed at revising numbers, colors, feelings and body parts. The lesson involves helping a "Color Monster" character whose body parts became separated after an accident. Children will work on reassembling the monster's body using "magic words" from a song they learned earlier. The teacher will guide the activity with picture prompts and questions to reinforce vocabulary. A classmate will be introduced to help lead parts of the activity and familiarize children with working with both teachers.
This lesson plan aims to teach 3rd grade students about farm animals. It includes a warm-up activity where students review animals taught in the previous class by naming flashcards. Next, the teacher tells an Old McDonald story using flashcards to introduce new animals like goat. Students then practice the new vocabulary through activities like making animal sounds in groups and writing animal names. The lesson integrates listening, speaking, reading and writing skills and assesses students' comprehension through participation.
- The document is a lesson plan for a teaching practicum student named María Celeste Cortés for a class of 25 5-year-old students at Pastorcitos de Don Bosco school.
- The 40-minute lesson plan aims to teach students about different modes of transportation in the city through songs, flashcards, and a video.
- Key activities include singing songs about greetings, weather, and the wheels on the bus while using flashcards and a handmade bus prop, watching a video of the song, and having students point to different transportation flashcards.
This lesson plan summarizes a 45-minute English class for 3-4 year olds at a kindergarten in Concordia, Entre Ríos, Argentina. The class will focus on vocabulary related to families and farm animals from previous lessons. They will then listen to and dramatize the story of "The Three Little Pigs." Key activities include singing hello songs, reviewing farm animal vocabulary, listening to the story while looking at pictures, and acting out the roles of the pigs and wolf. The goal is for students to practice English vocabulary and develop language, imagination, and social skills through interactive storytelling.
- The lesson plan aims to teach kindergarten students body parts vocabulary in English through songs, gestures, and an activity to create paper bag monsters.
- Key points of the lesson include singing songs about body parts, introducing new vocabulary with flashcards and a picture of Sulley, and having students identify and name body parts on Mike Wazowski.
- The lesson concludes with students working individually to draw and assemble paper bag monsters using cut out body parts and describing their monsters.
This document is a lesson plan for a Spanish language class at a kindergarten. It includes details about the class such as the date, location, number of students, and language level. The lesson plan aims to teach students about means of transportation in the city through activities that develop listening, speaking, and motor skills. Students will review colors and vocabulary from previous classes, learn new vocabulary like boat and bird, count objects, and mime actions. The teacher will use songs, flashcards, posters and a toy frog to engage students and assess their comprehension and pronunciation.
The English language has a complex writing system where letters represent sounds in various ways: one sound can be represented by multiple letters or letter combinations, and one letter or group can represent multiple sounds. This alphabetic code is challenging to teach, as teachers must explain the relationships between sounds and spellings while addressing issues like accents and irregular spellings. The document provides guidance on teaching the code through systematic phonics instruction, including teaching the basic code first before more complex spellings, providing practice with decoding and encoding skills, and addressing related skills like handwriting.
- The lesson plan aims to teach young students (ages 5) body parts in English through songs, games and activities.
- Students will identify and name different body parts by listening to a song, following instructions in a game of "Simon Says", and playing a matching game with pictures of body parts.
- The lesson incorporates singing, dancing, gestures, flashcards and a dice game to engage students visually, physically and orally in reviewing and practicing target vocabulary.
Five endangered whooping cranes stopped to rest in a snowstorm near Gridley, Illinois, including one male that suffered a broken leg and later died. The remaining four cranes spent a week feeding in nearby fields by a home. They are part of 14 cranes led from Wisconsin to Florida by ultralight plane last fall and were returning to Wisconsin for the summer. The cranes displayed courtship behaviors like wing flapping before leaving Gridley on Easter Sunday morning.
This issue of Chicazine magazine focuses on travel and lifestyle in Indonesia. It includes news about the opening of a new hospital in Bali, renovations to Ngurah Rai International Airport, and the unveiling of Bali's first underpass. It also profiles the manager of the month at Asia World Indonesia and previews cultural tours in Indonesia led by art historian and archaeologist Toni Tack. The magazine sections cover people, news, hotels, spas, restaurants, industry updates and social happenings.
This document discusses advanced usage of OpenCms' multi-site functionality. It describes how to configure a single OpenCms installation to manage multiple websites with individual domains, templates, and user permissions. Key aspects covered include using virtual hosts and rewrite rules in Apache to route requests to the appropriate OpenCms site, configuring sites and templates in OpenCms, and injecting site-specific content through JSPs. The document provides examples of implementing multi-site solutions for a hosted OpenCms platform and large student union website network.
C:\documents and settings\pt\escritorio\prueba1maestrodept
Este documento presenta una novedad y describe sus objetivos, los deseos de los clientes, cómo satisface esos deseos, un análisis de costes y ventajas en comparación con la competencia, y los próximos pasos necesarios. El objetivo es satisfacer los requisitos y deseos de los clientes mediante características de producto que ofrezcan ventaja financiera y mejor precio-calidad que la competencia.
This document discusses using Mongoengine as a way to use MongoDB with Django. Mongoengine is an Object-Document Mapper that allows working with MongoDB from Python. An example is provided showing how to define a model using Mongoengine and perform queries. Instructions are also given for setting up a Tumblr clone called Mumblr using Django, MongoDB, and Mongoengine.
