LANGUAGE LANGUAGE 3RD POLIMODAL3RD POLIMODAL

ALEALE

ACTIVITYACTIVITY IG English as a FIRST LANGUAGE IG English as a FIRST LANGUAGE

PAPER 3PAPER 3

•The children read a text (letter, article, notes, leaflets, ads) and must produce another text ( any of the above mentioned or a dialogue/ diary entry) with the info from the text given.

Own words

Right tone

Formal, semi formal, informal

INTELLIGENCESLógico matemática

Lingüística

COMPETENCES

Saber conocer analizar – seleccionar

Saber hacer decidir crear

Saber ser persona empatizar

STRATEGIESSimulation

LiteratureLiterature

3rd Pol 3rd Pol

Federico’s Federico’s

LITERATURE: Activity development.

LITERATUREThe main competence to develop, in general, is independent and critical thought. (included in “Saber ser persona”)

Activities are often based in reading a text (poem, short story, song) so that students use it as a starting point to build knowledge and reflect from their own point of view (rather than the teacher’s).

ACTIVITY & Outcome•For this activity I wanted to explore this competence from the perspective of the problem-solving strategy.A poem’s meaning can be seen as a problem or dilemma that can be solved by means of reflection, with the particularity that there is never ONE solution or THE solution..

•After reading and discussing “If” by Rudyard Kipling and the concept of stoicism, I asked the students to work in pairs during class time. They had to write a poem following the same structure as the original but with the opposite meaning, whatever this might be for them.

•The outcome was that, each one with his/her own resources, wrote a poem stressing the importance of showing their feelings and living each moment at maximum.

3rd POLIMODALMoira

Short Story: “The open window” by Saki

After reading the story, the students were asked to create

a comic strip about the story.

•Lógico Matemática.•Lingüística.

•Intrapersonal.•Interpersomal

•Problem solving•Cooperative Learning.

•Saber conocer (Analizar, crear, resolver)•Saber hacer (comunicarse, decidir, aplicar)•Saber trabajar juntos (trabajo en equipo)•Saber ser personas (Respetarse y repetar

a los otros)

CAREER CHOICECAREER CHOICE Oral Presentation + Leaflet (FCE) Oral Presentation + Leaflet (FCE) Report (CAE)Report (CAE)

Aim:Aim: Get students interested in and informed about different Get students interested in and informed about different courses of study.courses of study.Stages: Stages: We discussed different courses of study in the public and private We discussed different courses of study in the public and private sector.sector.Students were assigned to investigate about the course of study Students were assigned to investigate about the course of study they were interested in: where to study, graduate’s profile, they were interested in: where to study, graduate’s profile, working field…working field…They had to give an oral presentation accompanied by a PPT and They had to give an oral presentation accompanied by a PPT and write either a leaflet or a report. write either a leaflet or a report.

Strategies:Strategies: Research and Project Work, Research and Project Work, Collaborative, Role-playing. Collaborative, Role-playing.

Intelligences:Intelligences: Intra/Interpersonal Intra/Interpersonal

Verbal-LinguisticVerbal-Linguistic

Bodily-KinestheticBodily-Kinesthetic

Competencias:Competencias: Saber ser y vivir juntos Saber ser y vivir juntos

Saber conocer y hacerSaber conocer y hacer

3rd Pol A – LANGUAGE3rd Pol A – LANGUAGEPaula Paula

Type of activityType of activity: FCE Use of English: FCE Use of English

FormatFormat: E-learning: E-learning

Students were asked to log in to an online survey and answer Students were asked to log in to an online survey and answer familiar FCE Use of English exercises.familiar FCE Use of English exercises.

AimAim: to provide a new approach to FCE Use of English.: to provide a new approach to FCE Use of English.

RestrictionsRestrictions: Each student could only log in once and complete : Each student could only log in once and complete the survey in one sitting. the survey in one sitting.

CompetencesCompetences: saber conocer/saber hacer.: saber conocer/saber hacer.

IntelligencesIntelligences: linguistic / visual / logical / intrapersonal.: linguistic / visual / logical / intrapersonal.

ConclusionsConclusions: students are not always as technologically oriented : students are not always as technologically oriented as we picture them to be. as we picture them to be.

3rd Pol B - LITERATURE3rd Pol B - LITERATURE

1)1)Type of activityType of activity: warm up for reading + blocked writing. : warm up for reading + blocked writing. FormatFormat: writing activity in class: writing activity in classStudents were asked to write a short story in pairs, but they had to follow Students were asked to write a short story in pairs, but they had to follow

instructions such as:instructions such as:- 3 characters max.3 characters max.- You must include the word “photosynthesis” in your story.You must include the word “photosynthesis” in your story.- You must end your story with the following phrase: “and miles to go before I You must end your story with the following phrase: “and miles to go before I

sleep”. sleep”. - AimAim: to provide the students with a chance of coming up with a new “world” : to provide the students with a chance of coming up with a new “world”

before reading what a classic writer had done with the same information.before reading what a classic writer had done with the same information.- CompetencesCompetences: saber conocer/saber hacer/ saber ser/saber vivir juntos.: saber conocer/saber hacer/ saber ser/saber vivir juntos.- IntelligencesIntelligences: linguistic / visual / intrapersonal / interpersonal. : linguistic / visual / intrapersonal / interpersonal. - ConclusionsConclusions: students are capable of very creative productions when working : students are capable of very creative productions when working

within clear limitations and are also very capable of working in a collaborative within clear limitations and are also very capable of working in a collaborative way.way.

2)2)Type of activityType of activity: Translation of a poem – “Warning” by Jenny Joseph: Translation of a poem – “Warning” by Jenny JosephFormatFormat: translation in class. Teacher as facilitator.: translation in class. Teacher as facilitator.

Students were asked to translate a very short poem (17 lines) and they had to Students were asked to translate a very short poem (17 lines) and they had to follow these rules:follow these rules:

- Exact structure as the original: same amount of lines, same breaks, Exact structure as the original: same amount of lines, same breaks, punctuations marks.punctuations marks.

- They needn’t follow the rhyme.They needn’t follow the rhyme.- They had to respect tone and register. They had to respect tone and register.

AimAim: to get students to reflect on how much English they actually know as : to get students to reflect on how much English they actually know as opposed to how many mistakes they usually make.opposed to how many mistakes they usually make.

CompetencesCompetences: saber conocer/saber hacer/ saber ser.: saber conocer/saber hacer/ saber ser.

IntelligencesIntelligences: linguistic / visual / intrapersonal / musical. : linguistic / visual / intrapersonal / musical.

ConclusionsConclusions: students are capable of highly demanding work when put to the test. : students are capable of highly demanding work when put to the test. They are also capable of having an insight into their own knowledge. They are also capable of having an insight into their own knowledge.

3rd Pol B - LITERATURE3rd Pol B - LITERATURE

3rd Pol 3rd Pol

Adriana’s / Language Adriana’s / Language