Unidad didactica George and vegetable patch

We have chosen this book because we think that is very important that children know vegetables and also we can work other topics for example: colours, make a grant, and so on.

DIDACTIC UNIT

5 sessions

 1)

• AGE  5
• TIME: 45 minutes-1hour
• AIMS: Language: vocabulary about vegetables (carrot, onions,…)
• DESCRIPTION           

               1.Talk about vegetables.

          2.    Ask children if they know the different king of vegetables.

          3.    Read the book together.

GEORGE AND HIS VEGETABLE PATCH

This child is George.

He has got a vegetable patch.

George and his grandfather always waters the plants.

There are a lot of orange carrots.

There are a lot of red tomatos.

There are a lot of yellow potatos.

There are a lot of green peas.

There are a lot of purple aubergines.

There are a lot of white onion.

Everyday, George eats his own vegetables.

He loves it! (It´s delicious!)

 

           4.    Play with the vegetable market. We put a lot of vegetables in a table and children play with it.

2)

• Age: 5                     
• TIME:45 minutes-1hour
• AIMS: Language: vocabulary about vegetables (carrot,  onions,…) Vocabulary about different colours. (purple, yellow, red, blue…)
• DESCRIPTION :        

          1.    In the first place the teacher will read the book "George and his vegetables patch" and they will talk about the story.

           2.    In the second place we will sing a song who called “Purple, yellow” While we are singing the song, children have to listen and lift each color when they hear it.

Purple, yellow

Purple, yellow, green.

All my socks are clean.

Purple, yellow, blue.

That hat looks good on you.

Purple, yellow, white.

Am I wrong on right?

Purple, yellow, grey.

I feel great today.

         3.    In the third place children have a photocopy with the vegetables pictures and they will have to color each vegetable with the color that have in the book “George and his vegetables patch”

3)

• AGE: 5

• TIME:45 minutes-1hour

• AIMS :Children know the names about vegetables and the colours.

They can know that these food is good for they.

They can learn to recognize these vegetables.

• DESCRIPTION          

                    4.    In the first place the teacher will read the book "George and his vegetables patch" and they will talk about the story.

                5.    In the second place we will explain the game "find the couple". We will have a lot flash card with vegetables and the children should find the couple. When they will have a couple they will have one point.

                6.    In the third place we will explain the game "dominoes". We will have a lot flash card with vegetables and the children should put the next flash card depend of before flash card because the vegetables should coincide.

4)

• AGE: 5
• TIME: 45 minutes-1hour
• AIMS: Handling fruits and vegetables and vocabulary about it
• DESCRIPTION          

              1.    Inside the school there will be an orchard where children will plant seeds of different fruits and vegetables. Children will water fruits and vegetables every day and they will see how the plants envolve and grow that they have planted.

5)

• AGE: 4
• TIME: 45 minutes – 1 hour.
• AIMS: Language: Children revise vocabulary about vegetables. They learns and enjoy too.
• DESCRIPTION             

             1.    Read the book George and his vegetable patch.

             2.    Make our own vegetables with straws and cardboard.

             3.    Do a party with children. They can bring some food cooked with vegetables such as carrot pie, mashed potato,…

Three little pigs

THREE TITTLE PIGS

Last scene

Younger pig: The wolf has destroyed my house of straw!

Medium pig: The wolf has destroyed my house of wood!

Older pig: I tell you!!

Wolf: Open the door!

Young pig: No!

Medium pig: No!

Older pig: No!

Wolf: Please, open the door! I am a good wolf.

Young pig: No!

Medium pig: I don´t believe you!

Older pig: You are a bad wolf.

Teacher (narrator): Finally, the wolf can´t enter into older pig house, because his house was brick. And for this reason the wolf come back to the forest. The tree pigs could live happily!

 

ACTIVITIES:

1

• AGE  5
• AIMS  Language: Parts of the house (Kitchen, livingroon, bathroom,…) and materials (straw, wood and brick)
• DESCRIPTION  Play with flashcards about the materials.

2

• AGE  5
• AIMS  Language: Children learn commands.
• DESCRIPTION  (TPR) Say children command like: Open the door, please. / Bingo: vocabulary about command.

