Brave Mouse Final PDF

DIDACTIC UNIT: IM A BRAVE MOUSE WRITTEN AND DESIGNED BY FERNANDO YARZA GUMIEL
DIDACTIC UNIT: IM A BRAVE, BRAVE MOUSE (RHYME)

1. J USTIFICATION
1.1. MATERIAL CHOSEN IN CONNECTION WITH THE AGE
2. FINAL TASK
3. OBJ ECTIVES OF THE DIDACTIC UNIT
4. ACTIVITIES
5. PREVIOUS KNOWLEDGE
6. ANTICIPATED PROBLEMS
7. MATERIALS
8. LEVEL
9. DISTRIBUTION OF STUDENTS
10. NUMBER OF LESSON
11. EVALUATION
12. REINFORCEMENT ACTIVITIES
13. EXTENSION ACTIVITIES
14. BIBLIOGRAPHY
15. APPENDIX A: Table of Contents
16. APPENDIX B: ASSESSMENT REPORTS


DIDACTIC UNIT: IM A BRAVE, BRAVE MOUSE
(TRADITIONAL RHYME)

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 rhyme because it is going to help our childrens
language, 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,
rhymes contribute to encourage learners interest to study the language, rhymes are
useful to establish a warm and relaxing atmosphere in the classroom
The language in traditional rhymes is rich and colourful and extends the
childrens 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 rhymes is that learners will happily repeat the
same structure, even the same words, over and over again without getting bored.
Rhymes 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. They are particularly good at copying
intonation.
Rhymes 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 recite the rhyme by heart. They will have to act it out
by means of gestures at the same time they say it aloud.
3.- OBJECTIVES OF THE DIDACTIC UNIT:
3.1.- The students will be able to understand specific oral language, related to the tale
Im a brave, brave mouse 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 tale Im a brave, brave mouse,
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.
4.- ACTIVITIES:
4.1.- The students are all given a chart. In the first column there will be some wild
animals which are in danger of extinction, and in the first row there will be numbers
given to the 15 E.U. countries in the map of Europe. After we revise the E.U. countries
and the animals which are becoming extinct, we start telling them a tale in which the
main characters are going to be the animals.
Once upon a time, not a long time ago, a group of students who were on a
school trip decided to go to see the animals which up till then they had only seen in
books. This was because it was very difficult to find these animals in their natural
habitats. Therefore they had to fly around Europe to find them in captivity. First they
went to Vienna, where they found the rhino, which was really huge; it was really
fantastic to see such a beautiful animal.
The students have to match the animal called a rhino and the number referring to
Austria on the map they were given. They put a cross in the appropriate box. From now
on, the students are encouraged to continue to tell the tale. It might be advisable to give
each student a picture of a wild animal and the country where it is going to be found.

From the Didactic Unit: The 25 European Union Countries by Fernando Yarza Gumiel.
1.- PORTUGAL - LISBON
2.- SPAIN - MADRID
3.- FRANCE - PARIS
4.- ITALY - ROME
5.- AUSTRIA - VIENNA
6.- BELGIUM - BRUXELLES
7.- LUXEMBOURG - LUXEMBOURG
8.- UNITED KINGDOM - LONDON
9.- REPUBLIC OF IRELAND - DUBLIN
10.- THE NETHERLANDS - AMSTERDAM
11.- DENMARK COPENHAGEN
12.- GERMANY BERLIN
13.- GREECE ATHENS
14.- SWEDEN STOCKHOLM
15.- FINLAND - HELSINKI
16.- LITHUANIA - VILNIUS
17.- LATVIA - RIGA
18.- ESTONIA TALLIN
19.- POLAND - WARSAW
20.- CZECH REPUBLIC - PRAGUE
21.- SLOVAKIA - BRATISLAVA
22.- CYPRUS - NICOSIA
23.- MALTA - VALLETTA

24.- HUNGARY - BUDAPEST
25.- SLOVENIA - LJUBLJANA

E.U. COUNTRIES /
ANIMALS IN
DANGER OF
EXTINCTION
1 2 3 4 5 6 7 8 9 1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5

(Above) From the Didactic Unit The EU countries by Fernando Yarza Gumiel.

(Below) From the book SOS the Earths in danger by Fernando Yarza Gumiel (ET AL.) (ICE
Universidad de Zaragoza).

