Learning unit
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This three-sentence summary provides the key details about the document: This document outlines a didactic unit that allows learners to integrate their English language studies with their technical programs by recognizing vocabulary, using present simple tense, and socializing an activity from their program. Learners work in groups to write about and present the process of an activity from their field of study. The unit is evaluated based on learners' knowledge of vocabulary, their written description of an activity, and socializing their work with good fluency.
Learning unit
- 1. UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA SCHOOL OF EDUCATION MASTER OF ARTS IN LANGUAGE TEACHING TIC SEMINAR Viviana Mesa Solano DIDACTIC UNIT Tecnologistlearners - Beginner Time: 3 classes (1 hour per class) INTRODUCTION Language has been conceived as a dynamic process and students need to be independent and work as team to learn from each other. The method is providing learners with the strategies to learn second language most effectively under the same condition they learn their first language, where the focus is on meanings. Thus, this didactic unit allows learners to integrate what they are studying with a complementary subject – English. JUSTIFICATION This unitlets learners makeconnections with their study programs. It also motivates them to learn Englishregarding their interests and necessities, not only for their lives but also for the professional development. It promotes work groups as a way to learn from peers and make learning meaningful and interesting because students are sharing, negotiating and creating ideas for the final outcome. LEARNING OUTCOMES LEARNING ACTIVITIES Recognize technical vocabulary about a training program. Identify the use of present simple with technical vocabulary about training program Socialize an activity that students develop in their program by groups. 1. Use previous worked vocabulary related to student`s program. 2. Explore the use of present simple to write an activity process. 3. Practice different exercises in present simple making association with the vocabulary. 4. Write one activity in peers about what they performance in their program 5. Make final socialization in class about the activity.
- 2. METHODOLOGY This didactic unit is focused on students` interests and combined daily activities with academic topics in foreign language. Besides, it proposes the practice of unknown vocabulary in English telling a sequence of an activity developed by them. First at all, There are one activity to explain the grammatical aspect, after that, they have to practice exercises and finally, they write the process in peers and present it in class. CONTENT For the development of this unit is necessary to look for verbs and technical vocabulary based on the program learners are studying. This unit provides the practice of the present simple and it is necessary to work before conjunctions in English to write the process of an activity. RESOURCES Blog:http://vivianamesa1.blogspot.com/ Explanation of present simple: http://youtu.be/acmWhAjl7yA Practical exercises: http://www.slideshare.net/PanfoxMccloud/new-tool-ppt-w-alternatives Format to write the activity: Annex 1 TASKS The following steps guides studenst in the tasks they have to develop a long this unit: 1. Students review the vocabulary related to their program and make a step by step about the activity develop in your profession. 2. Students practice exercises in present simple to clarify doubts about the rules in the blog. 3. Students write in groups an activity develops during their training programs and it has to be written in English. Students enrich their knowledge through interaction. 4. Students make a power point presentation about the process to develop the activity and use images to make it clear. 5. Students expose their activity in class in order to check their fluency and share their works. 6. It is part of the same performance; look at the rubric to evaluate your performance, dedication and interaction with the learning unit.
- 3. Annex 1 EVALUATION Students are evaluated in terms of sharing real activitiesthey do in their professional lives.Therefore, the criterions to evaluate the unit are in the following rubric: LEARNNING EVIDENCES EVALUATION CRITERION INSTRUMENTS AND TECNICAL EVALUATION Knowledge evidence Performance evidence Final product The student links technical vocabulary to tell the activity in English. The student writes an activity by groups related their performance in his or her professional development. The student socializes his /her work, using good fluency. Direct observation Develop of the activities Final socialization evidence. We want to share step by step the process of an activity we have to make in our program: First,_____________________________________. ___________________________________ Then, ___________________________________________. After that, ____________________ Finally,_________________________________________________________________________ __________________________________________________________________________