LESSON PLAN: PLURILINGUISM INTRODUCTION This activity is focused on the fourth year of ESO. The English department is going to be combined with the departments of arts, history and Spanish. The global topic will be “King Arthur and the medieval period”, so, in history students will compare the medieval contexts of Spain and England; in Spanish they will read “El Cantar del Mío Cid” and then, they will compare it to story of “King Arthur”; in arts, pupils will produce different shields representing each knights around the table; and finally, in English students will read an adapted book version for teenagers of “King Arthur”, then, they will watch an adapted film (O.E.V) with English subtitles, and lastly, they will create an alternative story of the plot. TIME REQUIRED One month (three weeks to read the book at home and one hour to guide students at class and check their understanding of every chapter during these weeks. After finishing the book, they will watch the film for two hours in the classroom and then, they will dedicate two hours to make the writing activity).
Beatriz Ruiz Gálvez Macarena Palma Gutiérrez Sara Perea Medina
OBJETIVES 1. Listening and understanding general and specific information of oral text in different communicative situations by taking a cooperative and respectful stance: to watch the film, to discuss with partners, to understand the teacher, etc. 2. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy: interacting with partners, drawing conclusions, etc. 3. Reading and understanding several texts of a suitable level for students’ capacities and interests, aiming to extract general and specific information: reading the adapted version of “King Arthur”. 4. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence: creating the alternative plot to the story, etc. 5. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication: speaking with classmates. 6. Developing learning autonomy, reflecting on students’ own learning processes and transferring pieces of knowledge and strategies of communication acquired in other languages to the foreign language: talking with partners, expressing their own opinions, drawing conclusions, etc. 7. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select and present oral and written information: watching the film, expressing their opinion to others, etc. 8. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents: speaking and looking for information to make the writing activity, etc. 9. Showing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language: all activities. 10. Demonstrating a receptive attitude and of auto-confidence in the learning capacity and use of the foreign language: all activities.
METHODOLOGY The first activity students have to do is to read an adapted version for teenagers of “King Arthur” for three weeks at home. One day per week at classroom, students will bring the book at class and each chapter will be discussed with the teacher. During this session, teacher will provide a guide of reading in order to understand better the story. Once finished the book, they will watch an adapted version about “King Arthur” in English Original version with English subtitles for two hours. After watching the film, students will split up in groups to discuss the story. After it, students will create a new version of the story, changing the characters and the setting. The best story will be rewarded. MATERIAL REQUIRED - “King Arthur” adapted book. - “King Arthur” adapted DVD. - Computer and projector to watch the film. - Papers and pens. ASSESSMENT Students will be monitorized by the teacher each session and will follow the guide of reading. In addition, by making groups students will learn to be tolerant and to listen another opinions. Also, they will improve their linguistic competences and their oral capacity.
Beatriz Ruiz Gálvez Macarena Palma Gutiérrez Sara Perea Medina
LESSON PLAN: PLURILINGUALISM This lesson is especially addressed to students from pre-university years, which would correspond to B2 from the Common European Framework of Reference for Languages.
COMPETENCES Linguistic competence Mathematic competence Knowledge and interaction within the physical world Processing of information and digital competence Social competence Cultural and artistic competence Competence to learn to learn Personal autonomy and initiative
OBJECTIVES: STAGE Having good command of Spanish and, where possible, the language from the autonomous community/region. Expressing fluently and correctly in a foreign language Analysing and valuing critically the realities of the contemporary world and the antecedents and factors that influence on it. Understanding the fundamental elements of investigation and scientific method. Consolidating personal, social and moral maturity that allows students to act in a responsible and autonomous way. Developing artistic and literary sensitivity as a source of cultural education and enrichment. Using physical education and sport to benefit students’ personal development.
SPECIFIC/AREA: Listening and understanding general and specific information of oral texts in different communicative situations by taking a cooperative and respectful stance. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy. Reading and understanding several texts of suitable level for students’ capacities and interests, aiming to extract general and specific information. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select an present oral and written information. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents. Expressing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language.
MATERIALS: paper, pens and the internet, encyclopaedias…etc at home to search for information at home.
First Day: 1. Students will be divided into groups and will be given the project. It will consist of the presentation of any historical event in front of the class. To carry out this project, students will be given a sample text based upon a particular event such as the American War of. By means of this text they will learn the vocabulary and the structure they will need when preparing their presentation.