4.2.- The teacher brings into the classroom some toy animals some of which were
presented in the tale, and revises their names again. Apart from the animals which are in
danger of extinction, we are also going to present some other animals, and besides, the
ones which appear when reciting the rhyme to the students: a mouse, a cat and an owl.
We will encourage them to think of words which rhyme with the animals presented.
These new pictures of the words referring to animals are placed next to the phonetic
transcriptions of the vowels and diphthongs which should have been stuck on the walls
at the very beginning.
4.3.- All the toy animals are named again and put into a plastic bag. One of the students
is blindfolded, and asked to put his hand into the bag and pick out one animal. Once
they touch the animal they have to guess what it is. If they hesitate they can ask for help
from the teacher or from their classmates. They will be allowed to give characteristics

of the animal chosen, always with the help of the teacher: It is a large, fierce animal
that belongs to the cat family. It is orange with black stripes. It lives in Asia. It rhymes
with the word child. Its first letter is T. The student will check which animal it is by
asking the others Is it a tiger? and the others will answer him/her by saying Yes, it is
or No, it isnt. If they find it difficult to answer, we will ask them whether it is
something obvious or the name of the animal they are trying to guess. The activity will
continue until all the animals have been guessed.
1. /&/ panda
parrot
rabbit jaguar
lamb
dog camel
2. /3:/ turtle bird
3. /A:/ ant shark
4. /V/ vulture butterfly monkey duck bumblebee
5. /I/ gorilla mink squirrel lynx insects
6. /i:/ seal
chimpanzee
eagle hyena mosquito
beetle
bee
sheep
7. /u:/ kangaroo
8. /U/ bull wolf
9. /O:/ stork horse wild boar
10. /O/ crocodile
ox
fox
swan
donkey
dromedary
wasp
frog
hippopotamus
11. /e/ elephant
herring
leopard dolphin
zebra
penguin domestic
12. /I@/ deer
13. /e@/ bear canary
14. /U@/
15. /aI/ tiger
bison
rhino
lion
wild fly viper
16. /aU/ owl cow louse mouse trout
17. /eI/ whale

18. /@U/
19. /OI/

From the article Fostering communication among our students in the classroom by Fernando Yarza
Gumiel (Revista Compartir para Renovar n 26 2005).

FOSTERING COMMUNICATION
AMONG OUR STUDENTS IN THE CLASSROOM.
MAKING OUR IMAGINATION FLY WITH THE HELP OF COMPUTERS.
HELPING OUR STUDENTS BECOME AUTONOMOUS.

The task I propose might be adapted to any cycle or stage, depending on the degree of
difficulty of the extension activities presented.
Through this task our SS are given the opportunity to let their imagination fly. They are
encouraged to work cooperatively, to activate and consolidate their previous knowledge, to
develop their creativity, to learn by doing, to go from the known to the new, to participate
actively, to improve their oral and written receptive and productive skills, to enjoy
pronunciation, to improve effective communication, etc.

INSTRUCTIONS
First, the teacher tells his/her students about the GAME they are going to play.
What you have to do is to make your IMAGINATION fly.
The teacher writes the word MONKEY in the top left hand-side corner of the blackboard and
invites his/her students to name words which in their opinion are highly connected with
MONKEY. All the suggestions are accepted and written down on the blackboard. It is
recommended to underline all the stressed syllables and to write down the number the word in
question rhymes with. And to make reference to words which rhyme with them. Among the
words suggested one is chosen.
Secondly, as a small-group-work activity, the students are asked to initiate the GAME.
A BILINGUAL DICTIONARY is installed in all the computers for the SS to work with. Our
students are given an empty chart to complete.
Thirdly, as a whole class activity, they are encouraged to think about words which
might be connected with the word given. All the options are welcome and written down in the
corresponding box. It is important to allow them to be spontaneous.

