DIDACTIC UNIT - PBworksthehokeypokey.pbworks.com/w/file/fetch/96821577...valoración de su necesidad y del papel del juego como medio de disfrute y de relación con los demás. Bloque

- DIDÁCTICA DEL INGLÉS 2014/15 -

DIDACTIC UNIT PROFESSIONS

Judith Armendáriz López

Katherine Pauta Mesías

Sara Sánchez Ainzúa

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INDEX:

1. JUSTIFICATION ...................................................................................................... 3

2. CONTEXTUALIZATION ........................................................................................ 3

3. OBJETIVES .............................................................................................................. 4

4. CONTENTS .............................................................................................................. 5

5. RESOURCES ............................................................................................................ 7

6. METHODOLOGY .................................................................................................... 7

7. SEQUENCE OF ACTIVITIES ................................................................................. 8

8. SUGGESTIONS FOR VARIATION/SPECIAL NEEDS AND DIVERSITY....... 21

9. EVALUATION: ...................................................................................................... 21

BIBLIOGRAPHY .......................................................................................................... 24

ANEXXES ..................................................................................................................... 25

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1. JUSTIFICATION

The following didactic unit is called "professions". In this unit we teach some vocabulary of the

professions: a teacher, a police officer, a veterinarian (vet), a doctor, a dentist, a waiter, a cook, an

artist, a musician, an actress, a baker, a butcher, an electrician, a mechanic, a carpenter and a

cashier. At the same time, we encourage the attitudinal and procedural dimensions (as self-

confidence, respect for others, autonomy, positive attitude towards cultural diversity and so on).

We have chosen this topic because of the importance that children know the reality around them

in relation to personal development and adaptation to society. So, as a part of the society, it is

important that children know some of the social groups (in this case different professions) around

them. This is included in the curriculum, within the section: Environment knowledge. We believe

that if they understand reality in all its diversity and we promote certain attitudes, we will help them

in the future to be critical persons, capable of thinking for themselves and making their own

decisions.

We also believe that the topic and methodology we have chosen present an adequate level of

complexity to work in English. With this unit we want children to have the opportunity to work on

specific vocabulary related to the professions and be able to use it in different contexts. Moreover,

we have tried to relate it with their personal experience so that learning is meaningful and students

feel protagonists throughout the unit, talking about the professions of their father and mother for

example.

2. CONTEXTUALIZATION

This unity is aimed for 5-6 years old children of second cycle in pre-school education. The class

consists of 23 students (12 girls and 11 boys) from different countries and cultures. Some of these

children have problems in communicating in Spanish, making it difficult to follow the English

class. As far as we know, there is no one with special educational needs.

The school is public and it is located in a neighbourhood of Pamplona with a medium-low socio-

cultural level. The school is located in an area well served, with good supply and urban facilities.

The level of immigration is high, so we are affected by this factor in the classroom.

This school has a few good internal and external facilities, with adequate and spacious

classrooms, with plenty of material for student’s use. The educational centre offering extends from

kindergarten (3-5 years) to Primary Education (6 -12 years).

Our students start studying English in kindergarten, in a friendly and stimulating environment

that allows them, through shared play, acquiring basic knowledge and skills that will facilitate their

subsequent integration into primary education.

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The didactic unit will be developed along two weeks, performing 6 sessions that will take place

on Mondays and Wednesdays after recess. This didactic unit "professions" is connected with the

previous didactic unit "City", because there was also some vocabulary of professions. Each session

is directed to promote the language acquisition and is about 30-40 minutes long. English contents

will be introduced progressively along the sessions.

3. OBJECTIVES

These are the general objectives taken from the curriculum. The specific objectives will be

described in each activity and they include the three domains of learning (cognitive, affective and

psychomotor) taking into account conceptual, procedural and affective contents.

