RECOMIENDO RECURSO AICLE

HOLA A TODOS, EL RECURSO AICLE QUE PROPONGO ES EL BLOG ENGLISH @ SCHOOL.

http://bilingualsectionenglishschool.blogspot.com/

EN ESTE BLOG PODEMOS ENCONTRAR DE TODO TIPO DE RECURSOS AICLE SOBRE VARIOS TEMAS, DENTRO DE VARIAS ASIGNATURAS, Y LO MÁS IMPORTANTE, ES QUE TODO SE HA LLEVADO A CABO EN LA REALIDAD EN UN CENTRO DE LA PROVINCIA DE CÁCERES.

ESTA PROFESORA REALIZA CON SUS ALUMNOS DISTINTAS ACTIVIDADES Y EXPERIMENTOS RELACIONADOS CON LA MATERIA IMPARTIDA EN CLASE. DE ESTA FORMA LOS ALUMNOS APRENDEN DE UNA FORMA SIGNIFICATIVA Y LÚDICA.

OS INVITO A ECHARLE UN VISTAZO. UN SALUDO.

The string instruments

Título de la unidad: The string instruments.

Esta unidad del área de música en L2 inglés de Educación Primaria va dirigida a alumnos de tercer curso.

La unidad "The string instruments" pretende trabajar la clasificación, audición, características de los instrumentos de cuerda desde el enfoque de la metodología aicle en L2 inglés.  Los principales objetivos que nos planteamos alcanzar con ella serán:

• Reconocer auditivamente  los instrumentos de cuerda y viento

• Reconocer visualmente los instrumentos de cuerda y viento
• Saber clasificar los instrumentos de la familia de cuerda y viento

• Crear instrumentos con material reciclado.       

                                                                                                                                                    

Respecto a los objetivos en L2 nos plantearemos reconocer el vocabulario de los diferentes nombres de instrumentos, así como trabajar las cuestiones What is your fauvorite ...?,  Can you play...? 

Perseguiremos la consecución de estos objetivos trabajando con el sistema de andamiajes, procurando no salirnos de la zona de desarrollo próximo del alumno para que los contenidos no sean ni muy lejanos al alumno siendo inalcanzables, ni demasiado próximos que no les permita avanzar en el aprendizaje. Aplicaremos este criterio tanto a los contenidos del propio área de música así como a los contenidos de la lengua inglesa. 

Las tareas con las que trabajaremos serán cooperativas, procurando la interacción alumno-alumno y alumno-profesor.

La unidad consta de cuatro sesiones de 45 minutos.

• Sesión 1: 

      Actividad de motivación y conocimientos previos:

Preguntaremos diferentes cuestiones en L2 sobre la familia de instrumentos de cuerda para conocer de dónde partimos tanto en los contenidos en el área de música como en L2.

Actividades de desarrollo de contenidos:

Audición de instrumentos de cuerda versión "Imagine" que encontramos en uno de los enlaces del Symbaloo de esta unidad adjunto al final de la misma.

Reflexión sobre la audición lo que nos ha transmitido y las características y nombre en L2 de los diferentes instrumentos

Video explicativo en L2 de los diferentes instrumentos y clasificación de los instrumentos de cuerda. El video lo encontramos en Symbaloo.

Actividad de vuelta a la calma: 

Relajación guiada con la audición "Imagine".

• Sesión 2:

Actividad de introducción: 

Diálogo de recordatorio del principal vocabulario trabajado la sesión anterior y las características de los instrumentos de cuerda.

Actividad de desarrollo de contenidos:

Realizar un mural por grupos de cuatro sobre los instrumentos, clasificación y vocabulario trabajado.

Actividad de vuelta a la calma:

Presentación y explicación de los diferentes murales.

• Sesión 3:

Actividad de introducción:

Preguntaremos diferentes cuestiones en L2 sobre la familia de instrumentos de viento para conocer de dónde partimos tanto en los contenidos en el área de música como en L2.

Actividad de desarrollo de contenidos:

Audición instrumentos de viento versión "Imagine" que encontramos en Symbaloo.

Reflexión sobre la audición lo que nos ha transmitido y las características y nombre en L2 de los diferentes instrumentos

Video explicativo en L2 de los diferentes instrumentos y clasificación de los instrumentos de cuerda. El video lo encontramos en Symbaloo.

Actividad de vuelta a la calma: 

Relajación guiada con la audición "Imagine" viento.

            Sesión 4: 

Actividad de introducción:

Charla conocimientos previos reciclaje y materiales reciclados con vocabulario L2

Actividad de desarrollo de contenidos:

Realizar una guitarra con material reciclado por grupos de 4.

Actividad de vuelta a la calma

Explicación de los materiales que hemos empleado a los compañeros incluyendo el vocabulario basico en L2 que hemos trabajado sobre reciclaje.

