Student Name

Didactic Unit.
Parts of the
human body
ngela Martnez Monteagudo

Grupo 1
STUDENT NAME: ngela Martnez Monteagudo.
GROUP: 1. ACADEMIC YEAR: 2015-2016
UNIT NUMBER: 10 TOPIC: Parts of the human body.
COURSE YEAR: 2015-

TITLE: Move your body!!!
2016
TIMING: From 25 of April to 6 of May.
JUSTIFICATION
- First of all, this didactic unit is in accordance with quality education organic of
law of improvement. Moreover, the topic of parts of the body is a suitable and
easy topic for students of primary-school who are beginning learn to English,
it can also encourage the immersion of learners in the English language,
because if they study their body parts they will relate them with other
associated topics like clothing, emotions, colours so they can feel more
motivated to learn more vocabulary and it encourages their learning.
CLASS CONTEXT
- School Saint Marie Madeleine is in Alicante it is located in an urban area,

close to the town hall and next to the library. In this school there are families
from different social class but middle class predominates. Parents of students
normally practice common professions related to the activity of Alicante like
marble, winegrower and merchant.
Saint Marie Madeleine is a state subsidized school. It has five available
lines: 1st and 2nd of pre-school education and 1st, 2nd and 3rd of Primary. Each
class is composed of twenty-five students. In Alicante the majority of
population speak Castilian Spanish although there are a minority who are
Valencian- Speakers as our center has added a program called PPEC
(Multilanguage Program Teaching in Castilian) to improve the level of
students valencian.
This school also students provides students with a multilingual program of
English, during their schooling they can study one hour a week of speaking
lesson.
In our class there are twenty- five students, four students have learning
problems, two of them could suffer from fact of ADHD (attention-deficit
hyperactivity disorder). Moreover, in our class there are several children that
present smaller difficulty to learn the contents, so they have a level beyond
the rest. The rest of the class has got an average level medium of learning
without cognitive difficulties.
LEARNING OUTCOMES
- The main objective is:
f)Acquire knowledge, at least, in a abroad language the basic comunicative

competence that it allow them express and understand easy messages and
getting on their daily routines.
- Primary education will help to develop boys and girls capacities which allow
them:
- Remember and perform the vocabulary about human body parts,
colours, emotions and clothing.
- Differentiate the most common adjectives of human being in the
English language.
- Perform short texts in written and oral way.
- Differentiate and perform the vocalic sounds of the vowels in English.
- Relate words or concepts in the English language.
- Be able to carry out a conversation using the easiest tenses and the
vocabulary proposed in this didactic unit.
- Remember and apply the words of courtesy and greeting which are
most frequent in the English language.
- Develop self-sufficient work or work in group, encourage the effort and
sense of responsibility in the student.
- Achieve abilities to prevent and to solve cognitive problems in the

students.
BLOCK OF CONTENTS
- Recognition of basic vocabulary of the parts of human body, clothing,

colours and emotions.
- Interpretation and memorization the most common adjectives related
to topics of the parts of human body, clothing, colours and emotions.
- Interpretation of shorts texts in written and oral way
- Differentiation and interpretation of vocalic sounds of vowels in
English.
- Asociation of words and concepts in the English language (present
simple, past simple, present continuous and future) and the vocabulary
in a conversation.
- Memorization and application of courtesy words and greetings which
are most frequent the English language.
- Cooperation and collaboration among the members of group.
Block 1. Comprehension of oral text
Communicative Functions
- Description of people, personal data, activities, places, objects, habits and plans.
- Fictional narratives of past events either remote or recent, current or poems and
riddles.
- Request and offer of assistance, information, instructions, objects, opinion and

permission.
- Interaction with understanding directed, rehearsed, guided and spontaneous oral

comprehension of language to communicate and learn in other
curriculum areas.
Strategies
- Hypothesizing on meaning from analysis of significant linguistic and paralinguistic

elements such as modulation and tone of voice, gestures, language body and
postural.
- Hypothesizing on content and context.
Sociocultural & Sociolinguistic Aspects
- Customs and attitudes based on respect the tolerance: identifying significant and
representative samples heritage of their cultural, artistic, musical and children's
literature.
High frequency Oral Vocabulary
- Body: nose, ears mouth, head, shoulder, knee and toes.