This document is an excerpt from an English pronunciation textbook for Brazilian learners. It provides context and praise for the book from its foreword. The foreword notes several strengths of the book, including that it is specifically targeted towards Brazilian learners and addresses their unique phonological challenges. It emphasizes practice and a student-centered approach. The preface then introduces the book's focus on American English sounds and its goal of helping students sound more native-like through ample practice exercises. The excerpt concludes by previewing a sample unit focused on the sounds /r/ and /h/, important points of difference between English and Portuguese.
Pronunciation in primary school english classesJuditalaez
This document discusses the importance of teaching pronunciation in primary English classes and provides activities to work on pronunciation with children. It begins by explaining that pupils must understand spoken English and be able to make themselves understood, and pronunciation is one of the most difficult aspects of the language. Several activities are then described, including using videos, bingo, minimal pairs, tongue twisters, Jolly Phonics, and a telephone game. The document concludes that unlike grammar and vocabulary, pronunciation is not usually specifically taught but is important for understanding, and there are many resources available to work on pronunciation skills.
The document outlines an English lesson plan to teach Spanish speakers to correctly pronounce the /θ/ sound. The lesson plan aims to have students place the tip of their tongue between their upper teeth and blow air to create friction, allowing them to pronounce words containing the /θ/ phoneme. It includes examples, pronunciation exercises, and a self-test to evaluate students' ability to identify and produce the /θ/ sound by the end of the class.
This document discusses common pronunciation problems faced by Indonesian learners of English as a non-native language. It begins by introducing the topic and noting that pronunciation is difficult for non-native speakers due to differences in sound systems between their first language and English. Some specific problems mentioned include pronouncing sounds that don't exist in Indonesian, such as the 'bow' sound; differences in where sounds occur; and different allophones of similar sounds. The document emphasizes that overcoming these problems requires repeated practice to train the ears and mouth to accurately identify and produce English sounds. Proper pronunciation is important for intelligibility as a non-native English speaker.
This document outlines a lesson plan for a 3-lesson unit on the human body for 2nd grade students. The unit will teach students to identify and describe 10 body parts in Spanish, and identify 5 items of clothing. Lessons will include poems, songs, and games to help students learn vocabulary for body parts and their functions. Assessment activities include comprehension questions, matching exercises, and games to evaluate students' understanding.
The document discusses speaking skills and techniques for teaching English pronunciation. It notes that speech is a primary and self-sufficient skill, and outlines approaches for developing speaking abilities through imitative and communicative practice exercises. Key activities for learning pronunciation include hearing, imitation, and repetition. The document also describes problems with English pronunciation related to new sounds, stress, rhythm, and orthography, and provides methods for addressing difficulties, including emphasis on the teacher's model and use of audiovisual aids.
These slides deals with Linguistic and one of four primary skills used to teach students.Speech is one of primary skills. Modern educationists are of the view that because of speaking skills we can learn reading and writing skills easily.
This summary provides an overview of activities from an online English lesson for 4th graders on describing people. The lesson includes singing a song to review body parts, reading a WhatsApp conversation about a student's favorite singer Billie Eilish, and describing characters like the teacher's favorite - the Cheshire Cat from Alice in Wonderland. Students will then take turns describing their own favorite character for the class. The lesson aims to develop vocabulary for physical description and speaking skills through interactive activities.
The document discusses various methods for teaching vowel pronunciation to English language learners, including feeling throat vibrations, shaping mouth positions, using minimal pairs that differ by one vowel sound, recording and comparing pronunciations, using mirrors to observe mouth movements, teaching phonetic symbols, showing vowel diagrams, singing, tongue twisters, rhymes, and games involving reversing words or circling words by pronunciation. The goal is to help learners distinguish vowel sounds and improve their production through multisensory activities.
The document discusses various methods for teaching vowel pronunciation to English language learners. Some key methods mentioned include:
- Having students feel their throat vibrations when saying vowels to understand pronunciation.
- Practicing mouth shapes for different vowels (e.g. stretched mouth for "e") and having students mimic shapes.
- Finding word patterns that contain similar vowel sounds to reinforce pronunciation.
- Using minimal word pairs that differ by one vowel sound, such as "pin" and "pen", to focus on specific sounds.
- Recording students' pronunciation for them to compare to native speakers.
- Using phonetic symbols instead of spelling to represent vowel sounds.
- Showing students a
This virtual module provides teaching materials on vowels for phonetic and phonology classes. It includes introductions to short and long vowels in English, exercises to practice pronunciation, and a game to reinforce learning. The module aims to help students improve pronunciation, speak confidently, and enhance understanding of vowels in a fun way. Upon completing the module, students will be able to explain and correctly pronounce short and long vowels and identify their positions.
This document provides information on English vowel sounds. It discusses that all English vowels are voiced, meaning the throat vibrates when producing them. It describes different aspects of vowel production including lip and tongue position, length as long or short, and being tense versus relaxed. There are 17 total vowel sounds in English presented. Exercises are included asking the reader to produce vowel sounds in words and identify characteristics like which uses more open mouth or causes rounding of the lips. References for further reading on pronunciation instruction are also listed.
This document provides guidance on teaching students to blend and segment sounds in words. It discusses blending as combining individual sounds smoothly to form a word. Segmenting is breaking a word down into its individual sounds. The document recommends practicing blending and segmenting skills whole group and individually while emphasizing connecting sounds. It suggests starting with continuous sounds like s, m, a and adding stop sounds like t gradually. Teachers should elongate continuous sounds slightly but not too long and make stop sounds distinct. Using hands to count sounds can help students. Regular practice is important for students to master blending and segmenting skills.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The plan covers figures of speech through classroom activities including identifying figures of speech in sample sentences, grouping common meanings for literal and figurative words, presenting on 15 figures of speech, and applying them through group activities like composing poems, songs, and role plays. Students will also complete individual assignments to identify figures of speech and research drama.
