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- DIDÁCTICA DEL INGLÉS 2014/15 -
DIDACTIC UNIT PROFESSIONS
Judith Armendáriz López
Katherine Pauta Mesías
Sara Sánchez Ainzúa
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INDEX:
1. JUSTIFICATION ...................................................................................................... 3
2. CONTEXTUALIZATION ........................................................................................ 3
3. OBJETIVES .............................................................................................................. 4
4. CONTENTS .............................................................................................................. 5
5. RESOURCES ............................................................................................................ 7
6. METHODOLOGY .................................................................................................... 7
7. SEQUENCE OF ACTIVITIES ................................................................................. 8
8. SUGGESTIONS FOR VARIATION/SPECIAL NEEDS AND DIVERSITY....... 21
9. EVALUATION: ...................................................................................................... 21
BIBLIOGRAPHY .......................................................................................................... 24
ANEXXES ..................................................................................................................... 25
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1. JUSTIFICATION
The following didactic unit is called "professions". In this unit we teach some vocabulary of the
professions: a teacher, a police officer, a veterinarian (vet), a doctor, a dentist, a waiter, a cook, an
artist, a musician, an actress, a baker, a butcher, an electrician, a mechanic, a carpenter and a
cashier. At the same time, we encourage the attitudinal and procedural dimensions (as self-
confidence, respect for others, autonomy, positive attitude towards cultural diversity and so on).
We have chosen this topic because of the importance that children know the reality around them
in relation to personal development and adaptation to society. So, as a part of the society, it is
important that children know some of the social groups (in this case different professions) around
them. This is included in the curriculum, within the section: Environment knowledge. We believe
that if they understand reality in all its diversity and we promote certain attitudes, we will help them
in the future to be critical persons, capable of thinking for themselves and making their own
decisions.
We also believe that the topic and methodology we have chosen present an adequate level of
complexity to work in English. With this unit we want children to have the opportunity to work on
specific vocabulary related to the professions and be able to use it in different contexts. Moreover,
we have tried to relate it with their personal experience so that learning is meaningful and students
feel protagonists throughout the unit, talking about the professions of their father and mother for
example.
2. CONTEXTUALIZATION
This unity is aimed for 5-6 years old children of second cycle in pre-school education. The class
consists of 23 students (12 girls and 11 boys) from different countries and cultures. Some of these
children have problems in communicating in Spanish, making it difficult to follow the English
class. As far as we know, there is no one with special educational needs.
The school is public and it is located in a neighbourhood of Pamplona with a medium-low socio-
cultural level. The school is located in an area well served, with good supply and urban facilities.
The level of immigration is high, so we are affected by this factor in the classroom.
This school has a few good internal and external facilities, with adequate and spacious
classrooms, with plenty of material for student’s use. The educational centre offering extends from
kindergarten (3-5 years) to Primary Education (6 -12 years).
Our students start studying English in kindergarten, in a friendly and stimulating environment
that allows them, through shared play, acquiring basic knowledge and skills that will facilitate their
subsequent integration into primary education.
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The didactic unit will be developed along two weeks, performing 6 sessions that will take place
on Mondays and Wednesdays after recess. This didactic unit "professions" is connected with the
previous didactic unit "City", because there was also some vocabulary of professions. Each session
is directed to promote the language acquisition and is about 30-40 minutes long. English contents
will be introduced progressively along the sessions.
3. OBJECTIVES
These are the general objectives taken from the curriculum. The specific objectives will be
described in each activity and they include the three domains of learning (cognitive, affective and
psychomotor) taking into account conceptual, procedural and affective contents.
Self-knowledge and personal autonomy
- Realizar, de manera cada vez más autónoma, actividades habituales y tareas sencillas para
resolver problemas de la vida cotidiana, aumentando el sentimiento de autoconfianza y la
capacidad de iniciativa, y desarrollando estrategias para satisfacer sus necesidades
básicas.
