Documentos de Académico
Documentos de Profesional
Documentos de Cultura
3 Grado EP
Didctica de la lengua extranjera
Mara Bobadilla Prez
2014/15
English Project
Masterchef
Index
Introduction
Page 3
Contextualization
Page 3
Key Competencies
Page 4
Objectives
Page 4
Contents
Page 4
Page 7
Page 8
Assessment Criteria
Page 18
Learning Standards
Page 19
Session's Assessment
Page 20
TLUs Assessment
Page 23
References
Page 23
Appendix
Page 24
Introduction
The assignment that we are introducing will verse about an English project
following a CLIL model. We have designed a CLIL of an English Teaching Learning
Unit because we believe in the significance of involving our children in the real and
common use of this pidgin with the help of more subjects. Also, this approach is "very
successful in enhancing the learning of languages and other subjects (...) as well as
developing in the youngsters a positive 'can do' attitude towards themselves as language
learners" (Marsh, 2000).
To achieve this goal we intend to work along with all the teachers so we will be
able to lead the students to a better content's assimilation. This will allow all the
teachers to follow the same assessment criteria in all their classes and use the English
language as vehicle to reach our objectives.
Contextualization
Our class is located in the 2nd grade of CPR Plurilingue Salesiano San Juan
Bosco school in A Corua and has 24 students, 14 girls and 10 boys. We are placing
our project, according to the Spanish Decree 105/2014, during the second trimester of
the curse 2015/16.
Only two of the students presents Special Needs Support (SNS), the first one is
being treated for ADHD (Attention deficit hyperactivity disorder), the other one needs
speech therapy weekly since he is not able to pronounce several letters of the Spanish
alphabet, like the double r. Besides this, both of them follow the class development
without any trouble. Nevertheless, all the sessions of this project have been adapted to
guarantee the equality of opportunity between our student body.
Our class' dynamic consists on doing most of the activities within the
cooperative team groups of four. These are formed by one high capacity student, one
with low performance and two average-level students. With this method they learn by
sharing and doing the work together.
Since we are in a plurilingal school, our students have achieved a good level of
listening and speaking, also we have been reinforcing it by a Communicative Language
Teaching Method during the 1st grade. Nevertheless, they have not gained a fluent
reading and writing because they are still learning this skills, even in Spanish.
This project will take 5 sessions, 2 of them will be in the English class, 2 in the
Science class and 1 in Art's. All of these sessions will be using English as the working
language, providing them the necessary ICT resources if needed. The sessions will have
Recipes as topic, since we can work several things from this theme, like food
vocabulary, the foodstuffs properties or the oral literature, all of it with creative
representations. The children will be getting different recipes from several sources and
will be putting them into a cookbook. Afterwards, they will be actually cooking one of
them. We believe this proposal help us reach many contents of our Spanish Decree in a
fun way and allows us to relate it to Disney and cartoon movies to motivate our
students.
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Key Competences
According to the Spanish Decree above mentioned, the key competences worked
along this CLIL project model are:
Objectives
b) Developing individual and team work habits as effort, responsibility as well as
attitudes of confidence in themselves, critical sense, personal initiative, curiosity,
interest and creativity in the learning process and enterprising spirit.
d) Knowing, comprehending and respecting all the different cultures and persons, the
equality of rights and opportunity between all men and women and the nodiscrimination of disabled people or for any other reasons such as race.
f) Acquiring, at least, the basic communicative competences in one foreign language
that allow the students to express themselves, comprehend simple messages and manage
in daily situation.
g) Developing the basic math competences for problems resolutions that require basic
calculus procedures, geometry knowledge and estimations to be able to apply them to
their daily life.
i) Using the ICT's for the learning process, developing a critical sense before the
sending and inbox messages.
j) Using different artistic representations and expressions to initiate them in the visual
and audiovisual structures.
Contents
The contents have been carefully chosen from the Spanish Decree 105/2014:
English subject
Association of words and simple sentences with visual and body language
or with illustration supports.
Accomplishment of verbal and nonverbal simple instructions.
Repetition, memorization and observation of models to acquire the foreign
languages basic lexical structures and expressions.
Execution:
o
o
o
o
o
o
o
o
o
Sciences subject
Art subject
Finally, in what methodology refers to, highlight the fact that we are reaching all
this different principles under an eclectic methodology always from a constructivist
perspective as said earlier in the document. This will ensure the students' meaningful
learning with this project based learning for the Recipe topic.
Speaking about attention to diversity, we have to refer to our SNS students. As
earlier commented, these children do not need any specific reinforcement for this
subjects. However, to favor the properly evolution of our students, we must, at least,
pay special attention to the pronunciation of one of them, following always the advices
of the school's speech therapist. For the ADHD student, our goal is to get him absorbed
in our class as longer as we can, that's why we have designed our class in a dynamic
way and with all kinds of activities, taking out the worksheets as much as possible.
