Christmas around the world!

https://www.youtube.com/watch?v=KkAMHMGm07Q

Os dejo un aspecto cultural, la navidad, que he tratado con los alumnos durante los últimos días de trimestre. MERRY CHRISTMAS AND A HAPPY NEW YEAR!

CLIL a brief introduction

Compañeros, aquí tenéis un breve resumen en lengua inglesa de AICLE o CLIL en inglés, estoy especializándome en ello y las herramientas fundamentales son las TIC por eso lo comparto con vosotros.

Mi blog

Soy Marina, profesora de ESO en un instituto concertado donde hay aprobado ningún proyecto de bilingüismo este curso. Aunque han empezado por primaria, a secundaria tardará más tiempo en llegar.
Mi especialidad es inglés y también imparto competencia lingüística y tutoría en 2 de ESO este curso. En mis clases de inglés siempre intento hacer un proyecto como mínimo al trimestre en el que se trabaje de forma cooperativa entre los alumnos vocabulario y estructuras específicas de otras asignaturas. Estos proyectos están dentro de nuestro libro de inglés y además yo suelo ampiarlos y les dedico casi una semana (4-5 horas) para su ejecución y otra semana también para su puesta en común y evaluación.
 En cuanto a mi formación en AICLE, asistí a unas jornadas relacionadas con esta metodología, pero aún así, me parece que voy a aprender muchísimo en este curso y me gustaría profundizar más en cómo los profesores de LE debemos trabajar de forma efectiva en este contexto AICLE junto con nuestros compañeros de otras asignaturas. Para ello, las TIC son importantísimas y quiero estar al día,por lo que estoy asistiendo a un curso de la Junta de Andalucía para profesorado en el que se nos está dando una visión global de como podemos familiarizarnos con ellas.
Tengo grandes expectativas sobre este curso y ya he aprendido los conceptos clave, sólo queda seguir trabajando duro y conseguir una buena metodología basada en un andamiaje para proyectar a nuestros alumnos.

Un saludo a tod@s y gracias por vuestras aportaciones tan interesante

Reflexiones sobre el curso

Todo llega a su fin y ésta es la última tarea

https://www.powtoon.com/show/grw0HMhdFmn/reflexion-curso-clil/#/

BE HEALTHY! A CLIL lesson plan

BE HEALTHY!

The main aim of this CLIL unit is to integrate a Natural Science lesson about germs and a Social Science lesson about illnesses prevention, National Health Services and its social consequences in an English as foreign language class context (L2). In this sense, the learning oucomes of the non-linguistic areas are:

a)      Recognise  being healthy as a physical and psychological balanced lifestyle

b)      Learn several healthy life habits.

c)      Learn about different kinds of illnesses.

d)      Match infectious illnesses with the germs that causes them.

e)      Learn different kinds of infections.

f)       Differentiate between avoiding illnesses and prevent infections.  

Dealing with the linguistic expected results, the learning outcomes of the English area (L2) are:

a)      To understand and learn the vocabulary related to the topic.

b)      To read the text “what are germs?”

c)      To differentiate types of germs.

d)      To learn to say how we feel.

e)      To make a word – map.

f)       To make a role play.

g)      Elaboration of a project work.

This CLIL unit is designed for 1º ESO students or A2 Level according to the CEFR. It is organised for a period of two weeks, that means four hours week. 

Proposal of activities for "Be healthy!"

Proposal of Activities.

 Activity 1. Classify these words into three groups:

Flu, headache, vaccine, germs (bacteria, virus, fungi and protozoa), flu shot, fatigue, illnesses, rest, good hygiene, correct postures, good eating habits, physical exercise, epidemic, pandemic.

Symptons: chills, fever, temperature, sore throat, diarrhea, headache, tummy ache, cough, vomiting. 

I know	I can guess the meaning	New for me

New for me: Find the meaning!! Use monolingual dictionary.

Andamiaje de recepción: Los alumnos observan las palabras de vocabulario que van a seguir viendo en la unidad y deciden organizarlas individualmente con la tabla proporcionada por el profesor. De esa forma, la tabla organizativa le permite fijar lo que ya conocen, lo que pueden deducir y lo que tienen que buscar en el diccionario monolingüe. En cuanto a la lengua, el profesor utilizará las frases “ What does_________ mean? It is …..”, “What is the meaning of____________?” “Can you look ____up in the dictionary, please?”.

Activity 2. Let’s listen and read the text: http://kidshealth.org/kid/talk/qa/germs.html

Objetivos de uso de los recursos para mi unidad CLIL "Be healthy!"

