ANIMALS ROLES, CATEGORIZATION AND ITS ECOSYSTEMS Camila Cardona Bedoya Fabio Gallego Noreña Andrés Santiago Ramírez
CLIL - Lesson Unit Universidad Tecnológica de Pereira - UTP
FOURTH GRADE
TABLE OF CONTENT THEORETICAL SUPPORT ............................................ 4 CLIL ............................................................................................ 4 Translanguaging ................................................................. 5 Heteroglossic framework ............................................... 6 GENERAL OBJECTIVES (4 C's) ...................................... 7 Content .................................................................................... 7 Cognition ................................................................................. 7 Culture ..................................................................................... 8 Communication ................................................................... 8 DBA's ........................................................................................ 9 DBA's Lesson 1 ..................................................................... 9 DBA's Lesson 2 .................................................................... 10 DBA's Lesson 3 .................................................................... 11 LESSON 1 - WILD AND DOMESTIC ANIMALS DIFFERENCES ....................................................................... 12 Content of the unit ............................................................ 12 Step 1 ........................................................................................ 13 Step 2 ....................................................................................... 14 Step 3 ....................................................................................... 15 Step 4 ....................................................................................... 16 Step 5 ....................................................................................... 17 Step 6 ....................................................................................... 18 Step 7 ....................................................................................... 19 Step 8 ....................................................................................... 20
LESSON 2 - CONTRAST BETWEEN THE ANIMALS AND THEIR NATURAL ENVIRONMENTS ............................. 21 Content of the unit ............................................................ 21 Step 1 ........................................................................................ 22 Step 2 ....................................................................................... 22 Step 3 ....................................................................................... 23 Step 4 ....................................................................................... 23 Step 5 ....................................................................................... 24 Step 6 ....................................................................................... 25 Step 7 ....................................................................................... 26 Step 8 ....................................................................................... 27 LESSON 3 - COMPONENTS OF AN ECOSYSTEM . 28 Content of the unit ............................................................ 28 Step 1 ........................................................................................ 29 Step 2 ....................................................................................... 30 Step 3 ....................................................................................... 31 Step 4 ....................................................................................... 32 Step 5 ....................................................................................... 33 Step 6 ....................................................................................... 34 Step 7 ....................................................................................... 35 Step 8 ....................................................................................... 36 BIBLIOGRAPHY .................................................................... 37
THEORETICAL SUPPORT CLIL Content and Language Integrated Learning (CLIL) is the type of bilingual education that this unit is based on. CLIL focuses on the learning of content simultaneously with the use of the native language (L1) and a non-native language (L2), developing skills on both languages along with the curricular subject. “Language is the mediating tool through which content and language are co-constructed in a learning environment (Moate, 2010).” According to this definition, the use of CLIL in the classroom implies the use of a L1 and L2 in the instruction of subjects such as Natural Sciences, which is the one being taught in this unit. With that being said, this unit looks for teaching methodologies and activities designed to engage students in the learning of the content treated here, using both languages (Spanish and English).
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TRANSLANGUAGING The term translanguaging refers to the use and alternation of two or more languages for receptive and productive uses, focusing on the practices that bilingual learners have in order to understand and comprehend better different subjects such as Natural Sciences, History and so on, and take advantage of those practices in the teaching process of the mentioned subjects. It also privileges the languages of the students as a semiotic system of linguistic and multimodal signs that together make up the speaker’s own communicative repertoire, which is expanded along with the use of the language in the learning process of different subjects (García & Li Wei, 2014). According to Baker (2001), the use of Translanguaging has four important potential advantages in the classroom: 1. It may promote a deeper and fuller understanding of the subject matter, 2. it may help the development of the weaker language, 3. it may facilitate home-school links and cooperation, 4. and it may help the integration of fluent speakers with early learners. Taking into account the previous information, the application of Translanguaging in this unit is essential to leverage the use of the languages the students have by expanding and promoting the use of their own repertoire.