Summarizing, our classes will be designed to be dynamic, motivating and
following different methodologies to assist the students into their integration and
learning of English. All of these will be approach from daily communicative contexts,
dealing along with values for respect, cooperation and active participation.
Starting with the first session, we must say during the entirely year we have
been using the same warming up activity, it consists in a hello song that requires
physical response.. The song goes like this:
Hello, hello. [Wave both hands.]
Can you clap your hands? [ 3 claps.]
Hello, hello.
Can you clap your hands? [ 3 claps.]
Can you stretch up high? [Stretch towards the ceiling.]
Can you touch your toes? [Bend down and touch your toes.]
Can you turn around? [Turn around.]
Can you say, "Hello"? [Say, "Hello" out loud]
Hello, hello.
Can you stamp your feet? [Stamp your feet 3 times.]
Hello, hello.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet?
After this two minutes, and still as warm up activity to introduce them into the
matter we are actually going to work about, food, we give each student a worksheet
with 5 known fruits and vegetables that they will have to color as we say looking over
to learned contents. The worksheet will look like this:
This activity will consist on listening to the teacher's orders and following the
statements:
With this activity we are introducing them into the food vocabulary with 5
simple examples that they already know from listening them in other lessons or because
they are cognates - with a similar pronunciation with their mother tongue -. Also, we are
reminding them the colors that have been studied earlier in the year and how they are
written.
Getting into the main phase, we need to present the food vocabulary to the
students. For that, we create a video in which will appear a picture or draw of the
vegetable/meat/ fruit and so on while the name is said with an off voice. They will
watch this video twice lasting 8 minutes in total. Finally, they will watch it without the
off voice so they have to say the name out loud in a cooperative way, it does not matter
who says it as long as the class is able to remember it. This mean that it is a group work
with the final purpose not to memorize all of them immediately but to start listening to
the terms and associating the words. The videos will be done with the vocabulary
attached in the appendix. This entire activity will last about 15 minutes.
For the next five minutes, guided learning will take place to reach the different
meals as breakfast, lunch, snack time, dinner and supper. The students will be guide to
obtain these words with different questions as:
Although it might seems not, we have a lot to go still since they do not know yet
the expressions as set the table or the many utensils we have to eat, like spoons, knives,
forks... That's why the next activity is taking place, still in the main phase, will be a trial
and error learning. This activity will consist on showing them the several objects on a
table and we will be calling the students one by one telling them different orders as in
the example below, we can also use the colors to guide them.
Please, give me the fork. (Good job if they turn in the correct object)
No, that's a glass, please now give me the spoon.
Good job, (name of other student) come here and point out the glass.
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The activity relates to a memory card game but spoken and in an interactive oral
way for the kids so we get them to remember these names.
Finally in the main phase, we will leave them 5 minutes to practicing in smalls
groups the same we have done in front of the completely class with the purpose to let
them use different orders and expressions such Thank you, Please, Good job. Also they
will reinforcement their learning about these utensils and their pronunciation.
After this, as calm down activity we present them some examples of food songs
and ask them to create a song using the new words. We also tell them this song will be
used as our next warm up song in the sessions. We leave them 10 minutes to approach
this activity.
In the end we dismiss the class with our usual song, called Bye bye Goodbye that
requires physical response. Its lyrics are the following:
Bye bye. Goodbye. [Wave both hands.]
Bye, bye, bye, bye. Goodbye.
I can clap my hands. [Clap your hands.]
I can stamp my feet. [Stamp your feet.]
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE! [Jump up with your fist in the air!]
Since this will be our final song in every session, this part will no longer be
described.
For a more descriptive level we have attached a chart for each session. Highlight
that group work implies an activity that requires all of the students to become successful
working in a cooperative way. Team work, in the other hand, is refers to the work done
in the small cooperative groups made out from 4 students.
Activity
Modality
2'
Warm up song
Hello hello!
Warm up activity
Food worksheet
Main phase Cooperative
learning
3'
15'
Class
Modality
Individual work
Individual work
Group work
Contents
Listening and
physical response
Listening and
physical/colouring
response
Listening,
memorizing new
vocabulary &
speaking
Skills
Listening &
speaking
Listening &
vocabulary
writing
Listening &
speaking
11
5'
Group work
8'
Group work
5'
10'
2'
Team work
Listening &
speaking
Listening &
speaking
Listening
Listening &
speaking
Individual work
The second session will start with a new warm up activity. The song created by
them in the earlier session since this will pursue a more significant learning of the
vocabulary and will assure a higher active participation. The song also requires physical
response and its lyrics are described below under the title of Tutti Frutti:
I eat an onion (crying)
I like tomatoes (Making the shape of a tomato)
I eat lettuce (moving arms)
I am a salad
I like apples
I eat an orange
I like bananas
I am tutti tutti tutti tutti tutti frutti! (the Macarena's dance)
Following this and to relate this vocabulary with daily use we have prepared a
video mix from Disney movies or several cartoons where this vocabulary is used in a
sentence lasting 8 minutes. Since their loved characters are showed in the videos this
activity will keep them involved and also will reinforce the importance of learning
different languages in order for them to understand the movies. Also, we are presenting
them this video after they have learned the words in the previous session following our
communicative methodology.
