Course 1
CULTURAL BRIDGE
Juan Manuel Angel Paula Tangarife SalomĂŠ Cardona Juan Pablo Vargas
Table of content Introduction.......................................................................................... 1 Scope and sequence............................................................................ 3 Unit 1: Colombian terrestrial ecosystems .................................... 4 Description of the unit ...................................................................... 5 Lesson 1: Description.......................................................................... 6 Teacher's guide lesson 1 ..................................................................... 9 Lesson 2: Characteristics ................................................................... 11 Teacher's guide lesson 2 .................................................................... 17 Lesson 3: Impact ............................................................................... 19 Teacher's guide lesson 3 .................................................................. 22 Lesson plan 1 ....................................................................................... 23 Lesson plan 2 ...................................................................................... 26 Lesson plan 3 ...................................................................................... 29 Webgraphy- Bibliography .............................................................. 31
Cultural bridge
Introduction
Methodology In this unit the methodology that was applied consisted of seeing students as a whole, trying to make the L2 stronger through their L1, the use of translanguaging was implemented to facilitate the learning process of students, since their classes are based on a Subject content, in this case Colombian terrestrial ecosystems. This link between content and language facilitates the use of CLIL allowing the development of the interactional language, and applying at the same time the 4c’s as a complement to acquire the second language as a whole. Furthermore, CLIL and Translanguaging the methodology of this unit is designed to help students to use grammatical structures such as the simple present, through different activities that make the students an active part of the learning process. Skills development and evaluation. Reading: This skill is applied in some lectures about the content, it is evaluated in amode of output about what they did understand of what they read. Listening: This skill is practiced through audiovisual media, in addition the input that the teacher gives while the class is being developed. Writing: This skill is applied in the input students give about the content saw in each lesson. Speaking: Students will develop this skill in the part of the socialisation about the content. Grammar: This part is practiced linked with the content, while content is being taught grammar is being worked too, in this case the simple present tense is applied.
09
1
How CLIL and translanguaging are applied? CLIL in this unit is present in the use of a L2 to work in a Content area, in this area Biology, focused in Terrestrial Ecosystems, CLIL is applied because we are searching to develop the 4C’s in the language management but also it is included the content to strength the language part. On the other hand, translanguaging is applied because there is not only a use of an L2, there is practice too the L1 in the learning process of the content, helping students to make more understandable the Biological component since they are not being limited in the use of the languages.
Why is it important to use translanguaging for us? Translanguaging, as an approach, allows the students to use their complete repertoire at its maximum capacity. The main reason for this is that students are implementing semantic and pragmatic resources from both languages to construct notions, participate actively, and answer questions. In this book, the L1 plays the role of being the bridge that connects with the L2. We also focused on Ausebelt's theory of meaningful learning since we want the students, through the use of this unit, to connect what they already know (L1) with what is new (L2) in their cognitive mental structure.
How can CLIL manifest in this book? CLIL can be manifested in the sense that we structured the content and the use of the second language as complementary goals. They work together to enhance the student's comprehension through solving and reading our material proposed in the book. Each one of them showcases a logical connection between a topic and the language needed. Due to this, students will work on both components at the same time. For instance, the subject matter regards the types of Colombian ecosystems, and the language evaluated is about the present simple use. Both elements unify to provide the students with a broader range of cultural and language use knowledge. According to Banegas ( ), nowadays, it is explicitly needed for the connection of contextualized practices in the second language teaching process to take place.
Bilingual education ideology and framework Framework : heteroglossic Model: dynamic A heteroglossic view of language takes into account the challenges of communication in the globalized and super diverse world, recognizes the diversity of language practices, and supports the language interaction of children with different translanguaging practices. According to this view of language, we can identify two further theoretical frameworks for bilingual education programs: recursive and dynamic (García, 2009). Moreover, the heteroglossic framework seeks to maintain a high level of proficiency in L1 and L2. It also tries to make a language addition but giving the same importance to the two of them. At the same time, It allows the bilingual coexistence of the two languages, developing a bilingual shift between them in the classroom space. Dynamic model: There, the student is consider as a whole, taking into account that they have a linguistic repertoire that make them as bilingual have different perspectives of the world, for this reason the use of translanguaging allow students to have a co-existence of the different languages, developing the transcultural identity of the learners. The dynamic theoretical framework supports the idea that language interaction takes place on "different planes including multimodalities, and other linguistic interrelationships" (García, 2009, p. 118). According to García and Wei (2014), the dynamic bilingual model posits that bilinguals have one linguistic system with features that are integrated throughout. It allows the simultaneous coexistence of different languages in communication and, therefore, supports the education to use languages "for functional interrelationships, and not simply for separate functional allocations" (García, 2009, p. 118).