- Adecuar su comportamiento a las necesidades y requerimientos de los otros desarrollando
actitudes y hábitos de respeto, ayuda y colaboración, evitando comportamientos de
sumisión o dominio.
Environment knowledge
- Relacionarse con los demás, de forma cada vez más equilibrada y satisfactoria,
interiorizando progresivamente las pautas de comportamiento social y ajustando su
conducta a ellas.
- Conocer distintos grupos sociales cercanos a su experiencia, algunas de sus
características, producciones culturales, valores y formas de vida, generando actitudes de
confianza, respeto y aprecio.
Languages: communication and representation
- Utilizar la lengua como instrumento de aprendizaje, de representación, de comunicación y
disfrute, de expresión de ideas y sentimientos y valorando la lengua oral como un medio de
relación con los demás y de regulación de la convivencia.
- Expresar sentimientos, deseos e ideas mediante la lengua oral y a través de otros
lenguajes, eligiendo el que mejor se ajuste a la intención y a la situación.
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- Comprender las intenciones y mensajes de otros niños y niñas así como de las personas
adultas, adoptando una actitud positiva hacia las lenguas.
- Iniciarse en el uso oral de otras lenguas del currículo para comunicarse en actividades
dentro del aula, y mostrar interés y disfrute al participar en estos intercambios
comunicativos.
4. CONTENTS
Self-knowledge and personal autonomy
Bloque 2. Juego y movimiento
- Gusto por el juego. Confianza en las propias posibilidades de acción, participación y
esfuerzo personal en los juegos.
- Comprensión y aceptación de reglas para jugar, participación en su regulación y
valoración de su necesidad y del papel del juego como medio de disfrute y de relación con
los demás.
Bloque 3. La actividad y la vida cotidiana
- Normas que regulan la vida cotidiana. Planificación secuenciada de la acción para
resolver tareas. Aceptación de las propias posibilidades y limitaciones en la realización de
las mismas.
- Habilidades para la interacción y colaboración y actitud positiva para establecer
relaciones de afecto con las personas adultas y con los iguales.
Environment knowledge
Bloque 3. Cultura y vida en sociedad
- Observación de necesidades, ocupaciones y servicios en la vida de la comunidad.
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Languages: communication and representation
Bloque 1. Lenguaje verbal.
1.1 Escuchar, hablar y conversar
- Comprensión de la idea global de textos orales de uso social y escolares.
- Participación y escucha activa en situaciones habituales de comunicación.
- Interés por participar en interacciones orales en otras lenguas del currículo, en rutinas y
situaciones habituales de comunicación:
- Reconocer e ir asimilando el sistema fonético de las otras lenguas del currículo.
Imitarlo.
- Conocer el vocabulario y las expresiones de los temas y situaciones tratados.
- Desenvolverse en las situaciones desarrolladas en la clase, así como en juegos,
explicaciones, etc.
- Uso de habilidades y procedimientos tales como repetición, memorización,
asociación de palabras y expresiones con elementos gestuales y visuales,
observación e imitación de modelos, para la adquisición de léxico, formas y
estructuras de la lengua.
1.2 Aproximación a la lengua escrita
- Aproximación al uso de la lengua escrita como medio de comunicación, información y
disfrute. Interés por explorar algunos de sus elementos.
Bloque 3. Lenguaje artístico
- Expresión y comunicación de hechos, sentimientos y emociones, vivencias, o fantasías a
través del dibujo y de producciones plásticas realizadas con distintos materiales y técnicas.
Bloque 4. Lenguaje corporal
- Descubrimiento y experimentación de gestos y movimientos como recursos corporales para
la expresión y la comunicación.
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5. RESOURCES
We will use different types of materials: flashcards, photographs, temperas, materials specially
designed to learn vocabulary by playing (like bingo cards or a dice of the professions) and some
elements in the classroom. These materials are used to develop different skills and capacities with
regard to English language but also with other aspects of children’s development.
