Introduction
In this didactic
unit, we want program the sessions for teach, to the students, different
content using the city as a way to contextualization.
We pretend that
students have an overview of the unit and can apply this knowledge in reality for
behave in a proper way in society and solve any problems.
Throughout the
sessions we want children to become interested in agreements contained working
in a fun way so they are motivated in the classroom and are eager to learn.
This general knowledge
will serve them to students as a basis from which will be able to go deeper
into the subject, although this will depend on the interest of each student in
learning more about the treated unit.
Timing
In this
moment of the course of primary, we are in second trimester of this, more
specifically in February.
We are
prepared four sessions:
The first
session is planned to introduce the topic. It will know the characters that
accompany the student during the lesson and the basic vocabulary.
We also
find rules for the correct use of "there is" and "there
are" and started exploring letters, material that we use in the next
session.
At the
second session we will recover the material prepared earlier and we learn to
play a game called "Quick Speed", we can find the materials and game
instructions at "resources." With this game, we plan to reinforce the
vocabulary learned. Next, we find adverbs of basic location and a small logic
game with which to learn them.
The third
session of talks about how to give directions. We use the map above, we can
find it in the "resources". We ended the lesson by opening a small
discussion about pets.
The last
session contains a series of questions that will serve to assess students. To
finish, we include a song that reinforces vocabulary didactic unit.
Methodology
The methodology used
in the classroom is similar to the method used in natural language learning. To
do this, a lot of visual reinforcements are required. Using a blog as support
allows the use of visual material directly.
In this unit we find
slide shows, videos, audios and many images that facilitate the understanding
by the student. This makes the teacher adopts a role as a learning guide and
not as a means of transmission of information.
The sessions were
developed calmly. Each student in front of your computer will be the
protagonist of the story that takes place on their screens, but all members of
the class will follow the same rhythm, marked by the teacher.
Also, the teacher
will be responsible for guiding games and facilitate materials proposed for the
unit. Click there to see the resources.
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