MONKEY 13 BANANA 9 YELLOW 11 SWEATER 11 COLD 16
WINTER 2 SNOW 16 FATHER HOLIDAYS 7 TO PLAY 12

CHRISTMAS 9
SOCCER 7 FRIENDS 11 FUN 13 JOKE 16 TO LAUGH 9
TO ENJOY 19
FUN FAIR 13,
18
BIG DIPPER 2 TO SHOUT 8 FEAR 15
GHOST 16 CASTLE 9
MIDDLE AGES
12
KNIGHTS 4 WARS 3
Table 1. Chart filled in by a sixth-year of primary education student

1 2/&/ 2 /I/ 3 /O:/ 4 /aI/
5 /3:/ 6 /i:/ 7 /O/ 8 /aU/
9 /A:/ 10 /u:/ 11 /e/ 12 /eI/
13 /V/ 14 /U/ 15 /I@/ 16 /@U/
17 /U@/ 18 /e@/ 19 /OI/ 20
Table 2. Phonemic chart stuck on the front wall opposite the students.

EXTENSION ACTIVITIES. DIFFERENT OPTIONS TO WORK WITH ONCE THE
CHART HAS ALREADY BEEN COMPLETED

1. Once the chart has been filled in, the SS might be asked to group the words into nouns,
adjectives, verbs (regular/irregular), adverbs, depending on their level of proficiency,
and colour them with the same colour.
* It is advisable to ask them to look for all the nouns first and to paint them in the same
colour. Then, to look for all the adjectives and to paint them in the same colour, and so on.
2. Once the chart has been filled in, the SS are asked to have a look at as many charts as
possible and to write down all the words which they do not have. It is advisable to put
them next to words which are pronounced with the same vowel sound, diphthong or
triphthong.
3.
MONKEY SON SUN ONE RUN LUXEMBOURG SUNDAY

4. GAME: GUESS THE WORD. The teacher asks each student to replace words by
pictures; lets say words which are multiple of 3, 4, or any number. Words might also
be replaced by their initial and leave the number of letters the word is made up of. It
might also be added the morphological function of the word.

MONKEY 13 B - - - - - 9
Y- - - - -
ADJECTIVE 11
(picture) 11 COLD 16

5. GAME: SPELLING WORDS OUT. One of the charts is chosen at random and put into
a transparency. The SS are asked to pay attention to all the words they teacher spells
out. The one who chooses the word the teacher spells out first and knows how to
pronounce it properly is given a sticker and is invited to spell the word he/she chooses
out to the rest of his/her classmates. If they do not know how to pronounce the word
properly he/she might ask for help, and the teacher will pronounce a word which
rhymes with. All the words spelt out are grouped according to their pronunciation.
6. Some of the words we want them to revise are turned into pictures. The SS will be asked
to read all the words and pictures out. The SS might be distributed in groups. First, they
are told to revise all the words and pictures in the chart, and then they are asked to say
all the words and pictures aloud to the rest of the class. The group who has pronounced
more words and pictures properly is the winner.
7. CHAIN WORDS. Instead of thinking about words which could be associated with the
previous one, they are asked to think about words which start with the letter the
previous one ends with.
ELEPHANT TOMATO ORANGE EVERY YEAR
RULER RICH HERE ENGINE EDUCATIONAL
LION NOSE EUROPE ENERGY YES
SATURDAY YELLOW WORKBOOK KEY YESTERDAY
YOURS SING GAME EAT TEACH
HEAR RIDE ELEGANT THROUGH HIDE
Table 3. Chart filled in by a second-year of bachillerato student.
The irregular verbs were coloured in violet, adjectives in red, nouns in green, and
adverbs in orange.

8. Words are replaced by their corresponding words in Spanish. The SS are asked to say
the words out in English, and then to write them down in English. While they are
pronouncing each word, they are written down next to their phonemic vowel sound,
diphthong or triphthong.
9. In groups the SS are asked to distribute all the words in the chart in fields they are
related to. Lets say colours, family tree, days of the week, clothes, etc. Once they have

classified all the words from the chart into semantic fields, they are asked to add all the
words they know in connection with each semantic group.

COLOURS: YELLOW, BROWN, GREEN, BLACK, VIOLET, WHITE, GREY,

10. The SS are asked to classify the words in the chart according to their pronunciation,
stressed syllable, etc. Words which rhyme with are told to be added.

13. /V/
MONKEY FUN FUN FAIR SUNDAY MOTHER

11. The teacher gives definitions of words from the chart worked in class to the SS, and
what they have to do is to guess the word which is defined. Once we have practised
enough, the SS are given a list of definitions they have to connect with the words they
refer to.

DEFINITION: It is an animal that lives in hot countries, and has a long tail and skilful hands
which uses for climbing trees and for moving from branch to branch.
WORD: Monkey.