The materials used are playful and manipulative. They have different functions allowing
multiple uses and discoveries, for emotional development, physical, social and intellectual abilities,
cognitive play and fine-Motor Play. The selection of materials has been made keeping in mind our
objectives, the level of English of the students and their interests.
6. METHODOLOGY
Along the didactic unit, we use mixed methodology to take into account all learning styles. To
be sure that we bear in mind the diversity of learning styles, we have indicated in each activity the
different intelligences involved. Whereas some activities are more linguistic due to the fact that we
are in an English language class, they are planned to mobilize different intelligences.
The activities are designed to encourage participation and interaction and they are varied. We
propose activities that encourage learning by action, communicative activities (there is a need of
communication to succeed), creative activities (drawing with the music), and active games. We
must keep in mind the importance of the play at these ages. The activities need to be motivating and
incorporate a playful component.
We have chosen different types of grouping. It is very important to work with the classmates in
order to encourage socialization and cooperation, but it is also important to work individually to
know oneself. Other times, an organization of the class into small groups is needed and it can be
useful to respond to diversity (strategies to create cooperative groups that take into account the
personality of the components and so on).
Finally, with regard to the role of the teacher, he is a guide who helps children in their learning.
The activities that we have designed put the students at the centre of the learning process and
require an active involvement of the learner.
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7. SEQUENCE OF ACTIVITIES
SESSION 1
1. OUR BOOK OF PROFESSIONS
Explanation Grouping
In order to introduce the didactic unit about professions, the first
session will commence introducing children to “Our book of
professions”. It will be a book containing the professions of
their family members.
We will ask the students to bring photos of their family in their
workplaces. In the last session, when we have all the material,
we will elaborate the book. As there are children from different
cultures, asking kids about the jobs of their families instead of
having a close list of profession, enables us to introduce cultural
diversity.
For the moment, as in this session we won’t have the material,
we will talk about the professions of their family members.
There will be a lot of new vocabulary; it does not mean that we
have to learn it. We are just introducing the topic in a
meaningful way for children. What’s more, this can be useful to
see what vocabulary they already know and what kinds of
professions are more interesting to learn in class because they
see in the daily life.
In order to understand new vocabulary, when we ask children
about their parent’s professions, we will search images on the
Internet.
Whole class
Timing
20 minutes
Materials Multiple intelligences
Computer
Internet access
Linguistic
Interpersonal
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Objectives
Identify some new vocabulary, using Internet images, to be able to tell the class their
parent’s professions.
Take small responsibilities (ask family about their jobs and bring the photographs).
Develop positive attitudes towards cultural and linguistic diversity.
2. SAY IT FAST!
Explanation Grouping
Thanks to the previous activity, we can identify those words
that they already know. In the last didactic unit called the city
we learnt some professions so they know the following words:
teacher, doctor, police officer, and veterinarian. We will review
them and we will introduce three new words: dentist, waiter and
cook (in practise we would choose those that we saw in the first
session but as it depends on their parent’s professions and we
cannot know it, we suppose these three words appeared). In
later sessions these professions will be revised and some new
words will be introduced in order to learn vocabulary gradually.
We will practise some flashcard games. Firstly, we will show
the flashcards. Then we will ask children to say the word
changing speed, tone of voice... Example: “Say it very fast! Say
it in a low voice. Say it as if you were robots!”
Once they can identify the flashcards, we will play another
game. We will place on the ground some pictures of workplaces
and children will have to place the flashcard in its correct
workplace.
Whole class
Timing
15 minutes
Materials Multiple intelligences
Flashcards (see Annex 1)
Workplaces (see Annex 2)
Linguistic
Logical-mathematical
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Objectives
Review and practise some vocabulary of professions from previous units.
Identify three new professions and practise them using a game.
Identify some workplaces and relate them with the right profession.
SESSION 2
1. GOOD MORNING CLASS
Explanation Grouping
Children, sitting in a circle on the floor, will listen to the good
morning song. They can sing the most repetitive parts and make
some gestures. To introduce cultural diversity, we could search
good morning songs in the different languages in the class and
listen to them throughout the year, one per week.
