DIDACTC UNIT 2: HOME SWEET HOME

1 BASIC INFORMATION
 1. 1Justification
 1.2 Problem situation
 1.3 Task
 1.4 Official curricular ties
 1.5 Social, academic and cultural context
 1.6 The students
2 WORKING PLAN
 2.1 Basic competences
 2.2 Objectives
 2.3 Contents
 2.4 Methodology
 2.5 Resources
 2.6 Sequence of activities
 2.7 Evaluation
 1.1 Justification

 This unit aims students in 3rd year of Primary Education to

work on the topic House and Furniture.

 Content and Language Integrated Learning (CLIL) unit

because students will work on contents such rooms
(bathroom), furniture (mirror)… using the foreign language.
 1.2 Problem situation
 Context: A classmate’s house took fire during this week in
our town and we are going to adopt the role of architects in
order to help him design a house. We all have the right to
have a house where we do our living.

 Problem: Are we able to help our friend design his house?

How can we do it?

 Goal: To learn vocabulary about home and furniture while

working in groups.
 1.3 Task

 Students will create a mock-up of a house.

 The task will be done in groups of 4-5.

 1.4 Official curricular ties
 LOE/LOMCE/HEZIBERRI 2020/RD 126/2014 The aim of
foreign language teaching:
 To maximize students’ abilities in all dimensions, in order to
achieve competences by solving everyday situations and
problems.
 To respond to the urgent need for communication and
understanding between different cultures.
 To enrich students’ cultural environment.
 To facilitate the development of tolerant attitudes.

 Acquisition of communicative competence meaningful and

authentic context/activities.
 1.5 Social, academic and cultural context
 San Fidel Ikastola, Gernika-Lumo, Busturialdea.

 Rural environment.

 17,000 inhabitants whose main activity is based upon industry and

commerce.