MATCHING EXERCISE
MONKEY
It is an animal that lives in hot countries, and has a long tail and skilful
hands which uses for climbing trees and for moving from branch to branch.
BANANA
It is a long curved fruit with a bright, yellow skin and firm, cream-coloured
flesh.
SWEATER
It is a warn knitted garment covering the upper part of your body and your
arms, which you put on by pulling it over your head.

12. Once the chart has been completed and qualifying adjectives found, the SS are asked to
think about their opposites.
13. GUESS THE WORD I AM THINKING ABOUT. The teacher thinks about a word from
the chart and the students in turns have to guess the word by saying: Is the word you
are thinking about YELLOW? The one who guesses the word is given a sticker and is
invited to think about a word.

4.4.- Now we ask them whether they are afraid of each animal: Are you afraid of a
mouse? Yes, I am, No, I am not. Once we have practiced enough for them to

understand the structure, they are given a chart with all the names of the students in the
first column and the 18 animals we have been working with in the first row. What they
have to do is to move around and ask their classmates whether they are afraid of the
animals. If they are afraid they put a cross
and if not they put a tick. They will continue to ask about the other animals by saying
And what about an elephant?. When they all have completed the chart we will make a
mural with all of our students answers. We will work with expressions such us all of,
some of, a few of, none of, etc.
4.5.- One of the rows will be reserved for the teacher to be interviewed. The students
will interview the teacher about the animals he/she is afraid of, and they will complete
the chart the same as they did with their classmates. The expression Well, except for a
tiger Im not afraid of anything will be introduced.
Students: Are you afraid of a mouse?
Teacher: No, Im not, Im not afraid of anything.
Students: And what about a tiger?
Teacher: Well, except for a tiger, Im not afraid of anything.
Now the teacher asks the SS and they have to imitate the structure used by the teacher.
Animals T. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

4.6.- A possible variation would be to ask them if they would be afraid of different
animals if they were different animals. If you were a mouse, what would you be afraid
of? or Imagine you are a mouse, what are you afraid of? And what about a cat? Yes, a
big cat?
4.7.- Once we have introduced our SS to everything we think they have to be familiar
with before telling them the tale, we can tell them the tale. What they have to do while
listening to the tale is to mark the animals which appear in the tale.
4.8.- Now the teacher takes the place of the mouse, and the SS take the place of each
character: the cat, the trap and the owl. We will make them remember their role by
means of pictures and symbols. They do not read meaningless words, but associate
meaningful pictures and symbols with their meanings. Once they get familiar with their

role, they change roles. We will pay special attention to linking words, pronunciation,
stress, rhythm, and intonation from the very beginning.
4.9.- By using linguistic and non-linguistic resources, they will recite the whole tale
aloud.
4.10.- They are given the tale with all the relevant meaningful words omitted. What they
have to do is to draw and colour all the drawings which have been omitted. Once they
have finished the picture, they have to tell the tale individually aloud to the teacher with
the help of the picture.
5.- PREVIOUS KNOWLEDGE:
5.1.- In connection with the didactic unit The European Union Countries, the students
are supposed to know names of animals which are in danger of extinction and the 15
European Union Countries.
5.2.- The alphabet. Spelling words out.
5.3.- Phonemic transcriptions.
6.- ANTICIPATED PROBLEMS:
6.1.- Difficulty in spelling words out.
6.2.- Difficulty in reading phonetic transcriptions properly.
7.- MATERIALS: a world map, a map of Europe, a plastic bag, toy animals.
8.- LEVEL: The Didactic Unit has been designed for 3rd cycle Primary School
students. It could also be applied to first cycle Secondary School students.
9.- DISTRIBUTION OF THE SS: whole class work, individual work, group work.
10.- NUMBER OF LESSONS: Three 50 minute lessons will be devoted to completing
this Didactic Unit.
11.- EVALUATION: 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
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
students own learning and attitude to the English language, etc.);
7. types of activities and their appropriateness for the group.
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.
12.- REINFORCEMENT ACTIVITIES: by means of the information collected we
will help SS who require more direct and pedagogic assistance. There will be SS who
will be working in groups trying to consolidate what they have learnt by reciting the tale
in groups and acting it out, and others who have also achieved the objectives proposed
will help other SS with the tale.
13.- EXTENSION ACTIVITIES:
12.1.- The tale is recited and acted out in groups.
12.2.- The tale is recited and acted out by the whole class. It is video recorded.
14.- BIBLIOGRAPHY
1. YARZA GUMIEL, Fernando. TRIP TO LONDON. GUA DIDCTICA DEL
ALUMNO/GUA DIDCTICA DEL PROFESOR. GUA DIDCTICA. 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 Gua Didctica: 84-87850-18-9.
2. YARZA GUMIEL, Fernando. S.O.S. THE EARTHS IN DANGER. UNIDAD
DIDCTICA. Instituto de Ciencias de la Educacin. Universidad de Zaragoza.
Zaragoza 1996. ISBN: 84-7791-147-9
3. YARZA GUMIEL, Fernando. DISEO DE UNA UNIDAD DIDCTICA DE
LENGUA INGLESA. Artculo publicado en el peridico semanal de
informacin educativa COMUNIDAD ESCOLAR en la seccin de
EXPERIENCIAS EN EL AULA. Edita: Ministerio de Educacin y Cultura, el
29 de enero de 1997.
4. YARZA GUMIEL, Fernando. ELABORACIN DE MATERIALES
CURRICULARES. EL CINE EN LAS ESCUELAS OFICIALES DE IDIOMAS.
Zaragoza 1998. I.S.B.N.: 84-8497-689-0. N de registro: 27905.