- Emotions: happy, sad, angry, surprised.
- Clothing: trousers, dress and shirt.
Syntactic Structures
- Present simple or continuous.

- Past simple.
- Verb to have.
- Adjectives.
- Gender.
- Possessive pronouns.
Assessment Criteria and Achievement indicators.
- 2LE.BL1.1. Identifying the essential information in very

short and simple oral text in standard language, with simple structures and
lexicon very frequently used articulated clearly and slowly, and
transmitted orally or by technical means, on common and specific issues
related to experiences and
needs, in predictable everyday contexts or related to areas
of immediate need in the personal and educational fields,
provided that the acoustic conditions are good and do not
distort the message, you can replay what was said or ask for
have obtained confirmation and visual support or with a clear
contextual reference, discriminating and sound patterns
intonation.
- Achievement indicators. 2LE.BL1.1:

- BL1.1.1 Identifies the communicative function of oral text (presentations
an acknowledgements; permission requests, personal description, places
and objects).
- BL1.1.3 Understands with simple models, specific subjects related with
his/her own experiences and needs in personal and educational aspects,
in a conventional context.
- 2LE.BL1.1.4 Discriminates sound patterns, with simple models.
- 2LE.BL1.2 Using, through play and experimentation, strategies

best suited for basic understanding of an oral text, use
the words that understand and formulate hypotheses with the help of faculty.
- Achievement indicators 2LE.BL1.2:

- 2LE.BL1.2.1 Understands an oral text helping him/herself with the use of
already known words and formulating an hypothesis about its content.
- 2LE.BL1.4. Identifying , through guided models and a limited repertoire of high
frequency lexicon, contextualized in everyday, common and specific situations
related to the own interests, experiences and needs.

- 2LE.BL1.4.1 Identifies through very simple models, a limited high-
frequency oral lexicon repertory, related with self-experience and needs
in both personal and educational aspects.
Key Competences:
- Linguistic competence
- Learning to learn
- Social and civic competences
- Initiative and entrepreneurship
- Cultural awareness and expression.
Block 2. Production of oral texts: expression and interaction.
- Description of people, places and objects.

- Establishment and maintenance of communication.
- Using sound patterns.
- Using oral expression and interaction to communicate and learn in another area of
the curriculum.
Strategies
- Mobilization of prior information on the subject.

- Use and activation of prior knowledge.
- Review:
Self-review, collaborative review and revision by the teacher
or students. Expression of the message clearly, adjusting it to the models and
formulas for each type of communicative situation.
- Appropriate use of nonverbal language.

- Customs and attitudes based on respect and tolerance:
significant and representative samples and identifying their
cultural, artistic, musical and children's literature heritage.
- Body: nose, ears, eyes, mouth, head, shoulder, knee and toes.
- Colours.
Syntactic Structures

- Adjectives.
- Gender.
- Past simple.
- Verb to have.
Assessment Criteria and Achievement indicators
- 2LE.BL2.1. Interacting or playing with simple models, need immediate talks on
family issues or their interest through a face-to-face or by technical means, in an
understandable way using appropriate sound patterns.
- Achievement indicators 2LE.BL2.1
- 2LE.BL2.1.1 Participates, with simple models, in interactive situations

(presentations, acknowledgements and permission requests).
- 2LE.BL2.1.2 Produces or reproduces, with simple models, brief text
descriptions of people, places and objects.
- 2LE.BL2.1.4 Uses sound patterns, with simple models.
- 2LE.BL2.2. Applying or reproducing basic planning strategies,

implementation and review, with simple models, to produce
brief oral tex, in the form of monologues or dialogues, being able to evaluate
themselves.
- 2LE.BL2.2.2 Produces or reproduces brief oral texts in form of

monologues, dialogues or conversations, adjusting to model, and using
the formulas for each type of communicative situation.
- 2LE.BL2.2.3 Collaborates in the collective process of oral text revision
valuing the use of syntactic structures characteristics of the educational
level.
- 2LE.BL2.5 Follow the instructions learning tasks attention and perseverance

without leaving and asking for help if needed.
- Achievement indicators 2LE.BL2.5.
- 2LE.BL2.5.1 Follows with attention and dedication the instructions to

carry out a simple learning activity.
- 2LE.BL2.5.2 Asks for help to an adult or classmate(s) when needed.
- 2:LE.BL2.6. Participate in work teams performing part of the task assigned and
collaborating with other members of the group reach goals.
- Achievement indicators 2.LE.BL2.6.
- 2LE.BL2.6.1 Carries out the part of the task that is corresponded in a

work team to achieve common goals.
Block 3. Comprehension of written texts
- Greetings, introductions and apologies.