Teacher role What is expected of a CLIL and translanguaging approach is based on the nature of those approaches. A teacher must have: - The sufficient knowledge of the language and content used. - The ability to teach to people of diverse linguistic and cultural backgrounds. - The ability to use methods that facilitates the understanding of a meaning. - The capacity of modeling a good language usage. - The power to maintain an inclusive classroom culture. - The knowledge of how to apply translanguaging in different contexts. - The ability to select complementary materials on a given topic. - The ability to use dual-focussed. -The ability to develop and implement evaluation tools.
Student role
The students are expected to improve the communicative second language skills through learning simultaneously a subject content, in this specific unit based on Colombian terrestrial ecosystems. In this way as CLIL is being used, it is predicted that students will develop the 4C’s, using some cognitive abilities to achieve the cultural understanding that make part of a bilingual point of view. In addition, the good motivation and attitude of the student is a required factor to make the whole learning process easier and meaningful.
2
Scope and sequence
3
UNIT 1: COLOMBIAN TERRESTRIAL ECOSYSTEMS 4
Description of the content of the unit In this CLIL unit, learners will find different activities that will help them to develop their communicative language and allow them to identify the importance of ecosystems in nature. • DBAs (Subject matter and Language) The development of English grammar based on Simple present, using the affirmative form and wh question. This grammatical component will be practiced through different kinds of activities which involve all the skills necessary in English (reading, listening, writing, speaking). In addition, the application of content based on Biology (Colombian terrestrial Ecosystems) Will allow the students to strengthen the 4’s of the CLIL component, making different activities that will help them in the cognitive, cultural, Content understanding and Communication aspects. In addition the content use will develop the critical thinking ability according to the importance of ecosystems. • General Objectives This unit attempts to develop the communicative language using Content as the medium to complement the learning process, as in the language acquirement, as in content knowledge. • Topics (of the three lessons) The unit is based in Colombian terrestrial ecosystem, it is divided into three subtopics 1. Descriptions of ecosystems 2.Characteristics of ecosystems 3. Cultural Impact that ecosystems have in our life • Communicative Skills to be developed This unit searches to develop the whole skills parts (reading, listening, writing, speaking) in the learners, through different kinds of activities based on the grammatical component: Simple Present tense. • Materials To develop the unit, learners will have different kinds of activities such as readings, videos, poster design, presentations, and puzzle games.
5
1. Descriptions Reading, and listening 1. Before we start, let's watch the video!
What is the video about? What are they talking about?
Puzzle time! 2. Find and socialize the words you encounter. paramo
Desert
Tropical forest
plains
snow mountain
6
Matching activity 3. Match the picture with the correct description
-Se caracteriza principalmente por sus altas temperaturas, el día es muy caluroso y puede llegar a los 40 o 50 G/c.Este ecosistema está ubicado en barranquilla y la guajira. Cactus,arañas, serpientes e insectos habitan este lugar. - Montañas muy escarpadas con temperaturas bajo cero que van desde los 3.600 hasta los 4.500 metros sobre el nivel del mar. En nuestro país se dividen en 5 picos : Nevado del Ruiz, Nevado del Tolima, Nevado de Santa Isabel, Nevado del Quindío y Nevado del Cisne. Allí podemos encontrar musgos, líquenes; casualmente algunos animales como osos de anteojos, conejos, lobos pueden ser vistos. - Son ecosistemas de alta montaña, localizados entre los bosques altos y los nevados de la región Andina. Allí podemos encontrar frailejones, lechuzas, búhos, lobos, gatos de páramo. - El suelo de este ecosistema es relativamente plano, se encuentra en la orinoquía, en la llanura pacífica y en la llanura caribeña. Su clima se alterna entre sequía y lluvia durante el año. Tiene gran biodiversidad como árboles altos, palmas, orquídeas y animales como el chigüiro, venados y osos hormigueros. - El ecosistema con mayor biodiversidad de la tierra. Podemos verla en parte de la región andina, en parte de la región pacífica, en la sierra nevada de santa marta y en la serranía. Tiene la mayor cantidad de especies animales como monos, hormigas, escarabajos, tucanes, serpientes y su vegetación incluye plantas como bejucos, cedros, laureles y orquídeas.
