Elaboration of Materials for a Clil Class

8/18/2019 Elaboration of Materials for a Clil Class

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Trabajo Fin de

Grado deEducación

Primaria Elaboration of materials fora CLIL-class

Curso 2013-14

Dirigida por: Mª Pilar González Vera

Alumno: os! oa"u#n del Cal$ario P!rez


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José Joaquín del Calvario Pérez Trabajo Fin de Grado

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Table of contents

Abstract .............................................................................................. 4

. !ntroduction ................................................................................... "

#. C$!$ A%%roac& ............................................................................... '

#.# (ri)ins o* C$!$ ............................................................................ '

#.2 +e*inition o* C$!$ ........................................................................ ,

#. C$!$ t&eoretical bac)round ...................................................... ,

2. Conoci/iento del 0edio ............................................................... #4

2.# !ntroduction1 &at is Conocimiento del medio 3 .......................... #4

2. 2 T&e e co/%etences in Conoci/iento del /edio ..................... #4

T&e e co/%etences and C$!$ .................................................... #'

2.2 Ai/s in Conocimiento del medio and C$!$ .................................. #5

2.4 Assess/ent in Conocimiento del medio and C$!$ ....................... 2#

. T6o sa/%les o* C$!$ $essons ....................................................... 22

.# !ntroduction 7 T&e sc&ool conte8t ............................................. 22

.2 0et&odolo)ical a%%roac& .......................................................... 2

.2.# T&e tas based a%%roac& .................................................... 24

.2.2 T&e coo%erative learnin) ..................................................... 2"

. $essons Plans ........................................................................... 2'

..# $esson #1 9ara)oza: 0 cit ................................................. 2'

..2 $esson 21 9ara)oza in t&e ti/e o* t&e ro/ans ...................... #

.. +i**erentiation ..................................................................... 4

..4 ;valuation .......................................................................... 4

4. Conclusions ................................................................................. <

". =iblio)ra%& ................................................................................ 5

e co/%etences in eac& lesson ...................................................... 4#

Ai/s and objectives ........................................................................ 42

;n)lis& ........................................................................................ 42

Conoci/iento del /edio ............................................................... 44

Ai/s and objectives in eac& lesson ............................................... 4"

Contents ......................................................................................... 4'

;n)lis& ........................................................................................ 4'


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Conocimiento del Medio ................................................................ "#

Contents in eac& lesson ............................................................... "

?ubric *or t&e Assess/ent ............................................................. "<

?ubric *or learners ......................................................................... ",

Po6erPoint %resentation1 9ara)oza: / Cit .................................... "5

&at can ! *ind in / street3 ..........................................................


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Abstract

!n t&is TFG Trabajo fin de Grado D ! &ave %lanned t6o lessons *or a

@bilin)ual class o* Conocimiento del medio in Ara)on. !n order to do t&at

a brie* su//ar o* t&e t&eor be&ind C$!$ Content and lan)ua)e

inte)rated learnin)D 6ill be introduced. A*ter t&at: ! 6ill brie*l co//ent

on &o6 to a%%l t&is t&eor in t&e le)al *ra/e6or o* Ara)on. T&e

lessons ! 6ill %resent are a %roduct o* 6&at ! &ave learnt. Finall: ! 6ill

re*lect on all t&at ! &ave learnt in t&e TFG and on &o6 ! &ave a%%lied it

on t&e basis o* 6&at ! learnt in / sc&ool %lace/ent.


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0. Introduction

Eo6adas t&e so called educación bilingüe bilin)ual educationD &as

co/e to t&e *ore in Ara)on. !t re*ers to t&e education t&at is tau)&tusin) a *orei)n lan)ua)e: usuall ;n)lis&D: in order to *acilitate t&e

learnin) o* t&is lan)ua)e.

T&e nu/ber o* sc&ools t&at o**er a @bilin)ual education &as )ro6n ver

quicl in t&e last decade: bot& in state and in se/i%rivate sc&ools. !n

#555-2 t&ere 6ere onl *our sc&ools t&at %artici%ated in bilin)ual

%ro)ra//es: in 2#2-# t&ere 6ere ei)&t seven: and in 2#-#4 t6o

&undred in Ara)on Ara)on =ilin)e: 2#4D.

T&is increase is e8%lained b t&e i/%ortance t&at is )iven to t&elearnin) o* *orei)n lan)ua)es: es%eciall ;n)lis&: in t&is /o/ent. !ts

learnin) &as been encoura)ed b t&e ;uro%ean institutions: and t&e

%anis& national and re)ional )overn/ents. All o* t&e/ &ave %laced t&e

learnin) o* lan)ua)es as one o* t&e /ain )oals in education. !n *act: t&e

;uro%ean Council &ad alread set t&e learnin) o* t6o *orei)n lan)ua)es

as a )oal in ear 22 ;uro%ean Council: 22D.

!n addition to t&at: t&e idea o* @bilin)ual education is quite %o%ular

a/on) %arents. T&e t&in it is t&e best and /ost e**ective 6a to learn

a *orei)n lan)ua)e: and it is better t&an just studin) )ra//ar and/ain) e8ercises. As a result: a lot o* %arents are de/andin) t&is ind

o* education *or t&eir c&ildren: since no6adas t&e learnin) o* *orei)n

lan)ua)es a%%ears to be one o* t&e e in t&e social and %ro*essional

success.

=ilin)ual sc&ools &ave been t&e ans6er o* t&e )overn/ent o* Ara)on to

t&ese concerns o* %arents and institutions *or *orei)n lan)ua)es. T&ese

sc&ools are re)ulated in Ara)on b t&e Orden de 14 de febrero de 2013,

t&at establis&es t&e rograma integral de bilingüi!mo en lengua!e"tranjera! en #ragón $%&'(#) : 6&ic& )ives %eda)o)ical orientations *or

t&e sc&ools t&at join to t&is %ro)ra/ and includes t&e %rinci%le o*

@inte)rated learnin) o* contents and a *orei)n lan)ua)e.

As a result o* t&is le)islation: in t&ese sc&ools so/e subjects are tau)&t

in a *orei)n lan)ua)e: basin) its teac&in) on C$!$ Content and

$an)ua)e !nte)rated $earnin)D a%%roac&. (ne o* t&e subjects t&at is

usuall tau)&t in a *orei)n lan)ua)e is Conocimiento del medio : 6&ic&

)at&ers to)et&er notions *ro/ t&ree subjects1 science: &istor: and

)eo)ra%&.


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1. CLIL Aroac!

1.1 Origins of CLIL

C$!$ a%%ears in t&e ;uro%ean conte8t as anacron/ o* Content and

$an)ua)e !nte)rated $earnin). !t 6as coined b +avid 0ars& in t&e ear

#554. !t /i)&t be said t&at it is t&e ans6er to t&e needs o* t&e ;uro%ean

inte)ration. !n t&is conte8t it see/s necessar to %ro/ote t&e learnin)

o* *orei)n lan)ua)es in order to *acilitate t&e /obilit o* students and

6orers inside t&e ;uro%ean Inion: as 6ell as to rein*orce t&e idea o* a

@;uro%ean citizens&i% Fri)ols 0artin: 2#D.

T&ere*ore: ;uro%ean institutions &ave %ro/oted durin) lon) ti/e

innovation in teac&in) and learnin) o* *orei)n lan)ua)es. !n #5,4: t&e;uro%ean Parlia/ent %ointed out t&e 6eanesses in lan)ua)e

education in ;uro%e. $ater: in #55": t&e Council o* 0inisters o*

;ducation stressed t&e i/%ortance o* i/%rovin) t&e lan)ua)e learnin)

in t&e ;uro%ean Inion ;ID: and t&e necessit o* %ro/otin)

/et&odolo)ical innovation: and a better lan)ua)e trainin) o* t&e

teac&ers. !n 22 a resolution o* t&e Council o* ;uro%e encoura)ed t&e

0e/ber tates

to tae t&e /easures to o**er %u%ils t&e o%%ortunit to learn t6o or /ore

lan)ua)es in addition to t&eir /ot&er ton)uesD: and KL to %ro/ote t&ea%%lication o* innovative %eda)o)ical /et&ods: in %articular also t&rou)&

teac&er trainin) Fri)ols 0artin: 2#D.

!n 2" t&e ;uro%ean Council reco//ended to ado%t C$!$ in t&e 6&ole

;I: and in 2< t&e *irst statistical stud about t&e i/%lantation o*

C$!$ in ;I 6as %ublis&ed Cole: Mood and 0ars&: 2#1 '-5D.

T&e idea o* teac&in) a lan)ua)e usin) it *or learnin) anot&er subject

and *or a @real %ur%ose t&e /ain idea o* C$!$D see/s to &ave a lon)

stor. !t /i)&t be said t&at t&is 6as alread t&e idea o* t&e 6ell-o**

?o/an *a/ilies: 6&o 2 ear a)o educated t&eir c&ildren in a Greeculture: b /eans o* a Gree-s%eain) education: in order to %rovide

t&e/ 6it& better social and %ro*essional o%%ortunities. 0ore recentl: in

t&e 2t& Centur: t&e @Content-based instruction see/s to be

su%%orted b si/ilar ideas ?ubio and García Conesa: 2#2D.

Mo6ever: as 6ill be seen: C$!$ is /ore t&an teac&in) a subject in a

*orei)n lan)ua)e: traslatin) its contents. C$!$ is t&e result o* t&e

t&eorization o* di**erent aut&ors about t&e best 6a to teac& a *orei)n

lan)ua)e. T&ese ne6 ideas and 6as o* teac&in) &ave been t&e basis o*a ne6 a%%roac& on teac&in) a second lan)ua)e.


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T&is C$!$ a%%roac& is su%%orted b t&eoretical bases t&at include ideas

about content to be tau)&t: &o6 *orei)n lan)ua)es are learnt and about

t&e role o* t&e culture in t&e learnin) o* a *orein) lan)ua)e.

1.2 Definition of CLIL

C$!$ is a co/%le8 conce%t t&at includes ver di**erent e8%eriences and

/odels o* lan)ua)e teac&in). !t &as been described as an @u/brella

under it can stand a lot o* 6as o* teac&in) a lan)ua)e: suc& as

bilin)ual education: i//ersion: etc.: and ver di**erent e8%eriences.

=ecause o* t&is: C$!$ is a not a /et&odolo): but an a%%roac& t&at

su%%orts a 6ide ran)e o* lan)ua)e teac&in) /odels 0e&isto: 0ars&:

and Fri)ols: 2,D.

