Please write down here your proposal of activities for the specific skill you chose in class. Please take into account the official documents and the information on communicative language learning analysed in class.
Objective: to understand and know the Earth while they practice the skills of listening, speaking and writing through a cooperative and individual learning. Moreover, students will put into practice some grammatical knowledge such as the conditional structure.
Procedure: the teacher will show the students a video from YouTube titled “The Pale Blue Dot”, which is available with subtitles in different languages and is based on educational purposes for children, and where they can learn some important points about the Earth. Once they have seen the video, the teacher will divide the class into different groups and will propose them to think about if they think there is life in another planet and why and if they would like to visit it. Then, they will have to tell it to the rest of the class. Also, as an individual learning, the students will have to write a short and brief composition about the following question: “if it could be possible, would you like to live in another planet? Why?” In this way, they will put into practice their knowledge about English with the use of the conditional structure, putting special emphasis on the second one, as well as the vocabulary related to this topic.
Intelligences / Competences: Interpersonal and intrapersonal (they are working in groups but also in an individual way), spatial (they are using their visual capacity), and linguistic (they are using words).
Contents: 1.Listen, speak and tell: -Listen and understand: *Understanding of the general and specific meaning of the particular topic of the video about the Earth within the general and academic interest of the student. *General and specific understanding of mass media messages, in this case YouTube, and which are broadcast in the standard language as well as in different accents. -Speak and tell: *Production of different oral messages about this particular topic with a certain grammatical correction and an appropriate pronunciation. *Expression of viewpoints and participation in the proposed discussion about the universe, offering detailed information, using appropriate examples, defending their arguments and showing a respectful and critical attitude towards the rest of the class’ opinions.
2.Read and write: -Composition of written texts: *Planning of the writing process, using mechanisms of organization, articulation and cohesion of the text. *Interest in the production of understandable written texts, paying attention to different necessities and intentions.
3.Knowledge of the language: -Linguistic knowledge: *Review of grammatical functions and structures, in this case the conditional sentences. -Reflection on the learning: *Interest in making use of the opportunities of learning with the use of information and communication technologies.
For this activity, the students will have to create their own newspaper, by using recycled paper although it will have a virtual support as well, whose benefits will be intended for charity. This newspaper will contain these three sections: “Sports and health”, “Environment and animals”, “Culture and travels”.
The students will be divided into three groups. They will choose the section they like the most and thus, the groups will be formed. Choosing the sections on this way will increase their motivation since they will have the opportunity of working on the specific section they are most interested in.
For the section, “Sports and Health” the students will be allowed to use those new technologies they find more useful. So, they will have to include the most current news concerning sports. In addition, the most amazing part of this section is that they will have to invent new games, gymkhanas and competitions which will be put into practice in the playground of their own school. Consequently, the students of the entire school will play together while they take benefits for charity. To encourage all their classmates to participate in these gymkhanas, they will have to create very eye-catching posters which will be stuck on the walls of their school.
For “Environment and animals”, the students will have to create attractive posters in which they will encourage their classmates to adopt and take care of abandoned animals (dogs, cats, etc) and to safeguard nature from indiscriminate pollution. For this activity, they will include weekly an interview to different humane societies in order to make their classmates realize how these associations work and how many abandoned animals there are in our society unfortunately. Moreover, in this section, the students will facilitate all the information people will need to adopt these defenseless animals and then, they will share their opinions in the virtual section of this blog.
In the last section dealing with “Culture and travels”, the students will compile the most fascinating news and curiosities about many cities around the world in order to foster the integration of cultures. Furthermore, the students will propose a series of cities and places to visit and consequently, they will organize travels in which they will share their emotions and experiences. After that, they will share their photos, sensations and anecdotes on the blog.
* Context: these activities are addressed to 4º E.S.O. students with A2 level in English as second language, according to the Common European Framework of Reference for Languages.
* Time: 1 week.
* Methodology: Active, cooperative and participative methodology adapted to the personal and educative necessities of the students.
* Skill: Writing
* Objectives in Foreign Language I, English:
-Express themselves and orally interact in everyday communicative situations in an understandable and adequate way, and with some degree of autonomy. -Read and understand different texts of an appropriate level to the abilities and interests of students in order to extract general and specific information and use reading as a source of pleasure and personal enrichment. -Write simple texts for various purposes on various topics using appropriate resources of cohesion and coherence. -Correct use of the phonetic, lexical, structural and functional basic components of the foreign language in real communication contexts. -Develop autonomy in learning, reflect on personal learning processes, and transfer skills and communication strategies learned in other languages to the use of the foreign language. -Use learning strategies, technology and communication in order to obtain, select and present information orally and in writing. -Consider the foreign language as a means to access to information as a learning tool. Value the foreign language and other languages in general, as means of communication and understanding between people of diverse cultures, in order to avoid any kind of discrimination or linguistic and cultural stereotypes. -Show a receptive and self-confidence attitude in the ability to learn and use the foreign language.
* Contents in Foreign Language I, English: In this activity we will focus particularly on the writing skill. Nonetheless, it is inevitable to use sporadically the rest of them. -Recognize some of the features and conventions of written language and how it differs from oral language. -Write short texts in a very controlled, taking into account the basic elements of cohesion and different communicative intentions. -Use properly the basic rules of spelling and punctuation. This has to be introduced gradually and always associated with the functional use to achieve effective communication.
* Intelligences / Competences: linguistic, intrapersonal, interpersonal, data processing-digital, bodily-kinesthetic and creative competences.
Objective: to know the origin and the influence of Halloween around the world. Students practice the skills of listening, speaking and writing and they also practice some grammatical knowledge with the compositions.