HETEROGLOSSIC FRAMEWORK
The unit presented is supported by the heteroglossic ideology based on the dynamic use of the languages and a plurilingualism framework. According to García (2009), the heteroglossic perspectives make bilingualism the norm and acknowledge multilingual students’ fluid language practices in their full complexity. With that being said, this unit looks forward to the learning process of the students in different subjects with an immersive use of both L1 and L2, promoting its use and development, and taking into account the Colombian context in the content for instruction.
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General objectives (4 C´s) Content: Ss will be able to recognize what kind of animals can live with humans and those who need to be in a savage environment.
Cognition: Compare a variety of animals to categorize them as wild or domestic animals. make gestures to use body language as a way of communicating the type of animal they are representing. recognize animals that can live with humans. classify animals in two categories: domestic and wild according to their characteristics. probed their knowledge using the grammar structure of comparison accurately. justify the risk of wild animals in domestic contexts.
8 Culture: - Different conceptions of the animals. -Different types of animals. -The conception about the habitat of the animals. -The different types of habitats. In this way, the students could recognize why the animals should be in the environment that corresponds to each one and the relevance of looking after their habitats. -Using the identification of animals that can live in a domestic context and those who can not, to understand the importance of boundaries between us and wild animals by decorating the classroom with animals cartoons.
Communication: The teacher will create a communicative environment with the pupils using language that will be directly related to the topic and their knowledge to generate interaction with the students.
LESSON 1
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DBA´S
TOPIC: Domestic and wild animals differences. Spanish
English
*To write texts *To create literary texts in which they articulate previous lectures and impressions about a topic or situation.
To understand and identify comparative adjectives and their use.
Natural Sciences *The students are capable to determine the different characteristics of the animals. *To differentiate the types of ecosystems (aquatic and terrestrial) corresponding to different geographic locations, to establish their main characteristics.
LESSON 2
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DBA´S
TOPIC: Contrast between the animals and their natural environments Natural Sciences
English
To describe the type of relations presented between organisms, and to identify the importance of these relations for their surviving.
To understand and identify superlative adjectives and their use.
The students comprehend that there exist different types of ecosystems (terrestrial, aerial and aquatic) and that its physical characteristics (temperature, humidity, types of soil, altitude) allow different living beings to live in them.
Spanish To write simple texts. To complement texts through secuences of images or drwaings. To understand the meaning of the discussions, to express points of view in verbal and non-verbal topics.
To ask and answer, in oral and written ways, questions related to "who, when and where" after reading or listening to a short and simple text of a known topic. To compare basic characteristics of things, people and places through simple sentences.
LESSON 3
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DBA´S
TOPIC: Components of an ecosystem Natural Sciences
English
To explain how the physical characteristics (temperature, humidity, soil type) of ecosystems affect the survival of the organisms that live in there.
To comprehend the general idea and some details of a short and simple informative text about known topics of interest.
To propose representations of the representative ecosystems of the region, highlighting their particularities, and present strategies for their conservation.
Spanish To write texts *To complement texts through secuences of images or drwaings. To understand the meaning of the discussions, and express points of view in verbal and non-verbal topics.
To ask and answer, in oral and written ways, questions related to "who, when and where" after reading or listening to a short and simple text of a known topic.
LESSON 1
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WILD AND DOMESTIC ANIMALS DIFFERENCES Unit Content Description In this CLIL Unit, learners will find the characteristics of wild and domesticated animals to differentiate them and recognize why they should be in their own habitat. Finally, SS will be able to establish comparisons between the animals using adjectives learned in the class.
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Lesson 1: Wild and Domestic animals differences Teachers' Role Step 1 Checking previous knowledge (10 minutes)
T will great the SS and will ask them to sit down and pay attention Students will watch a video in English in which they can see some habitats of animals then, SS will be familiarized with the wild and domestic animals. Instructions: 1. Before the T plays the video, she/he will open discussion shooting questions to the students like: ¿Han ido a Ukumarí? ¿Qué zoológicos han visitado? ¿Cuál es su animal salvaje favorito?, and so on. 2. After that, T will play the video, so she/he will ask SS to pay close attention to it. 3. After the end of the video, T will ask SS the following questions in Spanish: ¿Cómo les pareció el vídeo? ¿De qué se hablaba en él? ¿Cuál fue su parte favorita? ¿Qué animales vieron?
