Didactic Unit - Film & TV

Topics: Television program, Television, Past tense Pages: 33 (9778 words) Published: April 23, 2014
DIDACTIC UNIT No. 10

FILMS AND TELEVISION

1. PRESENTATION
1.1. TITLE
1.2. LEVEL
1.3. JUSTIFICATION OF THE UNIT
1.4. LEGAL FRAME
1.5. SCHOOL
1.6. STUDENTS

6. METHODOLOGY
6.1. METHODOLOGICAL
PRINCIPLES
6.2. PSYCHODIDACTIC ASPECTS
6.3. TIMING
6.4. SPACE
6.5. MATERIALS
6.6. ATTENTION TO DIVERSITY

2. SUMMARY TABLE
7. EVALUATION
3. LEARNING OBJECTIVES
4. CONTENTS
5. ACTIVITIES

7.1. EVALUATION CRITERIA
7.2. EVALUATION INSTRUMENTS
7.3. EVALUATION STAGES
7.4. RESITING
8. CONCLUSION
9. BIBLIOGRAPHY

07/09/2011

DIDACTIC UNIT: FILMS AND TELEVISION

1. PRESENTATION
1.1. TITLE: FILMS AND TELEVISION.
1.2. LEVEL: 4th year of ESO.
1.3. JUSTIFICATION OF THE UNIT
This unit will be number 10 in this course. We will assume that our students have an adequate command of the active tenses, and therefore it is time for them to start with a new concept: the passive voice. For such purpose, I have chosen the appealing topic of films and television. This will easily introduce our students into a structure which, while sharing many features with its Spanish counterpart, continues to be a difficult point in L2 acquisition. Students must be aware of the fact that the passive voice is more common in English than in Spanish. Other structures, such as the pasiva refleja, are used in our language.

We have also assumed that the students’ coursebook is ‘Oxford Exchange 4’, widely used in schools for this level. It has therefore been a source of inspiration for the design of some features of this unit. However, the exercises and activities proposed have been prepared by the teacher in order to make the unit more original. Furthermore, talking about films and television will help them understand the importance these have in our lives, not only as entertainment, but also as an educational tool. We also want them to be aware of their negative aspects. For this purpose, the students will be asked to reflect on concepts such as screen violence and the promotion of anti-social behaviour.

1.4. LEGAL FRAME
The unit has been developed in accordance with Organic Law 2/2006, of 3rd of May, on Education (LOE); and with Royal Decree 1631/2006, of 29th December, under which the minimum contents for ESO were established. We have also considered Decree 69/2007, of 29th of May, under which the ESO curriculum in Castilla-La Mancha was established, Order of 4th June 2007, of the Regional Office for Education and Science, regulating ESO curricular diversification, and Order of 4th June 2007, of the Regional Office for Education and Science, regulating ESO students’ evaluation. 1.5. SCHOOL




Setting: rural area in Castilla-La Mancha.
Social background: working and middle class families.

1.6. STUDENTS
The majority of the students are from Spain, and there are also immigrant students from South America. The class will have around 25 students, who are now 15 years old. Their motivation and work patterns may range from those who are not interested in learning a new language to those who wish to get involved in the process of communication. It may also vary between those who are more independent and those who feel more comfortable working in groups. Taking all this into account, we must keep in mind the diversity of our students and choose the right method that can best meet their needs.

2

DIDACTIC UNIT: FILMS AND TELEVISION

2. SUMMARY TABLE
UNIT 10 – FILMS AND TELEVISION – 4th ESO - 3rd TERM. 3rd AND 4th WEEKS OF APRIL, 6 SESSIONS OF 50 MINUTES LEARNING
OBJECTIVES

CONTENTS

ACTIVITIES AND RESOURCES

ASSESSMENT

1. To use the present
and past simple
passive.

Block 1: Oral competence: listening and speaking.
• Discussing television likes and dislikes.
• Listening to a dialogue between two people talking about the types of films they like and dislike and answering some questions about it.
• Discussing about the role of gender in different
occupations/activities.
• Listening to a dialogue between...

Bibliography: OBEE, Bob. THE GRAMMAR ACTIVITY BOOK. Cambridge University Press. 1999.
SECONDARY). Editorial Centro de Estudios Ramón Areces, S.A. 2003.
Routledge and Kegan Paul Ltd. 1978.
University Press. 2001.
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