Logbook
An Amazing Journey II
Coordinación y Selección de contenidos:
ESTHER LÓPEZ PADILLA Asesor de Ciencias de la Naturaleza:
RAFAEL ANTONIO LÓPEZ SERRANO Asesoras de Ciencias Sociales:
MARÍA ÁNGELES ÁLVAREZ ARIAS DE SAAVEDRA LUCÍA BARAHONA MUÑOZ Asesores de Música:
RAFAEL FUNES ARJONA JESÚS MARÍA RÍOS BONNIN Asesor de Tecnología:
JOSÉ VÍCTOR TORRELLAS CASTILLO Asesora de Plástica:
SARA MOYANO REINA Asesores de Matemáticas:
ANDRÉS BRUNO CHICA MARÍA JOSÉ IGLESIAS MOYA RAFAEL UREÑA LLINARES Asesores de Inglés y Traducción:
ESTHER LÓPEZ PADILLA CARLOS JOAQUÍN LUCENA DELGADO MAITE ZAFRA BARRIO Asesora de Lengua Española y Literatura:
LOLA GARCÍA ESCABIAS Diseño, Maquetación e Ilustraciones:
JOSÉ VÍCTOR TORRELLAS CASTILLO
INDEX Some clues to read the Curriculum ...............................................................................................................4 Topic 3: “Equality" ......................................................................................................................................6 Specific part: contents, objectives and glossary of the different subjects ........................................8 Science unit: “The human body”.......................................................................................................9 Geography and History unit: “Woman in the middle ages”.............................................................12 Music unit: “Harmony in the world” .................................................................................................15 Technology unit: “All of us can use tools”.......................................................................................18 Art unit: “Men and women’s works” ................................................................................................21 Mathematics unit: “Equations” ........................................................................................................24 English unit: “Friends”.....................................................................................................................27 Language & literature unit: “Narration, description and dialogue.” .................................................29 Common part: key competences, methodology, evaluation and attention to mix-ability................30 Summary Topic 3............................................................................................................................34 Topic 4: “Diversity” ...................................................................................................................................37 Specific part: contents, objectives and glossary of the different subjects ......................................39 Science unit: “Biodiversity” .............................................................................................................40 Geography and History unit: “A varied society” ..............................................................................43 Music unit: “The symphony orchestra” ...........................................................................................46 Technology unit: “Diversity in the technological field”.....................................................................49 Art unit: “Different elements of visual language”.............................................................................52 Mathematics unit: “Geometric shapes”...........................................................................................55 English unit: “Music” .......................................................................................................................58 Language & literature unit: “The literary genre. Indirect object and circumstantial complement” ..60 Common part: key competences, methodology, evaluation and attention to mix-ability................62 Summary Topic 4............................................................................................................................66
Page 3
Some clues to read the curriculum
SCIENCE Green is the colour that shows Science units and the tree is the symbol of the mentioned subject.
GEOGRAPHY AND HISTORY Blue is the colour that shows Geography and History units and the earth is the symbol of the mentioned subject.
MUSIC Brown is the colour that shows Music units and the musical note is the symbol of the mentioned subject.
TECHNOLOGY Orange
is
the
colour
that
shows
Technology units and the spanner is the symbol of the mentioned subject.
Page 4
Some clues to read the curriculum
ART Purple is the colour that shows Art units and the paintbrush is the symbol of the mentioned subject.
MATHEMATICS Yellow
is
the
colour
that
shows
Mathematics units and the “π number” is the symbol of the mentioned subject.
ENGLISH Red is the colour that shows English units and the “AND symbol” is the symbol of the mentioned subject.
LANGUAGE AND LITERATURE Sky blue is the colour that shows Language and Literature units and the “ñ letter” is the symbol of the mentioned subject.
Page 5
TOPIC 3: “EQUALITY”
Page 6
Hi, folks! I’m THAT again
.
Hello again! I hope you have enjoyed the previous unit about “the rhythm in our lives”. In this unit I’m going to talk about “Equality”. To do that, I’ll develop this topic by means of different subjects: Science (“The Human Body”), History (“Woman in the Middle Ages”), Music (“Harmony”), Technology (“All of us can use tools”), Art (“Famous Women in the World of Art”) and Maths (“Equations”). All these different subjects will be developed together with the subjects of Spanish Language and English Language in order to be able to achieve our main goal: to make our students understand that all of us are equal. So, you are invited to come into this fascinating world of Equality. Fasten your seat belts! LIGHT SPEED AHEAD!
Page 7
Specific Part Contents, Objectives and Glossary of the different subjects
Page 8
UNIT 3: THE HUMAN BODY. CONTENTS
o
The circulatory system.
o
The main parts of the circulatory system.
o
The excretory system and its functions.
o
Functions of the cell.
o
The human skeleton and its function.
o
Vertebrates and invertebrates.
o
Function of some bones.
o
The digestive system and its organs.
o
The respiratory system and its function.
Language Contents - Present simple. - Vocabulary related to the different systems of the human body. - Scientific texts. - Order of adjectives.
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OBJECTIVES
o
To describe the circulatory system.
o
To know the main parts of the circulatory system.
o
To describe the function of the excretory system.
o
To study the function of the cell.
o
To know the different parts of the human skeleton.
o
To know the differences between vertebrates and invertebrates.
o
To know the functions of the bones.
o
To describe the digestive system.
o
To explain the functions of the respiratory system.
Language Objectives - To use correctly the present simple. - To know vocabulary related to the different systems of the human body. - To recognise scientific texts. - To be able to order adjectives correctly.
Page 10
GLOSSARY Aparato circulatorio Arteria Vena Capilar Corazón Oxígeno Dióxido de carbono Nutrientes Válvulas Sangre Vaso sanguíneo Bombear Latir Aparato excretor Riñones Uréteres Vejiga urinaria Uretra Filtrar Órgano Vertebrados Invertebrados Columna vertebral Esqueleto Cráneo Esternón Costilla Hueso Pulmones Aparato digestivo Boca Dientes Nutrición Esófago Estómago Garganta Hígado Intestino delgado Intestino grueso Faringe Lengua Aparato respiratorio Nariz Cuerdas vocales Bronquios Tráquea Respirar
Circulatory system Artery Vein Capillar Heart Oxygen Carbon Dioxide Nutrients Valves Blood Blood vessel To pump To beat Excretory system Kidneys Ureters Bladder Urethra To filter Organ Vertebrales Invertebrates Backbone Skeleton Skull Sternum Rib Bone Lungs Digestive system Mouth Teeth Nutrition Oesophagus Stomach Throat Liver Small intestine Large intestine Pharynx Tongue Respiratory system Nose Vocal chords Bronchi Trachea To breathe
Page 11
UNIT 3: WOMAN IN THE MIDDLE AGES.
CONTENTS
o
Relations between men and women.
o
Education of women.
o
Women and work.
o
Dressing: meaning and importance.
o
Web Quest: Woman in the Middle Ages.
o
Vocabulary related to the Middle Ages.
Language Contents - Revision of present simple. - Can/can’t. - Introduction of Could/Couldn’t. - Introduction of past simple. - Descriptive texts. - Vocabulary related to this unit.
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OBJECTIVES
o
To know how the elations between men and women were.
o
To know some characteristics of the education of women in the Middle Ages.
o
To be interested in the role women had at that time.
o
To know the importance and meaning of the way women got dressed.
o
To learn vocabulary related to the Middle Ages.
Language Objectives - To revise the present simple. - To revise Can/Can’t. - To get in contact with Could/Couldn’t. - To learn the past simple. - To use the past simple tense for the description of a historical event. - To learn vocabulary related to this unit.
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GLOSSARY Feudalismo
Feudalism
Alta Edad Media
High Middle Ages
Baja Edad Media
Low Middle Ages
Sociedad estamental
Class society
Vasallo
Vassal
Siervo
Slave
Clero regular
Regular Clergy
Clero secular
Secular Clergy
Castillo Monasterio Rotación trienal Reserva señorial Burgo Gremio Grupo social
Castle Monastery Triennial rotation Noble reserve Hamlet Guild Social class
Hilandera
Spinner
Jerarquía
Hierarchy
Burguesía
Middle-class, bourgeoisie
Artesanía
Craftmanship
Comercio
Trade
Economía
Economy
Page 14
UNIT 3: HARMONY IN THE WORLD.