Procedure: the teacher will give to the students different web pages where they can look for information about Halloween and its origin and influences and see some videos of fairy tales and songs. Once they have selected the information about this topic, the teacher will divide the class into different groups and will propose them to create a composition about Halloween’s origins, traditions and influences and a list with all the vocabulary related with this topic. They will have to read the composition to the rest of the class and once they have a complete vocabulary glossary, the will divide the amount of words between the members of the group and as individual learning, they have to look for the definition of the word and draw a picture of it. The following day, they will show the rest of the class the definition and the picture of each word.
Finally, the teacher will give to the students a little paper where they will have to draw five selected words related with all the Halloween vocabulary. The teacher will have a bag with all the words given in class and she will be selecting one by one and children will have to complete their five pictures. The first person who completes his/her five pictures has to say HALLOWEEN and he/she will be the winner of the Game.
Also, as an individual learning, the students will have to write a composition where they talk about how Halloween is celebrated in their towns.
Materials: computer or laptop, Internet, some pieces of paper, pencils and crayons.
Intelligences/Competences: Interpersonal and intrapersonal, spatial/visual, and verbal/linguistic.
Contents
1. Understand:
- Understanding of the general and specific information about this topic.
2. Listen, Read, Select and Write:
- Listening of some stories and songs of Halloween when they are looking for information.
- Reading of the information about the origins, traditions, costumes and influences of the topic.
- Selection of the relevant information and the vocabulary of the topic.
- Write a composition with their words using the selected information.
- Create a vocabulary glossary with the selected words.
- Write a composition in an individual way, using the grammar explained during the course, talking about their experiences and feelings about the topic.
Topic: Globalization. Objectives: The goal of this activity is to achieve a better awareness of what happens in the world, and if possible, to increase their commitment to such current controversial themes. Course: Higher secondary-education. Materials: internet, videos, printed articles, books. Time expected: 2 classes (2h.) Assessment: I will evaluate the students according to their grade of implication in the matter, and in the group discussion, but also by means of the realization of a summary of the article they will be assigned.
- Introduction (1st class): I will introduce the topic with the help of some fragments of videos (original version with subtitles) and also several images. Like this part is going to be a little shocking for them, due to the cruel reality they are not used to see, I will ask them about their impressions after watching the material, and for the next class I will ask to bring with them one or two definitions of the term globalization and also to think about it. To that purpose they can use books or look for in internet. In this first part linguistic intelligence (they are using words, speaking and writing) and interpersonal intelligence (they are exchanging ideas) are involved.
- 2nd class: First of all, the students will read the definitions of globalization they must have brought, and then, I will give them some related articles. In order to increase their motivation, they will read the articles in groups of 5 or 6, and after that they have to debate among themselves to clarify the text, showing a critical view about the topic. And they will have to write a summary pointing out their personal point of view. In this second class linguistic and interpersonal intelligences are used again, but also the intrapersonal intelligence, because while reading the article, they put into practice their self-knowledge and self-confidence.
Contents: 1. Listen, speak and tell: Listen and understanding: - Understanding of the general and specific meaning of videos about globalization within the general and academic interest of the student. - General and specific understanding of mass media, in this case, different extracts from videos in original version, which are broadcast in the standard language as well as in different accents. - Understanding of the interpersonal communication about themes of daily use, general interest and abstract themes, with the goal of answering in the same moment, in this case, the theme of globalization. - Awareness of the importance of understanding and overall message, without having to understand each and every one of the elements. Speak and tell: - Planning what to say and to how express it, using various resources to facilitate communication and mechanisms for giving coherence and cohesion to the discourse. - Production of different oral messages about this particular topic with a certain grammatical correction and an appropriate pronunciation. - Expression of viewpoints and participation in the proposed discussion about globalization, offering detailed information, using appropriate examples, defending their arguments and showing a respectful and critical attitude towards the rest of the class’ opinions. 2. Read and write: Comprehension of written texts: - Prediction of information from textual and non-textual elements in texts on diverse topics (globalization in this case) - Understanding of general information, specific and detailed in various text genres, referred to a variety of topics. - Identification of the communicative purpose, of textual and non-textual elements and form of organize the information by distinguishing the parts of the text. - Understanding the implicit meaning, posture or views in articles and reports dealing with current issues, like globalization. Composition of written texts: - Planning of the writing process, using mechanisms of organization, articulation and cohesion of the text. - Interest in the production of understandable written texts, paying attention to different necessities and intentions. 3. Knowledge of the language: Linguistic knowledge: - Extending the semantic and lexical field about interesting topics for students, in this case globalization. - Word formation using prefixes, suffixes and compounds. Reflection on the learning: - Autonomous use of various resources for learning: digital and bibliographical. - Implementation of strategies to revise, expand and consolidate the vocabulary and linguistic structures. - Interest in making use of the opportunities of learning with the use of information and communication technologies. 4. Socio-cultural aspects and intercultural awareness: - Knowledge and appreciation of the more relevant cultural elements.