En esta unidad Be healthy!, expuesta su planificación en la entrada anterior, he diseñado tres tipos de actividades y/o  tareas:

ACTIVIDADES DE PRESENTACIÓN

1.      Clasificación de vocabulario en tres grupos:

I know / I can guess the meaning / New for me.

Su principal objetivo es conocer y distinguir vocabulario. Los alumnos tendrán que distinguir entre el vocabulario que ya conocen, el que pueden intuir según su morfología y el que desconocen y deben buscar en un diccionario monolingüe.

2.      Lectura y comprensión del texto: “What are germs?”

El objetivo de este recurso consiste en la lectura comprensiva y escucha del texto donde los alumnos aprenderán el concepto de germen y sus tipos. Así pues podrán nombrar luego unas imágenes sobre diferentes gérmenes. Estas últimas se proyectarán en la pizarra digital y en aprendizaje cooperativo decidirán cómo nombrarlos y definirlos.

3.      Game: Do you need a flu shot?

Este recurso se utilizará para que los alumnos lean preguntas y contesten según el modelo multiple choice .De esta forma obtendrán un resultado en forma de texto que ellos deben copiar y/o resumir en una plantilla para un posible debate en pequeños grupos

ACTIVIDADES DE DESARROLLO: 

•      Read texts about “Flu” and answer some questions.

•      Activity: Good for Prevention / Bad for Prevention.

•      A definition for Epidemic and Pandemic.

•      Opposites and Find out.

Para esta actividad el recurso utilizado son textos cuyo objetivo común es dar un concepto de la gripe, explicaciones de sus síntomas, y especificar las posibles acciones para su prevención. Además, los alumnos conocerán a través de la lectura y la búsqueda de información la diferencia entre la dicotomía “epidémico y pandémico” y ampliarán su léxico sobre adjetivos y sus opuestos relacionados con las enfermedades y la salud.

TAREAS DE PRODUCCIÓN Y CIERRE:

•      Word map

Proyectado el mapa de conceptos en la pizarra digital, los alumnos podrán completar un texto con espacios con los principales conceptos y características sobre aspectos básicos de la salud.

•      Role plays

El objetivo de esta actividad es el diálogo por parejas en los que un alumno o alumna será el médico que entrevista y el/la otro/a el estudiante que debe aprender cómo evitar la gripe. Además los alumnos deberán rellenar un patrón de sus respuestas para su tarea final de la unidad

•      Project work: Influenza Survey.

Teniendo una serie de preguntas tipo test, el alumno será capaz de escribir su tarea final, que consiste en escribir un texto-reportaje sobre la gripe, sus síntomas y su prevención en el que se englobe todo lo aprendido paso a paso en la unidad.

Planificación de mi unidad CLIL, BE HEALTHY!

Buenas tardes compañeros,
Os dejo con mucho entusiasmo esta planificación de mi unidad CLIL "Be healthy" para 1º de la ESO

Template to design a CLIL didactic unit

Subjects: Natural Sciences, Social Science and English    Teacher: Marina Morales Bailén

Title of the Unit       Be healthy!                               Course / Level     1º ESO/ A2 (MCRE)   