5. YARZA, Fernando. PRIMER CONTACTO CON OTRO IDIOMA. Artculo
publicado en el peridico semanal de informacin educativa MAGISTERIO
ESPAOL, en la seccin de INNOVACIN EDUCATIVA, pgina 27; N
11450, 9 de febrero de 2000.
6. YARZA GUMIEL, Fernando. DIDACTIC UNIT: THE EUROPEAN UNION
COUNTRIES. Artculo publicado en la revista anual APUNTES que edita el
C.P.R. de Calatayud; pgina 54 - 61, revista N 10, junio de 2001.
7. YARZA GUMIEL, Fernando. DIDACTIC UNIT: THE BEATLES. Zaragoza,
noviembre 2001. I.S.B.N.: 84-699-6334-1. N de registro: 6369001.
8. YARZA GUMIEL, FERNANDO. DIDACTIC UNIT: THE WORKING OUT
OF DIDACTIC UNITS: IM A BRAVE, BRAVE MOUSE. Artculo
publicado en la revista anual APUNTES que edita el C.P.R. de Calatayud;
pgina 48 - 51, revista N 11, abril de 2002.
9. YARZA GUMIEL, Fernando. Recursos para la clase de ingles. Game: The
magic number. Chairs in a circle. Artculo publicado en la revista bianual
COMPARTIR PARA RENOVAR que edita el C.P.R. de La Almunia de Doa
Godina; pgina 19, revista N 23, enero de 2003.
10. RECURSOS PARA LA CLASE DE INGLS. THIS IS THE KEY OF THE
KINGDOM. Artculo publicado en la revista COMPARTIR PARA RENOVAR que
edita el C.P.R. de La Almunia; pginas 25 - 29, revista N 24, febrero 2003 junio
2003.
11. FOREIGN LANGUAGE TEACHING. Artculo publicado en la revista
COMPARTIR PARA RENOVAR que edita el C.P.R. de La Almunia; pginas 51 - 53,
revista N 25, 2003 2004.
12. QUADERNS DIGITALS / QUADERNS 34: DIDACTIC UNIT: THIS IS THE
KEY OF THE KINGDOM. Copyright 2003 Quaderns Digitals. ISSN 1575-9393.
13. FOSTERING COMMUNICATION AMONG OUR STUDENTS IN THE
CLASSROOM. Artculo publicado en la revista COMPARTIR PARA RENOVAR que
edita el C.P.R. de La Almunia; revista N 26, 2004 2005.
CPR DE ALCAIZ. CURSO: DESTREZAS COMUNICATIVAS EN EL
APRENDIZAJ E DEL INGLS. .DIDACTIC UNIT: IM A BRAVE, BRAVE
MOUSE.
PONENTE: FERNANDO YARZA GUMIEL. 3/3/05; 8/3/05

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15. 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.
APRENDIZAJ E DEL INGLS. .DIDACTIC UNIT: IM A BRAVE, BRAVE MOUSE