Topic: Geology Course: 2nd year (Higher secondary-education) Activity: “The Power of the Earth” Skill: Reading, writing and speaking. Objective: The main aim is to bring students closer to the linguistic (grammar and vocabulary) and semantic phenomena while they practice the skills of reading and speaking with a topic that will motivate and interest them. The most effective way to achieve our goal is to provide them with relevant texts they can connect with and talk about. Materials: Texts provided by the teacher, a highlighter to underline the main ideas and a dictionary. Procedure: The teacher will speak about what the text is about with a brief explanation. Then, students have to share what they know about the topic of the text (10 minutes). The teacher will have students seated in pairs and he/she will hand the text to the students and they will have to look for words they do not know (20 minutes). The unknown words will be shared in class and the rest of the groups have to find out the words considering: - Kind of words (noun, verb, adjective, adverb,…) - Definition in English with their own words. This last part should be done in 30 minutes. Total time: 1 hour. Intelligences/Competences: Interpersonal (they will be working in couples and shared their ideas with the rest of the class) Intrapersonal (they have to focus on the text individually and look for the words they do not know) Linguistic (they are analyzing a text and speaking) Visual (they are interacting using their visual capacity to read the text and look at the dictionary) Natural (they will be learning about nature with the text) Contents: 1. Listen, speak and tell - Listen and comprehension of messages related to the activities. The students have to pay attention to the teacher’s explanation about the text. - Procurement of general and specific information using their dictionaries. - Use of comprehension strategies using verbal context. Students will have to share their ideas in order to get the correct meaning and use of the new unknown words. - Production of short oral text by making the new definitions with their own words. - Participation in conversations: they will have to debate about the text. - The use of adequate answers in communication. - Develop of their communication skills and strategies by the use of the dictionary and the production of definitions for the new words. 2. Read and write - Comprehension of general and specific information through the text about geology. - Initiative to read texts by themselves (with the use of the dictionary, looking for the words they consider as new) - Use of strategies of reading comprehension: they will have to identify the topic with the help of the teacher, text, dictionary and the opinions of their classmates. - Composition of different text with the help of models: they have to create definitions with their own words based on the definition found in the dictionaries. - Personal communication with the rest of the class. - Interest on careful presentation of the written texts: they will have to make their definition understandable and well-elaborated. 3. Knowledge of the language Linguistic Knowledge - Identification of morphological elements: they will have to differentiate the words found: noun, verb, adjective, adverb, preposition, etc. - Amplification of common expressions: the use of the dictionary will offer the quotations and examples necessary for this goal. - Use of the habitual structures and functions. Reflection Of The Learning - Use of strategies for organizing, acquiring, remembering and using lexis: this is the main point of our activity. - Use of resources for the learning such as dictionaries. - Reflection of use and meaning: they will have to compare the entries in the dictionary with the text itself. - Participation in activities of shared evaluation: they will have to debate about the meaning of the new words in order to understand the text. - Active participation: they have to interact with the rest of the class.
MULTIPLE INTELLIGENCES TOPIC: The culture of the English speaking countries COURSE: Upper secondary education, either the first or the second year ACTIVITIES: “Getting into the English speaking context” INTRODUCTION: Nowadays we live in a globalized world; however, there are a lot of aspects in each culture that allow us to distinguish them; even if we talk about countries that share the same language, which is one of the most important cultural features we can find. What we are about to do is to study some of these features in order to get more integrated within the life and culture of those countries where English is the official language. AIM: To improve the students’ awareness about the life and culture of the different Anglo-Saxon countries in order to introduce them into the background of the language they are currently studying. PURPOSE/OBJECTIVE: - To introduce the students into different life styles, cultures and countries in order to teach them a language in a more complete way, and also, to educate them with values such as the solidarity and tolerance, that are determined by the multiculturality among other things. - To do a list of exercises about the countries where English is spoken and their cultures. These exercises are proposed according to the Multiple Intelligences Theory, so they are thought to deal with different skills, abilities and obviously, intelligencies the students have. In addition, these exercises are also focused on two very important ways of learning, the project-based work model and the cooperative language learning, that are closely related to those values we have previously referred and we are trying to promote by means of these exercises. PROCEDURE: a. STEP #0: A set of pictures representing the different cultures and countries the teacher wants to be dealt with are hanged at the classroom’s walls. According to the order the teacher decides to follow, the students have to choose the country or culture they want to investigate about. After every student have chosen the country that interest them the most, the class will be divided into different groups. The students can start working at that point, and as they have different things to do, they can share their responsibilities in the way they want to. Then, the whole group has not to work on every single aspect of the final product, but it will depend on each of them equally. b. STEP #1: Write an informal letter, addressed to the rest of the classroom, talking about the country you have chosen and explaining the main reasons that made you to choose that English speaking country. In order to enlarge our vocabulary and also to prove or show that we are getting a bit more integrated into the culture of the country we are dealing with, it would be very important to introduce in our texts/writings/letters some typical words or expressions (set phrases) from that country. The students can search for the information they need (both cultural and linguistic) on internet, books... c. STEP #2: Create a wall chart about the country’s geography. This chart will be later used by the students to explain to the rest of their partners the main geographical information and data (mountains, rivers, flora, fauna…) of the chosen country. It is also important to take into account and include the demographical information of the country. Then, the final product will have to be as complete as possible. The students have to pay an special attention to the numerical information of this chart in order to make this activity easier to understand for the rest of their partners; this information includes cities’ population data, mountains’ height, rivers’ length...
MATERIALS: Images or pictures from different countries, bibliography, computers and other digital media, sheets, pens, charts, felt-tip pens of different colours. TIME: Five-ten minutes to present the activities and the selection of countries (groups formation) and the time the students need for doing the two main activities or projects and the oral presentation/explanation of them. INTELLIGENCES/COMPETENCES: By means of the proposed exercises, the students are suppossed to train the following intelligences or competences; intersonal and intrapersonal (they are working in groups, but they have also individual tasks to be fulfilled), linguistic (they are not only using words throughout the presentation and the redaction of the letter, but also spreading their vocabulary by means of the search they have to do), logical-mathematical (the students are dealing with numerical data) and also spatial (as the students have to use their visual capacity to identify different cultures and countries throughout pictures and also to be able to locate the places they are talking about in their proper places).
BOE’S CONTENTS: 1. Listen, speak and talk: - Listen and understand: • Understanding of interpersonal communication in order to be able to answer questions at the moment. - Speak and talk: • Production of different oral messages about topics, that are related to the students’ interests, and presentations, that are previously prepared, about general topics with a certain grammatical accuracy and an adequate pronunciation, rhythm and intonation.
2. Read and write: - Understanding of written texts: • Understanding of general, specific and detailed information in different textual types, referred to a variety of topics. • Autonomous reading of long and different texts that are related to the students’ academic, personal and professional interests, by using different strategies of reading depending on the text and the end they are chasing, and taking into account this kind of reading as a way to get information, spread knowledge and enjoyment. - Composition of written texts: • Planning of the writing process, using mechanisms of organization, cohesion and articulation. • Composition of texts of a certain complexity about personal, academic and current topics. • Interest for the production of comprehensible written texts, according to the different needs and intentions.