This lesson plan is for an English class for 5-6 year old students. It includes three activities: 1) A review of animals and habitats using flashcards to introduce story characters. 2) Reading a story about habitats and animals. 3) A game to match animal figures with the correct animals. The lesson aims to reinforce vocabulary around animals, habitats, actions and characteristics through interactive activities.
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Archivo Pdf
1. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
DIDACTIC UNIT: IF YOU ARE HAPPY (TRADITIONAL SONG)ç
1. JUSTIFICATION
1.1. MATERIAL CHOSEN IN CONNECTION WITH THE AGE
2. FINAL TASK
3. OBJECTIVES OF THE DIDACTIC UNIT
4. TABLE OF CONTENTS
5. RESOURCES
6. TIMING
7. ASSUMED KNOWLEDGE
8. ANTICIPATED PROBLEMS
9. ACTIVITIES
10. ASSESSMENT
11. REINFORCEMENT ACTIVITIES
12. EXTENSION ACTIVITIES
13. BIBLIOGRAPHY
14. APPENDIX A: Table of Contents
15. APPENDIX C: ASSESSMENT REPORTS
1
2. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
DIDACTIC UNIT: IF YOU ARE HAPPY (TRADITIONAL SONG)
1. JUSTIFICATION
1.1. MATERIAL CHOSEN IN CONNECTION WITH THE AGE
Although the Didactic Unit has been designed for 3rd cycle primary school
students, it could also be applied to first and second cycle primary school students
depending on the difficulty of the activities we propose.
We have chosen particularly this song because it is going to help our
children’s language and physical development, it is short enough for the age-group to
remember, it requires active participation of the students, it is quite repetitive, it is an
authentic material, it provides examples of ‘real’ language and help to bring the ‘real’
world into the classroom. Songs contribute to encourage learners’ interest to study the
language, and they are useful to establish a warm and relaxing atmosphere in the
classroom.
The language in traditional songs is rich and colourful and extends the
children’s vocabulary beyond the limited range of their own day-to-day experiences.
The use of rhyme encourages children to explore the sounds of words, and the use of
imagery enriches their perception of the world and their ability to express what they
feel.
One of the linguistic advantages of songs is that learners will happily repeat
the same structure, even the same words, over and over again without getting bored.
Songs are particularly useful in a stressed-timed language such as English because the
rhythm forces us to put the stress on the right syllables and to observe the strong and
weak forms. At the same time pronunciation is improved as the students are
concentrating on sound rather than meaning. Students at this age are excellent mimics.
They are particularly good at copying intonation.
Songs also help teachers to establish a friendly atmosphere in the classroom
in order to create a feeling of respect and cooperation, and to encourage their self-
esteem.
2. FINAL TASK
The students will recite the song by heart. They will also have to act it out by
means of gestures at the same time they sing it aloud.
2
3. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
* It is advisable to record the final task on video to be shown to other
classmates in the future to show them what they have to learn, and to be watched by the
students themselves.
3. OBJECTIVES OF THE DIDACTIC UNIT
3.1. The students will be able to understand specific oral language, related to the
song If you are happy as used by the teacher and their classmates.
3.2. The students will be able to use oral language fluently and competently, using
linguistic and non-linguistic resources related to the song If you are happy,
showing respect for, and interest in understanding and being understood.
3.3. The students will be able to use autonomous learning strategies developed from
previous language learning experiences, related to other language study
methods.
3.4. The students will be able to recognise and appreciate the communicative value
of foreign languages, and their own capacity to learn and use them, encouraging
spontaneity, overcoming their sense of the ridiculous and showing
understanding and respect towards other languages, their speakers and their
cultures.
3.5. The students will be able to establish links between meaning, pronunciation and
the spelling of some foreign language words and simple sentences, not
forgetting rhythm and intonation.
4. TABLE OF CONTENTS (page 17)
5. RESOURCES
5.1. Flashcards
5.2. Photographs
5.3. The blackboard
5.4. Masks
5.5. Tape recorder
5.6. Video recorder
5.7. Computer
5.8.A video projector
5.9.The programmes: Word 2000, Hot Potatoes, PowerPoint
5.10. If we want to record the final task, a TV set, a video recorder and a video tape
will be required.
6. TIMING
3
4. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
Three teaching periods will be devoted to completing this Didactic Unit.
7. ASSUMED KNOWLEDGE
7.1. Spelling words out
7.2. Simple Present of the verb to be
7.3. Simple Present
7.4. The Imperative
7.5. Present Continuous
7.6. Possessive adjectives
7.7. Qualifying adjectives
7.8. Irregular plurals
7.9. Wh-questions
7.10. Pronunciation of vowel and consonant sounds
8. ANTICIPATED PROBLEMS
8.1. Difficulty in spelling words out
8.2. Difficulty in reading phonetic transcriptions properly
8.3. Irregular plurals
9. ACTIVITIES
9.1. FIRST SESSION
How to get and hold our students’ attention? As a warming-up activity,
9.1.1.
the students will be asked about some different classroom objects and
famous characters they are familiar with:
What’s this? What colour is it? What’s it like? Is it long / short?