Self-knowledge and personal autonomy

- Realizar, de manera cada vez más autónoma, actividades habituales y tareas sencillas para

resolver problemas de la vida cotidiana, aumentando el sentimiento de autoconfianza y la

capacidad de iniciativa, y desarrollando estrategias para satisfacer sus necesidades

básicas.

- Adecuar su comportamiento a las necesidades y requerimientos de los otros desarrollando

actitudes y hábitos de respeto, ayuda y colaboración, evitando comportamientos de

sumisión o dominio.

Environment knowledge

- Relacionarse con los demás, de forma cada vez más equilibrada y satisfactoria,

interiorizando progresivamente las pautas de comportamiento social y ajustando su

conducta a ellas.

- Conocer distintos grupos sociales cercanos a su experiencia, algunas de sus

características, producciones culturales, valores y formas de vida, generando actitudes de

confianza, respeto y aprecio.

Languages: communication and representation

- Utilizar la lengua como instrumento de aprendizaje, de representación, de comunicación y

disfrute, de expresión de ideas y sentimientos y valorando la lengua oral como un medio de

relación con los demás y de regulación de la convivencia.

- Expresar sentimientos, deseos e ideas mediante la lengua oral y a través de otros

lenguajes, eligiendo el que mejor se ajuste a la intención y a la situación.

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- Comprender las intenciones y mensajes de otros niños y niñas así como de las personas

adultas, adoptando una actitud positiva hacia las lenguas.

- Iniciarse en el uso oral de otras lenguas del currículo para comunicarse en actividades

dentro del aula, y mostrar interés y disfrute al participar en estos intercambios

comunicativos.

4. CONTENTS

Self-knowledge and personal autonomy

Bloque 2. Juego y movimiento

- Gusto por el juego. Confianza en las propias posibilidades de acción, participación y

esfuerzo personal en los juegos.

- Comprensión y aceptación de reglas para jugar, participación en su regulación y

valoración de su necesidad y del papel del juego como medio de disfrute y de relación con

los demás.

Bloque 3. La actividad y la vida cotidiana

- Normas que regulan la vida cotidiana. Planificación secuenciada de la acción para

resolver tareas. Aceptación de las propias posibilidades y limitaciones en la realización de

las mismas.

- Habilidades para la interacción y colaboración y actitud positiva para establecer

relaciones de afecto con las personas adultas y con los iguales.

Environment knowledge

Bloque 3. Cultura y vida en sociedad

- Observación de necesidades, ocupaciones y servicios en la vida de la comunidad.

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Languages: communication and representation

Bloque 1. Lenguaje verbal.

1.1 Escuchar, hablar y conversar

- Comprensión de la idea global de textos orales de uso social y escolares.

- Participación y escucha activa en situaciones habituales de comunicación.

- Interés por participar en interacciones orales en otras lenguas del currículo, en rutinas y

situaciones habituales de comunicación:

- Reconocer e ir asimilando el sistema fonético de las otras lenguas del currículo.

Imitarlo.

- Conocer el vocabulario y las expresiones de los temas y situaciones tratados.

- Desenvolverse en las situaciones desarrolladas en la clase, así como en juegos,

explicaciones, etc.

- Uso de habilidades y procedimientos tales como repetición, memorización,

asociación de palabras y expresiones con elementos gestuales y visuales,

observación e imitación de modelos, para la adquisición de léxico, formas y

estructuras de la lengua.

1.2 Aproximación a la lengua escrita

- Aproximación al uso de la lengua escrita como medio de comunicación, información y

disfrute. Interés por explorar algunos de sus elementos.

Bloque 3. Lenguaje artístico

- Expresión y comunicación de hechos, sentimientos y emociones, vivencias, o fantasías a

través del dibujo y de producciones plásticas realizadas con distintos materiales y técnicas.

Bloque 4. Lenguaje corporal

- Descubrimiento y experimentación de gestos y movimientos como recursos corporales para

la expresión y la comunicación.

