Unidad Didactica Inglés

DIDACTIC
UNIT

Iris Camacaro González
Didactics of Social Natural and Cultural Sciences
Máster Universitario en Educación Bilingüe
Universidad de Nebrija

Teacher Guide
This unit has been designed as part of the curriculum for the third level of Primary Education to developScience subject through English Language in a CLIL setting. It has been adapted from Madrid Curriculum. Is a part of the History and Society topics that have been planned for the second cycle. The plan has been adjusted to better meet the children’s needs.
We are going to describe the different components comprising man-made landscapes. Also, we are going to describe the elements we can findin rural and urban landscapes and in some natural parks of Spain.
The most important based competences will be worked. This unit contributes straight to the basic competence in the knowledge and interaction with the physical world surrounding us. Besides, the information processing and digital competence is used when students are required to interpret different formats and search information onthe web. The clarity of exposition in discussions, the ability to synthesize the information and the increase in the specific vocabulary are especially significant to develop communicative competence. And, finally, the use of work group, record and organize information for the final task (to make a poster about a landscape) contributes to the learning to learn competence.
It is based on thesecompetences, part of the Natural, Social and Cultural Sciences curriculum:
- To identify environmental problems caused by the effects of human beings on the landscape and to look for solutions.
- To interpret the information contained in the graphic elements in order to incorporate it into their own knowledge schemes.
- To express a feeling of global citizenship for the conservation of life onour planet.
- To take the decision to play apart in conserving the environment.
The contents are divided in concepts, procedures, and attitudes. Regarding to the contents, these are:
* The elements comprising a landscape. Natural and man-made landscapes.
* The relief of the land as a fundamental element of the landscape.
* Water: the ways in which it appears and the landscapes itforms.
The procedures that will be worked on are:
* Use pictures to identify the various elements comprising man-made landscapes and natural landscapes.
* Illustrate diagrams about different landscapes and elements
* Clear explanation of the contents of a word map.
The Attitudes and Values Education worked at this unit are:
* Appreciation of actions aimed at conservingnature.
* Interest in getting to know the surrounding landscapes.
* Rising of awareness concerning water consumption.
Also, this unit will work on:
1) Reading Skills:

a) Hypothesis formulation: To use prior knowledge and the information provided in illustrations to anticipate the contents of the text.
b) Making notes: Differentiation between main and secondaryinformation in a text read out loud.
c) Making up questions to verify comprehension of the text.

2) Cooperative work: Mutual knowledge and respect, learning to get to know each other to value other people and to respect differences.

3) Emotional education: self-esteem, communication, conflict resolution and assertiveness.
The teacher methodology will be to act as guider, monitor andprompter in the discussions. To monitor the class and their task learning the teacher will walk around the classroom to see if the students are paying attention and working correctly. The teacher will regularly assess for students learning through general questions and with a final exam.  Students will be asked if they have any questions related to the material.  The teacher will also listen to the...