3. Knowledge of the language: - Linguistic knowledge: • Widening of the semantic field and lexicon about general topics of interest for the students and related to other subjects. - Reflection about the learning process: • Application of strategies to revise, amplify and consolidate the lexicon and the linguistic strategies. • Valuation of the self-confidence, the initiative and the cooperation for the language learning.
4. Socio-cultural aspects and intercultural consciousness: • Knowledge and valuation of the most important cultural elements. • Reflection between the similitudes and differences among customs, behaviours, attitudes, values and believes that prevail among the speakers of the foreign language and the mother tongue. • Interest to establish communicative exchanges and know cultural informations of the countries where this foreign language is spoken. • Valuation of the foreign language as a means of communication and understanding among people, as a faciltitator of the access to other cultures, to other languages and also, for the personal enrichment.
For this activity students will have to listen to several recordings and then they will have to speak in English. Both activities will be related to “daily situations”, I mean they will listen to some formal or informal situations and then they will have to reproduce them in a natural way. I will divide the class into four groups because there will be four situations: 1. Going to a restaurant. 2. Going out at night. 3. Introducing oneself formally (applying for a job). 4. Agree / disagree on a topic. I will let them to choose the situations they prefer since this makes them to be more motivated and more interested in it. After presenting the topic I will give instructions of how they have to speak. Then I will show them some pictures of every section and I will give them vocabulary (words, verbs, feelings, emotions...) and finally I will give them some time to think about their situations. After that, I will play the videos of the four situations so as they can get an idea of how they have to act, what they can say… I will play the videos twice in order to help them with the comprehension of the listening. They can take notes if they want. Finally they will have to speak in front of the other groups representing their situations. I will be taking notes about the possible mistakes and at the end of the class we will comment them. I will explain them that they will have to improve their skill depending on if they do accuracy or fluency activities. * Context: these activities are addressed to 4th E.S.O. students with A2 level in English as second language, according to the Common European Framework of Reference for Languages. * Time: 1 hour * Skill: Listening and Speaking
* Objectives in Foreign Language I, English:
-Express themselves orally and interact in everyday communicative situations (formal or informal) in an adequate way, and with some degree of autonomy.
* Contents: 1. Listen, talk and tell - Comprehend the general and specific meaning of simple talks about topics in a simple and coherent way. - Use comprehension strategies of oral messages: use of verbal and non - verbal context and of previous knowledge about the situation, identification of the speaker’s attitude. - Active participation in conversations about daily routines with communicative goals. - Use of conventions in every day communicative situations - Autonomous use of communicative strategies to start, keep and end an interaction 2. Knowing the language * Linguistic knowledge - Use of common expressions, idioms and lexicon about personal interest and daily topics - Recognize and produce different patterns of rhythm, intonation and word accentuation. - Active participation in individual and group activities. - Be self-confident to speak in public. 3. Sociocultural aspects and intercultural conscience. - Appropriate use of linguistic patterns base on specific communicative situations: courtesy, agreement, discrepancy… * Intelligences / Competences: linguistic, intrapersonal, interpersonal, bodily-kinesthetic, visual/spatial, and creative competences.
5. Objective: to practice the oral skills (listening + speaking) making use of the grammar (quantifiers) and the vocabulary of the unit (ingredients and dishes), encouraging the group work.
6. Procedure: the teacher will make a review of the grammatical aspects of the use of quantifiers, asking the students when they use one or another quantifier in order that they try to remember what have been already explained and tell it to the rest of the class. When we finish reviewing it, the students will be asked to form groups of 5 people and then teacher will hand out a piece of sheet to each group with the following text: "Imagine you work in the restaurant of a hotel and have to prepare breakfast, lunch and dinner for the guests. Choose a person from your group to be the cook and discuss with him/her about what ingredients you will need to prepare the dishes. Use some/any, much/many and how much / how many to ask questions or make affirmative or negative sentences and note them down. Use as many ingredients as you can! What ingredients will you need? How many? What ingredients won’t be necessary?" Each group will have a different dish to prepare, such as breakfast, mixed salad, paella, fruit pie, and pizza. While the students are discussing about the ingredients, the teacher will be passing around in order to solve some doubts, answering questions to the students and giving them some ideas or ingredients that they could have overlooked. After 25-30 minutes, each cook will have to share with the rest of the class the ingredients that the group has chosen for their dish using the grammar that was explained.
9. Intelligences/Competences: Linguistic (using words and communicating), intrapersonal (thinking by themselves of the topic), interpersonal (sharing their ideas with the rest of the group and interacting with their classmates).
10. Contents - Listen, talk and tell: * Understanding the specific meaning of the explanation of the topic. * Making use of their knowledge to explain some grammar key points.
- Talk and tell: * Production of different oral messages about this particular topic with some grammatical coherence and appropriate pronunciation. * Expression of the student’s point of view and participation in the oral group activity.
- Knowing the language: * Linguistic knowledge: review of grammatical functions – the proper use of quantifiers, in this case.
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ResponderEliminarTopic: The Earth.
ResponderEliminarCourse: Higher secondary-education course.
Activity: “Knowing our planet”
Objective: to understand and know the Earth while they practice the skills of listening, speaking and writing through a cooperative and individual learning. Moreover, students will put into practice some grammatical knowledge such as the conditional structure.
Procedure: the teacher will show the students a video from YouTube titled “The Pale Blue Dot”, which is available with subtitles in different languages and is based on educational purposes for children, and where they can learn some important points about the Earth. Once they have seen the video, the teacher will divide the class into different groups and will propose them to think about if they think there is life in another planet and why and if they would like to visit it. Then, they will have to tell it to the rest of the class.