4
5. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
Who’s this? What’s her job? Where is she from? What’s she like? How old do
you think she is?
What I want them to do is to revise their previous knowledge mainly focused on
qualifying adjectives. We’ll work with adjectives such as: HAPPY/SAD, BIG /
SMALL, NOISY / QUIET, TALL / SHORT, FAT / THIN, BEAUTIFUL /
UGLY, INDUSTRIOUS / LAZY, LONG / SHORT. As we always want to work
with sounds, the phonemic vowel sound transcription of each word will be
written down next to each word.
/&/ /&/
HAPPY FAT
/I/ /u:/
BIG BEAUTIFUL
/OI/ /V/
NOISY INDUSTRIOUS
/O:/ /O/
TALL LONG
9.1.2. Once we have written down the list of adjectives and their phonemic
transcriptions, we will add next to each word words which rhyme with
them. Once we have worked with words which rhyme, we will add next to
each word their opposites and their phonemic vowel sound transcriptions.
/&/ /&/ /&/ /I/
HAPPY SAD FAT THIN
/I/ /O:/ /u:/ /V/
BIG SMALL BEAUTIFUL UGLY
/OI/ /aI/ /V/ /eI/
NOISY QUIET INDUSTRIOUS LAZY
/O:/ /O:/ /O/ /O:/
TALL SHORT LONG SHORT
5
6. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
* This exercise is recommended to be done as a whole class activity. The
students might also be distributed in pairs to think about words which rhyme
with the qualifying adjectives presented, and then to gather all the words all the
groups have thought about together.
9.1.3. GAME: GUESS WHAT!
In order to introduce the if conditional the teacher introduces –
one by one – actions they have to guess. First, the teacher claps his/her
hands and invite them to guess what he/she is doing.
Teacher: What do you think I am doing?
If they do not know the verb to clap, and they say the word in
Spanish it does not matter. What we have to do is to say the word aloud,
and to invite the students to repeat the word aloud. They are also asked to
think about words which rhyme with the word to clap.
Teacher: So I’m clapping my …(and we show them our hands) what do you
think I’m clapping?
And the SS have to say hands aloud.
Teacher: So I’m clapping my hands.
Once we have practiced enough and the students have got
familiar with the word to clap in connection with the parts of the body, the
word to clap and the word hands will be written down on the blackboard,
but not next to each other.
CLAP
HANDS
Now we introduce the verb to snap and the word fingers. The
same steps as the ones followed above are recommended to follow.
CLAP
SNAP
FINGERS HANDS
6
7. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
9.1.4. GAME: SIMON SAYS
Once we have introduced the first two action verbs and their
direct objects, we encourage them to play a game. It is similar to the well
known game Simon Says, but instead of saying the magic word Simon Says
they are asked to pay attention to the clause If you are happy and you know
it. If the teacher says the clause If you are happy and you know it and
immediately afterwards the command clap your hands what they have to do
is to clap their hands. We will try as many times as necessary until they get
familiar with the game.
Now we introduce the verb to slap and the word legs. The same
steps as the ones followed above are recommended to follow. And then the
game continues, but with three action verbs and their respective direct
objects.
Now we introduce the verb to stamp and the word feet. The same
steps as the ones followed above are recommended to follow. And then the
game continues, but with three action verbs and their respective direct
objects.
Now we introduce the verb to say and the word okay. The same
steps as the ones followed above are recommended to follow. And then the
game continues, but now with five verbs and their respective direct objects.
Now we introduce the verb to do and the words all five. The same
steps as the ones followed above are recommended to follow.
As we want our students all play the game from the beginning to
the end, the students who do not perform the action properly, or perform the
action which does not have to be performed, they will be given the
opportunity to follow the game by asking them a question based on aspects
they are supposed to know, let’s say what is the capital city of France? If
they guess the answer they are allowed to continue to play, and if they do
not, they are told to continue to play, but from then on they will stand up
opposite the rest of the class.
According to the distribution of space, the central part of the
classroom will be kept clear of tables and chairs and the students will place
within the central circle occupying the whole classroom.
7
8. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
As regards the role of the teacher, he/she will have to take the
place of an animator, guide, and observer of the teaching learning process.
The students are required to take active participation.
9.2. SECOND SESSION
9.2.1. MATCHING EXERCISE
CLAP DO SLAP
STAMP SNAP LEGS OKAY SAY
FINGERS FEET HANDS ALL FIVE
Once we have written all the on the blackboard, the students are given a
photocopy on which they will have to underline the verbs, and then all the nouns. In
order to do this properly, they will have to associate the questions given in the first
column of the chart and the answers written on the blackboard. (Whole class work
activity, individual work activity).
Matching exercise
SLAP HANDS
SNAP LEGS
SAY FEET
CLAP FINGERS
STAMP OKAY
Match the items on the right with the items on the left.
If there were 16 students the class could be divided up into groups of 4, and they
would check their answers in groups. Once they have finished filling in the answers, the
class would be reorganized again and each student of each group would be the
representative of their group in the other groups. They would check their answers again
and, if there were any changes, these would be explained to the others. Finally, at
random, one from each group would be the speaker and as a whole class activity the
questions would be corrected. The students are asked to sing the song in order to
complete and correct the exercise.