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PROCEDURES CONCEPTS ATTITUDES
ORAL AND WRITTEN
COMPREHENSION
Oral receptive procedures:
to recognizephonological, non-linguistic
and semantic elements

2. to decode symbols
2.1. to discriminate

2.2. to carry out instructions

3. to associate images and sounds

4. to analyze specific oral information

5. to infer meaning

Written receptive procedures
6. to associate images and written
information

1. related to the tale Im a brave, brave
mouse

2.1. the animals which appear in the tale
among the ones studied previously

2.2. which will let them follow the
necessary steps to complete the activities
presented
mouse
mouse.
with the help of non-linguistic resources

mouse.

showing respect and interest in
understanding.

recognizing the importance of reading as
a source of information, enjoyment and
leisure, and as a means of access to other
cultures.

recognizing the communicative value of
foreign languages to communicate with
people from different cultures, and to
participate in different international
contexts.

recognizing the richness offered by
different languages for the understanding
of our experience and interpersonal
relationships.

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ORAL AND WRITTEN
PRODUCTION
Oral productive procedures:
1. to reproduce sounds, rhythm and
intonation
2. to share information

3. to link

4. to practice what they have learnt

5. to speak through symbols and
drawings

6. to transfer what they have assimilated
and practiced to new communicative
situations
Written productive procedures
7. to reproduce everything they have
learnt
8. to copy

9. to transfer what they have assimilated

mouse.
2. related to animals which are in
danger of extinction and about the
animals they are afraid of
3. the animals they hear in the tale
among the ones which were studied
previously
4. about animals which are becoming
extinct with the teacher and the other
classmates
5. related to animals which are in
danger of extinction and about the
animals they are afraid of

7. in connection with the animals which
are becoming extinct
8. the tale from the blackboard

9. referring to animals in danger

showing respect and interest in
understanding and being understood.

recognizing the importance of writing as
a source of information.

recognizing the communicative value of
foreign languages to communicate with
people from different cultures, and to
participate in different international
contexts.

recognizing the richness offered by
different languages for the understanding
of our experience and interpersonal
relationships.

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and practiced to new communicative
situations


21

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16. APPENDIX B: ASSESSMENT REPORTS
D
D
D
I
I
I
D
D
D
A
A
A
C
C
C
T
T
T
I
I
I
C
C
C

U
U
U
N
N
N
I
I
I
T
T
T

A
A
A
S
S
S
S
S
S
E
E
E
S
S
S
S
S
S
M
M
M
E
E
E
N
N
N
T
T
T

R
R
R
E
E
E
P
P
P
O
O
O
R
R
R
T
T
T

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 OBJ ECTIVES
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


23
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

4.5. CAN PRODUCE MODELLED WRITTEN
INFORMATION 1) AT WORD LEVEL, AND 2) AT

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

ENGLISH LANGUAGE

5.6. SHOWS RESPECT FOR HIS/HER
CLASSMATES

5.7. SHOWS RESPECT FOR OTHER LIFESTYLES

5.8. SHOWS INTEREST IN OTHER LIFESTYLES

A
A
A
T
T
T
T
T
T
A
A
A
I
I
I
N
N
N
M
M
M
E
E
E
N
N
N
T
T
T

T
T
T
A
A
A
R
R
R
G
G
G
E
E
E
T
T
T
S
S
S

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

ENGLISH LANGUAGE


24
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

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

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

5.6. CAN PRODUCE ORIGINAL WRITTEN TEXTS


25

I'M A BRAVE, BRAVE MOUSE

I'm a brave, brave mouse.
I go marching through the house,
And I'm not afraid of anything.
For danger I'm prepared,
And I'm never, never scared.
No, I'm not afraid of anything.

What about a cat? What, a cat?
Yes, a cat!
Big and fat.
Well, except for a cat
Im not afraid of anything.


What about a trap? What, a trap?
Yes, a trap that goes snap!
Well, except for a trap,
Imnot afraid of anything.


What about an owl? What, an owl?
Yes, an owl on the prowl!
Well, except for an owl,
lmnot afraid of anything.


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DIDACTIC UNIT: IM A BRAVE MOUSE WRITTEN AND DESIGNED BY FERNANDO YARZA GUMIEL

DIDACTIC UNIT: IM A BRAVE, BRAVE MOUSE (RHYME)

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