- Basic punctuation marks and signs of frequent use.
- Use of language to communicate and learn in other areas of the curriculum.
- Connexion between letters and sounds.
- Phonemic awareness.
Strategies
- Hypothesizing on meaning from analysis

significant linguistic and paralinguistic elements such as
graphics, illustrations, maps or photos.
- Customs and attitudes based on respect and tolerance: samples

identifying significant samples which represent their heritage cultural, artistic, musical
and children's literature.
- Body: nose, ears, eyes, mouth, head, shoulder, knee.

- Colours.
Syntactic structures

- Past simple.
- Verb to have.
- Adjectives.
- Gender.
- 2LE.BL3.1. Identify the essential information in any

format, in very short, simple texts written in standard language,
with simple structures and vocabulary very frequent use in format
printed or digital on common and specific issues
own experiences and needs in everyday contexts
predictable or relating to areas of immediate need in the fields
and educational staff, whenever possible rereading, lean on
graphic elements and discriminating basic punctuation marks,
signs of frequent use and sound-spelling relationship.
- Achievement indicators. 2LE.BL3.1.
- 2LE.BL3.1.1 Identifies the communicative function of the written text
(presentations and acknowledgements; permission request; personal
description, places and objects) in any kind of format, reading it again if it
is required.
- 2LE.BL3.1.2 Recognizes the main ideas in very brief and simple written
texts in standard speaking, with simple structures and frequent-use
lexicon with paratextual support (with letters).
- 2LE.BL3.1.3 Recognizes the meaning, with simple models, of the capital
letter at the beginning of the phrase and the symbol-sound relation.
- 2LE.BL3.1.4 Researches and selects information from pre-selected
sources, in a guided way, answering questions about different interest
topics that are developed at educational level using the different
resources in a careful way.
- 2LE.BL3.2. Using the most appropriate basic strategies for

understanding a written text and use words that
includes.
- Achievement indicators 2LE.BL3.2.
- 2LE.BL3.2 .1 Comprehends a text written in different formats helping
him/herself in words that already understands and formulating hypothesis
about its content.
Key Competences
- Linguistic competence.
- Learning to learn.
- Social and civic competencies.
- Initiative and entrepreneurship.
Block 4. Production of written texts: expression and interaction
- Greetings, introductions and apologies.

- Basic punctuation marks and signs of frequent use.
- Use of language to communicate and learn in other areas of the curriculum.
- Connexion between and sounds.
- Phonemic awareness.
Strategies
- Hypothesizing on meaning from analysis significant linguistic and paralinguistic

elements such as graphics, illustrations, maps or photos.
- Customs and attitudes based on respect and tolerance: samples

identifying significant samples which represent their heritage cultural, artistic,
musical and children's literature.

- Body: nose, ears, eyes, mouth, head, shoulder, knee.
- Colours.
-
Syntactic structures

- Past simple.
- Verb to have.
- Adjectives.
- Gender.
-
- 2LE.BL4.1.Produce and reproduce through experimentation and play,

expressions and very short, simple sentences, applying basic spelling
conventions, graphic patterns and major punctuation, to talk about himself and his
environment more
righ now.
Achievement indicators 2LE.BL4.1.
- 2LE.BL4.1.1. Produces and reproduces in written format, with simple
and brief models, sentences or brief texts (presentations and
acknowledgements; permission request; realistic description of people,
places and objects).
- 2LE.BL4. 1.4. Applies, with simple models, capital letters at the
beginning of a sentence.
- 2LE.BL4. 1.5. Uses phoneme-symbol Word-orthography, taking into
account that some mistakes come from literal phonetic transcription (to
write as its produced or sounds in oral expression).
- 2LE.BL4.4. Using playing through the game and experimentation, written some
words of high frequency lexicon on everyday situations and habitual and specific
themes, related to their own interests, experiences and needs.
- 2LE.BL4.4.1.Uses by reproducing, through very simple models, a
limited repertory of high-frequency written lexicon, related to his/her
own experiences and needs in both personal and educational
aspects.
Key Competences
- Linguistic competence.
- Learning to learn.
- Social and civic competencies.
- Initiative and entrepreneurship.
Methodology
Our methodology is based on a communicative approach, in which we develop

