Trabajo Final Educación Inclusiva: Iguales En La Diversidad

TRABAJO FINAL EDUCACIÓN INCLUSIVA: IGUALES EN LA DIVERSIDAD

María Cuello Sánchez 2015

3.1. TALLER: Unidad Didáctica Integrada

Etapa/Ciclo: 4º ESO/ 2º ciclo ESO

Tema de Interés: Aspectos socioculturales. Las Navidades en el Mundo.

Competencias Clave, Objetivos, Contenidos y Criterios de Evaluación:

OBJETIVOS CRITERIOS DE EVALUACIÓN COMPETENCIAS

1. Escuchar y entender 1. Entender el significado -Comunicación linguistic información general y específica general y específico, la idea -Conocimiento e de textos orales sobre las principal y los detalles más interacción con el navidades en el mundo. relevantes de textos orales mundo físico sobre las navidades en el

mundo. -Digital

-Social y ciudadana

-Cultural y artística

-Aprender a aprender

-en autonomía e

iniciativa personal

2. Expresarse e interactuar 2. Participar en conversaciones -Comunicación linguistic oralmente en situaciones de sobre las navidades en el -Social y ciudadana comunicación. mundo. -Aprender a aprender

-Autonomía e iniciativa

personal 3. Leer y entender varios textos 3. Entender información general -Comunicación sobre las navidades en el mundo y específica de distintos textos lingüñistica con el objetivo de extraer sobre las navidades en el -Conocimiento e información general y específica. mundo. interacción con el

mundo físico

-Cultural y artística

-Aprender a aprender

-Autonomía e iniciativa

personal

4. Escribir textos sencillos sobre 4. Producir texstos escritos -Comunicación linguistic las navidades en el mundo diversos sobre las navidades en Conocimiento e utilizando recursos de cohesión y el mundo con el vocabulario interacción con el coherencia. adecuado y los elementos mundo físico necesarios de cohesión y

coherencia. -Cultural y artística

-Aprender a aprender

-Autonomía e iniciativa

personal

5. Utilizar las tecnologías de la 5. Utilizar las tecnologías de la -Comunicación información y la comunicación información y la comunicación linguistica para obtener, seleccionar y para buscar información -Digital presenter información escrita y sobrelas navidades en el mundo oral sobre las navidades en el y producer textos de los -Aprender a aprender mundo. modelos dados. -Autonomía e iniciativa

personal 6. Apreciar las lenguas 6. Establecer conexiones entre -Comunicación linguistic extranjeras como medio de las características más -Conocimiento e acceso a la información sobre las relevantes de las costumbres de interacción con el navidades en el mundo. la sociedad cuyo idioma es mundo físico estudiado para mostrar respeto

hacia ellas. -Digital

-Aprender a parender

-Autonomía e iniciativa

personal

7. Valorar la lengua extranjera 7. Utilizar el conocimiento sobre -Comunicación como medio de comunicación y la lengua extranjera en distintos lingüñistica comprensión entre la gente de contextos de comunicación. -Conocimiento e distintos orígenes, idiomas y interacción con el culturas. mundo físico

-Social y ciudadana

-Aprender a aprender

-Autonomía e iniciativa

personal

CONTENIDOS

Sección 1: Comprensión y Expresión Oral

Comprensión Oral Expresión Oral

1. Comprensión del significadfo general y 1. Comprensión de la comunicación específico de un discurso sencillo sobre las interpersonal con el objetivo de una respuesta navidades en el mundo. inmediata.

2. Comprensión de información sobre 2. Producción oral de descripciones, programas sobre las navidades en el mundo narraciones y explicaciones sobre las emitidos por los medios de comunicación. navidades en el mundo.

3. Participación active en conversaciones

sobre las navidades en el mundo.

4. Utilización de respuestas espontáneas y

precisas en situaciones comunicativas en la

clase.

Sección 2: Comprensión y Expresión Escrita

Comprensión Escrita Expresión Escrita

1. Identificacióno del tema en textos escritos 1. Uso de diferentes formatos, papel, digital o sobre las navidades en el mundo. multimedia para obtener información sobre

las navidades en el mundo.

2. Comprensión general y específica de 2. Producción de textos escritos con diversos textos sobre las navidades en el vocabulario adecuado al tema y al context de mundo. las navidades en el mundo y con los

elementos de cohesión necesarios.

3. Uso correcto de la ortografía y patrones de

puntuación.

Sección 3: Conocimiento de la Lengua Extranjera Conocimiento Lingüístico Reflexión sobre el idioma

1. Uso del vocabulario relacionado con las 1. Uso de diccionarios, libros de referencia y navidades en el mundo. recursos digitales.

2. Uso y consolidación de las oraciones de 2. Use de las oraciones de relative relativo. comparando y contrastando con el propio

idioma del alumno.

3. Reconocimiento y producción autónoma de 3. Participación activa en actividades y tareas diversos patrones de ritmo, entonación y en grupo. acentuación en palabras y oraciones.

Sección 4: Aspectos Socioculturales

1.Apreciación de la importancia de la lengua extranjera y las relaciones internacionales.

2. Identificación de las características más relevantes y de las costumbres de la sociedad cuyo idioma es estudiado.

3. Conocimiento de los elementos culturales más relevantes de los países donde la lengua extranjera es hablada.

Contexto:

Centro de Educación Urbano

Alumnos: 27, 15 chicas (12 Españolas, 2 Nigerianas), 12 chicos

Curso: 4º ESO

Materia: Lengua Inglesa

Temporalización: Durante el primer trimestre, 8 sesiones de 50 minutos cada una

Metodología: centrada en el alumno, siendo este el principal protagonista de su propio aprendizaje y siendo el profesor un mero guía y facilitador de aprendizaje, siempre teniendo en cuenta las características psicopedagógicas del alumnado y basando el aprendizaje en el constructivismo y la comunicación. Además, es importnate también tener en cuenta la teoría del desarrollo próximo de Vygotsky y el currículo en espiral y el andamiaje de Bruner.

En conclusión, toda unidad didáctica orientada al alumnado debe ser: relevante, basada en las necesidades de aprendizaje del alumnado, significativa, pues el conocimiento nuevo debe estar relacionado con el previo y comprensible, el nuevo aprendizaje debe ser construido a través de la interacción social y cognitiva.

En cuanto a la atención a la diversidad, cuando hablamos de una clase, hablamos de diversidad puesto que hay alumnos con diferentes estilos de aprendizaje, necesidades y habilidades. Es nuestra responsabilidad como docentes, garantizar la igualdad para cada estudiante. En la unidad didáctica que he diseñado, se han incluido distintos tipos de ejercicios para alumnos con distintos estilos de aprendizaje. Por otro lado, se han diseñado actividades de refuerzo para aquellos alumnos que presentan dificultades para el aprendizaje del inglés. Estas han sido tomadas del workbook, la guía del profesor, actividades del CD y las páginas web como el blog del departamento de inglés. Por otro lado, también se han diseñado actividades para los alumnos con ritmos de aprendizaje más rápidos.

Activities:

TOPIC: CHRISTMAS IN THE WORLD FINAL TASK: Students will present an oral exposition which includes the most relevant facts about Christmas in different countries (depending on the nationalities we have got in the classroom) including the information given by the teacher with the help of visual aids.