Enlace esquema de la unidad:

https://drive.google.com/file/d/14fQZ_B0tupLM1S5786p1Pkj1Wh8W8Mad/view?usp=sharing

Unidad Aicle the instruments.pdf drive.google.com

Enlace contenidos Tic:

Symbaloo "lo que sea sonará": https://www.symbaloo.com/mix/loqueseasonara

Lo que sea sonará - symbaloo.com Make your online life easier by keeping all your favorite websites organized in a visually-appealing, personalized environment. Save your links in tiles that you can customize with different colors, icons or images. www.symbaloo.com

Imagen: https://images.freeimages.com/images/small-previews/6b2/hourglass-1543596.jpg

Elisa Cascón Cercas

Science in the nature

My D.U.  is entitle "Science in the nature", and it is  designed for a group of 1St year os ESO. This unit is one of the subject on Biology & Geology. This D.U. is settled to be developed within 4 sessions and the last one will be used as a final proyect. The objetives that I expect to achive  with this unit are:

·       To distinguish the different sciences of the Universe.

·       To know the scientific method and how to performit throughout aninvestigation.

·       To know the different instruments and tool in a laboratory.

·       To know the security rules at the laboratory.

 

Fist Session:

During the first sesión I will challenge my students in orden to know what they have learned in previos years. Therefore I will introduce the subject showing them some pictures about it. After that we will watch a video and open the text book for the page to read what we have talked in that session.

 

 

 

 

Second Session

In the first session we introduced the Sciencies so the first thing in this one will be recall the main things. And for that, we will buid a concept map, in which we will write the most importants words we have used the day before. Finally, we will discus how the scientist make discoveries using the scientist method.

 

 

 

 

 

 

Thrid Session

In this session, as well as we did in the second one, we will start with a warming up  using a concept map. After that, I will show the objects and tools students could use in a laboratory using a virtual laboratory. But also they will have to make an activity in which they would have to find images of these objects and them write their names using both languages.

Fourth session

Finally, in this session we will go through all the main things againg building up a concept map, which will be used to study by them. And then, we will make a group activity, working in pars the will discuss what security rules are the most important in a laboraty and why.

 

Resources

·       https://www.eitb.eus/es/radio/radio-euskadi/programas/la-mecanica-delcaracol/detalle/6332416/como-se-forma-tornado-proyectos-investigacion-biomedica/

·       https://www.youtube.com/watch?v=g0UM2ky9SK8&t=4s

·       https://www.youtube.com/watch?v=tsxIffcwR5k

·       https://www.youtube.com/watch?v=nGMOL4gymWM

·       http://labovirtual.blogspot.com/

·       http://labovirtual.blogspot.com/p/fisica.html

Link of the D.U.

https://drive.google.com/drive/u/0/my-drive

José Antonio Mejias Flores

Are you sexist?

My didactic is entitled Are you sexist? It is designed for a group of students of 4th year of ESO. This unit is part of the subject Ethical Values. 

This topic is apdated in our daily life. The aim of the unit is to make our students reflect on the language and situations in which men and women could experience in our life and in the most of time we do not realize them. 

In addition, the objectives for the unit are: 

1. To know the concept of sexism.
2. To recognise sexist elements, behaviours or attitudes.
3. To reflect on the role of men and women in society. 
4. To identify the causes for sexism.
5. To learn how to avoid sexism. 
6. To learn how to combat sexism.

to achive these objectives, the students will participate in some activities during 6 sessions that will allow them to acquire the tools necessary to do the final task of the unit. They will have to create a poster by using the app Canva using their creativity. 

For that, I have designed the following activities: 

The first session will be a kind of Warm-up to know what the students know. Starting with some pictures and guided questions about them, they will comment and show what they know. Later, some words, expressions and situations will be commented to introduce the topic and to know what they know about it. 

In the session 2, we will work on the Reading skill. They will participate in pre-, while- and post- reading activities. They will read and comment what it is intended for sexism and it will be compared with real experiences that they will read from an online magazine. They will answer some comprehension questions and finally they will participate on a breif oral communication where they will reflect on what they have read. 

In the session 3, we will work on Emma Watson's speech. They will participate on pre-, while- and post-listening activities. They will show their knowledge about the figure of Emma and her ideals. To end with the session, they will participate in a debate where in small groups they will have to defend for and against comments about the speech. 

in the session 4, the students will learn how to write a pragraph giving their opinion. Taking the examples from the session 2 and other real written opinions they will learn how to organize their ideas, the information they want to include in it and finally, which language they must use for it. Finally, they will have to write their own opinion. 

In the session 5, they will participate in a Role Play. In groups of 6, we present them a situation for each group (a family, flatmates...). In each role card they have the information of their character. They must read, share and comment the information in it. They must suggest solution to solve the situation we prenset them. Fibaly, they will comment to the rest of the class, expalining how they have solved it. 