8
9. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
3 SLAP HANDS
2 SNAP LEGS
5 SAY FEET
1 CLAP FINGERS
4 STAMP OKAY
The students will be distributed in small groups and they will be asked to
practice and perform the song. The ten last minutes of the class will be devoted to
performing the song in groups to the rest of their classmates.
9.3. THIRD SESSION
Once our students get familiar with the song and practice it they are given a
chart to fill in as the one given below.
9
10. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
All the students are going to participate in a contest where the best pictures will
be chosen. All the pictures will be displayed on a mural which will be stuck in class.
The chart chosen, or the best individual pictures, will be presented in PowerPoint.
Individually and with the help of their own charts they are asked to sing the
song. The students are again distributed in groups and told to sing and perform the song.
In order to increase the difficulty of the song the individual pictures are
rearranged and shown to the students by the teacher. The song is sung again by all the
students. The pictures are shown to the students at random.
* IF YOU ARE HAPPY (Traditional)
If you are happy and you know it If you are happy and you know it
Clap your hands, Stamp your feet,
If you are happy and you know it If you are happy and you know it
Clap your hands, Stamp your feet,
If you are happy and you know it If you are happy and you know it
And you really want to show it, And you really want to show it,
If you are happy and you know it If you are happy and you know it
Clap your hands. Stamp your feet.
If you are happy and you know it If you are happy and you know it
Snap your fingers, Say: ‘O.K.’,
10
11. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
If you are happy and you know it If you are happy and you know it
Snap your fingers, Say: ‘O.K.’,
If you are happy and you know it If you are happy and you know it
And you really want to show it, And you really want to show it,
If you are happy and you know it If you are happy and you know it
Snap your fingers. Say: ‘O.K.’.
If you are happy and you know it If you are happy and you know it
Slap your legs, Do all five,
If you are happy and you know it If you are happy and you know it
Slap your legs, Do all five,
If you are happy and you know it If you are happy and you know it
And you really want to show it, And you really want to show it,
If you are happy and you know it If you are happy and you know it
Slap your legs. Do all five.
10. ASSESSMENT
Apart from evaluating the Didactic Unit as a whole, and above all the final task,
it is important to evaluate every single component the didactic unit is based on;
including suitability of the objectives, timing, linguistic and non linguistic resources,
presentation of the activities, interaction of the teacher with the SS and among the SS,
involvement of the SS, interest in the topic on the part of the SS, etc. We do not have to
wait for the end of the didactic unit to evaluate it. In Primary Education it is important
to evaluate through direct observation.
Evaluation is going to help us to improve our lessons, and, above all, to help our
SS learn individually. Evaluation is a fundamental element in getting information about
the way the teaching-learning process is developing. It must provide constant feedback
during the whole process of teaching and learning. For effective evaluation must include
initial evaluation, to get information about the situation of the students with respect to
the topic, a constructive evaluation throughout the process in order to show us how the
group works and the relevant difficulties, and finally summative evaluation, to know if
the didactic objectives have been achieved
Activities in this context allow the teacher to observe and collect information,
enabling him or her to reflect on the learning and teaching process. Therefore, instead of
designing activities solely to evaluate, we propose to select activities which, as well as
being a part of our didactic units, allow us to observe and collect different information
about:
1. using rhythmic patterns
2. quality of pronunciation
11
12. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
3. applying the appropriate socio-communicative rules in specific situations
4. level of oral comprehension
5. level of oral production
6. attitudes (collaboration with the other participants of the group, assessment of
student’s own learning and attitude to the English language, etc.);
The information collected by means of these activities will allow us to reflect on
our students’ learning processes and results, and to make decisions about:
The point at which to intervene didactically and how.
Students who require more direct and systematic pedagogic assistance.
Different learning strategies to assure the desired understanding by the whole group.
The planning of new ideas or proposals which include linguistic or formative
elements requiring greater attention.
The information collected by means of these activities will allow us to reflect on
our students’ learning processes and results, and to make decisions about:
The point at which to intervene didactically and how.
Students who require more direct and systematic pedagogic assistance.
Different learning strategies to assure the desired understanding by the whole group.
The planning of new ideas or proposals which include linguistic or formative
elements requiring greater attention.
Evaluation is not only a question of results. The entire teaching-learning
process needs to be continually assessed. The development of classes as a whole, the
achievement of objectives, and individual learning progress and attitudes are
evaluated. Special emphasis should be placed on acquiring strategies and attitudes to
develop self-evaluation as well as mutual evaluation processes on the part of the
teacher as well as the pupils. In order to develop our students’ self-evaluation I will
propose some materials elaborated with the help of the programme Hot Potatoes. I
recommend gap-fill exercises, matching exercises, and mixed-up exercises.
1. Gap-fill exercise
12
13. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
Fill in all the gaps, then press
quot;Checkquot; to check your answers. Use the
quot;Hintquot; button to get a free letter if an answer
is giving you trouble. You can also click on
the quot;[?]quot; button to get a clue. Note that you
will lose points if you ask for hints or clues!
2. Matching-exercise
Match the items on the right with the items on the left.
3. Mixed-up exercise
13
14. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
Mixed-up sentence exercise
Put the parts in order to form a sentence. When you think your answer is correct,
click on quot;Checkquot; to check your answer. If you get stuck, click on quot;Hintquot; to find out
the next correct part.
11. REINFORCEMENT ACTIVITIES
11.1. GAME: GUESS WHAT
All the students are told to draw on a piece of paper they have been given one of
the actions we have worked in class. They are told that nobody is allowed to see the
drawing they have chosen, because it is going to be a secret.
