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APPENDIX 1: LEARNING UNIT CRIME AND PUNISHMENT 2nd E.S.O. Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas Silvia Dilla Vidal 2011-2012 1 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés 1. INTRODUCTION………………………………………………………………………………………….........................….2 2. CONTRIBUTION TO THE KEY COMPETENCES………………………………………………….........................2 3. CONTENTS…………………………………………………………………………………………………….........................3 4. OBJECTIVES…………………………………………………………………………………………………..........................4 5. METHODOLOGY…………………………………………………………………………………………………………………….5 6. EVALUATION…………………………………………………………………………………………………………………………6 6.1.PROCEDURES............................................................................................................................6 6.2 CRITERIA...................................................................................................................................6 6.3.SELF-ASSESSMENT....................................................................................................................6 7. LESSON PLANS………………….....……………………………………………………………………............................7 7.1. LESSON PLAN 1........................................................................................................................7 7.2. LESSON PLAN 2 .......................................................................................................................9 7.3. LESSON PLAN 3......................................................................................................................11 7.4. LESSON PLAN 4......................................................................................................................13 7.5. LESSON PLAN 5......................................................................................................................15 7.6. LESSON PLAN 6......................................................................................................................16 7.7. LESSON PLAN 7......................................................................................................................17 7.8. LESSON PLAN 8: Final Test.....................................................................................................19 7.9. ASSESSMENT.........................................................................................................................20 8. LESSON PLAN TEMPLATES...........................................................................................................21 9. CONCLUSIONS.......................................................................................................................27 10. REFERENCES..........................................................................................................................28 11. APPENDIXES..........................................................................................................................29 INDEX 11. 2 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés The secondary school “Ramón Pignatelli” is located in Zaragoza, between three different districts: Valdefierro, Oliver and Casablanca. Thus, students come from very different socio-cultural and economic backgrounds and it is shown in their educational needs. Generally speaking, these needs are related to learning difficulties and demotivation, mainly due to the family’s indifference towards their children education. On the one hand, this learning unit has been designed for 2nd year of ESO, group A, which is made up of 22 students, most of them with very good levels of English. There are only three students with lower levels and other two who do not want to do anything (and they do not do anything indeed) and are just waiting to be 16 and then leave school. That was the main reason why I decided to choose this group: I wanted to raise their curiosity for learning and make them get involved in the activities but without imposing anything. And that was my big challenge. Both of them like drawing and are quite good at it, so I will prepare different activities for them according to their ability. On the other hand, I have entitled this unit “Crime and Punishment” because it is based on the unit 7 from the textbook English Alive 2!, and even though the contents are the same as in the textbook, the activities are original and taken from other sources. It consists of six sessions of 50 minutes each, organised around the practice of the four macro skills. Then, there is one extra session in the computer room and the final evaluation. It has to be noted that the classroom has an Interactive White Board, a projector and a computer with Internet access; therefore, activities in class will be implemented using this advantage. As it is stated in the Aragonese Curriculum, “the teaching of Foreign Languages directly contributes to the development of the linguistic competence, but at the same time, the language, as a vehicle for interpreting and representing reality, also contributes to the development of other key competences.” 1 1 Translated from the Aragonese Curriculum for the teaching of Foreign Languages 1. Introduction 2. Contribution to the key competences 3 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés In this learning unit, the key competences that are going to be dealt with are:  Competence in linguistic communication, of course, because the main aim is to develop students’ ability for using the English language as a vehicle for communication.  Competence in processing information and use of ICTs, when students are asked to look for information on their own, analyse and summarize it and more especially with the use of computers.  Competence in social skills and citizenship, since the topic of the unit will set out different situations in which students will have to think about which social and civic behaviours are the most appropriate.  Cultural and artistic competence, in view of the fact that aspects about British culture and lifestyle are going to be introduced and worked on throughout the unit.  Learning to Learn, in the sense that students are going to be the responsible for building their own knowledge and will have to use the English language as a vehicle for thinking and representing reality.  Sense of autonomy and personal initiative, since students will have to think about the way they are learning, which strategies are the best for each and, consequently, it will involve a decision-making process. Apart from these key competences, the main aim of this learning unit is to make students think about the world and reality as well as to develop a tolerant and respectful attitude towards themselves and the rest of people. The contents that are going to be focused on throughout this learning unit are:  Knowledge of vocabulary related to crimes and police language  Revision of adjectives to describe people and learning of new ones  Use of comparatives and superlatives in context  Differentiation in use between the modals should/shouldn’t, must and mustn’t.  