activities so that students will be able to communicate in class and to support the
learning process in a foreign language. This method of learning includes improving
learning autonomy in learner, encourages the motivation, the interest and learning
styles in scholar, carries out grammar learning with a communicative approach,
encourages work group and includes cultural English aspects.
Teaching and learning activities
The proposed activities in this didactic unit are designed so that the students will
be able to get a certain knowledge in the English language, by learning: common
vocabulary and the easiest tenses.
But mainly, with this didactic unit we expect to motivate students and facilitate
their immersion in the English language through games, songs and easy
exercises, to make their learning of the English language a gratifying experience
instead of an obligation.
Materials and resources
The materials used by the teacher in this didactic unit are:

Songs, posters, listening tracks, little texts, a big box, figures of human body,
pieces of clothing, a page with courtesy phrases, a list with words with similar
pronunciation, a device to listen to songs, books for the teacher.
The materials used by the students in this didactic unit are:
Flashcards, examples of dialogues, little texts, a page with courtesy phrases, a
model of example to do descriptions, pages to do exercises, a list with words with
similar pronunciation, book for the students.
Sessions
In our didactic unit there are four sessions and each session has a duration of
forty-five minutes. The date to perform this sessions is from 25 of April to 6 of
May. The days of the week to give the session are Tuesday, Wednesday and
Friday and in this sessions different activities are developed such as :
a) Presentation: This part is an introduction of the topic. The teacher presents the
main vocabulary or topics which students will learn.
b) Practice: The teacher suggests an exercise to students to do in class, and
who can help them to do the activity or give them an example to realise it
better.
c) Production: Along this activity the students must do an exercise without
being helped by the teacher, however they can get the model example to do
the task.
Specific needs of educational support students
To adapt the attention diversity plan and facilitate the learning of all the student
body, in this didactic unit we have keep to in mind different strategy. As in our
class there are twenty students and four of them have learning difficulties, we
will adapt our didactic unit and we require them only a determined number of
words of the vocabulary, in the case of the students who have ADHD
(attention-deficit hyperactivity disorder) we introduce the exercises in a different
way, for instance we could draw a circle in the most important words of the
exercise or in words of the basic vocabulary.
On the other hand, in the case of children who are outstanding and have more
level than the rest, we could suggest to teach more vocabulary or to teach
phrasal verbs related to the human body parts or other verbs, so as not to
demotivate them in class
Evaluation. Criteria and instruments
Student ATTENDANCE PARTICIPATION PRONUNCIATION MOTIVATION

1.
Student
2.
Student
4.
Student
5.
The evaluation instruments proposed for this didactic unit are:

- Observation, questioning and written assignments.
- Moreover with this didactic unit continuous assessment will be carried out the to
check that these activities are appropriate to improve the learning of students
through observation. Furthermore, to adapt the evaluation to students, at the
beginning of school year the teacher can do an assessment test to check the
whole level of the class. In addition to this, the students can be evaluated three
times during the course to check their learning. Besides, in this didactic unit it is
collected a chart of evaluation like is reflected in Figure 1. On the other hand, the
teacher can also evaluate herself and besides all the process or methodology
which he or she have used during the didactic unit.
(Figure 1)
Bibliography / Web sites
- REAL DECRETO 126/2014, de 28 de febrero, por el que se establece el

currculo bsico de la EP.
- DECRETO 108/2014, de 4 de julio, del Consell, por el que se establece el
currculo de la Educacin Primaria en la Comunitat Valenciana.
SESSION 1: LISTENING COMPREHENSION
ACTIVITY 1: PRESENTATION
Activity name:
- Singing and learning parts of the human body.
Detailed description of the activity:
- First of all the teacher says good morning to the students, then she begins
the session class. In this exercise children can learn parts of theirs body
through a song chosen by the teacher. Moreover, while the song plays they
can point to their body parts to learn this topic better.
Material/s needed for the activity:
- In this activity it is necessary a device to listen to song about body parts and
a funny song of human body parts like appears in this address and a lot of
attention must be paid by students.
- The song that can be used is:
Head, Shoulders, Knees and Toes.
Sing a song,
Its a very neat song
A song that tells us all about our
Head and shoulders knees and toes