Also, as an individual learning, the students will have to write a short and brief composition about the following question: “if it could be possible, would you like to live in another planet? Why?” In this way, they will put into practice their knowledge about English with the use of the conditional structure, putting special emphasis on the second one, as well as the vocabulary related to this topic.
Materials: computer or laptop, and Internet.
Time: 1 hour.
Intelligences / Competences: Interpersonal and intrapersonal (they are working in groups but also in an individual way), spatial (they are using their visual capacity), and linguistic (they are using words).
ResponderEliminarContents:
1.Listen, speak and tell:
-Listen and understand:
*Understanding of the general and specific meaning of the particular topic of the video about the Earth within the general and academic interest of the student.
*General and specific understanding of mass media messages, in this case YouTube, and which are broadcast in the standard language as well as in different accents.
-Speak and tell:
*Production of different oral messages about this particular topic with a certain grammatical correction and an appropriate pronunciation.
*Expression of viewpoints and participation in the proposed discussion about the universe, offering detailed information, using appropriate examples, defending their arguments and showing a respectful and critical attitude towards the rest of the class’ opinions.
2.Read and write:
-Composition of written texts:
*Planning of the writing process, using mechanisms of organization, articulation and cohesion of the text.
*Interest in the production of understandable written texts, paying attention to different necessities and intentions.
3.Knowledge of the language:
-Linguistic knowledge:
*Review of grammatical functions and structures, in this case the conditional sentences.
-Reflection on the learning:
*Interest in making use of the opportunities of learning with the use of information and communication technologies.
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ResponderEliminarFor this activity, the students will have to create their own newspaper, by using recycled paper although it will have a virtual support as well, whose benefits will be intended for charity. This newspaper will contain these three sections: “Sports and health”, “Environment and animals”, “Culture and travels”.
ResponderEliminarThe students will be divided into three groups. They will choose the section they like the most and thus, the groups will be formed. Choosing the sections on this way will increase their motivation since they will have the opportunity of working on the specific section they are most interested in.
For the section, “Sports and Health” the students will be allowed to use those new technologies they find more useful. So, they will have to include the most current news concerning sports. In addition, the most amazing part of this section is that they will have to invent new games, gymkhanas and competitions which will be put into practice in the playground of their own school. Consequently, the students of the entire school will play together while they take benefits for charity. To encourage all their classmates to participate in these gymkhanas, they will have to create very eye-catching posters which will be stuck on the walls of their school.
For “Environment and animals”, the students will have to create attractive posters in which they will encourage their classmates to adopt and take care of abandoned animals (dogs, cats, etc) and to safeguard nature from indiscriminate pollution. For this activity, they will include weekly an interview to different humane societies in order to make their classmates realize how these associations work and how many abandoned animals there are in our society unfortunately. Moreover, in this section, the students will facilitate all the information people will need to adopt these defenseless animals and then, they will share their opinions in the virtual section of this blog.
In the last section dealing with “Culture and travels”, the students will compile the most fascinating news and curiosities about many cities around the world in order to foster the integration of cultures. Furthermore, the students will propose a series of cities and places to visit and consequently, they will organize travels in which they will share their emotions and experiences. After that, they will share their photos, sensations and anecdotes on the blog.
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ResponderEliminar* Context: these activities are addressed to 4º E.S.O. students with A2 level in English as second language, according to the Common European Framework of Reference for Languages.
ResponderEliminar* Time: 1 week.
* Methodology: Active, cooperative and participative methodology adapted to the personal and educative necessities of the students.
* Skill: Writing
* Objectives in Foreign Language I, English:
-Express themselves and orally interact in everyday communicative situations in an understandable and adequate way, and with some degree of autonomy.
-Read and understand different texts of an appropriate level to the abilities and interests of students in order to extract general and specific information and use reading as a source of pleasure and personal enrichment.
-Write simple texts for various purposes on various topics using appropriate resources of cohesion and coherence.
-Correct use of the phonetic, lexical, structural and functional basic components of the foreign language in real communication contexts.
-Develop autonomy in learning, reflect on personal learning processes, and transfer skills and communication strategies learned in other languages to the use of the foreign language.
-Use learning strategies, technology and communication in order to obtain, select and present information orally and in writing.
-Consider the foreign language as a means to access to information as a learning tool.
Value the foreign language and other languages in general, as means of communication and understanding between people of diverse cultures, in order to avoid any kind of discrimination or linguistic and cultural stereotypes.
-Show a receptive and self-confidence attitude in the ability to learn and use the foreign language.
* Contents in Foreign Language I, English: In this activity we will focus particularly on the writing skill. Nonetheless, it is inevitable to use sporadically the rest of them.
-Recognize some of the features and conventions of written language and how it differs from oral language.
-Write short texts in a very controlled, taking into account the basic elements of cohesion and different communicative intentions.
-Use properly the basic rules of spelling and punctuation. This has to be introduced gradually and always associated with the functional use to achieve effective communication.
* Intelligences / Competences: linguistic, intrapersonal, interpersonal, data processing-digital, bodily-kinesthetic and creative competences.
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EliminarTopic: HALLOWEEN
ResponderEliminarCourse: 1º ESO/2º ESO
Activity: “Halloween World”
Objective: to know the origin and the influence of Halloween around the world. Students practice the skills of listening, speaking and writing and they also practice some grammatical knowledge with the compositions.
Procedure: the teacher will give to the students different web pages where they can look for information about Halloween and its origin and influences and see some videos of fairy tales and songs. Once they have selected the information about this topic, the teacher will divide the class into different groups and will propose them to create a composition about Halloween’s origins, traditions and influences and a list with all the vocabulary related with this topic. They will have to read the composition to the rest of the class and once they have a complete vocabulary glossary, the will divide the amount of words between the members of the group and as individual learning, they have to look for the definition of the word and draw a picture of it. The following day, they will show the rest of the class the definition and the picture of each word.