SESSION 1 The first part of the session will be devoted to the presentation of the didactic unit. OUTLINE: the necessary information is going to be acquired through the Internet http://www.santas.net/aroundtheworld.htm, http://www.donquijote.org/, http://www.whychristmas.com Session 1: Presentation of the didactic unit. Facts about Christmas in the World. Session 2: Christmas in Spain. Text: Spanish Christmas. Activities related to the text. Phonemic chart. Session 3: Christmas in the United States. Text: Santa is Coming for Christmas in The United States. Activities related to the text. Phonemic Chart Session 4: Christmas in Great Britain. Text: Christmas Customs and Traditions in Great Britain Activities (Grammar activities: Relative Clauses –/ Vocabulary activities Christmas Traditions in Great Britain- Phonemic Chart. Session 5: Christmas in Romania. Text: Christmas Time in Romania Activities (Grammar activities: Relative Clauses –/ Vocabulary activities Christmas Time in Romania- Phonemic Chart. Session 6: Song: Santa Claus is Coming to Town Session 7: SESSION 7: Correction of scripts for the oral presentation. Questions about their presentation. Session 8: Oral Presentations

FINAL TASK: Students will present an oral exposition which includes the most relevant facts about Christmas in different countries (depending on the nationalities we have got in the classroom) including the information given by the teacher with the help of visual aids.

CHART: It is going to be filled in with the information required throughout the didactic unit to develop the final task.

SPAIN THE USA GREAT ROMANIA BRITAIN

Time of the Christmas celebration

Place of the Christmas celebration

Traditional food

Traditional decoration

Relevant Facts about Christmas

During the second part of the session: I have chosen these images in order to wake up the students’ interest, to activate previous knowledge, to provide our students with the necessary tools to develop the Didactic Unit, to create a pleasant atmosphere for the students to learn and to interact orally.

The Three Wise Men

The Twelve Grapes

Santa Claus

Christmas Tree

Crackers Roast Turkey

The Colinda Caroling Ceremony Sarmale

We start activating vocabulary about Inventions and we give them visual support: The Three Wise Men, The Twelve Grapes, Santa Claus, The Christmas Tree, The Crackers, The Roast Turkey, The Colinda Caroling Ceremony, The Sarmale. We might say: before we start talking about Inventions, we should first know all these facts: Papa Noel delivers gifts but also in the morning of January 6th the Three Wise Men also bring gifts for the children in Spain. The Lucky Grapes are a tradition followed on New Year´s Eve when at each of the bell strokes of midnight one grape is taken and a wish is made for the New Year in Spain. Turkey is the traditional food at Christmas in The United States. Children receive gifts from the mythical figure Santa Claus at Christmas in The United States. Christmas is celebrated in the summer in Australia. Roast turkey with all the trimmings is eaten in Australia. Mince pies, roast turkeys, Christmas pudding and Christmas cake are typical Christmas food in The United Kingdom at Christmas. Christmas crackers are pulled at the table before Christmas dinner in The United Kingdom. Santa Claus is also a symbol in Romania at Christmas. Christmas dinner include different types of pork dishes in Romania. and once they know all they need to talk about it, it is then, when we ask them:

SPAIN THE USA GREAT ROMANIA BRITAIN

Time of the Christmas celebration

Place of the Christmas celebration

Traditional food

Traditional decoration

Relevant Facts about Christmas

We might ask them to work in small groups and we will need a computer per group. We check their answers on the digital board as a whole class activity. We mix skills such as reading, writing, oral interaction. These activities will make them explore (communicative purpose), express and exchange (correction in pairs).

REINCEFORMENT ACTIVITIES: Those students with special needs will be given a sheet with the corresponding vocabulary to describe the pictures.

SESSION 2

The first part of the session is always devoted to revising so as to link to the previous lesson. We revise the vocabulary given and the questions we asked about Christmas.

The students are given a written text Spanish Christmas, which is an opinion article, in order to make the students aware of the importance of the Internet in our lives. Apart from reading the text, it is going to be listened on the digital board. They will have to answer the following questions about the Spanish Christmas

CHRISTMAS IN THE QUESTIONS WORLD

1. SPANISH  Which orientation has Christmas in Spain? CHRISTMAS Christmas is oriented towards joy and celebration with family and friends

 What happens on the 22nd December in Spain? Children from San Ildefonso school can be heard out calling out the numbers and prizes of the Christmas lottery

 When is Christmas´ Eve celebrated in Spain? Christmas´ Eve is celebrated on the 24th December

 Who is the character that is becoming more and more popular in Spain? Santa Claus who brings gifts for children to open on Christmas´ Eve

 Who are the Three Wise Men? They bring gifts for children

 What does Spanish people eat to remember the Three Wise Men? They eat Roscón de Reyes

Spanish Christmas

“Estoy como unas Pascuas”. When Spaniards say this, they mean that they feel satisfied or happy. That is because Pascuas, in the plural, refers to the yearly period from December 24thto January 6th: Spain’s Christmas time, or Navidades in Spanish.

This time of year is oriented towards joy and celebration with family and friends. Christmas was originally a religious holiday, and for many it still is, but these weeks are a special time filled with happiness and harmony even for many who do not embrace any religion; the holiday cheer is a welcome change to the not always easy daily grind.

Christmas Traditions in Spain

Christmas in Spain gets off to a rather peculiar and unofficial start on Dec. 22nd when children from San Ildefonso School can be heard calling out the numbers and prizes of theLotería de Navidad, which is likely the most followed Spanish lottery during the entire year. In Spain, when you hear the melodic sounds of the prize draw on the radio, you think: “Christmas time has arrived".

After the celebration of economic good fortune, Dec. 24th is Christmas Eve (Nochebuena in Spanish), which is a family celebration in which Spaniards often gather around a table loaded with exquisite delicacies to have dinner together (and when we say family in Spanish, the word suggests a great deal of people). The annual family affair is a joyful event, where the sumptuous meal and the high spirits carry on until late at night. Many Christian also attend the Misa del Gallo, a mass service offered at midnight on the 24th during which Christmas carols are sung and accompanied by traditional instruments such as the zambomba (a type of seasonal drum), the carraca (a ratchet like noisemaker), the tambourine, and of course the guitar.

Something of a new holiday tradition has been gaining in popularity in Spain for the last few decades inspired by the popular culture of other countries; Santa Claus, known in Spain as Papá Noel, brings gifts for children to open on Christmas Eve, which means that on Christmas Day parks and plazas fill with children playing with their friends and showing them their new toys. In some parts of Spain, you can find other types of traditional figures such asOlentzero (a coal vender who descends from the Basque mountains to leave gifts for good kids and coal for the bad ones) and Tió de Nadal in Catalonia and Aragon, who deposits gifts and candy in the homes of children. These figures also make appearances on Christmas Day, figures that can be considered natives to the region in contrast to the more recent arrival of Papa Noel.