3

• AGE  5
• AIMS  Language: Children learn when they should act.
• DESCRIPTION  Teacher shows them flashcards about different characters and their materials of house. e.g. Young pig flashcard with straw. Then, the child who should be the young pig, he will knoww when he should act.

 

4

AGE  5

AIMS  Languge: Children learn their sentences with flashcards and mime.

DESCRIPTION  Teacher shows them the flashcards with command and mime. So children will know they have to say.

 

CRISTINA SEIJAS, BELÉN LÓPEZ-ROBERTS, IRENE CASANOVA Y SARA MURILLO.

Activity about different methods

1. - It has been said that the Grammar-Translation Method teaches students about the target language, but not how to use it. Explain the difference in your own words.

This method (Grammar-translation) is properly when you teach the grammar. Because although you translate all the grammar, you can´t communicate well, and for this reason you don´t learn with this method to communicate properly.

The important thing is develop the communicative competence.

 

2. - In a Grammar- Translation Method, grammar is treated deductively; in the Direct Method, grammar is treated inductively. Can you explain the difference between deductive and inductive treatments of grammar?

Grammar Translation – Deductive (Generalizationà Specifications, activities...).

Direct Method – Inductive (Specifications, activities…à Generalization).

In the first one (G-T) is deductive because the teacher explain (translation) all things. And in the second one, are the children who learn theirself.

Ex (G-T): Italy is here (map).

Ex (DM): Where is Italy in the map? Somebody know?

 

3. - Which of the following techniques follows from the principles of the Audio- Lingual Method, and which ones don´t? Explain the reasons for your answer.

I choose the paragraph B, because in this case is the most similar to Audio-Lingual method. In this method the teacher always is a model for imitation. Also, children or students repetition and imitation and the have dialogues memorization.

 

5. - Asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?

TPR (Total Physical Response) is a useful method for children when they learn a first language. Because children imitation the direct behavior that the teacher directs them. Also, children listen and speak in a enjoyable way. And for this reason, they learn properly a L1.

 

7. - A lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.

We teach something with TPR method without use the imperative with the children. We can do this method and also you use the imperative but in a different way.

Example: If we could teach the relative clauses, we will tell children for example, “Stand up the girls who wearing jeans”. You teach the relative clauses and also, you use the TPR (with the imperative).

RAINBOW.

 

 

RAINBOW

 

 

The very hungry caterpillar.

 

 

 

 

 

 

1.       The food basket. (Before Reading)

We are going to show different pictures of food. 

This activity we are going to do before reading the story, this activity will help to motivate children.

2.       Making a paper caterpillar. (After reading)

We want do with the children a paper caterpillar. We can us newspaper and green, brown and red paint.

We are going to crease the newspaper and then we going to paint it.

3.       Who is the butterfly?

We are going to split up the class into three groups

They have any photography of different winged insects and they are going to choose who in the butterfly.

4.       Caring for a caterpillar.

Children have a caterpillar in the classroom and they will have to take care it.

 

Activities to develop the different techniques about reading.

 

Activities to develop the different techniques about reading.

 

 

 

 

 

We have chosen three techniques skimming, scanning and predicting.

We are developing different activities for these techniques

We will ask some question about some kinds of mice for developing the scanning technique,

We ask

             Where do the pygmy mice and dormouse live?

            What do the different kinds of mice eat?

            How long are the different kinds of mice?

For developing predicting techniques we will ask about house mouse.

We ask if children have house mouse in their house.

            What does it eat?

            How long is more o less it?

Finally for developing skimming techniques we will do two ask

            What do the text said?

            How many do the different kinds of mice there are in the text?

 

 

 

           

 



Opinions Zog´s book

In my opinion the book is interesting and funny. Besides it has a lot of drawings which make it is reading easier. The paragraphs are short, so as not to be boring.
Although it takes too long to read it. It is proper for children at infant education, but the vocabulary is difficult.
Zog´s book is good to be listened and the pictures can be shown. Children interact with the classroom and with the classmates while listening.
Children can learn how important friendship, mother-care, learning new things and developing fantasy is.
In conclusion the teacher would enjoy reading this book because they could adapt it to the
children´s behavior in that moment.