Didactic Unit"Prepositions of Place
Let's start!
Objectives Review
Topic Presentation
Learning Objectives
Unit Contents
Conclusions
Bibliography
Asessment
Topic: Prepositions of place
These are the types of prepositions used to refer to a place where something or someone is located. There are prepositions refering to specific time, place and direction.
Learning Objectives
- The students will be able to identify and define prepositions of place using a variety of examples and real-life exercises.
2. The students will be able to demonstrate the correct usage of prepositions of place in different scenarios.
3. The students will be able to communicate, ask and answer questions using different types of prepositions.
4. At the end of this didactic unit, students should be able to recognize the most basic prepositions of place concepts and use them properly. They will become familiar with basic vocabulary related to different objects, like toys, rooms in the house, furniture, and simple places vocabulary.
Objective Nº1
The students will be able to identify and define prepositions of place using a variety of examples and real-life exercises.
Activities
Enable Task: The teacher will introduce the prepositions of place unit vocabulary to work and will start a discussion after a video presentation about prepositions and other objects vocabulary, the students will identify the objects location and then the teacher using realia with other objects will explain the concepts reinforcing the vocabulary introduced.The sentence pattern to be used will be for example:Where is the cat?
The cat is on the box.
Objective Nº2
The students will be able to demonstrate the correct usage of prepositions of place in different scenarios.
Activities
Enable Task: The teacher will give the students a variety of flashcards including the objects preposition picture and others including the sentences, they have to match the right images with the proper sentences analyzing the scenarios presented in the different pictures.The students will have the opportunity to practice these sentences based on different visuals and objects vocabulary.The sentences composition will be following:Where is the doll?`It's in the wardrobeWhere is the skateboard?It's under the bed
Objective Nº3
The students will be able to communicate, ask and answer questions using different types of prepositions.
Activities
1. Enable Task: The teacher will present a video showing the different types of questions that can be answered using prepositions of place, then the teacher will start dividing the students by pairs to practice the scenarious reviewed doing a role-play activity with them.
2. Communicative Task: The teacher will present a video showing the different types of questions that can be answered using prepositions of place based on giving directions, according to this the teacher will start dividing the students by pairs to practice the scenarios reviewed doing a role-play activity with them. The sentence pattern to be worked in this scenario will be the following:Where is the post office?Go straight, then turn left and the post office will be next to the park.
3. Communicative Task: The teacher in this lesson will present poster of a map in order to work with the previous directions prepositions and vocabulary studied, in this case, the teacher will reinforce the new concepts practiced and will divide the students by groups of four in order to do a role-play exercise based on the map places and directions required to reach each of the places using the same past sentence pattern.
Objective Nº4
At the end of this didactic unit, students should be able to recognize the most basic prepositions of place concepts and use them properly. They will become familiar with basic vocabulary related to different objects, like toys, rooms in the house, furniture, and simple places vocabulary.
ASSESSMENT
PHASE 1: The teacher will divide the assessment activity in two phases, the first phase will develop a writing worksheet activity based on the first two objectives, practices and exercises previously proposed, the students will be able to demonstrate their writing skills and vocabulary knowledge acquisition in different prepositions scenarios.
PHASE 2: In the present assessment phase, the teacher will develop a role-play exercise with the students using a town's poster asking different questions to dig deeper into the students' comprehension and understanding of the prepositions of place specified on the directions concepts worked during the third learning objective.This assessment conversational activity will be between the teacher and the student on a one on one base. The sentence pattern to be used will be the following: Where is the cinema? It's in front of the gym.
Conclusions
This didactic unit development activity was created with the purpose of identifying, analyzing, and understanding the importance to follow the appropriate steps during a unit elaboration taking into account all the mandatory teaching components required when planning a lesson augmentation and having a deeper comprehension of what is a didactic unit and how important it is when teaching planning and its general progress in educational tasks.
Bibliography
Grande, E (2020) How to design a Didactic Unit
Escamilla, A. (1993). Unidades Didácticas: una Propuesta de Trabajo de Aula. Ed. Edelvives, Zaragoza.
Estaire, S. &Zanón, J. 1990. “El diseño de unidades didácticas en L2 mediante tareas: principios y desarrollo”. Comunicación, Lenguaje y Educación, 7-8, 55-90.
Analysing English online resources for children: a practical case with an evaluation template proposal ; Análisis de recursos online en inglés para niños: un caso práctico con una propuesta de plantilla de evaluación. (2019). https://doi-org.bibliotecavirtual.unad.edu.co/10.12795/pixelbit.2018.i53.01
Sayeski, K. L. (2018). How (and Why) to Write for TEACHING Exceptional Children. Teaching Exceptional Children, 50(3), 115–122. https://doi-org.bibliotecavirtual.unad.edu.co/10.1177/0040059917743501
Didactic Unit: Prepositions of Place
Danna D Hasbon
Created on May 20, 2021
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Math Lesson Plan
View
Primary Unit Plan 2
View
Animated Chalkboard Learning Unit
View
Business Learning Unit
View
Corporate Signature Learning Unit
View
Code Training Unit
View
History Unit plan
Explore all templates
Transcript
Didactic Unit"Prepositions of Place
Let's start!