Knees and toes
Knees and toes
Ad eyes and ears
And mouth and nose
Knees and toes
Feet and tummies arms and chins

Arms and chins
Arms and chins
And eyes and ears
And mouth and shins
Arms and chins
Hands and fingers legs and lips

Legs and lips
Legs and lips
And eyes and ears
And mouth and hips
Legs and lips
Repeat first verse.
Dance Along ecial [CD+DVD]

Type of Grouping:
- This activity can be done for whole class, with this exercise students
cooperate and participate among them even if they could have different
level.
Estimated time for activity:
- The duration to carry out this activity is 5 minutes.
ACTIVITY 2: PRACTICE
Activity name:
- Guess what the monster lacks.
the session class. In the first line the teacher shows to students a lot of
monsters pictures in the screen of the class and gives out flashcards with
drawings of parts of the body with the corresponding word. The students
must be ready to respond because when a monster appear in the screen
which missing a part of its body they will have to raise their flashcard if in
this appears the part that the monster lacks Moreover the teacher can
correct the student if children fail with some parts of the body.
- Material/s needed for the activity:
The material needed are flashcards with drawings of body parts and posters with
a monster printed.
The image that the teacher can use like example could be:
Type of Grouping:
This activity can be developed for whole class, because it is the best way to
make students cooperate and participate among them, on the other hand, to
carry out this activity, is necessary a high motivation by students.
The estimated time to perform this activity would be fifteen minutes
approximately.
ACTIVITY 3: PRODUCTION
Activity name:
- Choose the correct printable.
- First of all the teacher says good morning to the students then she begins
the session class. In this activity the teacher plays a listening to students
and gives out a printable in which they can see different characters. The
listening must describe one of the printables that the teacher has given to
children. Then the children have to choose one of them, but to do this
exercise the students cant be helped by their teacher.

- A listening track is needed in this activity so that students can choose one of
the possibilities and they also need a picture with several drawings of body
parts.
Ann) Paul) Carl)
Tom) Lisa) Linda)
Correct answer: Carl is blonde and have blue eyes. He also wear a green
skirt, blue trousers and red trainers. Moreover he seem very happy.
Type of Grouping:
This activity is individual because it requires a lot of concentration.
The time necessary to perform this activity is twenty minutes.
SESSION 2: SPEAKING ABILITIES
Activity name:
Pronounce well so cool.
First of all the teacher says good morning to the students then she begins the
session class. The teacher will show a list of words with similar pronunciation
(like bait, date, eight, grate, late, mate, skate) or (beat, cheat, eat, greet, heat),
and will pronounce all these words. The students will have to say the same
words together in class to remember the correct pronunciation. The teacher
can improve the realization of this exercise by using a song that includes some
of these words.
- In this activity is necessary a list with words with similar pronunciation like
this:
INGLS PRONUNCIACIN ESPAOL
face feis cara
hate heit odio
pain pein dolor
nails neils uas
brain brein cerebro
vein vein vena
raincoat rinkut impermeable
grey grei gris
Straight Streit Recto
Wait Weit Esperar
INGLES PRONUNCIATION ESPAOL
Eyes Ai Ojos
Violet Violit Violeta
Price Praid Orgullo
Surprise Spraz/ Sorpresa
White Wit Blanco
Light Lait Ligero
Wide Uaid Amplio
Tiny Taini Diminuto
High Hai Alto

Type of Grouping:
Whole class work.
The time that we spend is five minutes.
Activity name:
- Are there in the box?
the session class. In this activity the teacher has a box and begin take out
duds or figures body parts of her, as students have say the name of this
figure or clothing, in the case of clothing, they can say where they get wear
this duds.
To do this exercise the teacher need a big box with a lot of things related with
body human like or clothing. A big box and a lot of motivation.
Type of Grouping:
This activity can do in whole group.
- The necessary time to complete this activity will be a fifteen minutes.
Activity name: To Dialogue together.