!n all t&e teac&in) /odels co/%ressed in C$!$: a second lan)ua)e is

used to teac& a non-lan)ua)e subject in class. T&e )oal %ursued 6it&

t&is is t&e learnin) o* a lan)ua)e in a real conte8t: /ore real and

aut&entic t&an t&e conte8t o* a class in a @classical co//unicative

a%%roac&. C$!$ uses t&e content o* a non-lan)ua)e subject to reac& t&is

@aut&enticit as Cole: Mood: and 0ars& 2#1 #-#2D su))est.

C$!$ atte/%ts to o**er t&e learners t&e o%%ortunit o* usin) t&e

lan)ua)e t&e are learnin) in a natural 6a. T&e &ave to *or)et t&at

t&e are learnin) and *ocus t&eir attention on t&e non-lin)uistic

subject. o: t&ere are t6o /ain )oals in non-lin)uistic subjects1 #D t&eto%ic to be learnt and 2D t&e lan)ua)e t&rou)& 6&ic& it is learnt ?ubio

and García Conesa: 2#2D.

!n su//ar: C$!$ /i)&t be c&aracterized usin) t&e de*inition o* Fri)ols

0artín 2#1D as @a dual-*ocused educational a%%roac& in 6&ic& an

additional lan)ua)e is used *or t&e learnin) and teac&in) o* bot&

content and lan)ua)e.

1.3 CLIL theoretical background

As said above: t&e t&eoretical bases t&at su%%ort C$!$ include ideas

about: content to be tau)&t: &o6 *orein) lan)ua)es are learnt and about

t&e role o* culture in t&e learnin) o* a *orein) lan)ua)e. !t is necessar

to inte)rate all o* t&e/ in a &olistic 6a in order to )et a %ro%er C$!$

class.

Firstl: concernin) content to be tau)&t in a C$!$ class: Cole: Mood

and 0ars& 2#1 2,-25D said t&at it is i/%ortant to distin)uis&

bet6een *+at to teac& and +o* to teac& it.


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(ne one &and: *+at re*ers to t&e content. Alt&ou)& t&e to%ics /i)&t be

selected *ro/ t&e national curriculu/: t&e didactic %lani*ication o* t&e

sc&ool: etc.: t&e said it is i/%ortant to %oint out t&at C$!$ is not a

/ere @translation into a second lan)ua)e and t&ere*ore t&e content &as

to be di**erent *ro/ t&e content o* a disci%line o* t&e traditionalcurriculu/ Cole: Mood: and 0ars&: 2#1 2'-2,D.

T&e also &i)&li)&t t&e i/%ortance o* t&e conte8t o* t&e learners. T&e

sa t&e conte8t in t&e classroo/ and in t&e li*e o* t&e learners see/s to

be ver i/%ortant in t&e election o* t&e contents in a C$!$ class. T&e

interests and a)e o* t&e learners: t&eir no6led)e: etc. 6ill condition t&e

c&oice o* to%ics Cole: Mood and 0ars&: 2#1 2'-2,D.

&at t&e %ro%ose is t&at content s&ould not be constrained b t&e

li/its o* t&e subject: and t&e: t&ere*ore: %ro%ose intersci%linarcontents centered on a t&e/atic and cross-curricular to%ics and based

on %rojects Cole: Mood and 0ars&: 2#1 2'-2,D.

(n t&e ot&er &and: +o* : re*ers to t&e con)nition. !* one *ollo6s C$!$

a%%roac& 6e cannot teac& in a traditional 6a. !n Cole: Mood and

0ars&Ns 2#D vie6: a teac&er-centered instruction see/s not to be t&e

best in a C$!$ class. !n order to create a sner) bet6een t&e lan)ua)e

and t&e content it see/s better a learner-centered class: 6&ere t&e

no6led)e is built b t&e social interaction and t&e sca**oldin). !n suc&

a learned-centered class it is necessar to involve t&e learners in t&eiro6n education: develo%in) t&eir /etaco)nitive sill suc& as learnin) to

learn Cole: Mood and 0ars&: 2#1 2,-D.

!n addition: it is i/%ortant to %a attention to t&e @di/ensions and

%rocesses o* learnin). T&e idea o* t&e e8istence o* di**erent

@di/ensions o* no6led)e is based on t&e idea t&at t&ere are di**erent

inds o* no6led)e and t&inin): as =loo/ #5"


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o* t&e tensions bet6een t&e *ocus on /eanin) and on *or/. !t sets out a

%roble/ *or C$!$ classes: since it see/s necessar to decide 6&et&er to

%oint out our attention on )ra//ar or not. A%%arentl t&e solution to

t&is dile//a is to address at bot& o* t&e/: ee%in) a balance

de%endin) on t&e bac)round o* eac& C$!$ situation: since t&e learnersneed to %ro)ress in bot& t&eir content learnin) and t&eir lan)ua)e

learnin). Eevert&eless: it is not eas to )et t&is balance bet6een

/eanin) and *or/ in a C$!$ class.

!n t&is re)ard: Cole: Mood and 0ars& *ollo6 to Freire #5'21 ,#D: b

sain) t&at a real learnin) it is not %ossible 6it&out @dialo)ue and

@co//unication bet6een t&e teac&er and t&e learners: so t&at 6e &ave

to assu/e t&at a C$!$ class &as to *ace t&e c&allen)e o* buildin) t&is

@dialo)ue and @co//unication in a *orei)n lan)ua)e. !n order to

ac&ieve it: it see/s indis%ensable to &ave access to t&e lan)ua)enecessar to understad t&e content learners are learnin) Cole: Mood

and 0ars&: 2#1 "D.

T&ere*ore: t&e lan)ua)e needs in a C$!$ class does not *ollo6 t&e sa/e

%ro)ression t&at can be *ound in a lan)ua)e-learnin) settin). =ecause

o* t&is: it see/s essential an alternative sllabus *or )ra//ar contents

t&at &ave to be learnt in relation to t&e content to be tau)&t. T&e

solution %ro%osed b Cole to t&is dile//a is @T&e lan)ua)e Tri%tc&

see Fi). #D.

Fi)ure #1 T&e $an)ua)e tri%tc& Cole: Mood: and 0ars&: 2#1 'D

T&e lan)ua)e Tri%tc& is a tool t&at allo6s

to enable teac&ers to strate)icall sequence t&eir lan)ua)e and content

objectives. For strate)ic %lannin) KL: teac&ers need to /ae e8%licit t&e

interrelations&i% bet6een content objectives and lan)ua)e objectives. Aconce%tual re%resentation O t&e $an)ua)e Tri%tc& O /aes t&eseconnections. !t &as been constructed to tae account o* t&e need to inte)rate


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co)nitivel de/andin) content 6it& lan)ua)e learnin) and usin). !t %rovidest&e /eans to analze lan)ua)e needs across di**erent C$!$ conte8ts andtrans%arentl di**erentiates bet6een t%es o* lin)uistic de/and 6&ic& i/%acten C$!$. !t also %rovides a /eans to conce%tualize lan)ua)e usin) as

lan)ua)e *or no6led)e constructionN. T&e Tri%tc& does not re%lace)ra//atical %ro)ression but rat&er en&ances it. !t su%%orts learners in

lan)ua)e usin) t&rou)& t&e analsis o* t&e C$!$ ve&icular lan)ua)e *or/t&ree interrelated %ers%ectives1 lan)ua)e of learnin): lan)ua)e for learnin)and lan)ua)e through learnin). Cole: Mood: and 0ars&: 2#H


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Fi)ure 21 T&e *our Cs Fra/e6or # Cole: Mood: and 0ars&: 2#1 4#D

!n t&eir vie6: C$!$ is su%%orted b *our co/%onents1 contents:co//unication: co)nition: and culture. Co/%onents t&at &ave been

e8%osed aboveD. !n a C$!$ class all t&ese ele/ents &ave to be inte)rated

in a s/biotic relations&i%. =esides: it is indis%ensable to tae into

account t&e conte8t o* t&e learnin). All t&ese ele/ents &ave to be

inte)rated in a &olistic vie6 o* t&e education in 6&ic& t&e acade/ic

no6led)e and lan)ua)e are develo%ed at t&e sa/e ti/e.

Finall: Cole: Mood and 0ars& 2#1 42D co/%lete t&is *ra/e6or

%ointin) out seven %rinci%les o* C$!$1

#. Content /atter is not about acquirin) no6led)e and sills:

it is about t&e learner creatin) t&eir o6n no6l6d)e and

understandin) and develo%in) sills.

2. Content is related to learnin) and t&inin) co)nitionD. To

enable t&e learner to create t&eir o6n inter%retation o*

content: it /ust be analized *or its lin)uistic de/ands.

. T&inin) %rocesses co)nitionD need to be analised *or t&eir

lin)uistic de/ands.

4.

$an)ua)e needs to be learned 6&ic& is related to t&e learnin)conte8t to learnin) t&ou)&t t&at lan)ua)e: to reconstructin)

t&e content: and to related co)nitive %rocesses. T&is lan)ua)e

needs to to be trans%arent and accessible.

". !nteraction in t&e learnin) conte8t is *unda/ental to learnin).

T&is &as i/%lications 6&en t&e learnin) conte8t o%erates

t&rou)& t&e /ediu/ o* a *orein) lan)ua)e.


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'. C$!$ is e/bedded in t&e 6ider educational conte8t in 6&ic& it

is develo%ed and t&ere*ore /ust tae account o* conte8tual

variables in order to be e**ectivel realized.


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". Conocimiento del #edio

!n t&is section: ! 6ill a%%l t&e *our Cs *ra/e6or to t&e realit o*

Conocimiento del Medio : t&e subjet t&at is usuall tau)& in ;n)lis& int&e Ara)ones sc&ools. 0 intention is to ada%t t&eor to real C$!$

situations: tain) in account not onl C$!$ t&eor but also t&e %anis&

and Ara)onese re)ulations on eduaction and on C$!$.

2.1 Introduction: What is Conocimiento del medio?

!n a re*lection about t&e C$!$ in Ara)Qn: it is unavoidable to s%ea

about t&e subject Conocimiento del medio : since t&is is t&e subject t&at

is usuall tau)&t in ;n)lis&: 6it& /et&odolo)ies under t&e @u/brella

o* C$!$.

