All By Myself

Subject: Self knowledge and personal autonomy.       Teacher: Sira Criado Escudero

Title of the Unit: All By Myself            Course / Level: First childhood education

 

1.      Learning outcomes/ Evaluation criteria

 

●     To name in the object language the main parts of our body (head, arms, legs, eyes, mouth…)

●     To answer in the correct context the questions made in the object language according to their basic necessities

●     To try to elaborate sentences or to use words or fixed structures with the goal of express basic necessities

●     To use fixed structures and conventional forms of the object language on grettings

●     To recognize, represent and express feelings in the object language

●     To answer questions about themselves (what is your name, how old are you…)

 

2.        Subject Content

The contents related with the studied subject expressed in the L2 will be:

 

●     Parts of the body according to their age (head, arms, legs, eyes, mouth…)

●     Basic necessities (I have a wee-wee, I am hungry, I need to poo…)

●     Greetings (hello, bye-bye…)

●     Feelings (sad, hungry, scared, happy)

●     Simple and daily answers and questions about themselves.

 

 

3.      Language Content / Communication

 

3.1 Vocabulary

Taking into account the division established by Paul Nation we will pose the vocabulary we incorporate as of general use because in that stage we try to settle solid language bases and to create a confortable, confident feeling necessary for them to rise interest in using the object language in a spontaneous and fluent way. In spite of this, we will use a technical, specific, subject-based language according to their age.

 

The vocabulary related to sphincter control and basic necessities (eating, drinking…) as well as that intended to greetings or feelings.

For example: I have a wee-wee, I am hungry, I want some water, I need to poo. Specifically, We will focus on this vocabulary:

●     Body parts

●     Feelings

●     Grettings

●     Seassons:

●     Months:

●     Days of the week

 

3.2 Structures

Routines:

We will use the object language in our daily routines to fix the L2, as main goal.¡. To acquire this L2 in the morning we will be singing theme songs as:

 

●     good morning song

●     days of the week

●     the months of the year

●     the four seasons

Also, considering our pupils are really young we will frequently repeat questions as:

●     does anybody need a wee-wee?

●     are you hungry?"

●     are you thirsty?

 

Besides, we will daily work on the emotional education using resources as BITS, Digital board, story-telling… reviewing the most frequent and common feelings.

Gramatical Contents:

 

This educational unit will be a background, constant ongoing project through the entire course. While being so, we will add new vocabulary, verbs and fixed structures always starting from simple and close-to-their-background knowlegde contents to more complex and less familiar ones, also in their mother tongue.

We will use vocabulary related with the body, feelings, greetings, basic necessities and simple structures and questions, simple tenses and fixed structures which let the kids express their ideas with confidence and security.

 

Specifically, we will focus on this vocabulary:

 

●     Body parts: head, shoulders, arms, belly, legs, foot, eyes, mouth, nose, ears, hands, fingers, knees, toes, hear, lashes, chin, chest, belly button, ankles.

●     Feelings: Sad, hungry, happy, scared, ill, relaxed, bored, in love, sleepy, furious, sensitive, proud, shy.

●     Grettings: Hello, Good morning, Bye bye, Good Bye, thank you, you are welcome.

Seassons: spring, summer, fall, autumn, winter.

●     Months: January, February, March, April, May, Jun, July, August, September, October, November, December.

●     Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

 

Always from the most general to the most specific.

 

 

As for basic structures that we will use daily:

 

●     Do you need a wee-wee? Yes, I need a wee-wee. No, I don't need a wee-wee

●     Do you want to have a poo? Yes, I have to do poo. No, I don't have to do poo

●     Are you hungry? Yes, I am hungry. No, I am not hungry

●     How do you feel? I feel well, I feel bad, I fell ill.

 

Classroom management:

Expressions we usually use in the classroom to control the management and dynamics of the class such as actions that allow us to control the classroom environment:

 

●     Sit down on your chair, please

●     Be quiet, please,

●     Rise up your hand to speak, please

●     Let's clean up the classroom please

Let's tidy up the toys please

3.3 Discourse type

We will always have a speech based on a basic, very repetitive language which relies on images and gestures that allow us to ease the connection between same concepts not only in the mother tongue but also in the object language with no need of using translation as a resort.

 

3.4 Language skills

The linguistic skills we are going to work on are speaking and listening.

Our main objective consists in basically allowing and facilitating children's acquisition of a second language in a way as similar as possible to the acquisition of the mother tongue, that is, without teaching grammar as such, and based on the relationship that we almost unconsciously make between what we hear and what that symbolizes.

4.       Contextual             (cultural) element

 

To talk about themselves, their basic necessities and to establish basic skills to improve their conversation.

5.      Cognitive (thinking) processes

Understand and repeat.: Based on the relationship that we almost unconsciously make between what we hear and what that symbolizes.

 

6.      a) Task(s)

Understand and elaborate sentences and responses in the L2 according to the vocabulary and grammatical contents we have been establishing.

