End of course presentation
Finally the course comes to an end.
Click on the link above to watch my last presentation in Powtoon.

See you soon.

Food Chain and the story of The Gruffalo by Julia Donaldson

The idea for this unit came up with one of my son´s bed stories. The Gruffalo is one of his favourites and my husband reads it to him very often and I think that it´s a very nice story.

The objectives for this unit are focus on a Science lesson. I chose this story for a Science project I did for my Primary Teaching Degree at The Pontifical University of Salamanca. Finally, I adapted this lesson for the CLIL Unit.

This is the result so far, as I might make changes as I develop this unit in the classroom and any suggestions and feedback are always welcome.

 The objectives are:

1. Learning outcomes  / Evaluation criteria

At the end of this unit the students will be able to: 1.    Identify the different trophic levels. 2.    Say who eats what in the food chain. 3.    Make a simple trophic chain /food chain. 4.    Know that animals and plants are essential to each other. 5.    Learn about some differences in eating times and habits in different countries.

The language content and communication is mainly the following:

Vocabulary

Nouns: Mouse, snake, owl, fox, nut, claws, tusks, jaws, teeth, tail, wart Herbivore, mammals, carnivore, producer, decomposer (…) Adjectives: little, terrible, astounding, nice, kind (…) Verbs: eat, I´m going, I´m meeting, know, rumble, ran, slid, walked (…) Prepositions: in, on, by (…)

The nouns refer to the different animals that appear in the story and some other nouns refer to the features of the gruffalo and to the main components of the food chain.

The adjectives, verbs and prepositions also appear in the story.

The structures:

Routines:	Contents:	Classroom management:
Greetings, take the register, calendar, weather, etc. What´s your favourite animal /food? I like … My favourite animal /food …	Grammatical structures: Present simple, past (affirmative, negative, interrogative) Simple present passive structure taught just by repetition. Phonics	Listen, Write, Think, Read, Place… Can you repeat that, please? Pay attention, be quiet, please (…) Praising: Excellent, well done, good job, etc. Put things away, Line up, Let´s go to the playground, put the animals in the correct order (…)

The structures for the daily routine can be the same or they can be changed or adapted to the routine that the teacher normally uses in his/her own classroom or according to the students’ progress through their year.

The grammatical structures also follows the story structures and the phonics refer to the rhymed words that we find in the story as well.

The Classroom management language can also be adapted or changed according to the teacher´s practice.

Sessions                 :

1.    Sessions start with the daily routine questions and interaction(whole class)

After the daily routine, the teacher introduces the vocabulary for the unit with a brainstorming activity.

Then using the flashcards, the students will name the pictures shown.

Then, we present on the board the KWL diagram: What we know, what we would like to know, leaving blank the last space (L: what we have learnt) as we will complete this part in the last session.

Each student complete the table (KW) individually.

We can share ideas and write them on the board.

The students watch the video of the Gruffalo and the teacher asks them simple questions:

“How many animals are there in the story?” “What type of animals can see in the story?”

Recap: The teacher recaps the key vocabulary for the next session.

2.     

Starting point: daily routine.

Recap on vocabulary using the flashcards and repeating the key vocabulary.

The students will complete some of the activity in the booklet, some of them individually like the activities colouring the adjectives and some other activities in pairs feeding back to the whole group. The teacher will circulate to check students ‘work.

In the last five minutes, the teacher can play the video again to reinforce vocabulary & pronunciation and the understating of the story once more.

3.     

In this session after the daily routine, where the teacher can add some extra different questions related to the topic we are studying, the focus is on the food chain and types of animals (mammal, reptile,…)

The teacher will show the students the PowerPoint presentation with examples of the food chain based on the story.

The teacher can print some pictures and ask some students to place the right picture in the correct place for the food chain, to show them an example.

The students will then individually complete the worksheets about food chain (bbc link).

Recap: vocabulary and main activities completed during this session.

4.     

In this session, the students will continue with the activities about the food chain.