 Socio economic situation of most parents is middle

 Immigrants are coming to school and their reality differs from that
of the local students (Rumanian, Moroccan).
 1.6 Students
 3rd Year, 8-9 years old - 22 students.
 Previous knowledge (started learning English since they were 3).
 Characteristics (Piaget  Concrete Operational Stage:
 They start to overcome egocentricity (already did it).
 Their thinking is more and more objective.
 They start seeing the consequences of their actions.
 Strong-ties of friendship among them – importance of having friends.
 Autonomy increases – (personal involvement).
 Reached developmental competence and maturity.
 Develop the ability to organize and regulate their own behaviour in
situations that are familiar to them.
 Conservation matter principle.
2 WORKING PLAN
 2.1 Competences
 1. Basic transversal and disciplinary competences
 2. Every unit contributes to the development specific
competences.
 The treatment of the competences
(Disciplinary/Transversal) influence.
 Specific objectives.
 Resources.
 Activities.
 Evaluation
 Transversal competences
 Verbal, non-verbal and digital communication competence:
 Communicate adequately and effectively in personal, social and
academic situations.
 To approach into new cultures, realities and world.
 Learning to think and learn competence.
 Use materials and resources in an adequate manner.
 Use a variety of work and study strategies.
 Make autonomous decisions when planning and carrying out a
variety of tasks.
 Coexistence competence or competence to live together.
 Participate in different interpersonal, group and community
situations.
 Sense of initiative and entrepeneurial spirit competence.
 Specify the necessary resources to fulfil an objective.
 Appreciate the short-and long term consequences of one’s
actions.
 Learning how to be competence.
 Reflect on one’s own feelings, thoughts and actions that occur in
different situations of life.
 Oriented to learn to self regulate.
 Disciplinary competences
 Linguistic competence:
 Develop knowledge related to their own experience both orally and
in a written manner.
 Communicate effectively in different situations related to their
experience.
 Mathematical competence:
 Interpret information from charts, graphs and diagrams.
 Use logical thinking to solve communication problems.
 Scientific competence:
 Manipulate a variety of objects, machines, devices…
 Extract conclusions about what they are doing by means of
observation, exploration and experimentation.
 Technological competence:
 Use ICTs with criteria.
 Take advantage of the possibilities that the Internet offers so as
to consolidate language knowledge.
 Social and civic competence:
 Show a tolerant attitude when participating in oral discussions.
 Cooperate in group activities trying to solve the problems that
arise from this type of work in a peaceful manner.
 Artistic competence:
 Be aware of the importance of aesthetic factors in our lives.
 Develop creative thinking and strategies of interaction.
 Motor competence:
 To deal autonomously with various motor situations.
 Help with the attainment of integral well-being through a
healthy lifestyle.
 Transversal Competences in this Unit
 Verbal, non-verbal and digital communication competence:
 Communicate adequately and effectively in personal, social and academic
situations.
 Learning to think and learn competence:
 Use a variety of work and study strategies.
 Make autonomous decisions when planning and carrying out a variety of tasks.
 Coexistence competence:
 Participate in different interpersonal, group and community situations.
 Sense of initiative and entrepeneurial spirit:
 Appreciate the short-and long term consequences of one’s actions.
 Specify the necessary resources to fulfil an objective.
 Learning how to be competence:
 respect and understand the others.
Basic Disciplinary Competences
 Linguistic competence:
 Communicate effectively in different situations related to their
experience.
 Develop knowledge related to their own experience both orally and
in a written manner.
 Mathematical competence:
 Interpreting information, sizes of a house, maps…
 Technological competence:
 Using ICTs to create a mock-up and find
information/words/meanings.
 Artistic competence:
 Developing creative thinking and making a miniature.
 Connection
Competences Specific competences in the
syllabus design
Transversal: 1. Show awareness of the norms
1.Verbal, non-verbal and and conventions to be used
digital communication when communicating in the
competence. foreign language in speaking
2. Learning to think and (C 1,4,a,e).
learn competence. 2. Use competently and
3. Coexistence competence. appropriately different non-
4. Sense of initiative and linguistic devices that
entrepeneurial spirit. accompany oral expression in
5. Learning how to be the foreign language e.g.
competence. gestures, intonation (C
1,4,a,e,g).
Disciplinary: 3. Understand and use printed
a. Linguistic communication information in everyday
competence. activities at home, community
b. Mathematical competence. and school (C 1, a,b,d).
c. Scientific competence.
d. Technological competence
Treatment of competences in
this unit
1. Write and talk about home and
furniture (C,1,a,), (SC : 1,2,3)
2. Use language to talk about the
location of things (C2,5) (SC :
3,7).
3. Develop critical thinking skills (C
1,2,5,a,), (SC: 8,9,10)
4. Organise thoughts in a meaningful
way. (C 2,g) (SC:3,10).
5. Find correspondeces between
room and furniture (C 2,b,e,f)
(SC:2,3)
6. Use logical thinking to solve
everyday problems in different
communicative situations (C
2,4,5,d) (SC 9,10)
7 Exploit online resources to find out
information about countries. (C
2,5,d) (SC 5,8).
8. Understand the Internet as a tool
for self-study.(C 1,4,a,d) (SC
3,4,5).
e. Social and civic competence 4. Employ artistic/visual backup
f. Artistic competence (photos, drawings, computer-
g. Motor competence based material) to complement
the use of the foreign language
in expressing ideas and feelings
(C 1,2 ,4,a, e,f,)
5. Locate and use information
that appears in documents like
charts, maps, graphs, index (C
1, a,b,d).
6. Understand one’s feelings in
order to understand their mates
(C 1,2,a,b,d ,f).
7. Value concepts of educational
rights, generality and equality as
well as equality of opportunity
(C 1,2,4,a).
8. Engendering an appreciation of
the views and worth of others
(C 1,2,3,4,5,a).
9. Express personal opinions in a
respectful way in oral
communication (C 1,3,4,5,a,e).
10. Promote more effective
comunication from students’
knowledge (C 1,a,d,e,f,g)
9. Identify texture, shape,
measurement and color in
different artistic works
(C1,2,4,a,f) (SC 1,4,10).
10. Analyse different types houses
and furniture.(C 1,2,a)(SC:
3,4,5)
11. Use their imagination to create
a mock-up (C 2,4,a,f) (SC
2,4,9,10)
12. Explain the characteristics of
different romos in a house,. (C
1,2,a) (SC 1,2)
13. Reflect on their own cultural
traditions and draw conclusions.
(C 2,3,5,e) (SC 7,8)
14. Make decisions about retaining
national pride (C 2,3,4,5) (SC
6,9).
15. Have a critical eye over their
learning process. (C 2,3,4,5)
(SC 9,10)
16. Create a minituare or a mock-
up of a house (C: 1,2,4,a,b,f)
(SC: 2,,4,810)
 2.2 Objectives
 To learn the different rooms of a house.
 To identify some furniture related to the different rooms of
the house.
 To understand spoken and written texts about the topic.
 To design a mock-up of a house and present it in front of the
class.
 To participate actively in group work by respecting others.
Connection between specific objectives
and competences
 To learn the different rooms of a house. (C:1,2,a,d) (SC: 1,3 )
(CU: 1,5,7,8,10)
 To identify some furniture related to the different rooms of the
house (C 1,2,a) (SC 3,4) (CU 12,15)
 To understand spoken and written texts about the topic (C
1,2,a) (SC 1,2,3) (CU 1,2,7,8)
 To design a mock-up of a house and present it in front of the
class. (C 1,2,3,4,a,b,d,f) (SC 5,8,10) (CU 9,11,16)
 To participate actively in group work by respecting others. (C
1,2,3,5,a) (SC 1,6,8,9) (CU 3,4,6,13,15)
 2.3 Contents
 Content:
 Subject: rooms of the house, furniture, prepositions.
 Language: spoken and written texts.

 Cognition:
 Searching and finding information about the topic.
 Understanding simple oral and written texts.

 Culture:
 Understanding the importance of foreign language.
 Contents
 Communication:
 Language of learning:
 Key vocabulary: prepositions (in, on, under…), rooms (kitchen), house
furniture (shower, lamp…), classroom objects (paintbrush, pencil…)
 Structures: Prepositions: it is next to/in front of/behind…
There is/There are
 Language for learning:
 Asking questions: Where is the ____?
 Specifying:There is a ____ next to the _____.
 Other:What does ______ mean?, How do you say _____ in English?
How do you spell it?
 Language through learning: skills (reading, listening, speaking and writing) and
cognitive strategies (compare, contrast, identify, analyze, describe, create,
explain)
 2.4 Methodology
 Decree 236/2015 (Article 9) Methodological principles
based on competences:
 Constructivist approach.
 Taking students’ level as a starting point + motivation.
 Encouraging students’ capacity for “learning to learn”.
 Fostering meaningful learning (Ausubel).
 Promoting the active participation of students. (emotional,
intellectual and social stimuli).
 Vertical coherence between the different years, stages and levels.
 Horizontal coherence between the different curricular areas,
subjects and modules.
 2.4 Methodology
 Taking into account all these principles, in order to develop a
project based work, a problem situation was created where
students have to take part actively.
 This problem situation helps them to achieve basic competences.
 Groupings:
 Individual: Students need some time on their own to fully internalise
what they are learning.Various reading/writing activities.
 Pair work: closed/open/open-closed pairs /co-operate pairs.
IK/KI  Team/Group work: heterogeneous groups.
 Timing: 12 lessons. September-October
 Space management: art class, computer room, classroom,
display area.
 My task:
 Help and guide them during the process.
 Evaluate the process and not the final product.
 Offer and propose contents and resources to solve the problem.

 Roles of the teacher:

 Prompter
 Organiser
 Tutor
 Assessor
 Controller
 Participant
 2.5 Resources
 Material resources: printed, books, audio-visual, computer
based…
 Physical spaces: classroom, computer room, places in
town…
 Techniques:
 Skimming/scanning
 Intensive listening
 Role plays.
 Storytelling
 Simulation
 Question/answer routines
 2.6 Sequence of activities
INITIAL PHASE
Lesson 1
 Previous knowledge: A classmate’s house took fire during this
week in our town and we are going to adopt the role of
architects in order to help him design a house. Are we able to
help our friend design his house? How can we do it?
 Brainstorming: (20 minutes)
 What do you know about the parts of the house?
 Can you describe your house?
 What kind of house do you like?
 What machines do you use every day?
 Flashcards: (15 minutes)
 Types of houses, rooms and furniture.
 Games:
 Teacher says names of flashcards – students repeat.
 Teacher says names of flashcards – students stand up an point. Whole
 Teacher shows flashcard – students guess it. class

 Who is in the ring? (15 minutes)

 A ring with chairs (1 chair less)
 The teacher will say a sentence, like for example: Stand up (clap, clap) if
you use/ have (a microwave, a computer) in your house
 The child in the middle of the ring repeats the sentence and since there,
the rest of the children will change their sit if they have the object of the
kind of house which the child said. So, there is another child in the middle
and he/she has to repeat the action, and so on.
 DEVELOPMENT PHASE
Lesson 2
 Listening activity: “Happy” Voki song. (15 minutes)
 Answer 2 questions.
Whole Class and Individually
 Multiple choice exercise.
 True or false
 Written activity: Kitchen appliances worksheet.
 Read the descriptions and match with the appliances
individually
 Children have to draw and describe a new appliance in pairs.
 Guessing game:
 Complete the gaps with the words in the box and guess what
furniture/room it is.
 Reading: read and circle worksheet.
 DEVELOPMENT PHASE
Lesson 3
 Read a story: Where is Bob? (30 minutes)
 Individually.
 Check comprehension.
 Comprehension questions:
 Do you like the story?
 Who is Bob?
 Is there a computer in the bedroom?
 Where is bob?
 Who were in the tree-house?
 Whole class: each student one character.
 Act out.
 Worksheet: Furniture (Pictures and words) (10 minutes)
 Guessing game: Previous exercise’s furniture in the forehead. Ask questions
like: (pairs)
 Am I a room? – No. - Am I an object? –Yes. - Can you find me in the kitchen? –
Yes. - Can I cook food? – No. - Can I cool food? –Yes. - Am I a fridge? –Yes
 Lesson 4
 Listening: a song (Animal house): (10-15 minutes)

 Check comprehension. Individually,

 Put the pictures in order. then check in
pairs

 Worksheet: read definitions of furniture and match with the

words (15 minutes).

 Listening: (15 minutes)

 fill in the gaps and comprehension questions (T/F, full answers…).

 Prepositions worksheet practice. Explain and practise orally.

Lesson 5
 Speaking: (15 minutes).
 Student A and B are given a picture with some questions.
 Child A will have to create some questions with the following words:
- A carpet in the room? (Is there a carpet in the room?)
- How many beds / ? (How many beds are there in the room?)
 Child B will have to create some questions with the following words:
- A bin in the room? (Is there a bin in the room?)
-How many tables / ? (How many tables are there in the room?)

 Listening: (15 minutes) Individually and then in pairs.

 Put the lyrics in the correct order.
 Listening for a specific word.
 Read and join: (15 minutes) Individually
 Match the pictures with the numbers.
 Spotting the difference: (10-15 mins)
 Student A and B have a different picture and have to spot the 10 differences.
Lesson 6
 Reading: My favourite room in the house. (15 minutes)
 Read individually – tell each other the things they see there.
 Some words in bold  match with the pictures.
 T or F sentences. Correct the wrong ones. Check in pairs.

 Writing: Picture dictation and writing. (25 minutes)

 First draw what the teacher/student describes.
 After that colour it.
 Write the description of what you see.

 Roll the dice game: (10 minutes)

 Cut and paste the dice.
 Groups of 4-5.
 Each student rolls the dice and says a sentence:
 Kitchen: In the kitchen there is a fridge.
 Bathroom: In the bathroom there are towels.
Lesson 7
 Alphabet soup: (5 minutes).
 Reading and fill in the gaps: “Where is Bob?” text. (10 minutes)
 Furniture and rooms.
 Listening: Animal song! (10 minutes)

 Role play: family to do a shopping list.

 In the bathroom, what’s missing? Soap, towel, toothbrush…
 In the kitchen: oil, pasta…

 Completing the picture: (15 minutes)

 A and B similar picture but A misses some furniture that B has and vice versa.
Interaction.
Lesson 8
 Reading: My house. (20 minutes)
 Comprehension questions.
 Put the name for each room.

 Questionnaire: My favourite room and things at home. (10

minutes)

 Revision. (for the booklet).

 There is/there are.
 Furniture, rooms.
 Prepositions.

 Bingo game
 APPLICATION PHASE
Lesson 9,10,11 ART CLASS HELP
 In this 3 lessons we are going to create houses with different
rooms and they will have to present them to other students.
So the students will have to take recyclable materials and all
they want to create their own towns.
 They have to use all vocabulary acquired during the sessions
done before and they will have to use rooms and furniture
vocabulary as well as simple prepositions to prepare the
presentation and introduce their places to their students.
 They will follow a procedure and complete a booklet for
that.
GENERALIZATION AND TRANSFERENCE PHASE

Lesson 12
 Present the mock-up or miniature in front of the class.

 Hand in the booklet to the teacher.

 Evaluation of the oral presentation of other students.

 Co-evaluation: evaluate their students with rubrics. Useful for the teacher.

 Recording of the presentation: useful for:

 See strengths and weaknesses of children.
 Improve future presentations.
 Remedial measures with the form teacher and other language teachers.
 2.7 Evaluation
 Evaluation criteria
 Students can identify the different rooms of the house.
 Students can identify some furniture related to the different rooms of
the house.
 Students can understand spoken and written texts about the topic.
 Students can design a mock-up of a house and present it in front of
the class.
 Students can participate actively in group work by respecting others.
 Specific assessment criteria and competences

 Students can identify the different rooms of the house

(C:1,2,a,d) (SC: 1,3 ) (CU: 1,5,7,8,10)
 Students can identify some furniture related to the different
rooms of the house. (C 1,2,a) (SC 3,4) (CU 12,15)
 Students can understand spoken and written texts about the
topic. (C 1,2,a) (SC 1,2,3) (CU 1,2,7,8)
 Students can design a mock-up of a house and present it in front
of the class. (C 1,2,3,4,a,b,d,f) (SC 5,8,10) (CU 9,11,16)
 Students can participate actively in group work by respecting
others. (C 1,2,3,5,a) (SC 1,6,8,9) (CU 3,4,6,13,15)
 Specific learning standards
 Giving opinions.
 Describing events in the present.
 Present simple use: He is, They are…
 There is/There are.
 Prepositions and directions.
 Dictating sentences for others to write.
 Understand the story.
 Tools and types of evaluation

 Tools:
 Initial evaluation: questionnaires, brainstorming, games, debates,
flashcards...

 Procedural evaluation: revision of workbook, everyday teacher’s

observations...

 Summative evaluation: mock-up, written assignment, presentation

 SWSESN student
 Impaired hearing:
 When dealing with listening, we will provide her with
special support (such as amplifiers, text scripts and visual
support).
 Body language, clear articulation and facial expression.
 Provide always visual support.
 The use of amplification systems.
 Favourable seating in the class to facilitate speech-reading.
 Captioned films/videos.
 Fast learners:
 Adapt the activity.
 Find words in the unit for each letter of the alphabet.
 Crosswords.
 Wordsearch.
 Dialogues.
 CONCLUSION
 Summarise everything.

 Restate the objectives.

 Thank you.