Reading of a text about Banksy  Listening activities related to the topic of the unit  Writing activities and the description of someone 3. Contents 4 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés  Revision of some phonetic symbols through a phonetic quiz  Oral discussions about topics/situations proposed in class  Comparison between the Spanish and the British school system by watching a video on youtube  Searching for information on the Internet to answer very specific questions about the United Kingdom  Participation in oral discussions and lose of worries to speak in English According to the Aragonese Curriculum for the teaching of Foreign Languages, some of the objectives to be achieved during the Second year of ESO are the following ones:  To understand oral messages related to the everyday communication in the classroom  To produce short and comprehensible texts about topics of personal interest  To participate in conversations about the classroom activities and personal experiences  To use comprehension strategies such as getting the general idea of a text using textual and non-textual elements; activating previous knowledge about the topic; guessing meaning from the context, visual elements or by comparing similar structures with L1; using a dictionary and other sources...  To write different type of texts with clearly-defined purposes and recipients, as a response to concrete communicative situations and paying attention to both cohesion and coherence and to planning, writing and revision as well.  To understand and use the most common expressions, chunks and vocabulary related to the topic that is being dealt with and to incorporate contents from other subjects.  To participate in the assessment of the teaching and learning process through self and peer assessment.  To consider errors as part of the learning process and have a good attitude to overcome them.  To take profit of the learning opportunities provided inside and outside the classroom.  To appreciate the language as a vehicle for communication with other people and as a means for accessing information about them through different sources. 4. Objectives 5 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés Taking into account the objectives from the Aragonese Curriculum and the contents proposed for the learning unit, at the end of the unit students will be able to:  Follow a lesson taught in English and use the English language as a vehicle for classroom communication.  Participate in class discussions, mainly orally.  Understand and produce oral messages and to maintain an oral conversation with a classmate about one of the unit topics.  Use the already known vocabulary as well as the new one to describe people, both physically and in terms of personality.  Establish comparisons between people, things...  Differentiate and correctly use the modals should and must.  Develop different strategies to get the general idea of a text and guess meaning from context.  Learn more about the British school system and compare it with the Spanish one, looking for similarities and differences, and establishing value judgements and preferences.  Think about and reflect on everyday situations taking place inside and outside the classroom. The methodology for this learning unit is going to be flexible and will integrate different strategies so as to respond to the different needs within the classroom: - It will be mainly based on the communicative approach, where students will be asked to actively use the language and will be responsible of monitoring their own learning. - It will deal with cooperative work and learning, where the teacher will only act as a facilitator and students will build up their own knowledge. - It will provide immediate and constructive feedback as well as individual attention whenever it is necessary. - It will focus on useful contents so that students will be able to apply their knowledge to practical situations and establish relationships with previous experiences. - It will stress students’ progress rather than contents. - It will use the ICT as a tool for searching, selecting, analysing and exchanging information. 5. Methodology 6 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés - It will create a good atmosphere in the classroom through interaction, team work and collaboration among students. - It will attend to multiple intelligences. - It will pay attention to the assessment of the teaching and learning process so as to modify or change those aspects that do not lead to students’ progress. Assessment will be formative, that is to say, its aim will be to check that the learning objectives are being achieved and which aspects have to be modified or changed so as to improve the teaching and learning process. - Observation in class in speaking activities and oral discussions. - Daily homework - Final test in which grammar and vocabulary will be assessed through listening, reading and writing activities. PROCEDURES IMPORTANCE Daily homework, participation in class, interest, effort… 20 % Speaking activity 30 % Writing composition 20 % Final test (Reading, Listening and Writing) 30 % - Survey in which students will be asked about the teaching process, methodology used, activities, areas of improvement… It will be anonymous and in writing. - EPOSTL - Tutor and mates’ feedback - Teacher’s observation and personal reflection at the end of the process, taking into account the final marks, students’ progress… 6. Evaluation 6.1. Procedures 6.2. Criteria 6.3. Self-Assessment 7 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 1 Cultural note: Brief references to Dostoievsky’s novel Crime and Punishment to set the context - Vocabulary: crime scenes and police language - Competence in linguistic communication - Reading: Banksy - Competence in social skills and citizenship - Oral discussions - Learning to learn and autonomy 1. What does the title of the unit suggest to you? In pairs, write at least ten words that you think can be related to the topic of the unit. (Source: orginial) 2. Match the pictures in A with the corresponding words in B. (Original) Column A Column B SPEEDING SHOPLIFTING ROBBER MURDER PICKPOCKETING SPRAYING GRAFFITI MURDER BULLYING 3. Here you have the definitions of some useful words that are going to appear throughout the unit. Can you match the definitions with their corresponding words from the box? (Source: original) a) Person who sees a crime taking place and calls the police .............................. b) Person injured, killed… as a result of a crime or an accident ………………………… c) Information indicating if a belief