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5. RESOURCES

We will use different types of materials: flashcards, photographs, temperas, materials specially

designed to learn vocabulary by playing (like bingo cards or a dice of the professions) and some

elements in the classroom. These materials are used to develop different skills and capacities with

regard to English language but also with other aspects of children’s development.

The materials used are playful and manipulative. They have different functions allowing

multiple uses and discoveries, for emotional development, physical, social and intellectual abilities,

cognitive play and fine-Motor Play. The selection of materials has been made keeping in mind our

objectives, the level of English of the students and their interests.

6. METHODOLOGY

Along the didactic unit, we use mixed methodology to take into account all learning styles. To

be sure that we bear in mind the diversity of learning styles, we have indicated in each activity the

different intelligences involved. Whereas some activities are more linguistic due to the fact that we

are in an English language class, they are planned to mobilize different intelligences.

The activities are designed to encourage participation and interaction and they are varied. We

propose activities that encourage learning by action, communicative activities (there is a need of

communication to succeed), creative activities (drawing with the music), and active games. We

must keep in mind the importance of the play at these ages. The activities need to be motivating and

incorporate a playful component.

We have chosen different types of grouping. It is very important to work with the classmates in

order to encourage socialization and cooperation, but it is also important to work individually to

know oneself. Other times, an organization of the class into small groups is needed and it can be

useful to respond to diversity (strategies to create cooperative groups that take into account the

personality of the components and so on).

Finally, with regard to the role of the teacher, he is a guide who helps children in their learning.

The activities that we have designed put the students at the centre of the learning process and

require an active involvement of the learner.

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7. SEQUENCE OF ACTIVITIES

SESSION 1

1. OUR BOOK OF PROFESSIONS

Explanation Grouping

In order to introduce the didactic unit about professions, the first

session will commence introducing children to “Our book of

professions”. It will be a book containing the professions of

their family members.

We will ask the students to bring photos of their family in their

workplaces. In the last session, when we have all the material,

we will elaborate the book. As there are children from different

cultures, asking kids about the jobs of their families instead of

having a close list of profession, enables us to introduce cultural

diversity.

For the moment, as in this session we won’t have the material,

we will talk about the professions of their family members.

There will be a lot of new vocabulary; it does not mean that we

have to learn it. We are just introducing the topic in a

meaningful way for children. What’s more, this can be useful to

see what vocabulary they already know and what kinds of

professions are more interesting to learn in class because they

see in the daily life.

In order to understand new vocabulary, when we ask children

about their parent’s professions, we will search images on the

Internet.

Whole class

Timing

20 minutes

Materials Multiple intelligences

Computer

Internet access

Linguistic

Interpersonal

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Objectives

Identify some new vocabulary, using Internet images, to be able to tell the class their

parent’s professions.

Take small responsibilities (ask family about their jobs and bring the photographs).

Develop positive attitudes towards cultural and linguistic diversity.

2. SAY IT FAST!


Thanks to the previous activity, we can identify those words

that they already know. In the last didactic unit called the city

we learnt some professions so they know the following words:

teacher, doctor, police officer, and veterinarian. We will review

them and we will introduce three new words: dentist, waiter and

cook (in practise we would choose those that we saw in the first

session but as it depends on their parent’s professions and we

cannot know it, we suppose these three words appeared). In

later sessions these professions will be revised and some new

words will be introduced in order to learn vocabulary gradually.

We will practise some flashcard games. Firstly, we will show

the flashcards. Then we will ask children to say the word

changing speed, tone of voice... Example: “Say it very fast! Say

it in a low voice. Say it as if you were robots!”

Once they can identify the flashcards, we will play another

game. We will place on the ground some pictures of workplaces

and children will have to place the flashcard in its correct

workplace.

Whole class

Timing

15 minutes


Flashcards (see Annex 1)

Workplaces (see Annex 2)

Linguistic

Logical-mathematical

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Objectives

Review and practise some vocabulary of professions from previous units.