Translanguaging Review and check the previous lesson in Spanish. -T Ask SS for their favorite animal in Spanish, answer needs to be given in both languages. First in Spanish, later in English.
Material Images of animals flashcards, board, copies, video beam. PC
https://www.youtube.com/ watch? v=dxLLJVgOr7A&ab_channel =ArmaganCitak
14 Charades
Step 2 Practicing content language (15 minutes)
SS are going to play a CHARADES game in which they are going to act on any of the wild or domestic animals they are going to find written on the board so that the rest of the group can guess which animals they are referring to. Instructions for kids: T sticks the images on the board (images of some wild and domestic animals) T explains the activity to the whole class with a real sample, so T is going to ask for groups of four SS to go to the front of the class and T will tell students: I am going to tell one animal to the students in secret, and they are going to act it to the whole class, and T will add: you will need to provide the name of the animal they are acting. T will remind students that he/she is going to give the word only to those SS who raise their hand and do not start talking without T permission. Once the T realizes SS has understood, T will call some other group to do the same. The T will repeat the same until the whole animals have been used
Translanguaging The teacher will give the instructions in English and will ask the students if they understand the activity. The teacher will ask one of the students to quickly repeat the instructions, and the student will be allowed to answer in either English or Spanish. The students will answer the name of the animals in English. If they do not know the name in that language, they will ask the teacher the name of it (also, giving the answer) like this: “How do you call a ___ in English?”.
Material Images of animals
15 Translanguaging
Step 3 Expanding vocabulary (15 minutes)
The teacher, using the characteristics of the habitat provided by the students, will design a parallel on the board with the two categories (wild and domestic), and the teacher will put animals and habitats in both places. Through this parallel, the teacher will explain how to compare two things using adjectives with some visual aids like flashcards with this structure “animal + comparative adjective + than an animal”. The teacher will explain the correct use of the adjectives, and she/he will write examples on the board.
The teacher will ask SS the comparative adjectives they already know in Spanish, and she/he will write them on the board and pronounce the translation of them in English. The teacher will give the information and the explanations in English and will ask the students to try and ask questions in English, but they will be allowed to ask in Spanish too, but only just after they raise their hands. The examples created by the students are going to be in English.
Vocabulary -Wild, -Domestic, -Animals, -Habitat, Big, -Small, -Warning, Tree, -Jungle, -Live, Eat, -Desert, -snake, -Dog, -Bird, -House, -Mammals
Material The board and flashcards. https://www.canva.co m/design/DAEiPe0OY1 0/PDvSCgE3vSin4cm7RVrEw/edit
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Teacher´s role The teacher will distribute a copy with a Developing skills reading to the students, and T will explain the activity and answer questions if it is (15 minutes) necessary. Step 4
1. Read the following text and highlight the unknown words. Wild and Domestic Animals There are a lot of animals on our planet. They can be wild and domestic. Wild animals are those animals who live in nature without people. Wolves, foxes, giraffes are wild animals. Domestic animals are animals who live with people, who are not really scary. People always call them “pets”. Cats, dogs, sheep are domestic animals. People divide animals into four groups – reptiles, birds, insects, and mammals. Reptiles are animals without wings who lay eggs. Some reptiles are very dangerous. Crocodiles and snakes are reptiles. Birds are animals with feathers, two wings and two legs. Parrots and eagles are birds. Butterflies and ladybirds are insects. Mammals are animals who feed their babies on milk. Dogs, kangaroos, and dolphins are mammals.
2. According to the text, circle [T] if you consider the statement is true, or [F] if you consider the statement is false. 2.1 Wild animals are also called “pets”
T
F
2.2 Reptiles like crocodiles and snakes are dangerous animals
T
F
2.3 People usually divide animals into five or more groups
T
F
2.4 Crocodiles and snakes are pets.
T
F
2.5 Ladybirds are insects.
T
F
Translanguaging The teacher will explain the activity in English, using as many gestures as possible for a better understanding, and will do it again in Spanish. Then, the teacher will also answer the questions of the students in English or Spanish if necessary. The students will try to ask in English, but they will be allowed to ask in Spanish too, in case they do not know how to in English.
