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The title corresponds to the unit but it is not motivating and it doesn’t inspire much.

It is not appealing but students can make


1.- TITLE some relations with the content of the unit. It doesn’t create any expectation about what can be the final product about. The
title is not a question, it is an exclamation.

Prepare students to be able to communicate with other students. All the unit is focused on activities for preparing the students
2.- CONTEXTUALIZATIÓN
for the same aim: being able to interact with a foreigner.

NUMBER
3. TIMING YEAR 1st ESO TERM 2nd term OF 10/12 hours
CLASSES
4. COMPETENCES
Linguistic and audiovisual communicative competence, artistic and cultural competence, treatment of information and digital competence, learning
KEY to learn competence, autonomy and personal initiative competence, knowledge and interaction with the natural world competence and social and
COMPETENCES citizenship competence.

● This learning unit will work out well for the achievement of the following competences which are included in dimensions:
Oral Communicative dimension:
-Competence 1: Obtaining information and understanding oral texts from everyday life, from media and from the academic field.
-Competence 2: Planning and create diverse oral texts appropriate for the concrete communicative situation.
-Competence 3: Using strategies of oral interaction depending on the aim of the expression: to begin, to maintain or to finish the
discourse. Reading comprehension includes:
Reading comprehension dimension:
-Competence 4: Applying comprehensible strategies to obtain information and interpreting the content of written texts about
ENGLISH daily life, media and academic fields.
COMPETENCES -Competence 5: Interpreting contextual, discursive and linguistics facts of a text and recognize the typology of the text to be able
to comprehend it.
-Competence 6: Selecting and use tools to comprehend the texts and acquire knowledge. Writing expression includes:
Written expression dimension:
-Competence 7: Planning written texts from different typologies using concrete elements from the communicative situation.
-Competence 8: Creating written texts from different typologies and structures by the application of strategies.
-Competence 9: Revising the texts to improve them depending on their communicative aim by relaying on the help of different
tools.
Attitudinal and plurilingual dimension

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Aquestes competències són les mateixes que estan referenciades en el Decret del Currículum 119/2015

5.- LEARNING OBJECTIVES 6.- ASSESSMENT


The learning objectives are set out at the beginning of the unit and what they have to achieve in order ASSESSMENT INSTRUMENTS
to succed.. CRITERIA
● Estan formulats com a capacitats que l’alumnat ha de ser capaç de desenvolupar al llarg de The teacher takes Com s’ha previst avaluar l’assoliment dels
la unitat didàctica o el projecte? into account the objectius proposats? With the final product:
Yes, they know from the beginning the final aim of the unit and during the development of the unit, rubric for giving the the dialogue, which will be assessed with a
the students are trained to achieve that aim. grade to the student.
grid.
● Són objectius formulats de manera que afavoreixen l’assoliment de les competències?
Yes, it depends. Most of them are created to reinforce and achieve the competenced mentioned Each teacher decides Amb quins instruments o indicadors? With
before. which should be the a self-assessment grid of the students and one
● Alguns verbs que hi poden ajudar: Actuar, Crear ,Inferir, Realitzar, Acceptar, Decidir, competences that from the teacher.
Integrar ,Recollir, Ajudar, Deduir, Interactuar, Reconèixer, Adquirir, Desenvolupar, Interessar, she/he will assess, Com es fa el retorn? Give the student the
Reelaborar, Admetre, Descodificar, Interpretar, Regular, Analitzar, Descobrir, Investigar, due to the fact that results of the rubric so he/she can see his/her
Reflexionar, Aplicar, Discriminar, Justificar, Relacionar, Apreciar, Dirigir, Llegir, Resoldre, Assumir, every unit can deal mistakes and what they have achieved.
Dirimir, Manifestar, Respectar, Avaluar, Distingir, Manipular, Respondre, Buscar, Efectuar, Mediar, with diferent topics
Quines activitats o dinàmiques s’han previst
Saber, Aplicar, Cercar, Elaborar, Mobilitzar, Seleccionar, Classificar, Emprendre, Mostrar, Seqüenciar, which imply
particular transversal
per als alumnes que no han assolit els
Col·laborar, Escoltar, Observar, Sintetitzar, Comparar, Escriure, Ordenar, Solucionar, Compartir,
Establir, Organitzar, Tenir una actitud crítica, Comprendre, Explicar, Parlar, Transferir, Compondre, competences. objectius?
Exposar, Participar, Utilitzar, Comunicar-se, Expressar, Percebre, Valorar, Confiar, Extraure, This unit doesn’t include extra materials,
Plantejar, Contextualitzar, Fer, Practicar, Controlar, Gaudir, Prendre decisions, Conversar, Identificar, however with the rubric we can see what the
Processar, Cooperar, Imaginar, Produir, Correspondre, Implicar-se, Promoure… student lacks of, so we can prepare extra
Some of the verbs use in this unit are: read, listen, write, put, underline, translate, analyse, match, material to reinforce the weak points.
compare, complete, follow, work, perform. Hi ha espais per a l’auto i la coavaluació,
● Els objectius d’aprenentatge poden canviar mentre progressa la unitat didàctica o el
projecte i renegociar-se amb els alumnes si estan aprenent ràpid o si, al contrari, semblen necessitar
amb vistes a la millora dels aprenentatges?
més ajuda en un determinat punt o si apareixen noves preguntes o interessos. Amb quins instruments o dinàmiques? Yes,
Yes, every unit needs to be adapted to the problems it can encounter during the development of its. for exemple activities related to pair
The objective needs to stand still, we can’t change it, but the ways to reach it can be adapted.
assessment, other related to self-assessment
Aquest objectius són propis de cada unitat didàctica o projecte, o sigui, que no tenen un referent and co-assessment.
directe al currículum.

