unidade didática em portugués 2

Esta unidad didáctica es en portugués y va destinada a alumnos de segundo de ESO, el tema de la unidad didáctica son los servicios públicos (restaurantes, bancos, correos…). En esta unidad como en cualquiera de idiomas el principal objetivo es que los alumnos consigan expresarse en la segunda lengua extranjera, en este caso el portugués y vean de forma practica como el uso de esa lengua les permitirá poder contactar con luso hablantes.

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUÇÃO

 

O fim de qualquer aula de línguas estrangeiras, neste caso o português, é a consecução de uma competência linguística suficiente para a comunicação em situações de relação direta com lusofalantes e para a compreensão de textos ou áudio.

O tema abordado nesta unidade ajuda aos alunos a manter conversas reais com pessoas de fala portuguesa porque são situações quotidianas as que podem ser resolvidas graças ao vocabulário e estruturas concretas desta unidade.

 

OBJETIVOS GERAIS

Fornecer ao aluno:

• Uma base léxica
• Uns conhecimentos estruturais gramaticais
• Elementos comunicativos para desenvolver-se em situações reais de diversa índole.

 

OBJETIVOS ESPECÍFICOS

 

VOCABULÁRIO	§  Estabelecimentos comerciais, vestuário, acessórios… §  Formas, materiais tamanhos e patrões. §  Tipos de restaurantes: ementas, receitas, comidas e bebidas §  Compras
ESTRUTURAS	§  Repasso verbos irregulares em presente e p.p.s §  Imperativo §  Verbos de opinião, sentimento  dúvida. §  Construções impessoais + que. §  Contração de complemento direto e indireto

 

 

TRABALHOS E ATIVIDADES

 

TRABALHOS	Fazer atividades em grupos Preencher espaços em atividades diferentes Ler e ouvir textos Ouvir e assistir a vídeos e canções.
ATIVIDADES	-       Ler e analisar diferentes textos sobre a unidade. -       Preencher espaços numa canção sobre a alimentação -       Preencher exercícios com verbos. -       Preencher receitas de sobremesas portuguesas . -       Exercícios sobre os complementos direto e indireto. -       Completar e ouvir diálogos no restaurante, no banco, nos correios. -       Criar diálogos nos serviços públicos a pares

 

 

RECURSOS

 

-       Livro entre nós da editora Lidel

-       Wordle

-       Apresentação em powerpoint sobre a alimentação em Portugal

-       Kokolikoko.com para criar sopas de letras

-       Jogo do "tabu"  sobre esta unidade temática

-       Embadajozfalamosportugues.blogspot

-       Júnior.pt

-       Smartkids.com

 

CLIL didactic unit Economics

Las actividades y toda la UD la podéis encontrar publicada en mi blog personal:

http://joseanroba.blogspot.com.es/

CLIL didactic unit

 

Subject:         ECONOMICS                                   Teacher: JOSÉ A. RODRIGUEZ BARREIRO

 

Title of the Unit: Economics                             Course / Level               4^th ESO

 

