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jueves, 10 de noviembre de 2016
martes, 8 de noviembre de 2016
CLIL UNIT "WHAT'S THE MATTER?"
WHAT’S THE MATTER?
This is a CLIL
Didactic Unit designed to fourth level students, in Primary Education. It
includes different subjects: English, Natural Science, Lengua Castellana and
Arts.
In this
Unit students are supposed to learn how to write a narration following a
structure and key words (Lengua Castellana and English). They should recognise
some properties of materials and identify the different changes produced in
them (Natural Science). They also are supposed to learn the difference between
cool and warm colours, and how changing colours, the image also changes (Arts).
All these
different objectives are joined together in the final task, a tricky and with a
high level of motivation between the students: Writing a narrative describing
how superheroes change.
The unit
will take 10 lessons of 45 minutes: 4 Natural Science lessons, 3 Lengua
Castellana lessons, 2 English lessons, and 1 Arts lesson.
Lesson 1
- Learn the basic vocabulary of
the lesson with the conversation assistant’s help. Using class objects and
some photos, recognise some properties of materials
- Observe and describe changes produced in objects after watching the video: https://www.youtube.com/watch?v=ZRT3RmNrw4
- While some students write down
sentences describing the changes observed in the video, others will select
online activities related to changes on matter (from the sources provided
in the blog: science boot camp, ixl,
BBC Bitersize) They have to practice them and see if they are related
to the lesson.
Lesson 2
- In pairs practice online
activities. First the two activities from Educaplay in the blog, and the activities selected by the
students in the previous activity. In the meantime the speedy students
will try to “translate” into Spanish one of the superpowers in the article
“How to be a superhero” https://es.scribd.com/document/327770993/How-to-Be-a-Superhero
Lesson 3
- In groups, investigate which
superheroes have the superpowers described in the article.
- Review all the vocabulary
worked before, and practice the activities proposed in the document
“What’s the matter?” https://es.scribd.com/document/328166549/Whats-the-Matter
- With the conversation assistant’s help, describe changes produced in themselves orally
Lesson 4
- After studying changes in
colours, and work on cool and warm colours, students have to make a
composition with their own photos in four different moments of their life,
showing how they have changed.
Lesson 5
- Explain the steps to write a
narrative text. https://es.scribd.com/document/328053783/NARRAR-UN-SUCESO-pdf After that write a narration in Spanish
about an event happened to them.
- After reading some narrations,
in groups, find some basic narration structures and key words to be used
on them. Write down them in a chart.
Lesson 7
- Write a little narration about
an event happened to them using the structures learnt in English. Speedy
students can investigate on internet if the information about superpowers
in the article is true or false.
Lesson 8 and 9
- Watch two scenes about Ant
Man’s transformation, and then orally
describe the changes produced. https://www.youtube.com/watch?v=h5FYeciGgaA
https://www.youtube.com/watch?v=PQzlEimV4mo
- Write a narration about it.
Then give it to a partner to read and correct it (following a check list)
Lesson 10
- Investigate in pairs about superheroes, choose one to learn about how he or she changes.
- Write a narration about a superhero transformation, (one in Spanish and one in English)
domingo, 6 de noviembre de 2016
EXPLICACIÓN SOBRE LOS RECURSOS DE LA UNIDAD CLIL
ELABORACIÓN DE RECURSOS PARA LA UNIDAD CLIL: WHAT´S THE MATTER?
- Selección y adaptación de textos:
·
the article “How to be a superhero”, https://www.scribd.com/document/327770993/How-to-Be-a-Superhero
- Andamiaje:
Andamiaje de
recepción: Yo utilicé el documento “What’s the matter?” tras el cual se realizaron actividades
prácticas para asegurar la comprensión de los contenidos.
Andamiaje de
transformación: Cuando intentamos ver las propiedades de la materia aplicadas a
los superhéroes y sus transformaciones, en el mismo documento aparece un
indicio de esto.
Andamiaje de
producción. El texto de “Cómo narrar un
suceso” es una guía para la escritura de una narración, paso por paso.
