Getting International LAAC

Módulo : Inglés

Profesora : Rosario Moreno Sánchez

Curso :  LAAC  ( Laboratorio y  Análisis) Distancia

 Nivel :  Ciclo Formativo Superior

Temporalización: 3 sesiones   distribuidas en 3 semanas; al ser un módulo de  enseñanza a distancia los alumnos se distribuyen personalmente sus tiempo  de aprendizaje.

Session 1: Passport to London.

Situation:

1º What to say.

1.1   Asking for directions.

1.2    Now you put i tinto practice.

2º   How to say it. Let´s review the imperative form.

 2.1. How to form the imperative.

  2.2 Now you put i tinto practice.

3º  Words you need: At the airport.

  3.1 Now you put i tinto practice.

 Session 2 Getting used to it.

Situation:

1º What to  say.

1.1   Meeting people.

1.2   Now you put it tinto practice.

   2º How  to say it.

   2.1 How to make the Present Simple.

   2.2. Frecuency adbverbs.

   2.3 Now you put it tinto practice.

   2.4 Pronunciation I. Voiced sounds.

Session 3: A tour around the oficce.

Situation:

1 What to say

     1.1Talking about yourself

1         How  to say the Present Simple and Continuous.

1.1   Now you put i tinto practice.

1.2    Stative verbs

1.3   Now you put i tinto practice.

1.4   Pronunciation II Voiceless sounds

2         Words you need: Parts of a company.

3.1 Now you put i tinto practice

Contextualización: Esta unidad está dirigida a estudiantes del Ciclo Superior de LAAC ( inglés técnico de laboratorio) . Pero el inglés técnico propuesto en la plataforma Moodle  es muy general y  no  contempla el lenguaje específico de los técnicos de laboratorio, por eso hay que suplirlo con materiales  AICLE  y recursos que compensen   esa carencia.

Descripción: Es una unidad  basada en un contexto real atractivo para los alumnos. Son dos chicas que van a hacer sus prácticas a Londres que  deben superar situaciones nuevas. Esto anima a interesarse más en aprender  una lengua  y plantearse un proyecto de 2º curso para hacer las prácticas en el extranjero.

Objetivos: Aproximación  a  una realidad cultural y un país diferente.   Analizar   la importancia del   conocimiento de la lengua  inglesa como elemento cultural  para  poder realizar su    intership  en países europeos, ampliar su movilidad y  sus expectativas de conseguir  empleo. Adaptarse a situaciones nuevas y a la oficina donde hacen sus prácticas

Practicar  y revisar las 4  destrezas lingüísticas: speaking, listening, reading and writing junto con el andamiaje necesario para  usar correctamente  el imperativo, presente simple y continuo.  Ser capaz de presentarse y responder a preguntas personales, hacer una descripción física y rellenar formularios con datos personales.

Contenidos de lengua y comunicación

 Repaso del imperativo , presente simple y continuo. Pronunciación de la 3º persona del presente simple. Vocabulario relacionado con el aeropuerto, empresas, aficiones, tiempo libre, datos personales, países y nacionalidades, formulas de presentación y saludos.

Criterios de evaluación: La  evaluación se realiza sobre 10 puntos. Los  porcentajes criterios  de evaluación son: Prueba presencial escrita 60%; Tareas 25%; Examen online 10%; Participación en el foro 5%.

 Expresión escrita:

                              Corrección  lingüística: 2.5 puntos.

                               Riqueza léxica: 2.5 puntos.

                               Cohesión y coherencia: 2,5 puntos.

                               Adecuación (formato y registro): 2.5 puntos.

 Expresión e interacción oral:

                                Corrección  lingüística y léxica: 2.5 puntos.

                                Pronunciación: 2.5 puntos.

                                Adecuación (duración y registro): 2.5 puntos

                                Cohesión y fluidez: 2.5 puntos.

Actividades comunicativas: Chats, cuestionarios, paquetes scorms;  aprender vocabulario incrustado en el contexto mediante matching exercises,  completar huecos, verdadero o falso, multiple choice, revisión de estructuras con links;  quizzes,  repasar con feedback. Grabar y escuchar  su voz. Participar en el foro como vehículo comunicativo y cooperativo, planteando  dudas y temas de debate.  Mapa conceptual, nanogong, audio fórum, hotpotaoes.