T&e subject Conocimiento del medio 6as set out b t&e %anis& 'e

org-nica de educación o* 2


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o* t&e %anis& @;ducation $a6 t&e 'e Organica de la (ducación D:

6&ic& *i8ed ei)&t @e co/%etences: and t&e indications o* t&e

;uro%ean Inion: 6&ic& de*ined t&e/ in a ?eco//endation o* t&e

;uro%ean %arlia/ent and Council o* #, +ece/ber 2< @as a

co/bination o* no6led)e: sills and attitudes a%%ro%riate to t&econte8t Council: 2'D.

T&e /ain idea be&ind t&ese @e co/%etences is t&e notion o*

@conte8t. !t could be su//arized sain) t&at: to )et a @/eanin)*ul

learnin) is necessar to teac& and to learnD in a @/eanin)*ul conte8ts

*or t&e learnin). For t&at: t&e teac&er &as to be able to create suc&

@/eanin)*ul conte8ts: situations t&at connect t&e content to be tau)&t

6it& t&e real li*e o* t&e learner ierra: 0endez and 0aRana: 2#H

=olivar and 0oa: 2'D.

T&e %anis& educational $a6 and t&e Ara)onese orden 200/ &ave

set out ei)&t e co/%etences#1

• Cometencia en comunicación lingü!tica - $in)uistic

co//unication co/%etence.

• Cometencia matem-tica - 0at&e/atical co/%etence.

• Cometencia en el Conocimiento la interacción con el

mundo f!ico - Co/%etence in t&e no6led)e and

interaction 6it& t&e %&sical 6orld.

•

Tratamiento de la información cometencia digital 7

Processin) in*or/ation and !TC co/%etence.

• Cometencia !ocial ciudadana - ocial and civic

co/%etence.

• Cometencia cultural arti!tica - Cultural a6areness and

e8%ression co/%etence.

• Cometencia ara arender a arender 7 $earn to learn.

• #utonoma e iniciati.a er!onal - ense o* initiative and

entre%reneurs&i%.

All t&e subjects &ave to contribute to t&e develo%/ent o* t&e @e

co/%etences: alt&ou)& b its nature: eac& subject contributes /ore to

so/e co/%etences t&an ot&ers. ?e)ardin) Conocimiento del medio : its

/ajor contribution is done to t&ree o* t&e e co/%etences1 @#D

@co/%etence in t&e no6led)e and interaction 6it& t&e %&sical 6orld:

2D @social and civic co/%etence and D @cultural a6areness and

e8%ression co/%etence Gobierno de Ara)Qn: 2'1 'D.

# T&e %anis& e co/%etences are not e8actl sa/e as t&e ;uro%eanNs.


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%ro%er tools and tec&niques suc& as )ra%&ics: tables: scales: etc.D are

used: it /i)&t &el% also to stren)t&en t&e /at&e/atical co/%etence o*

t&e learners Gobierno de Ara)Qn: 2'D.

The ke co!"etences and CLIL

!* 6e teac& Conocimiento del medio under t&e u/brella o* C$!$

6e are )oin) to s%read t&e contribution o* t&e subject to t&e e

co/%etences. To re*lect about t&is s%readin): ! 6ill *ollo6 t&e @*our Cs

t&eor o* Cole: Mood: and 0ars& 2#D t&at ! brie*l e8%lained in t&e

*irst section.

As said in t&e *irst section: C$!$ is su%%orted in *our co/%onents1

co//unication: contents: co)nition: and culture. !n / vie6: eac& o*

t&is co/%onents is )oin) to contribute to t&is @s%readin) o* t&e

contribution to t&e e co/%etences.

Firstl: co/unication 6ill %ro/ote t&e lin)uistic co//unication

co/%etence. !n / o%inion t&is /aes sense since as lon) as t&e

learners learn a ne6 lan)ua)e: t&e i/%rove t&eir co//unicative

co/%etence in a *orei)n lan)ua)e.

Mo6ever it 6ill not be t&e onl contribution o* t&e co//unicative

co/%onent to a e co/%etence. !* 6e teac& @lan)ua)e t&ou)&t

learnin): 6e 6ill /ae a contribution to t&e learnin) to learnco/%etence: and to t&e sense o* initiative and entre%reneurs&i%

co/%etence: since t&e learner is t&e /ain c&aracter o* t&eir o6n

learnin). !n addition to t&is: i* 6e use a coo%erative /et&odolo): 6e

6ill also contribute to t&e @social and civic co/%etence.

econdl: t&e co/%onent @co)nition 6ill s%read t&e contribution o* t&e

subject to t&e @learn to learn co/%etence: t&e %rocessin) in*or/ation

and !TC co/%etence and t&e sense o* initiative and entre%reneurs&i%.

As 6as said in t&e *irst section: teac&in) under t&e u/brella o* C$!$ is

not onl teac&in) in a *orei)n lan)ua)e: @translatin) t&e contents. C$!$i/%lies a learner-centred class and tain) into account t&e @conce%tual

no6led)e and t&e @%rocedural and /etaco)nitive no6led)e Cole:

Mood and 0ars&: 2#1 -2D. T&us: in / vie6: C$!$ 6ill rein*orce

t&ese e co/%etences.

T&irdl: t&e cultural co/%onent 6ill s%read t&e contribution o* t&e

subject to t&e social and civic co/%etence and t&e cultural a6areness

and e8%ression co/%etence. As lon) as culture cannot be li/ited to

so/e anecdotic e8%ressions suc& as so/e carols in C&rist/as: t&e

subject tau)&t under C$!$ &as to &el% t&e learners no6 ot&er cultural


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realities t&rou)& t&e lan)ua)e t&e are learnin). !n addition to t&is: it

s&ould be e8%ected t&at t&e 6ill learn to res%ect cultural diversit.

Fourt&l: contribution o* @content to t&e s%readin) o* t&e e

co/%etences 6ill be *ocused on t&e co/%etence in t&e no6led)e and

interaction 6it& t&e %&sical 6orld. T&e content t&at 6e &ave to teac&

in a C$!$ conte8t is not t&e sa/e t&at in a non-C$!$ conte8t.

To conclude: ! 6ould lie to %oint out t&at i* teac&in) Conocimiento del

medio under t&e u/brella o* C$!$ /eans an s%readin) o* t&e

contribution to t&e e co/%etences o* t&e subject: it also /eans a

/odi*ication o* t&e rest o* t&e co/%onents o* t&e sllabus: suc& as

ai/s: contents and assess/ent: as 6ill be seen.


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2.2 #i!s in Conocimiento del medio and CLIL

T&e Ara)onese order *oresees t&e ai/s t&at &ave to be reac&ed

b t&e learners at t&e end o* t&e %ri/ar education in t&e subject

Conocimiento del medio . $o)icall: all t&ese ai/s &ave been %lanned *or

a non-C$!$ subject.

T&ese ai/s are lined 6it& t&e e co/%etences. =ecause o* t&is: i* t&e

Conocimiento del Medio is tau)&t usin) C$!$: its ai/s also &ave to be

s%read. T&is raises a question1 &o6 can t&is e8tension be re*lected in

t&e contribution to t&e e co/%etences in t&e ai/s o* a C$!$ lesson3

T&e ans6er it is not eas. T&e ai/s o* t&e subjects &ave been set out b

t&e Ara)onese )overn/ent: and it is not %ossible to set out ne6 ai/s

6it&out a le)al basis. T&e orden de 14 de febrero de 2013 t+at re)ulates

t&e bilin)ual sc&ool in Ara)on is not clear eit&er: as it s%eas about

@ada%t t&e %eda)o)ical %ro)ra/s but it does not sa ant&in) about

&o6 to do it.

A*ter re*lectin) on t&is question: ! &ave t&ou)&t t&at t&e best solution to

solve t&is %roble/ is usin) t&e ai/s o* t&e subject @*orei)n lan)ua)e in

order to e8%ress t&is s%readin) o* t&e ai/s to reac& 6it& t&e subject

Conocimiento del medio tau)&t as C$!$.

=ecause o* t&is: t&ere are t6o inds o* ai/s: in t&e lessons ! &ave

%lanned. First: ! &ave set so/e ai/s re*erred to contenido del medio :

6&ic& ! &ave called @content ai/s and are based on t&e ai/s t&at t&e

orden 200/ *oresees *or t&is subjectH and second: ! &ave set so/e

ai/s re*erred to t&e second lan)ua)e: in t&is case ;n)lis&: 6&ic& ! &ave

called @lin)uistic ai/s and are based on t&e ai/s t&at t&e orden

200/ *oresees *or *orei)n lan)ua)e subject.2

T&is division o* t&e ai/s does not i/%l t&at bot& o* t&e/ 6ere not

/utuall de%endent. =ot& o* t&e/ &ave to be connected in a co&erent

6a as it 6as e8%lained in t&e *irst section: since bot& ai/s areinterde%endent and t&e learners cannot ac&ieve one 6it&out t&e ot&er.

!t is 6&at Cole: Mood and 0ars& 2#1 2'-4"D called t&e @sner)ies

and t&e @&olistic vie6 in learnin).

2 T&e ai/s ! &ave %re%ared *or / lessons can be seen in t&e a%%endi8: %a)e 4#.


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2.$ #ssess!ent in Conocimiento del medio and CLIL

At least: t&e Orden 200/ sets out t&e evaluation criteria *or eac&

subject. Insur%risin)l: i* t&e e co/%etences: ai/s and contents

&ave been /odi*ied as a result o* C$!$: it is also necessar to /odi* t&e

assess/ent in t&e sa/e 6a.

T&ere*ore: ! &ave also used t&e assess/ent criteria o* t&e subject

@*orei)n lan)ua)e o* t&e Orden 200/ to s%read t&e assess/ent

criteria o* / lessons. =ecause o* t&is: in / lessons t&ere are t6o

criteria *or assess/ent: one *or content and one *or lan)ua)e.

!n addition to t&is: *ollo6in) t&e indications o* t&e Orden 200/ and

t&e t&eoretical re*lections on C$!$: ! 6ill /ae an assess/ent based on

t&e *or/ative assess/ent: 6&ere content 6ill be t&e do/inant ele/ent:

and 6&ere t&e learners 6ill %la a ver i/%ortant role Cole: Mood: and

0ars&: 2#1 ##2-#2H Gobierno de Ara)Qn: 2': section #D.

