miércoles, 15 de abril de 2015

THE ERA OF INVENTIONS

General Introduction

Topic

Nowadays world which surrounds us with new forms of communication as well as new inventions to improve our daily lives.

Subject

English Language

Objectives

• Recognise and use word-formation process to form adjectives from abstract nouns.
• Comprehend general and specific information in oral and written texts on inventions.
• Express opinions and promote creativity, encouraging imagination.
• Express probable and hypothetical condition.

Development of the Unit

I would like to present my unit talking about different activities in the class instead of presenting session by session because I think is better to have a clear view of what we want to do in a whole and not in only one day. 
So, my unit follows a logical teaching sequences which goes from Warm-ups activities until the final obejective and main task of the unit, that is to say, to produce a text.
Here you have, I wish it would be useful for you.
Warm-up: The first task in this unit provides pupils with a group of pictures which show different inventions throughout history and they have to guess the inventors of these things.
Then a second activity will encourage pupils to discuss about these inventions and their utility in our current world. To Finish, pupils will be presented the following video 20 Inventions We Shouldn't Live Without to continue discussing the usefulness of inventions. By doing so, the activity will also allow pupils to express themselves and promote Communicative Competence. Productivity of Science and Technology will also be highlighted. 















Reading: In this unit, the texts will give the pupils the possibility to improve their reading skills and sub-skills by means of a series of guided tasks including skimming activities (reading for general information), scanning activities (reading for specific information) and comprehension activities (to work on a deeper level of understanding).

In this unit, the first exercise of the reading section will promote skimming, then a scanning exercise, in the form of a true-false task is presented, and to finish this section pupils will be given two comprehension exercises, one testing my pupils’ ability to link by means of relating pronouns and demonstrators and another exercise which allows pupils to widen their vocabulary by means of explaining the meanings of phrases from the text. In order to do this task a ‘Learning to Read’ box is provided, so giving them  extra help to successfully complete the exercises, learning English in an inductive way which is, undoubtedly, one of the best ways to scaffold the learning process of our students. Finally a speaking activity is presented through a discussion about the main theme of the reading, thus promoting communicative competence.
Consolidation and New Grammar Pattern: In the final course of the ESO Stage, pupils must be in contact with the expression of conditional pattern. For this reason this unit encourages pupils to consolidate and extend that knowledge by presenting them with new aspects related to these grammatical items. The inductive approach to grammar, scaffolding so their learning process, will help pupils to extract grammar rules through the observation of examples and to practice the new grammar items through a variety of activities combining the more mechanical type of drill activity with more communicative grammar practice, in order to expand pupil’s grammar knowledge.
In this unit, more emphasis is put on the second conditional than in the first one leaving the third type of conditional for the next unit.
A series of exercises such as matching, choosing and using the correct form is proposed. In a second group of exercises, I focus on other ways of forming conditionals, such as using the imperative. At this point, I will provide pupils with some interesting English-activity websites, such as http://a4esl.org/  or http://www.manythings.org/   where pupils will be encouraged to look for conditional exercises on them.

To help the scaffolding of our pupils I will provide boxes to better understand the use of conditional sentences, so they can produce logical sentences using conditional structures











Vocabulary: In this section, pupils will not only be provided with a series of comprehensive and interrelated lexical items, but also they will also reflect on the linguistic mechanisms which operate at word-building level, as well as develop their strategies for vocabulary acquisition. 
In this unit, the main focus is on word-building, concretely on forming adjectives from abstract nouns, using four detailed suffixes (-ent, -ful, -ive and -able). The first activity gives a list of abstract nouns to the pupils who have to transform them into adjectives using the given suffixes through my help and explanation. After students have assimilated the new vocabulary, they are asked to fill in gaps using an appropriate adjective from the previous list in the correct sentence. A second group of activities is given to students, providing them with new suffixes in order to form other adjectives. One of this activities has been designed by myself using the Open Educational Tool to make Open Educational Resources http://www.educaplay.com/. The activity mention above can be visited in: http://www.educaplay.com/es/recursoseducativos/1816567/form_adjectives.htm 

Listening: Through a series of intensive and extensive listening tasks, pupils will be motivated to observe patterns in communicative situations. Listening subskills such as listening for gist and listening for specific information will be practised as well.