2. In order to compliment the first activity, student will learn how to describe a picture based on the historical event they have chosen. For this purpose, they will be given a Spanish text describing any picture so that they will learn the technique required when it comes to applying it to the picture they choose for their presentation. It is important to notice that there is no need of providing an English text to describe a picture because the vocabulary for it has been previously learnt/taught.
Second Day:
3. During this class, students will present their presentations on any historical event in front of the class. It is valuable to note that for its preparation, the members of each group would have played different roles so that all of them participate equally in it.
Area Organization: - History : Learning of events in different periods of History - English: Developing the presentation by means of texts which help students to arrange it. - Art: Learning how to describe a picture. - Spanish: The language used to describe a picture.
EVALUATION Students have to expound their experience throughout this two-hour class as a climactic point; this exercise will help the teacher to assure that his/her students’ have learned to work in groups and have consolidated history vocabulary. Besides, the teacher may directly ask them about this particular class, so that teaching can be enhanced in future lessons regarding its effectiveness.
English speaking countries The aim of this plan is to incorporate different subjects into the English class. The teacher will make an introduction to the history of the United Kingdom and the students will prepare a presentation about other English speaking countries. The plan is designed for a group of 1st baccalaureate of 30 students who will work in groups of 5. The presentations have to last at least 30 minutes and they must include information about art and culture, economy, geography, sports and a timeline with the most important events in the history of the country. 1. Objectives All the objectives found in BOJA. 2. Intelligences Lingüística, visual, musical, cinestésica, natural, interpersonal e intrapersonal 3. Subjects Geography, history, economics, P.E., art, computer science, English and Spanish 4. Time and material 7 sessions (the first day will be dedicated to the introduction made by the teacher and the explanation of the project; the following sessions will consist of a 30 minutes presentation) 5. Development The first day, the teacher is going to present the history of the United Kingdom from the XVIII century onwards. The students will choose a country (USA, Canada, Australia, New Zealand, Ireland and South Africa). In the following sessions the students are going to make presentations about these countries. They will make a research about the different aspects that we have mentioned before. There are going to be five students per group and each of them will deal with one of the topics. Then, they will prepare the materials they want to use like videos, power point presentation, music… The students are expected to write a journal telling what they have done each day and hand it to the teacher the day of the presentation. 6. Assessment The teacher will take into account the oral presentation, the content of the project and the journal.
The teacher will design some activities related to these three different subjects being Natural Science, Social Science and Foreign Language in that case English Language, in ESO stage, more concretely, these activities will be addressed to 2º ESO. Certainly, these activities will be focused on “Plurilingualism”, considering this topic as part of their initial training content and because we are dealing with an integrative approach.
Regarding a plurilingual context in which these activities are going to be developed, it should be taken into account the fact that these exercises will involve contact between more than one culture. Similarly, linguistic competence is normally accompanied by cultural competence due to the fact that in order to have an effective communication the teacher has to involve more than just words.
B. First activity:
Time: 30 minutes
Materials: Interactive Blackboard
Lesson Aim:
By the end of this section, students are expected to know the name of the most important geographical features of The Autonomous Community of Andalusia, indeed they will be able to recognize them saying the key characteristics of them. Additionally, they will have the aid of having a sequence of illustrations of geographical features the teacher will show at the interactive blackboard.
Development of the Activity:
First of all, students will play hangman game about some geographical features like a brainstorming, implying any kind of information provided by the teacher previously.
Hangman game is an interesting tool for teaching and learning. On the one hand, the teacher tries to become learners awake in the area of work they are providing some clues for posterior understanding of the information. On the other hand, it is useful for students because they can use their imagination giving original ideas.
In fact, children would be using their mental imagery, this process appears many times in a natural, unconscious way, nonetheless this process can instruct in order to acquire it. Indeed, the process of visualization makes reference to mental images process with a determined purpose.
Secondly, the teacher will show the students a sequence of pictures projected in the digital blackboard and they have to guess what geographical feature is using the knowledge they have acquired previously. The class will be divided into groups of five pupils, the idea is that students cooperate among them, sharing their knowledge but also agreeing on the final answer.
Finally, the teacher will check the answers moving the mouse on the images in order to show the correct concept to students.
