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Task 5. Concluding The Case

The document discusses applying the CLIL (Content and Language Integrated Learning) methodology to address the needs of a school in Great Britain. It summarizes that: 1) The school required three teachers trained in both Natural Sciences and English, but had no candidates with these qualifications. 2) Applying the CLIL methodology would allow both the science content and the English language to be taught, achieving both objectives. 3) CLIL has advantages like adapting content to student needs and strengthening communication skills in the target language while also building subject skills.

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Luz Astrid ariza hernandez
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70 views

Task 5. Concluding The Case

The document discusses applying the CLIL (Content and Language Integrated Learning) methodology to address the needs of a school in Great Britain. It summarizes that: 1) The school required three teachers trained in both Natural Sciences and English, but had no candidates with these qualifications. 2) Applying the CLIL methodology would allow both the science content and the English language to be taught, achieving both objectives. 3) CLIL has advantages like adapting content to student needs and strengthening communication skills in the target language while also building subject skills.

Uploaded by

Luz Astrid ariza hernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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TASK 5.

CONCLUDING THE CASE

LUZ ASTRID ARIZA HERNÀNDEZ

Code: 1096482630

Tutora: MILLY ANDREA MUÑOZ

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

BOLÌVAR, SANTANDER

AÑO 2020
Didactical Proposal
School: Antonia Subject: Natural Science Date: July, 3,
Santos 2020
Teacher: Luz Astrid Level: 3° Difficulty:
Ariza Medium

Didactic Strategies:

Speech strategies: Interaction strategies:


Keep calm Constantly involve students.
Take breaks when necessary. Ask different types of questions.
Pronounce correctly. ● Closed questions.
Repeat when necessary. ● Questions with two alternatives.
Break down the language into Encourage students to express ideas and
understandable parts.
thoughts in the
Explain and rework confusing content.
New language. Have students work in
cooperative learning groups

Interaction strategies (cont.): Strategies to make the concepts clear:


Partial formulation of words or sentences. Expressions.
Use words created by the students and Practical activities.
correct them. Visual tests.
Common strategies: Assign tasks or duties.
Initiative + Reaction+ Feedback (or Provide materials in advance.
correction) Present the background and context
Competences:

Linguistic communication: expand and revise the vocabulary related to astronomy.


Social and citizen: recognize the importance of scientific knowledge of the universe.
Information processing and digital competence: Collect and use the information from
some web pages to observe our solar system and obtain more information about it.
Learn to learn, organize information about the solar system on a concept map.

Standards:
Describing the main elements of the solar system and establish relationships of size,
movement, and position.

Type of evaluation: A type of summative and formative evaluation will be carried out
where the entire process of the lesson will be considered.
Objectives:
- To Identify the planets of the Solar System
- To Develop curiosity to know the Solar System
- Use the English language as a tool to enhance different communication skills

Topic: The planets of the solar system

Class description Resources Ti


me
Warm up Photocopies
Activation of prior knowledge Solar System Worksheet: Our 15
Solar System Crossword min
Each student must solve the crossword to match Puzzle. Retrieved from s.
the vocabulary learned with the new one.
https://www.teacherspayteach
ers.com/Product/Solar-
System-Worksheet-Our-
Solar-System-Crossword-
Puzzle-1571180

Presentation SOLAR SYSTEM - The Dr. 15


Watch the video about the solar system and Binocs Show | Best Learning min
resolve doubts or concerns about it. Videos For Kids | Peekaboo s.
Kidz. Retrieved from
https://www.youtube.com/wa
tch?v=w36yxLgwUOc

Digital board
Practice 20
1.Listen and complete with the following http://www.juntadeandalucia. min
words. es/educacion/descargasrecurs s.
Illuminates orbit heat closest Sun os/aicle/html/pdf/028_03.mp
3
The Solar System is the …………. and all the
planets, comets and asteroids Notebook
that ……………. around it.
THE SUN
The Sun is the ………………. star to Earth.
The Sun is very important for us because it gives
us light and ………....
The Sun ……………………all of the celestial
bodies in the
Solar System.
2.Can you guess the planet?

cuMerry: ..........................
tpiueJr: ..........................
rausUn: ............................
sVneu: .............................

3. Now, can you draw the sky?

Make Feedback
Production 20
min
1.Which planets are missing? s
________________________________________
________________________________________
________________________________________ Photocopies
________________________________________
___________________.
2.Say how a planet is different from a star.
Discuss your answers in groups and share your
conclusions with the rest of the class.
________________________________________
________________________________________
________________________________________
________________________________________
____________________

3. Make sentences.
are made comets ice rocks of and

giant are asteroids rocks

________________________________________
_____

Make feedback
Assement Notebook 20
min
Make a conceptual map that includes the s
components of the solar system, such as planets
and satellites, among others.

Write down your strengths and weaknesses in this


learning process.

Step 2: Case Study


Firstly, when learning about the case of The Great Britain School, which required three
teachers trained in Natural Sciences and English to teach in secondary school, a difficult
process because there were no candidates with these competences and although the English
teachers had a good level of language, they were not qualified to teach Sciences, since they
did not have the knowledge of the subject and much less the pedagogical knowledge to
teach; Likewise, it did not seem a good option for science teachers to bear that
responsibility because they did not master the English language and this would become a
real challenge. Actually the most viable option that I considered at the beginning was that
new teachers had to be hired to teach in this institution, because the teachers who worked in
the educational institution were not prepared and this would be a stress and concern for
them; They were faced with situations such as lack of confidence to teach, poor planning of
activities and lack of strategies to use daily in classes, among other shortcomings.
Secondly, it is very important for the teacher to bear in mind that to teach science, he needs
to have different types of knowledge and at the same time different skills and competences
that allow him to create successful lessons, so he must be professionally trained and use the
scientific method to favor the investigative and critical spirit in the students must also use
the correct pedagogical strategies, in this way the apprentice remains motivated; It is the
teacher's task to help his students interpret the experiences they live and propose them in
terms of science theories and concepts.
Thirdly, when studying the CLIL approach (Content and Language Integrated learning)
methodology used for learning a foreign language through content, it seemed to me a valid
option to apply in the educational institution since in this way the two objectives would be
achieved: learning the target language in this case the English language and learning the
content of the science area. The CLIL approach has many advantages since it allows
adapting the content of the subject to the needs of the students, strengthening the
communication skills of the foreign language and at the same time the skills of the subject.

Bibliography
Collado, P& Marín, M. (2017). Implementación de la metodología CLIL en el aula de
educación infantil. Retrieved from
http://repositori.uji.es/xmlui/bitstream/handle/10234/171845/TFG_2017_NaayenColla
do_Paloma.pdf?sequence=1&isAllowed=y
Junta de Andalucía. (n.d) Conocimiento del medio social y cultural. Retrieved from
http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/ingles.html
Ministerio de Educación Nacional. (2004). Formar en ciencias: el desafío. Retrieved from
https://www.mineducacion.gov.co/1759/articles-81033_archivo_pdf.pdf

Peekaboo Kidz. (2015). SOLAR SYSTEM - The Dr. Binocs Show | Best Learning Videos
For Kids | Peekaboo Kidz. Retrieved from https://www.youtube.com/watch?
v=w36yxLgwUOc
TpT Digital Activity. ( n.d). Solar System Worksheet: Our Solar System Crossword Puzzle.
Retrieved from https://www.teacherspayteachers.com/Product/Solar-System-Worksheet-
Our-Solar-System-Crossword-Puzzle-1571180

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