or fact is true or valid ………………………… d) System of detecting the speed of a car on the road ………………………… e) The action or crime of stealing ………………………… VICTIM RADAR EVIDENCE THEFT WITNESS 4. In pairs, discuss which of the scenes in exercise 2 do you think are the most serious and the leas tones. Can you think of any kind of punishment for them? Then, share your ideas with the rest of the class. (Source: textbook) 14 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés 4. PHONETIC QUIZ: In groups, you will have to answer some questions about English phonetics. Remember that you must pay attention to other teams’ questions because if they do not know the answer or if it’s not correct, there will rebound to the other team! Positive marks will be distributed according to each team’s scores! Again, don’t worry about the phonetic symbols because you will have the phonetic chart projected on the screen, so have a look to it whenever it’s necessary! (Source: original) To make groups, each student is given a sound. The teacher pronounces several words and the students with the corresponding sounds stand up and form a group, and so on. It is a dynamic way of having mixed groups. PHONETIC QUIZZ CARDS See Appendix for the quiz cards For those two students who are in class but do not do anything, different activities are proposed so that they feel integrated instead of being left at the back of the classroom. ADAPTED WORKSHEET: (Source: Original) 1. Find the adjectives in the template. Do you know their meaning? 2. Draw a picture of someone with any of the characteristics of the previous exercise. 15 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 5 - Feedback - Competence in linguistic communication - Revising contents - Competence in social skills and citizenship - Speaking - Learning to learn - Autonomy and personal initiative 1. REMEMBERING BANKSY: What do you remember about Banksy? 2. SPEAKING ACTIVITY: You are going to be divided in pairs or groups of 3 and the teacher will give you a card with a role you’ll have to play. You will have 10-15 minutes to prepare a dialogue that will have to be performed in front of the class. (Source:original) During the performances you are going to be assessed by the teacher and your mates. Creativity and originality will be positively valued. (See Appendix for the rubric) ROLE PLAY CARD 1 ROLE PLAY CARD 2 STUDENT A: You are Banksy, the world’s most famous graffiti artist. You are a very private person that hardly ever gives interviews. Be prepared to answer the journalist’s questions. STUDENT A: Yesterday you were walking on the street and saw a speeding car knocking a woman down. You call the doctor and the police, who has to interview you. STUDENT B: You are a journalist that has the chance to interview Banksy, the world’s greatest graffiti artist. Prepare some questions for him but remember that he is a very private person that hardly ever gives interviews! STUDENT B: You are policeman/woman who is interviewing the witness of a knocking down. ROLE PLAY CARD 3 STUDENT A: You are a policeman/woman investigating a murder and you have to interview two suspects and discover which one has been the murderer to solve the case. STUDENT B: You are a suspect for having murdered a man but you are innocent. Answer to the police questions and try to prove your innocence. STUDENT C: You have murdered a man and a policeman/woman is interviewing you for it. Answer to the questions trying to seem innocent! 16 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés (Source: original; material: http://www.youtube.com/watch?v=wH_xy3uLbqE) LESSON PLAN 6 - Speaking - Competence in linguistic communication - Listening: Schools in Britain - Cultural and artistic competence - Writing - Learning to learn - Autonomy and personal initiative 1. You are going to watch a video about schools in Britain. Pre-Listening: What do you know about the British school system? In pairs, think of at least ten words or ideas to answer the question. While-Listening: Watch the video and take notes to answer the questions on the right. Post-Listening: What do you think? Are British schools good? Or do you prefer your school? Discuss in groups. 1. What are GCSE exams? 2. When do British students take A-levels? 3. Which subjects are mentioned in the video? Do you know any others? 4. What time does the school finish? 5. What is a state school? 6. Can you find anything similar in your country’s school system? 2. In groups, draw a table comparing both school systems. You may consider timetables, subjects, examinations... BRITISH SCHOOLS SPANISH SCHOOLS HOMEWORK: Individually, write a composition comparing the Spanish and the British school systems, using the information in the table you have previously drawn. Try to be correct and use all the structures studied in class because it is going to be part of your final mark! 17 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 7 - United Kingdom trivial - Competence in linguistic communication - Revision - Cultural and artistic competence - Competence in processing information and use of ICTs. - Learning to learn - Autonomy and personal initiative 1. INTRODUCTORY ACTIVITY: Which is the difference between England, Great Britain and United Kingdom? Locate them in the map. (Source: original) 2. Can you match the flags with their corresponding countries? NORTHERN IRELAND IRELAND ENGLAND SCOTLAND WALES UNITED KINGDOM How is the United Kingdom’s flag called? This lesson plan will be put in practice in the computer room, where there is an available computer for each student. Now, here you have some webpages where you can find some piece of information to answer the following questions. www.everyculture.com en.wikipedia.org/wiki/Geography_of_the_United_Kingdom 18 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés UNITED KINGDOM TRIVIAL Answer the following questions in silence, be the first who finishes and you will get a positive class mark! 1. What is the highest mountain in the United Kingdom? And the lowest point? 2. What is the longest river in England? 3. ... and in the United Kingdom? 4. What is the deepest lake in the United Kingdom? 5. What is the highest mountain in England? STAR QUESTIONS: Who is the actual Queen of the United Kingdom? Which Queen reigned the longest? Can you answer these questions about your country? 19 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 8: Final Test Name: Date: 1. Read the following newspaper article and answer the questions. (10 points) 2. LISTENING: You will hear an audio for each picture. Listen to the audio and write the girls’ names according to the descriptions. Pay attention... they are not in order! (10 points) .................... ....................... ......................... ..................... ........................ (From http://www.elllo.org/yeartwo/march20th/main_hair.htm) 3. Describe your best friend, using the vocabulary and structures seen in class during this unit. (10 points). TOTAL: 40 POINTS Juror’s cough clears throat but jails innocent man A man found not guilty by a jury was jailed by mistake because somebody coughed as the foreman delivered the veredict. Judge Michael Gibbon sentenced Alan Rashid to two years’ imprisonment believing he had been found guilty of making a threat to kill. But the ill-timed cough drowned out the vital word ‘not’, leaving the court and defendant convinced that he had been convicted. Judge Gibbon, 68, told Rashid, ‘The maximum sentence for making a threat to kill is ten years. Taking everything into account, the least sentence I can give you is two years’ imprisonment.’ Mr Rashid, 32, of LLanrumney, Cardiff, was led to the cells at Cardiff Crown Court and the judge discharged the jury. But as Mr Rashid waited for a van to take him to jail, a mystified juror asked a court usher why a man they had exculpated was being imprisoned. Then Mr Rashid was freed. Nicholas Williamson, the court manager, said, ‘It was very bizarre. The jury foreman indicated a guilty verdict and the court proceed to sentence the defendant. One of the jurors was puzzled why he was jailed after being found not guilty, and the judge was informed. Mr Rashid was a very relieved man when the judge explained what had happened.’ Jurors had not spoken up earlier during the hearing because they believed that Mr Rashid had been convicted of other offences. A Look at the highlighted words and guess their meaning from the context. Then, match them to the meanings. ........................ confused ....................... pleased because your worry has disappeared. ....................... made impossible to hear because of a noise B Answer the following questions: Where was Mr Rashid from? Why was he accused? What is the maximum sentence for this crime? How did Mr Rashid feel when the judge told him he was free? (From New English File,Intermediate Plus) 20 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés As it has been explained in section 6, several tools will be used to assess and check students’ progress. Once the activities and the procedures have been explained in further detail, the assessment criteria will be the following: 1. Revised homework, participation in class, interest, effort and progress 20% 2. Speaking activity (See rubric in the Appendix) 30% 3. Written composition about the British school system 20% 4. Final test (reading, listening and writing) 30% The most important thing regarding evaluation is that its aim is to help students progress in their understanding and use of the English language and to bring them opportunities to perform appropriately, not just taking a test at the end of the unit. Participation, interest and effort will be positively taken into account so that students feel more motivated and willing to learn. As it has been already said, the main objective of this learning unit is that students get used to the use of the English language as the vehicle for communication in class and to change their way of thinking about foreign languages. ASSESSMENT 21 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés Teacher Guide: LESSON 1 Learning goals At the end of this lesson students will: - Know a little bit more about universal literature through the title of the unit. - Know new vocabulary about crime scenes - Be able to discuss about what is a civic and non-civic behaviour - Be able to critically discuss and differentiate between what is art and what is vandalism. Materials Needed: - Pencils, pens - Paper - Handout lesson plan 1 - Blackboard Other Resources: Critical input Brief hints about Dovstoievsky’s Crime and Punishment novel to introduce the topic of the unit. Explanation of who is Banksy and why is he known for. - IWB - Computer & Internet www.banksy.co.uk Learning activities 1. Brainstorming to revise already known words and introduce new ones (Whole group, write words in the blackboard). 5’ 2. Vocabulary activities (whole group) 5’ 3. Oral discussion (first in pairs and afterwards with the whole group). 10’ 4. Reading ( in groups, cooperative learning – puzzle) 25’ Pre-Reading (in groups) 5’ While-Reading (puzzle in groups) 15’ Post reading (in groups) 5’ 5. Oral discussion (in groups, critical discussion) 5’ Homework assigned Students are given a photocopy with the whole text and some questions about it to be answered at home. They have been already worked on in class. Verification Whereas students are working in pairs/groups, the teacher goes around the class checking that they are using English and that they are being critical in oral discussions. The teacher will help students whenever it is necessary, but first they will have to ask their mates. The teacher won’t interrupt students when they are speaking to correct them but will give them feedback at the end of their speech or the exercise and the whole class will practice the correct forms, because common errors are repeated once again. They have to be aware that making errors is part of the learning process. Summary The aim of this lesson is to learn new vocabulary but also to develop critical ideas about the world outside the classroom. It will be considered that students have achieved this aim if they are able to give logical and reasoned answers to the questions set out in class. To reinforce vocabulary, a warm-up activity will be carried out in the next session. Additional notes 7. Lesson plan templates 22 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés Teacher Guide: LESSON 2 Learning goals At the end of this lesson students will: - Understand the difference between the comparative and superlative forms of the adjectives. - Know how to form the comparatives and superlatives in English. - Be able to establish comparisons between people, things... Materials Needed: - Pencils, pens - Paper - Handout lesson plan 2 - Blackboard Critical input Revision of word classes Other Resources: - IWB - Computer & Internet www.childrensuniversity. manchester.co.uk Learning activities 1. Warm-up activity to remember the vocabulary learnt in the previous session and check that it is being internalized. 5’ 2. Continue with the previous lesson discussion and revise homework. 10’ 3. Power point presentation from the Internet about the comparatives and superlatives with a final game (whole group). 