12
These are some of the examples of the scene's vocabulary appearing in the
video:
Entering the main phase we have designed different activities to learn other
measures. This will wake up their curiosity about other cultures. It will be a 7 minute
explanation of these measures where it would be explained how for cooking, in other
countries, use cups, tablespoons and teaspoons.
It will be explained that the cups are called like that because its inside it's
equivalent to an actual cup that we use for breakfast. This explanation will take place
using water to put into the breakfast cup and exchange it to the measure cup so they
understand it is the same capacity. The same procedure will follow for the tablespoons
and the teaspoons, explaining that the name comes from the kind of spoon they are
equivalent to. Teaspoon for a spoon for tea and tablespoon for a spoon that you set on
the table while eating soup. The words will be writing down in the interactive
whiteboard.
During the next 21 minutes the students will be experimenting with these
measures. Then, the teams will have to give instructions to one another to make a
mixture using jars with different materials in them, like sparkles, play dough, white
glue, water... following a recipe model with orders similar to "1 cup of sparkles and 1
tablespoon of water". To end the activity, we, as teachers, will be giving them all the
same instructions using these measures they just learned. The mixture will come out as
paper mache they will use to create a plate for further in the sessions.
The next ten minutes, as calm down activity we will play an Oca party or Goose
party in reference to the old board game. This Goose party will consist in a mix up of
different games like alphabet soups, hangman, crosswords... The students will throw a
dice and the entire group will be playing at the game that has come up.
Finally, it is turn for the Bye Bye Goodbye song.
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Activity
Modality
2'
Warm up song
Tutti Frutti!
Warm up activity
Watching a
Disney video
Main phase Explanation
Individual work
Team work
8'
7'
21'
10'
2'
Class
Modality
Individual work
Team work
Contents
Skills
Listening &
speaking
Listening
Listening,
memorizing new
vocabulary & getting
in touch with other
cultures customs.
Listening, speaking &
physical response
Listening
Listening &
speaking
Listening &
speaking
Individual work
Ending the session, we tell the students they can ask for some recipe at home to
bring in the next day, so we can activate their oral literature with their families asking
for old and familiar recipes. If they do not get any, they can look them up on the internet
and print it.
The third session will start with the same warm up activity, the Tutti Frutti
song and will continue with an online game called Ratatouille, since this movie has
place in a kitchen and around food, there are different internet games that will consist on
getting Minichef (the mouse) on a run to grab all the ingredients for a recipe. The kids
will have to repeat the food name out loud and will have to catch up, meaning they
understood the meaning of the word. Since we only have one interactive whiteboard,
we, as teachers, will be managing the game but following the directions given by the
students as "Go right, the eggs are under that box" or "The tomato is the red ingredient
on that shelf". We can allow to do this because we have learned with them the color
vocabulary and also some directions as "left, right, straight on and back". However, we
remind children are allow to use actions and visual signs to describe some unknown
word.
This main phase will consist in one activity, a research for several recipes. They
will also have to take out the recipes gotten at home. After a while of this 28 minuteactivity, we will assign each team a different meal, since we have 6 team of four, there
will be six meals: breakfast, snack time, appetizer, starter, main course and dessert. We
will be doing a cook book with all the recipes they found and must chose one of them as
favorite. We will also tell them that this one will have to be one to serve cold.
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The last 12 minutes will be use in our calming down games, 10 minutes for the
Oca party and 2 for the Bye Bye Goodbye song.
Activity
Modality
2'
Warm up song
Tutti Frutti!
Warm up game
Ratatouille
Cooperative
learning
Main phase Searching recipes
Cooperative
learning
Calm down game
Oca party
Cooperative
learning
Calm down song
Bye bye goodbye
Resources
8'
28'
10'
2'
Class
Modality
Individual work
Contents
Skills
Listening &
speaking
Listening &
speaking
Team work
Listening,
speaking &
reading
Listening &
speaking
Individual work
Listening &
speaking
Group work
- Computer room
- Internet access
- Ratatouille game & Oca party
- Tutti Frutti and Bye bye goodbye songs
The fourth session will start with the same warm up activity, Tutti Frutti song.
