Didactic Unit to express daily activities made in professional programs

1. UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA
SCHOOL OF EDUCATION
MASTER OF ARTS IN LANGUAGE TEACHING
TIC SEMINAR
Viviana Mesa Solano
DIDACTIC UNIT
Tecnologistlearners - Beginner Time: 3 classes (1 hour per class)
INTRODUCTION
Language has been conceived as a dynamic process and students need to be independent and work as
team to learn from each other. The method is providing learners with the strategies to learn second
language most effectively under the same condition they learn their first language, where the focus is on
meanings. Thus, this didactic unit allows learners to integrate what they are studying with a
complementary subject – English.
JUSTIFICATION
This unitlets learners makeconnections with their study programs. It also motivates them to learn
Englishregarding their interests and necessities, not only for their lives but also for the professional
development. It promotes work groups as a way to learn from peers and make learning meaningful and
interesting because students are sharing, negotiating and creating ideas for the final outcome.
LEARNING OUTCOMES LEARNING ACTIVITIES
Recognize technical vocabulary about a
training program.
Identify the use of present simple with
technical vocabulary about training
program
Socialize an activity that students develop
in their program by groups.
1. Use previous worked vocabulary related to student`s
program.
2. Explore the use of present simple to write an activity
process.
3. Practice different exercises in present simple making
association with the vocabulary.
4. Write one activity in peers about what they
performance in their program
5. Make final socialization in class about the activity.

2. METHODOLOGY
This didactic unit is focused on students` interests and combined daily activities with academic topics in
foreign language. Besides, it proposes the practice of unknown vocabulary in English telling a sequence
of an activity developed by them. First at all, There are one activity to explain the grammatical aspect,
after that, they have to practice exercises and finally, they write the process in peers and present it in
class.
CONTENT
For the development of this unit is necessary to look for verbs and technical vocabulary based on the
program learners are studying. This unit provides the practice of the present simple and it is necessary
to work before conjunctions in English to write the process of an activity.
RESOURCES
Blog:http://vivianamesa1.blogspot.com/
Explanation of present simple: http://youtu.be/acmWhAjl7yA
Practical exercises: http://www.slideshare.net/PanfoxMccloud/new-tool-ppt-w-alternatives
Format to write the activity: Annex 1
TASKS
The following steps guides studenst in the tasks they have to develop a long this unit:
1. Students review the vocabulary related to their program and make a step by step about the activity
develop in your profession.
2. Students practice exercises in present simple to clarify doubts about the rules in the blog.
3. Students write in groups an activity develops during their training programs and it has to be written in
English. Students enrich their knowledge through interaction.
4. Students make a power point presentation about the process to develop the activity and use images
to make it clear.
5. Students expose their activity in class in order to check their fluency and share their works.
6. It is part of the same performance; look at the rubric to evaluate your performance, dedication and
interaction with the learning unit.

3. Annex 1
EVALUATION
Students are evaluated in terms of sharing real activitiesthey do in their professional lives.Therefore, the
criterions to evaluate the unit are in the following rubric:
LEARNNING EVIDENCES EVALUATION CRITERION INSTRUMENTS AND TECNICAL
EVALUATION
Knowledge evidence
Performance evidence
Final product
The student links technical
vocabulary to tell the
activity in English.
The student writes an
activity by groups related
their performance in his or
her professional
development.
The student socializes his
/her work, using good
fluency.
Direct observation
Develop of the activities
Final socialization evidence.
We want to share step by step the process of an activity we have to make in our program:
First,_____________________________________. ___________________________________
Then, ___________________________________________. After that, ____________________
Finally,_________________________________________________________________________
__________________________________________________________________________