Identify three new professions and practise them using a game.

Identify some workplaces and relate them with the right profession.

SESSION 2

1. GOOD MORNING CLASS


Children, sitting in a circle on the floor, will listen to the good

morning song. They can sing the most repetitive parts and make

some gestures. To introduce cultural diversity, we could search

good morning songs in the different languages in the class and

listen to them throughout the year, one per week.

Then, we will review the vocabulary learnt in previous sessions

before playing the next game that use that vocabulary. We will

show them the flashcards and we will ask the children to guess

the words.

Whole class

Timing

7 minutes


CD

Flashcards of professions

https://www.youtube.com/watch?v=SAm

7qm7t1vs

Linguistic Intelligence

Musical Intelligence

Objectives

Show interest in participating in group communication situations.

Review vocabulary and structures previously worked.

Identify and name the specific vocabulary of the unit.


https://www.youtube.com/watch?v=SAm7qm7t1vs


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2. THE GAME OF THE 4 PROFESSIONS


The teacher will explain the rules of the 4 families’ game. There

are 4 families with 4 professions. Each family consists of the

worker, his tools, clothes and workplace. The goal is to group the

maximum possible number of families.

The teacher will explain to the children that a player designated

by lot, shuffles the cards and distributes 4 to each player, one by

one. He will leave the rest of the cards in a pile. The child sitting

at his left speaks first. He will try to complete one family asking

a player if he has the card that he wants. If the player has the

card, he gives it to him. If the child doesn’t get the card he can

pick a card from the pile and it is the turn of the next player. The

player that completes a family and say aloud the name of the

family wins.

Groups of 4

Timing

15 minutes


Cards (see Annex 3)


Interpersonal Intelligence

Spatial Intelligence

Objectives


Respect others and wait for their turn.

Understand instructions from the teacher.

Associate vocabulary with pictures.

Identify the elements of a same family.

Use simple sentences in English to achieve their objective (complete a family).

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3. RHYMES


This activity consists in inventing rhymes. We will create

simple rhymes whit the vocabulary learnt. For example: Ana is

a cook and she loves food. We will do the activity all together

because it is too difficult for 5 year-old children. So, we will

show children how some words sound alike and how we can

use this to create our own rhymes.

We can use some Webs that help with rhyming (ie.

http://www.rhymezone.com/r/rhyme.cgi?Word=cook&typeofrhy

me=perfect&org1=syl&org2=l&org3=y In the last session, these

rhymes can be added to our book of professions.

This activity enables us to practice pronunciation and repetition

in a meaningful way and allow children to discover pleasure in

playing with language.

We can also incorporate cultural diversity by investigating, in a

simple way, some words in other languages that rhyme

(languages in our class).

Whole class

Timing

15 minutes


Computer with Internet access.



Objectives

Approach literary texts.

Reinforced vocabulary of professions.

Improve pronunciation.

Enjoy playing with language and develop positive attitudes towards English.


http://www.rhymezone.com/r/rhyme.cgi?Word=cook&typeofrhyme=perfect&org1=syl&org2=l&org3=y


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SESSION 3

1. WE ARE ARTISTS


We will teach three new flashcards of the art world (musician,

actress and artist). Then we will ask children which of the three

professions they like most and we will explain them that this

day they will be artists. In this activity we will focus on what

we feel when listening to a song. Children will need to paint

with tempera what they feel.

First, the teacher will prepare the class with the help of students.

Children will be placed in groups of 6 and in the middle of each

table there will be tempera of different colours. We will hand

out to each child a cardboard. When we finish painting, we will

place the pictures on the wall. If there is some time left we will

play the memory game.

Individual

Timing

35-40 minutes


Music

Cardboard

Tempera

Water

Flashcards (Artist, musician and actress)



Objectives

Learn three new words of professions.

Express their emotions through music.

Create a drawing by listening to a song.

Use the material autonomously.