For the main phase we will start with a guided learning activity that will consist on
several flashcards with food vocabulary and will be added some expressions seen in the
movies like hungry, thirsty and full. This game will be called "What are they feeling?"
and will appear different persons on the flashcards feeling those emotions. The students
might now remember the words, that's why we will be doing several guided questions:
(For a picture where a guy is thirsty) "What does he need to feel well?"
Does he need meat? (No he needs some water)
So does that mean he needs to drink? (Yes)
Ok, that's called thirsty. Say it all out loud.
Then, if I need some water .... I am.... (You are thirsty)
This progression of questions will go on for every emotion.
15
2'
Activity
Modality
Warm up song
Tutti Frutti!
Main phase What are they
feeling?
Guided learning
Main phase -
Class
Modality
Individual work
Contents
Skills
Group work
Listening &
speaking
Listening &
speaking
Individual work
Listening,
Listening &
16
29'
5'
2'
Team work
memorizing, speaking
& physical response
Listening, speaking,
physical response &
answering several
questions proving
their knowledge
Reading & writing
speaking
Listening &
speaking
Reading &
writing
Individual work
This fifth and last session will warm up with the Tutti Frutti song and will
follow with the I'm hungry song watched in the previous session.
Our main phase will be based in one activity called Masterchef. This activity
will consist on preparing the plates the teams have chosen. In order to make it, the team
must cooperative, everyone will have to do something, changing roles every few
minutes and speaking out loud using the vocabulary learned, including the measures.
I.e.:
Once again, their communicative skills will be the most important part of the
activity instead of using properly every grammar rule in English language.
When finished, they will prepared the meal in their own paper mache plates
done in previous sessions.
At last, and for calming down the students will taste their own creations,
exchanging with other teams, to have different meals, breakfast, snacks, appetizers... To
this activity will be mandatory talk to their partners, offering some food, asking for it,
how was made, what ingredients does it have and so on. The teacher will be listening to
these conversations and will take them in for the assessment.
Activity
Modality
Warm up song
Tutti Frutti!
Warm up song
I'm hungry song
video
Class
Modality
Individual work
Individual work
Contents
Listening, singing &
physical response
Listening, speaking &
physical response
Skills
Listening &
speaking
Listening &
speaking
17
34'
10'
2'
Team work
Individual work
Individual work
Listening &
speaking
Listening &
speaking
Listening &
speaking
Assessment Criteria
English subject
Sciences subject
Art subject
Learning Standards
English subject
Sciences subject
Art subject
Session's Assessment
Evaluating students is not really easy since all of them have different abilities
and have to put different effort to achieve the same goal. That's the reason an
assessment should be individual. For this reason we have created a chart per each
session that will collect a student behavior, learning abilities and effort. In the chart
appears the several items have been considered they need to achieve following the
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criteria assessments and the learning standards that have been picked above. Each item
will be graded with a number where 1 is No achieved and 4 is Successfully passed".
This charts will help us with our continuous assessment during the entire teaching
learning unit.
These are the chosen items for our first session:
Assessment for 1st session
The forth session's assessment are will be taken into much consideration since it
is the one session where they have to deal with all the learned contents and, as said
before, we will be using The Hunger Games as tool for our evaluation:
Assessment for 4th session
And finally, the last session, which has as much as weight as the previous one:
Assessment for 5th session
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TLUs Assessment
During this TLU, the children are going to be evaluated with a continuous
assessment since we believe in the importance of the children improvements. Also, we
are taking the Hunger games as one of the final assessments as mentioned before.
Both of these forms of evaluations are going to help us with the TLUs
assessment, since the final purpose of this CLIL project is the correct assimilation of the
contents by our students.
However, to become with an exhaustive assessment to improve this and later
teaching learning units, we have chosen different criteria to accomplish this goal.
First of all, we must consider if there was any incident between the children
while the sessions took place, such hurting themselves with some utensils in order to
take it in for further units.
After considering the students safety, we must focus into their assimilation of
the contents. Society intends to believe that if the student did not approach the goals it is
because of their lack of effort or abilities. Nevertheless we, as professionals, know that
this is not true all the way down, if the student did not internalize the contents it is due
to a bad design of the activities that will not reach every type of students. Thats why
our biggest criteria for this TLUs assessment is a good result in the students
assessment with the charts above.
For the final criteria, we are considering the children's interest during the
sessions about this topic, since motivation is the biggest basis for an absorbed attitude
into the activities and their learning.
Finally, we will take all these results into consideration to evaluate if the TLUs
topic as well as the activities were appropriated for the students according to their age,
their tastes and their learning methods.
References
Youtube: I'm Hungry - Learn English for Kids Song by Little Fox. Searched in:
https://www.youtube.com/watch?v=56bWYjCJYYU
http://www.isabelperez.com/clil.htm
Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D.
Marsh - G. Lang. Finland: University of Jyvskyl.
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Appendix
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