the session class. In this exercise children must converse in pair, they can
describe themselves about theirs features (color of eyes, size of mouth.)
or also they can speak about what type of clothing they prefer wear. The
teacher will give out an example of dialogue to students for seeing a model
themselves and have a guide to know what they have to do. The teacher
can also give them some advice or recommendation to they make alright
this activity.
- We can use a model of dialogue where somebody described her features
corporal to facilitate the work to students. Also we can use a some page that
has different drawing of clothing.
An possible model of dialogue could be:
Hello! Good Morning! My name is (..)
I have (blue, green, black, chestnut) eyes and
Im (blonde, chestnut, dark haired)
and Im (tall, small).
I normally prefer wear casual wear (orange, blue green, white, black) t-
shirts.
Type of Grouping:
- The students will do this exercise in pair, because like this they learn
working in group, increase her capacity of cooperation and participation and
they also lose the same.
- The necessary time is twenty minutes to do this activity.
SESSION 3: READING COMPREHENSION
Activity name:
- Guess the character.
the session class. In this session the teacher will show to the students
flashcards with images of body parts with the corresponding word or faces
that reflect sadness, happiness, annoyance. Later the students must repeat
these words.
Flashcards with images of body parts or angry, happy or sad faces.
Type of Grouping:
Whole class work.
We can spend five minutes.
Activity name:
Reading a story.
First of all the teacher says good morning to the students, then she begins the
session class. The teacher will read a short story as the same time that the
students read their own text. Then the teacher teacher will ask the students
some questions about the story to check that students understood the story.
- Books for the teacher and students.
- A possible example of this text could be:
- Andy is a happy boy he has big eyes and round face. Her hair is
chestnut, he has brown eyes and dark skin. Andy wear casual clothes,
blue trousers, white shirt and black trainers. Our friend is always happy
but he is sometimes its angry because her brother borrow him her red
t-shirt.
- A possible question to students could be:
- How is the colour Andys trousers?
Type of Grouping:
- Individual.
- The time necessary to do this activity is fifteen minutes.
Activity name:
Magic words.
the session class. In this activity the teacher will do a presentation with the
typical phrases or words of courtesy like thanks, goodbye, hello, good
morning.. The teacher can tell the students that with these words and a
smile they can achieve a lot of things therefore they are magic.
- The teacher will give out a page for her students with all these words on the
edge and on the other corner there can be a little text, therefore they will
mark with an arrow the word and text related.

In this activity we can use a page with courtesy phrases and other pages to
realise this exercise.
A possible example of this exercise could be:
- Good Morning! When we get up and see somebody in the morning or
when we arrive at class or medical consultation.
- Good Night! When we are going to bed at night.
- Good Afternon We say this phrase when arrive at school in the
afternoon.
- Thanks! We say this word when we want thank something.
- Goodbay! When we get out of house or finish school.
- Hello! When we see some friend or recognized.
- Please This word is necessary to ask something.
Type of Grouping:
- Individual.
- We could need twenty minutes approximately.
SESSION 4: WRITING PRODUCTION
Activity name:
Write your presentation.
the session class. In this activity students must write an introduction about
themselves, so they have to describe aspects about their body or personal
features. The teacher can give out a model as an example for students to
facilitate them their performance.
A page to do the introduction for each student. We can also need a model of
example to guide students. A possible example could be:
IM ..(tall, short)
MY HAIR IS...(blonde, dark, chestnut)
MY EYES ARE. (blue, green, chestnut)
IM A...(girl/boy)
Type of Grouping:
This activity must be done individually for each student because it requires a
lot of concentration.
The time need to do this exercise is five minutes approximately.
Activity name:
Fill in the gap.
First of all, the teacher says the good morning to students, then she begins
the session class. To do this exercise the teacher gives out some activities
where the student will have to fill up the blank spaces with the words
mentioned previously, the topics that appear will be the parts of body again, or
other topics about and emotions, clothing or colours.