Material Board and copy
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Step 5 Consolidating knowledge (15 minutes)
Students will make an activity called “the Colombian safari classroom”. In this activity, the professor will put 5 images of domestic animals (peacock, rabbit, sheep, llama, guinea pig) and 6 images of wild animals (jaguar, dolphin, sea cow, eagle, condor, alligator) around the classroom, and this is needed to be done 5-15 minutes before the class starts. At the time that the activity starts, the teacher will group the students in groups of four and will give to each group a document with two columns, one with the title “wild” and the other with “domestic”. Then, the teacher will give the instructions to the students to fill in those columns the name of the animals located all around the classroom in the corresponding columns, looking for them.
The teacher will ask the students in Spanish if they understand the topic, and will ask a selected student to repeat the instructions of the activity. The students can answer in L1 or L2. The name of the animals are required to be in English, and they can ask for the name if they do not have it completely clear.
Material A document and images
Step 6 Summarizing skills (15 minutes)
18 Teacher's Role Formative
The teacher will organize the students into groups of four. Then, the teacher is going to give each of the groups two copies, the first one containing the instructions of the first part and five pictures of animals, each of the pictures has two different animals, and a column to write under each of the pictures. The second part consists of some pictures of different animals with their names, and 8 phrases, in which the students will need to organize those phrases and use the comparative form of the adjectives according to the characteristics of the animals. After that, the teacher will give the instructions of the first part of the activity, mentioning that the students need to write in the columns the name of the animals, the habitat in which they live, and a brief explanation of why the animal is considered wild or domestic, using the adjectives provided in previous activities. Also, the student will need to make at least 3 comparisons between a couple of animals in the pictures by using expressions such as “The lion is smaller/bigger than a rabbit” and “the ___ is more dangerous/harmless than ___”. Once it is finished, the teacher will ask the groups to share their worksheet with other groups and grade them from 1 (the lowest grade) to 5 (the higher grade).
Part 1. Look at the following pictures and write below the characteristics and comparisons of each pair of animals in there. An example is given for you.
Translanguaging The instructions are going to be given by the teacher in English, and then it will be asked to the students in Spanish if the instructions are clear. In case the students answer negatively, the teacher will give the instructions again in Spanish. The students will answer in English, and they will be allowed to ask questions in Spanish just if necessary (for example, if they do not know yet the structure of the question they have in English).
Material A copy
Part 2
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Step 7 Correcting errors (20 minutes)
The teacher will ask for problems or doubts that the students had with the last activity taking into account the exercise of their classmates that they already graded and their own exercise. Each group of students will be asked to present the most repeated mistakes and the T will take notes on the board to clarify them using examples and flashcards with the correct structure. On the other hand, the students that had a high grade will be asked to explain one of their answers to their classmates. Also, if the mistakes are related to the different applications of the adjectives in comparisons, the teacher will create a table with three lines one for each type of adjective, and she/he will explain each deeply. Finally, each student will correct their own exercise considering all the corrections and explanations provided and asking their classmates of their group if it is necessary..
Translanguaging
The teacher will explain the activity first in English and then in Spanish. Also, the students will answer in English but if they consider it necessary to clarify something in Spanish they could do it.
Material The board
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Summative Step 8 Applying the new knowledge (15 minutes)
The teacher will distribute the worksheet (quiz) to each student, and she/he will explain the activity proposed in the paper trying to be clear and answer the questions in case SS have them.
Quiz 1. Complete the chart with the name of the animals in the green box taking into account if the animal is wild or domestic.
Translanguaging The teacher will give the instructions in English. After that, he/she will give the instructions again in Spanish to clarify any doubts about it.
Material Copy
2. Compare the animals in the chart using the adjectives explained in the class. 1. 2. 3. 4 5
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LESSON 2
CONSTRAST BETWEEN THE ANIMALS In this CLIL Unit, learners will find the correct way to contrast animals using adjectives already learned in the previous lesson in this time in their superlative form.
