UNITS

UNITS

Unit 1: The fruits

Objectives :

• To learn different types of fruits.
• To know the colors of the fruits.
• To taste the flavors of fruits.

Unit 2: The animals
Objectives:

• To learn de types of animals.
• To know the animal sounds.
• To learn where animals live.

Unit 3 : Body parts
Objectives:

• To learn the different body parts.
• To know the five senses.
• To learn to identify their body parts.

Unit 4: The colours
Objectives’:

• To learn the different colors.
• To see how the colors are written.

Unit 5 : The numbers. (Unidad didáctica que hemos elegido)

Distribution Units

February:
From day 7 to day 21 February : Unit 4 : the colors.
From day 21 February to day 7 March: Unit 1: the fruits.

March :
From day 7 to day 21 March: Unit 3: Body parts.
From day 21 to day 7 April: Unit 2 : The animals

April:
From day 7 to day 21 April: Unit 5: The numbers.

Unit 5: The numbers

Didactic Unit Title: The numbers.

Sessions: 4.

Timing: 07-04-011/21-04-011.

Objectives:

• To listen and understand the numbers vocabulary.
• To speak and pronounce the numbers vocabulary and messages in Present Simple.
• To learn how to write the numbers.

Contents:

• Concepts:

o Vocabulary:
1. One

2. Two

3. Three

4. Four

5. Five

6. Six

7. Seven

8. Eight

9. Nine

10. Ten

Grammar:

Use the present simple of verb to be.

Procedures:

Listening: To listen the numbers vocabulary from the song and the flash cards.
Speaking: to sing the numbers song and say the numbers.
Reading: to see the numbers vocabulary from the reading cards.
Writing: to review the numbers.

Attitudes:
o Making things with effort to communicate in English.
o Being constant.
o Working in group.
o Being motivated in the classroom.

1st. SESSION. LISTENING. (Maria Marcet)

PRESENTATION


Listen the numbers vocabulary and look the flash cards.The teacher shows the flash cards and says the numbers.



FLASH CARDS

PRACTICE
Listen the vocabulary and look the poster.






PRODUCTION
Order the numbers.
The teacher gives children a paper with the numbers. She says the numbers and the children have to number the pictures in the order that the teacher said.




2nd. SESSION. LISTENING AND SPEAKING. (Delia Ortuño)

PRESENTATION
Look the flash cards, listen the vocabulary and repeat.
The children look and listen the numbers vocabulary and they repeat.


PRACTICE

Listen and sing the song.
The children listen the song several times and the teacher sings an does mimic. Them, the teacher and a volunteer sing the song and do mimic.
The song numbers.


One, two and three good friends
Four, five and six good friends
Seven, eight and nine good friends
Ten good friends are we.

PRODUCTION
Shay the name of the flash card.
The children identify the flash cards and say the name.


3rd. SESSION. LISTENING, SPEAKING, READING AND WRITING. (Lidia León)


PRESENTATION

Look the reading cards.
The teacher shows and read the reading cards.




READING CARDS

PRACTICE

The children will have to join the numbers with your name. The number and their name will be of the same color.


PRODUCTION
The teacher will give the cards to children. Children will need to review the numbers from 1 to 10.






4th. SESSION. GAMES ( Susana Mas)

The teacher divides the class in three groups and each group do an activity.
The activities are:

• Do a puzzle.
  

• Play bingo

The teacher gives to the children a paper with a table and they draw 6 numbers. Then, the teacher says the numbers and the children will be crossing their numbers. The winner is the first that cross out everyone.

Dance numbers.

The teacher will hand over each pupil a medal whit a number or the number name, which are the same colour. When the music starts the children will dance following the music. When the music stops, the children will look for their mate. The teacher will ask the children which number they have.

CHRISTMAS!!!!

NAME: Christmas

AGE: 3 - 4 years old

TIME:
MONDAY: Crafts (manualidades)
TUESDAY: Decoration(Decoración)
WEDNESDAY: Caroling(Cantar villancicos)
THURSDAY: Christmas Cookies Recipe(Receta galletas navideñas)
FRIDAY: Visit Santa Claus(Visita de Papa Noel)

AIMS:
-Learn new vocabulary.

-Know the chistmas.
-Have a good time.
-Know the colors

DESCRIPTION: Crafts

PREPARATION:
Make Christmas pictures with his name (stars, balls, Santa hat, tree, kings).

