García Conesa, Isabel María

English

PublicacionesDidácticas (E-Journal)

  36 de 95 PublicacionesDidacticas.com  |  Nº 26 Junio 2012 neumático como son las dimensiones o esfuerzos máximos que puede soportar el neumático. A parte de estas nomenclaturas los fabricantes de neumáticos también incluyen más nomenclaturas que se explicaran en el próximo artículo “Los neumáticos del automóvil III”.  ● Bibliografía Tomás González, Gonzalo del Río, José Tena, Benjamín Torres (2011). Circuitos de fluidos. Suspensión y dirección. Editorial Editex. J.M.Alonso (2006). Técnicas del Automóvil. Chasis. Editorial Paraninfo.       Didactic Unit for B1 Level Students "Consumer Society" Título: Didactic Unit for B1 Level Students "Consumer Society". Target: Profesores de Inglés, Profesores de Historia. Asignatura: Inglés, Ciudadanía. Autor: Isabel María García Conesa, Licenciada en Filologia Inglesa, Profesora Asociada de Inglés Centro Universitario de la Defensa de San Javier (UPCT -MDE), Profesora Francés Secundaria y EOI.  Introduction: In this topic, students will reflect on the society habits and customs, comparing it with other cultures Stage General Objectives: a, b, c, d, f, h, i Subject General Objectives: 1, 2, 3, 5, 6, 7 Content Blocks: already stated Evaluation Criteria: 1, 2, 3, 4, 6, 7, 8, 9 Topic: The Consumer Society Level: 3rd Form Compulsory Secondary Education. They study English as First Foreign Language. The group is made up of 30 students; 15 of them have an average level; there are five whose level is over the average and 10 whose level is rather poor, therefore our planning will include three different levels.    37 de 95 PublicacionesDidacticas.com  |  Nº 26 Junio 2012   Justification of the unit: The students selected this title themselves. They found The Consumer Society very interesting for the large number of things, which could be commented on when exploiting it.  At the beginning of the school year they were given a chart with different attractive and related to their own interests and background. They had to tick fifteen favourite topics out of a list of thirty different ones; since by negotiating the content with the students they get much more involved in the teaching process. The topics chosen by the larger number of students were taken as the immediate reference of our classroom planning.  Connections: The unit has a direct connection with the:  School Educational Project: Since the school has included in the Project as the most important aim the correct importance given to publicity and advertising.  School Curricular Project: Relation with the areas of Social Sciences, and Technology.  Cross-curricular Topics: Moral and Civic Education, Consumer Education  Temporalization: The unit will be taught in the second term and will be the third unit of this term, since the two first ones are necessary for their previous knowledge of this particular one. This topic is directly linked to the special date of March 15th ‘Consumer’s International Day’.  Timing: Six fifty-minute sessions, that is, two weeks.   Specific Didactic Objectives Objectives: (Always understood as capacities)  Describe what someone is wearing  Talk about clothes and processes  Read a text about the history and origin of some food  Listen to an interview with a model  Read through various pamphlets advertising different products  Value the differences in costumes among different countries.  Write a letter of complaint.     38 de 95 PublicacionesDidacticas.com  |  Nº 26 Junio 2012 Contents:   CONCEPTS PROCEDURES ATTITUDES Functional:  Talk about clothes  Talk about processes.  Make complaints Grammatical:  Structures to make complaints.  Make vs. Do.  Present passive.  Order of adjectives.  Verb + Prepositions. Lexical:  Revision: days, months, years, hours & seasons.  Different types of clothes and accessories  Adjectives suitable for different clothes.   Word building.  Traditional costumes in different countries Phonological:  schwa sounds.  different pronunciation of clothes  sentence stress  stressed and unstressed words  Follow the instructions given.  Contextualise a dialogue.  Guess the contents of a topic.  Predict information and check it afterwards.   Identify the correct formulae to follow a computer conversation.  Compare information with other classmates.  Look and match.  Listen and check.  Listen and repeat.  Unjumble a jumbled dialogue.  Scanning for key words.  Deduce vocabulary from context.   Identification of important elements of messages involving different codes  Coherent organisation of ideas  Be interested in one’s own learning process.  Respect other people’s opinions.   Value one’s own culture and that of the target language.  Participate in pair and group work.  Respect other people’s possessions and items displayed in shops.   Make use of new learning and vocabulary.        