T&e tools ! &ave %re%ared *or t&is assess/ent are so/e rubrics. T&e

&ave been desi)ned *or &el%in) t&e teac&er: but learners s&ould no6

t&e/: since t&e 6ill %la a role in t&eir assess/ent. =esides: t&ere are

so/e activities t&at &ave to be assessed b t&e o6n learners: t&e &ave

t&eir o6n rubrics. All are included in t&e a%%endi8 %a)e ""D.


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$. T%o samles of CLIL Lessons

3.1 Introduction % The school conte&t

c&olars t&at &ad dealt 6it& C$!$ a%%roac& &ave %ointed out t&e

i/%ortance o* t&e conte8t 6&ere it is )oin) to be used. T&ere are a lot o*

*actors in sc&ools and it is necessar to ada%t C$!$ to t&e local

situation. T&ere*ore: ! 6ill outline t&e conte8t *or t&e lessons ! a/ )oin)

to %lan. T&is conte8t 6ill be based on / o6n e8%erience 6&en ! did /

%lace/ent Cole: Mood and 0ars&: 2#D.

T&e conte8t *or / lessons is a sc&ool situated in @an Jose: a borou)&

o* 9ara)oza. T&is is a 6orin)-class borou)& 6&ere t&e i//i)ration

rate is ver &i)&: and t&e acade/ic level is lo6 in )eneral. T&is borou)&&as been dee%l a**ected b t&e crisis: t&e une/%lo/ent is ver &i)&

and t&ere are ver serious social %roble/s.

T&e class *or 6&ic& ! %lan / lessons belon)s to t&e second ear o*

%ri/ar education. T&is class re*lects t&e bac)round o* t&e borou)& as

al/ost t&ree *ourt&s o* t&e students are c&ildren o* i//i)rants: /ainl

?o/anian: but also $atin-A/ericans and ArabsD. T&e acade/ic level o*

t&eir %arents is ver lo6 and none o* t&e/ s%eas ;n)lis&.

!n addition: t&e %ersonal bac)round o* a lot o* t&ese c&ildren is ver

&ard. A lot to t&e/ &ave a ds*unctional *a/il and t&e education or

learnin) o* ;n)lis& is not a )oal *or t&eir %arents. !t could even be said

t&at attendin) t&e sc&ool is not a )oal. o: *or instance: so/eti/es

teac&ers &ave tried to /eet 6it& so/e %arents: but it 6as not %ossible:

and *inall t&e &ave to co//unicate 6it& t&e/ via notes: 6&ic&

so/eti/es do not )et a re%l.

!n t&is bac)round: t&e /otivation o* t&e learners in t&e ;n)lis& class

is ver lo6: and t&e &ave a ver %oor su%%ort. $earners see/ toconsider 6&at is tau)&t at sc&ool as so/et&in) alien to t&e/. T&is is

%articularl true in t&e case o* ;n)lis& as ;n)lis& does not see/ to

&ave an relations&i% 6it& its everda. Forei)n lan)ua)es are not seen

as so/et&in) %ractical or use*ul in everdaNs li*e. 0i)rant %arents are

concerned about t&e learnin) o* %anis& but not o* ;n)lis&. =ecause o*

t&is: in / vie6: it is necessar to loo *or /otivatin) 6as o* teac&in)

c&ildren: and /ain) ;n)lis& %resent in t&eir lives.

Finall: in t&is conte8t t&ere is a ver bi) di**erentiation. First o* all:

concernin) ;n)lis&: it is %ossible to *ind ver bi) di**erences bet6een


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t&ose %u%ils 6&o &ad a stable bac)round and t&ose 6&o did not. !t

also %rovoes t&e e8istence o* ver di**erent levels o* ;n)lis& bet6een

t&e learners: since so/e o* t&e/ do not &ave su%%ort at &o/e: and or

interest in learnin) ;n)lis&: and b contrast: ot&ers attend classes in

%rivate acade/ies.

econdl: t&ere are t6o %u%ils 6&o &ave s%ecial needs. (ne o* t&e/ &as

been dia)nosed as &avin) attention de*icit &%eractivit disorder. T&e

second one &as been dia)nosed as &avin) dsle8ia.

! &ave c&osen t&is class 6&ere ! did / %lace/ent *or / lessons

because it is not an idllic but a real bac)round. !n / vie6: in a real

classroo/ c&ildren are rarel /otivated and it see/s ver di**icult to

catc& t&eir attention and /otivate t&e/. !n a co/%le8 bac)round lie

t&is one: it is even &arder to /otivate and catc& t&e interest o* t&elearners: 6&ic& /aes also ver di**icult to )et a /eanin)*ul learnin).

! t&in t&at / real c&allen)e as teac&er 6ill be to /otivate and to

catc& t&e attention o* c&ildren in suc& bac)round. =ased on / o6n

e8%erience: t&e best 6a to /otivate learners and en)a)e t&e/ in a

lesson and )et a /eanin)*ul learnin) is brin)in) contents closer to t&e

realit o* t&e learners. !t is 6&at ! &ave tried to do in / lessons.

!n addition to t&is: in t&e conte8t t&at ! &ave described: it is not odd

t&at t&e learners do not no6 basic t&in)s on t&eir surroundin)s: lie

*or instance: t&e e8istence o* a %ublic librar or t&at t&e Canal %merial

is a &u/an construction. !n / lessons: ! &ave tried to solve t&is lac o*

basic no6led)e: since one o* t&e /ain )oals o* t&e subject

Conocimiento del medio is identificar lo! rinciale! elemento! del

entorno natural, !ocial cultural m-! ró"imo de lo! ueblo! ciudade!

de #ragón %

3.2 'ethodological a""roach

T&e /et&odolo) ! 6ill use in t&ese lessons is based on C$!$. Mo6ever:

as &as been alread %ointed out: C$!$ is a 6ide u/brella: and t&ere*ore:

it see/s necessar to s%eci* t&e /et&odolo)ies t&at are )oin) to be

used in / classes. !n addition to t&is: it cannot be /issed out t&at t&e

Orden 200/ set u% so/e )eneral /et&odolo)ical %rinci%les in

education section ##D: and also so/e didactical orientations *or t&e

teac&in) o* *orei)n lan)ua)es. Follo6in) t&ese %rinci%les and

orientations: and %ain) attention to s%ecial *eatures o* C$!$: ! decided

t&e /et&odolo)ies ! 6ill use in / ;n)lis& classes1 t&e tas-based

a%%roac& and t&e coo%erative learnin).


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3.2.1 The task based a""roach

T&e tas-based a%%roac& is a )eneral teac&in) /et&odolo) closel

related to t&e teac&in) usin) t&e e co/%etences. As 6as said in

ection 2: t&e /ain idea be&ind @e co/%etences is t&e notion o*

@conte8t. Teac&ers &ave to teac& in a @/eanin)*ul conte8ts *or t&e

learnin). For creatin) it: t&e &ave to be able to create @/eanin)*ul

conte8ts situations t&at connect t&e content to be tau)&t 6it& t&e real

li*e o* t&e learner. T&us: tas-based a%%roac& is t&e /et&odolo)ical

ans6er to t&is need =olívar and 0oa: 2'D.

!n t&e *ield o* t&e lan)ua)e teac&in) sc&olars lie ;llis 2D &ave

re*lect on t&e 6a o* teac&in) *ollo6in) t&e %rinci%les su%%orted b t&e

tas-based a%%roac&. ;llis develo%ed &is *ra/e6or under t&e u/brella

o* t&e Co//unicative a%%roac&: but as lon) as C$!$ is t&e @&eir o* t&isa%%roac&: t&e tas-based a%%roac& can be ver use*ul *or %lannin)

C$!$ lessons. !n *act: ;llis states t&at t&e tas-based a%%roac& is ver

use*ul *or creatin) /ore aut&entic and co//unicative e8%eriences:

6&ic& is t&e /ain )oal o* C$!$: and it 6ors ver 6ell in conte8ts 6&ere

t&ere are *e6 o%%ortunities o* real use o* lan)ua)e: lie t&e sc&ool ! a/

%lannin) *or. ;llis: 21 D

T&ere are a lot o* de*initions o* 6&at a tas is. e&an de*ines tas as

an activit in 6&ic&1 /eanin) is %ri/arH t&ere is so/e co//unication%roble/ to solveH t&ere is so/e sort o* relations&i% to t&e real 6orldH tasco/%letion &as so/e %rioritH and t&e assess/ent o* tas %er*or/ance is inter/s o* tas outco/e. ;llis: 21 4D

T&ese inds o* activities su%%ort t&e t&ree e conditions *or learnin) a

lan)ua)e. !t )ives e8%osure to ric& co/%re&ensible in%ut: t&e tar)et

lan)ua)e is used to do t&in)s and t&ese activities can /otivate c&ildren

to use t&e lan)ua)e.

!n t&e tas-based learnin) a%%roac& t&e tas is t&e initial and basic

%oint o* or)anization o* t&e 6or in class. T&e tas is t&e *actor t&at

)enerates t&e lan)ua)e to be used: and not vice versaD. !n t&is t%e o*

learnin) t&e teac&er ass c&ildren to carr out so/e tass: in order to

do t&ese tass t&e need to learn and reccle so/e ne6 ite/s o*

lan)ua)e. An e8a/%le o* tas could be 6ritin) a letter. !n a traditional

class: learners s&ould 6rite a co/%osition on a to%ic suc& as @0

&olidas: but in a tas-based class: learners 6ould receive a letter *ro/

a *riend asin) *or t&eir &olidas and t&e s&ould re%l.

T&us lan)ua)e is onl t&e instru/ent to carr out t&e tas. T&esllabus in tas-based learnin) 6ill be a series o* tass in 6&ic& t&e


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tar)et lan)ua)e 6ill be essential to carr t&e/ out ;staire and 9anQn:

#5541 #2-#D.

3.2.2 The coo"erati(e learning

&en 6e re*erred to &o6 to teac& on C$!$ @co)nitionD: it 6as said t&at

a traditional teac&er-centred /et&odolo) could not be *ollo6ed. !t is

advisable to use a learner-centered /et&odolo) t&at can creates a

sner) bet6een lan)ua)e and content: and t&at builds no6led)e b

social interaction and sca**oldin) Cole: Mood and 0ars&: 2#1 2,-

D.

!n / vie6: t&e best 6a to ac&ieve t&ese )oals is b usin) t&e

coo%erative learnin). Coo%erative learnin) )ives t&e student t&e /ain

%art in learnin). T&is does not /ean t&at t&e role o* t&e teac&er is noti/%ortant: et t&e %u%ils &ave to be /ore autono/ous in t&eir learnin).