7
Snowy mountains (nevado) It is one of the most important mountain systems in Colombia, it is made up of 5 peaks: Nevado del RuĂz, Nevado del Tolima, Nevado de Santa Isabel, Nevado del QuindĂo and Nevado del Cisne. This place has great biodiversity; for example, among the birds, we can find the pĂĄramo hummingbird, blackbird, partridge, and three species of turkeys. As for the mammals, we can find the moor tapir (tapir), the spectacled bear (Oso de anteojos), the weasel (comadreja), the dwarf squirrel (Ardilla enana), other species such as frogs (ranas), toads (sapos, and bats (murcielagos) stand out. Importance The snowy mountains regulate the temperature of these ecosystems and, incidentally, create environmental conditions for plants and animals to reproduce there, such as fragile ones and small amphibians. Add body text.
Explain about what you read.
Game time! 5. Let's make a hot potato. Who get the ball, will answer the teacher's question.
Test your knowledge Access to kahoot using the following code:
5585380
Homework For next class, make a collage about the ecosystems that you have seen in class.
8
Teacher's guide : Lesson 1 1. Listening. Hook activity Aim: Introduce the topic and create first notions. - Play the video for the students (using the Qr code) - Ask the students in Spanish what they think the video is about and look for their autonomous ideas by asking them which part they liked the most. Materials Video of Colombian ecosystems: https://www.youtube.com/watch? v=0S8f8vPjMis&feature=emb_logo
2. Reading Word search Aim: Introduce concepts. - Word search activity will be presented. It will contain the names of ecosystems that will be taught in the class. - Look for the student's notions about ecosystems by opening a space that allows them to socialize. Materials - Worksheet of word search - Colors
3. Reading Matching definitions Aim: Evaluate the previous knowledge of students about the topic - A matching activity will be presented, in one column the definitions, and in the other the images. - Use translanguaging to give the explanation. Materials - Worksheet that contains description and pictures of ecosystems. - Colors
9
4.Reading and speaking. Read and explain Aim: Integrate the content into their cognitive structure by using their full linguistic repertoire to interpret and identify. - Instruct the students to read the content about the different types of ecosystems in Colombia and their importance - Verify their level of understanding by asking them to socialize the points they found important or interesting in Spanish. Materials Readings about features of the ecosystems.
Assessment procedure Aim: Assess the student's understanding of the topic. - The students will use the code to access a true or false quiz in Kahoot. - Ask the students to show you their scores as soon as they finish. Material - Cellphone - Internet
Homework Propose the students to make a collage that gathers the ecosystems that have been presented in class
10
2. Characteristics Speaking and writing
Remembering
1. Match the pictures with the corresponding name. Remember what we saw the last class.
11
Reading comprehension 4. Let's read the next information, then express your ideas
Paramo (Páramo) This ecosystem is typical of the mountains in Colombia. It can be found in the Andean region. It has a cold climate and does not always have water available, so its vegetation is mainly herbaceous. The characteristic animals of the area are rabbits (conejos), field mice (ratones de campo), deer (ciervos), curies, foxes (zorros), and pumas. Importance The paramos have characteristics that make them vital, as they provide very relevant ecosystem services. They are home to unique species in the world: six out of 10 species of plants found in the moors only live there. They fulfill crucial mitigation and adaptation functions to climate change; the concentration of organic matter in the soils of the páramos allows carbon to store carbon in a better proportion than in other ecosystems. Tropical forest (Selva tropical) It is the type of ecosystem with the most diversity of flora and fauna in the world. In Colombia, it is found in the Andes region, the Pacific in the Chocó, the Sierra Nevada de Santa Marta, and the Serranía de la Macarena. The tropical forest has very developed vegetation, and the trees remain green. It has high temperatures and lots of rain during the year. Among the typical fauna of this area we can find "El ciervo sabanero", "el chigüiro", "el corocora rojo", "el mono cotudo", the tiger (el tigre), and the black mamba (la cobra negra). Importance help stabilize the world's climate; maintains the water cycle protect against floods, drought, and erosion they have human populations in many regions; provide a home for many plants and animals. Desert It is an ecosystem characterized by low rainfall and very low water saturation in the environment; an example of this ecosystem is La Guajira and Barranquilla. The species that inhabit this ecosystem adapt to living under these extreme conditions; for example, the cacti (cactus) store water in their leaves. The animals of the place are small reptiles (reptiles), snakes (serpientes), insects (insectos), arachnids (aracnidos), eagles (águilas), among others. Importance Deserts are a crucial biome. Not only for the sand! They are important mainly thanks to all the plants and animals that live in them. Some of the animals that live in the hot desert are cold-blooded animals, such as snakes, insects, and lizards. Plains (llanos) The plains that Colombia has are the Orinoquia, the Amazon, the Pacific plain, the Caribbean plain. The plains are lands that do not have high elevations; in that sense, they are flat. In Colombia, the most recognized plain is “los llanos orientales” Where we can find the capybara (chiguiro), the otter (nutria), the ant-eater (oso hormiguero), and the crocodile. Importance The plains have 32.4% of the country's water wealth. A water potential of 1,661 million liters of water per day, which is equivalent to 27% of the national total. More than 154 strategic ecosystems, with swamps, swamps, wetlands, and lagoons. It has great treasures and special natural areas such as the Tuparro National Park, declared a world biosphere reserve by Unesco, the Mataven Forest, Caño Cristales, the Calaballo hill, and the La Esperanza reserve, among others. The challenge we have in the region is to harmonize the processes associated with economic growth and human development with the protection of the environment, which is also a source of wealth and prosperity.
