La primera tarea del tercer bloque se realizó a través de un taller, así que teníamos un tiempo limitado para cada una de las fases de la tarea.
Fase de configuración
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Fase de envío
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Fase de evaluación
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Fase de calificación de evaluaciones
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Cerrado
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|---|---|---|---|---|
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Por otro lado se evaluaron varios trabajos de compañeros/as, que nos hace reflexionar sobre otras posibilidades para crear los diseños propios.
Personalmente, creo que fue una buena actividad para reflexionar.
Finalmente, la Unidad Didáctica que diseñé quedó de la siguiente forma:
Finalmente, la Unidad Didáctica que diseñé quedó de la siguiente forma:
Template to design a
CLIL didactic unit
Subject: Science Teacher:
Fernando Gil
Title of the Unit: Natural Landscapes Course /
Level: First grade Primary School.
1. Learningoutcomes
/ Evaluationcriteria
|
· To differentiate natural from
urban landscapes.
· To classify natural landscapes
into three main groups:
· Mountain landscape
· Plain landscapes
· Coastal landscape
· To recognize the vocabulary
related to the topic as well as understand classroom instructions, simple
words and structures.
·
To read and copy the main vocabulary related to the topic.
·
To actively participate in the development of individual and group
work carried out through the unit.
·
To respect classmate’s contributions to the development of the topic.
·
Final task: to recognize and say the kind of landscape after hearing
about their main elements.
|
2. Subject Content
|
·
Landscape in our planet.
·
Natural and artificial landscape.
·
Kinds of Natural landscapes: Mountain, plain and coastal landscape.
·
Our world. Looking after our planet.
|
3. Language Content / Communication
|
|
Vocabulary
|
·
Natural or urban landscapes.
·
Mountain landscape: mountain, mountain.
·
Range, peak, hill, snow, narrow rivers.
·
Plain landscape: plain, valley, river, lake, forest, wide rivers,
town, city…
·
Coastal landscape: coast, sea, beach, cliffs, islands, sand, rocks.
|
Structures
|
Routines:
Have you ever seen a high peak? When?
Have you ever visit a mountain/valley/beach?
When?
Contend:
Present simple, there are/is, is/are, have.
Classroom
management:
The *** is/are a natural/artificial
landscape.
The mountain have peaks or valleys.
|
Discoursetype
|
Exposition
Natural landscapes: Bays, mountains and
islands are natural landscapes.
Complete: A bay is a _________ landscape.
Artificial landscapes: Peolple can change
natural landscapes.
For example, they build harbours and
buildings.
Complete: A harbor is an _________ landscape.
Description
In spring, days are _____. (longer).
People spend more time ________.outside.
Flowers
______ on plants. bloom.
Mountains have peaks and valleys.
Plains are areas of flat land.
Argument
The coast is the land next to the sea.
There are cliffs, beaches, rocks and islands.
On the coast, we can find ________, ________
and _________.
|
Languageskills
|
Interaction, reading, writing, listening and
speaking
|
4. Contextual (cultural) element
|
This
unit is thought to be taught at the end of second term. Usually, last units
in 1st level are about natural and artificial landscapes. This
unit would be a general introduction to the students will be able to know the
kind and
peculiarities about the Earth landscapes.
|
5. Cognitive
(thinking) processes
|
· Knows the concept of landscape.
· Contrast the diversity among the
kinds of landscape.
· Recognize the features about the
landscape: desert, city, mountains and coast.
· Identify natural and artificial
landscapes.
· Ask and give information.
|
6. (a) Task(s)
|
Final
tasks will be proposed:
-To
recognize and say the kind of landscape after hearing about their main
elements (use different images).
|
6. (b) Activities
|
· To work with landscape vocabulary
and listen a song about landscapes and repeat it.
· Visit web with images and video of
different landscape.
· To introduce topic using art print (poster)
with several landscapes (desert, city, mountains and coast).
· Select natural and artificial
landscapes among several landscapes.
· Draw. Change a natural landscape
into an artificial landscape.
· Complete sentence with the words:
natural and artificial.
· Differentiate several images among
mountains, plains and coast landscape.
· Put stickers on a coast landscape
(island, sea, cliff, rocks and beach).
· Create a spring landscape with the
following materials: cardboard, coloured paper, scissors and glue.
· Interaction game: make a quiz with
questions of multiple choice to task classmates.
· Recognize and say the kind of
landscape after hearing about their main elements.
|
7. Methodology
|
|
Organization and classdistribution / timing
|
Great group work:
Common
activities, introduction to different items, general explication, presentation
of tasks.
Small group:
Games,
oral activities, search and organization of material.
Pair work:
Dialogues,
presentations.
Personal work:
Create
or complete of sentence, draw.
§ Timing:
Activities
will be done depending on the development of the class time, which will
always consists, at least, of these parts:
-
Warm-up: introduction (explain what we are going to do), working time
(alternating activities on the languages skills), resolutions the tasks and
conclusions.
|
Resources / Materials
|
Art print or poster.
Flashcards.
Cardboards and colored paper.
Blue.
Photocopies to activities.
ICT – for video, audio and images.
|
Key Competences
|
§ Competence on knowledge of the environment and interaction with the
physical world.
Classmate organize concepts and
learn vocabulary about landscape.
§ Treatment of information and digital recourses.
Use ICT resources during the unit
development and the final tasks.
§ Social and civic competence.
The students will take awareness
of the their cultural diversity in the different landscapes.
§ Learning to learn competence.
The students to be more autonomous
in their learning: making summaries, organizing information, …
§ Artistic competence.
Making draw and create landscape
the students recognize some important artistic works.
|
8. Evaluation (criteria and instruments)
|
1. criteria:
Students can…
a. Use vocabulary about landscape.
b. Recognize different types of
landscapes: desert, mountains, coast and city.
c. Differentiate natural from urban
landscape
d. Recognize a natural landscape from
one that is not.
e. Naming features of mountain
scenery and coastal plains.
f. Differentiate the characteristics
of spring scenery: sun, meadows, mountains, flowers, trees, etc.
g. Show interest in nature
conservation and develop habits of caring for the environment.
2. Instruments:
a. Initial evaluation. Vocabulary
review.
b. Evaluation rubrics.
c. Pupil classroom notebook.
d. Work observation.
e. Activities correction.
f. Attitude criteria: respect
classroom rules.
g. Analysis of oral activities
(rubrics).
|
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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