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CLOTHING
INTRODUCTION
We think these are the most appropriate learners we can direct the
unit to, because they have some previous knowledge about the vocabulary
as well as the Foreign Language. In this unit, we do not use a very advanced
vocabulary, but we introduce some terms by a gradual enrichment of
vocabulary, in accordance with their age.
Because of the resources we have used, this is the most suitable age
for the activities to be carried out. For example, the images, the drawings,
the use of a doll, etc, reinforce the learning of pupils aged 9 -10.
Finally, this didactic unit deals with a theme that can be applied to
every socio-cultural context, since it is a theme related to the students’
daily life, whatever context they live in.
ACTIVITIES
This activity has as a main aim the learning of the words that
designate clothing in the foreign language. In order to reach this aim, we
have used a doll and some items of clothing that must be put on her. This
way, the learners will be able to widen their vocabulary by means of an
activity, instead of learning a list of terms.
This activity has as a purpose the revision of the modal verb can, by
means of the use of the context of clothing. We use the relationship
between some items of clothing and different real situations in life for the
students to apply the verb forms properly.
The aim of this activity is the distinction between asking and giving
reasons, by means of the use of the wh- question and the answer beginning
by the particle because. Through the use of vocabulary related to clothes
and weather, we are trying the students to learn the procedure to ask and
answer using reasons.
CONTENTS
The didactic unit we have dealt with includes the three types of
contents, as we can see above:
Conceptual contents
Procedural contents
Attitudinal contents
Material resources
- Blackboard
- Card
- Coloured pencils
- Scissors
- Images
- Doll
Personal resources
- Students
- Teacher
ASSESSMENT