Then, we will review the vocabulary learnt in previous sessions
before playing the next game that use that vocabulary. We will
show them the flashcards and we will ask the children to guess
the words.
Whole class
Timing
7 minutes
Materials Multiple intelligences
CD
Flashcards of professions
https://www.youtube.com/watch?v=SAm
7qm7t1vs
Linguistic Intelligence
Musical Intelligence
Objectives
Show interest in participating in group communication situations.
Review vocabulary and structures previously worked.
Identify and name the specific vocabulary of the unit.
Develop positive attitudes towards cultural and linguistic diversity.
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2. THE GAME OF THE 4 PROFESSIONS
Explanation Grouping
The teacher will explain the rules of the 4 families’ game. There
are 4 families with 4 professions. Each family consists of the
worker, his tools, clothes and workplace. The goal is to group the
maximum possible number of families.
The teacher will explain to the children that a player designated
by lot, shuffles the cards and distributes 4 to each player, one by
one. He will leave the rest of the cards in a pile. The child sitting
at his left speaks first. He will try to complete one family asking
a player if he has the card that he wants. If the player has the
card, he gives it to him. If the child doesn’t get the card he can
pick a card from the pile and it is the turn of the next player. The
player that completes a family and say aloud the name of the
family wins.
Groups of 4
Timing
15 minutes
Materials Multiple intelligences
Cards (see Annex 3)
Linguistic Intelligence
Interpersonal Intelligence
Spatial Intelligence
Objectives
Show interest in participating in group communication situations.
Respect others and wait for their turn.
Understand instructions from the teacher.
Associate vocabulary with pictures.
Identify the elements of a same family.
Use simple sentences in English to achieve their objective (complete a family).
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3. RHYMES
Explanation Grouping
This activity consists in inventing rhymes. We will create
simple rhymes whit the vocabulary learnt. For example: Ana is
a cook and she loves food. We will do the activity all together
because it is too difficult for 5 year-old children. So, we will
show children how some words sound alike and how we can
use this to create our own rhymes.
We can use some Webs that help with rhyming (ie.
http://www.rhymezone.com/r/rhyme.cgi?Word=cook&typeofrhy
me=perfect&org1=syl&org2=l&org3=y In the last session, these
rhymes can be added to our book of professions.
This activity enables us to practice pronunciation and repetition
in a meaningful way and allow children to discover pleasure in
playing with language.
We can also incorporate cultural diversity by investigating, in a
simple way, some words in other languages that rhyme
(languages in our class).
Whole class
Timing
15 minutes
Materials Multiple intelligences
Computer with Internet access.
Linguistic Intelligence
Musical Intelligence
Objectives
Approach literary texts.
Reinforced vocabulary of professions.
Improve pronunciation.
Enjoy playing with language and develop positive attitudes towards English.
Develop positive attitudes towards cultural and linguistic diversity.
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SESSION 3
1. WE ARE ARTISTS
Explanation Grouping
We will teach three new flashcards of the art world (musician,
actress and artist). Then we will ask children which of the three
professions they like most and we will explain them that this
day they will be artists. In this activity we will focus on what
we feel when listening to a song. Children will need to paint
with tempera what they feel.
First, the teacher will prepare the class with the help of students.
Children will be placed in groups of 6 and in the middle of each
table there will be tempera of different colours. We will hand
out to each child a cardboard. When we finish painting, we will
place the pictures on the wall. If there is some time left we will
play the memory game.
Individual
Timing
35-40 minutes
Materials Multiple intelligences
Music
Cardboard
Tempera
Water
Flashcards (Artist, musician and actress)
Spatial Intelligence
Musical Intelligence
Objectives
Learn three new words of professions.
Express their emotions through music.
Create a drawing by listening to a song.
Use the material autonomously.
