1. UNIT 4: GIRAFFE’S STORY Irene Canales, Adela Cano, Paula Camina, Estefanía Calonge, Sandra Civicos y María Gónzalez Sandra Civicos y María Gónzalez E.U. de Educación de Palencia. Universidad de Valladolid.

2. UNIT 4 TASK & SUBTASKS LESSON OVERVIEW BASIC COMPETENCE EVALUATION TOPIC SELECTION

3. TOPIC SELECTION Looking at yourself and others, feellings towards your appareance. Phisical descriptions and microfunctions.

4. MAIN ACTIVITY DESCRIBEASSOCIATE TASK SUBTASKS

5. Giraffe’s story Giraffe is sad, she looks horrible. Their friends have an idea and they want help her. E Elephant and Skippy give her a coat and shoes for Giraffe to look more beautiful.

6. Monkey gives her a hat and glasses. Skippy and her friends say to Giraffe that she is beautiful. BUILD A GOOD AND POSITIVE IMAGE OF HERSELF.

7. GIRAFFE’S STORY

8. DESCRIBE TWO SONG HELP US TO DESCRIBE “SHOW ME…” “DO YOU KNOW MY NAME?

9. “Show me” Show me your eyes….Eyes! Show me your ears…Ears! Show me your neck…Neck! Show me your feet…Feet! Eyes, ears, neck, feet. Spot, spot, spot…Giraffe! TO INDENTIFY

10. “Do you know my name?” TO DESCRIBE With a long, long neck. Small, small ears. Big, big eyes. Do you know my name? Giraffe! Yes, you know my name! With a big, big trunk. Small, small neck. Big, big ears. Do you know my name? Elephant! Yes, you know my name. With a big, big pouch. Small, small eyes. Big, big feet. Do you know my name? Skippy! Yes, you know my name.

11. ASSOCIATE TWO GAMES HELP US TO ASSOCIATE FIND A HAT! “ROUND AND ROUND”

12. “ Round and round” Round and round. Clothes on the ground. Glasses, coat, hat and shoes. Round an round. Clothes on the ground. Stop!Take the one in front. Put it on, turn around- take it off, play again! Round and round. Clothes on the ground. Stop! Take the one in front. TO ASSOCIATE TO FOLLOW THE RYTHM

13. Lessons Overview LessonLearning goalsLearning outcomesMain activityAssessment criteria 1 -Understanding a clear message. -Accepting rules and turns. -Will turn taking, take the material, leaving the material. -Will use illustrators, nodding following rhythm. -Identify parts of a body with a song.-Do gestures to illustrate the song. -Use paralanguage during the song. 2 -Associating descriptions to illustrators. -Following the sequence of the song. -Participating in the interaction through non verbal language (illustrators provided). -Identifying their role and structure (moves) in the dancing game walk like big and small animals. -Assuming their role in the game -Listening: Chunking the oral stream Follow -Following rhythm showing their paralinguistic knowledge. -Will use illustrators (big, small, long), nodding following rhythm. -Will use paralinguistic features during the songs and game. - Identify animals describing the parts of their bodies. -Recognize a wrong description. -Identify the animals by their descriptions. -Use the correct illustrator for each animal during the song. -Follow the sequence of the activities. 3 -Participating in the songs and group games. -Using non verbal language. -Using social habits culturally accepted. -Will associate the clothes with the correct part of the body. -Will develop autonomy to dress themselves. -Will identify the clothes. -Associate the clothes with the parts of the body. -Identify clothes and their parts of the body. -Assume rules and turn taking. -Verify the sequence of orders. -Know some emblems we use for routines. 4 -Understand the English language through non verbal language. -Participate in songs and group games. -Use non –verbal language (eye-contact, affect displayer…). -Do paralanguage in the correct way. -Predict some situations. -Will associate the clothes with the correct part of the body. -Will develop personal autonomy to dress themselves. -Children will be able to identify the illustrators. -Use illustrators, nodding following rhythm. -Will Turn taking. -Associate the clothes with the parts of the body following the rhythm of the song. -Accept the rules and turn taking. -Associate clothes and parts of body. -Participate in games and songs. -Dress themselves. -Follow giraffe’s story. -Nodding the rhythm. 5 -Building a proper and positive image of themselves. -Developing their affective capacities. -Knowing their bodies and the other’s bodies. -Learning to respect the differences. -Will be able to follow the sequence of a story. -Will identify the illustrators of the characters. -Follow and participate in a story.-Identify feelings (happy/sad). -Answer the questions about the story. -Do affect displayer. -Respect the diversity. -Understand the story. - Do the correct gestures.

14. AUTONOMY CITIZENSHIP COMMUNICATIVE LEARN TO LEARN BASIC COMPETENCES

15. AUTONOMY Work with clothes in order to learn to dress.

16. CITIZENSHIP Work the respect of the differences with the story, participating in group task.

17. COMMUNICATIVE Recognizing characters for the descriptions interacting during the story.

18. LEARN TO LEARN Developing good attitude of listening understanding the sequence of story.

19. HOW TO REGISTER STUDENTS’ ADQUISITION Assessment of Learning & Unit evaluation