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SESSION 4

1. WE PLAY DRESS AND UNDRESS


Each class group will have a figure of a human body and

clothes more characteristics of the professions of: an artist, a

musician, an actress, a dentist, a waiter, a cook and a doctor.

We will say loudly what is the profession of the figure of

human body (e.g. He or she is a doctor!) and then the whole

small groups will have to agree to choose from all the most

appropriate clothes for that profession.

Small groups

Timing

10-15 minutes


Cut-out figures of a body person on

paper.

Different cut-out clothing on paper

(leaving flaps at the edges) and specific

characteristics of each profession.

Interpersonal

Linguistic.

Objectives

Review and remember the vocabulary.

Identify each profession with its characteristics clothing.

Participate in internal group validation.

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2. OUR COLLAGE


Each student will bring to class a picture of them (including

their bodies) and magazines. Each of them individually will

choose the profession that they would like to be into adulthood.

Then, they will have to wear their own photograph sticking the

cutouts that they have took from different magazines, creating

in this way a custom collage. When all pupils have finished

their collage, all the collages will stick in a big class mural.

Individual

Timing

20 minutes


Photos.

Magazines.

Scissors.

Glue.

Long paper for the mural.

Intrapersonal.

Bodily–kinesthetic.

Objectives

Identify and recognize the clothes of the profession that each student has chosen.

Create a sense of unity and connection between the whole class (all the collages will be

stick in the same mural).

Cut, paste and manipulate photos and magazines autonomously.

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SESSION 5

1. THE GAME OF CHAIRS


We will move chairs into a big circle for pupils and us (we will

make sure that there is one less chair than the total number of

students, including us. For example, if there are 23 persons in

class, we will put 22 chairs).

We will assign to each student a profession among: a vet, a

police officer, an artist, a musician, an actress, a baker, a

butcher and an electrician. We will incorporate the new

vocabulary of the last three professions mentioned.

We will give each student a flashcard of a profession. With all

the students sitting in chairs and we standing in the middle of

the circle, we will say loudly one profession and students who

have been assigned that profession will have to stand up from

the chair and sit in another. The student who doesn’t get to sit

on another chair will stand in the middle of the circle and he

will have to tell the next instruction “change sit artists” “change

sit artists and butchers”. The first times teacher stays in the

middle of the circle until children understand the dynamics of

the game.

Whole class

Timing

10 minutes


Chairs.

Flashcards.


Linguistic.

Spatial.

Objectives

Recognize and remember the vocabulary of professions.

Integrate and incorporate new vocabulary about professions.

Work speed and agility of the body.

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2. THE WORKER DICE


We will bring to class two dice in which each side of the dice will

appear the image of one profession (in one dice: a baker, a

butcher, an electrician, a police-officer, a carpenter and a cashier;

and in the other dice: an artist, a vet, an actress, a dentist, a waiter

and a cook). There are two ways of playing:

The first is that the students are sitting on the floor in a

circle. We throw the dice in the middle and students say

the profession that appears in the dice.

The second is that we rolls a dice, and the result is only

seen by a student (or pairs) without the rest of the class

knowing what appeared. Then, that student has to

represent the profession by gestures and the rest of the

class have to guess.

This activity will introduce the words: a carpenter and a cashier.

Whole class

Timing

10 minutes


Two dice with pictures (see Annex 4)


Linguistic.

Interpersonal.

Objectives

Recognize and identify the professions which appear on the pictures of the two dice.

Try to represent by mimic different professions.

Say aloud the names of professions that appear on the two dice.

Pay attention to classmate’s gestures and body movements.

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3. BINGO


We will play the bingo of professions. Firstly, the teacher will

distribute to each student a cardboard and 6 coins (if no coins,

chickpeas, beans and so on can be used). Once students have the

cartons and coins and the teacher has in his hands the prints of

all drawings, we will begin to play.

Children will play in pairs so that they can help each other and

then individually. The first times, we will show the picture to

the whole class and we will say the name of the profession in

English.