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Lesson 2: Contrast between the animals and their natural environments Teachers' Role Step 1: Checking previous knowledge
(10 minutes)
The teacher will ask the students about the homework assigned the last class using some questions like: What are the superlatives? When do we use the superlatives? Can you give me an example of a superlative?. She/he will take notes on the board and correct errors. Teachers' Role
Step 2: Practicing content language
(15 minutes)
The teacher will put various pairs of animals images like a deer with a lion, a tortoise with a hen, a dog with a koala, and a jaguar with a sheep. Then, T will ask referring to the images "Which animal is more dangerous? which animal is the smallest, the fastest, the laziest?. The students will answer by selecting one of the images of each pair. Each image of the animal will be in its natural environment. Animal Images
Translanguaging The students could use the L1 (Spanish) to support their answer
Material The board and animals images
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Teachers' Role
Translanguaging
Step 3: expanding vocabulary (10 munutes)
Step 4: Developing skills (15 munutes)
The teacher will explain the activity in L2, but she/he will answer questions in L1 if it is necessary.
T will explain how contrast through the use of the superlative form of the verbs to do so the professor will use the board. After the explanation, the professor will write some sentences with blanks like: The lion is the ---------------- animal in the ------. For completing the blanks, the students will have cardboard with the possibles answers paste on the board which will correspond to the superlative adjectives and the environments that belong to each animal (categorizing in three: land, aquatic, and aerial). Then the students in groups will choose the correct answer for each blank. The teacher will put a video using the video beam in which the students will watch and identify some superlative adjectives of some animals and their natural environment. Later, the students will categorize the animal according to their environments and then they will write the complete sentences using superlative adjectives in a paper provided by the teacher.
Vocabulary -Large -Small -Heavy -Thinny -Fast -Big -Slow -Crocodile -Elephant Sheep -Monkey- Ecosystem-Land -Aquatic-Aerial
Land - Terrerstrial
Material 3. The board and cardboards 4. A paper and a video https://www.youtube. com/watch? v=O6I5L0VTl18
Aerial
Aquatic
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Step 5: Consolidating knowledge
Teacher´s Role The teacher will need to share three posters to the class and 17 pictures of animals. Each of the posters will be a representation of the environments treated in this lesson (terrestrial, aerial and aquatic). The pictures of the animals will be separated in six: six animals for the terrestrial environment, six animals for the aquatic environment, and six animals for the aerial environment. The animals will be organized according to the following structure: for the terrestrial environment, the animals used are going to be the giraffe for "the larggest", the mole for "the smallest", the bear for "the heaviest", the lizard for "the thinnest", the rabbit for "the fastest" and the koala for "the slowest". For the aerial environment, the animals used are going to be the condor for "the biggest", the canary for "the smallest", the ostrich for "the heaviest", the hummingbird for "the thinnest", the falcon for "the fastest" and the owl for "the slowest". The animals used for the aquatic environment are going to be the whale for "the largest" and also "the heaviest", the seahorse and the anchovy for "the smallest" and "the thinnest" respectively, the swordfish for "the fastest" and the starfish for "the slowest". After all that, the teacher will put the posters on a wall and will ask students to help clasyfing the animals with higher qualities on top of the posters according to their respective environments, and the bottom side of the posters for the animals with lower qualities. Material Posters and images of animals.
Translanguaging The teacher will present the activity completely in English, and will name the animals in English and Spanish before asking where do the students think it should be placed.
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Formative Translanguaging
Teacher´s Role
Step 6: Summarizing skills
The teacher will group the students in groups of three to four people. After that, he/she will give each of the groups a document with the activity on it. The teacher will give the instructions of the activity to the students and will give them the time to finish it along with a brief example using one of the animals that already appear in the cages (for example the largest animal is in the largest cage, which is the giraffe). Also, the teacher will allow the students to ask questions in order to clarify doubts that the students could possibly have during the process of the activity.
The teacher will give the instructions in English and Spanish, and will give the example completely in English. The doubts answered will be in the language the students use when asking, but sometimes those answers will be given in English in case that the students continuously ask only in Spanish.
Material A copy. https://docs.google.co m/document/d/1JXVb pAsIZND8l6Hpex1cA5k ZdRwnKXhL2z8yqk6ni x0/edit (Bibliografía: https://en.islcollective. com/english-eslworksheets/grammar /comparisoncomparative-andsuperlative/superlativ es-animals/2402)
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Step 7: Checking and correcting errors
Teacher's Role The teacher will correct the first part of the activity in cooperation with all the students using the board to show the answers. T will ask the pupils their answers for comparing them and finally will answer the possible questions. Also, she/ he will ask the students to go up to the board to write the responses of the second part of the activity and with the whole group the T will correct the responses and solve the doubts, Finally, the students will be asked to revise their own activity considering the corrections. Translanguaging T will use English for the explanation but for answering some specific questions will use the L1 to be clear. Material: The board and the copy of the previous or last activity
27 Summative
Step 8: Applying the new knowledge
Teacher´s Role The teacher will distribute to each student a copy to probed if the pupils understood the topic. First, SS will complete each blank with the correct superlative adjectives. Second, the students will identify the natural environment of each animal and mark it on the table.
Part 1
Part 2
Material: A copy https://es.liveworksheets.c om/worksheets/en/English _as_a_Second_Language_ (ESL)/Comparatives_and_s uperlatives/Comparative_a nd_superlative_do923hl
LESSON 3
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COMPONENTS OF AN ECOSYSTEM Unit Content Description In this CLIL Unit, learners will develop awareness about nature and its importance in caring for the environment. Considering the relevance of the balance of each role inside the ecosystems explaining to the pupils the environment components types like abiotic and biotic.
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Lesson 3: COMPONENTS OF AN ECOSYSTEM Teachers' Role
Step 1: Cheking previous knowledge
(10 minutes)
The teacher will use a video beam to play a video about ecosystems and its biotic and abiotic components. After the video ends, the teacher will use the board to recap the environments seen in the previous lesson (terrestrial, aquatic and aerial), and will introduce the types of ecosystems seen in the video that you can find all around those enviromnments (a pond, the sea, places under rocks, the air, and animals) and the components of the ecosystems: biotic (insects, micro-organisms) and abiotic (soil, water, the air, nutrients).
Translanguaging The teacher will explain the activity in L2, but she/he will answer questions in L1 if it is necessary. Also, the teacher will use the L1 to repeat the important terms such as biotic and abiotic in order to clarify the meanings.
Material The board Video beam A video https://youtu.be/sKJ oXdrOT70
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Teachers' Role
Step 2 Practicing content language (10 minutes)
The teacher will divide the board into two sides, the first size will have the title "biotic" while the other side will have the title "abiotic". Later, the T will divide the course into groups of 6 students, and the T will distribute 2 images per group. Then a student per group will go up to the board to categorize the image on one of the sides as appropriate. This same student with the help of his group will explain the role of that organism in the ecosystem with simple sentences using Simple Present.
Translanguaging The teacher will explain the activity in L2, but she/he will answer questions in L1 if it is necessary.
Material The board images
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Teachers' Role
The teacher will describe orally an ecosystem with all the components but in a general way. Then, the students will identify and describe each type of component. For doing that, the teacher will ask Step 3 Expanding questions like: What type of component is a bear? vocabulary why? (15 minutes) The students will use simple sentences like: "The sun is abiotic" "It is a non-living component"
Vocabulary -Biotic -Abiotic -Sun -Air Temperature -Water- lionDeer-plants -threes - Microorganisms -Bacteria -non-living component -Living organism
Translanguaging The teacher will read in English the text, and after will write some words on the board either in L1 and L2. The teacher will mention the name in Spanish to give a better context.
Material The board the text A video https://youtu.be/yTE B4hdrJQU
32 Teachers' Role
Step 4 Developing skills (10 minutes)
The teacher will give a document to each one of the students containing the lyrics of the song that the teacher will play using a speaker (the song lasts 2:15 minutes). After that, the teacher will give the instructions to fill in the spaces of the lyrics the words used in the song that they will hear. The teacher will play the song twice, and after the end of the second time, the teacher will ask the students to share their answers one by one, and the teacher will write the answers on the board at the time the students mention them.
