viernes, 29 de mayo de 2015

DOMESTIC ANIMALS (REVISADO)

DOMESTIC ANIMALS (revisado)

 

            La Unidad Didáctica "Domestic Animals" va dirigida a la etapa de Educación Infantil, concretamente al nivel de 4 años. En ella se trabajan los animales domésticos, tanto de la granja como las mascotas, diferenciándolos de los animales salvajes. La Unidad recoge diversos contenidos relacionados con el mundo animal: hábitats, alimentación, reproducción, tipo de piel, beneficios para el hombre… Todos estos se trabajarán de manera significativa y lúdica, atendiendo a las necesidades del grupo-aula.

 

 

 

Subject: Área de Conocimiento del Entorno.        Teacher: María Manuela Zahíno Mateo

 

L2: English                                        Course / Level: Infantil 4 años    

 

1. Learning outcomes

 / Evaluation criteria

-       To distinguish between domestic animals and wild animals.

-       To know the characteristics of the domestic animal.

-       To know animal habitats.

2. Subject Content

-       Domestic animals: farm animals and pets.

-       Wild animals.

-       Characteristics of the domestic animal: feeding, skyn tipe, where they live, how they are born, animal sounds, benefits for people.

-       Animal habitats: land, sea and air.

 

 

3. Language Content / Communication

Vocabulary

 

-       Nouns: pig, cow, sheep, duck, hen, horse, rabbit, dog, cat, bird, turtle, fish, lion, tiger, elephant, snake, giraffe, hair, feather, scale, mammal, oviparo, milk, egg, ham, wool, land, sea, air…

-       Verbs: run, swim, fly, grow, be born, feed, live, moo, bleat, bark…

-       Adjectives: domestic, wild, small, big, dangerous, fairy, nice, ugly…

Discourse type

Narrative, description, song.

Language skills

Listening and speaking.

4. Contextual (cultural) element

This learning unit is intended for four year olds.
These children live in a rural setting where domestic animals therefore treat them a near unity and awakening interest abound.
Based on their previous knowledge we introduce new content. So we delve into the animal world, through direct observation of their environment.

 

5. Cognitive (thinking) processes

In this unit students use different cognitive strategies: attention, memory, reasoning, analysis, synthesis ... all the contents to acquire the animals in reference work: habitat, food, sounds they make ...

6. Activities

SESION 1:

- Story: "A day on the farm"

- Reading comprehension questions.

 

SESION 2:

- Drawing animals.

 

SESION 3:

- To solve riddles.

 

SESION 4:

- To memorize poetry and color pictograms.

 

SESION 5:

- To observe and recognize animals in the bits of intelligence.

- To set of couples pets.

 

SESION 6:

- To relate animals with farmer or jungle, as appropriate.

 

SESION 7:

- Singing songs related to the contents of the unit.

- To imitate the sounds of different animals.

- To recognize animal by its sound.

 

SESION 8:

- To bring the pet into the classroom and observe and discuss their characteristics. Take care and respect.

- To cut and paste the animals in their habitat.

 

SESION 9:

- To bring the pet into the classroom and observe and discuss their characteristics. Take care and respect.

- To memory game wildlife.

 

SESION 10:

- To chop the product and stick with the animal that provided.

 

SESION 11:

- To bring the pet into the classroom and observe and discuss their characteristics. Take care and respect.

- To cut, sort and paste the timing of the birth of a chick.

 

SESION 12:

- To bring the pet into the classroom and observe and discuss their characteristics. Take care and respect.

 

 

SESION 13:

 - To colour the pictures showing actions involving the care of the animals and cross out those that do not

 

SESION 14:

- To visit a farm in a nearby village.

 

SESION 15:

- To discuss the daytrip to the farm and draw what they liked.

 

7. Methodology

Organization and class distribution / timing

 

The unit will run for fifteen sessions spread over three weeks.

The proposed activities in a fun, active and participatory will work. And he carried out different types of grouping: individual, small group and large group. All this taking into account the needs, the pace and characteristics of students.

Resources / Materials

 

Bits of intelligence, riddles, poems, songs, magazines, computer, virtual resources, images of vocabulary, matching games, memory games, CD player, pets, scissors, punch card ...

 

-      Presentación en Slideshare sobre animales domésticos, dónde viven, sus crías y otras características.

es.slideshare.net/Borjare/domestic-animals-15518331?qid=5b26f5b8-e703-4f64-8f8d-845f0ce1275d&v=default&b=&from_search=1

 

-      Video de nombres de animales y sonidos.

https://www.youtube.com/watch?v=u4hEojBs0Q4

 

-      Canción de los animales de la granja.

https://www.youtube.com/watch?v=4iRye9D2Ajs

 

-      Mural de vocabulario de nombres de animales domésticos.

https://lh3.ggpht.com/I5-VVh-XcpJFbNnq3cy8zy-Z5qPoAUGFvGVvtsrkjKAjkBGyQ1LSYu1FMHn_4_Ug-II%3Dh900

 

-      Juegos interactivos y puzles.

http://www.cbeebies.com/global/sarah-and-duck#activity-303891

 

-      Dibujos para imprimir y colorear animales.

http://micuadernillodeingles.blogspot.com.es/2010/11/animales-domesticos-para-colorear.html

 

-      Ficha de vocabulario para relacionar dibujo con palabra.

http://www.actiludis.com/wp-content/uploads/2009/07/10-domestic-animals.pdf

-      Página para descargar fichas relacionadas con los contenidos de esta unidad.

http://imgarcade.com/1/animales-en-ingles-para-ni%EF%BF%BDos/

 

-      Actividades, manualidades, poesía y otros recursos.

http://es.paperblog.com/recursos-para-el-ingles-en-preescolar-las-mascotas-pets-981899/

 

-      Adivinanzas.

http://englishsaintignatius2.blogspot.com.es/2013/04/adivinanzas-en-ingles.html

 

-      Vídeo del cuento "On the farm".

https://www.youtube.com/watch?v=ki5q1orpHtY&index=2&list=PLBlXYndKHP7htKTBsH-4P3HMd7PJvLHGU

Key Competences

The different areas of knowledge of the stage and the various key work competencies, above all linguistic competence, competence in science, digital competence and learning to learn.

8. Evaluation (criteria and instruments)

It will conduct a global, continuous and formative assessment that meets the three stages of the learning process: initial, ongoing and final. To do this we will conduct a direct and systematic observation of both the process of teaching and learning.

 

The evaluation criteria of the learning process are:

-       To distinguish between domestic animals and wild animals.

-       To distinguish between domestic animals and pets.

-       To know animal habitats.

-       To assess the benefits of animals for people.

-       To know different characteristics of the domestic animal: feeding, skyn tipe, where they live, how they are born, animal sounds…




https://docs.google.com/document/d/1fZN8iybLq9zFbnJd0HjuuArGoALHMBNibALo-DJYmcQ/edit



https://drive.google.com/file/d/0B8Cvoni42NANRk1faGlzVFptZ00/view


MARIA MANUELA ZAHINO MATEO

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