Regarding the last activity it would consist of giving students a text with some definitions about different geographical features, so they have to relate these definitions to the concepts they have just learnt before.
By the end of this section students are expected to write a description about a geographical feature. The writing about that geographical feature they have to invent has to follow a well organized structure.
Development of the activity:
First of all, the opening time takes place, so the teacher gives learners an idea of what the activity consists of and what they should be aiming to produce at the end of this lesson, it is good to have examples of past activities, having a photocopy of a previous group activity for instance. Secondly, the proposing time is carried out by the teacher, therefore after explaining the idea behind this activity the teacher will ask learners to propose a scheme of work: •What they want to include in this activity
•What form it will take
•Who will be responsible for what, they will need a spokesperson
•An idea of the time it will take to produce this activity
•Any material or resources they might need
The students are expected to relate some geographical features of Andalusia with the concepts and definitions explained previously, yet in this occasion the group will be divided in pairs; the activity will consist in the fact that they have to be able to write a description of one geographical feature they choose.
In order to define this geographical feature they have to explain the elements of it, the main physical attributes such as elevation, slope, orientation, stratification, rock exposure, and soil type of this geographical feature as well as the most important factors that can contribute to generate it.
In the same way, learners can also include some historical information, like the historical evolution of this landform with the passing of time.
D. Assessment:
The chairs will be arranged in a big circle to make it easier for the students to discuss their descriptions. The teacher opens the discussion by asking the students if there is anything they would like to report back to the whole class after telling their descriptions of their geographical feature. By the end of this lesson, the spokesperson of each pair of learners will have to read aloud his description about the geographical feature they chose to the rest of their classmates, consequently, the teacher will evaluate if students have explained their writings correctly, considering whether the information they have provided is correct or not, and whether the writings respond to an organized structure or not.
LESSON PLAN: PLURILINGUISM
ResponderEliminarINTRODUCTION
This activity is focused on the fourth year of ESO. The English department is going to be combined with the departments of arts, history and Spanish. The global topic will be “King Arthur and the medieval period”, so, in history students will compare the medieval contexts of Spain and England; in Spanish they will read “El Cantar del Mío Cid” and then, they will compare it to story of “King Arthur”; in arts, pupils will produce different shields representing each knights around the table; and finally, in English students will read an adapted book version for teenagers of “King Arthur”, then, they will watch an adapted film (O.E.V) with English subtitles, and lastly, they will create an alternative story of the plot.
TIME REQUIRED
One month (three weeks to read the book at home and one hour to guide students at class and check their understanding of every chapter during these weeks. After finishing the book, they will watch the film for two hours in the classroom and then, they will dedicate two hours to make the writing activity).
Beatriz Ruiz Gálvez
Macarena Palma Gutiérrez
Sara Perea Medina
OBJETIVES
ResponderEliminar1. Listening and understanding general and specific information of oral text in different communicative situations by taking a cooperative and respectful stance: to watch the film, to discuss with partners, to understand the teacher, etc.
2. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy: interacting with partners, drawing conclusions, etc.
3. Reading and understanding several texts of a suitable level for students’ capacities and interests, aiming to extract general and specific information: reading the adapted version of “King Arthur”.
4. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence: creating the alternative plot to the story, etc.
5. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication: speaking with classmates.
6. Developing learning autonomy, reflecting on students’ own learning processes and transferring pieces of knowledge and strategies of communication acquired in other languages to the foreign language: talking with partners, expressing their own opinions, drawing conclusions, etc.
7. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select and present oral and written information: watching the film, expressing their opinion to others, etc.
8. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents: speaking and looking for information to make the writing activity, etc.
9. Showing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language: all activities.
10. Demonstrating a receptive attitude and of auto-confidence in the learning capacity and use of the foreign language: all activities.
METHODOLOGY
The first activity students have to do is to read an adapted version for teenagers of “King Arthur” for three weeks at home. One day per week at classroom, students will bring the book at class and each chapter will be discussed with the teacher. During this session, teacher will provide a guide of reading in order to understand better the story.
Once finished the book, they will watch an adapted version about “King Arthur” in English Original version with English subtitles for two hours. After watching the film, students will split up in groups to discuss the story. After it, students will create a new version of the story, changing the characters and the setting. The best story will be rewarded.
MATERIAL REQUIRED
- “King Arthur” adapted book.
- “King Arthur” adapted DVD.