7.- CONTENTS

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● Quins continguts del currículum es treballen?
- Oral comprehension: global, literal and interpretative
- Oral compreneshion strategies
- Oral production strategies
- Oral interaction strategies
- Reading out loud
- Research of the information
- Selection and criteria of the information
- Oral texts, audiovisual, written
- Strategies to correct, revise and plan the written expression
- Oral interpretation and reading out loud, recitation, singing
- Pragmatics
- Phonetics and phonology
- Vocabulary and semantics
- Morphology and syntax
- Verbal and non-verbal strategies to overcome misunderstandings.
- Adaptation, coherence and cohesion
- Creative productionAquests continguts són els mateixos que estan referenciats en el Decret 119/2015

8.- METHODOLOGY
STRATÈGIES MATERIAL AND RESOURCES
● Com s’estructura la seqüència? It beggins with a warm-up section to start ● Quins són els recursos i material emprats?
thinking about the topic and the aim of the unit. Then, it starts working all the The dossier is the main resource, but there are plenty more.
other skills without following the typical order. The unit provides different Reading and listening to stories which are not included in
activities to work for the development of the final product, which comes at the the dossier.
end. The unit gives all the needed scaffolding in order to create the final Texts from the internet. Videos from the internet.
dialogue. Usage of the program Audicity, the digital portfolio and the
● Quina és la metodologia emprada? TIC, student-centered activities, final self-assessment grid.
interactive/participative method, communicative language teaching, task-based
language learning.
● Com s’organitza l’aula? It is not clear, but it seems like they are placed in
lines of two, because there is a lot of pair work.
● Es presenta a l’alumnat una situació-problema? Es parteix dels seus

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interessos? Es fa alguna activitat inicial de motivació/avaluació inicial? Yes,
students deal with a real problem which they can solve. It is a situation that
might take place in their high-school, in a way they feel involved. At the
beggining the problem is set out, so they can start thinking about what the
solution might be.
● Amb quina dinàmica i/o instrument es comparteixen les finalitats educatives
amb l’alumnat? By making them work with a real problem, which implies the
search for a real solution.
● Es treballen diferents tipus de continguts de forma competencial? Yes, it
works with vocabulary, with the grammar, listening, reading and speaking but
using different strategies.
● La seqüència d’activitats segueix un fil conductor? Yes, it presents exercises
to achive the final objective, it has a continuity from the beginning to the end.
● Hi ha un equilibri entre activitats individuals, en parelles o en grups? No,
most of the activities are individual. At the end of the unit, they start working
in pairs and groups, but not at the beginning.
● Hi ha activitats de diferents tipologies (cerca d’informació, exercitació,
aplicació, anàlisi, síntesi...)? Yes, all the activities are very different and they
have to extract information from different sources.
● Com s’aconsegueix que l’alumnat esdevingui protagonista del seu
aprenentatge? És conscient del que va aprenent? Amb quines dinàmiques i/o
instruments? It is a type of learning that is hidden behind the final task. They
have a clear aim and they work for that aim without noticing that they are
learning. There are some spaces for reflection where students actually realize
that they are learning. At the final task they see that they have learned and
improved.
LEARNING Activity 1: The unit begins with a warm-up section that introduces the topic and the final product.
ACTIVITIES Activity 2: After the warm-up, the unit focuses on working with the vocabulary students will need to create the final product. The unit gives
& them examples in order to start creating and idea of how the final product will be like.

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GROUPING Activity 3: The following section focuses on the grammar part of the composition. It gives examples of how the composition must be and it also
makes the students reflect about the Language and the grammar they need to use in the final composition.
Activity 4: The last section wants to prepare the students for the creation of the dialogue. First, students watch a video and then they analyze
the dialogue that appears in it, so they would have an example of how to create the final product. It is the last step towards the production of
the dialogue.

9.- REFLEXIÓN ABOUT THE UNIT


● Com es valora el procés d’implementació de la unitat didàctica o del projecte?
I consider that the unit is to individualistic, while the final product is in group. They need to have more examples of a possible dialogue in
order to create a good one. However, the final product of the unit is interesting and appealing.
● Quina és l’opinió dels alumnes?
● Aspectes a millorar.
Improve the title to make students engaged from the beginning, make a clearer structure of the unit and gave them more scaffolds to
improve their final product. If they have a good example, they would create a fantastic final product.
● …

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