Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
DIDACTIC UNIT 6 FOR THE FIRST COURSE OF BACHILLERATO.
INDEX
1. - INTRODUCTION
.
4. - OBJECTIVES
7. - METHODOLOGY
10. - EVALUATION
2- TITLE: A LITTLE
LEARNING IS A
DANGEROUS THING
3. - TIMING
6. – DEVELOPMENT OF
SESSIONS AND
ACTIVITIES.
8. – MATERIALS AND
9. – ATTENTION TO
DIDACTIC RESOURCES. MIXED-ABILITIES
CLASSES.
11. – TRANSVERSAL
AND
12. - CONCLUSION.
INTERDISCIPLINARY
13.- BIBLIOGRAPHY
TOPICS.
5. – CONTENTS
INTRODUCTION.
The Didactic Unit shown has been planned in order to be carried out in the postcompulsory education and more precisely in the First course of Bachillerato, as I have
previously indicated in my Didactic Program. It is designed for a group of 25 students
being about or over 17 years old. They have an upper intermediate level of competence
in the foreign language and a high level of motivation though there are four students
whose level of English is lower than the rest of their classmates’.
This didactic unit is designed according to Law adapted to the context and needs of our
school centre in the Curricular Project of Centre and from which we have started for the
achievement and development of the School Year Project, of which this didactic unit is
a part.
As the teacher has pedagogic autonomy to design didactic units always bearing in mind
the necessity of attaining the objectives shown in the Decree and in the Didactic
Program, this particular Unit 6 developed in the second term, is explained as follows:
TITLE: “A LITTLE LEARNING IS A DANGEROUS THING”. The title of this
unit has been chosen because it is related to abilities and Education; it is an idiom
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
meaning that a small amount of knowledge can cause people to think they are more
expert than they really are. It was first used by Alexander Pope in his book An Essay on
Criticism.
LEVEL: The 1st course of Bachillerato.
TIMING / SESSIONS: 6. This didactic unit is planned to be carried out throughout 6
sessions of fifty-five minutes each one during the second term of the academic year,
about the middle of February.
OBJECTIVES:
G.O.Subject
- To write and talk about Education and about one’s plan. 1,3,4,8
- To read, listen and understand opinions and information 2,3,5,6,8
G.O.Stage
b,d,e,f
b,d,e,f
about the world of young people and future job
possibilities: vocational training and career counselling.
- To use appropriately future tenses, the first or "real" and 1,3,6,8
b,e
the second or “unreal” conditional sentences, connectors,
prepositions and discourse markets and vocabulary related
to education: term, curriculum vitae, tutor, vocational
training…
- To use vocabulary strategies such as grouping and word 1,4,6,8
b,e,f
map.
- To recognize the problem of leaving studies too soon, 3,6,7,9
b,d,e,f
developing a critical attitude towards it.
CONTENTS:
A) Oral and written communication
¬ Recognising and producing vocabulary related to education. - C
¬ Recognising and producing structures such as “if” or “unless” for
condition and hypothesis. - C
¬ Expressing opinions, agreeing, disagreeing. - C
¬ Developing oral and written comprehension. - P
¬ Talking about the result of real or imaginary situations and asking
people their opinion about things - P
¬ Writing an e- mail, informal correspondence. - P
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
¬ Creativity in the elaboration of one’s own texts. -A
¬ Conscious use of strategies suitable to select information from a
text. -A
B) Language awareness
¬ Revision of future simple, be going to, present continuous, future
perfect, future continuous to express plans and dispositions with
different temporary references, to arrange appointments, to predict
events and to do predictions; the first or "real" conditional sentence,
connectors, prepositions and discourse markets. - C
¬ Vocabulary related to education: employer, curriculum vitae, tutor,
and career, to attend…, Phrasal verbs: get. False friends - C
¬ Direct objects with “make”, “do” and “lose”- C
¬ Phonetics: pronunciation of /ju:/, / h / , /w/ , silent letters ,
intonation in questions. - C
¬ Recognition and use of verbal tenses. – P
¬ Rephrasing sentences using the appropriate tense or vocabulary. –
P
¬ Use of prior knowledge of the world. Correcting mistakes. - P
¬ Curiosity an interest towards and interest about English grammar
and pronunciation. -A
¬ Interest towards expressing their opinions and understanding those
of others. -A
C) Sociocultural aspects
¬ The world of young people: school and education. - C
¬ Culture: getting to know countries. Interpersonal relations:
dialogues. - C
¬ Recognitions of situations where communication is possible
through the use of a common foreign language. - P
¬ Comparing educational system in Britain, USA and Spain. - P
¬ Sensibility towards sexist attitudes in the educational world. -A
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
¬ Appreciation or English as a means to widen their knowledge of
the outer world. –A
Transversal topic: Education for equality of opportunities between both
sexes.