This unit provides pupils with three conversations. They have to extract general information in the first exercise, putting into practice listening for gist subskill. Then they have to extract specific information in a second exercise, promoting the other subskill within the listening task.













Productive Writing: Students will be prepared to articulate a coherent and cohesive text in the shape of a written essay in a progressive way. This will be achieved through brainstorming activities, followed by an explanation of how to organise the structure and sections of the essay. Pupils will also be exposed to useful help and expressions, idioms and formulae as well as linking words to write the essay. Finally, a model essay will be provided.
In this unit, the productive writing stage is guided by means of a series of activities which encourage pupils firstly to avoid Spanish structures and False Friends. Then students are asked to correct these mistakes and finally they will be guided by brainstorming questions to build up their own ideas to finally produce the composition.

Summarising

  1.   I have chosen texts and activities which I think are useful to fill the knowledge of the pupils, using Open Educational Resources such as images, websites and other tools.
  2. To scaffold the learning process of my pupils I provide boxes of learning to learn strategies through the unit, so my pupils can apply their previous knowledge to new ones, so they can finally assimilate new concepts and structures.




So, I have tried to provide a variety of activities varying from the easier to the more complex ones, promoting the four basic skills, as well as consolidating the already known grammatical structures and extending the new ones. Hopefully, pupils will find my activities attractive, motivating and enjoyable.

miércoles, 1 de abril de 2015

An Activity

Espero que os guste

Form Adjectives

BLOQUE III REA AICLE

Mi planning

Queridos compañeros aquí os dejo el enlace al documento con mi planning
Como siempre agradecer a Isabel Pérez su trabajo en la elaboración del ejemplo para rellenar.

Planning.


Objetivos de los REA


All the Open Educational Resources to be used in this unit are understood to improve  learners’ knowledge of the main topic as well as to teach the New Grammar Patterns and enable students to produce a coherent text about inventions presented in it.
They will also help students to enlarge their vocabulary stock and enable them to investigate and deepen in the world of inventions.
So, by means of the use of images to introduce the topic, interactive dictionaries, such as http://dictionary.reference.com/  to look for new words, interactive exercises and the project of the Webquest http://webquesting.tripod.com/accident.html , I strongly think that my teaching will be precise and motivating and the introduction of the Open Educational Resources within this unit will be effective.


Actividades





miércoles, 25 de marzo de 2015

martes, 24 de marzo de 2015

CURSO REA AICLE

Mi Webmix


Aquí os dejo ahora la dirección de mi Webmix


¿Por qué elegí estos enlaces? Bien creo que son útiles, divertidos y prácticos.
En ellos podemos encontrar un video de por qué celebramos Thanksgiving Day, un enlace a un diccionario online monolíngüe, muy útil, así como el enlace directo a la página de recurso del Gobierno de Extremadura Educarex y a las Unidades Didácticas AICLE de la Junta de Andalucía.

Así pues, espero que os sea de utilidad un saludo y seguid el consejo del dibujo que os dejo.


2ª PARADA DEL CURSO.

Aspectos Metodológicos AICLE

Muy buenas a todos, otra vez. En esta segunda parada me gustaría describir, si así es posible llamarlo, cómo ver la metodología AICLE en una Unidad Didáctica.
Primero hay que observar que el trabajo realizado con la lengua y el contenido es a través del uso de determinadas estructuras que llevan al alumno a trabajar los contenidos con dichas estructuras en L2 de forma mecánica. 
Después, veremos que al comienzo de cada contenido se proponen actividades y vocabulario de andamiaje, conectando así los contenidos del alumno con los nuevos de la unidad. Igualmente, se usarán varios y variados tipos de recursos didácticos para trabajar las cuatro destrezas en la L2. Habrá actividades tanto escritas como orales, junto a otras de audición. 
Finalmente, todas las actividades que se planteen en la unidad estarán claramente enfocadas a capacitar al alumno de un aprendizaje autónomo. Se encaminará al alumno hacia el trabajo por tareas desde las primeras actividades de la unidad, teniendo en cuenta el andamiaje de los conceptos ya asimilados por el alumno con los  nuevos contenidos. Por último, me gustaría remarcar el trabajo que se debe hacer de las cuatro destrezas básicas del lenguaje.
Espero que este breve análisis nos sirva de ayuda a todos.