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Template - Chart For Analysis of Didactic Units

This didactic unit aims to teach young learners about outside activities and games. It uses a mix of dynamic and traditional activities including flashcard games, Simon Says, sentence drills, making a toy car, and playing a board game. The unit also includes singing songs. While mixing activities keeps students engaged, having too many changes between dynamic and traditional activities in a large class could make lesson management difficult. The unit provides a good example of a student-centered approach but may benefit from reducing the frequency of activity changes for larger classes.

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Amanda Gutierrez
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91 views2 pages

Template - Chart For Analysis of Didactic Units

This didactic unit aims to teach young learners about outside activities and games. It uses a mix of dynamic and traditional activities including flashcard games, Simon Says, sentence drills, making a toy car, and playing a board game. The unit also includes singing songs. While mixing activities keeps students engaged, having too many changes between dynamic and traditional activities in a large class could make lesson management difficult. The unit provides a good example of a student-centered approach but may benefit from reducing the frequency of activity changes for larger classes.

Uploaded by

Amanda Gutierrez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DIDACTIC UNIT

Project/ Task/ Goal Learn about outside activities and games.


Target public
Young Learners
(young learners, adults…)
Level Beginners – Starter
Method or Approach The Audio-Lingual Method
Reference Share it Student’s Book: Starter – Unit 5
Language competences to Pragmatic Sociolinguistic
acquire  Learning instructions Learning about outside activities
 Vocabulary songs and to enhance the
 Learning sequences communication with same-aged
people.
Linguistic contents and resources
Grammar
Simple present: verb have / Questions / Negative form

Vocabulary
Games and toys. Alphabet and numbers.

Writing
Find the T, V, K

Opening
Division or stages in each – Flash card game. Show the student flash cards of the lesson
lesson vocabulary; make them name the item on the flashcard. Say the
(Provide a general outline: video, word yourself if the student don’t recognize it.
document or audio, activities,
exercises and final project or – Simon Says. Use the Simon says game to introduce the students
task) the new commands they will be learning in today’s lesson.

Development
– Sentence drill. Place on the board papers with simple sentence
with the verb have. At the end of the sentence place one of the
flashcards use in the previous activities. Make them read aloud, and
change the flashcards and the sentences.

– Make a toy. Make the paper plate car of the page 65. Use English
to explain how to make it. Then, ask the student about their cars.

– Play Round and Round. Make a giant Round and Round board
based on the page 67. Everybody should be able to see the boar to
play. If there are too many students, lower the point goal to 3 – 5.

– Complete the book. Complete the flowing activities: 63; 2 / 66; 1, 2,


3, 4

Closing
– Sing a Song. There is a song on the page 62, sing it with the
student to strengthen what they have learnt today. Also, use the sing
aloud / sing quite to calm them down before totally finish the class.

What have you learned about


This unit mixes dynamic activities with traditional ones. I could see
planning, structuring and
also how it make a student-centred environment, and allow them to
developing your own didactic
participate over the whole lesson.
units and practice?
Is there something that you I wouldn’t use than constant change between dynamic and traditional
would do differently? If so, activities. Yet I like the learning by games technique, it can turn into
what and why? a hard task control the children once they are fully active. They are
children and love gaming, but when are too many of them, it turns
hard manage the whole class.

So, the books drive you into an activity where the children must
stand up; then, work in pairs; make a role play; use the book; then,
sing! Subsequently, work in pairs once again; make a toy; use the
book; finally, play another game in groups.

Yes, it is dynamic and fun for the students. I would be efficient if


there just a five-to-ten-student class, but in a classroom where you
must supervise 20 or 30 children, it won’t be a productive lesson, for
sure!
DIDACTIC UNIT
Project/ Task/ Goal Learn about outside activities and games.
Target public
Young Adults
(young learners, adults…)
Level Beginners – Level 1
Method or Approach The Audio-Lingual Method
Reference Speak your Mind Student’s Book: Level 1 – Unit 6
Language competences to Sociolinguistic
Pragmatic
acquire Living in a technological era,
 Routines and scheduling
people need to be aware about
 Vlogging and articles writing how to communicate using social
medias and modern technology.
Linguistic contents and resources
Grammar
Present Progressive and Simple present for habits and routines /
Compound words / Wh- questions

Vocabulary
Social Medias, technology equipment

Phonetics
/ng/

Writing
Letters / Routines

Opening
Division or stages in each – Video commentary. As teens and young adults, they in constant
lesson interaction with social media; mostly in these two years after the
(Provide a general outline: video, world pandemic. Then, watch the video and comment about it.
document or audio, activities,
exercises and final project or – Guess the emoji. Emojis are widely used by people every day, so
task) show the student a emoji and they will answer what does the emoji
represent.

Development
– Complete the book. Make a connecting between the warm
activities to introduce them the next activities. Complete the page 58;
ask them to read their answer.

– Explain the present progressive. The main grammar structure to


focus in this unit is the present progressive; then, explain their
grammar structure. Subsequently, complete the SPEAKING in the
page 59.

– Listening and Conversation. It’s time to practice listening.


Complete the LISTENING in the page 60 – 61. Take the opportunity
and also create a conversation about vlogging and posting in social
medias. What do they think about it?

Closing
– Record a TikTok. Let’s make it real, ask the student record a video
where the explain briefly their daily routines.

What have you learned about


Young adult is my favorite age range to teach. Then, I like the way
planning, structuring and
the unit introduce something that young people is attached: social
developing your own didactic
medias and technology.
units and practice?
Is there something that you The unit has several lessons, so I decided being realistic and plan
would do differently? If so, something that can be taught in a class. However, the unit is about
what and why? social medias and technology, yet the content is not that actual nor
dynamic enough.

For example, some activities are based on vlogging but they don’t
show how vlogging is nowadays. A bit controversial, I said.

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