- Ejercicios interactivos:
EXPLICACIÓN BREVE DEL OBJETIVO CON EL QUE SE USARÁN LOS
RECURSOS EDUCATIVOS
- Conversation assistant, class objects and photos: To introduce the topic
- watching the video: https://www.youtube.com/watch?v=ZRT3RmNrw4I Comprehension and
analysis of the topic
- select online activities related (from the sources provided in the
blog: science boot camp, ixl, BBC Bitersize) and practice them: to review the content
- Activities from Educaplay, to practice vocabulary
- the article “How to be a superhero”, to investigate and produce, and on the
other side, to increase the students interest and motivation
- The document “What’s the matter?” To review the content
- The text. https://es.scribd.com/document/328053783/NARRAR-UN-SUCESO-pdf To Analyse and know how to write a
narrative
- Watch two scenes about Ant Man’s transformation, https://www.youtube.com/watch?v=h5FYeciGgaA, https://www.youtube.com/watch?v=PQzlEimV4mo To analyse first, organize and make connections between the knowledge learnt, and at the end produce a narrative
CLIL didactic unit: What´s the matter?
CLIL didactic unit
Subjects: Social Science, Language, English, Artistic
Education
Teacher: Marta Silva Cazorla and English teacher
Title of the Unit: What’s the matter? Course / Level: 4th
Primary Education
1. Learning outcomes
/ Evaluation criteria
|
-
Recognise that everything is made of matter
-
Identify the states of matter
-
Understand what mass and volume are.
-
Recognise some properties of materials
-
Identify the difference between physical and chemical change.
-
Write a narration following a structure and key words.
|
2. Subject Content
|
-
Classification of materials
-
States of matter
-
Changes in matter
-
Properties of materials
-
Narrative
|
|
3. Language Content / Communication
|
Vocabulary
|
-
NOUNS: gas-gas, liquid- liquid, mass- masa,
matter-material, solid-sólido,
volume-volumen, shape-figura
-
VERBS: has- tiene, consta, is
formed by- está formado por, get-
conseguir, change into- transformarse en, burn- quemar, rot- podrirse, rust-oxidarse, freeze-congelarse, melt-derretirse.
-
ADJECTIVES: fragile- frágil,
hard- duro, soft-suave, tough- duro, plastic- plástico, man-made- artificial
-
Uso de sinónimos y antónimos de palabras
relacionadas con descripciones de personas y súper-héroes. Cambios físicos
|
Structures
|
-
It’s easy to bend... It’s easy to break
-
It’s difficult to scratch
-
Palabras
y expresiones para ordenar textos: Todo empezó, Entonces, De repente, De
pronto, Al final… / At the
beginning, … Then, …
Suddenly, … Finally
-
Palabras para exagerar detalles: inigualable, extraordinario,
nunca habría imaginado que, era tan, parecía imposible que…
|
Discourse type
|
-
Description
-
Narrative
|
Languageskills
|
-
Reading, Speaking, Listening, Writing
|
4. Contextual (cultural) element
|
The unit is designed for a 25 students group,
about 10 years old. 4 of which are high capacities students. They belong to a
high socio-cultural area.
|
5. Cognitive (thinking) processes
|
Learn,
observe, describe, investigate, understand, create
|
6. (a) Final Task(s)
|
Write a
narration about a superhero transformation, (one in Spanish and one in
English)
|
6. (b) Activities
|
|
|
7. Methodology
|
Organization and classdistribution / timing
|
-
The activities will be done in Language, in English and in Natural Science
lessons during two weeks.
-
As it has been described, the activities will be done in big group,
individually, in pairs, or in groups of four/five.
|
Resources / Materials
|
-
Nicci, the conversation assistant
-
Alittlecorner4u.blogspot.com
|
Key Competences
|
-
Linguistic communication
-
Digital competence
-
Learning to learn
-
Mathematical competence and basic competences in science and
technology.
|
8. Evaluation (criteria and instruments)
|
§ Direct observation, attitude,
work, participation…
§ Final Task ‘s narrations
§ Rubric
§ Artistic composition
|
Feel free to use this
template. Thanks for attributing the source.
A first sample of this template has been
published at:
Pérez Torres, I. 2009.
"Apuntes sobre los principios y características de la metodología
AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la
enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de
la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on experience
at designing units and on conversations with experts and peers. The theory of
the 4Cs by Do Coyle has also been taken into account. This theory has been
shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.
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