miércoles, 25 de noviembre de 2015
domingo, 22 de noviembre de 2015
ANIMALS EVERYWHERE
This is a natural science unit for the second prymary's grade. It will be about the animal kingdom which children love.
The unit takes a closer look at different groups of animals and the characteristcs that make them different from each other. Children are going to learn a lot of specific vocabulary related to animals' physical apperance; they will also review animal behaviour, their habitat, what they eat and wheter they are viviparous or oviparous. They will learn how to classify animals in different ways and how to create a classification key.
Develop a book of animals, where each student will investigate on an animal (feeding, breeding, characteristics, habitat, etc). It will present the animal to peers using a powerpoint presentation. (Collaboration with parents / mothers will be asked to make the presentation in class). These presentations will be uploaded to the blog of the class.
a) Stimulate the pupils’ interest in the topic.
b) Say all the animals name that children can remember.
2) Wild and domestic animals.
a) Complete a chart on the board about wild and domestic animals.
b) Showing flash card introduce new vocabulary about wild animals (hippo, giraffe..)
3) Listen and point.
a) Spread all the animals’ flashcards around the classroom. They had to listen and point the animals that they hear.
b) Listen and repeat wild animals’ names
2) Ask
to the pupils:
a) How many differents animals can you see?
b) Which animals live in the water/land / trees?
3) Tick the animals that live in the grassland.
4) Make a chart about animals that live in the grassland/ trees/ water.
a. What the animals eat?, Do they eat spaghetti?
b. Do they eat plants?
2. Watch the video https://www.youtube.com/watch?v=7XKV2WWYd7Q
3. Show animals’ flash cards and ask :
a. Do they eat Plants? Are… Herbivores?
b. Do the same with carnivore and omnivores
4. Encourage children to choose a flashcard and say: “The lion eats meat. The lion is a carnivore animal”….
Sesion 4 Mammals
1) Show the picture of two different mammals.
a) What do these animals have in common?. Brainstorming(help them with new words)
2) Watch this animation https://www.youtube.com/watch?v=cU4Bo_rF_R0
a) Say and write on the board the basic mammals’ characteristics.
b) Show different animals flash cards and ask to the pupils if they are mammals or not.
3) Say to the pupils that mammals can live in the water, land and some can fly.
a) Draw three Venn diagram and write land, water and air.
b) Pupils have to stick animals flash cards in the right diagram.
4) Listen and sing the song https://www.youtube.com/watch?v=r9SF3WqxM-Q
2) Spread the birds flashcards around the classroom and leave them in place clearly visible to the pupils, say listen and point.
A parrot is a bird
An eagle is a bird
A flamingo is a bird
A penguin is a bird
A hen is a bird
An owl is a bird
A duck is a bird
3) Encourage to pupils to repeat the sentences as they point the flash cards.
4) Watch this video https://www.youtube.com/watch?v=8vL_2rF8JHU
a) Say and write on the board the basic birds’ characteristics.
5) Show a bird or mammal flash card ,ask Is it a mammal?,/ Is it a bird? Why?
6) Listen the song again.
Sesion 8 Reptiles and amphibians
1) Watch the video about reptiles https://www.youtube.com/watch?v=DefLKnKyQfA
a) Watch again and write on the board the characteristics of reptiles.
b) Name some reptiles and show their flashcards.
2) Watch the video about amphibians https://www.youtube.com/watch?v=XI8GPsf6TAc
a) Watch again and write on the board the characteristics of amphibians.
b) Name some amphibians and show their flashcards.
3) Listen the chant (in the book) and number the photos.
Sesion 9 Fish
1) Play “Guess my animal”. Describe and animal without saying its name. After describing 2 o 3 animals, encourage pupils to do the same with a partner.
2) Watch the video about the fish https://www.youtube.com/watch?v=u_Xv5BRnflA
3) Write on the board the fish’s characteristic.
4) Ask to the pupils:
a) What other aniumals have scales?
b) What other animals have gills?
c) What other animals lay eggs?
d) Where do fish live?
Once the animal has been chosen by each student, we wiil see this video for help to how describe the animal.
We will pause for viewing later without seeing him again but stopping at each step and writing on the blackboard the possible characteristics of each section.
The unit takes a closer look at different groups of animals and the characteristcs that make them different from each other. Children are going to learn a lot of specific vocabulary related to animals' physical apperance; they will also review animal behaviour, their habitat, what they eat and wheter they are viviparous or oviparous. They will learn how to classify animals in different ways and how to create a classification key.