Every time the children have on their card the word teacher

says, they will put on top of that design a coin. When a child

has 6 hits, ie. 6 coins on 6 drawings, he will have to raise his

hands and shout "bingo". The child or children who have

achieved the 6 hits wins the game.

The first times will be played showing the drawing and naming.

When the children have practiced enough, we will say the

profession without showing the picture.

This activity is thought to be developed at the end of the

didactic unit because it includes all the professions’ vocabulary

we have seen.

Whole class and work in

pairs

Timing

15 minutes


Bingo (see Annex 5)

Coins



Objectives



Identify the specific vocabulary of the unit.

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SESSION 6

1. WE CREATE OUR BOOK OF PROFESSIONS


We will create our books of professions with the photographs

that children have brought. Every child will stick the photo or

photos of his family to a cardboard and he will decorate it.

Although they are still too young to write in English, the teacher

will write down the name of the profession at the bottom of the

cardboard and the rhymes we created in previous sessions to

introduce children to writing progressively. Then, we will put

all the cardboards together in our book and we will read it.

This activity creates a sense of unit. All the activities that

children have done during these two weeks are related with this

final activity. It serves to revise all the vocabulary learnt along

the rest of the sessions in a meaningful way. Besides, the book

can be showed to families.

Whole class +

Individual work

Timing

20 minutes


Photographs

Glue

Cardboards

Pencils

Colour pencils

Colourful paper

Linguistic

Spatial

Intrapersonal

Objectives

Identify and name the professions of their own parents/families and recognise some of

the rest of the class (conceptual).

Use different school materials (glue...) autonomously (procedural).

Approach the written language (procedural).

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2. WHAT DID YOU LIKE MOST?


In the last ten minutes we will allow children to repeat the game

they liked most. We will remind them the games we have done

during the unit and we will replay the one that gets more votes.

This activity can be useful to evaluate some aspects of the

didactic unit because we can know what activities have worked

best.

It depends on the game

chosen

Timing

10 -15 minutes


It depends on the game chosen

Intrapersonal (knowing and

expressing a personal preference)

Interpersonal (making a decision

as a group)

The rest of intelligences depends

on the game chosen

Objectives

Reflect on what has been learned.

Express a personal preference.

Make a decision as a group and accept the result.

The objectives related with the game depend on the game chosen. They will be those

that we have indicated in the corresponding game.

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8. SUGGESTIONS FOR VARIATION/SPECIAL NEEDS AND DIVERSITY

As explained above, a class welcomes different learning styles and we have seen how to adapt

teaching to these. A diversity of activities, materials and grouping have been planned in order to

answer to the multiplicity of intelligences in the class.

Apart from the different learning styles, there are differences in capacities. There will be

children that get bored with an exercise faster than others because it is easier for them. We can think

of activities variations to deal with it. For example, in the game of the 4 professions, these students

can be part of the same group and play with more elements. They can also help their classmates or

assume more responsibility in the activity.

It is also important to keep in mind that some activities could not stick to the expected duration.

So we should have other activities prepared just in case. For example a song, a story about

professions, some more games (ie. memory game with professions flashcards) and so on. We could

also extend an activity if it is working well and we believe that it is more interesting to do the last

activity at another time if there is no time left.

Finally, as the school is located in a neighbourhood with high levels of immigrations, we have to

take this into account in our activities. On the one hand, the didactic unit designed must provide a

space for cultural diversity. On the other hand, since there are children from different countries with

different languages, this diversity can trigger difficulties in learning another language so we

should include more support for linguistic diversity. The activities proposed are appropriate due to

the fact that language is always accompanied by a lot of manipulation, action, and playing. So,

although English is needed to do the activities, there is an important not linguistic support.