6.       b) Activities

The activities that we are going to do are meant to be as playful as possible, always trying to ensure the atmosphere in favor of participation, trust and student's ability to not respond only using separate words but also simple sentences in contextualized contexts. Enabling this properly will translate into a major student interest in learning through all the tasks.

 

Some of the activities will be:

 

●        Order activities: Simon says

●        Body expression: Represent popular songs (head, knees and toes shoulders, hello hello ...) like the ones linked in the next section.

●        Vocabulary activities: card game to match the letter with your word

Role play : one kid will be the teacher and will ask the other about their necessities.

 

7.      Methodology

 

7.1 Organization        and       class distribution / timing

The methodology will be active and participatory.

The class disposition must boost corporal expression, body language and both individual and group learning.

 

7.2 Resources / Materials

One of the most important thing about material will be photos, images and pictures to allow the kids identify their feelings and necessities with the visual support. 

 

We will use the object language in our daily routines to fix the L2, as main goal. To acquire this L2 in the morning, we will be singing theme songs as:

 

• good morning song
• days of the week
• the months of the year
• the four seasons

Also, considering our pupils are really young we will frequently repeat questions as:

• does anybody need a wee-wee?
• are you hungry?
• are you thirsty?

 

Besides, we will work daily on the emotional education using resources as BITS, Digital board, story-telling… reviewing the most frequent and common feelings.

In addition to aforementioned,  we will use the next materials to carry out this activities helped by the interactive whiteboard to sing songs, view videos, dance and repeat. We always use the L2 in the daily routines

Starting with routines will imply singing the "good morning song". The main goal is to acquire the L2 in a natural way, easy and simple and the best way to develop this goal is using songs. The song we will use in hour "Hello/good morning routine it will be:

-good morning song : good morning Mr. Rooster:

https://www.youtube.com/watch?v=CCClRXsYiik&list=PL0dcW_ozM95OX7N0Hel7suIBurGjTuUg_&index=4

- then the teacher will review, everyday, the days of the week singing the next song. Also the pupils must think about what  day of the week is that day, for example, Monday. 

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

- once we had been reviewing the days of the week, we will continue checking the season we are in using the next song:

https://www.youtube.com/watch?v=TBLFMXU8FLI

- to end the hello/good morning routine we need to review the weather of the day. To develop this part of the routine we will use weather flashcards. The teacher will choose a child to think about the weather, selecting then the correct flash card. 

Now the Hello/routine have been done, so it is time to start with the next routine. Sitting down on the carpet, the teacher will ask, one by one, to their pupils "How are you today?", then she or he must  answer about how she/is feeling today. In that case we will use flashcards as well and, of course, the L2 and nonverbal vocabulary, so, gestures and funny faces.

 

Then, to continue this routine we will sing the feeling song:

https://www.youtube.com/watch?v=l4WNrvVjiTw

Also we will make a story telling about "The colours monster". A book based on the differents feelings a monster might feel and the colours that he turns on depending on the feeling he is filled with. As toddlers begin to experience a range of emotions that they cannot  put into words yet, this is the perfect book to help them out. The protagonist is a sweet monster which wants to explain how he feels and uses colour to do so. It is an innocent but powerful opportunity for children to make sense of how they feel and learn colours along the way (Anna Llenas, ISBN-10: 1783703563)

https://www.youtube.com/watch?v=Ih0iu80u04Y

Ending with our daily routines materials we will say "goodbye" with this song:

https://www.youtube.com/watch?v=PraN5ZoSjiY

to improve the L2 and acquire differents ways to say goodbye we will sing the next song:

https://www.youtube.com/watch?v=UQfvAlmr5g0

Also we will use in our classroom different images as well as posters to beep up this "goodbye" routines related to the songs we had been talking about with a single objetive: reinforce all learning experience  in a visual way. 

 

During the day and trying to introduce de L2 in all our activities, we will keep on making questions to our students such as "do you need a wee-wee?, "Are you sick?", "do you need to go to the bathroom?" reinforcing  all learning with also visual aids and with pictures decorating our classroom. 

Also we will learn our body parts to improve the L2 and to ease the scaffolding of their learning. To Learn this we will lean on the next song:

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

 

In addition, we will work on this simple worksheets, adapted to their knowledge and training  level, and the next kind of posters. 

7.3  Key Competences

Emotional education to express basic necessities, quick replies, language elaboration as well as understanding basic sentences.

 

 

8.      Evaluation (criteria and instruments)

●     To name in the object language the main parts of our body (head, arms, legs, eyes, mouth…)

●     To answer in the correct context the questions made in the object language according to their basic necessities

●     To try to elaborate sentences or to use words or fixed structures with the goal of express basic necessities

●     To use fixed structures and conventional forms of the object language on grettings

●     To recognize, represent and express feelings in the object language

                             To answer questions about themselves (what is your name, how old are you…)

 https://drive.google.com/open?id=1R9I63K4s8J449Ss6BrUlng26SMl4rJKU

SIRA CRIADO ESCUDERO