Actividades para  profundizar e investigar  vocabulario específico del Módulo  de laboratorio.

Elaborar un glosario entre todos los alumnos donde a través de un proceso colaborativo puedan confeccionar un glosario con los términos más relevantes de  su aprendizaje en los distintos Módulos. (En los Ciclos Formativos las asignaturas se llaman Módulos). Fijar   y aprender el lenguaje científico mediante  andamiaje, estructuras gramaticales, verbos más usados adjetivos y tiempos verbales.      

WEBGRAFÍA.

Webs generales:

http://www.learn-english-today.com/lessons/lessons_list.htmlhttp://www.wordreference.com/es/

http://www.macmillandictionary.com/

http://www.howjsay.com/

http://www2.research.att.com/~ttsweb/tts/demo.php

http://isabelperez.com/

http://www.mansioningles.com/

http://en.wikipedia.org/wiki/English_language   

 Webs específicas de laboratorio: Practicar vocabulario y estructuras

http://www.bbc.co.uk/schools/gcsebitesize/science/

http://www.sciencehelpdesk.com/unit/science2/6

http://www.chem4kids.com/files/elem_intro.html http://ead.murciaeduca.es/mod/resource/view.php?id=30965

The world of chemistry  funny videos  and songs www.youtube.com/watch?v=H7XqtiINNFM

http://www.edrawsoft.com/laboratory-equipment- shapes.php    

 Diccionario de términos de laboratorio   http://www.caslab.com/Laboratory-Terms/

Link para ver la unidad completa

http://es.slideshare.net/rosariomoreno7121/getting-international-rosario-moreno-snchez