25’ 4. Compare people (in pairs, orally first and then in written form) 10’ Homework assigned Write a list of adjectives to describe someone, both physically and regarding personality. Verification Teacher will ask students questions about what is being explained to check that they are following it and that they understand it. Errors will be introduced on purpose to see if they can notice and correct them. Summary The aim of this lesson is to learn how to use the comparatives and superlatives in English. Although it seems that students have understood it, a one-minute-paper will be carried out in the next session to see which students have really achieved it and which ones need more attention. Individual feedback will be provided. Although in this lesson grammar is explicitly taught, it is done in a different way from the traditional one. Additional notes A different worksheet is prepared for those two students who do not want to do participate, so that they feel integrated instead of being left at the back of the classroom. 23 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés Teacher Guide: LESSON 3 Learning goals At the end of this lesson students will: - Understand the formation of the comparative and superlative adjectives. - Know new adjectives to describe people. - Be able to follow and understand a conversation in English and talk about it. - Develop their critical sense by discussing on the various situations set out in class. Materials Needed: - Pencils, pens - Paper - Handout lesson plan 3 - Blackboard - One-minute-paper handout Critical input - Differentiate between physical appearance and personality - Explain what a police interview is and what kind of language is used. Other Resources: - IWB - Computer & Internet - Speakers esl.about.com/library/me dia/audio/police.mp3 Learning activities 1. One-minute-paper (individually) 5’ 2. Brainstorming to revise homework and learn new vocabulary (whole group, in the blackboard). 10’ 3. “Who am I? game” (whole group, orally) 10’ 4. Listening 25’ Pre-Listening (in groups) 5’ While-Listening (individually) 10’ Post-Listening (in groups) 10’ Homework assigned Write a description of any famous person attending to his/her physical appearance, personality, what s/he does... but without revealing the name. Verification Teacher will collect the one-minute-papers and correct them, providing students with individual feedback in the next session and revising the contents if they have not been clearly acquired. Whereas students are working in pairs or groups, the teacher will go around the class checking that they are using English and do the activities correctly. Teacher will help students whenever it is necessary but first they will have to ask their mates. Summary The aim of this lesson is to learn new vocabulary but also to use it in context, as well as to reflect on the world outside the classroom. It is supposed that little by little students are developing personal strategies to learn new contents and to monitor that knowledge. Additional notes A different worksheet is prepared for those two students who do not want to do participate, so that they feel integrated instead of being left at the back of the classroom. 30 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 3: LISTENING TRANSCRIPT Inspector: I’m Inspector Brown Oxton, please. Could I speak to the manager, please? Woman: Actually I’m the manageress, my name is Louise Scott. I: Well, Mrs Scott I’d like to ask you a few questions about the robbery. W: Excuse me. We’re all a little bit nervous after what happened. Come into my office. I: Thanks. W: Have a seat. I: Thanks, I prefer to stand. W: Yes, I see. Well, what do you want to ask me? I: First of all, could you tell me what time exactly the robbery took place? W: Yes, it was lunch time. It must have been half past twelve. I: Are you sure about that? W: Yes I just was going to lunch. I: Was the post office closed? W: Closed? Oh no, we stay open at lunchtime I: Right. Could you tell me how many thieves were there? W: Sorry? I: How many robbers came into the post office? W: Two men and a woman. I: Could you describe the woman? W: Well, not very well. She was tall and blond. She was very slim. Very slim, even skinny. I: Do you can notice any particular part of face? W: She was wearing glasses, you know, sunglasses. I: Yes. And the men? W: Sorry, I only saw one of them properly. He was dark, with a beard, he was about 30. I: Nothing else? W: Sorry, I can’t remember anything. I: How much did they take? W: I’ve got the exact sum written down somewhere. Yes, here it is. Five hundred and 14 pounds. I: Exactly? W: Yes. They didn’t take small change obviously. I: How did they escape? On foot? By car? W: Well actually they got away by bike. I: You are joking. W: No, seriously! I: Well, I’d like to speak to your colleagues. Maybe one of them saw… 31 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 4: PHONETIC QUIZ CARDS Which of the English vowels is known as the “weak vowel”? Can you think of at least five words containing / ð /? How do you pronounce “first”? a) /e / b) / ɜː / c) / ə / Can you think of at least three words containing / ʧ /? Which of the following vowel sounds corresponds to the Spanish /a /? a) /ʌ / b) / æ / c) / ɑ: / How many vowel sounds are there in English? How do you pronounce the word “since”? a) / aɪ / b) / ɪ / c) / eɪ/ Which is the vowel in “car”? a) /ʌ/ b) /æ/ c) /ɑ:/ Which is the vowel for “ship”? a) /ɪ/ b) /іː/ c) /ɒ/ Do “meat” and “meet” share the same vowel sound? a) Yes b) No Which vowel sound corresponds to the word “meat”? a) /ɪ/ b) /eɪ/ c) /i:/ Are /b/ and /v/ pronounced in the same way? a) Yes b) No Which of the following words contains /ʊ/? a) God b) Good c) Gum Which is the difference between a “voiced” and a “voiceless” consonant? Which of the following words contains the sound /ʃ/? a) Should b) Must c) Will Which is the common sound in the words “think”, “thief” and “theft”? a) /tʃ/ b) /ʃ/ c) /θ/ How would you pronounce the word “character”? a) /ʧ/ b) /k/ c) /ʃ/ Can you think of at least four words containing /θ/? 32 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 5: RUBRIC FOR ASSESSING SPEAKING Speaking Activity Student’s name: .................................................................... CATEGORY 4 3 2 1 Intonation All sentences were said with the appropriate intonation. Most sentences were said with the appropriate intonation. Most sentences were not said with the appropriate intonation. All sentences were said with an inappropriate intonation. Vocabulary and Grammar All the vocabulary and verb tenses used in the role play were clear, accurate and thorough. Most vocabulary and verb tenses used in the role play were clear, accurate and thorough. Most vocabulary and verb tenses used in the role play were clear and accurate, but was not usually thorough. Most vocabulary and verb tenses used in the role play had several inaccuracies OR was usually not clear. Pragmatic features Student consistently used gestures, eye contact, tone of voice in an appropriate way. Student usually used gestures, eye contact, tone of voice in an appropriate way. Student sometimes used gestures, eye contact, tone of voice in an appropriate way. Student did not used gestures, eye contact, tone of voice in an appropriate way. Pronunciation and Communication All words were pronounced in an appropriate and understandable way. Communication was easy to be carried on. Most words were pronounced in an appropriate and understandable way. Communication was easy to be carried on. A lot of words were only understandable due to the context and communication was hard to be carried on. Most words were not understood and communication was impossible to be carried on. Creativity Students are very creative and imaginative, showing new and interesting point of views in the dialogue. Students are quite creative and imaginative, showing some new points of view in the dialogue. Students are not very imaginative, but there is any kind of interesting idea. Students are not creative but just answer the given questions. 