- Computer and projector to watch the film.
- Papers and pens.
ASSESSMENT
Students will be monitorized by the teacher each session and will follow the guide of reading. In addition, by making groups students will learn to be tolerant and to listen another opinions. Also, they will improve their linguistic competences and their oral capacity.
Beatriz Ruiz Gálvez
Macarena Palma Gutiérrez
Sara Perea Medina
LESSON PLAN: PLURILINGUALISM
ResponderEliminarThis lesson is especially addressed to students from pre-university years, which would correspond to B2 from the Common European Framework of Reference for Languages.
COMPETENCES
Linguistic competence
Mathematic competence
Knowledge and interaction within the physical world
Processing of information and digital competence
Social competence
Cultural and artistic competence
Competence to learn to learn
Personal autonomy and initiative
OBJECTIVES:
STAGE
Having good command of Spanish and, where possible, the language from the autonomous community/region.
Expressing fluently and correctly in a foreign language
Analysing and valuing critically the realities of the contemporary world and the antecedents and factors that influence on it.
Understanding the fundamental elements of investigation and scientific method.
Consolidating personal, social and moral maturity that allows students to act in a responsible and autonomous way.
Developing artistic and literary sensitivity as a source of cultural education and enrichment.
Using physical education and sport to benefit students’ personal development.
SPECIFIC/AREA:
Listening and understanding general and specific information of oral texts in different communicative situations by taking a cooperative and respectful stance.
Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy.
Reading and understanding several texts of suitable level for students’ capacities and interests, aiming to extract general and specific information.
Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence.
Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication.
Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select an present oral and written information.
Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents.
Expressing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language.
MATERIALS: paper, pens and the internet, encyclopaedias…etc at home to search for information at home.
TIMING: 2 days, one hour per day.
METHODOLOGY:
ResponderEliminarFirst Day:
1. Students will be divided into groups and will be given the project. It will consist of the presentation of any historical event in front of the class. To carry out this project, students will be given a sample text based upon a particular event such as the American War of. By means of this text they will learn the vocabulary and the structure they will need when preparing their presentation.
2. In order to compliment the first activity, student will learn how to describe a picture based on the historical event they have chosen. For this purpose, they will be given a Spanish text describing any picture so that they will learn the technique required when it comes to applying it to the picture they choose for their presentation. It is important to notice that there is no need of providing an English text to describe a picture because the vocabulary for it has been previously learnt/taught.
Second Day:
3. During this class, students will present their presentations on any historical event in front of the class. It is valuable to note that for its preparation, the members of each group would have played different roles so that all of them participate equally in it.
Area Organization:
- History : Learning of events in different periods of History
- English: Developing the presentation by means of texts which help students to arrange it.
- Art: Learning how to describe a picture.
- Spanish: The language used to describe a picture.
EVALUATION
Students have to expound their experience throughout this two-hour class as a climactic point; this exercise will help the teacher to assure that his/her students’ have learned to work in groups and have consolidated history vocabulary. Besides, the teacher may directly ask them about this particular class, so that teaching can be enhanced in future lessons regarding its effectiveness.
Antonio Zamora Y Margarita Luque
English speaking countries
ResponderEliminarThe aim of this plan is to incorporate different subjects into the English class. The teacher will make an introduction to the history of the United Kingdom and the students will prepare a presentation about other English speaking countries. The plan is designed for a group of 1st baccalaureate of 30 students who will work in groups of 5. The presentations have to last at least 30 minutes and they must include information about art and culture, economy, geography, sports and a timeline with the most important events in the history of the country.
1. Objectives
All the objectives found in BOJA.
2. Intelligences
Lingüística, visual, musical, cinestésica, natural, interpersonal e intrapersonal
3. Subjects
Geography, history, economics, P.E., art, computer science, English and Spanish
4. Time and material
7 sessions (the first day will be dedicated to the introduction made by the teacher and the explanation of the project; the following sessions will consist of a 30 minutes presentation)
5. Development
The first day, the teacher is going to present the history of the United Kingdom from the XVIII century onwards. The students will choose a country (USA, Canada, Australia, New Zealand, Ireland and South Africa). In the following sessions the students are going to make presentations about these countries. They will make a research about the different aspects that we have mentioned before. There are going to be five students per group and each of them will deal with one of the topics. Then, they will prepare the materials they want to use like videos, power point presentation, music…
The students are expected to write a journal telling what they have done each day and hand it to the teacher the day of the presentation.
