PLANNING TEMPLATE for CLIL and CONTENT-RICH ENVIRONMENTS UNIT TITLE: Let’s discover Manresa! AUTHORS: Laura Prat and Mireia Vilà CLASS/AGE: 5th and 6th grade. SUBJECTS, LANGUAGES and/or TEACHERS INVOLVED: English and social studies subjects, English language and English teachers. NUMBER OF LESSONS: 6
COE LEVEL: A1 / A2 / B1 / B2 / C1 / C2
INTRODUCTION TO THE TASK (the session or the unit) In this unit we will discover different information about the town of Manresa. We will focus on different aspects like the location, some touristic places, the nature, the weather and other curiosities. At the end of this project, you will have to do an oral exposition in groups in front of the class. Each group will be responsible of one of these aspects. We will record your exposition and we will create a short video about Manresa! So in some of the lessons you will work in groups and we will do lots of different activities to prepare this final exposition. As a piece of advice I recommend you to take notes and keep all the activities we will do. You will use this information to present it in front of the class.
mhgmgh OBJECTIVE/S / GOALS By the end of the unit / lesson /task, the students will be able to… - To create a short report using their L2 trough cooperatively work. - To communicate and share meaningful information about a nearby town using their L2. - To select and organize the main information about one topic.
SOCIAL & CULTURAL VALUES/ PERSONAL & EMOTIONAL DEVELOPMENT 1.
Students will achieve social and cultural values trough their research because they will know better a meaningful and a nearby place. This will help them to understand and to be aware of the wide range of possibilities that this place offers.
2.
Students will develop emotional and personal skills while working in groups. They will get to know each other better and they will have to make decisions together, to respect the others and to share their knowledge. They will help each other in order to learn together. Furthermore, they will do peer assessment with the objective of offer a critical analysis of their peers work and participation.
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/
DOMAIN or TOPIC-RELATED CONTENTS Second Language Area Speaking and conversation - Oral interaction in the class, in real situations or simulations, with progressive autonomy. - Individual and group expositions of worked topics and using visual and technological supports. Listening and comprehension - Understanding of work instructions. - Global and specific understanding of different texts and contents and using different supports and ways to extract information in order to do an specific task. - Information understanding related to contents of different curricular areas, presented trough different supports. Writing - Words, expressions and texts production related to the lesson topic. - Research of different sources and models in order to create texts.
Natural, social and cultural ĂĄrea -
Use and interpretation of different cartographic representations (maps, aerial photos‌). Observation, identification and description of some demographic and cultural characteristics of a specific area in Catalonia. Evolution analysis of heritage elements from a nearby environment, thorough cooperative work, and information communication using TIC sources, showing respect and interest for the heritage.
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/
CONTENT-OBLIGATORY / CONTENT-COMPATIBLE LANGUAGE
HIGH FREQUENCY LEXICAL ITEMS AND PHRASES (terminology, phrases, specific forms, collocations, etc.)
DISCOURSE GENRE or TEXT TYPE - TO UNDERSTAND
- DOMAIN or TOPIC SPECIFIC
Descriptive text
VOCABULARY: -Artistic periods: Gothic, Barroque, Modernism
- TO GENERATE
-Nature: Path, Watercourse, Hill, Pond.
Written guidelines for their final
-Weather: Average, rainiest, driest, degrees, highest, lowest.
exposition.
- TO NEGOTIATE
- GENERAL ACADEMIC
Descriptive text
- Question expressions (what, which, where…).
SUMMATIVE ASSESSMENT (with formative value)
The teacher will assess the student’s learning and products bearing in mind the following general CRITERIA and TOOLS:
ASSESSMENT CRITERIA: Participation and interaction assessment: -
Student’s participation in the different activities.
-
Interaction and cooperation with their classmates.
Behavior: Students respect their classmates and teacher interventions. Content comprehension assessment: -
Tasks development.
-
Pupil’s feedback.
The use of the L2 assessment: -
Clear and coherent oral and written communication.
-
Use of the vocabulary words and expressions introduced and used in the unit.
ASSESSMENT TOOLS: -
Observation sheet.
-
Students’ exposition peer and self-assessment chart.
-
Teacher’s assessment chart on the pupils’ exposition.
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Student’s activities corrections.
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Video recordings.
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/
KEY COMPETENCES
Communication in foreign languages To be capable of communicating trough foreign languages, trough conversation, listening and selfexpression. The use of different visual and technological supports as well as different ways to bring and share the foreign language to class, are essential.
Learning to learn To be capable of knowing how to learn and to be more autonomous in your learning development.
Cultural awareness and expression It is the knowledge, the understanding and the critical expression of different cultural and artistical periods of a culture.
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/
THE PROCESS
LESSON-BY-LESSON PLANNING
APPROXIMATE TIMING and
Activities and steps to follow
TYPE OF INTERACTION SESSION 1: (1h)
SESSION 1: 1.
Introduction to the unit and the final product we want to achieve (including the date of the preparation and
1.
Teacher-class
2.
Groups
3.
Whole class
4.
Teacher-class
presentation classes). 2.
Brainstorming about Manresa in groups with a PowerPoint as a support (with some questions and images).
3.
Debate about the brainstorming.
4.
Creation of the groups of experts.
_________________________________________________________
________________________
SESSION 2: (1h)
SESSION 2: 1. 2. 3.
Explanation of the activity ( five corner’s) Development of the 5 corner’s (each group in one corner) Reunion and closure, sharing with others the information collected. _________________________________________________________
1. 2. 3.
Teacher-class Groups Whole class
_________________________
SESSION 3: (1h)
SESSION 3:
1. Teacher-class
1. Explanation of the task 2. Reading task and activities 3. Discussion and sharing of the reading task and activities. 4. __________________________________________________________ SESSION 4: 1. Explanation of the task
2. Individually 3. Group of experts
2.
Watching of a video about Manresa.
3.
Answering of the video-listening questions.
4.
Activity correction.
_________________________
SESSION 4: (1h) 1. Teacher-class 2. Whole class 3. Individually 4. Whole group
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/
LESSON-BY-LESSON PLANNING
APPROXIMATE TIMING and
Activities and steps to follow
TYPE OF INTERACTION SESSION 5: (1h)
SESSION 5:
1.
2.
Session aimed to the final expositions preparations in groups of
1.
Whole class
experts.
2.
Teacher students
Teacher and groups of experts meetings to check the process.
_________________________________________________________________
_______________________
SESSION 6:
SESSION 6: (1h)
1. 2.
Final expositions of each group in front of the class. Peer and self-assessment on the expositions.
4. 5. 6.
Teacher-class Groups Whole class
MATERIALS and RESOURCES
There are different materials for the different sessions. We have prepared a teacher’s book and a student’s book with the teacher’s and the student’s materials for all the unit.
REFERENCES
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Currículum d’Educació Primària
http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/034fc257-446341ab-b7f5-dd33c9982b4f/curriculum_ep.pdf
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/
COMMENTS
LAURA PRAT AND MIREIA VILÀ Pràcticum V – Second Semester Tutor: Oriol Pallarès
by CLIL-SI 2011. Original template designed by CLIL-SI in 2006 and adapted within DALE-APECS EDU2010-15783 Research project, financed by the MICINN. More information at: http: //grupsderecerca.uab.cat/clilsi/