sample unit for grade 1 of secondary education - Universidad de ...

SAMPLE UNIT FOR GRADE 1 OF SECONDARY EDUCATION
CONTENTS
1. INTRODUCTION
2. THE SCHOOL SOCIAL CONTEXT
3. THE STUDENTS' INDIVIDUAL CHARACTERISTICS
4. CURRICULAR DESIGN
4.1. The Spanish Curriculum for Secondary Education
4.1.1. Contribution to the development of the basic competences
4.1.2. FL objectives for Secondary Education
4.1.3. FL contents
- Block 1: comprehension of oral texts
- Block 2: production of oral texts
- Block 3: comprehension of written texts
- Block 4: production of written texts
4.1.4. Teaching Methodology
4.1.5. Evaluation criteria
4.1.6. Learning standards
5. LESSON PLAN
5.1. Unit objectives, contents and evaluation criteria
5.2. Summary of activities and tasks
5.3. Attention to diversity
5.4. Materials and resources
5.5. Unit evaluation and grading criteria
6. DEVELOPMENT OF ACTIVITIES AND DIDACTIC SUGGESTIONS
Session 1 Session 2 Session 3
Session 4 Session 4 Session 6
7. BIBLIOGRAPHY 1. INTRODUCTION
This unit introduces the topic of food and drink in grade 1 of Secondary
Education. It will be implemented, approximately, in two weeks and in six
hours of instruction. The objectives, contents, activities, methodology and
criteria for evaluation, that are proposed, have been planned according to:
a) The school specific social context
b) The individual characteristics of first graders in Secondary
Education
c) The guidelines provided by the Spanish Curricular Design in Royal
Decree 1105/2014.
2. THE SCHOOL SOCIAL CONTEXT This unit has been designed for a state Secondary school, located in an
urban area of the Andalusian Community. Most students belong to a low-
middle social class; 10% of the parents are unemployed, however the
students can afford to buy all the materials recommended in the English
class thanks to contribution of the students' parents association; 30 % of
the families have studied some English and can help their students at home;
60 % of the students have an independent study room and the rest (40 %)
have to share the home space with other family members; 75 % of the
students have internet facilities at home and can use it regularly; 30 %
of the local population are immigrants and cannot speak Spanish fluently.
There is one student whose second language is English and her performance
is currently used as a model in some classroom activities. There is a library with internet and audio-visual facilities in the area.
In addition, there is a small school library and a computer room for 25
students. Three English speaking families live in the community and are
willing to come to class once a week for a cultural encounter. The
students' parents association supports the English programme and provides
presents and rewards for those students who win the games and competitions
that are organised in class. In general, the school social context is
supportive and favours the study of English. 3. THE INDIVIDUAL CHARACTERISITCS OF STUDENTS In Grade 1 of Secondary Education, learners show specific characteristics:
- they may understand situations more quickly than they understand the
language used, so an implicit approach (intuitive learning with very few
rules) will be adopted;
- quite often, their understanding comes through hands and eyes and
ears, so small objects, illustrations and recordings will be fundamental
resources;
- they sometimes have a short attention and concentration span, so
classroom activities cannot be too long;
- young students love to play, and learn best when they are enjoying
themselves, so a variety of games will be included;
- they rely on the spoken word as well as the physical world to convey
and understand meaning, so most teaching will have an oral orientation;
- they are able to work with others and learn from others (cooperative
leaning), so some group work and cooperative activities will also be
introduced. In relation to their Cognitive development, at this age, students leave the
concrete operational stage, according to Piaget's theory of cognitive
development (1975) and start the formal operation stage. Consequently, the
student becomes capable of reasoning not only on the basis of objects, but
also on the basis of hypotheses, or of propositions. The first novelty is a
combinative structure; like mathematical structures, it is a structure of a
system which is superimposed on the structure of simple classifications or
seriations which are not themselves systems, because they do not involve a
combinative system. A combinative system permits the grouping in flexible
combinations of each element of the system with any other element of that
system. After the age of 12, the student can find a method to make all the
possible combinations. It has also been taken into account that learners possess individual
learning styles, preferences or multiple intelligences. Consequently, in
this lesson planning we have included songs (to develop their musical
intelligence), language activities (for their linguistic and logical
intelligence), handcraft tasks (for their kinaesthetic intelligence), and
communicative activities (to develop their interpersonal intelligence). In relation to the students's language development, we know that most
activities for the younger learners should include movement and involve the
senses. We will need to have plenty of objects and pictures to work with.
Again, we insist on the importance of playing with the language, singing
songs and telling stories for the students' language development. Variety
in the classroom is a key issue as well as physical movement and activities
that imply a total physical response. Since concentration and attention
spans are short, variety of activity, pace, organisation and voice are very
important. 4. CURRICULAR DESIGN In this Unit of Work, we have tried to integrate the Spanish Ministry of
Education's guidelines and the framework provided by the Council of Europe
for the Teaching and Learning of languages in Europe.
4.1. THE SPANISH CURRICULUM FOR SECONDARY EDUCATION The LOMCE (8/2013) represents the new regulation of the Spanish education
system and includes its minimum teaching requirements in the R.D.
1105/2015, which are specified for the different regional governments in
different decrees. Among its innovations we can highlight the introduction
of curricular competences that are to be developed by all students, and a
new organisation of contents that will have important effects on the
teaching/learning of foreign languages. 4.1.1. CONTRIBUTION TO THE DEVELOPMENT OF THE CURRICULAR COMPETENCES Curricular Competences include seven basic competences that must be
developed through all the curricular subjects. These are:
a) Linguistic and communicative competence
b) Mathematical competence
c) Digital competence
d) Learning to learn
e) Social competence
f) Personal initiative and entrepreneur competence
g) Cultural expression 4.1.2. FL OBJECTIVES FOR SECONDARY EDUCATION OBJECTIVES refer to the achievements of results that the students must
attain at the end of each teaching period. In Secondary Education the
students must achieve the following capacities and skills: 1. To listen and understand general and specific information from oral
texts in different communicative situations, adopting a respectful
attitude of cooperation.
2. To express and interact orally in normal communicative situations; in a
comprehensible, proper way and with certain level of autonomy.
3. To read and understand different texts in an suitable level for the
abilities and interests of the pupil, with the end of extracting general
and specific information, and to use the reading as a source of pleasure
and personal enrichment.
4. To write simple texts with different purposes on diverse topics using
suitable resources of cohesion and coherence.
5. To use the phonetic components (lexicons, structural and functional
basic of the foreign language in real communication contexts) accurately
(linguistic components).
6. To develop the learning autonomy, think about the learning processes,
and transfer knowledge and strategies of communication, acquired from
other language, to the foreign language.
7. To use learning strategies and all the available resources (including
ICT) to obtain, select and present information in oral and written
productions).
8. To appreciate the foreign language as an instrument to gain access to
the information and as a tool to learn different contents.
9. To value the foreign language (and the languages in general) as a means
of communication and understanding among people from different origins,
languages and cultures, avoiding any sort of discrimination or
linguistic and cultural stereotypes.
10. To show a receptive attitude and self-confidence in the learning
ability and usage of the foreign language. 4.1.3. FL CONTENTS CONTENTS include the knowledge, skills, abilities and attitudes that
contribute to the achievement of the learning objectives and acquisition
of competences. The FL curricular contents are organized around four
blocks, which include the following components:
|ORAL COMMUNICATION / ORAL TEXTS |WRITTEN COMMUNICATION / WRITTEN |
| |TEXTS |
|Block 1: Comprehension of oral texts|Block 3: Comprehension of written |
|