In the session 6, they will accomplish the final task through a Role Play. Taking as a reference the information included in their role cards, they must propose a solution to the situation given and create a poster by using Canva. That poster must give solution to that situation in a creative way. 

Here, I leave you some links that we will use: 

https://www.britannica.com/topic/sexism

https://www.merriam-webster.com/dictionary/sexism

https://dictionary.cambridge.org/es/diccionario/ingles/sexism 

 

https://www.mirror.co.uk/news/uk-news/women-men-reveal-experiences-everyday-6590315

https://www.youtube.com/watch?v=gkjW9PZBRfk   

To finish, I give you the link to my Drive where I have shared my template of my unit for further details of it. I hope you it helps you. 

https://drive.google.com/open?id=1k5RIRJfUx-hNyWHZoqaLdbLNIzAyA4bW

Lidia Serna Quiles

The Classical Period.

The Classical Period

This didactic unit of Music is intended to be taught to students of the second year in the secondary education.

The D.U will be developed after a D.U in which the Baroque period had already been worked on by students.

In addition, the D.U is aimed to be developed during 4 sessions being the 5^th one entirely dedicated to the final project.

The objectives that I expect my students to reach with this didactic unit are the following ones:

• Comprehension and acquisition of the basic contents about the Classical period: main characteristics, authors as well as their main works and new forms of works.

• Distinction and comparison with the previous movement :the Baroque period.

• Elicit the main ideas of a text.

• Promote learn to learn strategies thorugh a number of analytical activities

• Encourage oral communication in the room.
  
  

1^st Session

Therefore in the first session I will challange my students making them remember main characteristics of the previous movement, the Baroque. I will show them a number of picures that I will take from www.Pixabay.com a free images website. Students will discuss with their partner about the differences between both styles. Some expressions will be suggested in order that they use them.

After this activity, students will face a text with the main characteristics of the classical period. The text is an adaptation from two main resources :

Wikipedia contributors. (2019, March 31). Classical period (music). In Wikipedia, The Free Encyclopedia. Retrieved 17:38, April 6, 2019, from https://en.wikipedia.org/w/index.php?title=Classical_period_(music)&oldid=890259116

La Música del Clasicismo. 30.12.2013. <http://www.ciudadjardin.org/musica/musicajardin/Apuntes_files/4%C2%BA%20ESO%20Clasicismo.pdf>

Then I will show them the following video https://www.youtube.com/watch?v=RSY9ARx6HqM to add more info about this period . Once they have watched the video and elicit the main characteristics of the period, they will have to creat a summary chart where they will summarize the main points of the text and of the videos they have read and seen.

2^nd Session

This second session will be devoted to the study of the main authors of the classical period. Firstly I will go through a Kahoot activity to ensure that my students are aware of the differences between the classical period and the baroque period.

https://create.kahoot.it/share/classical-period-vs-baroque-period/97923924-b217-48bb-87e2-2a892c4d8670

Once we have refreshed our memory with the Kahoot activity, we will move on to the main authors of the classical period. I will provide them some texts with the main facts of Beethoven, Mozart and Haydn. These texts have been adapted for them from these sources:

Vieitez,Almudena. Classical Music. <http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/>

"Wolfgang Amadeus Mozart." - Wikipedia, La Enciclopedia Libre. N.p., n.d. Web. 29 Dec. 2013.

"Lugdig van Beethoven" - Wikipedia, La Enciclopedia Libre. N.p., n.d. Web. 29 Dec. 2013.

"Franz Joseph Haydn" - Wikipedia, La Enciclopedia Libre. N.p., n.d. Web. 29 Dec. 2013

Students must read carefully the text. I will answer some questions about vocabulary that may arise. However I will provide them a little chart with the trickiest words for them. Once they have read the texts , It will be very useful for them to complete a chart with the main characterictics of each of them. After that, we will play to : Guess Who. They will play in groups of 3 / 4 and they will have to presh a push button when they know the answer.

1) Many of his compositions are from his latest period of life

2) He was influenced by his father

3) He was Austrian

4) He was considered as the "Father of the Symphony"

5) He became deaf

6) He performed before European royalty when he was only a child.

7) He composed over 600 works

8) He was born in Bonn

9) Moonlight sonata, Für Elise, Symphony No.5 are some of his most relevant works.