T&e coo%erative learnin) is also a )ood 6a to )et /ore i/%lication o*

t&e students: /ore %artici%ation and a 6a to deal 6it& c&ildrenNs

diversit PujolSs 0aset: 24H PujolSs 0aset: 2##D.

orin) to)et&er is so/et&in) t&at &as bene*its *or all t&e students:

&etero)eneit is so/et&in) %ositive t&at enric&es. Teac&er &as to be

conscious o* it: and be able to co%e 6it& it PujolSs 0aset: 241 #"-'D.

Role of teacher

T&e role o* teac&er in a coo%erative classroo/ is ver i/%ortant. First o*

all: s&e decides &o6 to structure t&e classroo/ and &o6 students 6ill

learn. T&ere are a lot o* 6as to do t&at. !t can be done individuall or

coo%erativel: co/%etitivel or coo%erativel: etc.

!* t&e teac&er decides to use t&e coo%erative learnin): s&e &as to be

able to or)anize and %lan t&e 6or o* t&e students in )rou%s: set t&e

basis o* a )ood 6or environ/ent: and control t&e 6or ti/e o* t&e

students. Finall: s&e &as to no6 6ell t&e subject to solve t&e doubts

o* t&e %u%ils PujolSs 0aset: 2##1 ##-#4: #-D.

Role of students

T&e coo%erative learnin) needs t&e active %artici%ation o* t&e student in

its o6n learnin) to succeed. !n order to ac&ieve it: t&e *ollo6in) t&ree

*actors &ave to be *ul*illed PujolSs 0aset: 2##D1

#D tudents &ave to be /otivated *or /ain) t&eir tass. !n

unit o* 6or ! desi)ned: ! &ave tried to /otivate t&e/ b usin) a

to%ic /eanin)*ul *or t&e/: and b t&e use o* !CTs.


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3.3 Lessons )lans

3.3.1 Lesson 1: *arago+a, ' cit

Tas

$earners &ave to ans6er so/e questions about 6&at it 6as e8%lained in

t&e lesson and t&e &ave to 6rite a ver brie* descri%tion o* t&eir street

6it& ver basic in*or/ation.

>e co/%etences involved

ee table in %a)e 4

Ai/s and )oals

a. Content ai/s

ee table in %a)e 44

b. $in)uistic ai/s

ee table in %a)e 44

Contents

a. ubject contents

ee table in %a)e "4

b. $in)uistic contents

ee table in %a)e "2

0et&odolo)

T&is lesson &as been %lanned usin) tec&niques o* t&e tas-based


T&e 6riterVs 6ors&o% (rientaciQn Andujar: 2#4D. !n t&is ind o*

activit ever learner &as to 6rite a te8t. T&ere are so/e criteria o*

correctness: and all t&e /e/bers o* t&e )rou% &ave to c&ec t&e

correctness o* t&e te8ts.

First: ever learner &as to describe to &is /ate 6&at s&e 6ants to

6rite: /ain) a s/all brainstor/ and /ain) a s/all sc&e/e o* t&e

co/%osition.

econd: t&e learners all to)et&er /ae a %ro%osal to t&eir /ates about

&o6 to 6rite 6&at t&e 6ant.

T&ird: ever learner 6rites its co/%osition individuall: &avin) t&e

/aterial t&e &ave /ae 6it& t&eir /ates as su%%ort.


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Finall: class/ates c&ec t&e te8ts o* t&e learners: and loo *or

/istaes: correctin) t&e/ i* t&e *ind it.

Eor/all: t&e 6or /i)&t be done in %airs. At t&e end o* t&e te8t bot&

learners 6riter and /ateD si)n it. o: bot& o* t&e/ are res%onsible *or

it. !n order to &el% t&e learners to c&ec t&eir /ates: a rubric can be

)iven to t&e/ ee a%%endi8: %a)e "'D.

+escri%tion o* t&e activities

Session 1

Activity 1: My city

Ti/e1 "N

0aterials1 Po6erPoint Presentation

Carr out1 it& t&e &old class

Pro)ress1

!n t&is activit 6e are )oin) to %resent t&e vocabular and structures

t&at later t&e learners 6ill use to 6rite t&e te8t about t&eir street. For

doin) t&is: 6e are )oin) to use t&e Po6erPoint %resentation @9ara)oza:

/ cit see a%%endi8: %a)e ",D.

T&e teac&er 6ill e8%lain t&e ideas set in t&e Po6erPoint 6&ere 9ara)oza

and Ara)Qn are: t&e s/bols: etc.D: trin) to be sure t&at t&e learners

understand t&e conce%ts and t&e vocabular. !n order to do t&at s&e

6ill as t&e/ *or con*ir/ation and &e 6ill as t&e/ i* t&e no6 t&e

%laces t&at are s&o6n and as *or e8tra in*or/ation about t&e/.

Finall: it 6ill be e8%lained to t&e learners t&at *or t&e ne8t session t&e

&ave to collect so/e in*or/ation about t&eir street. T&e &ave to %a

attention to t&e na/e o* t&e street: t&e s&o%s: %ublic institutions near:

etc. T&ere is a s&eet t&e can *ul*il: see a%%endi8: %a)e


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-25-

it& t&e in*or/ation t&e &ave collected: ever learner individuall 6ill

6rite a ver brie* descri%tion o* &is&er street: onl so/e lines in a

s/all %ara)ra%& could be enou)&D. T&e &ave to use t&e structures t&at

&ave been tau)&t T&e na/e o* / street is.....: verb to be: t&ere is

are....D. T&e can be 6ritten on t&e board in order to *acilitate t&e tas.

T&e tec&nique to 6rite t&is brie* te8t 6ill be t&e @6riterVs 6ors&o% t&at

6as e8%lained in t&e /et&odolo). $earners 6ill 6or 6it& t&eir /ates

in t&e %rocess o* t&e co/%osition.

Activity 3: My borough.

Ti/e1 2"N

0aterials1 $earners Te8ts

Carr out1 Grou%s o* *our

Pro)ress1

T&e 6&ole )rou% 6ill )at&er to)et&er and all t&e learners 6ill %ut in

co//on all t&e te8ts t&e &ave 6ritten and 6ill loo *or 6&at t&eir

streets &ave in co//on. T&e 6ill &ave to 6rite just one te8t about t&e

to%ic @6&ere 6e live: /ain) a ver eas descri%tion o* a borou)& and

its streets. T&is *inal te8t 6ill be elaborated 6it& a variation o* t&e

@6riterVs 6ors&o% tec&nique. All t&e learners o* t&e )rou% &ave to/ae to)et&er t&e brainstor/: t&e sc&e/e: etc. $ater: eac& one 6ill

6rite a %ara)ra%&: *ollo6in) 6&at 6as a)reed b t&e 6&ole )rou%.

Finall: all t&e %ara)ra%&s are %ut to)et&er and eac& learner corrects

t&e &old te8t: looin) *or %ossible /istaes.

Teac&er actions and classroo/ /ana)e/ent

!n activit #: teac&er 6ill lead t&e class: e8%lainin) t&e content:

or)anizin) s&i*ts to s%ea: and correctin) students i* necessar.

!n activit 2: teac&er 6ill )ive su%%ort to learners correctin) t&e/ i*

necessar.

!n activit : teac&er 6ill let t&e students 6or in )rou%s )ivin) su%%ort

and correctin) t&e/ i* necessar.

;8%ected learnin) outco/es


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tudents 6ill learn ne6 vocabular about t&e cit and t&e realit close

to t&e %u%ils. T&e 6ill re*lect about 6&at a descri%tion is and &o6 to

6rite a descri%tion.

T&e 6ill learn to collect and classi* in*or/ation in cate)ories. T&e 6ill

also be able to t&in about it a*ter 6ritin) a te8t about it.

T&e 6ill be able to use t&e verbs to /ae accurate descri%tions.

Assess/ent and *eedbac

At t&e end o* t&e activities t&e learners 6ill &ave %roduced so/e te8ts

t&at can be used *or t&eir assess/ent and t&e assess/ent o* t&e )rou%.

All t&e te8ts &ave been si)ned b t&e 6ritersD: and t&e /arersD.

T&e rubrics t&at t&e learners &ave used to correct t&eir /ates can also

be used *or t&e assess/ent.


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3.3.2 Lesson 2: *arago+a in the ti!e of the ro!ans

Tas

$earners &ave to brie*l su//arize a @co/ic about ?o/an 9ara)oza.

=esides: t&e also &ave to select and /ae a class %resentation o* a

/onu/ent.

>e co/%etences involved

ee table in %a)e 4

Ai/s and )oals

c. Content ai/s

ee table in %a)e 44

d.

$in)uistic ai/s

ee table in %a)e 44

Contents

c. ubject contents

ee table in %a)e "4

d. $in)uistic contents

ee table in %a)e "2

0et&odolo)

T&is lesson &as been %lanned usin) tec&niques o* t&e tas-based


@?eadin) in cou%les (rientaciQn Andujar: 2#4D1 !n t&is ind o*

activit t6o learners read to)et&er a te8t. ;verone &as to read

alternativel a %ara)ra%& and later e8%lain 6&at it /eans and inte)rate

it in t&e &old te8t. T&e &ave to &el% eac& ot&er to understand t&e te8t

and *inall t&e &ave to su//arize it.

+escri%tion o* t&e activities

Session 1

Activity 1: What we know about Romans?

Ti/e1 #"N

0aterials1 -


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-2-

Carr out1 T&e 6&ole class.

Pro)ress1

T&e )oal o* t&is *irst activit is to introduce and activate t&e vocabular

related 6it& t&e to%ic: /otivate t&e learners: and introduce t&e conte8t*or t&e/.

T&ere is a brainstor/ based on t&eir no6led)e about t&e ?o/ans: in

%articular: t&e 6ill &ave to tal about t&e ?o/an /onu/ents o*

9ara)oza. Finall: t&e 6ill &ave to 6rite on t&e board all t&eir ideas.

A Po6erPoint 6it& %&otos can be an aid in t&is brainstor/. Mo6ever:

t&e /onu/ents o* 9ara)oza t&at a%%ear in t&e @co/ic Activit 2D 6ill

not be /entioned. !nternet can also be ver use*ul.

Activity 2: The comic.