1. Learning outcomes  / Evaluation criteria	- To distinguish between the different sectors of the economy. - To know the different stages of economic activities. - To learn who are the economic subjects. - To explain in a clear way, orally and in writing the  main measures in economics. - To know the target and the main ways of "working" of the economy of a nation. - Learn the main economic agents.
2. Subject Content	- Different activities included in the primary, secondary and tertiary sectors. - Production, consumption, commerce and saving. - Business enterprises, families and government. - Economic stats and Gross National Product. - The valued added in the production process.
	3. Language Content / Communication
Vocabulary	Nouns: Farming, fishing, mining, forestry, natural resources, chemical, food and Drink, healthcare and Medical, Mechanical, electrical and Process Engineering, metallurgical Process, printing and Packaging, wholesalers, retailers, mercantile agents, healthcare, leisure, tourism …. Incomes, salary, taxes, labour force,… SME (Small & Media Enterprises) GNP (Gross National Product) VAT (Valued Added Tax)   Adjectives: raw, valued, finished, profitable, non profitable,…   Verbs: Grow, concerned, include, manufacture, base, sell to, buy from, receive, provide, earn,…
Structures	Descriptions: The sector includes activities like… Actions verbs. Passive voice:  It is made by… Comparatives (as much...as, better than, bigger than,…)
Discourse type	Descriptions. Expressing result and conclusions. Giving reasons and arguments. Checking information.
Language skills	Writing:(Write 50 to 100 words about the economy in your region) Speaking :( Work in small groups. Find out the advantages and disadvantages of the different production activities that are made in your region). Describing images. Answering questions Reading. Read the text and mark words related with Economics. Find advantages and disadvantages Compare, contrast and comment. Listening. Fill the gap in the text. After listening comment with your partner what you have understood about it.
4. Contextual (cultural) element	Students in the class are from small villages nearby high school. They have a high level of English, because they are in the 4th course of bilingual section, so they are trained to understand the task and structures that will be used. Regarding this subject, students have previous basic knowledge acquired in the subject of Social Science.
5. Cognitive (thinking) processes	Understand differences between the three sectors of the economy. Analyze the main activities of the economy. Use and understand some economic measures like GDP.
6. (a) Task(s)	Listening and read a text. Look for information on the Internet. Summarize and give an opinion (written and oral way) on some videos that we have seen. Make lists and relate concepts. Discuss and argue contrasting data.
6. (b) Activities	Activity1. Initial activity How much do you know about Economics? Think of the answer to this question and then tell it to your partners in a little group. Make a definition for Economics in your group and share it with the class. Finally listen to the definition given by the teacher and agree or disagree with it. Do you think that leisure, tourism, or mental activities are part of the Economics? Why? Work in small groups.     Activity 2  Now you are going to listen to some information about what economics is. After listening and reading the text, work in pairs filling the gaps. Video: https://www.youtube.com/watch?v=2YULdjmg3o0&feature=youtu.be Filling the gap educaplay: http://www.educaplay.com/es/recursoseducativos/1923787/what_s_economics_.htm     Activity 3 In pairs we are going to look for information on the Internet (each group one different economic activity. Each group will work in a different source. Make a list answering these questions: What is an economic activity? What are in your opinion the main activities? Which kind of economic activities are services?   Activity 4 Each group will make a poster with all the information from activity 3, including drawings, pictures and specific vocabulary (5 or 6 words)   Activity 5 Your group have to join the different activities of a list with the three sector of the economy. Actividad relacionar educaplay: http://www.educaplay.com/es/recursoseducativos/1923709/economic_activities.htm     Activity 6 Listen to the videos about the GNP and fill the gaps in the text given. https://www.youtube.com/watch?v=YEHw_2p-f3A Actividad completar educaplay: http://www.educaplay.com/es/recursoseducativos/1923801/fill_the_gap.htm     Activity 7 Your group should write 80 to 100 words summarizing your work in activity 6.   Activity 8 One student from each group will participate in a debate on the topic: "Which are the main activities in the society" If you are not one of the students in the debate, don ́t worry, you will be able to participate and give your opinion in the final 10 minutes of the round table.   Activity 9 Look for GDP in Spain on the net and make an excel graphic for showing the evolution in the last decade. www.ine.es     Activity 10   Self-assessment activity, tick:  if you can, cannot, more or less  in a  rubric activity with the evaluation criteria for this unit that will be shared with the teacher.   I'm able to I CAN MORE OR LESS I CAN'T - Understand economic concept.       - To distinguish between the different sectors of the economy.       - To know the different stages of economic activities.       - To learn who are the economic subjects.       - To explain in a clear way, orally and in writing the main measures in economics.       - To know the target and the main ways of "working" of the economy of a nation.       - Learn the main economic agents.       - To expose clearly  information (orally and in writing)
	7. Methodology
Organization and class distribution / timing	These activities designed are prepared to be worked by my students individually as well as in small groups. The activities promote the participation of the students in class, since they are attractive to them, using plenty of visual aid which helps them to understand what they are asked to do. In the same way we will try to promote their individual autonomy looking some information up on the web.   All the activities, transcriptions and videos will be appear in mi class personal blog. In this way students will be able to follow the lessons even they can´t attend to classes or when they have more difficulties in understanding listening and L2.   This unit is planned to be taken in about 8 or 9 lessons.
Resources / Materials	Text books Videos : Economics in one lesson https://www.youtube.com/watch?v=lNd3cd0Bsr8 60 seconds of adventures in economics https://www.youtube.com/watch?v=LCRNI04tnN8 Economic activities: https://www.youtube.com/watch?v=jCZG1qcvumQ https://www.youtube.com/watch?v=sf5gbNk4OBc What is Gross Domestic Product https://www.youtube.com/watch?v=1Il5IQHcYP8 https://www.youtube.com/watch?v=4N4NMft-9r0 Top ten countries with the highest GDP https://www.youtube.com/watch?v=R4OqRPwFqn8   The Internet and computers Posters, pictures, ... Digital board Database like ine.es or ec.europa.eurostat.eu
Key Competences	The key competences worked through this unit are: linguistic, digital, social and civic, cultural and artistic competence, and autonomy and personal initiative.   Linguistic competence: Acquire, increase and put into practice the specific vocabulary Mathematical competence: Students will have to use numbers and percentages Knowledge of and interaction with thephysical world: They have to  search for information on sources enrergía in the world Competence in information processing and digital competence: Students look for information on the Internet Social and civic competence Students will analyze consequences of using each type of energy Cultural and artistic competence Students will make posters Learning to learn Students will implement strategies of individual work, in pairs and in groups to solve all tasks Competition for autonomy and personal initiative: They will have to reach final conclusions by combining results from each of the participating groups
8. Evaluation (criteria and instruments)	- Understand economic concept. - To distinguish between the different sectors of the economy. - To know the different stages of economic activities. - To learn who are the economic subjects. - To explain in a clear way, orally and in writing the main measures in economics. - To know the target and the main ways of "working" of the economy of a nation. - Learn the main economic agents. - To expose clearly  information (orally and in writing) - How  teamwork  was (participation, organization, respect for  opinions of others peers) - Self-assessment - Activities done (writings, posters, exercises, debates...) - Exams - Participation in class, pay attention...

