lunes, 8 de diciembre de 2014
PROYECTO FINAL: Presenta tu Portafolio
Aquí os dejo una presentación con un resumen de mi paso por este curso
https://drive.google.com/open?id=0B52JeE7St8lnM2RRV1c5aG1UQjg&authuser=0
domingo, 7 de diciembre de 2014
Hi!! Come and know how is your body
This Unit has been prepared for 6-7 years old kids (1st course of Primary Education). How in its title you can see, it's an Unit for Physical Education.
The 6-7 years old kids are growing fastly, and it is necesary they have lots of experiencies with their bodies to get a deep knowledge of their new dimmensions and possibilities. Also it is true that they normally have problems to recognize their own laterality and with the positions of the objects in the space.
Thinking on the new tendences of society, we have planned this Unit using as much English materials as we could. It's demostrated that in early ages, kids have a better disposition to learn a new language.
The tarjets of this Unit are enhance laterality, Learn the parts of the body in English, Know the possibilities of movement of the body.
SESSIONS
This unit has been planned to work in 5 sessions, in which we are going to include the different tasks, all the activities and the worksheets. Every practical part of the sessions starts with a warm up in English where kids move the most important joints and say them.
Session 1.
We start watching the following video
We recommend to work in home with this link http://englishies.blogspot.com.es/2009/01/body-parts.html
In the most practical part of the session we'll work in the court and we'll make games focused to the learning of the parts of the body in English and to the recognition in themselfes and in the others. These activities ar included in the first task (They have to recognize the parts of the body in themselves and in others)
In the last part they have to complete this worksheet
In the last part they have to complete this worksheet
SESSIONS
This unit has been planned to work in 5 sessions, in which we are going to include the different tasks, all the activities and the worksheets. Every practical part of the sessions starts with a warm up in English where kids move the most important joints and say them.
Session 1.
We start watching the following video
We recommend to work in home with this link http://englishies.blogspot.com.es/2009/01/body-parts.html
In the most practical part of the session we'll work in the court and we'll make games focused to the learning of the parts of the body in English and to the recognition in themselfes and in the others. These activities ar included in the first task (They have to recognize the parts of the body in themselves and in others)
Games: tag on the part of the body said, point the part of the body on the partner, walk, sit down, jump,... with the partner touching the part of the body said....
In the last part they have to complete this worksheet
Session 2
We start watching the following video
In the most practical part of the session we'll work in the court and we'll make games focused to the learning the importance of the self-knowledge
Games: in pairs, they have to lead the other (closed eyes) saying left-right to find the object...
Session 3
We start watching the following video
In the most practical part of the session we'll work in the court and we'll make games focused to use the vocabulary learned.
Games: they have to draw the silhouette of the partner on the floor and step what teacher says.
Siguiendo el modelo dado a continuación los alumnos tienen que cambiar la parte del cuerpo para seguir la rima.
Session 4
We start with the following link
http://www.learninggamesforkids.com/health_games/body_parts/labeling.html
In the most practical part of the session we'll work in the court and we'll make games focused to review all the new vocabulary (parts of the body, left-right,...)
Session 5
We start with the following links
http://www.softschools.com/science/human_body/games/wordsearch17.html
http://www.turtlediary.com/kindergarten-games/science-games/body-parts.html
In the most practical part of the session we'll work in the court and we'll make games focused to evaluate the things worked in class.
Games: a maze, we can work blinded, one leged,...
Work at home
miércoles, 3 de diciembre de 2014
Materials Design 2
ANDAMIAJE
DE
RECEPCIÓN
Para que los alumnos tengan un primer acercamiento al nuevo vocabulario se trabajará con este enlace tanto en clase como en casa
http://www.learninggamesforkids.com/health_games/body_parts/labeling.html
DE TRANSFORMACIÓN
Siguiendo el modelo dado a continuación los alumnos tienen que cambiar la parte del cuerpo para seguir la rima.
DE
PRODUCCIÓN
En esta ocasión tienen que resolver estos juegos para repasar el vocabulario trabajado tanto en casa como en el colegio
http://www.softschools.com/science/human_body/games/wordsearch17.html
http://www.turtlediary.com/kindergarten-games/science-games/body-parts.html
Otra ficha de refuerzo para que asocien la palabra con la acción:
EJERCICIOS INTERACTIVOS
A modo de motivación aquí os dejo otro enlace sobre la temática que estamos trabajando
http://learningapps.org/display?v=peqphrv5t01
Materials Design 1
EL SIGUIENTE MATERIAL ESTÁ PREPARADO PARA TRABAJAR EN VARIAS SESIONES EN EL AULA, PARA MOTIVAR A LOS ALUMNOS. TAMBIÉN SE ACONSEJA A LOS PADRES QUE TRABAJEN CON EL MATERIAL EN CASA.
OBJETIVOS PRINCIPALES: MOTIVACIÓN E INTRODUCCIÓN DEL NUEVO VOCABULARIO
OBJETIVOS PRINCIPALES: MOTIVACIÓN E INTRODUCCIÓN DEL NUEVO VOCABULARIO
http://es.slideshare.net/uxue91/lets-explore-the-human-body-ppt
Unit LATERALITY AND SELF KNOWLEDGE Course / Level 1º EP
1. Learning outcomes
/
Evaluation criteria
|
Enhance laterality
Learn the parts of the body in English
Know the possibilities of movement of the
body
|
2. Subject Content
|
The body: lower and upper limbs, trunk
The game
Basic skills: walking, running, jumping,
crawling
Balancing
|
3. Language Content
/ Communication
|
|
Vocabulary
|
Nouns: foot, ankle, leg, knee, hip, waist,
shoulder, arm, elbow, waist, hand, neck, head,..cone, rope, brick, hoop,…
Verbs: walk, run, jump, throw, catch,…
Prepositions: to, in, against, from, for,…
|
Structures
|
Routines: daily warm up, Do you remember what we did
yesterday? Who were the helpers yesterday? Which parts of the body do you
remember in English? How do you say "------" in English? What can
you do with your "legs/hands/arms..."?