IN CLASS…:
1. The teacher will teach pictures to the children and then say it is called. Children will have to repeat the name.
2. Later, the teacher will say that color is everything. "The stars are yellow" and the children will repeat. "How they are? “Yellow”
3. The children will color the images.
4. The children will put the beard to the king.

LANGUAGE USAGE:
Colors: yellow, red, green…
Vocabulary: stars, balls, Santa hat, tree, kings, bell.
Expressions: How are? /Yes, correct. /Well done.

BALLS

BELL

STARS

DESCRPTION: Decoration

PREPARATION:
The teacher will prepare the Christmas tree

IN CLASS:
The children will decorate the classroom with drawings and mounted the tree.

LENGUAGE USAGE:
Expressions: Well/ This is the Christmas tree/

DESCRIPTION: Caroling.

PREPARATION:
The teacher will prepare the song to sing.

IN CLASS:

The children will go to the school dressed shepherds. They will sing the song and they will touch the drum.

Song:

Jingle Bells Jingle Bells,

Jingle Bells Dashing through the snow,

In a one horse open sleigh

O'er the hills we go,

Laughing all the way.

Bells on bobtail ring

Making spirits bright.

What fun it is to ride and sing

A sleighing song tonight. Chorus:

Jingle bells, jingle bells,

Jingle all the way!

Oh what fun it is to ride

In a one horse open sleigh

DESCRIPTION: Christmas Cookies Recipe

The teacher will say the ingredients in English and in Spanish.The children will repeat their name.

Cookie Ingredients

- 350 grams of wheat flour

- 250 grams of butter

- 2 tablespoons vinegar

- A little salt

- A bit of grated ginger

Preparación de las galletas de Navidad

En un bol, hacer un volcán con la harina, poniendo en el centro los demás ingredientes. Remover todo suavemente con una espátula hasta que obtengas una pasta homogénea y déjalo reposar.
Después de 30 minutos, extiende la masa sobre una superficie plana enharinada. Pasa el rodillo hasta conseguir un grosor de ½ cm. Con la masa en su punto, corta la pasta con los moldes de las diferentes figuritas navideñas: estrella fugaz, árbol de Navidad, Papá Noel, corazones, campanas, etc. Una vez que tengas hechas todas las figuras, píntalas con yema de huevo y hornéalas durante aproximadamente 30 minutos a 200º hasta que estén doradas. Si quieres puedes cubrir las pastas con un glaseado de ½ clara de huevo mezclado con 100 gramos de azúcar glass.

LENGUAGE USAGE:

Vocabulary: butter, salt, vinegar,cookie,bowl.

DESCRIPTION: Visit Santa Claus

PREPARATION:
The teacher will prepare the class for a visit from Santa Claus.

IN CLASS:
Children will receive a visit from Santa Claus. The children will speak with him and Santa Claus will give gifts.

The children will be happy.

COMMENTS:

Christmas is special for children. In the school it is important that the children live Christmas..Learn English in Christmas will be funny.

MERRY CHRISTMAS AND HAPPY NEW YEAR

DESCRIPTION OF PEOPLE

La actividad que elegido es para realizarla con niños de tres años. Esta actividad se realiza para que los niños aprendan a describir a las personas. Se realizará una vez por semana con una duración de 20 min.

Development Activity

The teacher teaches children about images where characters appear to represent qualities (short, fat, skinny ... people). These characters will be animated so that the children can have more fun. Under each image, a comment appears to describe a person. Children with the help of the teacher will read it together. In the days when children know the vocabulary, the teacher may ask questions to them one by one. The teacher teaches them the image and asks them:

- What is the man like?

- Is he fat or thin?

The children with the vocabulary you have learned and will respond to the teacher.

OLD AND YOUNG

She is young = Ella es joven

He is old = Él es viejo.