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SESSION 4
1. WE PLAY DRESS AND UNDRESS
Explanation Grouping
Each class group will have a figure of a human body and
clothes more characteristics of the professions of: an artist, a
musician, an actress, a dentist, a waiter, a cook and a doctor.
We will say loudly what is the profession of the figure of
human body (e.g. He or she is a doctor!) and then the whole
small groups will have to agree to choose from all the most
appropriate clothes for that profession.
Small groups
Timing
10-15 minutes
Materials Multiple intelligences
Cut-out figures of a body person on
paper.
Different cut-out clothing on paper
(leaving flaps at the edges) and specific
characteristics of each profession.
Interpersonal
Linguistic.
Objectives
Review and remember the vocabulary.
Identify each profession with its characteristics clothing.
Participate in internal group validation.
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2. OUR COLLAGE
Explanation Grouping
Each student will bring to class a picture of them (including
their bodies) and magazines. Each of them individually will
choose the profession that they would like to be into adulthood.
Then, they will have to wear their own photograph sticking the
cutouts that they have took from different magazines, creating
in this way a custom collage. When all pupils have finished
their collage, all the collages will stick in a big class mural.
Individual
Timing
20 minutes
Materials Multiple intelligences
Photos.
Magazines.
Scissors.
Glue.
Long paper for the mural.
Intrapersonal.
Bodily–kinesthetic.
Objectives
Identify and recognize the clothes of the profession that each student has chosen.
Create a sense of unity and connection between the whole class (all the collages will be
stick in the same mural).
Cut, paste and manipulate photos and magazines autonomously.
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SESSION 5
1. THE GAME OF CHAIRS
Explanation Grouping
We will move chairs into a big circle for pupils and us (we will
make sure that there is one less chair than the total number of
students, including us. For example, if there are 23 persons in
class, we will put 22 chairs).
We will assign to each student a profession among: a vet, a
police officer, an artist, a musician, an actress, a baker, a
butcher and an electrician. We will incorporate the new
vocabulary of the last three professions mentioned.
We will give each student a flashcard of a profession. With all
the students sitting in chairs and we standing in the middle of
the circle, we will say loudly one profession and students who
have been assigned that profession will have to stand up from
the chair and sit in another. The student who doesn’t get to sit
on another chair will stand in the middle of the circle and he
will have to tell the next instruction “change sit artists” “change
sit artists and butchers”. The first times teacher stays in the
middle of the circle until children understand the dynamics of
the game.
Whole class
Timing
10 minutes
Materials Multiple intelligences
Chairs.
Flashcards.
Bodily–kinesthetic.
Linguistic.
Spatial.
Objectives
Recognize and remember the vocabulary of professions.
Integrate and incorporate new vocabulary about professions.
Work speed and agility of the body.
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2. THE WORKER DICE
Explanation Grouping
We will bring to class two dice in which each side of the dice will
appear the image of one profession (in one dice: a baker, a
butcher, an electrician, a police-officer, a carpenter and a cashier;
and in the other dice: an artist, a vet, an actress, a dentist, a waiter
and a cook). There are two ways of playing:
The first is that the students are sitting on the floor in a
circle. We throw the dice in the middle and students say
the profession that appears in the dice.
The second is that we rolls a dice, and the result is only
seen by a student (or pairs) without the rest of the class
knowing what appeared. Then, that student has to
represent the profession by gestures and the rest of the
class have to guess.
This activity will introduce the words: a carpenter and a cashier.
Whole class
Timing
10 minutes
Materials Multiple intelligences
Two dice with pictures (see Annex 4)
Bodily–kinesthetic.
Linguistic.
Interpersonal.
Objectives
Recognize and identify the professions which appear on the pictures of the two dice.
Try to represent by mimic different professions.
Say aloud the names of professions that appear on the two dice.
Pay attention to classmate’s gestures and body movements.