6. Assessment
The teacher will take into account the oral presentation, the content of the project and the journal.
Mariola Llamas & María Peinazo
LESSON PLAN ON PLURILINGUALISM
ResponderEliminarTitle: “Geographical Features”
Class: 2th ESO
Time: 1 Hour
Number of Lessons: 1
A. Introduction:
The teacher will design some activities related to these three different subjects being Natural Science, Social Science and Foreign Language in that case English Language, in ESO stage, more concretely, these activities will be addressed to 2º ESO. Certainly, these activities will be focused on “Plurilingualism”, considering this topic as part of their initial training content and because we are dealing with an integrative approach.
Regarding a plurilingual context in which these activities are going to be developed, it should be taken into account the fact that these exercises will involve contact between more than one culture. Similarly, linguistic competence is normally accompanied by cultural competence due to the fact that in order to have an effective communication the teacher has to involve more than just words.
B. First activity:
Time: 30 minutes
Materials: Interactive Blackboard
Lesson Aim:
By the end of this section, students are expected to know the name of the most important geographical features of The Autonomous Community of Andalusia, indeed they will be able to recognize them saying the key characteristics of them. Additionally, they will have the aid of having a sequence of illustrations of geographical features the teacher will show at the interactive blackboard.
Development of the Activity:
First of all, students will play hangman game about some geographical features like a brainstorming, implying any kind of information provided by the teacher previously.
Hangman game is an interesting tool for teaching and learning. On the one hand, the teacher tries to become learners awake in the area of work they are providing some clues for posterior understanding of the information. On the other hand, it is useful for students because they can use their imagination giving original ideas.
In fact, children would be using their mental imagery, this process appears many times in a natural, unconscious way, nonetheless this process can instruct in order to acquire it. Indeed, the process of visualization makes reference to mental images process with a determined purpose.
Secondly, the teacher will show the students a sequence of pictures projected in the digital blackboard and they have to guess what geographical feature is using the knowledge they have acquired previously. The class will be divided into groups of five pupils, the idea is that students cooperate among them, sharing their knowledge but also agreeing on the final answer.
Finally, the teacher will check the answers moving the mouse on the images in order to show the correct concept to students.
Regarding the last activity it would consist of giving students a text with some definitions about different geographical features, so they have to relate these definitions to the concepts they have just learnt before.
C. Second activity:
ResponderEliminarTime: 30 minutes:
Materials: Paper, pencils or pens
Lesson aim:
By the end of this section students are expected to write a description about a geographical feature. The writing about that geographical feature they have to invent has to follow a well organized structure.
Development of the activity:
First of all, the opening time takes place, so the teacher gives learners an idea of what the activity consists of and what they should be aiming to produce at the end of this lesson, it is good to have examples of past activities, having a photocopy of a previous group activity for instance. Secondly, the proposing time is carried out by the teacher, therefore after explaining the idea behind this activity the teacher will ask learners to propose a scheme of work:
•What they want to include in this activity
•What form it will take
•Who will be responsible for what, they will need a spokesperson
•An idea of the time it will take to produce this activity
•Any material or resources they might need
The students are expected to relate some geographical features of Andalusia with the concepts and definitions explained previously, yet in this occasion the group will be divided in pairs; the activity will consist in the fact that they have to be able to write a description of one geographical feature they choose.
In order to define this geographical feature they have to explain the elements of it, the main physical attributes such as elevation, slope, orientation, stratification, rock exposure, and soil type of this geographical feature as well as the most important factors that can contribute to generate it.
In the same way, learners can also include some historical information, like the historical evolution of this landform with the passing of time.
D. Assessment:
The chairs will be arranged in a big circle to make it easier for the students to discuss their descriptions. The teacher opens the discussion by asking the students if there is anything they would like to report back to the whole class after telling their descriptions of their geographical feature.
By the end of this lesson, the spokesperson of each pair of learners will have to read aloud his description about the geographical feature they chose to the rest of their classmates, consequently, the teacher will evaluate if students have explained their writings correctly, considering whether the information they have provided is correct or not, and whether the writings respond to an organized structure or not.
CRISTINA RUIZ GARCÍA
RAQUEL MARTÍN GARCÍA