She is old = Ella es vieja

THIN AND FAT

He is thin = Él es delgado

He is fat = Él es gordo

TALL AND SHORT

He is tall = Él es alto

He is short = Él es bajito

Activity 4

CANCIÓN : POLLITO CHICKEN


pollito- chicken ( Lidia )
gallina- hen ( Delia )
lapiz- pencil ( Susana )
y boli- pen ( Maria M. )


ventana – window ( Lidia )
puerta – door ( Delia )
techo- ceiling ( Susana )
y piso- floor ( Maria M. )


Si tu cantas conmigo podras comprender
If your sing with me , your can understand
Y verás que facil es hablar Inglés (TODAS)
And you will see that easy english is to speak


almohada- pillow ( Lidia )
cama –bed ( Delia )
mesa- table ( Susana )
y silla- chair ( Maria M. )

dedos –fingers ( Lidia )
cabeza- head ( Delia )
brazos- arms ( Susana )
y pierna- leg ( Maria M. )

Si tu cantas conmigo podras comprender
If your sing with me , your can understand (TODAS )
Y verás que facil es hablar Inglés
And you will see that easy english is to speak

pollito- chicken ( Lidia )
gallina- hen ( Delia )
lapiz- pencil ( Susana )
y boli- pen ( Maria M. )


ventana – window ( Lidia )
puerta – door ( Delia )
techo- ceiling ( Susana )
y piso- floor ( Maria M. )


pollito- chicken ( TODAS )
gallina- hen

Si tu cantas conmigo podras comprender
If your sing with me , your can understand
Y verás que facil es hablar Inglés ( TODAS )
And you will see that easy english is to speak


esto ha sido todo
this is the end ( TODAS )
y aqui termina
good bye my friend


NOMBRES DE LAS COMPONENTES DEL GRUPO : LIDIA, DELIA, SUSANA Y MARIA M.

Language Development In Children

Age of Child Typical Language Development

6 Months :

Vocalization with intonation
Responds to his name
Responds to human voices without visual cues by turning his head and eyes
Responds appropriately to friendly and angry tones

12 Months :

Uses one or more words with meaning (this may be a fragment of a word)
Understands simple instructions, especially if vocal or physical cues are given
Practices inflection
Is aware of the social value of speech

18 Months :

Has vocabulary of approximately 5-20 words
Vocabulary made up chiefly of nouns
Some echolalia (repeating a word or phrase over and over)
Much jargon with emotional content
Is able to follow simple commands

24 Months :

Can name a number of objects common to his surroundings
Is able to use at least two prepositions, usually chosen from the following: in, on, under
Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words
Approximately 2/3 of what child says should be intelligible
Vocabulary of approximately 150-300 words
Rhythm and fluency often poor
Volume and pitch of voice not yet well-controlled
Can use two pronouns correctly: I, me, you, although me and I are often confused
My and mine are beginning to emerge
Responds to such commands as "show me your eyes (nose, mouth, hair)"

36 Months :

Use pronouns I, you, me correctly
Is using some plurals and past tenses
Knows at least three prepositions, usually in, on, under
Knows chief parts of body and should be able to indicate these if not name
Handles three word sentences easily
Has in the neighborhood of 900-1000 words
About 90% of what child says should be intelligible
Verbs begin to predominate
Understands most simple questions dealing with his environment and activities
Relates his experiences so that they can be followed with reason
Able to reason out such questions as "what must you do when you are sleepy, hungry, cool, or thirsty?"
Should be able to give his sex, name, age
Should not be expected to answer all questions even though he understands what is expected

48 Months :

Knows names of familiar animals
Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands
Names common objects in picture books or magazines
Knows one or more colors
Can repeat 4 digits when they are given slowly
Can usually repeat words of four syllables
Demonstrates understanding of over and under
Has most vowels and diphthongs and the consonants p, b, m, w, n well established
Often indulges in make-believe
Extensive verbalization as he carries out activities
Understands such concepts as longer, larger, when a contrast is presented
Readily follows simple commands even thought the stimulus objects are not in sight
Much repetition of words, phrases, syllables, and even sounds.

Activity 3

Activity 3:
----3.1. Example activity with a song. (Already done)
----3.2 Choose a video with a song. Prepare an activity for children to add to your blog. Specify the age for which it has been designed and how you would exploit it. (Individual work) Explantions can be in English or in Spanish.

SONG!!!







-Children from three to four years
Los niños, se colocan en circulo,y mientras suena la cancion los niños saltan todos a la vez,y van cayendo al suelo uno a uno,asi los niños se iran restando y cantaran la canción con la cantidad de niños que quedan saltando.Finalmente todos los niños permanecen sentados en el suelo.
La finalidad que tiene,es que los niños asi aprendan de forma divertida y educativa a contar los números.
Esta actividad se realizará dos dias a la semana,durante una duración de dos sesiones de la canción.

Activity 1

Activity 1: Make your own blog
If you already have a gmail account, wait for the other students to finish. Meanwhile you can practise the Pronunciation of sounds or work on the simple past (4 Intermediate)