Methodology We will base it on the principles established by the law, but apart from that, every activity has its own specific methodology, mainly referred to number of students taking part, grouping, classroom management, grading of difficulty, etc. Besides, we will take into account the constructivist activity of the student as an essential factor in the learning process. Thus, our task will consist of providing them with some opportunities to put that   39 de 95 PublicacionesDidacticas.com  |  Nº 26 Junio 2012  knowledge into practice. They will then develop the abilities and strategies of planning and regulation of their own learning activity. The teacher must adjust the pedagogic help to the students’ different needs and facilitate resources and varied strategies, which satisfy the students’ motivations, interests and capacities, taking into account the three different ways for the treatment of diversity: curricular adaptations, optionality, and curricular diversification. And finally, the outline of this compulsory stage, which is at the same time diversified, as well as its terminal and preparatory character makes essential the existence of an efficient teacher guidance that encourages the students’ personal development and the capacities to take decisions about their academic and professional future. This guidance must contribute to the students’ integral formation, facilitating their self-knowledge, autonomy, and initiative and favouring the development of personal criteria. Materials Here we include all the different materials used both by the teacher and the students. On the other hand, we also make the distinctions between authentic material, semi-authentic material, or material made by the teacher or the students.  We must emphasise on the use of attractive and motivating material. Here we also include any other aids used such as: overhead projector, CD-player or cassette player, TV, video, computer, etc. The material used throughout the didactic exploitation is also to be evaluated by the users. As far as this topic is concerned we will work mainly with photocopies, monolingual and bilingual dictionaries, consulting books, game, transparencies, different films, recordings, crosswords, etc. Evaluation of the whole process As far as evaluation is concerned we must evaluate everything:   The students’ previous knowledge, through a brainstorming session, although we can also set a written assessment.  We must assess to which extent the students achieve the objectives established at the beginning, both stage and didactic ones. In order to check this the students will take a written assessment (to value individually their work) and the final task will also be marked to be marked their team work. In both cases the students will know what the marking criteria are, according to the agreement established by the English Department.  We also take into account the overall opinion of the students along the five sessions established, since their view on the teaching-learning process is written down on the students’ self-assessment record, or co-assessment record, evaluation of the teacher, his/her methodology, well as the evaluation of any material used.   40 de 95 PublicacionesDidacticas.com  |  Nº 26 Junio 2012  Final Task The final task of the planning will consist of the practice of the proposed game ‘Parent Power’ in groups of four, in which they have to fill in a questionnaire when they were children, first, and then teenagers. Activities All the different activities are included in the sessions established for the development of this classroom planning. The activities will be based on different means, and different techniques referred to the four skills: reading (skimming, scanning), writing (composition, final task), listening (recording from cassette) and speaking (oral participation). It is important to add some out-of-school activity, which in the case of this topic would consist of taking the students to see a documentary about the traditions and costumes of different countries developed by the BBC.  ●   Didactic Unit for B2 Level Students "School Days" Título: Didactic Unit for B2 Level Students "School Days". Target: Profesores de Inglés. Asignatura: Inglés. Autor: Antonio Daniel Juan Rubio, Licenciado en Filologia Inglesa, Profesor Asociado Universidad Alicante, Profesor Secundaria Inglés.  Introduction: In this topic, students will discuss different ways of working with the school days. Stage General Objectives: a, b, c, d, e, f, g, h Subject General Objectives: 1, 2, 3, 4, 5, 7 Content Blocks: already stated Evaluation Criteria: 1, 2, 3, 4, 6, 7, 8, 9 Topic: School Days 

Didactic Unit for B1 Level Students "Consumer Society"

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Didactic Unit for B1 Level Students "Consumer Society"

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