 

 

 Saludos:

--

José Antonio Rodríguez

THE EARTH

 PROYECTO: THE EARTH

Unidad didáctica para 4º Educación Primaria.

Materia: Conocimiento del medio

Introducción: En esta unidad didáctica trabajamos el concepto de Planeta Tierra dentro del Sistema Solar y todas las causas y consecuencias del pertenecer a él. Es un tema que, teniendo poco contenido, es muy rico para trabajar las competencias básicas, ya que el proceso de causa - consecuencia hace enlazar un concepto con otro. Trabajar esta unidad en L2 la enriquece y la hace más motivadora.

UNIDAD DIDÁCTICA - 4º E.P.

1. Objetivos/ Learningoutcomes

- Obtener y utilizar el vocabulario geográfica básica.
- Reconocer y diferenciar los dos movimientos de la tierra
- Conocer y explicar cómo localizar un punto en la superficie terrestre
- Diferenciar las cuatro estaciones y los conceptos de tiempo
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- Get and use basic geographical vocabulary.

- Recognize and differentiate the two movements of the earth

- Know and explain how to locate a point on the earth's surface

- Differentiate the four seasons and time concepts


2. Contenidos/ Subject Content

Tierra, un punto en el Universo
Planeta Tierra
Rotación de la Tierra: días y noches
Traduciendo la Tierra: las estaciones
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Earth, a point in the Universe

Planet Earth

Earth Rotation: days and nights

Translating Earth: the seasons

3. L2 - language Content

Vocabulary:


Name: universe, planets, satellite, earth, sun, star, moon, season (spring, summer, autumn, winter)  hours, leap, translation, rotation, light years, parallels, meridians, longitude, time zones, Ecuador, day, night, hemisphere, solar system

 Verb: to move, turn, have, live, latest, complete, cause

 Adjectives: far, near, spherical, full, warm, cold,

 Prepositions: in, out, in, on other

Structures:

Routines:

Open your books, please.
Copier down, please.
Keep silent, please.

Hand in you homework before Monday!

 Contenido: Present simple and continuous

 Comparation/ Adverbs and numbers

 
Classroom management:

How are you today?
Take your books / notebooks.
Open your books at page ...
Who wants to come to the board?

Did you understand the text?
Work alone, in pairs, in groups.
Let's correct the exercises.


Discoursetype:

Exposition, description and narration.


Languageskills:

Writing, reading, listening and speaking


4. Activities - Sessions

Sesión .  

Session 0. Previous activities.Comenzamos la unidad con una lluvia de ideas sobre el tema : "La Tierra en el Universo". Escribiremos el vocabulario en la pizarra en L2. Si con algún término hay dificultades pueden ayudarse del diccionario visual. Luego, en parejas, podrán navegar por las páginas web señaladas para ir conociendo el contenido a trabajar y ampliar vocabulario.

• Initial evaluation
• Online games on the contents.
  