Another special day that comes around during Christmas time is Dec. 28th, the “Día de los Santos Inocentes”, a day that originally commemorated the young victims of a massacre ordered by biblical-age governor of Judea, Herodes. The governor hoped to eliminate the future threat to his power after prophets announced the recent birth of a new “king of the Jewish people”. The word inocente in Spanish can also mean simple or naïve, and this day in Spain is celebrated in much the same way as April Fool’s Day is in other cultures, meaning Dec. 28th is a day to watch out for tricks or “inocentadas” that pranksters are looking to play on people.

While Christmas Eve is a family celebration, New Year’s Eve (called Nochebuena in Spanish) is a time for partying with friends. It is a night for throwing fiestas called “cotillones” or for gathering in town squares under the old clock tower waiting in anxious anticipation for it to strike twelve. According to tradition, observers must wolf down 12 grapes at this time to guarantee good fortune for the New Year. Afterward, excited revelers often offer toasts to the New Year with glasses of cava. The festive spirit continues until the wee hours of the early morning and January 1st is a day of rest for those who have partied away the last night of the old year.

On Jan. 5th, many make their way to their favorite bakeries to order a Roscón de Reyes (a ring shaped cake eaten on Jan. 6th), which they will enjoy for breakfast the following day. Much more than a day for sweet traditions, the main focus here is on the kids, as parades roll through town in which the Reyes Magos (three kings) and their pages shower candy over delighted children. After all the high emotions, nervous kids will have a tough time falling asleep that night, particularly because the following morning is the feast day of the epiphany, when the three kings will traditionally arrive from the east to leave gifts for the well-behaved.

Christmas in Spain is a time of Christmas carols, decorations, festive street lighting, joy, and a festive atmosphere –religious or secular- made evident by the smiles on the faces of people as they look around town for gifts for their loved ones.

They are told to extract individually specific and general information to complete the following activities:

 At the beginning Christmas was originally a religious holiday  In Spain, Christmas is announced by the melodic sounds of a song  In Christmas´ Eve, Spaniards gather around a table and have dinner together  Santa Claus and the Three Wise Men have their origins in the Spanish culture

 Hug  Everyday  Strange  Fascinated

The activities are corrected in pairs and then as a whole class activity on the digital board. We mix skills such as reading, writing, oral interaction. These activities will make them explore (communicative purpose), express and exchange (correction in pairs).Vocabulary about Inventions is introduced to make them familiar with the structures and vocabulary necessary to achieve the final task satisfactorily. As usual key words are added to the phonemic chart: yearly, period, family, friends, Christmas, fortune, focus, here, gifts REINCEFORMENT ACTIVITIES: Those students with special needs will be given a shorter text and they will do only one of the exercises.

SESSION 3

SESSION 3 The first part of the session is always devoted to revising so as to link to the previous lesson. We revise the vocabulary given and the questions we asked about Christmas in Spain.

CHRISTMAS IN SPAIN

Joy and Celebration Christmas Lottery 24th December

Santa Claus The Three Wise Men Roscón de Reyes

They are given a written text, Santa is Coming for Christmas in the United States.

Apart from reading the text, it is going to be listened on the digital board. They will have to answer the following questions about the invention.

CHRISTMAS IN THE WORLD QUESTIONS

2. SANTA IS COMING  When is Christmas celebrated in the United FOR CHRISTMAS States? Christmas is observed on the 25th IN THE UNITED STATES December

 What happens just before Christmas? It is Thanksgiving Day

 What does Thanksgiving Day indicate? It indicates the beginning of the Christmas shopping season

 What do many American people do in the Christmas evenings? They drive or walk around neighbourhoods to see the lights displayed around other homes

 What does the Christmas dinner consist of? It consists of turkey or ham, potatoes and pie. Cakes are also a must for the occasion

 What do children do after dinner on Christmas Eve? They go to bed early but not before hanging up their stocking on the fireplace or the end of their bed to be filled with gifts and goodies by Santa Claus

SANTA IS COMING FOR CHRISTMAS IN THE UNITED STATES

In the United States, Christmas is celebrated on the 25th of December.

Here the festive season traditionally begins on the fourth Thursday in November, just after the Thanksgiving holiday. On Thanksgiving Day, a spectacular parade is taken out in New York City that has the smiling figure of Santa Claus participating in it. It indicates the beginning of the Christmas shopping season. Department stores, shopping malls and small shops ready themselves appropriately for the season to attract shoppers and get them to spend quite a few bucks on Christmas trees, gifts, apparels, greeting cards and suchlike.

In the final days leading to December 25, small evergreen trees are seen to be established in every home and beautifully decorated with colored lights, tinsel, angels, stars and bright ornaments. The exterior of almost every house and the adjoining shrubbery is adorned with strands of electric lights. Strings of electric lights are used not only to adorn mantles and doorways, rafters, roof lines, and porch railings of individual homes but also of public/commercial buildings, departmental stores and even business hubs. Christmas trees are also seen to be set up in most of these places. It is often a pastime for the American people to drive or walk around neighbourhoods in the Christmas evenings to see the lights displayed on and around other homes. Those with deep pockets are often found to place life-sized, illuminated Santas, reindeers and snowmen on their lawns and roofs. Many churches and private homes display illuminated Nativity Scenes commemorating the humble birth of Jesus Christ. Christmas Eve is not an official holiday here. Hence most people have to work. However, many workplaces hold Christmas parties or celebrations, so there is a celebratory air to the day. For kids, it is a day of great joy since most schools and other educational establishments are usually closed. In the evening, most people add final touches to their home decorations. Many also set up the Christmas tree in their homes on this day. Many organizations and department stores are usually open for last minute Christmas shoppers, but may close earlier. Many people travel to visit family members or friends on Christmas Eve. Some people, especially Roman Catholics, attend a Midnight Mass service at church and participate in singing carols. Traditionally, the midnight mass starts at midnight, the point of transition from Christmas Eve to Christmas Day. Many Protestant churches also hold special services on Christmas Eve, complete with displays of beautiful manger scenes and candle-lit religious observances.

The Christmas dinner in the U.S. includes turkey or ham, potatoes and pie. Cakes are of course, a must for the occasion. The menu also consists of a lot of desserts such as the "Crostoli," a fried bread spiced with orange peel (as made in Italian-American communities) or the "Pfeffernuesse," a bread full of sweet spices (eaten by German-Americans) or the "Berlinerkranser" - a Norwegian wreath-shaped cookie. Baked breads and cookies are also part of the dinner list. At Christmas Eve gatherings adults drink eggnog, a drink made of cream, milk, sugar, beaten eggs and brandy or rum.

After dinner on Christmas Eve, children go to bed early but not before hanging up their stockings on the fireplace or the end of their bed to be filled with gifts and goodies by Santa Claus. On the following morning, children wake up to look for their desired items in their stockings and also find nicely wrapped presents under their Christmas tree.

They are told to extract individually specific and general information to complete the following activities:

The activities are corrected in pairs and then as a whole class activity on the digital board. We mix skills such as reading, writing, oral interaction. These activities will make them explore (communicative purpose), express and exchange (correction in pairs).Vocabulary about Inventions is introduced to make them familiar with the structures and vocabulary necessary to achieve the final task satisfactorily. As usual key words are added to the phonemic chart: festive, season, Thursday, Thanksgiving, stores, malls, tree, tinsel, angel, star, bright, Santa, neighbourhood, gift, stocking, item, wrapped. REINCEFORMENT ACTIVITIES: Those students with special needs will be given a shorter text and they will do only one of the exercises.