Interdisciplinary topic: working with the orientation department.
DEVELOPMENT OF SESSIONS AND ACTIVITIES: The unit follows this
structure, placing emphasis on a different skill or a concept in each session:
SESSION 1 : ( Presentation of the topic and reading)
1st activity: GROUPING: Whole- class , individual activities:
Warming up: Brainstorming of ideas: analysing the title. To give his/her opinion about
what they consider more important at the moment of choosing a work, predicting
possible content of the unit, clarifying objectives. Analysing other possible idioms in
English and in Spanish related to abilities and studies.
2nd activity: GROUPING: Whole- class , individual activities :Listening to help the the
pupils to become familiar with the topic of the unit, for that, the student’s will listen to a
song: “She will work for the money”.
Pre- listening: Have you ever looking for seasonal job or temporary job? What type of
things do you worry about these kinds of jobs?
While-listening: Listen to the song. Does the writer worry about the same things?
Post- listening: In you opinion, What is the perfect job? Say what you consider more
important at the moment of choosing a work.
3rd activity : GROUPING: Whole- class , individual activities :Reading the Text:
“Vocational training: a new image”.
1.- Pre- reading: Read the title. What do you think it is the text about?.
2.- While- reading: 1.- Reading / Writing :Understanding Connectors.The students read
the text ad locate the connectors listed in the box. They must decide whether they show
contrast,cause, consequences or add information indicating what type they are ,
GOAL:to obtain specific information of a written text.2.- Reading / Writing: Read the
text and answer the following questions in your own words GOAL:to practise the oral
and / or written comprehension. 3.- Are the statements true or false? Give reason for
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
your answers. 4. –Multiple choice:Students choose the best meaning for the words or
phrases.5.- Reading / Writing: Filling the gaps:Students complete the sentences using
words or phrases from the list, GOAL:to practise the written comprehension doing a
multiple choice exercise . 6.- Speaking /Reading: Explain the meaning of these words
( false friends) from the text GOAL: to improve his/ her vocabulary: career,
qualification, major, subject.
3.- Post-reading: Do you think are you studying subjects that are preparing you
adequately for the future? Which subjects do you think are the most relevant and
helpful?
SESSION 2 : ( vocabulary and morphological aspect). GROUPING:Whole- class ,
individual activities:
1st activity: Reading / Speaking: Ice- breaker: Quiz: Do You Love Your Job? The
students are given 15 questions with four possible answers in each one; they must circle
the best for him/ her. Correction of the homework (5’) GOAL:to review and solve
doubts .
2nd activity: Topic vocabulary: Education. GROUPING: Whole- class , individual
activities:Writing / Speaking: 1-The students must rate the subjects from 1 (favourite) to
10 (the least favourite) writing them in order in their notebooks. They can compare
among them their results. (5’) GOAL:to improve their vocabulary.Speaking:In which
subjects do you use the items of the pictures.? (5’) GOAL:to practise vocabulary.2Reading / Speaking:Students read the description of the people and recommend a field
of study for each.Justify the answers. (5’) GOAL:to practise the vocabulary of the unit.
3- Reading / Writing:Students are given a word map, they must use the dictionary to
know the meaning of all the words.In their notebooks, they write the words in the list in
the correct category. (5’) GOAL:to extend vocabulary. ( possible homework: write
sentences on a paragraph using as many of the words as possible).