-The necessary material is a page to do the exercise like this.
Finger, teeth, nose, neck, mouth, eyes, back, feet.
If yourhurt, you should go to dentist.
If you open your , you will see better!!
A wedding ring is worn on the..
Pinocchio got a very bigbecause he told too many lies.
If you are very cold, put awoollen scarf around your
Eating is very easy. You just put food into your..!
Be careful not to injure your when you lift something heavy.
You put socks on your.
Type of Grouping:
- This activity is individual because it requires a lot of concentration.
- The necessary time to do this activity is fifteen minutes.
Activity name:
Describe the child.
First of all, the teacher says good morning to the students, then she begins the
session class. Later the teacher shows a picture of a child which the students
will have to describe.
The material necessary to do this exercise is a model of example like this to
help students, but this model will be different from the picture which the teacher
showed at the beginning.
A possible example to do this activity could be:
- Im Matthias, I have green eyes and dark hair, I am a little short and I have a
thin mouth. I also have a long neck and strong legs to play basketball.I
normally wear casual clothes like t-shirt, jeans and dark shirts. I am
easygoing and I always try to be happy.
Type of Grouping:
- The type of grouping could be pair work to improve cooperatioin and
collaboration among students.
- The necessary time to complete this activity will be twenty minutes.
References:
- Head, Shoulders, Knees and Toes.
- https://www.youtube.com/watch?v=k7PVYQrB5So.
- Activity fill in the blank:
- http://www.esl-lounge.com/student/vocabulary/2v3-body-vocabulary.php.
- REAL DECRETO 126/2014, de 28 de febrero, por el que se establece el
currculo bsico de la EP.
- DECRETO 108/2014, de 4 de julio, del Consell, por el que se establece
el currculo de la Educacin Primaria en la Comunitat Valenciana.

Student Name

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Student Name

Uploaded by

Copyright:

Available Formats

Didactic Unit.

ngela Martnez Monteagudo

GROUP: 1. ACADEMIC YEAR: 2015-2016

UNIT NUMBER: 10 TOPIC: Parts of the human body.

COURSE YEAR: 2015-

TIMING: From 25 of April to 6 of May.

- School Saint Marie Madeleine is in Alicante it is located in an urban area,

f)Acquire knowledge, at least, in a abroad language the basic comunicative

- Achieve abilities to prevent and to solve cognitive problems in the

- Recognition of basic vocabulary of the parts of human body, clothing,

- Request and offer of assistance, information, instructions, objects, opinion and

- Interaction with understanding directed, rehearsed, guided and spontaneous oral

- Hypothesizing on meaning from analysis of significant linguistic and paralinguistic

- Hypothesizing on content and context.

Sociocultural & Sociolinguistic Aspects

- Body: nose, ears mouth, head, shoulder, knee and toes.

- Present simple or continuous.

Assessment Criteria and Achievement indicators.

- 2LE.BL1.1. Identifying the essential information in very

- Achievement indicators. 2LE.BL1.1:

- 2LE.BL1.2 Using, through play and experimentation, strategies

- Achievement indicators 2LE.BL1.2:

- Achievement indicators 2LE.BL1.4:

- Description of people, places and objects.

- Mobilization of prior information on the subject.

Sociocultural & Sociolinguistic Aspects

- Appropriate use of nonverbal language.

High frequency Oral Vocabulary

- Present simple or continuous.

- 2LE.BL2.1.1 Participates, with simple models, in interactive situations

- 2LE.BL2.2. Applying or reproducing basic planning strategies,

- Achievement indicators 2LE.BL2.2:

- 2LE.BL2.2.2 Produces or reproduces brief oral texts in form of

- 2LE.BL2.5 Follow the instructions learning tasks attention and perseverance

- Achievement indicators 2LE.BL2.5.

- 2LE.BL2.5.1 Follows with attention and dedication the instructions to

- Achievement indicators 2.LE.BL2.6.

- 2LE.BL2.6.1 Carries out the part of the task that is corresponded in a

Block 3. Comprehension of written texts

- Greetings, introductions and apologies.

- Hypothesizing on meaning from analysis

- Hypothesizing on content and context.

Sociocultural & Sociolinguistic Aspects

- Customs and attitudes based on respect and tolerance: samples

High frequency Oral Vocabulary

- Body: nose, ears, eyes, mouth, head, shoulder, knee.

- Present simple or continuous.

Assessment Criteria and Achievement indicators.

- 2LE.BL3.1. Identify the essential information in any

- 2LE.BL3.2. Using the most appropriate basic strategies for

Block 4. Production of written texts: expression and interaction

- Greetings, introductions and apologies.

- Hypothesizing on meaning from analysis significant linguistic and paralinguistic

Sociocultural & Sociolinguistic Aspects

- Customs and attitudes based on respect and tolerance: samples

High frequency Oral Vocabulary

- Present simple or continuous.

- 2LE.BL4.1.Produce and reproduce through experimentation and play,

Our methodology is based on a communicative approach, in which we develop

Teaching and learning activities

Materials and resources

The materials used by the teacher in this didactic unit are:

Specific needs of educational support students

Student ATTENDANCE PARTICIPATION PRONUNCIATION MOTIVATION