Translanguaging The instructions are going to be given in English and Spanish, and the words written on the board are going to be in English, but the teacher will say them in Spanish too in order to give more context.
Material The board A speaker A song https://www.youtube. com/watch? v=nQO5x8Q3e8g
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Teachers' Role
Step 5 Consolidating knowledge (20 minutes)
The teacher will be asked the students to provide materials like cardboards, markers, scissors, tissue paper of colors and even if they have in their homes some animal toys. The students will need to create in groups of 4 people an ecosystem that must have at least 5 biotic components and 5 abiotic components. The students will write below or above each element their category. All the designs will paste on the board to the whole course can see it.
Translanguaging The T will explain the activity in English using gestures but she, he could answer questions using the both languages.
Material The board, markers, scissors, tissue of color, cardboard colors asked for before that class
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Teachers' Role Formative Step 6 Summarizing skills (10 minutes)
Part 1. The teacher will divide the class into couples and provide a copy for each of them. SS have to analyze the copy in which an ecosystem is shown. Moreover, there is a straightforward table patterned to the image, and SS have to fill it with the information provided in the image. Part 2: SS will write short sentences about information they use in the previous table.
Translanguaging T will explain the activity in English and Spanish and using gestures
Material
the
A copy https://docs.google.com/document/ d/1bp9sMomsi5myJbiWqVZL8yB1UM5 LDO5F8L7kACsdDiE/edit? ts=60ecc348
Part 2. Write 7 sentences describing the information that you put on the table above. An example has been given to you. a. The fish is a biotic component. It is a living organism. b. c. d. e. f. g. h.
35 Translanguaging The teacher will explain first in English Teachers' Role and later in Spanish. Also, she/ he can answer the questions of the students in both languages The students will revise the activity of their depend of the pupils classmates. The T will distribute the exercises to necessities. Step 7 Correcting errors (10 minutes)
the SS for the other couples to revise an activity different from their own. The T using the video beam will present the activity on the board, and she/ he will correct the activity with the students. Also, the SS will ask questions in case they have any doubts
Material The board, the previous copies, and the video beam.
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Teachers' Role Summative
The teacher will ask the students to individually create a model of an ecosystem, giving the following instructions: create a model of an ecosystem (it can be terrestrial, aquatic, or other) Step 8 Applying the and include at least five biotic and five abiotic new knowedge elements of that ecosystem. The scale of the model can be from a simple place under a rock to (20 minutes) the whole sea, this will be the choice of the student. The model will be needed for the next week, The teacher will require that each of the students highlight and explain the five or more biotic and abiotic characteristics included in the model in front of the class. After the instructions, the teacher will open a little space for possible questions that the students may have.
Translanguaging The instructions will be given in Spanish, and some words like biotic, abiotic, ecosystem and related ones are going to be mentioned in English.
Material The models
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BIBLIOGRAPHY Nikitin, V. Yaklass (2021). Animals and pets.
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Peekaboo Kids. (2017, 24 November). Ecosystem - The Dr. Binocs Show l Best Learning videos for kids [Video]. YouTube. https://www.youtube.com/watch?v=sKJoXdrOT70&ab_channel=PeekabooKidz Easy English. (2018, September 24). Learn Vegetables Vocabulary in English [Video]. YouTube. https://www.youtube.com/watch?v=O6I5L0VTl18 Armagan Citak. (2020, May 9). Animal Habitats! [Video]. YouTube. https://www.youtube.com/watch?v=dxLLJVgOr7A&ab_channel=ArmaganCitak Study Prix. ( 2020, June 11). Superlatives of living creatures animals & birds largest smallest longest Study Prix [Video]. YouTube. https://www.youtube.com/watch?v=O6I5L0VTl18 ParrMr. (2012, February 21). Abiotic Biotic Song [Video]. YouTube. https://www.youtube.com/watch?v=nQO5x8Q3e8g