SESSION 4 In order to connect with the previous session, students are encouraged to talk about the information required about Santa is Coming for Christmas in the United States.

SANTA IS COMING FOR CHRISTMAS IN THE UNITED STATES 25TH December Thanksgiving Day The Christmas Shopping

Season

See the Lights Turkey, Ham, Potatoes, Pie, Stocking

Displayed Cakes

The teacher explains the students that they are going to be given a text about The Invisibility

Cloak. Using this text the students will learn how relevant details and curiosities that they should know about the Harry Potter´s famous piece of clothing.

The questions introduced during the first session related to The Invisibility Cloak are read aloud and they are given a written text through which they are told to extract individually specific and general information to complete the activities given. Apart from reading the text, it is going to be listened on the digital board. They will have to answer the following questions about the written text:

CHRISTMAS: CHRISTMAS CUSTOMS AND QUESTIONS TRADITIONS IN GREAT BRITAIN 3. CHRISTMAS CUSTOMS AND  When Does the grand TRADITIONS IN GREAT BRITAIN Christmas festivals start? It starts before the commencement of December.

 When were the first Christmas cards created? The first Christmas cards were created in 1840 in Great Britain.

 What does a silver coin mean in the pudding mix? It is meant to bring prosperity and good luck to the family.

 What does the English pull open at Christmas? They pull open “crackers”. They sometimes include paper hats which are to be worn around the holiday dinner table.

 What does children of Great Britain believe? They believe that the letters they write would float up the chimney and deliver the message to Santa.

 What do members of the British families do after Christmas? They watch the Christmas speech by the British Monarch.

CHRISTMAS CUSTOMS AND TRADITIONS IN GREAT BRITAIN

In Britain, the sparkling eyes of children are what can catch your eye, if you visit the country around Christmas. Planning for this grand festival begins before the commencement of December; it includes food discussions with the family, collecting decorative items, cleaning houses, organizing gifts, baking pies and sending Christmas cards across to families and friends. A fact that most of the people don't know is that Christmas cards were first created in 1840 in this country itself and since then, have become an inevitable part of Christmas celebrations throughout the world. Furthermore, the brightly shining Christmas trees on the eve of Christmas make for a great view. The trees are decorated with candies, biscuits and bulbs and are taken down only twelve days after Christmas. The tradition of Christmas trees can be traced down to

Prince Albert who brought this tradition, all the way from Germany, to the kingdom of Queen

Victoria, who was then his spouse. The essence of love among people is regenerated through the goodness of the occasion and even the family members living abroad are not left untouched of the warmth. Read on to know more on how Christmas is celebrated in Great Britain. If you are looking to be a part of Christmas celebrations that are a perfect fusion of 'modern' and 'traditional',

Great Britain is where you should be heading.

Christmas Celebrations

Heart Throbbing Feast and Other Traditions

Arrangements for the much sought after Christmas feast is done until the meal is ready to be consumed. The table seems extremely tempting and is gorgeously decorated with fruits and candles. The Christmas pudding must contain thirteen ingredients, of which, one is for Jesus and the rest for the twelve disciples. A silver coin is dropped in the pudding mix which is meant to bring prosperity and good luck to the family.

Turkey, served with cranberry sauce, and potatoes are the centre of attraction of the entire feast. The Christmas pudding must have a holly placed on top of it. “Wassailing” is also a British custom. Groups of people walk up and down the streets of their neighborhoods at Christmastime singing carols while sipping a hot punch-like drink. The children in the group hope to receive treats while they sing. Wassail means “be in good health,” and when a group of people drink wassail together, all quarreling is supposed to end. Wassailing takes place most commonly during the twelve days of Christmas (between Christmas and January 6). Traditionally, this whole period is a time of great revelry.

“Mumming” is another English tradition. People dress in costumes and masks to put on Christmas plays throughout the holiday season. Sometimes Father Christmas joins in the festivities, too. Before the English have their Christmas feast, they pull open Christmas “crackers.” These are paper cylinders filled with small prizes and riddles. They make a noisy cracking sound when opened. Sometimes they include paper hats which are to be worn around the holiday dinner table.

After dinner, the family goes to a sitting room to tell ghost stories or “Christmas Tales.” The most famous tale is Charles Dickens’ A Christmas Carol. There may be a Yule log in the fireplace, although this is not as large as it was many years ago. In many homes today, candles have replaced blazing fires to represent the Star of Bethlehem and the Light of the World.

Santa's Gifts

Children of Great Britain write letters to Father Christmas, believing that the letters would float up the chimney and fly across to the North Pole and deliver the message. No wonder then that they get excited and place their stockings beside the fireplace so that Santa Clause can place their gifts in them. These are unwrapped on

Christmas morning. Children also place a glass of sherry with a mincemeat tart as thanks to

Santa for bringing presents. People usually give each other poinsettia plants as the red and white petals of this flower are said to represent the purity of Christ's blood.

Christmas Evenings

After a heavy meal, all members of the family watch the customary Christmas special speech by the British Monarch. In the evening, people pay visits to their relatives around Britain. Certain churches have services in which every child is given a candle wrapped in a red ribbon.

These candles represent Jesus Christ and the red ribbons symbolize the blood of Jesus and the

God's love for the entire world.

A Change In Ancient Traditions

This festival is all about culture and customs. However, not all traditions observed in the country are old. For example, roasted turkey, with

Brussel sprouts and gravy, is the main attraction of the English Christmas feast in the twentieth century while it wasn't so in the nineteenth century. In those days, goose was considered the traditional meat for Christmas.

This implies that the traditions aren't really sacrosanct; they do change over time.

Activities:

 When and where were the first Christmas cards created?

 Who brought the tradition of Christmas trees?

 How many ingredients must contain the Christmas pudding?

 What is Wassailing? And Mumming? And Crackers?

The activities are corrected in pairs and then as a whole class activity on the digital board. We mix skills such as reading, writing, oral interaction. These activities will make them explore (communicative purpose), express and exchange (correction in pairs). Vocabulary (Christmas in the World) and grammar activities such as complete the blog with used to (to talk about past habits that are not true any more) are introduced to make them consolidate structures and vocabulary necessary to achieve the final task satisfactorily. Activities: Vocabulary:

1. The most innovative 2. The most traditional

CHRISTMAS TRADITIONS IN GREAT BRITAIN

*The Christmas Tress  This Christmas tradition is decorated with candles, biscuits and bulbs.

*Crackers  These are paper cylinders filled with small prizes and riddles. They make a noisy cracking sound when opened.

*Wassailing  It is a British custom in which groups of people walk up and down the streets singing carols.

*Mumming  English tradition in which people dress in costumes and masks to put on Christmas.

Grammar:

I know a man who/that has got green eyes.

Can we watch the DVD which/that I really enjoy?

Do you know the village where Dani lives?

December is the time when Christmas is celebrated.

That is the actor whose woman is a lawyer.