Subject-matter: Orders, Questions (understanding)
Classroom management: sit down in a circle, make a
line, go to the white/yellow/... line, drink water and come here, make groups
of "----"
|
Discourse type
|
Description, story telling
|
Language skills
|
Listening, speaking, reading
|
4. Contextual (cultural) element
|
Self knowledge is very useful to know the
environment. In the L2 children are going to learn the parts of their bodies,
and their position in the space, moreover the position of the objects in the
space. It would be useful to learn the name of the some cultural English
elements
|
5. Cognitive
(thinking) processes
|
They must know the different parts of the
body
They must understand the importance of the
self control of their bodies.
They must apply their knowledge to interact
with the environment and other people.
They must be capable to analyze the space and
make a mental image.
They must to evaluate their own actions and
modify their mistakes.
They must be autonomous to solve easy motor
problems.
|
6. (a) Task(s)
|
They have to recognize the parts of the body
in themselves and in others
They have to know the importance of the self
knowledge
They have to complete an easy maze in which
they will have to control objects and their own bodies
|
6. (b) Activities
|
Games with puppets or handmade drawings
Games using body and objects positions
Easy mazes
|
7. Methodology
|
|
Organization and class distribution / timing
|
In some games we use big groups (normally at
first), in this way we help to a cooperative learning. Then we use small
groups to improve the knowledge. And finally we work individually to observe
the knowledge
|
Resources / Materials
|
Cones, hoops, ropes, bricks, court
|
Key Competences
|
Demonstrate
knowledge of the interaction of physical body and the science of movements of
the world
Social
and civic competence
Competent
to want to learn
Independent and personal initiative
|
8. Evaluation (criteria and instruments)
|
The evaluation is made with a direct
observation, and we use the games and the mazes
Identify
body parts and joints (neck, backbone, shoulders, elbows, wrists, hips,
knees, ankles)
Place
him/herself correctly in the space
Place
objects in the space
Accept
different roles in games
Respect rules
|
domingo, 9 de noviembre de 2014
Mi WEBMIX
En mi WEBMIX he intentado incluir enlaces relacionados con Educación Física, además he intentado agrupar los enlaces en diferentes destrezas (speaking, reading and listening) con una imagen descriptiva. Además también he incluido unos enlaces más enfocados a la metodología y a Unidades Didácticas en concreto.
Os dejo el enlace:
http://edu.symbaloo.com/mix/olmedoortega
Análisis Aspectos Metodológicos AICLE
He elegido una tarea de la página TeachingEnglish, más concretamente CLIC PSHE: Healthy eating, porque en mi cole estoy coordinando el programa de alimentación saludable y quiero utilizar esta actividad para que los alumnos profundicen un poco más en el tema y de camino introducir el bilingüismo en un ámbito más de su formación.
El contenido básico que se quiere trabajar en esta tarea es la alimentación saludable, para lo que se va a utilizar un vocabulario específico (FOOD), una gramática sencilla que quiero aplicar en el primer ciclo (PRESENT SIMPLE AND POSSIBLY QUANTIFIERS), además las destrezas que se van a poner en juego son SPEAKING AND WRITING.
La tarea se centra mucho en la vida diaria del alumnado, lo que la hace cercana a sus necesidades y a su contexto. Lo más seguro es que yo utilice como apoyo visualflash cards de los alimentos con sus nombres en inglés (ya que el vocabulario de los niños en este nivel es muy escaso) para que ellos puedan identificar el alimento y copiar el nombre. También hay actividades en grupos que facilitan la interactividad y el aprendizaje cooperativo, utilizando las palabras en inglés que están aprendiendo y además tendrán que leer las frases de los compañeros para descubrir quién es el más sano. Otras actividades individuales tratan de reforzar el aprendizaje del vocabulario, tales como completar la pirámide o escribir frases con sus hábitos.
En resumen, los niños y las niñas tendrán que trabajar en grupo utilizando el vocabulario aprendido, producir y comprender frases escritas utilizando las estructuras básicas que se proponen (completando huecos), completar la pirámide con las palabras y con otros alimentos.
Os dejo el enlace de la actividad http://www.teachingenglish.org.uk/article/clil-pshe-healthy-eating
Quiero agradecer los comentarios de todos los compañeros y compañeras, y de camino hacer un pequeño resumen de sus opiniones y compartir sus aportaciones, que en definitiva es la mejor manera de aprender y progresar en el campo de la docencia.
-------------------------------------------------------------------------------------
A modo de resumen se puede decir que para inculcar hábitos saludables (tanto de alimentación, de actividad física, higiene...) lo esencial es empezar en edades muy tempranas, buscar la ayuda de todo el equipo docente para que los temas se traten de manera interdisciplinar y, por supuesto, buscar la implicación de las familias para que el trabajo desarrollado en el centro se refuerce y se amplíe en casa.
Es también importante la manera de presentar los contenidos, es necesario hacerlo de una manera atractiva, utilizando materiales de apoyo manipulativos y cercanos a la realidad del alumnado.
Os dejo los enlaces facilitados por una compañera sobre una experiencia llevada a cabo en comedores escolares ingleses:
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