DISCOVERING LONDON-SAINT PAUL'S CATHEDRAL

UNIT: DISCOVERING LONDON- SAINT PAUL'S CATHEDRAL

LEVEL: 2nd. BACHILLERATO

SUBJECT: HISTORY-ART

TEACHER: SILVIA CASTELLÓ SÁNCHEZ

1. Learning outcomes  / Evaluation criteria	1.     To learn cultural information 2.     To learn a new religious and artistic vocabulary 3.     To develop attention and association abilities 4.     To learn different parts of a cathedral 5.     To discover the art in a new city
Learn	1.     Art vocabulary/ technical terms 2.     Parts of a cathedral 3.     The influence of the religion in the buildings 4.     To apply the knowledge learnt to give information about the buildings and express opinions about the aspects watched 5.     Use and apply the new vocabulary
	3. Language Content / Communication
Vocabulary	1.     What's a cathedral? Parts and use: nouns: chapelle, dome, galleries, altar, nave, cross-shape, cross, quire, sanctuary, transepts… adjectives: big, important, enormous, huge, 2.     Religion: what type of religion exists in London? Bishops, dean, priests, anglican, parishes… 3.     History, dates.
Structures	Present Simple Past Request Comparative Permission Express opinions Answering questions
Discourse type	1.     Narration 2.     Dictation 3.     Narration
Language skills	1.     Actively use the opportunity to communicate in English, even if only partially. 2.     Express your personal opinion. 3.     Reading and understanding 4.     Listening 5.     Speaking 6.     Questioning 7.     Answering 8.     Writing
4. Contextual (cultural) element	§  Interest in knowing the subject §  Technical /Religious/ Architecture /Cultural/ vocabulary
5. Cognitive (thinking) processes	§  Memorise the technical terms §  Understand vocabulary related to the topic, written and oral text about cathedral or church and their importance in the cultural life. §   Apply the knowledge learnt in order to differentiate parts in a real cathedral or church §   Know the different parts of a cathedral §   Know the uses in a cathedral
6. (a) Task(s)	1. Warm Activity. 2.Task 1. Cathedral's location 3.Task 2. The religion in Britain 4.Task 3. The history's cathedral. 5.Task 4. About history's cathedral. 6.Task 5. Parts of the Saint Paul's Cathedral. 7.Task 6. "Visit" Saint Paul's Cathedral. 8.Task 7. Final Task. Work in groups: Plan your cultural visit to Saint Paul's Cathedra
6. (b) Activities	1. Warm Activity: The teacher will do a Little pre-evaluation about their student's knowledge. He/she will answer to their students what's is a cathedral and what elements are important in these art, religion, architecture, etc. Then, the teacher will give and explain what is (although they have the knowledge) 2.Task 1. Cathedral's location The teacher will present the own cathedral: Saint Paul's cathedral in London and will locate in a map and also,  in Google Maps  https://maps.google.com/maps?f=q&hl=en&q=london&t=k&ll=51.5138,-0.098434&spn=0.001143,0.00302 3.Task 2. The religion in Britain The student will read a document about the religion in Britain taking in account attention to new vocabulary and the different religions that appear in Britain. 4.Task 3. The history's cathedral. The students will have to do a research in Internet about the topic and find the different cathedral's phases. This activity will be in groups (depend on the number of students) and then, bring the ideas together. http://es.scribd.com/doc/190742713/INTRODUCTION-and-CATHEDRAL-S-HISTORY-doc 5.Task 4. About history's cathedral. The teacher will give to his/her pupils a sheet with the last information to study and memorise to the final test. It will be worked in class. 6.Task 5. Parts of the Saint Paul's Cathedral. The teacher will project a Power Point about parts of the Saint Paul's cathedral. The students will appreciate a theorical part with their picture and location inside the cathedral. Then, the students will have a sheet with this theory to study. Also, they have to work in a worksheet the location of this parts and its use. http://es.scribd.com/doc/190739590/St-Paul-s-Cathedral http://es.scribd.com/doc/190742711/VOCABULARY-ABOUT-SAINT-PAUL%E2%80%99S-CATHEDRAL-doc http://es.scribd.com/doc/190742712/MATCHING-DEFINITIONS-doc (Worksheet 1_ Matching definitions; (in web-Wordsearch(http://learningapps.org/display?v=pf6q0n1yn) Worksheet2_Fill the gaps (http://learningapps.org/display?v=pfd03j4cn) 7. Task 6. "Visit" Saint Paul's Cathedral. The students have to visit virtually the Saint Paul's Cathedral: http://www.explore-stpauls.net/oct03/pano_pages.htm and the official page about this cathedral http://www.stpauls.co.uk  to perceive  the importance about this building. Inside the second page, they have to download a booklet in which the students will find more information about the cathedral. 8. Tasks7. Final Task. Plan your cultural visit to Saint Paul's Cathedral: Imagine that you are a cultural guide and you have to explain people what is Saint Paul's Cathedral. You have to tell people the history and the different parts. The activity consists in to do a writing taking in account: history, vocabulary and art. This activity will be worked in groups with 4 or 5 students in each group and it will be exposed in class in 15 minutes.
	7. Methodology
Organization and class distribution / timing	-10 fifty-minute sessions  - Session 1: Warm activity and Task 1  - Session 2: Task 2  - Session 3: Task 3  - Session 4: Task 4  - Sessions 5 & 6: Task 5  - Sessions 6 & 7: Task 6  - Sessions 7 & 8: Task 7  - Session 9 (& Probably 10): Exposition ( and Evaluation students work) Students will work individually, in pairs and in groups
Resources / Materials	- Board - Computer; Internet; presentation and word-processor software - Class projector - Worksheets
Key Competences	- Linguistic Competence (in this situation, Communication in a L2) - Competence in knowledge of and interaction with the physical world - Competence in processing information and use of ICT - Competence in social skills and citizenship - Learning to learn - Autonomy and personal initiative.
Evaluation	Evaluation criteria: ·       Creative, active participation in all the activities. ·       Adequate choice and elaboration of texts. ·       Identify different parts in a cathedral ·       Differentiate religions ·       Name the architectonic style ·       The students participates and show interest in the different activities ·       … Evaluation instruments: ·       Observation ·       Participation in class ·       Matching definitions ·       Crossword ·       Fill the gaps ·       Final task in groups ·       Use the ICT

El hilo conductor de toda la unidad, viene ilustrado por Power Point que a continuación inserto. Se utilizará durante toda la unidad

http://es.scribd.com/doc/190739590/St-Paul-s-Cathedral 

St. Paul's Cathedral by Silvia Castelló Sánchez