9. EVALUATION

Assessment of the didactic unit will be continued, taking into account the evolution of the

students. For this, teacher will use both teacher diary (to collect on the starting point of child,

development and point of arrival) and the checklist evaluation. In the evaluation checklist, we will

evaluate the achievement of the objectives we have proposed to see the child`s learning process.

See tables below.

Assessment chart of pupil’s progress: unit Professions

Pupils can...

Pupils’

names

Identify and name the profession of their own parents/families and recognise some of the rest

of the class.

Take small responsibilities.

Remember vocabulary from previous sessions.

Identify new vocabulary about professions and practise them using a game.

Identify some workplaces and relate them with the right profession.



Understand instructions from the teacher.

Identify the elements of a same professions’ family.

Use simple sentences in English to achieve their objectives.

Express their emotions through music.

Create a drawing by listening to a song.

Use different school materials autonomously.

Approach the written language.

Reflect on what has been learned.

Express a personal preference.

Make a decision as a group and accept the result.


Review vocabulary and structures previously worked.

Respect others and wait for their turn.

Approach literary texts.

Improve their pronunciation.

23

Moreover we will also evaluate the didactic unit. The items listed in the table will evaluate the activities designed and the methodology

used, as well as if the material, space and time we have used were appropriate in order to improve it for the next didactic unit.

Items No Yes

Activities lasted the estimated time.

The materials used were appropriate.

The rules of the games were comprehensible.

Interest and participation was high.

Variation of grouping was appropriate.

The degree of achievement of the objectives was high.

The activities were varied and children enjoyed them.

The activities encouraged the use of English.

Enjoy playing with language and develop positive attitudes towards English.

Identify each profession with its characteristics clothing.

Participate in internal group validation.

Identify and recognize the clothes of some professions.

Cut, paste and manipulate photos and magazines autonomously.

Use their body in an autonomous and agile way.

Represent by mimic different professions.

Pay attention to classmate’s gestures and body movements.

BIBLIOGRAPHY

Internet resources:

Bingo game: http://www.mes-english.com/flashcards/files/people_bingo.pdf

Dice game: http://www.toolsforeducators.com/

Flashcards: http://www.mes-english.com/flashcards/people.php

Professions pictures: http://www.materialdeaprendizaje.com/imagenes-de-oficios-y-

profesiones-color/

Rhymes:http://www.rhymezone.com/r/rhyme.cgi?Word=cook&typeofrhyme=perfect&org1

=syl&org2=l&org3=y

Song: https://www.youtube.com/watch?v=SAm7qm7t1vs

http://www.mes-english.com/flashcards/files/people_bingo.pdf

http://www.toolsforeducators.com/

http://www.mes-english.com/flashcards/people.php

http://www.materialdeaprendizaje.com/imagenes-de-oficios-y-profesiones-color/

http://www.materialdeaprendizaje.com/imagenes-de-oficios-y-profesiones-color/





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ANEXXES

ANNEX 1: FLASHCARDS

A TEACHER

A POLICE OFFICER

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A VETERINARIAN (VET)

A DOCTOR

27

A DENTIST

A WAITER

28

A COOK

AN ARTIST

29

A MUSICIAN

AN ACTRESS

30

A BAKER

A BUTCHER

31

AN ELECTRICIAN

A MECHANIC

32

A CARPENTER

A CASHIER

33

ANEXX 2 WORKPLACES

HOSPITAL - DOCTOR

SCHOOL – TEACHER

34

DESNTIST’S OFFICE - DENTIST

KITCHEN - COOK

35

RESTAURANT – WAITER

VET CLINIC – VETERINARIAN

36

POLICE STATION – POLICE OFFICER

ANNEX 3 GAME OF 4 PROFESSIONS

37

38

ANEXX 4 DICE GAME

39

ANEXX 5 BINGO GAME

40

41

Documents

DIDACTIC UNIT - PBworksthehokeypokey.pbworks.com/w/file/fetch/96821577...valoración de su necesidad y del papel del juego como medio de disfrute y de relación con los demás. Bloque