My house is a big world The house is the great world of students 7 years and so it becomes very important to see it as the place that gives them great moments, spaces that lead them to enjoy and feel protected and therefore the knowledge of the various component parts. The teaching unit "My house is a big world," is aimed at students of the second grade basic and will be divided into 6 sessions. Each session lasts 90 minutes to promote language acquisition and is distributed as follows: - Motivation, greetings and recap of what has been done in the previous class: 20 minutes. - Presentation and deepening of something new: 40 minutes. - Evaluation and conclusion: 30 minutes. With this unit it is intended that children have the opportunity to work and specific vocabulary related to the house and have it take hold, since it is the place where you spend more time. Moreover it is noteworthy that more than meet housing units since 7 years and know the purpose is focused on knowledge of objects and their functions. Among other things is to promote the autonomy of the child in their immediate environment. In this way the children will see the relationship between school and home, and players will be felt throughout the unit talking about the places they spend more time. We also consider a great utility to perform this adapting the content to be worked in the classroom unit. The teaching unit is important because all the basic vocabulary used and the child learns in the first phase of life is at home to relate to their loved ones in order to meet their needs is more important as the food, drink and toilet. For this and its importance is necessary to help children learn vocabulary so they can express themselves fluently

1.Review vocabulary and structures previously worked in class. 2. Sing and act out songs. 3. Identify and name the specific vocabulary of the unit. 4. Show understanding through physical or verbal response. 5. Recognize and name the different parts of the house

Objective 1. Conceptual: Hello, good bye, this is a -an, stand up, sit down. Procedural: Implement a series of activities and games, using appropriate vocabulary Attitudinal: Show enthusiasm for the use of already known vocabulary. Objective 2 Conceptual: Hello, good bye Procedural: Interpretation songs Attitudinal: Chant songs Objective 3 Conceptual: Recognize Parts of the house: bedroom, bathroom, living room, kitchen,Furniture: Kitchen: fridge, Room: sofa, TV, room: bed, lamp. Bathroom : bath, shower, sink Property type: flat, house. Procedural: identify and use basic terms of the unit with or without visual support Attitudinal: discover the satisfaction produce explore the house and its features.

Objective 4 Conceptual: What color is this? It's.... What ' s this? It's a..... Do you like ? Yes, I do. No I don’t Procedural: Respond to verbally or physically in various games and activities in groups or individually. Attitudinal: Initiative and interest in participating in the various activities proposed. Objective 5 Conceptual: housing types, parts of the house Procedural: identification and classification of the different parts of a house and its functions Attitudinal: interest in learning about different types of housing and parts

The methodology used seeks to encourage the interest of students to communicate in English, focusing mainly on hearing and speech of the word, thus learning will focus on the first two language skills acquired by the student, who are listening and understanding, expression and communication. Some of the methodological principles that have to be present at these sessions are: Motivation, one of the factors having the greatest weight in the time that students are motivated and interested in learning, and for this activity will be presented and appropriate their interests and needs. Physical and mental activity underlying methodology, which coincides with that used in other activities of this stage. Through play children learn we the English language in a natural and fun way, in a room of organization, cooperation and respect for the rules governing the activities. Also employ the dramatization that allow the child to be the star and make your learning more meaningful. The tasks we propose are active, flexible and varied. Knowing the time at this age child care is short, the task is clear and concise with an atmosphere of affection and trust. The activities will be collected in a cheerful, welcoming and safe atmosphere where students feel loved and well to meet the challenges it faces. Among other strategies that we are the music and the songs that will be present throughout the various sessions. The repetition of rhymes and songs is essential for children to memorize rhythms, vocabulary and language structures.

1 session Title: Parts of the house ( Garage, living room, kitchen, laundry room, bathroom, bedroom, garden Time: 90 Material: poster, Flash card, Motivation: Hello song Knock,knock! Hello! Hello! Hello! Hello! Come in. Lets sing.Lets play.And learn together. Deepening: *With the poster of the parts of the house, put on the blackboard, teach children the name of each of the rooms. *We ask children at random to see if they've learned. *Then we do the same but with the flash card. Evaluation: Draw and color the part of the house that teacher pronounce.

2 session Title: use the rooms (chair, table, tv, car) Time: 90 Material: interactive story. Motivation: interactive story. ge=en Deepening: * Interactive story will read together with the projector, we ask the children where should be Doll’s furniture while we read the story. Evaluation: The teaching stick the flashcard on the board and draw a chair, the table and the TV truck to head, asked the students to draw in their notebooks and make the respective mating everything in its place.

3 session Title: Kitchen (microwave,fridge, oven, skillet, fried egg, chicken, fork, spoom, knife Dish, glass) Time: 90 Material: kitchen flash cards, Motivation: Observation and pronunciation of images shown on flash cards Deepening: *Previously, students are asked to bring toys kitchen they have. *Freedom is given to students to play using toys they brought, the teacher goes through each group in English pronounce each of the utensils used in the kitchen for students to speak out. Evaluation: The teacher asks what's this? going to step pointing out some kitchen toys, is explained to students that responds It's a dish....

4 session Title: Bedroom ( bed, closet, desk, chair) Time: 90 Material: The tab “Objects from the bedroom”, colors Motivation: Hello song Knock,knock! Hello! Hello! Hello! Hello! Come in. Lets sing.Lets play.And learn together. Deepening: The teacher will give students the tab, will be observed repeatedly pronounce themselves English names are written there, they give directions and each student will make the tab “Objects from the bedroom”. Evaluation: The teacher with the help of the students solved the tab, then asked to draw and color on notebook objects belonging to the room and write their name in English

5 session Title: Bathroom ( bed, closet, desk, chair) Time: 90 Material:Video The yellow pencil el cuarto de baño en inglés. the tab The bathroom. Motivation:Video The yellow pencil el cuarto de baño en inglés. Deepening: After watching the video several times on objects in the room, and students speak out, the teacher delivers the record to have students write in English the name of the object that corresponds to the number and to color. Evaluation: The teacher will give the object of the bathroom in English and the student will draw on her notebook as appropriate

6 session Title: we knows the parts of the house (review of all previous vocabulary) Time: 90 Material: glue, shoebox, scissors, vinyl Motivation:Video English vocabulary house. Deepening: As for unit end closing activity, each child must bring a shoe box and foil house hold objects to arm home and decorate to your taste Evaluation: The teacher will go through each student watching the house and asked for some more elaborate party or household objects.

From the point of the teaching is valued if the objectives and contents that have been proposed are suitable and adequate for the students, if the methodology is suitable, as well as, resources and the distribution of time and space employees are necessary and sufficient. Moreover, the evaluation of the learning process of the students, the level of achievement of the objectives and content will be assessed through direct observation techniques, scoring everyday situations as they occur, using for this purpose different tools, such as checklists, daily class. Taken into account when evaluating the following times: identify students 'prior knowledge at the beginning of the learning unit, to identify students ' prior knowledge about what is going to work. Continuous evaluation formative character throughout the unit to see how it will be the students' progress in relation to the proposed objectives and content. and the final evaluation is to test the degree of achievement of the learning objectives given. Considering quantitative assessment type is in a range of 1.0 to 5.0 The Conceptual aspect which corresponds to: 40% Procedural: 30% Attitudinal: 20% Co-evaluation: 10%

DescriptoresConceptual 40% Procedimental 30% Actitudinal 20% Coevaluación 10% Go over vocabulary and structures previously worked Sing songs and dramatizes Identifies and names the specific vocabulary of the unit Shows understanding through physical or verbal response Recognize and name the different parts of the house

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