1. Complete the rules with the correct relative pronouns.

1. We use the relative pronoun ……… to refer to places.

2. We use the relative pronoun ……….. to refer to time.

3. We use the relative pronouns ………/………… to refer to people.

4. We use the relative pronouns ………../………… to refer to things.

5. We use the relative pronoun ………… to refer to possession.

2. Choose the correct answer.

A relative pronoun always comes before/after the noun it describes.

As usual new key words are added to the phonemic chart: Christmas, December, items, gifts, pies, cards, friends, tree, warmth, silver, feast, turkey, sauce, costumes, world, ribbons. REINCEFORMENT ACTIVITIES: Those students with special needs will be given a shorter text and they will do only one of the grammar and vocabulary exercises.

SESSION 5

First part of the session In order to connect with the previous session, the students are encouraged to talk about the information required about Christmas Customs and Traditions in Great Britain. To help them remember all the information stored, what we do is to complete a chart with all the key words.

CHRISTMAS CUSTOMS AND TRADITIONS IN GREAT BRITAIN

December 1840 Prosperity and Good Luck

Crackers Letters, Chimney, Santa Christmas Speech

The teacher explains the students that they are going to be given a text about Christmas Time in Romania. Using this text the students will learn how their Romanian partners in class celebrate Christmas in their country and they will be able to compare both traditions. In order to introduce the written text, they are asked a question about the topic.

 Have you ever heard about Christmas in Romania? Would you like to travel and celebrate Chrsitmas time there?

CHRISTMAS IN THE WORLD: CHRISTMAS QUESTIONS TIME IN ROMANIA

4. CHRISTMAS TIME IN ROMANIA  When is Christmas celebrated in Romania? In Romania, Christmas is celebrated from the 20th December to the 7th January

 What is the most important tradition in Romania at Christmas? Carol singing is the most important tradition in Romania at Christmas  What is the most traditional Romanian carol? The most traditional Romanian carol is Star Carol

 What are the main traditional Romanian Christmas foods? Traditional Romaninan Christmas food include Roast Gammon and Pork Chops, Ciorba de Perisoare, Sarmale, Cozonac and Gogozi

 How is New Year´s Eve also known as? It is also known as Little Christmas

 What do children do on New Year´s Day? On New Year´s Day, children wish people a happy New Year carrying around a special bouquet called a Sorcova

The questions introduced during the first session related to Insect-like robots like The Cybug are read aloud and they are given a written text through which they are told to extract individually specific and general information to complete the activities given. . Apart from reading the text, it is going to be listened on the digital board. They will have to answer the following questions about the written text:

CHRISTMAS TIME IN ROMANIA

In Romania, Christmas and mid-winter celebrations last from 20th December to 7th January. The 20th is when people celebrate St. Ignatius's Day. It is traditional that if the family keep pigs, one is killed on this day. The meat from the pig is used in the Christmas meals.

The Christmas celebrations really begin on Christmas Eve, 24th, when it's time to decorate the Christmas Tree. This is done in the evening of Christmas Eve. In Romanian, Christmas Eve is called 'Ajunul Craciunului'.

Carol singing (known as 'Colindatul') is also a very popular part of Christmas in Romania. On Christmas Eve children go out carol singing from house to house performing to the adults in the houses. They normally dance as well. The children get sweets, fruit, traditional cakes called 'cozonaci' and sometimes money for singing well. Adults go carol singing on Christmas Day evening and night. A traditional Romanian Carol is the 'Star Carol'. The star, made of colored paper and often decorated with tinsel, silver foil and sometimes bells, is put on a pole. In the middle of the star is a picture of baby Jesus or a nativity scene. Carol singers take the star with them when they go carol singing.

In many parts of Romania, it's also traditional that someone dresses up as a goat, with a multicolored mask, and goes round with the carol singers. The goat is known as the 'Capra' and it jumps and dances around getting up to lots of mischief!

Another Christmas Eve tradition is a drumming band or 'dubasi'. This is normally made up of non married-men. A band can up to 50 or 60 men in it! As well as the drums there's often a saxophone and violin. The band will practice for about a month before Christmas so they are really good. The go round the streets and are given presents.

In Romanian, Merry Christmas is 'Crặciun Fericit'. Happy/Merry Christmas in lots more languages. In Romania Santa Claus is known as 'Moş Crăciun' (Old Man Christmas), 'Moş Nicolae' (Old Man Nicholas) & 'Moş Gerilă' (Old Man Frost).

Traditional Romanian Christmas foods include Roast Gammon and Pork Chops (made from the killed pig!), 'Ciorba de perisoare' which is a slightly sour vegetable soup made with fermented bran and pork meatballs; 'Sarmale' cabbage leaves stuffed with ground pork and served with polenta; 'Cozonac' a rich fruit bread; Romanian doughnuts called 'gogosi' and cheesecakes.

New Year's Eve is also an important celebration in Romania. It's sometimes called Little Christmas. Traditionally a small, decorated plough called a 'Plugusorul' is paraded through the streets on New Year's Eve. It is meant to help people have good crops during the following year.

On New Year's Day, children wish people a Happy New Year while carrying around a special bouquet called a 'Sorcova'. Traditionally, the Sorcova was made of twigs from one or more fruit trees like apple, pear, cherry or plum. They're put into water in a warm place on 30th November, so they hopefully come into leaf and blossom on New Year's Eve! Nowadays often a single twig of an apple or pear tree is used and it's decorated with flowers made from colored paper.

Activities: Find sentences in the text to support the following facts

1. Christmas celebrations in Romania last from December to January 2. At Christmas both children and adults sing carols

3. It is very important to bring the symbol of the star when they sing Star Carol

4. Little Christmas is celebrated in the streets

Find words in the text to match the definitions below.

1. Commemoration

2. Night Before

3. Group

4. Flower

The activities are corrected in pairs and then as a whole class activity on the digital board. We mix skills such as reading, writing, oral interaction. These activities will make them explore (communicative purpose), express and exchange (correction in pairs). Vocabulary (Christmas in the World) and grammar activities such as complete the blog with Relative Clauses (to refer to places, time, people, things and possession) are introduced to make them consolidate structures and vocabulary necessary to achieve the final task satisfactorily.

Vocabulary:

1. A typical Romanian food at Christmas is carols

2. A very popular tradition in Romania at Christmas is to sing meat

3. It is also traditional that someone dresses up as a bouquet

4. On New Year´s Day, children carry around a special goat

Grammar:

1. I know a man…

2. Do you know the village…

3. Can we watch the DVD…

4. Is there a shop in town…

5. These are the people… 6. There´s a girl in our class…

7. Surfing is something…

8. That´s the actor…

a. You got yesterday?

b. I often hang out with.

c. Has got spectacular sideburns.

d. I can buy a necklace?

e. Is in the new film I saw.

f. I really enjoy.

g. Passed all her exams.

h. Dani lives?