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3. BINGO
Explanation Grouping
We will play the bingo of professions. Firstly, the teacher will
distribute to each student a cardboard and 6 coins (if no coins,
chickpeas, beans and so on can be used). Once students have the
cartons and coins and the teacher has in his hands the prints of
all drawings, we will begin to play.
Children will play in pairs so that they can help each other and
then individually. The first times, we will show the picture to
the whole class and we will say the name of the profession in
English.
Every time the children have on their card the word teacher
says, they will put on top of that design a coin. When a child
has 6 hits, ie. 6 coins on 6 drawings, he will have to raise his
hands and shout "bingo". The child or children who have
achieved the 6 hits wins the game.
The first times will be played showing the drawing and naming.
When the children have practiced enough, we will say the
profession without showing the picture.
This activity is thought to be developed at the end of the
didactic unit because it includes all the professions’ vocabulary
we have seen.
Whole class and work in
pairs
Timing
15 minutes
Materials Multiple intelligences
Bingo (see Annex 5)
Coins
Linguistic Intelligence
Spatial Intelligence
Objectives
Show interest in participating in group communication situations.
Associate vocabulary with pictures.
Identify the specific vocabulary of the unit.
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SESSION 6
1. WE CREATE OUR BOOK OF PROFESSIONS
Explanation Grouping
We will create our books of professions with the photographs
that children have brought. Every child will stick the photo or
photos of his family to a cardboard and he will decorate it.
Although they are still too young to write in English, the teacher
will write down the name of the profession at the bottom of the
cardboard and the rhymes we created in previous sessions to
introduce children to writing progressively. Then, we will put
all the cardboards together in our book and we will read it.
This activity creates a sense of unit. All the activities that
children have done during these two weeks are related with this
final activity. It serves to revise all the vocabulary learnt along
the rest of the sessions in a meaningful way. Besides, the book
can be showed to families.
Whole class +
Individual work
Timing
20 minutes
Materials Multiple intelligences
Photographs
Glue
Cardboards
Pencils
Colour pencils
Colourful paper
Linguistic
Spatial
Intrapersonal
Objectives
Identify and name the professions of their own parents/families and recognise some of
the rest of the class (conceptual).
Use different school materials (glue...) autonomously (procedural).
Approach the written language (procedural).
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2. WHAT DID YOU LIKE MOST?
Explanation Grouping
In the last ten minutes we will allow children to repeat the game
they liked most. We will remind them the games we have done
during the unit and we will replay the one that gets more votes.
This activity can be useful to evaluate some aspects of the
didactic unit because we can know what activities have worked
best.
It depends on the game
chosen
Timing
10 -15 minutes
Materials Multiple intelligences
It depends on the game chosen
Intrapersonal (knowing and
expressing a personal preference)
Interpersonal (making a decision
as a group)
The rest of intelligences depends
on the game chosen
Objectives
Reflect on what has been learned.
Express a personal preference.
Make a decision as a group and accept the result.
The objectives related with the game depend on the game chosen. They will be those
that we have indicated in the corresponding game.
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8. SUGGESTIONS FOR VARIATION/SPECIAL NEEDS AND DIVERSITY
As explained above, a class welcomes different learning styles and we have seen how to adapt
teaching to these. A diversity of activities, materials and grouping have been planned in order to
answer to the multiplicity of intelligences in the class.
Apart from the different learning styles, there are differences in capacities. There will be
children that get bored with an exercise faster than others because it is easier for them. We can think
of activities variations to deal with it. For example, in the game of the 4 professions, these students
can be part of the same group and play with more elements. They can also help their classmates or
assume more responsibility in the activity.
It is also important to keep in mind that some activities could not stick to the expected duration.
So we should have other activities prepared just in case. For example a song, a story about
professions, some more games (ie. memory game with professions flashcards) and so on. We could
also extend an activity if it is working well and we believe that it is more interesting to do the last
activity at another time if there is no time left.
