UNIT 2

Meet my family

Image: Family, by Randen Pederson

In this unit we will revise and enlarge vocabulary about family. We will also introduce numbers from 200 to 299 and we will continue reviewing the alphabet. We will carry out an individual project: "My family tree". At the end of the unit the students will be able to introduce the members of their family and give some personal details about them.

Number of sessions: 8
Length of the class: 45'
Number of pupils: 27 (4th grade Primary)

OBJECTIVES:

• To ask and answer questions.
• To review the members of the family and numbers from 100 to 199.
• To introduce the members of one's own family and their personal details.
• To understand and use the syntactical-discursive structures: numbers from 200 to 299, conjunction 'and', affirmative sentences, auxiliary questions and Yes/No (+tag/negative tag) answers.
• To review and strengthen the alphabet (a, b, c, d).
• To relate the letters of the alphabet with their sounds.
• To follow oral instructions and commands given.
• To plan and organise a group project.
• To listen to and understand a story.
• To sing a song.
• To manifest a positive attitude by the English class.
• To accept and respect the English classroom rules.

CONTENTS:

Block 1. Oral texts comprehension

• Personal details and family description.
• Sound, stress and intonation discrimination.
• Alphabet.
• Mobilisation of previous information about kind of task and topic.
• Differences in use of the simplest daily communication formulas concerning greetings and introducing people.

Block 2. Oral texts production: expression and interaction

• Establishment of basic social contact by simple daily communication formulas.
• Oral expression of greetings and introductions.
• Interaction to ask for and give information.
• Usage of sound, stress and intonation patterns.

Block 3. Written texts comprehension

• Relation of letters and their sounds.
• Locating and responsible processing of information through teacher's guide, by searching tools and digital visualisation on electronical devices.
• Usage of dictionaries and vocabularies on various formats.

Block 4. Written texts production and interaction

• Personal details description.
• High-frequency words orthography.
• Punctuation to mark sentences: full stop, capital letters and question marks.
• Usage of models or guides to do written compositions.
• Usage of dictionaries and vocabularies on various formats.
• Revision: grammar, presentation, handwriting, text adequacy and organisation.
• Product presentation, in paper or digitally, using appropriate elements.
• Planning and organisation of an individual project.

HIGH FREQUENCY VOCABULARY:

• Personal identification: name, age, address, city, phone number.
• Family: daddy, mummy, brother and sister, granny, grandad, uncle, aunt, cousins.

SYNTACTICAL-DISCURSIVE STRUCTURES:

• Logical relations expression: and.
• Affirmation: affirmative sentences; Yes (+tag).
• Question: Auxiliary questions.
• Quantity expression: singular/plural; cardinal numbers (200-299).

KEY COMPETENCES:

LCC: Linguistic communication competence.

SCC: Social and civic competence.

CAE: Cultural awareness and expression.

DC: Digital competence.

ISE: Initiative sense and entrepreneurship.

ACTIVITIES AND METHODOLOGY

My pedagigic method will be adapted to the students' characteristics to favour their capacity to learn on their own and work as a team promoting creativity and dynamism. It will integrate resources of information and communication technologies in learning, and it will take into account the following principles:

• Teaching methodology at a primary education level should generally aim for pupils' development, integrating their experiences and learning.
• Teaching must be personalised and adapted to the learning rhythm of each child.
• Recreational activities constitute an especially suitable resource at this level.
• Contents should be organised according to a global focus.
• The teaching process will be based on the pupils' constructive activity, ensuring that what is learnt will actually be of use and encouraging pupils to learn on their own.

Language is mainly a communication system. It is therefore necessary to learn how to communicate properly (first orally, then by writing).

According to this general principle, here are the main characteristics of this method:

• It is necessary to follow a direct, functional, flexible and communicative method by using the current audio-visual resources: video, CDs, DVDs... and the information and communication technologies. the internet, computer, digital board...
• Methodological guidance follows a general principle: first oral then written communication.
• It is necessary to give more importance to communication rather than to form.
• Making mistakes is part of every learning process. It is better not to avoid them.
• The teacher must be the 'driving force' and the guide to learning. He is the head of the planning, methodology, and the efficient running of the class.
• It is essential that students feel motivated. Authentic motivation arises from the real necessity of the English language in everyday life: science, culture, tourism, work, society, institutions...
• Cultural contents are an integral part of the students' education as they form part of the communicative competence. 'Cultural' knowledge is melted with linguistic knowledge.

SESSIONS:

1st session
2nd session

3rd session
4th session
5th session
6th session
7th session
8th session


If you have any doubt about the activities of the sessions above, just write a comment! I'll be glad to answer as soon as possible! 😉