Ti/e1 2N

0aterials1 Co/ic @9ara)oza in ti/e o* t&e ?o/ans %a)e


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;ac& )rou% &as to /ae a brie* %resentation about t&eir /onu/ent. !n

t&is session: t&e 6ill %re%are a sc&e/e o* 6&at t&e 6ill sa. As

&o/e6or: t&e 6ill &ave to loo *or /ore /aterial and 6rite a dra*t.

Session 2

Activity #: My monument

Ti/e1 2N

0aterials1 Pre%ared b t&e learners

Carr out1 Grou%s o* *our.

Pro)ress1

T&e /e/bers o* t&e )rou%s &ave to %ut in co//on 6&at t&e &avedone as %art o* t&eir &o/e6or and t&e &ave to %re%are a brie* oral

%resentation about t&e /onu/ent t&e &ave selected. T&e can use

%&otos and elaborate a Po6erPoint %resentation: etc.

Activity $: %&'osition

Ti/e1 N

0aterials1 Pre%ared b t&e learners

Carr out1 Grou%s o* *our.

Pro)ress1

;ac& )rou% 6ill /ae a brie* oral %resentation o* t&e /onu/ent t&e

select. ;ac& )rou% &as *ive /inutes. +urin) t&is %resentation: t&e

teac&er 6ill su%%ort t&e/. !t is a )ood /o/ent to tr to lin t&e ideas o*

t&e %u%ils 6it& ne6 in*or/ation and so/e basic conce%ts o* ?o/an

&istor.

Teac&er actions and classroo/ /ana)e/ent

!n activit #: teac&er 6ill lead t&e class: encoura)in) learners to s%ea:

s&o6in) /aterial: and /otivatin) t&e c&ildren to s%ea: or)anizin)

s&i*ts: and: %rovidin) *eedbac to t&e students.

!n activities 2: : and 4: teac&er 6ill let t&e )rou%s 6or *or so/e

/inutes. &e 6ill )ive su%%ort to learners correctin) t&e/ i* necessar.

!n activit ": teac&er 6ill )ive su%%ort to t&e )rou%s correctin) t&e/ i*

necessar: and in t&e %resentation: s&e let learners lead t&e class:&el%in) onl i* necessar.


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-4-

;8%ected learnin) outco/es

tudents 6ill learn ne6 vocabular about t&e cit: t&e /onu/ents and

t&e &istor. T&e 6ill no6 so/e %rinci%les o* t&e co/ic and: t&e 6ill

be able to e8tract relevant in*or/ation o* a te8t.

T&e 6ill be able to use descri%tive verbs to /ae a %recise descri%tion.

Assess/ent and *eedbac

At t&e end o* t&e activities: learners 6ill ans6er so/e questions about

t&e te8t: and t&e 6ill deliver a %resentation. All o* t&is can be assess.

T&e %robabl &ad %roduced also so/e /aterials as dra*ts: 6&ic& can

also be assessed.

3.3.3 Differentiation

Concernin) t&e bi) di**erences a/on) learners in t&e no6led)e o*

;n)lis& lan)ua)e: t&e solution &as relied on t&e 6a o* or)anisin) t&e

)rou%s and t&e %airs. T&e &ave been or)anised to be varied: 6it&

di**erent levels: so t&at t&e can &el% eac& ot&er and learn all to)et&er.

T&e /aterials are also varied and t&ere are di**erent levels o* di**icult.

Concernin) t&e learner t&at &as s%ecial needs: ! &ave also %lanned

actions to su%%ort &i/. For t&e learner 6it& dsle8ia: ! a/ coordinated6it& t&e edagoga tera5utica teac&er. T&e learner 6ill receive t&e

readin) /aterial *or t&e class %reviousl: and &e 6ill %re%are it 6it& t&e

PT: so &e 6ill be *a/iliarized 6it& it be*ore class.

For t&e learner 6it& attention de*icit &%eractivit disorder: &e is

located near t&e teac&erNs des. =esides: &e no6s so/e strate)ies to

%lan &is 6or t&at &e &as to a%%l in order to %reserve in &is

concentration.

3.3.$ -(aluation

! 6ill tr to i/%rove / lesson %lans *ollo6in) t&e %rinci%les o* t&e

action researc&. ! 6ill /ae a diar in order to collect in*or/ation. (ne

o* t&e )oals o* t&is researc& 6ill be to investi)ate to%ics t&at are able to

en)a)e better t&e learners to t&e lessons: es%eciall to%ics t&at can

/ean an @e/otional en)a)e/ent *or t&e/ and t&at can /otivate t&e/:

so/et&in) ver necessar in t&is bac)round.

For t&e *uture: ! t&in it is %ossible to i/%rove t&ese lessons. ! 6ill lie

to include t&e/ in a bi))er unit o* 6or: 6&ere t&e /ain tas 6ould bet&e elaboration o* a blo) in internet: and eac& lesson 6ould be a tas


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-"-

*or t&is blo). !n / vie6: it could &el% to @e/otional en)a)e/ent and

/otivation o* t&e learners: and it could also &el% to learn to use t&e

!CTs.


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37/65


-'-

econdl: re)ardin) sllabus: ! &ave learnt t&at a C$!$ lesson needs not

onl lin)uistic ele/ents e co/%etences: ai/s and )oals: contents

and assess/entD: but also t&e sa/e ind o* ele/ents *or t&e content

t&at is )oin) to be tau)&t in t&e *orei)n lan)ua)e. =ot&: lin)uistic and

content ele/ents &ave to be lined and t&e cannot be inde%endent. T&ere*ore it is necessar to t&in o* t&e/ as a unit.

T&irdl and closel related 6it& t&e *or/er %oint: ! &ave learnt &o6 to

%ut in %ractice t&e t&eor and &o6 to %lan a C$!$ lesson. ! &ave learnt

t&at %lannin) a C$!$ lesson i/%lies not onl di**erent considerin)

contents o* a non-C$!$ lesson: but also usin) a di**erent /et&odolo):

and in )eneral a di**erent vie6 o* t&e education. T&e /et&odolo) *or a

C$!$ lesson cannot be a @traditional one and it needs to be innovative.

Fourt&l: ! &ave also learnt about t&e le)al *ra/e6or in Ara)on *orC$!$. &en %lannin) a C$!$ lesson it is necessar to tae it into

account: even i* it &as not been desi)ned *or C$!$. T&en: it is necessar

to ada%t it in order to /ae a co&erent %lannin).

Finall: ! &ave learnt &o6 to co/bine all t&ese ele/ents t&eor:

contents: /et&odolo) and le)al *ra/e6orD in order to %lan a co&erent

C$!$ lesson. ince a lesson )at&ers all t&is to)et&er and it is not

%ossible to isolate t&e/. T&is TFG &as tau)&t /e &o6 to co/bine and

lin t&e/ in a co&erent 6a.

A 'ersona( re)(ection on *+"+ in Aragón

=esides learnin) &o6 to %lan a C$!$ lesson: ! t&in t&at t&is TFG 6as

use*ul *or /e because on t&e basis o* t&is t&eor and o* / e8%erience

durin) / %lace/ent ! &ave re*lected on &o6 to a%%l C$!$ in a real

classroo/. ! &ave es%eciall *ocused / re*lections on t&e i/%ortance o*

t&e bac)round o* t&e %u%ils 6&en a C$!$ lesson is %lanned: a /atter

t&at rarel is addressed in t&e t&eoretical re*lection.

!n / o%inion: i* t&e conte8t is not taen into account *or its %lannin):

it is not %ossible to %lan a )ood C$!$ lesson. Eo /atter i* one no6s t&e

t&eor and t&eir lesson %er*ectl: and it is tec&nicall %er*ect and

/atc&es 6it& t&e le)al *ra/e6or. !* lesson is not a%%ro%riate *or t&e

conte8t o* t&e learners: it 6ill not 6or.

!n / e8%erience: t&e %roble/ see/s to be t&at learners usuall *ind

C$!$ lessons as so/et&in) @alien. T&e rarel see/ to be /otivated to

learn b t&e/selves: since it is &ard to *ollo6 t&e lessons in a *orei)n

lan)ua)e and t&e also *ind t&e to%ics borin). T&ere*ore learners


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-,-

usuall )et bored and do not %a attention to class. !* not&in) is done:

situation )ets 6orse and t&e lan)ua)e )ets /ore di**icult.

A*ter t&is researc& ! &ave seen t&at t&e bac)round o* t&e learners

%las a ver i/%ortant role in /otivation. T&us: i* t&e &ave a social

and cultural bac)round t&at su%%ort and &el% t&e learners: t&e 6ill

be /ore /otivated and t&e 6ill be /ore liel to co%e 6it& t&e C$!$

subject. !n order to contribute to /otivation: %arents could e8%lain to

t&eir c&ildren t&e i/%ortance o* ;n)lis& toda and %ro/ote ;n)lis&

enrollin) t&eir c&ildren in ;n)lis& as an e8tracurricular activit.

+urin) / %lace/ent: ! could con*ir/ t&at t&ere are /ore cases o*

%roble/atic bac)rounds t&an 6e t&in. !t is ver di**icult to /otivate

t&e learners and onl so/e o* t&e/ are able to *ollo6 t&e lessons in a

*orei)n lan)ua)e. !n / o%inion: t&e solution *or t&is situation 6ould beto build an @internal /otivation t&at 6ould involve )ettin) a better

attitude to6ards t&e C$!$ subject. !n order to do t&at: t&e C$!$ subject

does not &ave to be seen as so/et&in) @alien to t&e learners. !n /

e8%erience: it could be done %lannin) lessons lined 6it& t&e real

e8%eriences o* t&e learners and 6it& t&eir real bac)round. For

e8a/%le: durin) / %lace/ent: ! sa6 &o6 a teac&er 6&o 6anted to

e8%lain so/et&in) about rivers and brid)es in second ear o* %ri/ar

sc&ool used a s/all video and %&otos o* river T&a/es. !n / vie6: it

6ould &ave been /uc& better usin) %&otos and videos o* t&e ;bro andits brid)es in 9ara)oza: so/et&in) /uc& /ore *a/iliar *or t&e learners.

=esides: ! &ave learnt it is necessar to use resources to catc& t&e

attention o* t&e learners suc& as !CTs: co/ics: i/a)es: videos: internet

etc. !n essence: t&e %rinci%le be&ind it is t&e sa/e: t&e need o* linin)

t&e lessons 6it& real e8%eriences o* t&e learners: since t&e rarel &ave

access to @acade/ic resources lie boos: but t&e usuall &ave access

to i/a)es: videos: t&e internet: etc.