Objectives Review
Topic Presentation
Learning Objectives
Unit Contents
Conclusions
Bibliography
Asessment
Topic: Prepositions of place
These are the types of prepositions used to refer to a place where something or someone is located. There are prepositions refering to specific time, place and direction.
Learning Objectives
2. The students will be able to demonstrate the correct usage of prepositions of place in different scenarios.
3. The students will be able to communicate, ask and answer questions using different types of prepositions.
4. At the end of this didactic unit, students should be able to recognize the most basic prepositions of place concepts and use them properly. They will become familiar with basic vocabulary related to different objects, like toys, rooms in the house, furniture, and simple places vocabulary.
Objective Nº1
The students will be able to identify and define prepositions of place using a variety of examples and real-life exercises.
Activities
Enable Task: The teacher will introduce the prepositions of place unit vocabulary to work and will start a discussion after a video presentation about prepositions and other objects vocabulary, the students will identify the objects location and then the teacher using realia with other objects will explain the concepts reinforcing the vocabulary introduced.The sentence pattern to be used will be for example:Where is the cat? The cat is on the box.
Objective Nº2
The students will be able to demonstrate the correct usage of prepositions of place in different scenarios.
Activities
Enable Task: The teacher will give the students a variety of flashcards including the objects preposition picture and others including the sentences, they have to match the right images with the proper sentences analyzing the scenarios presented in the different pictures.The students will have the opportunity to practice these sentences based on different visuals and objects vocabulary.The sentences composition will be following:Where is the doll?`It's in the wardrobeWhere is the skateboard?It's under the bed
Objective Nº3
The students will be able to communicate, ask and answer questions using different types of prepositions.
Activities
1. Enable Task: The teacher will present a video showing the different types of questions that can be answered using prepositions of place, then the teacher will start dividing the students by pairs to practice the scenarious reviewed doing a role-play activity with them.
2. Communicative Task: The teacher will present a video showing the different types of questions that can be answered using prepositions of place based on giving directions, according to this the teacher will start dividing the students by pairs to practice the scenarios reviewed doing a role-play activity with them. The sentence pattern to be worked in this scenario will be the following:Where is the post office?Go straight, then turn left and the post office will be next to the park.
3. Communicative Task: The teacher in this lesson will present poster of a map in order to work with the previous directions prepositions and vocabulary studied, in this case, the teacher will reinforce the new concepts practiced and will divide the students by groups of four in order to do a role-play exercise based on the map places and directions required to reach each of the places using the same past sentence pattern.
Objective Nº4
At the end of this didactic unit, students should be able to recognize the most basic prepositions of place concepts and use them properly. They will become familiar with basic vocabulary related to different objects, like toys, rooms in the house, furniture, and simple places vocabulary.
ASSESSMENT
PHASE 1: The teacher will divide the assessment activity in two phases, the first phase will develop a writing worksheet activity based on the first two objectives, practices and exercises previously proposed, the students will be able to demonstrate their writing skills and vocabulary knowledge acquisition in different prepositions scenarios.
PHASE 2: In the present assessment phase, the teacher will develop a role-play exercise with the students using a town's poster asking different questions to dig deeper into the students' comprehension and understanding of the prepositions of place specified on the directions concepts worked during the third learning objective.This assessment conversational activity will be between the teacher and the student on a one on one base. The sentence pattern to be used will be the following: Where is the cinema? It's in front of the gym.
Conclusions
This didactic unit development activity was created with the purpose of identifying, analyzing, and understanding the importance to follow the appropriate steps during a unit elaboration taking into account all the mandatory teaching components required when planning a lesson augmentation and having a deeper comprehension of what is a didactic unit and how important it is when teaching planning and its general progress in educational tasks.
Bibliography
Grande, E (2020) How to design a Didactic Unit Escamilla, A. (1993). Unidades Didácticas: una Propuesta de Trabajo de Aula. Ed. Edelvives, Zaragoza. Estaire, S. &Zanón, J. 1990. “El diseño de unidades didácticas en L2 mediante tareas: principios y desarrollo”. Comunicación, Lenguaje y Educación, 7-8, 55-90. Analysing English online resources for children: a practical case with an evaluation template proposal ; Análisis de recursos online en inglés para niños: un caso práctico con una propuesta de plantilla de evaluación. (2019). https://doi-org.bibliotecavirtual.unad.edu.co/10.12795/pixelbit.2018.i53.01 Sayeski, K. L. (2018). How (and Why) to Write for TEACHING Exceptional Children. Teaching Exceptional Children, 50(3), 115–122. https://doi-org.bibliotecavirtual.unad.edu.co/10.1177/0040059917743501