3rd activity : GROUPING: Whole- class , individual activities:
Reading / Writing:1- Teacher and students read the information in the box. Teacher
points out to them that collocations cannot always be translated directly into another
language. (5’) GOAL: to extend vocabulary 2- In their notebooks, students form as
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
many collocations as possible from the words in the list (make, do and lose) (5’)
GOAL: to use correctly collocations. They must use their dictionaries to extend
vocabulary . 3- Filling the gaps with collocations from the previous exercises using the
correct form of the verbs make,do and lose. (5’).Reading / Speaking: Vocabulary:
Phrasal Verbs: Get. 1- Teacher and students read the information in the box (5’)
GOAL:to get the meaning by the context .2- Students must read the sentences and
deduce the meaning of the phrasal verb (5’) GOAL: to practise phrasal verbs.3Reading / Writing: Match the phrasal verbs in bold in I to their meanings in II . (5’)
Presentation of the final task. They will be a high school career counsellor and
they will provide information for his/ her advisee and later on write a report
explaining WHY they have chosen these options. (5’)
SESSION 3 : ( Grammar presentation and practice)
I will take 10 minutes to show the next graded reader and to make a short
presentation for about 3 minutes on the book in class. GROUPING: Wholeclass , individual activities:
1st activity: Ice- breaker: discussion: Which sentences talk about plans and
which talk about predictions? ( revision exercise)
2nd activity: Presentation of grammar and set of grammatical activities. Individual
activities. – Reading /Speaking :1-Underline the future tense forms in “Vocational
training: a new image” and divide them in three columns: The Future Simple / Be going
to / Present Continuous. Comment on the uses (5’) .2– Presentation of the grammar
chart : we are going to induce the use of verb tenses to introduce the grammar and learn
the grammatical rules of the verbal tenses (5’).3- Reading /Writing activities: Match the
sentences in block I to suitable responses or continuations to II GOAL:
to practise the grammaticla rules of the verbal tenses of the unit (5’).4- Students
complete the sentences with the correct form of the verbs using will or be going
to (5’).5- Students look at the pictures and complete the sentences using the
future simple , be going to or the present continuous. (5’).
Whole- class , individual activities. Reading / Speaking: Read and comment the
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
grammar chart to learn the grammatical rules,teacher writes 2 sentences on the board .
The students are asked to look at the sentences and decide which one shows : a
complete action at a certain time in the future , and an action in pregress at a certain time
in the future. (5’), GOAL:to use correctly the Future Perfect and the Future
Continuous.
3rd activity : Dictogloss : work in pairs. Each pupil chooses a photo. He prepares a brief
description about the plans of the characters using the future tense. They read the
description to the partner. The partner takes notes and tries to reconstruct the story
orally. (15`).
4th set of activities : Whole- class , individual activities: Reading: Short prepared text
“What would you do?” with first and second conditional forms included, students are
asked to underline all conditional structures .In pairs: Speaking: students prepare two
“What if…” situations on a separate piece of paper and reply to student generated
conditional questions. Writing: Developing structurally correct questions using the first
and second conditionals, they complete fill-in activity based on previous reading. (10`)
improve their recognition of the structure and use it in conversation, while inductively
reviewing the structures.
As homework. Individual activities: Reinforcement: grammar and vocabulary 1Students choose the correct answer from sentences given. 2- Students read a timetable;
they have to complete the sentences with the correct form of the verbs according to the
timetable, using the future perfect or future continuous.3-Extension activity:
http://esl.about.com/od/grammarlessonplans/a/l_condreview.htm
SESSION 4 : ( Listening and Speaking)
Collecting homework. (5’) . GROUPING: Whole- class :
1st activity: 1- Ice- breaker (5’) : split-up sentences. The class is divided into two
teams. The team A is given the first part of split complex sentences using the tenses of
the unit and the team B the second part. Each pupil in team A reads his / her part aloud
and the pupil who has the second part in team B must answer.
2nd activity: - Listening /Speaking:1- Pre- listening:students write words and phrases of
the dialogue before playing the recording of the listening script,go over the meaning in
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
class, (10’) GOAL:to get specific information from an oral text.2-While- listening:
Listening / Reading / Writing :they have to decide whether the statements are true or
false. (10’) GOAL: to get specific information from an oral text. 3-Post- listening:
Listening / Reading :students check their answers (10’) GOAL: to practise oral
comprehension.
3rd activity: Whole class, individual activities . Listening /Speaking:1- Students listen to
the recording and repeat the useful expressions, then they have to translate them into
their own language, (15’) GOAL:to learn linguistic formula to make plans, predictions
and practise the pronunciation of the expressions.
SESSION 5 : ( Writing ).
1st activity: GROUPING: Whole class, individual activities: 1-Correction of the
homework (5’) GOAL:
to review and solve doubts. Whole class, individual activity: 2- Listening / Writing:
Students listen to each word several times to recognise the sounds , /ju:/, / h / , /w/
which are usually difficult to them, copy the chart and write the words in the corrct
column. (5’) GOAL:to practise the pronunciation.3- Listening / Speaking: Listen to the
recording and repeat the sentences . (5’) GOAL:to identifly silent letters.
2nd activity: Individual activity. Reading /Writing/ Speaking :1- Read an e-mail and
answer the questions. (5’) to obtain specific information from a text.2- Reading /
Writing: The students read over the list of letter parts and elicit definitions, matching
parts a- e of the e- mail to the items on the list. (5’) GOAL:to learn the structure of a
letter.3- Reading the text the sutdents have to identifly which parts of the e- mail make it
sound informal and decide which phrase they would use in an informal e-mail (5’)
GOAL:to learn informal language in a letter.
