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Curso Esencial
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1Plantilla del plan de unidad
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Autor de la unidad
Nombre y apellido Elia Judith Muir de Ramos
Nombre de la institución educativa Centro Educativo Rep. De China (Taiwán)
Ubicación de la institución educativa Las Garzas de Pacora
Otros datos de la institución educativa Jornada Extendida
Descripción de la unidad
Título de la unidad
“THE HOUSE OF MY DREAM”

Resumen de la unidad


Through the unit, the students identify and recognize the part of the house, colors, sizes and building material,
with the purpose that through a video the students familiarize with the things that exist in their environment.
Use the innovative method through the digital board, to increase their interest in learning and comprehend the
English as a foreign language using videos and songs.
The students realize activities such as: graffiti wall and oral survey to evaluate their previous knowledge and
involve them in a simple conversation to acquire basic vocabulary of everyday English and increase their
semantic skills, puzzles, pictation and match to evaluate their comprehension and skills at the end of their
learning process.

Espacio/s curricular/es o asignatura/s
SUBJECT: ENGLISH
AREA: LISTENING/SPEAKING
Año y nivel
PREKINDER-PRESCOLAR

Tiempo necesario aproximado

20 periodos de clase de 42 minutos, 4 semanas, 1mes

Fundamentos de la unidad
Contenidos
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Fundamentos de la unidad
Contenidos

Concept
1.7- My house
 Parts of the house:
 Living, Room Bedroom, Kitchen,
Bathroom, Door, Window, Floor, Roof
 Wh question:
Where
 Prepositions of place: In, on, and
others.
 Adjectives:
Clean, healthy, dirty, tidy
-Where is your father?
- In the kitchen
1.8- Color, Forms and Size
1- Colors
• Primary
Red, blue, yellow and green
• Secondary
Purple, pink, orange, and brown
• Neutral
-My bedroom is clean
Procedure
1.7- Recognizing the parts
of the house.

- Describing his/her
house using prepositions of place,
and adjectives.
-Roof

Wh question:
Where
Prepositions of
place: In, on,
and others.
Adjectives:
Clean, healthy, dirty, tidy

-Where is your father?
- In the kitchen
-My bedroom is clean.


1.8- Distinguishing
different colors, forms and
sizes.

-Combining primary colors
to get secondary colors.

-Drawing shapes with
different sizes and colors.

Attitude
1.7- Cooperating to keep
a clean and healthy environment at
home.

- Sharing ideas about how to keep his/
her house clean.



















1.8- Being familiar with
shapes, colors and sizes
in the classroom.

-Shown interest to
discriminate shapes,
colors and forms in the
school.

Objetivos del aprendizaje
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1. Uses appropriate vocabulary to talk about the parts of the house.
2. Interacts in a conversation.
3. Expresses ideas, thoughts, emotion, opinions, creation.
4. Understands messages, commands, and communication codes.
5. Answers basic personal questions in a simple form about the colors, sizes.
6. Uses the English language to interact in different environments.

Preguntas orientadoras del plan de unidad
Pregunta esencial What can you find in your community?
Preguntas de unidad

Who live in a house?
Where is your house?
Mention the different parts of your house?

Preguntas de contenido
What is a house?
What kinds of are the materials are the houses?
What color is your house?
Why is important a house?
Can you mention the forms of the door, window, roof, rooms,
etc.?


Plan de evaluación
Cronograma de evaluaciones

Antes de empezar el
trabajo del proyecto
Durante el desarrollo del
proyecto
Una vez completado el
proyecto
 Video
 The parts of the house

The three Little pigs
tale
 Song/descriptive
video
 Brain storming
 Graffiti Wall
 Performance task
 Student survey
 Hetereo-assessment

 Peer-assessment

 Hetereo-assessment

 Tolos assessment:

 Rubric
 Check list

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Resumen de evaluaciones
 Diagnostic assessment
Graffiti Wall: to evaluate the previous student´sknowledges.

 Formative (ongoing assessment )

Watch a video about the different kinds of houses. The tale “The three little pigs”.
https://www.youtube.com/watch?v=mPs6_0g8RHA
Watch a video about the different parts of the house.
https://www.youtube.com/watch?v=hZ6jP4RndkU

Watch a descriptive video/song about the complement and sizes of houses.
https://www.youtube.com/watch?v=jUNTMKpoLAI&list=RDjUNTMKpoLAI
http://www.youtube.com/watch?v=1P4WUrOYUyk

Hetereo-assessment: the teacher will evaluate the student´s skill while he/she participate in the oral activity.
Performance task: to monitor of students' progress in relationship to identify learner outcomes.
Student survey: to evaluate what he/she knows about the topic.
Peer-assessment (between students): the student evaluates his/her partner.
 Summative assessment
-Hetereo-assessment: evaluate the student´s skill while he/she participate in the class activities.
Detalles de la unidad
Habilidades previas
The students know coloring, pasting, drawing, and identifying some colors.
Procedimientos
At the beginning, the students answer simple questions and draw on the smart board graffiti to evaluate the previous
knowledge of the topic. Also, during the class session the students sing the song The part of the house to practice the
vocabulary.
Also, they watch another video The three little pigs tale to see the materials with they are building their houses, and give
orally answers to survey about the benefic to build with good building material. In the process the students demonstrate
through a drawing the product of their observation in the videos representing a strong house, and in other class session
they complete a house with construction papers with different shapes, sing a song about shapes.

After, they say why is important the cleaning house, and watch the video Be neat and clean.
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At the end, they see how they can mix primary colors to get the secondary colors. Review the topic to reinforce their
knowledge about the part of the house and recognize them through a big puzzle as a final evaluation.



Adaptaciones curriculares
Estudiante con
necesidades
especiales
The student identify the pictures in Orally way, point out the pictures what the teacher mention,
also he/she can complete a simple puzzle about the topic following a model to know what he/she
should make.

No hispano-
parlantes

This students can learn through TPR( Total Physical Response)that is the corporal movement
communication, through gestures, flash cards, relation the words with actions or show them the
things that we speak. Also, the parents can help the children to familiarize with the new
vocabulary. Is necessary to use visual aids to involve the students with the foreign language.
Although, the teacher can use bilingual dictionaries, post cards, books with lower level, and ask
to someone in the community can help the teacher and the children.
While the students accustom to the new language the test can be in oral way.

Estudiante talentoso
Take a pictation, drawing their own pictures, make them use the foreign language as much
possible, they can help their partner in their class assignments, to invite them to be creative; give
them complex activities as much they can make.
Materiales y recursos necesarios para la unidad
1.1.1 Tecnología – Hardware (equipo necesario)
1.1.2
x Cámara
X Computadora(s)
Cámara digital
Reproductor de DVD
X Conexión a Internet
Disco láser
X Impresora
X Sistema de proyección
Escáner
Televisor
VCR
Cámara de vídeo
Equipo de vídeo conferencia
X Otro
Tecnología – Software (necesario)

Base de datos/Hoja de cálculo
Diagramador de publicaciones
X Programa de correo electrónico
Enciclopedia en CD-ROM
X Editor de imágenes
X Buscador Web
X Multimedia

Desarrollo de páginas web
X Procesador de texto
X Otro Tablero digital
Materiales impresos
Meduca Didactic program, English activity book Susaeta, Nacho Creativo A (Pre-
escolar), printable pictures
Suministros
Sticks, foami, cords, glue, construction papers, crayons.
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Recursos de Internet
https://www.youtube.com/watch?v=mPs6_0g8RHA
https://www.youtube.com/watch?v=hZ6jP4RndkU
https://www.youtube.com/watch?v=jUNTMKpoLAI&list=RDjUNTMKpoLAI
http://www.youtube.com/watch?v=1P4WUrOYUyk
http://www.youtube.com/watch?v=g2jdZ46nK-M
http://www.youtube.com/watch?v=eD5TJ8s0aKY
pk_E_008_r240P.mp4


Otros Recursos
Digital board, white board, computer, flashcards, videos, songs, printables.


Los programas de Intel® Educación son financiados por la Fundación Intel y la Corporación Intel.
Derechos reservados ©2008, Corporación Intel. Todos los derechos reservados. Intel, el logo de Intel, la iniciativa de Intel Educación y el
Programa Intel Educar son marcas registradas de Intel Corporation o de sus subsidiarias en los Estados Unidos y otros países. *Otros nombres
y marcas pueden ser reclamadas como la propiedad de terceras partes.