33 Learning Unit: Crime and Punishment Diseño, Organización y Desarrollo de Actividades para el Aprendizaje del Inglés LESSON PLAN 6: VIDEO’S TRANSCRIPT SCHOOLS IN BRITAIN (Video from youtube) Do you go to school on Saturdays? Do you wear a uniform? Do you like school? In this program you’ll learn about British schools and British students. Most children start primary school at the age of 5. Then at 11 they go to secondary school. All children stay at secondary school to the age of 16 and at 16 in England they take GCSE, that is, the General Certificate of Secondary Education. After these exams, about 30% of students leave school; the others study three subjects for two more years and then take the A levels or “Advanced examinations”. About 20% of 18 years old go to university. They usually leave home and go to another city or town. Another 20% go on to other kinds of education and training. This is the John Mason School in Abingdon, near Oxford. Students go to school from Monday to Friday and school starts at 9 o’clock. Most schools are mixed: they are for boys and girls; and at most secondary schools students wear a uniform. This is the first class of the day: it’s Maths. On average, there are about 22 students in a secondary school class and about twenty seven are in a primary school class. British students have a wide choice of subjects: this is an art class. Here’s a Food Technology where students learn about food and cooking. This is a Design and Technology class, science of course, and foreign languages. Many British school children only learn a foreign language from the age of eleven. Most students study French. Other popular languages are Spanish and Italian. They also study other subjects like Information Technology, history, geography, English Literature and Religion. Students have lessons in the morning and then a break of an hour for lunch. Some go home for lunch, some bring sandwiches with them and some eat here, in the school canteen. There are classes in the afternoon and the school finishes at four o’clock. After school some students do other activities like sport. Football’s very popular, but so are other games like netball, rugby and badminton. And some students learn music. 92% of British schools are state schools. That means they’re free: the government paysnot the parents. 8% of schools are independent: the parents of these students pay for their education. Some of these independent schools are boarding schools: the students don’t live at home during the term-time, they live at school. And some of these schools have very traditional uniforms. What do British students really think about their schools? I think school’s great, I like school most of the time, I really like History and art, I don’t like Geography, I love art and drama, I don’t like French, homework’s OK, I don’t like homework, I really hate homework, school food’s alright sometimes, I love school food. Well, what do you think? Are British schools good or do you prefer your school? Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P., y Enseñanzas de Idiomas, Artísticas y Deportivas. APPENDIX 2: RESEARCH PROJECT Research Project: To what extent does CLIL contribute to the acquisition of subject knowledge? 68589 – Evaluación e Investigación Docente e Innovación Educativa en Inglés SILVIA DILLA VIDAL LAURA GARCÍA GRACIA Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas. Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 2 INDEX TO WHAT EXTENT DOES CLIL CONTRIBUTE TO THE ACQUISITION OF SUBJECT KNOWLEDGE? 3 Abstract 3 KEY WORDS 3 SETTING THE CONTEXT 4 REVIEW OF LITERATURE 5 METHODS 7 Participants 7 Data collection 7 Program History 8 Data analysis 9 CONCLUSIONS 15 REFERENCES 16 APPENDIX 1: Examples of writing exercises 17 APPENDIX 2: Examples of questionnaires to the students 21 Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 3 Learning to learn: To what extent does CLIL contribute to the acquisition of subject knowledge? Abstract Content and Language Integrated Learning (CLIL) is becoming more and more popular in Spain in the recent years, especially because of the increasing number of bilingual schools. However, “bilingualism” and “CLIL” are two different terms that sometimes get mixed and confused. This paper describes an action research project aimed at check how subject content is acquired through a foreign language, as well as what kind of strategies do the students use to understand and internalize those contents. It has been carried out with two groups of students learning the subject matter of Biology, one of them being taught in English and the other in Spanish. Throughout this paper the term CLIL is going to be used to refer to the experience in the classroom, even if it is not properly a CLIL classroom. The remarkable aspect of this research is that it shows both the expected positive features of being taught in a foreign language and the difficulties that it entails (for the students and the teacher as well), taking into account that it is set up in an unofficial context. Key Words: accuracy, bilingualism, fluency, foreign language, L1, L2. Accuracy: The ability to use language in accordance with accepted forms. It contrasts generally with “fluency”. Bilingualism: Using two languages in some proportion in order to facilitate learning by students who have a native proficiency in one language and are acquiring proficiency in the other. Fluency: The ability to speak or write a language spontaneously, appropriately, and with adequate speed. Nowadays, it is often contrasted to “accuracy”. Foreign Language (FL): Term usually applied only to languages spoken outside the boundaries of the country in which one lives, or, more crucially, to languages learnt only for communication with those living outside one’s community and not used for everyday communication with one’s own community. L1 (First language): Language in which an individual is most proficient. May not be the first language learned. It is also known as dominant language, mother tongue or native language. Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 4 L2 (Second language): A language which is not the mother tongue of its speakers, but which is a language of the country in which they live and which they use regularly in day-to-day business within their country. It can be a confusing term, because some use it in the sense of “foreign language”. “Function and form, action and knowledge are mutually dependent. Action without knowledge is blind, vacuous. Knowledge without action is sterile. Finding the correct balance is the key to successful learning and teaching.” John Trim, Language Teaching: Does a new century call for a new agenda? EYL Dissemination Conference, Rotterdam November 2001 SETTING THE CONTEXT This research project has been carried out in the secondary school “Ramon Pignatelli” in Zaragoza (Spain), with two groups of learners –3rd year ESO– studying Biology in English. This secondary school “Ramon Pignatelli” offers a kind of “Teaching and Learning a Subject in English” program, which survives from an official program from the British Council, but which is gradually disappearing. Therefore, it is neither a bilingual program nor an example of CLIL proper, although it shares some characteristics and aspects with that one. The reason why we chose this topic for research was that we wanted to take advantage of that opportunity to show the benefits of being taught in a language different from L1. Nevertheless, once we were inside the classrooms we realized that as an unofficial program, the textbook was in Spanish and that although the teacher explained in English and provided students with handouts and theory in English, they still had the corresponding notes in Spanish and then, there was not immersion at all. Therefore, due to the circumstances we found there, we had to modify some of our first ideas and reorientate our research project towards a more learnercentered one, so as to take into account and analyse how the contents are Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 11 Figure 1: Results on the questionnaires to the students 1. Do you do your exams in English or in Spanish? 2. Do you find it difficult to follow the teacher when she explains in English? 3. What do you think is more difficult: the language or the contents? This graphic shows that the needs and weaknesses vary from one class to the other. 0 5 10 15 20 English Spanish It depends Group A Group B 0 5 10 15 20 Yes No Sometimes Group A Group B 0 2 4 6 8 10 12 14 16 18 20 Language Content Group A Group B Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 12 4. Which are the big difficulties you have when studying this subject? *The girl who answered that the biggest difficulty was to follow Spanish language was a newcomer from Ghana who speaks English very well but no Spanish at all. 5. Which strategies do you use to study this subject? 0 2 4 6 8 10 12 14 16 18 It needs more time of study New words Use of english Exams Spanish language* No answer Nothing Group A Group B 0 2 4 6 8 10 12 Memorize in English Memorize in Spanish and translate to English Outlines and summaries in English Study in Spanish No study at all No particular strategies No answer Group A Group B Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 13 6. If the contents are internalized in English, do you feel capable of explaining them in Spanish? 7. What do you think about this program? 0 5 10 15 20 25 Yes No Sometimes Group A Group B 0 5 10 15 20 25 I do not care It's positive for me I would prefer it in Spanish I need to learn English Group A Group B Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 14 Finally, at the end of our teaching placement, once we had observed the class dynamics several times and after the questionnaires had been filled and analyzed, we collected some written exercises. As the unit was on nutrition and the Mediterranean diet, they had to describe their usual diet and justify if it fit with the Mediterranean standards seen in class. After the interviews with both the teacher and learners, and the observation of their performance in class, the expectations were not very high. Paradoxically, the obtained results differed substantially from the expected ones. Most of them were intelligible and precise regarding content though with some language inaccuracies. However, such inaccuracies had to do with misuse of prepositions and tenses but did not affect general meaning. Figure 2 shows that students really understand the contents because they are able to explain them, and that they have more troubles with the use of English. As they had to draw a table with their normal diet and justify why they considered that was part of the Mediterranean diet, some of them just limited to draw the table and outline the main points using key words (low levels of fluency). By contrast, some others gave very detailed and information and were more fluent using English without paying attention to making mistakes. It can be also seen, anyway, that levels of accuracy are not that bad. The most important thing for us is that all of them did the exercise in English, even those who used to do everything in Spanish. Figure 2: Results on the writing exercise CONTENTS: If the answers cover the contents dealt with in class LANGUAGE FLUENCY: If students are able to convey meaning using language strategies and resources LANGUAGE ACCURACY: If students are able to use language structures and vocabulary correctly. 0 5 10 15 20 25 30 Contents Language Fluency Language Accuracy Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 15 CONCLUSIONS After three weeks of observation, interviews and analysis we can conclude that the obtained results are not that bad as we expected but not that good as we had liked. On the one hand, it is true that the program does not work as it should and that students do not make the best of it. However, it must be kept in mind that the program is unofficial and as such students are not forced to apply for it but they still do it. Therefore, our conclusions are that students do not feel motivated with this kind of teaching because they are not used to use the English language as a means for communication. We were working with both groups in the English lessons, too and the methodology used there was still too traditional and grammar-based, leaving little room for real communication opportunities. For this reason, we consider that the content and the language teacher should collaborate and work together so as to provide students with the necessary communication strategies and make the most of the situation. On the other hand, it is a shame that this program will disappear next year because despite all its weaknesses it is positive for students and very helpful to acquire the foreign language, since it provides more time of exposure to the language. Besides, it is a great opportunity for students to learn the language in real context, for concrete purposes and make associations between language and other things apart from language itself. Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 16 REFERENCES BEATENS, H. (2001): The Significance of CLIL/EMILE in MARSH, D: CLIL/EMILE: The European Dimension. Actions, Trends and Foresight Potential. (24-26). Finland: UniCOM BRUMFIT, C.J. & ROBERTS, J.T. (1983): A Short Introduction to Language and Language Teaching: with a Comprehensive Glossary of Terms. (177- 213) London: Batsford Academic and Educational COYLE, D. (1999): Supporting Students in Content and Language Integrated Learning Contexts: Planning for Effective Classrooms in MASIH, J (Ed): Learning Through a Foreign Language: Models, Methods and Outcomes (46-62). London: CILT COYLE, D (2001): Relevance of CLIL to the European Commission’s Language Learning Objectives in MARSH, D.: CLIL/EMILE: The European Dimension. Actions, Trends and Foresight Potential. (27-29). Finland: UniCOM DALTON-PUFFER, C. (2007): Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins. GAJO, L. & SERRA, C. (2002): Education and Society in Plurilingual Context. Brussels: VUP Press “Mixing Qualitative and Quantitative Methods: Triangulation in Action” Todd, D. Jick. Administrative Science Quarterly, vol. 24-4, Qualitative Methodology (Dec, 1979). Pp 602-611 MUÑOZ, C. (2001): Relevance and Potential of CLIL in MARSH, D.: CLIL/EMILE: The European Dimension. Actions, Trends and Foresight Potential. (35-37). Finland: UniCOM Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 17 APPENDIX 1: Examples of writing exercises Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 18 Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 19 Research Project: Evaluación e Innovación Docente e Investigación Educativa en Inglés Spring 2012 Máster Universitario en Formación de Profesorado de E.S.O., Bachillerato, F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas 20 APPENDIX 2: Examples of questionnaires to the students APPENDIX: Materials to be used 1. AURAL DISCRIMINATION You are going to listen how these compound nouns are pronounced. Complete the following table, paying attention to their stress pattern. STRESS PATTERNS TEMPLATE O o o O O o o o o O Scrambled egg Clingfilm Frying pan Teaspoon Baking tray Pork chop Serving dish Fast food Corkscrew Microwave Freezer bag Fried egg Tablespoon Cupboard Dishwasher Saucepan Orange juice Boiled egg 2. CONTROLLED PRACTICE: PORK CHOPS WITH EGG AND CHIPS: Ingredients (4 serves): 3 tablespoons oil 2/3 potatoes, peeled and cut into chips 1 teaspoon salt 1 teaspoon oregano 4 pork chops 4 eggs First of all, you must preheat the oven to 180C and place a baking tray in the oven to heat up. Secondly, you have to heat the two tablespoons of oil in a frying pan to cook the chips, adding a teaspoon of salt. Once coloured, you should take chips out of the frying pan and divide them between 4 sheets of baking paper. Sprinkle with a little oregano. Third, fry the pork chops in the same frying pan. Finally, put each pork chop on the chips, wrap it with the baking paper and put the four parcels on the hot baking tray. Cook them for 12 minutes. While it is in the oven, you can fry the eggs. Remember they have to be fried eggs, not boiled or scrambled eggs! To serve, open the parcels and put a fried egg on top of each. 3. GUIDED PRACTICE: Student A: FATHER/MOTHER You are getting home from work and you decide to stop and buy some things at the supermarket. Since you don’t remember what there is and there isn’t at home, you call home and ask your son or daughter. Remember, you will have to ask: Is/are there any… ? Student B: SON/DAUGHTER You are at home and your father or mother phones home and says she forgot the shopping list at home. She makes you check if there is certain food at home. Have a look in the fridge and cupboards and answer to his/her questions. Try to persuade him or her to buy some fast food! Remember, you will have to answer using there is/are and some/any. 4. COMMUNICATIVE PRACTICE: ROLE PLAY CARDS (Example) Student A You are eating dinner with your couple in a prestigious restaurant and your food has been overcooked. You have to make a complaint. Student B You are the waiter / chef in a prestigious restaurant and a customer makes a complaint because his/her food has been overcooked. Remember you will have to use the vocabulary and expressions we studied in the previous lesson (about formal language and making complaints) and integrate the new one, paying attention to the stress in compound nouns. 5. ONE-MINUTE-PAPER: Briefly answer the following questions: - What have you learnt today? - Have you enjoyed the lesson? - Which aspects would you modify / change? - Do you think that the instructions have been clearly given and contents well explained? - Which is the most common stress pattern in English compound nouns? 6. RUBRIC FOR THE COMMUNICATIVE ACTIVITY: Communicative Activity Teachers Name: Reyes Blecua and Silvia Dilla Student Name: ________________________________________ CATEGORY 4 3 2 1 Intonation All sentences were said with the appropriate intonation. Most sentences were said with the appropriate intonation. Most sentences were not said with the appropriate intonation. All sentences were said with an inappropriate intonation. Vocabulary and Grammar All the vocabulary and verb tenses used in the role play was clear, accurate and thorough. Most vocabulary and verb tenses used in the role play was clear, accurate and thorough. Most vocabulary and verb tenses used in the role play was clear and accurate, but was not usually thorough. Most vocabulary and verb tenses used in the role play had several inaccuracies OR was usually not clear. Pragmatic features Student consistently used gestures, eye contact, tone of voice in an appropriate way. Student usually used gestures, eye contact, tone of voice in an appropriate way. Student sometimes used gestures, eye contact, tone of voice in an appropriate way. Student did not used gestures, eye contact, tone of voice in an appropriate way. Stress of compound nouns All compound nouns were correctly stressed and used properly. Most compound nouns were correctly stressed and used properly. Most compound nouns were used properly but not correctly stressed. Compound nouns were not well used or not correctly stressed. Pronunciation and Communication All words were pronounced in an appropriate and understandable way. Communication was easy to be carried on. Most words were pronounced in an appropriate and understandable way. Communication was easy to be carried on. A lot of words were only understandable due to the context and communication was hard to be carried on. Most words were not understood and communication was impossible to be carried on.