To conclude ! 6ould lie to sa t&at t&e lessons ! tau)&t durin) /sc&ool %lace/ent *or a bilin)ual classroo/ are t&e basis o* t&e lessons !

&ave %resented &ere. T&en: ! *elt t&at t&ere 6as a s&ortco/in) in /

6a o* desi)nin) t&ese C$!$ activities and in t&e 6a lessons 6ere

tau)&t. T&e bac)round o* t&e sc&ool did not &el% /e to solve t&e/:

since t&e 6a o* teac&in) 6as ver traditional. =ecause o* all t&is: in

t&is TFG ! &ave tried to solve t&e %it*alls ! *ound and to i/%rove t&e

activities ! %reviousl %lanned. ! &ave tried to )o *urt&er t&an ! did

durin) / sc&ool %lace/ent: %uttin) into %ractice all t&e t&eoretical

notions learnt about C$!$ and tain) into consideration t&e e8%erienceacquired durin) / sc&ool %lace/ent.


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-5-

'. (iblio)ra!*

Ara)on =ilin)e. 2#4D. ?ecu%erado el #" de < de 2#4: de

&tt%1ara)onbilin)ue.educa.ara)on.es

=olívar: A.: and 0oa: J. 2'D. $as co/%etencias bWsicas. Cultura

i/%rescindible de la ciudadania. . 0adrid1 Proecto Atlantida.

Council: ;. P. 2'D. >e Co/%etences *or $i*elon) $earnin). =ruselas1

;I.

Cole: +.: Mood: P.: and 0ars&: +. 2#D. C$!$. Content and $an)ua)e

inte)rated $earnin). Ca/brid)e1 Ca/brid)e Iniversit Press.

;llis: ?. 2D. Ta!6ba!ed 'earning and teac+ing7 7 Ee6 Xor1 (8*orduniversit %ress.

;staire: .: and 9anQn: J. #554D. lanning Cla!!*or67 a ta!6 ba!ed

aroac+7 7 (8*ord1 Geine/ann ;n)lis& $an)ua)e Teac&in).

;uro%ean Council. #"-#< de 0arc& de 22D. ?ecu%erado el #4 de ' de

2#4: de &tt%1ec.euro%a.euinvest-in-

researc&%d*do6nloadYenbarcelonaYeuro%eanYcouncil.%d*

Fri)ols 0artín: 0. 2#D.&tt%1666.con*erence.iecontent0ariaZ2JesusZ2Fri)ols.%

d*. ?ecu%erado el < de Junio de 2#4: de

&tt%1666.con*erence.iecontent0ariaZ2JesusZ2Fri)ols.%

d*

Gobierno de Ara)Qn. 5 de " de 2'D. (rden %or la que se a%rueba el

currículo de la ;ducaciQn %ri/aria.

Juan ?ubio: A.: and García Conesa: !. 2#2D. Itilities o* C$!$

/et&odolo) in t&e classroo/. ?evista de For/aciQn e!nnovaciQn ;ducativa Iniversitaria. : [ol. " E\ 4D: 25-2#".

0e&isto: 0ars&: and Fri)ols. 2,D. Incoverin) C$!$. 0ac0illan .

(rientaciQn Andujar. 2#4D. (rientacion Andujar. ?ecu%erado el < de

e%tie/bre de 2#4: de

&tt%1666.orientacionandujar.es2#,"#-tecnicas-de-

trabajo-coo%erativo


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-4-

&tt%1666.orientacionandujar.es2#,"#-tecnicas-de-

trabajo-coo%erativo#-lectura-%or-%arejas

PujolSs 0aset: P. 2##D. idea! cla.e7 (l arendi8aje cooerati.o7 7

=arcelona1 Grao.

PujolSs 0aset: P. 24D. #render junto! alumno! diferente!7 =arcelona1

;I0(.

ierra: =.: 0éndez: A.: and 0aRana: J. 2#D. $a %ro)ra/aciQn %or

co/%etencias bWsicas1 &acia un ca/bio /etodolQ)ico

interdisci%linar. ?evista Co/%lutense de ;ducaciQn : [ol. 24

E]/. #D: #


41/65


-4#-

. Aendi+

/e co!"etences in each lesson

>e Co/%etence $esson # $esson 2

$in)uistic co//unication co/%etence. ^ ^

Co/%etence in t&e no6led)e and interaction

6it& t&e %&sical 6orld.

^ ^

Processin) in*or/ation and !TC co/%etence. ^ ^

ocial and civic co/%etence. ^ ^

$earn to learn. ^ ^

ense o* initiative and entre%reneurs&i%. ^ ^


42/65


-42-

#i!s and ob0ecti(es

-nglish

Aims

• Co//unicative ai/s1

o tudents 6ill learn &o6 to read and understand te8ts

e**ectivel: and strate)ies to e8tract and classi* in*or/ation

t&at contain: in order to reac& a %revious establis&ed )oal.

o tudents 6ill learn strate)ies to 6rite te8ts usin) t&e

narrative tenses.

o tudents 6ill learn to s%ea *luent and e**ectivel.

o tudents 6ill learn &o6 to listen and understand ;n)lis&:

and strate)ies to understand better oral interactions.• Eon-co//unicative ai/s1

o tudents 6ill learn to a%%reciate t&e i/%ortance o* no6in)

;n)lis& to obtain in*or/ation and co//unicate in t&e

internet.

o tudents 6ill develo% sensitivit to t&e i/%ortance o* ;n)lis&

toda.

o tudents 6ill learn &o6 to use !CTs.

o tudents 6ill re*lect about t&e i/%ortance o* 6orin) as a

tea/.

o tudents 6ill learn ne6 learnin) strate)ies.

,enera( ob-ectives

• Co//unicative (bjectives1

o tudents 6ill be able to read s&ort te8ts about t&eir o6n cit:

and to e8tract *ro/ t&e/ in*or/ation t&e need.

o tudents 6ill be able to 6rite s&ort te8ts usin) %resent and

%ast tenses.

o

tudents 6ill be able to read loud a s&ort te8t: usin) anacce%table %ronunciation.

o tudents 6ill be able to understand s&ort recordin)s in

;n)lis&: and to e8tract *ro/ t&e/ in*or/ation t&e need.

• Eon-co//unicative (bjectives1

o tudents 6ill be able to identi* t&e %resence o* ;n)lis& in

dail situations.

o tudents 6ill be able to use te8ts: co/%osition: and video

%ro)ra//es.

o tudents 6ill learn strate)ies to 6or as a tea/.


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-4-

o tudents 6ill elicit t&e strate)ies t&e use to read: 6rite:

listenin) and s%ea.

S'eci)ic ob-ectives

•

Co//unicative (bjectives1o tudents 6ill be able to read and understand an ada%ted

co/ic about 9ara)oza in ;n)lis&.

o tudents 6ill be able to re%l a letter usin) t&e in*or/ation o*

t&e co/ic.

o tudents 6ill be able to listen and understand ada%ted

recordin)s in ;n)lis&.

o tudents 6ill be able to /ae a %resentation o* a /onu/ent

*ro/ 9ara)oza tellin) its stor in ;n)lis&.

•

Eon-co//unicative (bjectives1o tudents 6ill be able to identi* t&e %resence o* ;n)lis& in

so/e situations o* t&eir everda li*e.

o tudents 6ill be able to use te8ts: co/%ositions: and video

%ro)ra//es.

o tudents 6ill learn to or)anize t&e/selves and divide t&e

tass *or 6orin) as a tea/.

o tudents 6ill brainstor/ to %roduce a te8t in s%oen or

6ritten *or/.


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-44-

Conocimiento del medio

#. !denti* t&e /ost i/%ortant ele/ents o* t&e natural: social and

cultural environ/ent in Ara)on. >no6 its c&aracteristics and

inte)rate it in 6ider bac)rounds suc& as ;uro%ean %ain and

;uro%ean Inion.

2. Tae %art in activities in a )rou%: res%ectin) t&e rules and t&e

ot&ers and so/e basic %rinci%les o* de/ocrac.

. =e conscious o* / o6n social and cultural identit. =e

conscious o* t&e e8istence o* di**erent social and cultural

identities and be res%ect*ul 6it& all o* t&e/. >no6 t&e Mu/an

ri)&ts as a *ra/e *or all o* t&e/.

4. ?e*lect on t&e &u/an intervention on t&e environ/ent. 0ae a

critical assess/ent o* it: and t&in on t&e i/%ortance o* t&e

%rotection o* t&e environ/ent and o* our cultural &erita)e.

". ?eco)nize t&e c&an)es in t&e social: cultural and natural

environ/ent alon) t&e ti/e. T&in on t&e relations&i% bet6een

relevant &istorical events o* %ain and Ara)on.


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#i!s and ob0ecti(es in each lesson

+esson 1

a. Content ai/s

•

!denti* ele/ents o* t&e environ/ent

• Tae conscience o* t&e %retence to diverse )rou%s.

• 0ae activities in a )rou%

• earc& in*or/ation

b. $in)uistic ai/s

i. Ai/s *or t&is lesson

• rite a brie* te8t.

• tructure t&e in*or/ation in a te8t.

•

?e*lect about t&e narrative tenses.• ?e*lect about t&e descri%tion.

• or coo%erativel in )rou%s.

ii. $earnin) objectives

• tudents 6ill be able to1

a. $earn ne6 vocabular about t&e cit.

b. $earn so/e adjectives about situation.

c. rite a brie* te8t about t&eir street.

d. Ise correctl verb to be in %resent.

+esson 2

a. Content ai/s

• !denti* ele/ents o* t&e environ/ent

• Tae conscience o* t&e %retence to diverse )rou%s.

• 0ae activities in a )rou%

• earc& in*or/ation

• =e a6are o* t&e c&an)es alon) t&e ti/e.

b.

$in)uistic ai/si. Ai/s *or t&is lesson

• ?ead and understand a brie* te8t.

• $oo *or in*or/ation in a te8t.

• ?e*lect about t&e descri%tion.

• or coo%erativel in )rou%s.

ii. $earnin) objectives

• tudents 6ill be able to1

a.

?ead a brie* te8t about 9ara)oza e8tract in*or/ation toans6er so/e questions.