Finally, as the school is located in a neighbourhood with high levels of immigrations, we have to
take this into account in our activities. On the one hand, the didactic unit designed must provide a
space for cultural diversity. On the other hand, since there are children from different countries with
different languages, this diversity can trigger difficulties in learning another language so we
should include more support for linguistic diversity. The activities proposed are appropriate due to
the fact that language is always accompanied by a lot of manipulation, action, and playing. So,
although English is needed to do the activities, there is an important not linguistic support.
9. EVALUATION
Assessment of the didactic unit will be continued, taking into account the evolution of the
students. For this, teacher will use both teacher diary (to collect on the starting point of child,
development and point of arrival) and the checklist evaluation. In the evaluation checklist, we will
evaluate the achievement of the objectives we have proposed to see the child`s learning process.
See tables below.
Assessment chart of pupil’s progress: unit Professions
Pupils can...
Pupils’
names
Identify and name the profession of their own parents/families and recognise some of the rest
of the class.
Take small responsibilities.
Remember vocabulary from previous sessions.
Identify new vocabulary about professions and practise them using a game.
Identify some workplaces and relate them with the right profession.
Show interest in participating in group communication situations.
Associate vocabulary with pictures.
Understand instructions from the teacher.
Identify the elements of a same professions’ family.
Use simple sentences in English to achieve their objectives.
Express their emotions through music.
Create a drawing by listening to a song.
Use different school materials autonomously.
Approach the written language.
Reflect on what has been learned.
Express a personal preference.
Make a decision as a group and accept the result.
Develop positive attitudes towards cultural and linguistic diversity.
Review vocabulary and structures previously worked.
Respect others and wait for their turn.
Approach literary texts.
Improve their pronunciation.
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Moreover we will also evaluate the didactic unit. The items listed in the table will evaluate the activities designed and the methodology
used, as well as if the material, space and time we have used were appropriate in order to improve it for the next didactic unit.
Items No Yes
Activities lasted the estimated time.
The materials used were appropriate.
The rules of the games were comprehensible.
Interest and participation was high.
Variation of grouping was appropriate.
The degree of achievement of the objectives was high.
The activities were varied and children enjoyed them.
The activities encouraged the use of English.
Enjoy playing with language and develop positive attitudes towards English.
Identify each profession with its characteristics clothing.
Participate in internal group validation.
Identify and recognize the clothes of some professions.
Cut, paste and manipulate photos and magazines autonomously.
Use their body in an autonomous and agile way.
Represent by mimic different professions.
Pay attention to classmate’s gestures and body movements.
BIBLIOGRAPHY
Internet resources:
Bingo game: http://www.mes-english.com/flashcards/files/people_bingo.pdf
Dice game: http://www.toolsforeducators.com/
Flashcards: http://www.mes-english.com/flashcards/people.php
Professions pictures: http://www.materialdeaprendizaje.com/imagenes-de-oficios-y-
profesiones-color/
Rhymes:http://www.rhymezone.com/r/rhyme.cgi?Word=cook&typeofrhyme=perfect&org1
=syl&org2=l&org3=y
Song: https://www.youtube.com/watch?v=SAm7qm7t1vs
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ANEXXES
ANNEX 1: FLASHCARDS
A TEACHER
A POLICE OFFICER
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A VETERINARIAN (VET)
A DOCTOR
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A DENTIST
A WAITER
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A COOK
AN ARTIST
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A MUSICIAN
AN ACTRESS
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A BAKER
A BUTCHER
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AN ELECTRICIAN
A MECHANIC
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A CARPENTER
A CASHIER
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ANEXX 2 WORKPLACES
HOSPITAL - DOCTOR
SCHOOL – TEACHER
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DESNTIST’S OFFICE - DENTIST
KITCHEN - COOK
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RESTAURANT – WAITER
VET CLINIC – VETERINARIAN
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POLICE STATION – POLICE OFFICER
ANNEX 3 GAME OF 4 PROFESSIONS
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ANEXX 4 DICE GAME
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ANEXX 5 BINGO GAME
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