The main activity for this class will be to complete worksheets about the food chain elements.

5.    Outdoor game:

This session takes place out of the classroom.

The students will be divided into groups of four. The teacher will put a poster up with the names of the elements of the food chain and each group will complete their chain.

Each team has a set of colour belts and one card attached to it with Velcro.

Each colour belt represents one of the elements of the chain.

They have to get the cards and stick them on the poster.

The first team to complete the chain wins.

6.     

This session is based on a nature trail book by the same autor of the Gruffalo. The students have to look for different samples of plants, insects or alternatively to draw the little animals or insects they see during the trip.

Materiales de la unidad

The Gruffalo

Videos: Spanish version & English version

Powerpoint presentation

www.tes.co.uk/teaching-resource/the-gruffalo-powerpoint-story-julia-donaldson-6313920

Booklet

      www.tes.co.uk/teaching-resource/the-gruffalo-activity-booklet-6141247

                                                                        Worksheets

www.bbc.co.uk/schools/scienceclips/teachersresources/ages8_9/tr_habitats_wk.shtml


                                                                        Flashcards

www.quizlet.com/78708949/flashcards

Objetivos y recursos de la unidad

Resources & the objectives for the use of these resources.

The children book: The Gruffalo & The Gruffalo Nature Trail book by Julia Donaldson & Axel Scheffler.

Illustrate a science class by using a popular English book for children.

Some of this vocabulary will be part of their English lessons to complement the work in the CLIL Science class.

The nature trail book helps them develop an awareness of different habitats and they can collect little living things for that habitat if there is an opportunity for a school trip to the park (or it can just be an extension activity).

Video.

Watching the video narrated by an English speaker will motivate the students and reinforce the learning of the key vocabulary. Visual learning is also been addressed here with this activity.

PowerPoint Presentation.

The presentation was adapted from an existing one from the tes.co.uk website and I found it very useful to show the food chain, together with the names of the animals of the book.

Worksheets & Booklet.

The worksheets are varied. Working with different vocabulary and ideas from the story helps the students to build up their skills using the expressions used in the story, the name of the animals and their role in the story, and at the same time, to relate them to the science topic of the food chain & the habitats.

Flashcards.

A good visual aid to show the students the animals, as well as something they can play with. Flashcards can be the traditional printed ones or we can have a go at using the application of Quizlet.

Laminated cards & Poster.

Once more, the objective is to reinforce the taught vocabulary by placing the cards in the correct gaps of the food chain to make the students think and work together as a group with the element of competitiveness during this outdoor game.

Internet links.

The unit includes the link for the audio book and the link for the official website for the story that will help the students with their digital skills, as well as introducing them to some of the cultural aspects of British life & literature.

Unidad AICLE

Hi again!
Os dejo la unidad AICLE que he elaborado como parte del curso. Espero que os sea de utilidad.

See you soon ; )

Subject: Science                                                                   Teacher: María Sánchez Andrade

Title of the Unit: Living things, Food chain & Habitats      Course / Level: Year 3 Primary