CONTENTS
o
Intervals.
o
Monody.
o
Polyphony.
o
Historical note: The birth of polyphony.
o
Harmony (consonance an dissonance, building of chords, harmonic functions, an introduction to tonality and main cadences).
o
Voices.
o
The mixed choir.
o
Male and female roles in choirs.
Language Contents - Ordinal numbers. - Vocabulary related to harmony, choirs and hierarchy. - Vocabulary related to sensations and feelings. - The past simple tense. - Revision of the present simple tense. - Prepositions and adverbs related to space and time.
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OBJECTIVES
o
To identify and work with intervals.
o
To distinguish monody and polyphony.
o
To learn the origin of polyphonic compositions in Western music.
o
To know, to fill and to work with some simple harmonic rules.
o
To name and discriminate different human voices.
o
To know some characteristics of the mixed choir, its parts (voices) and its sonority as an example of harmony.
o
To introduce some definitions related to the contents above.
Language Objectives - To study some prepositions and adverbs used to order sequences in space or time: below, above, before, after, next, following, previous, up, down… - To review ordinal numbers. - To learn and define some terms related to harmony and chords. - To use some vocabulary related to hierarchy: the main, the most important… - To talk about sensations and feelings (relaxing, tension, surprise…) produced by harmony (cadences). - To use the past simple in order to talk about the origin of polyphony in West Countries. - To learn when to use the modal “have to”. - To read, understand and make descriptions about the contents above.
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GLOSSARY Armonía
Harmony
Intervalos
Intervals
Monodia
Monody
Polifonía
Polyphony
Consonancia Disonancia Acorde
Consonance Dissonance Chord
Tonalidad
Tonality
Cadencia
Cadente
Voz Coro mixto
Voice Mixed choir
Masculino
Male
Femenino
Female
Jerarquía
Hierarchy
Sentimiento
Feeling
Tensión
Tension
Relajado
Relaxed
Page 17
UNIT 3: ALL OF US CAN USE TOOLS.
CONTENTS
o
Drawing tools. Different kinds and their uses.
o
Tools used for woodwork. Different techniques.
o
Tools used for metalwork. Different techniques.
Language Contents - Use of present simple. - Structure "it is used for/to......." - Order of adjectives. - Vocabulary related to this unit.
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OBJECTIVES
o
To learn the name of diferent drawing tools, to study different kinds of them and their uses.
o
To name some tools used for woodwork and to learn different techniques.
o
To learn tools used for metalwork and diferent techniques.
Language Objectives - To use fluently the present simple. - To learn the structure "it is used for/to..." to describe some tools. - To learn how to order adjectives to make descriptions of tools. - To study vocabulary related to this unit.
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GLOSSARY Lápiz
Pencil
Goma
Rubber
Sacapuntas
Pencil sharpener
Portaminas
Refillable pencil
Escuadra
45 set square
Cartabón
60-30 set square
Regla Transportador Regla en T Paralex Rotulador fino Compás Mina Serrucho Segueta
Ruler Protractor T-square Parallel motion Fine pen A pair of compasses Lead Handsaw Coping saw
Sierra de costilla
Backsaw
Sierra de hierro
Hacksaw
Berbiquí
Hand drill
Sargento Cepillo de carpintero Escuadra para madera Escuadra para metal Falsa escuadra
Clamp Smoothing Woodworkers Try-square Engineers Try-square Sliding bevel
Lima
Hand file
Martillo
Hammer
Destornillador Alicates Calibre Llave allen
Screwdriver A pairo of pliers Caliper Hex key
Page 20
UNIT 3: MEN AND WOMEN’S WORKS.
CONTENTS
o
Changes that have taken place in favour of the equality between men and women during the last decades.
o
Some artist women whose role has been very important for art.
o
The effort and the development of men and women works.
o
Painting and drawing in different jobs, jobs that have progressed in favour of the equality of male and female sex.
Language Contents - Present simple. - Past simple. - Could/couldn’t. - Comparatives. - Superlatives. - Vocabulary related to the unit.