12
Describing
2. Complete the next chart with the information that we have studied about terrestrial ecosystems.
13
Completing information 3. a) Answer the next crossword based on the reading of the last class. b) In your group, transform some clues into WH questions.
14
Explaining 4. In your opinion, give three reasons why ecosystems are important. You can use expressions such as:
- I think... - In my point of view... - It is importan because... - I believe that... - In my opinion...
D N O C E S E H T S I H A T I I B W M D L R O COLO W E E H H T T D N I N A E , C Y T I PLA S F R O E V F I L D A O H I B T E A R H O T M S I D T E C M A R F O S F U N O O I C S I CUR Y R E O T M I O R H R E E T H T E G TH N I E B , T S E T R N O E F R E F BY F I D L A R E D V N E A S S T OF N A L P F O S E I SPEC . S L A ANIM
15
Assessment procedures Scan the following QR code and answer the questions
Homework: Answer the question that you find in the quiz at home.
16
Teacher's guide: Lesson 2 1. Speaking. Matching images with their names. Aim: Comprehend WH questions. - Present an activity of matching images of ecosystems with their correct names - Ask students questions in simple present Materials: - Video Beam - Markers - Slides of ecosystems 2) Writing Identifying the features of each ecosystem Aim: practice the ability to categorize and explain. - The teacher directs the student's attention to the incomplete table projected on the board. - The students use the content of the previous lesson to fulfill the table. - Look for how the students manage to find the answer by socializing their answers. Materials - Video beam - Markers - Chart with the questions 3. Writing and speaking Questionnaire-based on a crossword Aim: Put in practice the communicative oral skills - Give a crossword worksheet to each student. - Divide the students into two groups. - Each group has to design three questions to ask the other group based on the clues of the crossword. Materials: - Worksheet of crossword - Pen - Pencil - Reading - Video beam - Crossword image
17
4) Explaining Closing activity: Writing and sharing Aim: Show students personal opinion - Direct the students’ attention to the there are some connectors that can be used, explain how to use it Materials: - Internet - Device
Assessment procedure: Enter the QR code and share the link with students There are sentences in the simple present in wh question form that are disorganized Make this activity in pairs Homework: Tell students to answer the questions of the last activity for the next class
18
3. Impact Reading, writing, and speaking.
Thinking. 1. Make a presentation about the importance of taking care of ecosystems, considering what we as visitants can do and cannot do.
The environment around us is an essential part of human survival. I like to believe that people who do not care about the environment, simply do not understand how important it is to all of us and that it does not affect them directly, these are my reasons you should be concerned about the environment. Ecosystems clean our water, purify our air, maintain our soil, regulate the climate, recycle nutrients, and provide us with food. They provide raw materials and resources for medicines and other purposes. They are at the foundation of all civilization and sustain our economies. It's that simple: we could not live without these “ecosystem services�. They are what we call our natural capital. Biodiversity Is Important: Biodiversity refers to the variety of plants, animals, and other living things in our world. it can be negatively influenced by habitat loss and degradation due to human activity, climate change, and pollution, among other things. Earth Is Our Home: It’s where we live, so we better take care of it. For sure we could be better person if we help with small things for our home, this planet the only that we have now. To protect our ecosystem it is important that when we visit those places we do not throw garbage, on the contrary, help to clean it, collecting the trash that we find there. Also, keep the water clean is very important, thus, we have to avoid using chemicals in the rivers. As ecosystems, we can find there several kinds of species of animals and plants, for this reason when we visit these places we have to take care of the flora and the fauna, letting animals being free, not damaging the plants.