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Contents

-nglish

#. $in)uistic co/%etence Accordin) to Orden 200/, t&is

corres%onds to cometencia morfo!int-ctica Da. $e8ical co/%etence1

[ocabular related 6it& t&e cit and t&e

descri%tion o* a /onu/ent.

• +i/ension

o =i): s/all...

• Colour

o blue: )reen: ello6: red: blac:

6&ite: )re: bro6n

•

Accessibilito notD o%en

• Cleanness

o toD clean:

o +irt

• 0aterial

o air: 6ater

o /ade o* UD leat&er: %lastic: 6ood:

%a%er: /etal: clot&: )lass

[ocabular related to t&e situation o* a %lace1• $ocation

o Mere: t&ere: 6&ere3

• Pre%ositions

o !n: on: under: be&ind: near

• +istance

o Far *ro/D: &o6 *ar3

o Eear *ro/D.

• 0otion

o

Go: co/e: sto%: start: /ove: %us&:%ull: *all: dro%: li*t sit: stand: lie.

[ocabular related 6it& direction

• to%

• TurnD le*t: ri)&t

• >ee%D strai)&t on

• GoD a&ead on

b. Gra//atical co/%etence

Ise o* %resent tenses *or descri%tions o* %laces

and /onu/ents.• Present si/%le


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o ;8istence1 T&ere is are

o !t is...

o !t is /ade o*....

o !t s&o6s...

Ise o* i/%erative• Give instructions related 6it& orientation1

o Go a&ead onK.

o Go strai)&t onK.

o to% K

o Turn le*t ri)&tK

Co/%arative and su%erlative o* adjectives and

adverbs

• =i) bi))er bi))est

•

(ld older oldestc. P&onolo)ical co/%etence

Pronunciation in ;n)lis&

2. Pra)/atical co/%etence Accordin) to Orden Cometencia

ragm-tica D

a. ociolin)uistic co/%etence

For/al vs. in*or/al address *or/s $in)uistic

/arers o* social relationsD

• 0ister 0iss.

• ir $ad Gentle/an.

• (%enin) and closin) *or letters and e-

/ails

o (%enin)1 +ear U address *or/.

o Closin)1 Xours: U si)nature on

ne8t line.

Politeness

• Ise o* @Please.

• Ise o* @Could.

• Ise o* @ould.

Greetin)s

• Good /ornin) a*ternoon.

b. +iscursive co/%etence

(r)anizin) a te8t

• Mo6 to structure a te8t in %ara)ra%&s.

• Mo6 to 6rite a %ara)ra%&.

Ise o* liners

• =ut

• Mo6ever


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• !n addition to

c. Functional co/%etence

Princi%les o* t&e descri%tion

• Ise o* %resent *or t&e descri%tion.

•

Ise o* t&ere is are.• Ise o* t&ere 6as 6ere.

Princi%les o* t&e narration

• Ise o* %ast tenses *or t&e narration.

d. +esi)n co/%etence

Accurac

Fluenc

. Processin) Co/%etence Accordin) to t&e Orden 9 Cometencia

roce!ual Da. Abilit to learn

$an)ua)e and co//unication a6areness.

• Functions o* t&e %resent tense.

General %&onetic sills.

• Point out t&e di**erences bet6een

%anis& and ;n)lis& %&onetic sste/s.

tud sills

• +i**erent strate)ies *or learnin).

Meuristic sills• Pro/ote t&e a6areness o* o6n co)nitive

stle.

• Pro/ote t&e inde%endent 6a o* learnin).

b. trate)ic co/%etence

trate)ies to ee% a conversation.

4. !ntercultural Co/%etence !n t&e Orden 9 Cometencia

intercultural

a.

+eclarative no6led)e >no6led)e o* t&e 6orld

• 9ara)oza and / borou)&.

ocio-cultural no6led)e

• ocial conventions o* %oliteness in

;n)lis&.

!ntercultural a6areness

• +i**erences and si/ilarities bet6een

;n)lis& and %anis&.

b. ills and no6-&o6

+evelo% t&e studentsN social sills.


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>no6in) about ot&er cultures.

c. @;8istential co/%etence

+evelo% a )ood attitude o* t&e students to6ard

t&e ;n)lis& lan)ua)e.

0ae t&e students a6areness o* t&e i/%ortanceo* t&e ;n)lis& toda.

0otivate t&e students to learn ;n)lis&.

Ada%t t&e lessons to t&e %ersonalit and 6as

o* learnin) o* all t&e students.


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Conocimiento del Medio

#. T&e environ/ent and its conservation. (l entorno !u

con!er.ación D.

a. =asic *actors o* t&e environ/ent1 sun: air and 6ater.

+evelo% t&e res%onsibilit in t&e use o* 6ater. T&e

i/%ortance o* &u/an intervention in t&e environ/ent.

b. Pa attention to t&e natural and &u/an *actors o* t&e

environ/ent in t&e everda li*e o* t&e learners.

2. T&e diversit o* t&e livin) bein)s. 'a di.er!idad de lo! !ere!

.i.o sD

a. (bservation o* t&e )reat variet o* livin) or)anis/s.

+i**erences bet6een livin) bein)s and non-livin) objects.

b. (bservation and classi*ication o* ani/al and indi)enous

%lants.

c. Connect t&e *eatures o* ani/als and %lants 6it& its

environ/ent.

d. !denti* t&e interde%endence bet6een &u/an bein)s and

ani/als and %lants.

e. +evelo% sensibilit *or t&e environ/ent and its care.

*. (ral co//unication o* t&e e8%eriences: su%%orted b

i/a)es and brie* 6ritten te8ts.

. Mealt& and %ersonal develo%/ent. 'a !alud el de!arrollo

er!onal Da. T&e i/%ortance o* t&e %ersonal &)iene: *ree ti/e and

%&sical e8ercise.

b. !denti*ication and understandin) o* t&eir *eelin)s.

c. Partici%ation in co//on activities: a)reein) co//on

rules.

4. Peo%le: cultures: and social or)anization. er!ona!, cultura!

organi8ación !ocial D

a. A6areness o* t&e ri)&ts and obli)ations o* a %erson in a

)rou%. =asic rules o* co//unication in a )rou%. ?es%ect*or t&e a)ree/ents in a )rou%.

b. T&e %roble/s o* livin) to)et&er and its resolution.

c. +i**erent cultures in our co//unit.

d. !/%ortance o* all %ro*essions. Avoidin) t&e )ender

stereot%es.

e. (r)anization o* t&e near surroundin)s1 sc&ool and cit

council. >no6in) / local institutions.

*. 0obilit in t&e cit and trans%ort sste/s in our li*e. T&e

res%onsibilit in t&e observation o* t&e basic re)ulations*or %edestrians and cars.


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). ;ncoura)e to )at&er in*or/ation o* t&e conte8t o* t&e

learners. ;ncoura)e also to inter%ret t&e in*or/ation.

!nter%retation o* i/a)es.

". C&an)es alon) t&e ti/e. Cambio! en el tiemo D

a.

Isin) o* so/e basic conce%ts o* ti/e suc& as a*ter-be*ore: %ast-%resent: etc.: and ti/e /easure units: suc&

as da: 6ee: etc.

b. ;ncoura)e t&e learners to no6 about t&eir near %ast

t&rou)& t&eir %arentsN /e/ories.

c. ;stablis& a relations&i% bet6een t&e &istorical events

and t&e everda li*e o* t&e %u%ils: /ain) t&e &istorical

events closer to t&e learners.


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Contents in each lesson

-nglish

Co/%etences $esson

#

$esson

2#. $in)uistic co/%etence

a. $e8icalco/%etence

[ocabular related 6it&t&e cit and t&edescri%tion o* a/onu/ent.

[ocabular related 6it&t&e situation o* a %lace1

[ocabular related 6it&orientation.

^ ^

^ ^

^ ^

b. Gra//atical

co/%etence.

Ise o* t&e %resent

tenses *or descri%tions o*%laces and /onu/ents.

Ise o* t&e %ast tenses*or e8%lainin) t&e &istoro* %laces and/onu/ents.

Ise o* i/%erative.

Co/%arative andsu%erlative o* adjectivesand adverbs

^ ^

^

^

^

c. P&onolo)ical

$e8icalco/%etence.

Pronunciation in ;n)lis&

^ ^

2. Pra)/atical co/%etencea.

ociolin)uisticco/%etence

For/al vs. in*or/aladdress *or/s$in)uistic /arers o*social relationsD

Politeness

Greetin)s

^ ^

^ ^

^ ^

b. +iscursiveco/%etence

(r)anizin) a te8tD Ise o* liners

^ ^

^ ^

c. FunctionalCo/%etence

Princi%les o* t&edescri%tion

Princi%les o* t&enarration

^ ^

^

d. +esi)nco/%etence

Accurac

Fluenc^ ^

^ ^

. Processin) co/%etencea. Abilit to learn $an)ua)e and

co//unicationa6areness

General %&onetic sills tud sills

Meuristic sills

^ ^

^ ^

^ ^

^ ^

b. trate)ic ^ ^


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co/%etence

4. !ntercultural co/%etencea. +eclarative

no6led)e >no6led)e o* t&e 6orld

ociocultural no6led)e !ntercultural a6areness

^ ^

^ ^

^ ^

b.

ills and no6-&o6

+evelo% social sills o*t&e students.

>no6in) t&e culture o*t&e ot&ers not t&estereot%es.

^ ^

^ ^

c. @;8istentialco/%etence

+evelo% a )ood attitudeo* t&e students to6ardt&e ;n)lis& lan)ua)e.

0ae t&e studentsa6areness o* t&ei/%ortance o* t&e;n)lis& toda.

0otivate t&e students tolearn ;n)lis&.

Ada%t t&e lessons to t&e%ersonalit and 6as o*learnin) o* all t&estudents.

^ ^

^ ^

^ ^

^ ^


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Conoci!iento del 'edio

$esson # $esson 2

Conce%ts Countr: comunidadautonoma : borou)&.

/bols o* / Countr:comunidad autonoma :borou)&.

Public trans%ort in9ara)oza.

0onu/ents in 9ara)oza

0 street.

?o/an ;/%ire.

Foundation o* 9ara)oza.

Cultural &erita)e. Xears A*ter =e*ore C&rist

Procedures (bservation o* / street. Collect and classi*

collected in*or/ation. et t&e in*or/ation in a

te8t.

Isin) o* so/e basicconce%ts o

Elaboration of Materials for a Clil Class

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Transcript of Elaboration of Materials for a Clil Class