Objectives
- To establish links between wild animals and their environment
- To classify animals by their diet (carnivore, herbivorer omnivore)
- To identify some mammals and recognise their characteristics
- To identify the basic characteristics of mammals
- To identify some birds and name their characteristics
- To differentiate between mammals and birds
- To learn that some animals lay eggs
- To learn that some animals are vertebrates andsome are invertebrates
- To learn the characteristics of reptiles
- To name the most significant characteristics ofamphibians
- To name the most significant characteristics of insects
- To learn about invertebrate animals in the environment
- To learn about the characteristics of fish and their habitat
- To classify animals according to their characteristics
Task
Develop a book of animals, where each student will investigate on an animal (feeding, breeding, characteristics, habitat, etc). It will present the animal to peers using a powerpoint presentation. (Collaboration with parents / mothers will be asked to make the presentation in class). These presentations will be uploaded to the blog of the class.
Sesions
Sesion 1 Where animals live?
1) Introduction
to animalsa) Stimulate the pupils’ interest in the topic.
b) Say all the animals name that children can remember.
2) Wild and domestic animals.
a) Complete a chart on the board about wild and domestic animals.
b) Showing flash card introduce new vocabulary about wild animals (hippo, giraffe..)
3) Listen and point.
a) Spread all the animals’ flashcards around the classroom. They had to listen and point the animals that they hear.
b) Listen and repeat wild animals’ names
Sesion 2 Let’s learn about
animals’ habitat.
1) Look
at the poster
a) How many differents animals can you see?
b) Which animals live in the water/land / trees?
3) Tick the animals that live in the grassland.
4) Make a chart about animals that live in the grassland/ trees/ water.
Sesion 3 What do animnals eat?
1.
Ask to the childrena. What the animals eat?, Do they eat spaghetti?
b. Do they eat plants?
2. Watch the video https://www.youtube.com/watch?v=7XKV2WWYd7Q
3. Show animals’ flash cards and ask :
a. Do they eat Plants? Are… Herbivores?
b. Do the same with carnivore and omnivores
4. Encourage children to choose a flashcard and say: “The lion eats meat. The lion is a carnivore animal”….
Sesion 4 Mammals
1) Show the picture of two different mammals.
a) What do these animals have in common?. Brainstorming(help them with new words)
2) Watch this animation https://www.youtube.com/watch?v=cU4Bo_rF_R0
a) Say and write on the board the basic mammals’ characteristics.
b) Show different animals flash cards and ask to the pupils if they are mammals or not.
3) Say to the pupils that mammals can live in the water, land and some can fly.
a) Draw three Venn diagram and write land, water and air.
b) Pupils have to stick animals flash cards in the right diagram.
4) Listen and sing the song https://www.youtube.com/watch?v=r9SF3WqxM-Q
Sesion 7 Birds
1) Listen
the song https://www.youtube.com/watch?v=Cl4MvIZ5I_s2) Spread the birds flashcards around the classroom and leave them in place clearly visible to the pupils, say listen and point.
A parrot is a bird
An eagle is a bird
A flamingo is a bird
A penguin is a bird
A hen is a bird
An owl is a bird
A duck is a bird
3) Encourage to pupils to repeat the sentences as they point the flash cards.
4) Watch this video https://www.youtube.com/watch?v=8vL_2rF8JHU
a) Say and write on the board the basic birds’ characteristics.
5) Show a bird or mammal flash card ,ask Is it a mammal?,/ Is it a bird? Why?
6) Listen the song again.
1) Watch the video about reptiles https://www.youtube.com/watch?v=DefLKnKyQfA
a) Watch again and write on the board the characteristics of reptiles.
b) Name some reptiles and show their flashcards.
2) Watch the video about amphibians https://www.youtube.com/watch?v=XI8GPsf6TAc
a) Watch again and write on the board the characteristics of amphibians.
b) Name some amphibians and show their flashcards.
3) Listen the chant (in the book) and number the photos.
Sesion 9 Fish
1) Play “Guess my animal”. Describe and animal without saying its name. After describing 2 o 3 animals, encourage pupils to do the same with a partner.
2) Watch the video about the fish https://www.youtube.com/watch?v=u_Xv5BRnflA
3) Write on the board the fish’s characteristic.
4) Ask to the pupils:
a) What other aniumals have scales?
b) What other animals have gills?
c) What other animals lay eggs?
d) Where do fish live?
5)
Pupils draw a fish in their notebooks and match
their body parts.
6)
Watch the video about animals that lives in the
water but are not fish https://www.youtube.com/watch?v=AsNxga2b-Uc
10.- Sesion 10 Insects
2)
Watch the video again, stop when it says an
insect characteristic and write it on the board.
3)
Play a guessing game with some known insects.
4)
Photocopy
a draw of an insect and label its parts.
Sesion 11 Review
On line games
http://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_classification_main.htm
What kind of animal
is this?
Sesion 12 and 13
Watch this video:
Once the animal has been chosen by each student, we wiil see this video for help to how describe the animal.
We will pause for viewing later without seeing him again but stopping at each step and writing on the blackboard the possible characteristics of each section.
Finally each student
will do his/ her presentation
about his/her animal.
