García Conesa, Isabel María

English

PublicacionesDidácticas (E-Journal)

  75 de 185 PublicacionesDidacticas.com  |  Nº 21 Enero 2012   Marking criteria (60% written assessment, 20% final task, 5% attendance, 5% homework, 5% pair/group work, 5% effort or something similar.   Project The final task of the planning will consist of the elaboration, individually, of a research work on one of the most important addictions in nowadays society, especially in adolescents: nicotine, alcohol, drugs. They have to develop an essay on the physical effects of the chosen addiction on people’s health, their reactions, causes, and above all its consequences in society. 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, research), listening (song, 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 watch any movie dealing with addictions: ‘The Insider’ (nicotine), ‘Midnight Cowboy’ (alcohol), ‘Dangerous Minds’ (drugs).  ●   Didactic Unit for B1 Level Students "Computers" Título: Didactic Unit for B1 Level Students "Computers". Target: Profesoresde Idiomas, y Tecnología. Asignatura: Inglés y Tecnología. 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 discuss different ways of getting to know people and explore their attitudes to computer games Title: Computers 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.    76 de 185 PublicacionesDidacticas.com  |  Nº 21 Enero 2011 Justification of the unit: The students selected this title themselves. They found Computers 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 NO DISCRIMINATION FOR SEX REASONS.  School Curricular Project: Relation with the areas of Social Sciences, and Technology.  Crosscurricular Topics: Education for Sex Equality (Sexual Equality in computer language and games), Consumer’s 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: (Always understood as capacities)  Read about a computer romance  Talk about games additions  Read a graded reader about the help of computers and work on the exploitation page  Listen to an interview with a computer games champion  Use of will to make predictions.  Extract specific information from a written document.  Write a letter to a penfriend.     77 de 185 PublicacionesDidacticas.com  |  Nº 21 Enero 2012  Contents:  CONCEPTS PROCEDURES ATTITUDES Functional:  Talk about future events.  Revise how to speak about predictions.  Establish hypothetical predictions. Grammatical:  ‘Will’ to make predictions  Present Continuous.  Past Simple.  Present Conditional. Lexical:  Revision: days, months, years, hours & seasons.  Different components of a letter  Different symbols to interpret in computer language.   Computer words & technical terms.  Phonological:  has got/’s got, are/ ‘re, will/ ‘ll, will not/ won’t, cannot/ can’t.  schwa sounds.  different pronunciation of vowels  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.      78 de 185 PublicacionesDidacticas.com  |  Nº 21 Enero 2011  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 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, graded readers, 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   79 de 185 PublicacionesDidacticas.com  |  Nº 21 Enero 2012  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.  Final Task The final task of the planning will consist of the elaboration, on their election, on one of the following suggested tasks:  A Computer Games Report: interview some people who play computer games. Find out the names of the five most popular games and ask people’s opinions of them. Write also a description of each game taking into account aspects such as – violence, bad language, racism, and sexism.  Personal Details: With modern communications you can meet someone through a computer. But what will they really be like? You’re going to design a questionnaire to find out more about them.  A Love Story: A computer romance is one example of a modern of a modern love story. Can you think of any others?   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 film about computers, such as the famous film ‘The Net’ about the perils of the abuse of the Internet.  ●   

Didactic Unit for B1 Level Students "Computers"

https://publicacionesdidacticas.com/hemeroteca/articulo/021022/articulo-pdf

Didactic Unit for B1 Level Students "Computers"

Abstract

Similar works

Full text

Available Versions

PublicacionesDidácticas (E-Journal)