1. I´m not sure … pen this is.

2. The person … I saw had a tattoo.

3. Is there anyone here … can speak German?

4. Elena is the girl … sitting next to Tomas.

5. That´s the boy … skateboard was stolen.

6. I don´t know the guy … singing.

…is someone/something who/which/that I can talk to

I can´t relax with

I´m worried about

I´m not frightened of

I get bored with

I don´t get annoyed with shocked by

As usual new key words are added to the phonemic chart: last, decorate, adults, carol, scene, known, paraded, fruit

1. /æ/ Adult, carol

2. /3:/

3. /ɑ:/ last

4. /ʌ/

5. /ɪ/

6. /i:/ scene

7. /u:/ fruit

8. /ʊ/

9. /ɔ:/

10. /ɒ/

11. /e/ decorate

12. /ɪə

13. /eɪ/ paraded

14. /ʊə/

15. /aɪ/

16. /aʊ/

17. /ɔɪ/

18. /əʊ/ known

19. /eə/

REINCEFORMENT ACTIVITIES: Those students with special needs will be given a shorter text and they will do only one of the grammar and vocabulary exercises.

SESSION 6. First part of the session In order to connect with the previous session, the students are encouraged to talk about the information required about Christmas Time in Romania. To help them remember all the information stored, what we do is to complete a chart with all the key words.

CHRISTMAS TIME IN ROMANIA

From the 20th of December to the 7th of January Carol Singing Star Carol

Romanian Christmas Food Little Christmas New Year´s Day

The teacher explains the students that they are going to listen to the Song Santa Claus is Coming to Town (Mariah Carey) in order to make the students learn about the Christmas athmosphere. The students will work with rhythm and intonation because the song is easy to understand and repetitive. In order to introduce it, they are asked a question about the topic.

 Do you receive presents from Santa or from the Three Wise Men?

The song Santa Claus is Coming to Town is listened on the digital board. http://www.youtube.com/watch?v=QoG9OpCjfDo

Lyrics

You better watch out You better not cry You better not pout I'm telling you why Santa Claus is coming to town Santa Claus is coming to town Santa Claus is coming to town

He's making a list, Checking it twice; Gonna find out who's naughty or nice. Santa Claus is coming to town Santa Claus is coming to town Santa Claus is coming to town

He sees you when you're sleeping He knows when you're awake He knows if you've been bad or good So be good for goodness sake

With little tin horns and little toy drums Rooty toot toots and rummy tum tums Santa Claus is coming to town Santa Claus is coming to town Santa Claus is coming to town

He sees you when you're sleeping He knows when you're awake He knows if you've been bad or good So be good for goodness sake Goodness sake

You better watch out You better not cry You better not pout I'm telling you why Santa Claus is coming to town Santa Claus is coming to town Santa Claus is coming Santa Claus is coming Santa Claus is coming to town

(Coming to town) Santa's a busy man he has no time to play He's got millions of stockings to fill on Christmas day (Santa Claus is coming to town) (Coming to town) (Santa Claus is coming to town) (Coming to town)

REINCEFORMENT ACTIVITIES: Those students with special needs will be given the phonetic transcription of the words that lack in the song.

SESSION 7

Questionnaire including the contents worked (power point) is used for revision. Questions about their presentations will be solved in groups. Questions about their presentations will be solved in groups.

REINCEFORMENT ACTIVITIES: Those students with special needs will be set in the corresponding groups with students that can help them.

SESSION 8. Oral presentations. We pay attention to diversity allowing the students to choose among:

Photo

Photo + Key words

Photos + Key word + Questions

CHRISTMAS IN THE WORLD QUESTIONS

1.SPANISH  Which orientation has Christmas in CHRISTMAS Spain? Chrsitmas is oriented towards joy and celebration with family and friends

 What happens on the 22nd December in Spain? Children from San Ildefonso school can be heard out calling out the numbers and prizes of the Christmas lottery

 When is Christmas´ Eve celebrated in Spain? Christmas´ Eve is celebrated on the 24th December

 Who is the character that is becoming more and more popular in Spain? Santa Claus who brings gifts for children to open on Christmas´ Eve

 Who are the Three Wise Men? They bring gifts for children

 What does Spanish people eat to remember the Three Wise Men? They eat Roscón de Reyes

2.SANTA IS COMING  When is Christmas observed in the FOR CHRISTMAS IN United States? Christmas is observed on THE UNITED STATES the 25th December

 What happens just before Christmas? It is Thanksgiving Day

 What does Thanksgiving Day indicate? It indicates the beginning of the Christmas shopping season

 What do many American people do in the Christmas evenings? They drive or walk around neighbourhoods to see the lights displayed around other homes

 What does the Christmas dinner consist of? It consists of turkey or ham, potatoes and pie. Cakes are also a must for the occasion

3.CHRISTMAS  When Does the grand Christmas festivals CUSTOMS AND start? It starts before the commencement TRADITIONS IN of December. GREAT BRITAIN  When were the first Christmas cards created? The first Christmas cards were created in 1840 in Great Britain.

 What does a silver coin mean in the pudding mix? It is meant to bring prosperity and good luck to the family.

 What does the English pull open at Christmas? They pull open “crackers”. They sometimes include paper hats which are to be worn around the holiday dinner table.

 What does children of Great Britain believe? They believe that the letters they write would float up the chimney and deliver the message to Santa.

 What do members of the British families do after Christmas? They watch the Christmas speech by the British Monarch.

4.CHRISTMAS TIME  When is Christmas celebrated in IN ROMANIA Romania? In Romania, Christmas is celebrated from the 20th December to the 7th January

 What is the most important tradition in Romania at Christmas? Carol singing is the most important tradition in Romania at Christmas

 What is the most traditional Romanian carol? The most traditional Romanian carol is Star Carol

 What are the main traditional Romanian Christmas foods? Traditional Romaninan Christmas food include Roast Gammon and Pork Chops, Ciorba de Perisoare, Sarmale, Cozonac and Gogozi

 How is New Year´s Eve also known as? It is also known as Little Christmas

 What do children do on New Year´s Day? On New Year´s Day, children wish people a happy New Year carrying around a special bouquet called a Sorcova

3.2. Crea una Rúbrica de Evaluación

El objetivo principal del aprendizaje de la lengua inglesa es conseguir que los alumnos sepan comunicarse en dicho idioma. Por lo tanto, considero absolutamente necesaria la existencia de una tarea final en la unidad y que en la que yo he creado es una exposición oral. Además, para llevar a cabo la evaluación de la misma he creado una rúbrica para expresión oral que incluye 4 niveles de ejecución y 7 categorías que quiero que sean evaluadas. Además, también he añadido un apartado de comentarios a realizar por parte del alumno que evaluará la tarea sobre el alumno que ha realizado la exposición.

Block 2: Oral Texts Production Rubric A2 LEVEL

Speaker´s Name:

Person in charge of Assessment:

CATEGORY 4 3 2 1

Preparedness The team is The team seems The team is The team does completely pretty prepared somewhat not seem at all prepared and but might have prepared, but it prepared to has obviously needed a couple is clear that present. rehearsed. more rehearsals. rehearsal was lacking.

Enthusiasm Facial Facial Facial Very little use of expressions and expressions and expressions and facial body language body language body language expressions or generate a sometimes are used to try body language. strong interest generate a to generate Did not generate and enthusiasm strong interest enthusiasm, but much interest in about the topic and enthusiasm seem somewhat topic being in others. about the topic faked. presented. in others.

Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles and distinctly all and distinctly all and distinctly or can not be (100-95%) the (100-95%) the most (94-85%) of understood OR time, and time, but the time. mispronounces mispronounces mispronounces Mispronounces more than one no words. one word. no more than word. one word. Props Student uses Student uses Student uses Student uses no prop that shows prop that shows prop which prop OR the considerable some makes the prop chosen work/creativity work/creativity presentation detracts from and which and which better. the makes the makes the presentation. presentation presentation better. better.

Stays on Topic Stays on topic all Stays on topic Stays on topic It was hard to (100%) of the most (99-90%) of some (89-75%) tell what the time. the time. of the time. topic was.

Content Shows a good Shows a good Shows a good Does not seem understanding of understanding of understanding of to understand the topic. most of the parts of the the topic very topic. topic. well.

Presentation on Overall, the Overall, the Overall, the Overall, the the Whole presentation presentation presentation presentation was excellent. was well done. was average. was poor.

COMMENTS:

3.3. Otros Métodos de Evaluación

En primer lugar, he escogido la actividad incluida en la sesión 1 de mi unidad didáctica para ser evaluada. La actividad está basada en la descripción de fotos relacionadas con el tema de la Navidad en el mundo para así crear con una actividad preparatoria una atmósfera cómoda para el alumnado y practicar el Brainstroming. Para evaluar esta actividad utilizaré el recurso de la diana especificando las categorías a evaluar en la expresión oral. Cada una de las líneas que cruzan la diana representa las categorías debajo expuestas, el alumnado coloreará el número según la capacidad que tenga para cada patrón (siendo 1 el peor y 4 el mejor) y tras esto en la diana el alumno podrá ver el resultado global de su descripción en la diana.

1.Communication

2. Interaction and Fluency

3. Range and Accuracy of Language

4. Global Assessment

En cuanto a la sesión 2 de la unidad, encontramos en ella una serie de actividades para trabajar la comprensión escrita. Para evaluar esta actividad utilizaría el recurso del semáforo y marcaría en el color correspondiente con un x el nivel de comprensión escrita del alumno en cuanto a ese texto siendo rojo (pobre), amarillo (media) y verde (muy buena).

Finalmente, podemos decir que en todas las sesiones de mi unidad didáctica hay una actividad para trabajar la pronunciación seleccionando las palabras del texto de lectura y situándolas en el fonema correspondiente. Para evaluar esta actividad utilizaría la herramienta del portfolio y los alumnos guardarían cada cuadro fonético en una dossier para finalmente elegir uno de los cuadros y escribir una redacción con las palabras que incluye ese cuadro, siempre orientada hacia las navidades en una país del mundo ya que cada texto está orientado a ello. Tras escribir la redacción, el profesor la revisaría y el alumno la subiría al blog de la asignatura para llevar a cabo una co-evaluación. A cada compañero se le asignaría una redacción de otro compañero a corregir siempre estando dicha corrección controlada por el profesor. Para terminar la tarea, los alumnos realizarían una evaluación de dicha actividad, respondiendo a una serie de preguntas como ¿Te ha gustado la actividad?, ¿Qué has aprendido? ¿Qué cambiarías?

2.1 Paleta de Inteligencias Múltiples

Nombre de la Actividad: A Trip to Great Britain

Nivel y Etapa Educativa: A2, 1º ESO

Área o asignatura: Lenguas Extranjeras (Inglés)

Objetivo: que los alumnos conozcan a través de la inteligencia musical aspectos socioculturales de la lengua inglesa y sean capaces de transmitirlos oralmente.

Inteligencias a desarrollar: Inteligencia musical, interpersonal, lingüística, espacial y kinestésica.

Recursos: fotocopias, pizarra digital, reproductor CD, Internet.

Temporalización: 2 sesiones de 60 minutos cada una.

Descripción: durante la primera sesión se presenta la actividad a los alumnos con información sobre The Beatles y su canción Yellow Submarine. Más tardes, se les facilitan algunas imágenes para despertar su interés, activar el conocimiento previo y crear una atmósfera positiva para que los alumnos aprendan e interactúen oralmente entre sí. Después, se les hacen una serie de preguntas para interactuar con ellos. En la segunda sesión se les facilita la canción Yellow Submarine que vamos a escuchar con los huecos que tendrán que ser rellenados con las palabras que faltan, de las cuales se les facilita su descripción fonética. Más tarde, se escucha la canción y se rellenan los huecos con las palabras que faltan. Finalmente, se corrigen las palabras y todos juntos cantamos la canción.

Evaluación de la actividad: se corrige cooperativamente en clase y se evalúa tanto la expresión escrita en la canción como la expresión oral cuando los alumnos explican aspectos socioculturales que están relacionados con The Beatles.

2.2. Actividades Sencillas para Darle la Vuelta a la Clase

Materia o Área: Lengua Inglesa

Nivel: 1º ESO

Actividades:

1. Reading Puzzle: Los alumnos se agruparán en grupos de tres y se les proporcionará un texto escrito desordenado que ellos deberán poner en orden. Más tarde, deberán leer el texto, comprenderlo y explicarlo con sus propias palabras. Finalmente, contestarán a unas preguntas sobre el mismo cooperativamente. 2. Temaxtuit: Los alumnos seleccionarán imágenes relacionadas con el tema que les llaman la atención y serán capaces de describirlas oralmente y explicar por qué les han llamado la atención. Más tardes, tuitearán la foto con un hashtag llamativo que resuma la foto con pocas palabras. 3. Impress y Google Drive: Los alumnos utiklizarán Impress y Google Drive para realizar una presentación oral sobre la banda Oasis, a través de la cual , más tarde, trabajaremos la inteligencia musical con una canción. 4. La rifa: los alumnos se organizarán en grupos de tres y pensarán tres preguntas importantes para ellos sobre el tema. Los diferentes grupos irán pasando para que todos los demás grupos les hagan preguntas. El grupo ganador será el que más respuestas correctas consiga. 5. Ivoox: Los alumnos se grabarán en audio utilizando el teléfono móvil y practicando un diálogo sobre las vacaciones. Después, se escucharán unos a otros y cooperativamente corregirán sus errores. Estos audios serán subidos a Ivoox por los alumnos. 6. Cooperative Blog: Los alumnos escribirán redacciones en Inglés sobre sus vacaciones y las colgarán en el blog de la asignatura al que todos los alumnos del curso tendrán acceso. Dichas redacciones se corregirán cooperativamente (cada alumno a un compañero) siempre bajo supervisión del profesor que les facilitará una rúbrica para la corrección.

4.2. TRABAJO COLABORATIVO

DESCRIPCIÓN DE LA ACTIVIDAD: Creación de una exposición oral (Prezzi o Powerpoint) y corrección de la misma de forma colaborativa.

SECUENCIA DE TRABAJO: En la última sesión de la unidad didáctica, los alumnos van a cumplir con el objetivo de la misma, que es la creación y posterior exposición oral por grupos. Además, un encargado del grupo asignado por el profesor deberá subir el documento al blog de la asignatura y los demás grupos utilizando una rúbrica de evaluación de expresión escrita y oral, evaluarán ambas exposiciones, escrita y oral, siempre bajo supervisión del profesor.