Busqueda de información en internet y propuesta de visionado de algunas páginas web:

  Juego: tierra sol y luna  http://www.sciencekids.co.nz/gamesactivities/earthsunmoon.html

 Juego: sistemasolar    http://glencoe.mheducation.com/sites/dl/free/0078600499/164213/00076702.html

Diccionario Visual

    

http://visual.merriam-webster.com/earth/geography.php


Session 1. Earth, a point in the Universe. Leeremos la teoria y completarán una ficha sobre lo trabajado. Hay actividades como Escuchar un audio, repetir pronunciación  y anotar. Ordenar palabras correctamente. Completar frases con palabras dadas, crear un diálogo guiado con un compañero sobre el tema. 

• Introduction to the topic
  
• Printables sheets about Earth en the Universe.
  

Session 2. Planet Earth. Expliación y actividades en la libreta. 

• Introduction to the topic
  
• Complete sentence in the notebook.
  

Session 3 - 4. Earth rotation: days and nights. Expliación y actividades interactivas para reforzar lo aprendido en las últimas sesiones. En libreta serán actividades sobre todo el contenido trabajado para que lo vayan relacionando y estableciendo causas consecuencias. 

• Introduction to the topic
  
• Visit website in couples.
  

 actividad interactiva  ( con explicación y preguntas) 

• Complete sentence in the notebook

Session 4 - 5 . Revolution Earth: the seasons. Visionado de los videos y expliación de la dudas surgidas. 

• Introduction to the topic
  
• Watching the video
  

Video - season 1

Video - season 2
   

Other games: 

    

sopa de letras   (creado con Educaplay)

Movimientos de la tierra

Session 6 - 7.  Repaso del contenido y del vocabulario. Se irán proyectando imágenes sobre la unidad e irán trabajando el vocabulario, las estructuras y la gramática trabajada. En algunos dibujos, los alumnos podrán explicar oralmente los procesos estudiados. En estas sesiones también trabajarán una ficha - resumen final e irán preparando en grupos de 4 - 5 el proyecto final. A cada grupos se le asignará un contenido y tendrán que hacer una exposición oral (con trabajo escrito para el profesor con el proceso a seguir) utilizando los medios que ellos elijan y alternando L1 y L2. 

• Vocabulary review with pictures
  
• Printables sheets
  
• Complete sentences in the notebook
  
• Prepare final project
  

TASKS

Make an exposition about each part of the Earth unit by making a video whit short oral expositions in a group-.

Tasks can be presented in different formats (brochure, mural, PPT, written work, )

The works will be exhibited in the hall of the classes and in the school blog

Session 8 - 9  .  Exposición del tema y evaluación de los compañeros, autoevaluación y evaluación del profesor. Para finalizar se hará una prueba escrita con los objetivos planteados. 

• Exposure of the final project or task in a group
  
• Evaluation rubrics
  

Otros Recursos

• Páginas de consultas y ampliación sistema solar    http://www.cosmos4kids.com/map.html La Tierra en el Universo  http://www.sciencehelpdesk.com/unit/science1/1 Geografía y repaso  http://conteni2.educarex.es/mats/120720/contenido/ Videos Geografía  https://labrujuladeltiempo.wordpress.com/2013/09/12/our-planet-earth/

  
  

5. Evaluation

Criteria:

- Identify the parts of Earth and the Universe

- Recognizes and understands the movements of the Earth

- Know the seasons and months of the year in relation to these

- Know the different hours - days and night.

- Participate in the proposed activities: group work, individual search for information ...

 

 

Evaluation instruments:

·         Initial evaluation - previous knoledge.

·         Continuous assessemente and observation.

-       Activities and tasks  ( 20 %)

-       Actitude, behaviour and participation (30 %)

Final Proyect and evaluation rubrics - autoevaluación y evaluación del profesor ( 50%)


Autora: Ana Berjano Fernández

Enlace Google Drive:  https://drive.google.com/a/evg.es/folderview?id=0B4oBENx_fkIYfmM4clFKSDhWNGJNVkl1eVV4aXVSWDhacnBoTjBSdVBUV0x5OVR6cXNvUzA&usp=sharing

UD The Earth - Invitación para colaborar

Ana Berjano te ha invitado a colaborar en la siguiente carpeta compartida:

UD The Earth

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Google Drive: Ten todos tus archivos a mano desde cualquier dispositivo.

"Renewable Energy" Revisada

https://drive.google.com/file/d/0B9LLpCF6BHhrYlROR0QweFN3WGs/view?usp=sharing

Hola,

Este es el enlace de mi unidad revisada.

Un saludo

María José Moreno Figueroa