One of the students who did not achieve the objectives mentioned is asked to
stand by the blackboard, and he/she is asked by his/her classmates the action he/she
chose: “Are you clapping your hands?” “No, I’m not. I’m not going clapping my
hands.” They continue to ask him/her until someone guesses correctly. The one who
guesses is given 1 point, and he takes the place of his/her classmate. One of the rules
they have to follow is that an action cannot be repeated twice.
12. EXTENSION ACTIVITIES
12.1. GAME: REARRANGE THE STANZAS TO TASTE
14
15. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
The students are given the lyrics of the song, and, in groups, what they have to
do is to rearrange the four first stanzas to taste. Once the different groups have
reached a consensus on the order the four first stanzas are to appear, they have to
rehearse the song before it is performed to the rest of the class. The groups not
performing the song are encouraged to participate. All groups are told to give points
- 1 to 5 – to the other groups. The ones that are given more points are the winners
and they will be given a sticker different from the ones given to the rest of the class.
WINNER WELL DONE
13. BIBLIOGRAPHY
13.1. YARZA GUMIEL, Fernando. TRIP TO LONDON”. GUÍA DIDÁCTICA DEL
ALUMNO/GUÍA DIDÁCTICA DEL PROFESOR. GUÍA DIDÁCTICA. Centro de
Profesores y Recursos de Calatayud. 1996. I.S.B.N. de la obra completa: 84-
87850-16-2. I.S.B.N. de la Guía Didáctica: 84-87850-18-9.
13.2. YARZA GUMIEL, Fernando. S.O.S. THE EARTH’S IN DANGER”. UNIDAD
DIDÁCTICA. Instituto de Ciencias de la Educación. Universidad de Zaragoza.
Zaragoza 1996. ISBN: 84-7791-147-9
13.3. YARZA GUMIEL, Fernando. DISEÑO DE UNA UNIDAD DIDÁCTICA DE
LENGUA INGLESA. Artículo publicado en el periódico semanal de información
educativa COMUNIDAD ESCOLAR en la sección de EXPERIENCIAS EN EL
AULA. Edita: Ministerio de Educación y Cultura, el 29 de enero de 1997.
13.4. YARZA GUMIEL, Fernando. ELABORACIÓN DE MATERIALES
CURRICULARES. EL CINE EN LAS ESCUELAS OFICIALES DE IDIOMAS.
Zaragoza 1998. I.S.B.N.: 84-8497-689-0. Nº de registro: 27905.
13.5. YARZA, Fernando. PRIMER CONTACTO CON OTRO IDIOMA. Artículo
publicado en el periódico semanal de información educativa MAGISTERIO
ESPAÑOL, en la sección de INNOVACIÓN EDUCATIVA, página 27; Nº
11450, 9 de febrero de 2000.
13.6. YARZA GUMIEL, Fernando. DIDACTIC UNIT: THE EUROPEAN UNION
COUNTRIES. Artículo publicado en la revista anual APUNTES que edita el
C.P.R. de Calatayud; página 54 - 61, revista Nº 10, junio de 2001.
13.7. YARZA GUMIEL, Fernando. DIDACTIC UNIT: THE BEATLES. Zaragoza,
noviembre 2001. I.S.B.N.: 84-699-6334-1. Nº de registro: 6369001.
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16. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
13.8. YARZA GUMIEL, FERNANDO. “DIDACTIC UNIT: “THE WORKING OUT
OF DIDACTIC UNITS: I’M A BRAVE, BRAVE MOUSE”. Artículo publicado
en la revista anual APUNTES que edita el C.P.R. de Calatayud; página 48 - 51,
revista Nº 11, abril de 2002.
13.9. YARZA GUMIEL, Fernando. Recursos para la clase de ingles. Game: The magic
number. Chairs in a circle. Artículo publicado en la revista bianual COMPARTIR
PARA RENOVAR que edita el C.P.R. de La Almunia de Doña Godina; página 19,
revista Nº 23, enero de 2003.
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17. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
14. APPENDIX A: Table of Contents
It is clear that if we want our SS to learn properly, we as teachers will have to use the appropriate procedures, which will help them
acquire concepts and, above all, develop positive attitudes.
Contents depend on the objectives we want to attain. The contents must fulfill a series of requisites. They must be valid (useful to attain
the objectives), significant (they must have a logical internal structure), suitable (adapted to the cognitive competence of the students). They may
refer to three different fields: conceptual, procedural and attitudinal. Conceptual contents are concepts, events and principles; attitudinal contents
include values and rules. They foster favourable attitudes towards learning and facilitate social relationships inside and outside the classroom;
procedural contents activate mental strategies and work techniques to develop the learning process. Procedures are the basis of all the activities.
The same didactic material can be worked in different levels following different procedure. The activities will vary according to the procedure
we use.