1. Learning outcomes  / Evaluation criteria	Non-linguistic areas: a)      Recognise  being healthy as a physical and psychological balanced lifestyle b)      Learn several healthy life habits. c)      Learn about different kinds of illnesses. d)      Match infectious illnesses with the germs that causes them. e)      Learn different kinds of infections. f)       Differentiate between avoiding illnesses and prevent infections. Linguistic area (L2): a)      To understand and learn the vocabulary related to the topic. b)      To read the text “what are germs?” c)      To differentiate types of germs. d)      To learn to say how we feel. e)      To make a word – map. f)       To make a role play. g)      Elaboration of a project work. EVALUATION CRITERIA -       Understanding oral and written information -       Production of written texts -       Production of dialogues and speeches -       Collaborative learning with other students -       Good Exchange of information with other students and the teacher in task.
2. Subject Content	1.  Basic instructions for a proper communicatve session. 2.  Concepts: health verus illnesses. 3.  Acquisition of a healthy life style.
	3. Language Content / Communication
Vocabulary	Flu, headache, vaccine, germs (bacteria, virus, fungi and protozoa), flu shot, symptons: chills, fever, temperature, sore throat, diarrhea, headache, tummy ache, cough, vomiting, fatigue, illnesses, rest, good hygiene, correct postures good eating habits , physical exercise, epidemic, pandemic.
Structures	Routine: I feel sick. I’m healthy. I’m growing up. I wash my hands before eating. When do you have a shower? Do I need a flu shot? Content: -       Comparative adjectives. -       Position of Adjectives. -       Affirmative, negative and interrogative sentences using present simple. -       Imperative -       Some, any, a lot, much, many -       Adverbs of frequency: always, usually, often, sometimes, not often, never. -       To avoid -       You must / mustn’t  You should /you shouldn’t Classroom management: -       How do you say _________ in English? -       Can you spell carbohydrate, please? -       Could you sum up the main idea in each paragraph of this text? -       Can you pay attention to the adjectives? What are their ends? -       Have a look at the position of the adjectives, please. Are they before or after the nouns? -       Look at the verbs. Is there a subject in these sentences? -       Can you tell the classmates how do we use the negative form?
Discourse type	-                     Guess the meaning of words and expressions from the linguistic                  Context of the task in hand. -                     Infer information from images and photographs. -                     Ask for information using questions
Language skills	Reading, speaking, writing, listening and interaction.
4. Contextual (cultural) element	-                     Dilogues about vacunes. -                     Healthy lifestyles and habits for teenagers.
5. Cognitive (thinking) processes	-  Identification of different types of germs -  Dialogues and debates about healthy habits. -  Organization of ideas using wordmaps.
6.  Tasks and activities	Pre-activities  Clasify the vocabulary into  I know / I can guess the meaning / New for me.  Reading: “What are germs?”  Game: Do you need a flu shot? Cycle activities:  •      Read texts about “Flu” and answer some questions. •      Activity: Good for Prevention / Bad for Prevention. •      A definition for Epidemic and Pandemic. •      Opposites and Find out. Post activities and final task: •      Word map •      Role plays •      Project work: Influenza Survey.
	7. Methodology
Organization and class distribution / timing	Rooms: -       Classroom   -       ICT  room Timing: eight hours (two weeks). Class organization: Individual work, pairs and even in groups of four students.
Resources / Materials	MATERIAL: -       Notebooks. -       Worksheets. -       Interactive board and common blackboard. -       Monolingual dictionaries online. -        Internet
Evaluation criteria	-       Teacher’s rol as the guide for the activities and task -       Proper materials and resources -       Suitable timing and methodology. -       Collaborative and cooperative learning. -       Good selection of tasks and activities. -       Final Project: profits and difficulties.
Key Competences	Communication in the mother tongue Communication is the ability to express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate way in the full range of societal and cultural contexts — education and training, work, home and leisure. Communication in a foreign language Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal contexts — work, home, leisure, education and training — according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. The degree of proficiency will vary between the four dimensions, between the different languages and according to the individual’s linguistic environment and heritage. Mathematical literacy and basic competences in science and technology Mathematical literacy is the ability to use addition, subtraction, multiplication, division and ratios in mental and written computation to solve a range of problems in everyday situations. The emphasis is on process rather than output, on activity rather than knowledge. Scientific literacy refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world. Competence in technology is viewed as the understanding and application of that knowledge and methodology in order to modify the natural environment in response to perceived human wants or needs. Digital competence Digital competence involves the confident and critical use of electronic media for work, leisure and communication. These competences are related to logical and critical thinking, to high-level information management skills, and to well developed communication skills. At the most basic level, ICT skills comprise the use of multi-media technology to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in networks via the Internet. Learning-to-learn  ‘Learning-to-learn’ comprises the disposition and ability to organise and regulate one’s own learning, both individually and in groups. It includes the ability to manage one’s time effectively, to solve problems, to acquire, process, evaluate and assimilate new knowledge, and to apply new knowledge and skills in a variety of contexts — at home, at work, in education and in training. In more general terms, learning-to-learn contributes strongly to managing one’s own career path. Interpersonal and civic competences Interpersonal competences comprise all forms of behaviour that must be mastered in order for an individual to be able to participate in an efficient and constructive way in social life, and to resolve conflict where necessary. Interpersonal skills are necessary for effective interaction on a one-to-one basis or in groups, and are employed in both the public and private domains. Entrepreneurship Entrepreneurship has an active and a passive component: it comprises both the propensity to induce changes oneself and the ability to welcome, support and adapt to innovation brought about by external factors. Entrepreneurship involves taking responsibility for one’s actions, positive or negative, developing a strategic vision, setting objectives and meeting them, and being motivated to succeed. Cultural expression ‘Cultural expression’ comprises an appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, corporal expression, literature and plastic arts.
8. Evaluation instruments
	Understanding of oral and written texts	Writing cohesive and coherent texts	Speaking with proper structures and vocabulary	Cooperative learning and work with the others.
	40%	30%	20%	10%