3rd activity : Writing: 1- Students make a list of all the subjects they study at school and
to comment on what they like / don´t like about each one (5’) GOAL:to learn the
instructions for the writing task. 2- Students make a list of possible careers plans, (5’). 3The students have to write an e- mail to a friend in another city about their studies and
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
their career plans for the future. Students should use 80- 120 words. (15’) GOAL:
to practise the written language.
4th set of activities: Teacher gives homework.
•
Reinforcement activities: grammar and vocabulary.
• Extension activities: reading comprehension and writing.
SESSION 6: GROUPING: Whole class:At the end of the unit our students would have
to do a final task in which the four skills (reading, writing, speaking and listening would
be developed and, at the same time, the different contents of the unit would be tested.
C.A.L.L activities: The first part of the session are del.icio.us activities on the Internet
revising the contents of the unit (reinforcement and extension).
The second part of the session is to do a FINAL TASK: WEB-TASK (communicative
task). Students work in pairs, they have to click the http:wizard.4teachers.org.
Worksheet: ID 111971 and do the task: You are a high school career counsellor.
Students come to you with their hopes and dreams. Your job is to help them turn those
dreams into reality. Sometimes that means recommending schools where they can study
the subject they want to study. Manipulating the main educational information collected,
summarize it and later on make a report in 100 words
Finally, the last one is a summative evaluation session where the skills and concepts
covered throughout the unit are presented and auto-evaluated.
METHODOLOGY
The methodological approach is related to the principles of the Council of Europe (van
Ek, J.A. ). An eclectic method will be applied as we agree with David A. Wilkins’s
opinion that language teaching is a “pragmatic business”, so this method is suitable
since it will allow us to accept only what works in the classroom considering as a basic
factor the necessity to foster autonomous learning and to make students conscious of the
importance of communication with people from foreign countries in the professional
world and in their relationships. We will put in practice this method through the
Functional and communicative approach following the classification proposed by
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
Yalden (1987). The process of the lesson will be in spiral and following the task- based
approach, that is, based upon the completion of a central task and the language studied
is determined by what happens as the students complete it (C.A.L.L: Computer Assisted
Language Lesson ). It is carried out into different stages:
•
Pre-task: enabling tasks, practising the necessary tools for communication:
grammar, pronunciation and vocabulary.
•
Tasks: communicative tasks; tasks in which they will apply the tools in actual
situations of communication practising the four skills: listening, speaking,
reading, and writing.
•
Report and analysis: final tasks
RESOURCES
I will use the blackboard, chalk, CD recorder, photocopies, transparencies, overhead
projector, computers, and pictures.
ATTENTION TO DIVERSITY
Pupils with different pace of learning or special needs will do reinforcement and
extension activities as homework: grammar and vocabulary activities (For example: choose the correct answers paying attention to underlined words, - Match the beginning
of the sentences in I to suitable ending in II, - Multiple choice exercises) as
reinforcement and writings, reports to present next day and extra-reading as extension.
EVALUATION
*Evaluation Criteria :
In this didactic unit, students must:
- be able to produce short experience expressing opinions, agreeing, disagreeing of the
topic with accuracy, cohesion and coherence.
- be able to induce the uses of future tenses from different contexts and exchanging
information in pairs.
- be able to read, listen and understand essential information about British, USA and
Spanish educational system.
- be able to apply the grouping method to organize the information in their notebooks.
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Encarnación López Peregrin
IEDA 2012-13
DIDATIC UNIT 590
011
- be able to recognize the negative aspects of leaving studies soon in reading texts and
material taken from the Internet, developing a critical attitude towards this situation.
*Instruments of Evaluation:
-
Initial evaluation: warming up activity.
-
Formative evaluation: students´ evaluation sheets, diaries…
-
Summative evaluation of this didactic unit: final task: web task.
*Assessment Criteria :
Taking into account that the evaluation should be global, wide and continuous, once
teacher has identified the contents of the unit that students have consolidated or that
they need to revise, and having done the exercises of reinforcement or extension
according to the results obtained by the pupils in the previous exercises, the expression
of marks in Bachillerato is applied by numerical grades results form 1 to 10, without
decimal marks, being considered positive the equal or superior qualifications to five and
failed if they are below 5. The percentages applied are the following ones: Grammatical
correction: 30%, lexical richness: 30%, cohesion and coherence: 30%, presentation: 10
%.
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