1. Learning outcomes  / Evaluation criteria	At the end of this unit the students will be able to: 1.    Identify the different trophic levels. 2.    Say who eats what in the food chain. 3.    Make a simple trophic chain /food chain. 4.    Know that animals and plants are essential to each other. 5.    Learn about some differences in eating times and habits in different countries.
2. Subject Content	Food chain, living things & habitats
	3. Language Content / Communication
Vocabulary	Nouns: Mouse, snake, owl, fox, nut, claws, tusks, jaws, teeth, tail, wart Herbivore, mammals, carnivore, producer, decomposer (…) Adjectives: little, terrible, astounding, nice, kind (…) Verbs: eat, I´m going, I´m meeting, know, rumble, ran, slid, walked (…) Prepositions: in, on, by (…)
Structures	Routines: Contents: Classroom management: Greetings, take the register, calendar, weather, etc. What´s your favourite animal /food? I like … My favourite animal /food … Grammatical structures: Present simple, past (affirmative, negative, interrogative) Simple present passive structure taught just by repetition. Phonics Listen, Write, Think, Read, Place… Can you repeat that, please? Pay attention, be quiet, please (…) Praising: Excellent, well done, good job, etc. Put things away, Line up, Let´s go to the playground, put the animals in the correct order (…)
Discourse type	Narration using rhyme (in the story) & descriptions.
Language skills	Speaking, interacting, reading, writing and reading
4.Contextual (cultural) element	Food habits in UK, the story mentions “for tea”. Explain to the class that the word “tea” also means “dinner” in the UK. Talk about different eating times in Spain and in the UK.
5. Cognitive (thinking) processes	The students will identify and name living things, predict what´s happening in the story and discriminate the different animals, classify and complete exercises and charts, order & compare, decide and value and finally they will develop their own food chain.
6. (a) Task(s)	(Initial tasks)  Brainstorming                       Checking previous knowledge: KWL diagram (Transforming tasks) Using the story, the students make their own food      chain based on the animals they saw. (Final tasks) Samples of living things                      Example of different food chains in different habitats.
6. (b) Activities	Introducing new vocabulary Games using flashcards Filling the blanks with words related to the food chain vocabulary Watch and listen to the story Complete worksheets about the story (food chain, type of animals) Complete worksheet about living things Outdoors game (related to the story) Nature trail activities (learning about habitats)
	7. Methodology
Organization and class distribution/ timing	This unit will take 6-8 sessions to develop. Each session lasts 45 min. Session 1: Individual work / Whole class Session 2: Pair work Session 3: Whole class Session 4: Individual work/Whole class Session 5: Group work/Team work Session 6: Individual work
Resources / Materials	The children book: The Gruffalo & Nature trail book by Julia Donaldson Worksheets, flashcards (quizlet). Laminated cards, video, internet links.
Key Competences	Linguistic, naturalistic, interpersonal, intrapersonal. Visual, listening, kinaesthetic activities to promote MMII.
8. Evaluation (criteria and instruments)	Teacher observation. Peer assessment. Self-evaluation activities. Questions & Answers.

Feel free to use this template. Thanks for attributing the source.

A first sample of this template has been published at:

Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.

It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.

Hi again,

Os dejo el enlace de mi webmix: http://www.symbaloo.com/mix/eslextra   
donde he recopilado algunos sitios web y blogs interesantes a la hora de poner en práctica el CLIL en el aula.
Algunos hablan de Trabajo autónomo, de cómo asegurarnos de que diseñamos actividades que desarrollen el andamiaje en el proceso de aprendizaje, competencias de CLIL, así como recursos para utilizar en las distintas asignaturas.

Espero que os sea de ayuda.

Metodología AICLE.
Todo comenzó con "The White paper" un documento de la Comisión Europea en el 1995. Se decidió que uno de los objetivos principales sería avanzar hacia una comunidad plurilingüe, y básicamente esta propuesta de aprendizaje pretende integrar el idioma extranjero o L2 en asignaturas diversas del curriculum donde no sólo se utiliza para aprender sino también para comunicarse.
En mi caso, al tener mucha experiencia en esta metodología, me he embarcado en un curso donde estoy aprendiendo muchas cosas nuevas que aplicar tanto en el aula como a mí misma como docente.
Next time I´ll post the information in English : )

Comienzo comentando mis primeras impresiones del curso de AICLE: hasta ahora he descubierto bastantes recursos y aplicaciones interesantes tanto en el curso, por parte de los profesores, como en las intervenciones de los compañeros, que me parecen muy útiles para emplear en las clases de inglés y programas bilingües.

No tengo mucha experiencia práctica con AICLE, únicamente en la teoría, pero este creo que este será el comienzo que necesito en este ámbito en particular y que será de mucha ayuda.

Aquí os dejo la presentación que diseñé en PIXTON como una de las primeras actividades del curso.

Presentación 3,2,1