3^rd Session

Students will start reviewing some of the main facts of the authors that were developed in last session. They will do it in pairs. Student A will start talking about some of the facts and the Student B must ask some questions. However, Student A can only say YES/NO .
For example :
*Was he born in Germany? Yes he was/ No he wasn't
* Did he compose over 600 works? Yes he did, no he didn't
Questions/Answer in the past simple

Secondly, we will work on the instruments and the main works and new ways of composing : Symphony, Sonata and Concerto. To begin with, students will discuss about the instruments that they think they were popular at that moment. They will use expression of indicating their opinion :

I think... / I believe.../ from my viewpoint ...I don't think so... etc

Once they have discussed and expressed their opinion we will move on to a Listening activity. They will listen to certain fragments of the main works of the authors . They will have to write down as many instruments as the hear, as well all the peculiarities they find about rhythm, sounds... https://archive.org/details/MusicOfClassicalPeriod this website will be so useful for this task.

Then , we will do a wordsearch that I made where they will have to look for the main instruments that we have been talking about.

https://es.educaplay.com/es/recursoseducativos/4429710/html5/instruments_of_classicism.htm

Una vez que los conozcan, completarán la siguiente tabla :

Instruments
	Metal wind		Percussion
Violin		oboe

In case there is something wrong with any of the charts, students will help eachother and they will have the opportunity of searching for info on the internet to complete the missing information.

4^th Session

In this fourth session we will start with a brainstorming. Students will take turn to run to the board and write information about what we have been working on during the last sessions. They will be divided in groups (¾ each) The team who remember more facts about the period will be the winner.

The session will focus on the different formats: Symphony, Sonata and Concerto.

They will read a adapted text about these two forms and then I will play them the main works of the authors that were played in the previous session to confirm what we have read. Again I will use this website:

https://archive.org/details/MusicOfClassicalPeriod

With all this information, students must be able to creat a summary poster with the main characteristics of the period as well as the authors and forms, which is the final project thought for this Didactid Unit.They will develop it in a fifth session. Finally the instruments of evaluation for these sessions will be :

Observation during sessions

• Active participation in class

• Notebook

• Unit test

• Final Project
You can have a look at my template in the following link :https://drive.google.com/drive/folders/1B_oojh8f7EBsh9pxnjmu8lrge4Hq0FUy  

María Cristina Porra González 

Norms

My didactic unit is entitled "Norms" and it's aimed at 3rd year of ESO students. The subject I have chosen is Ethical Values.

The subject matter of this unit is rules and the different grammatical structures used to express them. I state the difference between rules and obligations and work with vocabulary related to housework activities.

My objectives in this unit are:

·                    To promote communicative competence.

·                    To promote the knowledge and respect for rules and norms.

·                    To develop listening and speaking activities.

·                    To express obligation using must and have to.

·                    To learn vocabulary related to housework.

·                    To use learning to learn strategies through the use of dictionaries, inferring meaning from context, etc.

 I have prepared a series of activities distributed in four sessions:

 1st session:

I introduce the unit showing my pupils several pictures of people doing the housework and of different signs allowing or banning certain behaviors. I will check previous knowledge by asking them some simple questions such as Have you ever cleaned your room? Do you know how to use the vacuum cleaner?, Do you like ironing?. Then I speak about obligations and norms.

A second part of this session will be a written comprehension so as to see the grammar rules about norms in context. I have chosen a set of short texts about school rules with a final comprehension chart.

https://en.islcollective.com/resources/printables/worksheets_doc_docx/school_rules_must_and_mustnt/must-or-mustnt/86150.

2nd session:

My second session will be devoted to work with vocabulary. I will explain first new vocabulary and expressions related to the housework and then I will contribute to fix this new vocabulary in my pupil's minds by means of some interactive activities.

Interactive map:

https://www.educaplay.com/es/recursoseducativos/591925/cinderella_housework.htm

Match columns:

https://www.educaplay.com/es/recursoseducativos/2679216/household_objects.htm

Crossword:

 https://www.educaplay.com/es/recursoseducativos/838153/housework.htm

 3rd session:

In my third session the main point is oral comprehension. We will work with our text books and their adapted listenings. Pupils will listen three or four times to the text and will have to fill in a listening guide with the information that they understand.

 4th session:

Now is the moment to be productive in the English language so, in groups of four, they will discuss orally about the most appropriate rules for their class and will have to reach an agreement. Finally they will write their rules on a sheet of paper and will read them aloud at class in turns. The whole group will vote for the best ten rules.

 You can have a look at my CLIL didactic unit design here:

https://www.dropbox.com/s/cj5meaxm1bup649/CLILUNIT_topic3.docx?dl=0

Esther Paz Mandado

 

Page Suggestion

Hi,

I am inquiring about whether you may be interested in linking to our site https://www.mathschase.com/ from your page?

http://rea-aicle-extremadura.blogspot.com/2017/12/integer-numbers_37.html

Maths Chase is a completely free site where you can quickly test your times tables. The site is a very simple game but I think kids will find it a really fun way to learn their times tables. I wondering whether this could be a useful resource for your site readers?

Thank you very much for your consideration.

Kind Regards,
Sarah

Sarah Watts
info@mathschase.com
https://www.mathschase.com/