PROCEDURES CONCEPTS ATTITUDES
ORAL AND WRITTEN ORAL RECEPTIVE PROCEDURES:
COMPREHENSION
1. TO PERCEIVE OR PAY
ATTENTION TO THE
INFORMATION PROVIDED
1.1. TO RECOGNIZE OR IDENTIFY
1.1.1. linguistic elements 1.1.1. such as vocabulary related to 1.1.1. showing respect and interest in
action verbs, parts of the body, understanding; recognizing the
qualifying adjectives, Possessive communicative value of foreign
adjectives, Qualifying adjectives, languages to communicate with people
Irregular plurals; grammatical from different cultures, and to participate
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18. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
structures found in the song, like the in different international contexts;
Simple Present of the verb to be, the recognizing the richness offered by
Simple Present, the The Imperative, different languages for the understanding
the Present Continuous, Wh- of our experience and interpersonal
questions, phonology, relationships.
communicative functions, etc.;
1.1.2. non-linguistic 1.1.2. such as pictures, gestures,
postures, stress, elements intonation,
etc.;
1.1.3. socio-cultural elements 1.1.3. involved in the song
2. TO DEVELOP STRATEGIES OF
MEANINGFUL
CONCEPTUALIZATION AND
MEMORIZATION 2.1. mental images with sounds,
2.1. To associate words, phrases, expressions and
linguistic patterns
2.2. lexical elements;
2.2. to classify 2.4. lexical fields.
2.3. to build up
3. TO ANALIZE
3.1. To extract global oral
information. 3.1.1. previous knowledge through
3.1.1. To activate linguistic and non-linguistic elements,
helping our students to predict the
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19. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
contents;
3.1.2. the song to familiarize them with
3.1.2. to listen globally to it; identifying linguistic and non-
linguistic elements;
3.1.3. mental images with sounds, words,
3.1.3. to associate phrases, expressions and linguistic
patterns, taking context as a point of
reference;
3.1.4. the global information of the song
3.1.4. to infer from the context and socio-cultural
elements;
3.1.5. previously learnt linguistic
3.1.5. to activate patterns.
3.2. To extract specific oral
information. 3.2.1. the sort of text and information to
3.2.1. To identify be taken from the text;
3.2.2. in the text the information
3.2.2. to locate required;
3.3. To identify the topic of an oral
text. 3.3.1. key words;
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20. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
3.3.1. To identify 3.3.2. meaning with the information
3.3.2. to associate identified, taking the context as a point of
reference;
WRITTEN RECEPTIVE PROCEDURES
1. TO PERCEIVE OR PAY
ATTENTION TO WRITTEN
INFORMATION PROVIDED
1.1. TO RECOGNIZE OR
IDENTIFY
1.1.1. linguistic elements such 1.1.1. such as vocabulary related to
as vocabulary, action verbs, parts of the body, 1.1.1. recognizing the importance of
grammatical structures, qualifying adjectives, Possessive reading as a source of information,
communicative functions, adjectives, Qualifying adjectives, enjoyment and leisure, and as a means of
etc.; Irregular plurals; grammatical access to other cultures.
structures found in the song, like the
Simple Present of the verb to be, the
Simple Present, the The Imperative,
the Present Continuous, Wh-
questions, phonology,
communicative functions, etc.;
1.1.2. socio-cultural 1.1.2. elements;
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21. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
2. TO DEVELOP
STRATEGIES OF
MEANINGFUL
CONCEPTUALIZATION
AND MEMORIZATION
2.1. to classify 2.1. lexical elements;
2.2. to build up lexical fields. 2.2. lexical fields.
2.3. To use the dictionary.
2.3.1. To identify 2.3.1. the spelling of words;
2.3.2. to infer 2.3.2. the appropriate meaning of
the word according to the context.
ORAL PRODUCTIVE PROCEDURES:
ORAL AND WRITTEN
PRODUCTION 1. TO REPRODUCE
1.1. to reproduce 1.1. sounds, rhythmic and linguistic 1.1. showing respect and interest in
patterns; understanding and being understood;
recognizing the importance of writing as
2. TO PRACTISE a source of information; recognizing the
2.1. To interact meaningfully in communicative value of foreign
a controlled and semi- languages to communicate with people
controlled way; from different cultures, and to participate
WRITTEN PRODUCTIVE PROCEDURES in different international contexts.
1. TO REPRODUCE
1.1. To reproduce
1.1. linguistic patterns; 1.1. recognizing the richness offered by
2. TO PRACTISE
different languages for the understanding
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22. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
2.1. To interact meaningfully in of our experience and interpersonal
a controlled and semi- relationships.
controlled way; showing curiosity and respect for the
other members of the Community, and
recognizing the communicative value of
foreign languages to communicate with
people from different cultures, and to
participate in different international
contexts.
1. TO ANALIZE 1. the song if you are happy as a cultural 1. showing curiosity and respect for other
SOCIOCULTURAL
ASPECTS
authentic element used by children from people’s traditions.