Finally, the teacher will give to the students a little paper where they will have to draw five selected words related with all the Halloween vocabulary. The teacher will have a bag with all the words given in class and she will be selecting one by one and children will have to complete their five pictures. The first person who completes his/her five pictures has to say HALLOWEEN and he/she will be the winner of the Game.
Also, as an individual learning, the students will have to write a composition where they talk about how Halloween is celebrated in their towns.
Materials: computer or laptop, Internet, some pieces of paper, pencils and crayons.
Duration: One week
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ResponderEliminarIntelligences/Competences: Interpersonal and intrapersonal, spatial/visual, and verbal/linguistic.
ResponderEliminarContents
1. Understand:
- Understanding of the general and specific information about this topic.
2. Listen, Read, Select and Write:
- Listening of some stories and songs of Halloween when they are looking for information.
- Reading of the information about the origins, traditions, costumes and influences of the topic.
- Selection of the relevant information and the vocabulary of the topic.
- Write a composition with their words using the selected information.
- Create a vocabulary glossary with the selected words.
- Write a composition in an individual way, using the grammar explained during the course, talking about their experiences and feelings about the topic.
Topic: Globalization.
ResponderEliminarObjectives: The goal of this activity is to achieve a better awareness of what happens in the world, and if possible, to increase their commitment to such current controversial themes.
Course: Higher secondary-education.
Materials: internet, videos, printed articles, books.
Time expected: 2 classes (2h.)
Assessment: I will evaluate the students according to their grade of implication in the matter, and in the group discussion, but also by means of the realization of a summary of the article they will be assigned.
- Introduction (1st class):
I will introduce the topic with the help of some fragments of videos (original version with subtitles) and also several images. Like this part is going to be a little shocking for them, due to the cruel reality they are not used to see, I will ask them about their impressions after watching the material, and for the next class I will ask to bring with them one or two definitions of the term globalization and also to think about it. To that purpose they can use books or look for in internet.
In this first part linguistic intelligence (they are using words, speaking and writing) and interpersonal intelligence (they are exchanging ideas) are involved.
- 2nd class:
ResponderEliminarFirst of all, the students will read the definitions of globalization they must have brought, and then, I will give them some related articles. In order to increase their motivation, they will read the articles in groups of 5 or 6, and after that they have to debate among themselves to clarify the text, showing a critical view about the topic. And they will have to write a summary pointing out their personal point of view.
In this second class linguistic and interpersonal intelligences are used again, but also the intrapersonal intelligence, because while reading the article, they put into practice their self-knowledge and self-confidence.
Contents:
ResponderEliminar1. Listen, speak and tell:
Listen and understanding:
- Understanding of the general and specific meaning of videos about globalization within the general and academic interest of the student.
- General and specific understanding of mass media, in this case, different extracts from videos in original version, which are broadcast in the standard language as well as in different accents.
- Understanding of the interpersonal communication about themes of daily use, general interest and abstract themes, with the goal of answering in the same moment, in this case, the theme of globalization.
- Awareness of the importance of understanding and overall message, without having to understand each and every one of the elements.
Speak and tell:
- Planning what to say and to how express it, using various resources to facilitate communication and mechanisms for giving coherence and cohesion to the discourse.
- Production of different oral messages about this particular topic with a certain grammatical correction and an appropriate pronunciation.
- Expression of viewpoints and participation in the proposed discussion about globalization, offering detailed information, using appropriate examples, defending their arguments and showing a respectful and critical attitude towards the rest of the class’ opinions.
2. Read and write:
Comprehension of written texts:
- Prediction of information from textual and non-textual elements in texts on diverse topics (globalization in this case)
- Understanding of general information, specific and detailed in various text genres, referred to a variety of topics.
- Identification of the communicative purpose, of textual and non-textual elements and form of organize the information by distinguishing the parts of the text.
- Understanding the implicit meaning, posture or views in articles and reports dealing with current issues, like globalization.
Composition of written texts:
- Planning of the writing process, using mechanisms of organization, articulation and cohesion of the text.
- Interest in the production of understandable written texts, paying attention to different necessities and intentions.
3. Knowledge of the language:
Linguistic knowledge:
- Extending the semantic and lexical field about interesting topics for students, in this case globalization.
- Word formation using prefixes, suffixes and compounds.
Reflection on the learning:
- Autonomous use of various resources for learning: digital and bibliographical.
- Implementation of strategies to revise, expand and consolidate the vocabulary and linguistic structures.
- Interest in making use of the opportunities of learning with the use of information and communication technologies.
4. Socio-cultural aspects and intercultural awareness:
- Knowledge and appreciation of the more relevant cultural elements.
Topic: Geology
ResponderEliminarCourse: 2nd year (Higher secondary-education)
Activity: “The Power of the Earth”
Skill: Reading, writing and speaking.
Objective: The main aim is to bring students closer to the linguistic (grammar and vocabulary) and semantic phenomena while they practice the skills of reading and speaking with a topic that will motivate and interest them. The most effective way to achieve our goal is to provide them with relevant texts they can connect with and talk about.
Materials: Texts provided by the teacher, a highlighter to underline the main ideas and a dictionary.
Procedure: The teacher will speak about what the text is about with a brief explanation. Then, students have to share what they know about the topic of the text (10 minutes). The teacher will have students seated in pairs and he/she will hand the text to the students and they will have to look for words they do not know (20 minutes). The unknown words will be shared in class and the rest of the groups have to find out the words considering:
- Kind of words (noun, verb, adjective, adverb,…)
- Definition in English with their own words.
This last part should be done in 30 minutes.
Total time: 1 hour.
Intelligences/Competences:
Interpersonal (they will be working in couples and shared their ideas with the rest of the class)
Intrapersonal (they have to focus on the text individually and look for the words they do not know)
Linguistic (they are analyzing a text and speaking)
Visual (they are interacting using their visual capacity to read the text and look at the dictionary)
Natural (they will be learning about nature with the text)
Contents:
1. Listen, speak and tell
- Listen and comprehension of messages related to the activities. The students have to pay attention to the teacher’s explanation about the text.
