POTENTIAL TEACHING UNIT (Task-based learning) :pencil2:, Mónica Cuevas…
POTENTIAL TEACHING UNIT (Task-based learning)
1. FORMAL ASPECTS
Number of hours: 9 hours
Implementation week: 1st to 3rd week of March
NESE students: 1 dyslexia. Activities will be adapted together with the SIEI teacher. Help will be provided by the SIEI teacher when it comes to difficult activities.
School digital tools: microphone, digital board, projector and laptops.
Other aspects: due to COVID-19 we will use the traditional sitting arrangement (i.e. individual tables). If we leaved in a COVID free situation, they would be in pair pods (sitting in pairs). It is important to say that all the activities have been adapted to the pandemic situation we have.
2. TOPIC. ANIMAL ABUSE
It is content-rich as students will have to use a great range of vocabulary from different areas
It will offer them opportunities for language development as they will have to discuss and interact to reach an agreement
It is interesting and engaging as it will provide students with new insights about animal cruelty
It is connected to the real-life as animal abuse is a current issue
It is related to the United Nations Sustainable Development Goals for 2030 (goal 15: Life on Land)
It is authentic, realistic and challenging
It requires research, investigation and reflection
It is linked to the real world
It fosters students' creativity and imagination
It encourages all students to participate
It leads to more questions
5. CURRICULUM COMPETENCES PRIORITISED
FOREIGN LANGUAGE COMPETENCES
Obtaining information and interpreting oral texts of everyday life, social media and academic field.
Planning and producing different types of oral texts adapted to the communicative situation.
Using oral interactional strategies according to the communicative situation to start, maintain and finish the discourse.
Applying comprehension strategies to obtain
information and interpret the content of written texts related to everyday life, social media and academic field.
Selecting and using consulting tools to understand texts and acquire knowledge .
Planning written text types by using the elements of the communicative situation.
Producing different written text types and formats by applying writing strategies.
Revising the text to improve it according to the communicative purpose with the help of support.
COMPETENCIES FROM OTHER AREAS OR SUBJECTS
Culture and values field
Acting in an autonomous way when taking decisions and being responsible for our own actions.
Analysing critically the environment (natural, scientific-technologic, social, politic, cultural) from an ethical perspective, individually and collectively.
Doing participative and collaborative activities which promote democratic and commitmment attitudes.
Personal and social field
Participating in the school, class and environment in a reflexive and responsible way.
Creating a personal opinion on the relevant social issues in order to develop critical thinking.
Using text editing, multimedia presentations and spreadsheet applications to produce digital documents.
. Seeking, checking and choosing appropriate digital information for the task being performed, considering different sources and digital media.
Engaging in group activities using virtual collaborative work tools and environments.
Summaries of pieces of news and videos
Create a debate on animal cruelty (e.g. cosmetics tested on animals, circuses, zoos, traditions, etc.) :speaking_head_in_silhouette: :silhouettes:
Write a for and against essay on circuses (in class) :writing_hand::skin-tone-2:
Final: oral presentation on a topic related to animal cruelty students choose :video_camera:
Discourse genres and text types
Descriptive texts (articles)
Argumentative texts (for and against essay, notes for a debate, speeches )
neglection, abuse, cruelty, ban, animal-friendly, harm, endangered species, make profit, poaching, trafficking etc.
General academic language
Vocabulary needed to do an argumentative essay such as
No contractions (e.g. use
on the one hand, on the other hand, however, therefore
Grammar forms / patterns
Modals of prediction and possibility:
This animal might have been tortured
this elephant must be used to give tours to tourists
Cosmetics that use animals for testing should be banned
If cosmetics weren't tested on animals, more animals would be alive
Language items needed to carry out the tasks
click here, scroll down, how do we start the oral presentation?, should I go first?, do you agree on this?, this goes here and that goes there, etc.
To take turns:
it's your turn, shall I continue?, let me finish
To express opinion
I agree; I don't agree; in my view, what's your take on this?
To show respect:
please, thank you, no problem, your welcome
To express ideas:
let's see, I have an idea, I don't think it's a good idea, good point!
Language activities to be practiced
Reading tasks (pieces of news)
Oral comprehension (videos)
Click here: animal abuse
Click here: animal testing for cosmetics
Vocabulary games (scaffolding)
Writing tasks (for and against essay and summaries)
Extracting the main ideas from a piece of news
: animal abuse, animal testing for cosmetics, circuses/zoos animal cruelty, wildlife tourism, human education, poaching and trafficking of protected species
Related to other areas
Personal / Social competences
Use of technological tools (e.g. Prezi, Jamboard, Kahoot!, Google Drive)
7.3 Prepare an oral presentation on a topic related to animal cruelty to improve the strategies to speak in front of the class.
7.2 Write an argumentative text explaining the reasons why animals should not be neglected and provide examples. Put into practice some of the terminology, grammar patterns and academic language used through the lessons (a guide will be provided).
7.1 Be able to look for information related to animal cruelty using a variety of materials (e.g. articles, webpages, videos, etc.) and discuss/share it with the rest of the class to foster interaction and improve their discoursive skills.
How can we put an end to animal abuse?
Students are requested to use 21st- Century Skills as social and cultural awareness is a must in the topic. Moreover, deep research is needed (IT) to defend their ideas in debates (critical- thinking and communication).
Mónica Cuevas & Silvia López de Torre
Active participation in class (including little activities done in class) (20%)
For and against essay (20%)
Debate (clarity, quality of the arguments given, grammar, fluency, etc) (25%)
Oral presentation (30%)
This unit represents the 35% of the total mark of the subject for the second term.