other countries
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23. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
15. APPENDIX C: ASSESSMENT REPORTS
DIDACTIC UNIT ASSESSMENT REPORT
1 (-) 2 3 4 5 (+)
1. MOTIVATING
2. SUITABILITY OF THE DISTRIBUTION OF TIME
3. ADEQUACY OF THE ROLE OF THE TEACHER
4. ADEQUACY OF THE ROLE OF STUDENTS
5. CLASSROOM ATMOSPHERE
6. SUITABILITY OF OBJECTIVES
7. SUITABILITY OF THE FINAL TASK
8. INTERACTION TEACHER - STUDENTS
9. INTERACTION STUDENTS - STUDENTS
10. ADEQUACY OF RESOURCES
11. INTEREST IN THE TOPIC ON PART OF STUDENTS
12. INVOLVEMENT OF STUDENTS
13. APPROPRIATENESS OF ACTIVITIES
INDIVIDUAL ASSESSMENT REPORT
1 (-) 2 3 4 5 (+)
1. ACHIEVEMENT OF FINAL TASK
2. LEVEL OF ORAL COMPREHENSION
2.1. RECOGNIZES THE PHONEMES, RHYTHMS AND
PATTERNS OF ENGLISH
2.2. CAN GRASP THE OVERALL SENSE OF SIMPLE
MESSAGES IN CONTEXT
2.3. CAN FOLLOW SIMPLE ORAL INSTRUCTIONS IN
CONTEXT
2.4. CAN IDENTIFY SIMPLE DETAILS IN ORAL TEXTS
2.5. CAN GRASP THE OVERALL SENSE OF LESS
CONTEXTUALIZED MESSAGES
3. LEVEL OF ORAL PRODUCTION
3.1. CAN REPRODUCE BRIEF MESSAGES WITH
APPROPRIATE PRONUNCIATION AND INTONATION
3.2. CAN USE SIMPLE SOCIAL EXPRESSIONS
3.3. CAN REPRODUCE SHORT, MODELLED ORAL
MESSAGES AND DESCRIPTIONS
3.4. CAN PRODUCE ORIGINAL ORAL MESSAGES
4. LEVEL OF READING COMPREHENSION AND
WRITTEN PRODUCTION
4.1. CAN INTERPRET THEWRITTEN CODE 1) AT
WORD LEVEL, AND 2) AT SIMPLE
PHRASE/SENTENCE LEVEL
4.2. CAN GRASP THE OVERALL SENSE OF BRIEF
WRITTEN TEXTS
4.3. CAN EXTRACT SPECIFIC INFORMATION FROM
BRIEF WRITTEN TEXTS
4.4. CAN FOLLOW SIMPLE WRITTEN INSTRUCTIONS
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24. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
4.5. CAN PRODUCE MODELLED WRITTEN
INFORMATION 1) AT WORD LEVEL, AND 2) AT
PHRASE/SENTENCE LEVEL
4.6. CAN PRODUCE ORIGINAL WRITTEN TEXTS
5. SOCIO-AFFECTIVE SKILLS
5.1. GETS INVOLVED IN THE CLASS DYNAMICS
5.2. SHOWS POSITIVE ATTITUDE TOWARDS THE
TOPIC
5.3. PARTICIPATES ACTIVELY
5.4. COLLABORATES
5.5. SHOWS POSITIVE ATTITUDE TOWARDS THE
ENGLISH LANGUAGE
5.6. SHOWS RESPECT FOR HIS/HER CLASSMATES
5.7. SHOWS RESPECT FOR OTHER LIFESTYLES
5.8. SHOWS INTEREST IN OTHER LIFESTYLES
ATTAINMENT TARGETS
1 (-) 2 3 4 5 (+)
1. LEARNING SKILLS
1.1. CAN WORK INDEPENDENTLY OF THE TEACHER
1.2. CAN REFLECT ON AND ASSESS OWN
PERFORMANCE AND PROGRESS
1.3. CAN MAKE USE OF REFERENCE SOURCES
2. SOCIAL SKILLS
2.1. PARTICIPATES ACTIVELY
2.2. COLLABORATES
2.3. SHOWS RESPECT FOR OTHER LIFESTYLES
2.4. SHOWS INTEREST IN OTHER LIFESTYLES
2.5. SHOWS RESPECT FOR HIS/HER CLASSMATES
2.6. SHOWS POSITIVE ATTITUDE TOWARDS THE
ENGLISH LANGUAGE
3. LEVEL OF ORAL COMPREHENSION
3.1. RECOGNIZES THE PHONEMES, RHYTHMS AND
PATTERNS OF ENGLISH
3.2. CAN GRASP THE OVERALL SENSE OF SIMPLE
MESSAGES IN CONTEXT
3.3. CAN FOLLOW SIMPLE ORAL INSTRUCTIONS IN
CONTEXT
3.4. CAN IDENTIFY SIMPLE DETAILS IN ORAL TEXTS
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25. Didactic Unit written and designed by Fernando Yarza Gumiel. E-mail: fyarza@micorreo.cai.es
3.5. CAN GRASP THE OVERALL SENSE OF LESS
CONTEXTUALIZED MESSAGES
4. LEVEL OF ORAL PRODUCTION
4.1. CAN REPRODUCE BRIEF MESSAGES WITH
APPROPRIATE PRONUNCIATION AND INTONATION
4.2. CAN USE SIMPLE SOCIAL EXPRESSIONS
4.3. CAN REPRODUCE SHORT, MODELLED ORAL
MESSAGES AND DESCRIPTIONS
4.4. CAN PRODUCE ORIGINAL ORAL MESSAGES
5. LEVEL OF READING COMPREHENSION AND
WRITTEN PRODUCTION
5.1. CAN INTERPRET THEWRITTEN CODE 1) AT
WORD LEVEL, AND 2) AT SIMPLE
PHRASE/SENTENCE LEVEL
5.2. CAN GRASP THE OVERALL SENSE OF BRIEF
WRITTEN TEXTS
5.3. CAN EXTRACT SPECIFIC INFORMATION FROM
BRIEF WRITTEN TEXTS
5.4. CAN FOLLOW SIMPLE WRITTEN INSTRUCTIONS
5.5. CAN PRODUCE MODELLED WRITTEN
INFORMATION 1) AT WORD LEVEL, AND 2) AT
PHRASE/SENTENCE LEVEL
5.6. CAN PRODUCE ORIGINAL WRITTEN TEXTS
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