- Procurement of general and specific information using their dictionaries.
- Use of comprehension strategies using verbal context. Students will have to share their ideas in order to get the correct meaning and use of the new unknown words.
- Production of short oral text by making the new definitions with their own words.
- Participation in conversations: they will have to debate about the text.
- The use of adequate answers in communication.
- Develop of their communication skills and strategies by the use of the dictionary and the production of definitions for the new words.
2. Read and write
- Comprehension of general and specific information through the text about geology.
- Initiative to read texts by themselves (with the use of the dictionary, looking for the words they consider as new)
- Use of strategies of reading comprehension: they will have to identify the topic with the help of the teacher, text, dictionary and the opinions of their classmates.
- Composition of different text with the help of models: they have to create definitions with their own words based on the definition found in the dictionaries.
- Personal communication with the rest of the class.
- Interest on careful presentation of the written texts: they will have to make their definition understandable and well-elaborated.
3. Knowledge of the language
Linguistic Knowledge
- Identification of morphological elements: they will have to differentiate the words found: noun, verb, adjective, adverb, preposition, etc.
- Amplification of common expressions: the use of the dictionary will offer the quotations and examples necessary for this goal.
- Use of the habitual structures and functions.
Reflection Of The Learning
- Use of strategies for organizing, acquiring, remembering and using lexis: this is the main point of our activity.
- Use of resources for the learning such as dictionaries.
- Reflection of use and meaning: they will have to compare the entries in the dictionary with the text itself.
- Participation in activities of shared evaluation: they will have to debate about the meaning of the new words in order to understand the text.
- Active participation: they have to interact with the rest of the class.
-PART 1-
ResponderEliminarMULTIPLE INTELLIGENCES
TOPIC: The culture of the English speaking countries
COURSE: Upper secondary education, either the first or the second year
ACTIVITIES: “Getting into the English speaking context”
INTRODUCTION:
Nowadays we live in a globalized world; however, there are a lot of aspects in each culture that allow us to distinguish them; even if we talk about countries that share the same language, which is one of the most important cultural features we can find. What we are about to do is to study some of these features in order to get more integrated within the life and culture of those countries where English is the official language.
AIM:
To improve the students’ awareness about the life and culture of the different Anglo-Saxon countries in order to introduce them into the background of the language they are currently studying.
PURPOSE/OBJECTIVE:
- To introduce the students into different life styles, cultures and countries in order to teach them a language in a more complete way, and also, to educate them with values such as the solidarity and tolerance, that are determined by the multiculturality among other things.
- To do a list of exercises about the countries where English is spoken and their cultures. These exercises are proposed according to the Multiple Intelligences Theory, so they are thought to deal with different skills, abilities and obviously, intelligencies the students have. In addition, these exercises are also focused on two very important ways of learning, the project-based work model and the cooperative language learning, that are closely related to those values we have previously referred and we are trying to promote by means of these exercises.
PROCEDURE:
a. STEP #0:
A set of pictures representing the different cultures and countries the teacher wants to be dealt with are hanged at the classroom’s walls. According to the order the teacher decides to follow, the students have to choose the country or culture they want to investigate about. After every student have chosen the country that interest them the most, the class will be divided into different groups. The students can start working at that point, and as they have different things to do, they can share their responsibilities in the way they want to. Then, the whole group has not to work on every single aspect of the final product, but it will depend on each of them equally.
b. STEP #1:
Write an informal letter, addressed to the rest of the classroom, talking about the country you have chosen and explaining the main reasons that made you to choose that English speaking country. In order to enlarge our vocabulary and also to prove or show that we are getting a bit more integrated into the culture of the country we are dealing with, it would be very important to introduce in our texts/writings/letters some typical words or expressions (set phrases) from that country. The students can search for the information they need (both cultural and linguistic) on internet, books...
c. STEP #2:
Create a wall chart about the country’s geography. This chart will be later used by the students to explain to the rest of their partners the main geographical information and data (mountains, rivers, flora, fauna…) of the chosen country. It is also important to take into account and include the demographical information of the country. Then, the final product will have to be as complete as possible. The students have to pay an special attention to the numerical information of this chart in order to make this activity easier to understand for the rest of their partners; this information includes cities’ population data, mountains’ height, rivers’ length...
-PART 2-
ResponderEliminarMATERIALS:
Images or pictures from different countries, bibliography, computers and other digital media, sheets, pens, charts, felt-tip pens of different colours.
TIME:
Five-ten minutes to present the activities and the selection of countries (groups formation) and the time the students need for doing the two main activities or projects and the oral presentation/explanation of them.
INTELLIGENCES/COMPETENCES:
By means of the proposed exercises, the students are suppossed to train the following intelligences or competences; intersonal and intrapersonal (they are working in groups, but they have also individual tasks to be fulfilled), linguistic (they are not only using words throughout the presentation and the redaction of the letter, but also spreading their vocabulary by means of the search they have to do), logical-mathematical (the students are dealing with numerical data) and also spatial (as the students have to use their visual capacity to identify different cultures and countries throughout pictures and also to be able to locate the places they are talking about in their proper places).
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ResponderEliminar-PART 3-
ResponderEliminarBOE’S CONTENTS:
1. Listen, speak and talk:
- Listen and understand:
• Understanding of interpersonal communication in order to be able to answer questions at the moment.
- Speak and talk:
• Production of different oral messages about topics, that are related to the students’ interests, and presentations, that are previously prepared, about general topics with a certain grammatical accuracy and an adequate pronunciation, rhythm and intonation.
2. Read and write:
ResponderEliminar- Understanding of written texts:
• Understanding of general, specific and detailed information in different textual types, referred to a variety of topics.
