Didactic Unit. in the Jungle

7/21/2019 Didactic Unit. in the Jungle

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Didactic Unit. In the Jungle Laura Díaz Gil

DIDACTIC UNIT:

IN THE JUNGLE

Laura Díaz Gil. Group 2. English MentionProfessor Verónica Montero




INDEX1. INTRODUCTION

2. LEGAL FRAMEWORK

3. UNIT OBJECTIVES

4. BASIC COMPETENCES

5. CONTENTS• CROSS CURRICULAR CONTENT

6. TIMING

7. ASSESSMENT

8. METHODOLOGY

9. EXTENSION AND ENRICHMENT ACTIVITIES




5. Contents

CONCEPTS• Grammatical contents: Present simple and present continuous.• Vocabulary: Animals: Tiger, lion, spider, zebra, hippo, monkey, giraffe, insects,

leaves, meat, ocean, wood, jungle, swim, y, walk, run.

• Social : See the others good qualities and not say bad thing about their bad qualities.• Cross-curricular: Environmental education, sciences education.

PROCEDURES

• Describing an animal• Singing a song• Solving crosswords• Reading dialogues

ATTITUDES

• To show interest and curiosity to learn new words.• Active collaboration in pair work and group work.• Showing interest in discovering another culture.

6. Timing

The didactic unit will be carried out through 3 sessions. Each session is divided into thefollowing parts: warming activities, learning activities and closing activities.

• Warming activities: Reading and vocabulary.• Learning activities: Grammar, writing, listening.• Closing activities: Speaking and review activities.

See the others goodqualities.

Presentcontinuous and

simple




7. Assessment

A) Evaluation stages:- Initial evaluation: It will be carried out at the beginning of the Didactic Unit to check what studentsknow about the topic.- Formative evaluation: It will be carried out through the constant observation of the pupils’

performances, attitudes and participation in all the activities proposed.- Final evaluation will take place at the end of the unit through the nal task designed for the UnitB) Assessment instruments:- Direct observation in class.- Personal evaluation sheets.- Behaviours board and evaluation board.- Self evaluation worksheets (They think about their ownparticipation, behaviour in class too).- Co-evaluation: When doing games, crafts, activities or songs, ourpupils can be the jury. It is also possible when doing pair-work, too. - Evaluation criteria.

8. Methodology The methodology followed in this unit is Content and Language Integrated Learning(CLIL). Content and Language Integrated Learning (CLIL) is a competence-basedteaching approach that is gaining ground in European education systems. The idea is toteach both the subject and the language, and is captured in the phrase "using language tolearn, learning to use language.". CLIL encourages the use of curricula which promote theright interpersonal skills, cultural sensitivity and communication and language abilitieswhich are in demand by today’s employers.

These are the four aspects on which the CLIL Approach is based:

- Autonomous learning.

- #Cooperative learning.

- #Task-based Approach.

- #Learner Centered.

There are also other aspects to bear in mind:- #Students will be in contact with signicant communicative and comprehensibledata, which are near to their interests.

- #The previous knowledge of the unit will be taken into account.

- #Students should learn to learn, they should be provided with strategies that willallow them to develop autonomous learning.

- #We should promote the pupils’ positive attitude towards the Foreign Language,towards the peers and themselves, given the importance of emotional factors inpresent-day society.




9. Extension and Enrichment Activities

Online extension and enrichment activities:Present simple:http://www.esolcourses.com/content/exercises/grammar/presentsimple/wordmatch/1/ wordmatch.htmlhttp://www.esolcourses.com/content/exercises/grammar/presentsimple/wordmatch/2/ wordmatch.html

Action verbs:http://www.esolcourses.com/uk-english/beginners-grammar/action-verbs/picture-vocabulary-quiz.html

zoo animals:http://www.esolcourses.com/uk-english/elementary-course/animals/zoo-animals/mammals-word-search.html

http://www.esolcourses.com/uk-english/elementary-course/animals/zoo-animals/mammals-word-search.html

http://www.esolcourses.com/uk-english/beginners-grammar/action-verbs/picture-vocabulary-quiz.html

http://www.esolcourses.com/content/exercises/grammar/presentsimple/wordmatch/2/wordmatch.html

http://www.esolcourses.com/content/exercises/grammar/presentsimple/wordmatch/1/wordmatch.html




SESSION 1

Warming Activities

1. Remember what you know. Do you know any animal from the jungle?

Skills practiced : Speaking and writing.Objective: To make the students think about what they know.Materials: Pencil and paper.Timing: 10 minutes.Vocabulary: Animals.

The teacher asks to the students if they know any animal from the jungle, and writes it onthe blackboard, the students write down the list too.

2. The Jungle Games . Read and write the animals you found in the text.Skills practiced: reading, speaking and writing.Objective: To read a text and understand what is being read.Materials: Sheet with the story and questions about the story, pencil.Timing: 20 minutes.Vocabulary: jungle, team, match, lion, zebra, referee, giraffe, eld, to run, to jump, to y,score, elephant, bird, goalkeeper, hippo, river.

The students read the story below out loud with the teacher, if they don’t know a word theteacher explains them, after the reading they answer some simple questions out loud andwrite it down in the sheet. The questions are the following:What are the animals playing?

What animals can you see in the text?Who are the captains of the teams?Who scores a the rst goal?Why is Martin angry?What team wins the match?What do the animals do at the end of the match?

The Jungle GamesThe animals of the jungle meet every week to play a football match. James the lion is thecaptain of the Livingston team and Martin the zebra is the captain of the Stanley team. The

referee is Margaret, the tall giraffe can see all the eld from up there.Everybody is very excited, the match is starting and there are animals running, jumpingand ying on the eld. Nobody knows what is happening until Beckam, the elephant fromthe Livingston team, scores the rst goal.

Goooooooooooal!, roars the captain and all the animals of the jungle. With all the noise thebirds get scare and y from the trees.

Martin is angry because is impossible to score a goal to the Livingston team, thegoalkeeper is Gloria the big hippo.

Time ies when they are having fun, and the animals don’t know that the match is ending.After the match, all the animals go to the river to celebrate the Livingston team’s victory.




Learning Activities

3. Listening. Listen the conversation.Skills practiced : Listening.Objective: To make the students listen and understand.Materials: Audio CD, CD Reproducer.Timing: 10 minutes.Target language: Animals. Present continuous, present simple.

- Girl: Hello, Tom. What are you watching?- Boy: Hi, Sarah, I’m watching a documental about the jungle. Do you know that lions eat

meat?- Girl: Yes, I do. Do you know what giraffes eat?- Boy: No, I don’t.- Girl: They eat leaves from the top of the trees.- Boy: Like the elephants! They take the leaves with their big nose.

- Girl: Right! Learning about the jungle is interesting.- Boy: We want to learn more about it.

4. Look at the pictures and write what are they doing.Skills practiced : Writing.Objective: To practice writing skills and learn the writing of the target grammar andvocabulary.Materials: Worksheet and pencil.Timing: 10 minutes.Target language: Animals, present simple, present continuous, to jump, to swim, to run, towalk, to y.

The lion is _________.




Closing Activities

5. Mime games

Skills practiced : Speaking.Objective: To review the content learned and have an amusing time.Materials: None.Timing: 10 minutes.Target language: Present simple, present continuous, to jump, to swim, to run, to walk, toy, (animals).

The teachers selects a student randomly, the student selected has to mime an actionlearned on the session and the others students have to guess what action is.

(An alternative is that the students can make sounds and mimics to act like an animal andthe others have to guess it).

6. Self-assessment taks. Crossword.Skills practiced : writing .Objective: To review the content learned and have an amusing time.Materials: crossword worksheet and pencil.Timing: 5 minutes.Target language:Elephant, parrot, lion, crocodile, zebra, walk, snake, run, lion, leaves,spider.

Put the words in the crossword: Elephant, parrot, lion, crocodile, zebra, walk, snake,run, lion, leaves, spider.




SESSION 2

Warming Activities

1. The mocking Tiger

Skills practiced : Reading.Objective: Learn to appreciate valuable qualities on everyone.Materials: Story worksheet.Timing: 10 minutes.Target language: bumblebee, puny, clumsy, landslide, gap, shamefacedly.

The tiger was clever, quick and strong. He was always making fun of the other animals,particularly of the puny bumblebee and the slow and clumsy elephant.One day, the animals were having a meeting in a cave, when there was a landslide whichsealed up the cave entrance. Everyone expected the tiger to save them, but he couldn't.In the end, the bumblebee escaped through a tiny gap between the rocks.He ew off in search of the elephant, who hadn't gone to the meeting because he wasfeeling sad. The elephant came and moved the rocks, setting the animals free.The animals congratulated both the elephant and the bumblebee, and were keen to betheir friends. The last animal to leave the cave was the tiger, shamefacedly. He learned hislesson, and from that day one he only saw the good in all the other animals.

What animals are the characters?Why the tiger makes fun of the bumblebee and the elephant?Who saved the animals?Who left last the cave?What did the tiger learn?

Learning Activities

2. Listening. Riddles.Skills practiced : Listening and writing.Objective: To make the student learn about the animals description.Materials: Audio CD, CD Reproducer.Timing: 10 minutes.Target language: Animals.

Listen to the riddles and nd what animal is.

I’m very big.I like to eat peanuts.I have four legs and twobig ears.Mi long nose is called atrunk.What am I?

I have a tail.I can y.I’m covered in colourfulfeathers.I can whistle and I cantalk.What am I?

I am small and shy.I have eight legs.I eat bugs.I catch them in my web.What am I?

I live in the jungle river.I have four legs and along tail.My mouth is big and Ihave lots of teeth.What am I?




3. Learn how to make a riddle.Skills practiced : Writing.Objective: To describe animals.Materials: Worksheet and pencil.Timing: 15 minutes.Target language: Animals.

Choose three animals and try to make a riddle for each one.

Closing Activities

4. Play with your classmate.Skills practiced : Speaking.Objective: To describe animals.

Materials: Worksheet with riddles.Timing: 5 minutes.Target language: Animals. Review of describing vocabulary (big, tall, short, small…)

The teacher tells the students to work in pairs and ask the riddles they have done to theother one.

5. Self-assessment. Acrostic poems.Skills practiced : read and writing.Objective: to use the vocabulary in different contexts, use the language creatively.Materials: Worksheet.Timing: 15 minutes.Target language: Animals.

The students learn about acrostic poems through examples and do one or to on their own.

C rocodilescan c R awl very fast!

O h, how terrifiying!C rocodiles

c O me near.Oh D ear!Please don´t b I te mewith your terrib L e sharp

t E eth!!

Z Ebra, zebra, oh how Ilik E your

B eautifulst R ipes!

wh A t an elegantS tyle!




SESSION 3

Warming Activities

1. Fun Jungle Facts . Read and answer the questions.

Skills practiced: reading and writing.Objective: Practice of reading, to learn fun facts about the jungle.Materials: worksheet and pencil.Timing: 20 minutes.Vocabulary: overgrown, tangles, vegetation, dense, forest, rainforest, environment, warm,law, savannah, grassland, ape.

Did you know..?• Jungles are overgrown with wild tangles of vegetation and dense forest.• Jungles and rainforests are similar, but while rainforest have tall trees that block out

light, jungles allow more light in, making it easier for plants to grow.• The extra light creates dense areas of plants and vegetation that can be difficult to

walk through.• Jungles are often found surrounding rainforests.• Jungles are home of a lot of plants and animals.• Over half of the world's species live in a jungle environment.• Jungles are usually in warm places and it rains a lot.• The saying “The Law of the Jungle” comes from Rudyard Kipling’s collection of

stories called The Jungle Book, published in 1894.• While lions have the nickname “The King of the Jungle” they typically live in

savannah and grassland.• Tarzan is a famous fictional character who is raised by apes in African jungles.

What is the difference between rainforests and jungles?Who is Tarzan?Are there animals living in the jungles?Who is Rudyard Kipling?When did The Jungle Book got published?Do lions really live in jungles?




Learning Activities

2. Listening. Rumble in the jungle.Skills practiced : Listening and speaking.Objective: To make the student learn about the animals description.Materials: Audio CD, CD Reproducer.Timing: 5 minutes.Target language: Animal description.

The students listen to the reading of the poem “Rumble in the Jungle” and learn theparagraph they liked most to recite it.

There’s a rumble in the jungle,

There’s a whisper in the trees,The animals are waking upAnd rustling the leaves.

Some animals are frightening,And some are sweet and kind,So let’s go to the jungle nowAnd see who we can nd.

It’s great to be a chimpanzeeSwinging through the treesAnd if we can’t nd nuts to eat #

We munch each other’s eas!

The lion’s the king of the jungleJust listen how loudly he roars!Every animal quiversAnd shudders and shiversAs soon as he opens his jaws.

It’s great to be an elephantAll big and fat and round,And wander through the jungleJust elephing around.

I coud have been grey like a donkeyOr brown like my cousin the mule,But instead I’ve got stripes

Which my ladyfriend likes,As they make me look handsome and cool.

The boa constrictor’s a slippery snake

Who slithers and slides round his tree,And when tasty animals wander too closeHe squashes them slowly for tea.

Some animals laughAt the gangly giraffeBut I hold my head up and feel proud,I really don’t careWhen my head’s in the airAnd my cheek’s getting kissed by a cloud.

Hello, I’m big happy hippoI sleep in the sun to get hot,And when I’m not sleepingI mooch in the mud,Which hippos like doing a lot.

Beware of the terrible tigerYou don’t always know when he’s near,But his eyes shine like lightsThrough the blackest of nights,And his growl makes you tremble with fear.




3. Look and spell the animals words

Skills practiced : Writing and speaking.Objective: To make the student learn the spelling and correct writing of the animals.Materials: worksheet.Timing: 10 minutes.Target language: Lion, crocodile, hippo, giraffe, monkey.




Closing Activities

4. Play animal games

Skills practiced : Speaking.Objective: To comunicate and use de language learned creatively.Timing: As long as the teacher desire.Target language: Animal vocabulary.

Play animal games:

1) If I were an animal, I´d like to be a (an) . . And you? I´d like to be a (an) .. .

2) Animals in the zoo – change the cage!a. Sit in a circleb. Choose an animal you´d like to bec. Let one child give commands: “Tiger and elephant, change the cage!”

If there is more than one elephant and tiger, the command shouldbe “All tigers and elephants change cages!”

The children who are “elephant” and “tiger” change their places.The child who gave the command, tries to catch a seat, the child whocould not sit down has to give the commands now.

d. If the child says “Rumble in the zoo!” all children must change places.

3) Animal chain : elephant – turtle – e lephant – tiger – r hinozeros – s ..




5. Self-assessment. What’s missing?Skills practiced : Writing and speaking.Objective: To detect errors in the pictures and communicate.Timing: 10 minutes.Target language: Can see, there is/are, animals.

Go to the zoo. Watch the animals. Name the 7 animals: “This is a .”Can you find them all? What´s missing in the different zoo s ?

You can say:

Zoo 1: Zoo 2:In this zoo I can see a .. In this zoo I can see a .. .

.............................................. ......... ..................................

........................ and a .. .... . ........................ and a ......... .

But there is no . . But there is no .. . .

The is missing. The . is missing.

I can see a .............. and ain the zoo.

There is a ....... and a . ... .

I´d like to see a . .But there is no .... .The . is missing.




FINAL TEST

1. Do you know these animals?

• I am the king of the animals. _____________• My skin is grey, I’ve got a long trunk and big ears. ______________• I live in the jungle, I love bananas. ______________• I am a dangerous wild cat with black stripes. ______________• My neck is very long, my body is yellow with brown spots. ______________• I am green and live in the rivers, I have a big mouth with teeth.______________

2. Draw a jungle animal and describe it.

__________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Fill in the gap with the correct verb.

- The monkey _______ in the trees.- Zebras _____ black and white.- Tigers ______ very fast.- Hippos can _____ in the river.- The crocodile ______ a big mouth.- The giraffe ______ leaves from the top of the trees.

4. Are the phrases true or false? Correct the false phrases.

- Crocodiles are taller than giraffes.

______________________________________________________________________________________

- Monkeys can walk in two legs.

______________________________________________________________________________________

- Elephants have small ears.

______________________________________________________________________________________

- Jungles and rainforest are the same.______________________________________________________________________________________

Didactic Unit. in the Jungle

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