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OBJECTIVES
o
To understand the changes that have taken place in favour of the equality between men and women during the last decades.
o
To know some artist women whose role has been very important for art.
o
To compare the effort and the development of men and women works.
o
To study the plastic expression of painting and drawing in different jobs, jobs that have progressed in favour of the equality of male and female sex.
Language Objectives - To revise the present simple. - To study the past simple. - To use could/couldn’t. - To form comparatives. - To form superlatives. - To learn vocabulary related to the unit.
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GLOSSARY Arte plástica Igualdad Sexo masculino Sexo femenino Evolución, desarrollo
Plastic art Equality Male sex Female sex Evolution, development
Pintura
Painting
Dibujo
Drawing
Artista
Artist
Trabajo, obra
Work
Pincel
Paintbrush
Lienzo
Canvas
Expresión Pintura a la acuarela Pintura al óleo
Expression Watercolour Oil painting
Pintura al pastel
Pastel drawing
Pintura rupestre
Cave painting
Pintura de cera
Crayon
Pintura a la cola, al temple (para paredes)
Distemper
Pintura a la cola, al temple (para cuadros)
Tempera
Page 23
UNIT 3: EQUATIONS.
CONTENTS
o
Equality, identity and equations.
o
First degree equations.
o
Methods to solve equations.
o
Equivalent equations.
o
Second degree equations.
o
Solution of first degree equations by the general method.
Language Contents - Revision of the verb “to be”. - Present simple. - Vocabulary related to equations (add, subtract, divide…). - “Have to”. - Adverbs and prepositions to order the different steps when solving equations: firstly, then, after that, finally…
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OBJECTIVES
o
To know the differences between identities and equations.
o
To prove if a number is or is not the solution of an equation.
o
To get equations that are equivalent to another previous equation.
o
To solve first degree equations.
o
To identify and solve second degree equations.
o
To solve problems by means of first degree and second degree equations.
Language Objectives - To revise the verb “to be”. - To use the present simple. - To study vocabulary related to equations (addition, subtraction, division…). - To use “have to” in order to explain how to solve equations. - To use correctly adverbs and prepositions of order in time and space (firstly, secondly…).
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GLOSSARY Ecuación
Equation
Igualdad
Equality
Sumar
To add
Restar
To subtract
Suma
Addition
Resta
Subtraction
Dividir
To divide
División Multiplicar (por) Multiplicación Igual
Division To multiply (by) Multiplication Equal
“X es igual a Y” Más “14 más 20 menos 12 es igual a 22” Menos Ecuación de primer grado Ecuación de segundo grado
“X is equal to Y” And, plus “14 plus/and 20 minus 12 equals 22” Minus First degree equation Second degree equation
Paréntesis
Bracket
Corchetes
Square brackets
Fracción Numerador Denominador Denominador común
Fraction Numerator Denominator Common denominator
Page 26
UNIT 3: FRIENDS. CONTENTS
o
Present simple.
o
Past simple.
o
“Have to”.
o
“Can/can’t”, “Could/couldn’t”.
o
Vocabulary related to activities and sports.
o
Vocabulary related to Harmony.
o
Vocabulary related to the Middle Ages.
o
Vocabulary related to Equations in Maths.
o
Vocabulary related to the human body.
o
Descriptive and scientific texts.
o
“Like/don’t like”.
o
Vocabulary related to activities students can do at weekends.
Page 27
OBJECTIVES
o
To use vocabulary related to activities and sports.
o
To introduce vocabulary related to equality between men and women.
o
To introduce vocabulary related to harmony (chords, male and female voices, mixed choir…).
o
To introduce vocabulary about equations.
o
To introduce vocabulary related to the human body.
o
To understand oral and written texts with different characteristics (descriptive and scientific).
o
To produce descriptions.
o
To review the present simple tense.
o
To practise the accent in words.
o
To recognise the past simple in written texts.
o
To practise dialogues in pairs.
o
To talk about things you like and you don’t like.
o
To know vocabulary related to activities that can be done at weekends with friends (boys and girls).
Page 28
UNIT 3: NARRATION, DESCRIPTION AND DIALOGUE.
CONTENTS
o
Narration. Elements.
o
Description. Objective and subjective description.
o
Dialogue. Spontaneous and planned dialogue.
o
The sentence. Subject and predicate.
o
Concordance between the subject and the verb.
o
Kinds of words.