• Autonomous reading of long and different texts that are related to the students’ academic, personal and professional interests, by using different strategies of reading depending on the text and the end they are chasing, and taking into account this kind of reading as a way to get information, spread knowledge and enjoyment.
- Composition of written texts:
• Planning of the writing process, using mechanisms of organization, cohesion and articulation.
• Composition of texts of a certain complexity about personal, academic and current topics.
• Interest for the production of comprehensible written texts, according to the different needs and intentions.
3. Knowledge of the language:
ResponderEliminar- Linguistic knowledge:
• Widening of the semantic field and lexicon about general topics of interest for the students and related to other subjects.
- Reflection about the learning process:
• Application of strategies to revise, amplify and consolidate the lexicon and the linguistic strategies.
• Valuation of the self-confidence, the initiative and the cooperation for the language learning.
4. Socio-cultural aspects and intercultural consciousness:
ResponderEliminar• Knowledge and valuation of the most important cultural elements.
• Reflection between the similitudes and differences among customs, behaviours, attitudes, values and believes that prevail among the speakers of the foreign language and the mother tongue.
• Interest to establish communicative exchanges and know cultural informations of the countries where this foreign language is spoken.
• Valuation of the foreign language as a means of communication and understanding among people, as a faciltitator of the access to other cultures, to other languages and also, for the personal enrichment.
For this activity students will have to listen to several recordings and then they will have to speak in English. Both activities will be related to “daily situations”, I mean they will listen to some formal or informal situations and then they will have to reproduce them in a natural way.
ResponderEliminarI will divide the class into four groups because there will be four situations:
1. Going to a restaurant.
2. Going out at night.
3. Introducing oneself formally (applying for a job).
4. Agree / disagree on a topic.
I will let them to choose the situations they prefer since this makes them to be more motivated and more interested in it. After presenting the topic I will give instructions of how they have to speak. Then I will show them some pictures of every section and I will give them vocabulary (words, verbs, feelings, emotions...) and finally I will give them some time to think about their situations.
After that, I will play the videos of the four situations so as they can get an idea of how they have to act, what they can say… I will play the videos twice in order to help them with the comprehension of the listening. They can take notes if they want.
Finally they will have to speak in front of the other groups representing their situations. I will be taking notes about the possible mistakes and at the end of the class we will comment them. I will explain them that they will have to improve their skill depending on if they do accuracy or fluency activities.
* Context: these activities are addressed to 4th E.S.O. students with A2 level in English as second language, according to the Common European Framework of Reference for Languages.
* Time: 1 hour
* Skill: Listening and Speaking
* Objectives in Foreign Language I, English:
-Express themselves orally and interact in everyday communicative situations (formal or informal) in an adequate way, and with some degree of autonomy.
* Contents:
ResponderEliminar1. Listen, talk and tell
- Comprehend the general and specific meaning of simple talks about topics in a simple and coherent way.
- Use comprehension strategies of oral messages: use of verbal and non - verbal context and of previous knowledge about the situation, identification of the speaker’s attitude.
- Active participation in conversations about daily routines with communicative goals.
- Use of conventions in every day communicative situations
- Autonomous use of communicative strategies to start, keep and end an interaction
2. Knowing the language
* Linguistic knowledge
- Use of common expressions, idioms and lexicon about personal interest and daily topics
- Recognize and produce different patterns of rhythm, intonation and word accentuation.
- Active participation in individual and group activities.
- Be self-confident to speak in public.
3. Sociocultural aspects and intercultural conscience.
- Appropriate use of linguistic patterns base on specific communicative situations: courtesy, agreement, discrepancy…
* Intelligences / Competences: linguistic, intrapersonal, interpersonal, bodily-kinesthetic, visual/spatial, and creative competences.
1. Topic: Ingredients and dishes.
ResponderEliminar2. Course: High school education (2º ESO).
3. Activity: “Cook for a day”.
4. Skill: Speaking.
5. Objective: to practice the oral skills (listening + speaking) making use of the grammar (quantifiers) and the vocabulary of the unit (ingredients and dishes), encouraging the group work.
6. Procedure: the teacher will make a review of the grammatical aspects of the use of quantifiers, asking the students when they use one or another quantifier in order that they try to remember what have been already explained and tell it to the rest of the class. When we finish reviewing it, the students will be asked to form groups of 5 people and then teacher will hand out a piece of sheet to each group with the following text:
"Imagine you work in the restaurant of a hotel and have to prepare breakfast, lunch and dinner for the guests. Choose a person from your group to be the cook and discuss with him/her about what ingredients you will need to prepare the dishes. Use some/any, much/many and how much / how many to ask questions or make affirmative or negative sentences and note them down. Use as many ingredients as you can! What ingredients will you need? How many? What ingredients won’t be necessary?"
Each group will have a different dish to prepare, such as breakfast, mixed salad, paella, fruit pie, and pizza. While the students are discussing about the ingredients, the teacher will be passing around in order to solve some doubts, answering questions to the students and giving them some ideas or ingredients that they could have overlooked. After 25-30 minutes, each cook will have to share with the rest of the class the ingredients that the group has chosen for their dish using the grammar that was explained.
7. Materials: photocopy and dictionaries.
ResponderEliminar8. Time: 1 hour.
9. Intelligences/Competences: Linguistic (using words and communicating), intrapersonal (thinking by themselves of the topic), interpersonal (sharing their ideas with the rest of the group and interacting with their classmates).
10. Contents
- Listen, talk and tell:
* Understanding the specific meaning of the explanation of the topic.
* Making use of their knowledge to explain some grammar key points.
- Talk and tell:
* Production of different oral messages about this particular topic with some grammatical coherence and appropriate pronunciation.
* Expression of the student’s point of view and participation in the oral group activity.
- Knowing the language:
* Linguistic knowledge: review of grammatical functions – the proper use of quantifiers, in this case.