COMPOSICIÓN DEL GRUPO: Los grupos serán heterogéneos, de cuatro personas, dos alumnos con buenos resultados y facilidad para la asignatura y dos alumnos con dificultades para el aprendizaje del idioma. Así pues, los alumnos con buenos resultados podrán proporcionar apoyo a aquellos que tienen dificultades y los alumnos con dificultades para el idioma podrán aportar sus conocimientos a los otros dos alumnos en lo que sean sus fortalezas, por ejemplo la informática o el dominio de blogs, uso de rúbricas de evaluación etcétera.

ROLES ASIGNADOS A CADA MIEMBRO DEL GRUPO:

Presentación oral y escrita Christmas in Spain (Parte 1): Alumno 1

Presentación oral y escrita Christmas in the USA (Parte 2): Alumno 2

Presentación oral y escrita Christmas in Great Britain (Parte 3): Alumno 3

Presentación oral y escrita Christmas in Romania (Parte 4): Alumno 4

Colgar presentación en blog de la asignatura de inglés: por grupos

Corrección de la parte escrita de Christmas in Spain de otro alumno 1 y comentario en el blog: Alumno 1

Corrección de la parte escrita de Christmas in the USA de otro alumno 2 y comentario en blog: Alumno 2

Corrección de la parte escrita de Christmas in Great Britain de otro alumno 3 y comentario en blog: Alumno 3

Corrección de la parte escrita de Christmas in Romania de otro alumno 4 y comentario en blog: Alumno 4

El alumno 1 de cada grupo se encargará de evaluar la presentación oral realizada en clase de otro grupo que se le asignará mediante una rúbrica que le facilitará el profesor y deberá entregar al mismo al final de la exposición.

El profesor evaluará las exposiciones orales de cada grupo y tendrá en cuenta las rúbricas entregadas por los distintos alumnos encargados de evaluar con la rúbrica. TAMAÑO DEL GRUPO: Cada grupo estará compuesto por cuatro personas, dos con buenos resultados y facilidad para el aprendizaje del idioma y dos con dificultades. Así pues, el grupo no es numeroso y los cuatro miembros pueden dar y recibir aprendizaje.

HERRAMIENTAS TIC A UTILIZAR: Proyector, pizarra digital, ordenador portátil, tablet, Internet, blog de la asignatura.

EVALUACIÓN DE LA ACTIVIDAD: La evaluación de la actividad se realizará mediante la utilización

Needs to read more Doing Well Excellent CATEGORY often 2 3 1

de tres tipos de rúbricas:

-Rúbrica para la expresión escrita: un alumno del grupo asignado por el profesor la completará al corregir los trabajos que se colgarán en el blog.

Rate Needs to read Doing Well Excellent more often Student reads text Student reads text Student reads slower either too quickly or with smooth, than normal speech. with uncomfortable conversational, Many pauses. pauses. Many words comfortable rate. It is are sounded out. enjoyable to listen to the story.

Accuracy Needs to read Doing Well Excellent more often Students makes some Student makes zero Student makes errors that do not errors. All miscues are numerous errors or affect meaning . self-corrected. asks for help. Errors Other errors are few. are not self- Some miscues are corrected. self-corrected.

Phrasing Needs to read Doing Well Excellent more often Student reads in 2-3 Student reads longer No evidence of word phrases. phrases smoothly. phrasing. Student The student varies the reads word-by-word length of phrases or sounds out the appropriately for majority of words. impact.

Expression Needs to read Doing Well Excellent more often Student pays Student pays close Student reads with a attention to attention to monotone voice. Little punctuation. Tone of punctuation, including evidence of attention voice is consistent commas. The student to punctuation. throughout text. varies voice or pitch He/She doesn't read to match text. with much expression.

Volume Needs to read Doing Well Excellent more often Volume is appropriate Student adjusts Student reads at an throughout text and volume throughout the partner can hear text for effect. extremely loud or very soft level. The the text being read. Includes both soft and audience is unable to loud depending on the hear most of the text. text. Comments: -

-Rúbrica para la expresión oral: un alumno del grupo asignado por el profesor la completará al observar las exposiciones orales. El profesor tendrá en cuenta dicha rúbrica a la hora de evaluar.

Block 2: Oral Texts Production Rubric A2 LEVEL

Speaker´s Name:

Person in charge of Assessment: CATEGORY 4 3 2 1

Props Student uses Student uses Student uses Student uses no prop that shows prop that shows prop which prop OR the considerable some makes the prop chosen work/creativity work/creativity presentation detracts from and which and which better. the makes the makes the presentation. presentation presentation better. better.

Stays on Topic Stays on topic all Stays on topic Stays on topic It was hard to (100%) of the most (99-90%) of some (89-75%) tell what the time. the time. of the time. topic was.

Content Shows a good Shows a good Shows a good Does not seem understanding of understanding of understanding of to understand the topic. most of the parts of the the topic very topic. topic. well.

Presentation on Overall, the Overall, the Overall, the Overall, the the Whole presentation presentation presentation presentation was excellent. was well done. was average. was poor.

COMMENTS:

- -

-Rúbrica para evaluar trabajos colaborativos: el profesor la completará diariamente mediante la observación del trabajo en grupo y al evaluar el producto del trabajo entregado.

Rubrica de Evaluación del Trabajo Colaborativo

GRUPO Nº:

Criterios de Evaluación 3 2 1

Aprendizajes Previos Siempre relaciona sus Casi siempre relaciona Casi nunca relaciona sus conocimientos sus conocimientos conocimientos previos, previos, construye y previos, construye y construye y reflexiona reflexiona en su reflexiona en su proceso en su proceso de proceso de de aprendizaje. aprendizaje. aprendizaje.

Participación y Entusiasmo Muy activa, aportando Casi siempre Muy Casi nunca activa, rara ideas y observaciones activa, aportando ideas vez aportando ideas y muy interesantes y observaciones muy observaciones muy hasta conseguir el interesantes hasta interesantes hasta objetivo final. conseguir el objetivo conseguir el objetivo final. final.

Responsabilidad Individual Siempre han hecho su Casi siempre han hecho Casi nunca han hecho su parte del trabajo su parte del trabajo parte del trabajo individual asignada, individual asignada, individual asignada, explicando a los explicando a los explicando a los compañeros y compañeros y compañeros y aportando su punto aportando su punto de aportando su punto de de vista. Siempre han vista. Casi siempre han vista. Casi nunca han aportado críticas y aportado críticas y aportado críticas y sugerencias. sugerencias. sugerencias.

Resolución de conflictos En momentos de En momentos de En momentos de desacuerdo, siempre desacuerdo, casi desacuerdo, casi nunca argumentan sus siempre argumentan argumentan sus decisiones y sus decisiones y decisiones y opiniones, opiniones, escuchando opiniones, escuchando escuchando y valorando y valorando las de los y valorando las de los las de los demás y demás y consiguiendo demás y consiguiendo consiguiendo llegar a un llegar a un consenso llegar a un consenso consenso satisfactorio satisfactorio para satisfactorio para todos. para todos. todos.

OBSERVACIONES: