SARA INÉS MURESAN MICU

METHODOLOGY AND NEW TECHNOLOGY

3ºA

LEARNING SITUATION

According to the Decree 81/2022, 12th July, which sets up the Primary Education
curriculum in the Community of Castilla-La Mancha, and the Decree 80/2022, 12th July,
which sets up the Pre-Primary Education curriculum in the Community of Castilla-La
Mancha, this is the structure to design learning situations:

TITLE WORKING WITH ANIMALS

CONTEXT Number of students: 24.

JUSTIFICATION Age: 7/8 years old.
(curriculum, Special needs: two students with TDAH.
projects..) I have chosen the subject of animals as it is interesting,
motivating, and visual. While we develop the session, students
can comment which animals they have at home, or which are
their favorite animals.
COURSE/ AREA Second grade of primary school.

OBJECTIVES A, B, D, F, I.

TIME/ 1 session (55 minutes).

SESSIONS More or less 20 minutes for each activity.
CURRICULAR SPECIFIC EVALUATION BASIC KNOWLEDGE
BASIS COMPETENCES CRITERIA
1. Understand the 1.1 To recognize A. Communication:
general sense and and interpret – Self-confidence in
specific and common words and the use of the
Vocabulary → predictable expressions in short foreign language. -
animals. information of short and simple oral, Initiation into
and simple texts. written and elementary
2. Producing simple multimodal texts on strategies for the
texts in an frequent and daily comprehension and
understandable and topics of personal production of short,
structured manner, relevance and close simple and
using strategies to their experience, contextualized oral,
such as planning or expressed in a way written and
compensation, to that is multimodal texts.
express short understandable, – Basic
messages related to clear, simple and communicative
immediate needs direct, and in functions
and respond to standard language. appropriate to the
everyday field and the
communicative 2.1 To express orally context: greeting,
purposes. short and simple saying goodbye,
3.Interact with sentences with presenting and
other people using basic information presenting;
everyday on everyday issues identifying the
expressions, of relevance to the characteristics of
resorting to students, using people, objects and
cooperation verbal and non- places; answering
strategies and using verbal resources in specific questions
analogue and digital a guided manner, on daily issues;
resources, to using previously express time,
respond to presented models quantity and space.
immediate needs of and structures and - Elementary
their interest in paying attention to contextual models
communication rhythm, in the
exchanges accentuation and comprehension and
respectful of the intonation. production of oral,
rules of courtesy. 2.2 Write words, written and
familiar expressions multimodal texts,
and phrases from brief and simple,
models and with a such as
specific purpose, congratulations,
through analogical notes, lists or
and digital tools, notices. - Basic
using lexicon and analog and digital
elementary tools for oral,
structures on written and
everyday matters multimodal
and of personal comprehension and
relevance to production.
students.
3.1 Participate, in a B. Multilingualism:
guided manner, in Guided verbal
elementary correction, hearing
interactive discrimination when
situations on communicating with
everyday topics, an interlocutor and
prepared imitating intonation
previously, through and rhythm.
various supports,
relying on resources
such as repetition,
slow rhythm or
nonverbal language,
and showing
empathy.
ASSESSMENT We’ll assess students. For this process, we’ll use systematic
TOOLS observation: is carried out by the teachers during the classes to
get information about the pupils. We’ll also use the revision of
the activities: will provide a continuous data about the progress
of the students.
METHODOLOGY Activity 1: direct method.
Activity 2: direct method.
Activity 3: TPACK method.
GROUPING Activity 1: individually.
Activity 2: in pairs.
Activity 3: six groups of four students each one.
RESOURCES Activity 1: flashcards with animal photos and flashcards with
animal names.
Activity 2: paper to write animal names, scissors, and zeal.
Activity 3: six laptops.
SPACE All the session will be developed in the English class.

ACTIVITIES Activity 1: Flashcards activity about animals, there will be some

letters of animals with photos and others with their names.

Activity 2: Who I am? → In pairs, each player writes on a piece of

paper the name of an animal and ticks it on the forehead of his
partner. In turn, each student asks to the other a question whose
answer is "Yes / No", in order to find out the name of the animal
that is written on the forehead. The first to guess is the winner.

Activity 3: A Kahoot about an easy description of an animal and

three possible answers, they have to guess what animal
corresponds to the description. We’ll do in groups of 4, using
laptops and they will have 2 minutes to think each answer.

COMMENTS The TDAH students in the first activity will have to distribute
around the class the flashcards, one student the flashcards with
the animal photos and the other pupil the flashcards with the
animal names. In the third activity they will have to distribute six
laptops to each group.