Sesion 14
and 15 Show your work
Each pupil will show his her presentation to their
partners
You can see much more about the unit here.
You can see much more about the unit here.
domingo, 15 de noviembre de 2015
Unidad CILL 2º primaria "animals"
Pinchando en este enlace podreis descargaros la unidad para segundo de primaria "ANIMALS" .
He tratado de diseñar está unidad de acuerdo con la nueva ley educativa andaluza. He planteado muchos objetivos de aprendizaje, pero muy concretos y facilmente observables. A mi modo de ver el alumnado tendrá muy claro lo que se pretende que aprendan y eso servirá al mismo tiempo de motivación.
Aunque utilizaré muchos recursos de la "red" me gustaría destacar que algunos de ellos son creados por mi.
He tratado de diseñar está unidad de acuerdo con la nueva ley educativa andaluza. He planteado muchos objetivos de aprendizaje, pero muy concretos y facilmente observables. A mi modo de ver el alumnado tendrá muy claro lo que se pretende que aprendan y eso servirá al mismo tiempo de motivación.
Aunque utilizaré muchos recursos de la "red" me gustaría destacar que algunos de ellos son creados por mi.
domingo, 18 de octubre de 2015
WEBMIX
Estos son:
- Videos: Youtube, de donde saco la mayoría de las canciones.
- Actividades y juegos: "British council kids", "Educarex ", "Primary resources", "Agrega", "Sophie's world"...
- Preparación de clases: "byme", "Portal de plurilingüismo de la Junta de Andalucía", "Etwinning", " Blogger"
- Traductores: "Reverse", Word reference"
- Imágenes: "Picasia", "Pinterest"
sábado, 17 de octubre de 2015
IDENTIFICACIÓN DE ASPECTOS METODOLÓGICOS AICLE
1º¿Cómo se ve reflejado el trabajo con la lengua y el contenido a la vez? ¿Qué actividades los evidencian?
En el caso de esta unidad el alumno ya está familiarizado con el contenido en L1, por lo que se trata de que ellos y ellas reconozcan esos contenidos en la exposición en l2. Utilizan una serie de estructuras muy básicas. También se utilizan expresiones básicas a modos de rutinas diarias, al comienzo de cada sesión tales como What day is today? What’s the weather like?, How are you?. A modo de repaso de sesiones anteriores se les pregunta por el password que es una palabra o expresión aprendida en sesiones anteriores , ese password debe ser utilizado cuando se quiera intervenir en clase o solicitar algo al profesor o profesora. (Ej. Can I go to the toilet?- What’s the password today? Teacher)
2. ¿Qué características de la metodología AICLE se ven reflejadas y de qué modo? ¿Uso de andamiaje, flexibilidad, cercano al alumno, variedad de recursos, trabajo por tareas, etc.?Nos hemos coordinado con el profesorado de L2( Lengua Inglesa) para que coincida en el tiempo el vocabulario y las estructuras básicas en inglés con el contenido a desarrollar en la unidad. Consideramos muy importante que el alumno/a se atreva a producir en la L2, aunque cometa muchos errores. Cuando se les habla en l2 se utiliza mucho la mímica y las flashcards , evitando el uso de la L1, que solo se utilizará cuando no se entienda el significado utilizando los recursos anteriores. Al ser niños muy pequeños se utilizará mucho las canciones y los juegos. Por supuesto habrá un cambio constante de actividades.
3. ¿De qué manera se refleja en las actividades de la unidad?Como dije anteriormente, se utilizaran mucho los juegos y las canciones. Otra herramienta a utilizar será la pizarra digital. Los trabajos individuales serán colorear, rodear, unir con flechas o pegar pegatinas. Solo escribirán palabras previamente punteadas, para que reconozcan las grafías.
viernes, 9 de octubre de 2015
IMPRESION Y EXPECTATIVAS
CONTEXTO PROFESIONAL
-
Duración del programa, Educación Primaria
-
Uso de la lengua objeto: Inglés, mínimo el 50%
-
Áreas que se imparten: Ciencias sociales y ciencias Naturales. En el proyecto se incluía también artística pero se dejó por falta de profesorado.
-
Niveles de interacción Micro
CONEXIÓN CON AICLE
Llevo trabajando en un centro bilingüe de
primaria 6 cursos en dos centros distintos, siendo coordinador del
proyecto en ambos centros, aunque actualmente ya no lo soy. He
participado en dos grupos de trabajo sobre creación de materiales
bilingues, coordinando uno de ellos.
También he participado en un curso sobre
“Formación Inicial para la coordinación de centros bilingües” y otro
sobre “Organización y funcionamiento de un centro bilingüe/plurilingüe”.
También he realizado otros cursos relacionados con la enseñanza del
inglés y el uso de las TIC.
Nivel lingüístico B2.
QUE QUIERO SABER
Necesito ideas nuevas , que seguro obtendré en este curso.
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