19
Design Create a poster based on what you saw in class, in which you explain what is an ecosystem and summarize what kind of ecosystems are, with their characteristics. For example:
Colombian terrestrial ecosystems Ecosystems are places conformed by different kind of species of flora and fauna, each ecosystem has different characteristics such as, weather and height, there are different terrestrial ecosystems in Colombia. 1. Paramos: it is characterized because .... 2. Snow mountain: It is composed of... 3. Plains: In Colombia, we can find it located in... 4. Forest: In this ecosystem, we can find... 5. Desert: Its characteristics are ... Finally, ecosystems are important because....
20
Assessment procedures Group up with five partners to design a poster about ecosystem that you have been studying for the last lessons. take into account the following questions when you are desinging it. - What is an ecosystem? - What types can we find in Colombia? - What are the characteristics? - Why is it important to preserve them?
Homework Design a mock-up (maqueta) where you show the characteristics of an ecosystem that you liked the most.
21
Teacher's guide : Lesson 3 1. Writing, reading, and speaking. Identify and socialize Aim: To put into practice the knowledge acquired in previous classes. - Divide students into groups of people. - Assign to each group a type of ecosystem - Instruct them to write what they think can and cannot be done in those ecosystems. - Gather the information by creating a space in which they can participate or intervene. Materials. - Readings - Paper - Pen - Pencil
Assessment procedure: - Make groups of 5 students. - Give the materials to design a poster - Give the instruction of the activity in Spanish - Give some questions to help students to have a guide to design the poster.
Homework: -To close the topic, make students build a mock-up where they show the characteristics of their favorite ecosystem
22
Lessons plan 1
23
24
25
Lessons plan 2
26
27
28
Lessons plan 3
29
30
Webgraphy Páramos = agua = vida. (2013, March 4). Interamerican Association for Environmental Defense (AIDA). https://aida-americas.org/es/blog/p%C3%A1ramos-aguavida#:~:text=Los%20p%C3%A1ramos%20tienen%20caracter%C3%ADsticas%20que,los%20p%C3%A1ra mos%20s%C3%B3lo%20habitan%20all%C3%AD.&text=El%20p%C3%A1ramo%20libera%20luego%20ag ua%20limpia%20y%20pura%20de%20forma%20constante US Department of Commerce, National Oceanic and Atmospheric Administration. (2020). Protecting Our Planet Starts with You. Noaa.Gov. https://oceanservice.noaa.gov/ocean/earthday.html Reasons Why We Should Care About the Environment | ERA ENVIRONNEMENT. (2018). Eraenvironnement.com. https://www.eraenvironnement.com/reasons-why-we-should-care-about-the8927-environment/#sthash.UEMUtSMz.rk9IZuGs.dpbs REDACCION EL TIEMPO. (2013, March). Editorial: El ocaso de los nevados. El Tiempo; El Tiempo. https://www.eltiempo.com/archivo/documento/CMS12629510#:~:text=Los%20nevados%20regulan%20la%20temperatura,como%20frailejones%20y%20pe que%C3%B1os%20anfibios. ¿Por qué las selvas tropicales son importantes? – Selvas Tropicales | Las Selvas Tropicales. (2013, November 19). Selvastropicales.org. https://selvastropicales.org/2013/11/19/por-que-las-selvastropicales-sonimportantes/#:~:text=Las%20selvas%20tropicales%20son%20a,y%20a%20su%20vez%20liberando%20 ox%C3%ADgeno.&text=Las%20selvas%20tropicales%20tambi%C3%A9n%20ayudan,produciendo%20ll uvias%20alrededor%20del%20planeta. KDE Santa Barbara. (2020). Ucsb.Edu. http://kids.nceas.ucsb.edu/sp/biomesspan/desert.html#:~:text=ANIMALES%3ALos%20desiertos%20so n%20un,como%20serpientes%2C%20insectos%20y%20lagartos.
Bibliography Lasagabaster, A & García, O. (2014) Translanguaging: towards a dynamic model of bilingualism at school / Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela, Culture and Education, 26:3, 557-572, DOI: 10.1080/11356405.2014.973671 Banegas, D. (2012) Integrated content an language in English language teaching in secondary education: models, benefits, and challenges, Studies in second language learning and teaching, 2 (1), 111-136 García, O., & Baetens, B. H. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell Pub.
31