OBJECTIVES
o
To identify textual sequences in a text.
o
To identify the narration and its main components.
o
To recognise the description and its different kinds.
o
To know the concepts of “dialogue” and its types.
o
To identify the subject and predicate in a sentence.
o
To recognise the concord between subject and verb.
o
To study different kinds of words and their functions (adverbs, adjectives, prepositions, nouns…).
o
To understand the function of the interjection and to learn different kinds of them.
o
To analyse sentences (subject and predicate) related to the units developed in this topic.
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Common Part Key Competences Methodology Evaluation Attention To Mix-Ability
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KEY COMPETENCES
1) COMPETENCE IN LINGUISTIC COMMUNICATION: - To understand the communicative intention. - To recognise a descriptive text. - To recognise a historical text. - To recognise a scientific text. 2) COMPETENCE IN MATHEMATICAL REASONING: - To put into practise the reasoning processes that help us solve problems or obtain information. - To solve equations. 3) COMPETENCE IN THE KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL AND NATURAL WORLD: - Understanding of the natural world: use of natural resources, preservation of the environment. - Developing a critical spirit in the observation of reality in relation to individual, social or environmental issues. 4) COMPETENCE IN THE USE OF DIGITAL INFORMATION - By means of the foreign language, students will create real contexts of communication by using the nw technologies of information and communication. 5) SOCIAL AND CIVIC COMPETENCE: - To learn a language is to learn social characteristics and cultural events related to foreign speakers. - Education for peace: education for equality between men and women. - Education for coexistence, sensitivity towards others’ problems. 6) ARTISTIC AND CULTURAL COMPETENCE - With this topic students will learn some aspects of art and music: paintings, harmony, the role of women in the Middle Ages… 7) COMPETENCE FOR AUTONOMY AND PERSONAL INITIATIVE: - To value other people’s ideas (men and women). - To show self-confidence. - To mix with other people, to cooperate and to work in groups sharing another person’s feelings and emotions as if they were your own. 8) COMPETENCE FOR LEARNING TO LEARN IN A FOREIGN LANGUAGE: - Students should think about different aspects on one’s own initiative. - Critical understanding of reality, being aware of its different perspectives and using dialogue to improve communication.
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METHODOLOGY
These units have been designed bearing in mind a communicative approach. Second language should not be based on the acquisition of just a linguistic competence by introducing grammar contents, accuracy is also very important. Some other elements such as discourse knowledge, socio-linguistic knowledge and learning strategies are going to be developed in class as well. Communicative exchanges in class will be made in English to force the students to develop their listening and speaking skills, so teacher and students must collaborate to do so. Students will be encouraged to use English in class and the teacher will become a facilitator of oral exchanges. To sum up, our methodology is based on several communicative principles: o
Treatment of the four language skills (speaking, writing, reading and listening) in the different subjects.
o
Importance of improving pronunciation.
o
Coverage of all competence areas.
o
Positive treatment of errors.
o
Meaningful and realistic interaction. Teachers will make use of different materials such as computers, CD players,
DVD players, musical instruments…and different rooms as the Science laboratory, the Technology “workshop”, the Music classroom and the classrooms in general.
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EVALUATION
The evaluation criteria of non-linguistic subjects are the following: o
The contents will be more important than the use of English.
o
The lack of fluency in English cannot be penalised.
o
The linguistic competence in English is an added value that must be rewarded.
o
There is not a new methodology, but a mixture of didactic practises used both in English and the non-linguistic subjects.
o
The foreign language will be used, but when necessary, the mother language can also be used.
o
Students must have a respectful attitude towards different cultures and languages.
o
The work in pairs and groups will also be valued positively.
ATTENTION TO MIX-ABILITY
Attention to mix-ability requires curricular adaptations and adapted methodology such as:
o
Adoption of the necessary pedagogical decisions.
o
Adaptation of objectives and contents.
o
Reinforcement activities: vocabulary with pictures.
o
Extension activities: instead of filling in blanks, students will make complete answers to questions, summaries, they will give the reason why a statement is true or false.
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Summary Schematic Table with the Contents and Objectives of this Unit
Page 34
TECHNOLOGY
MUSIC
GEOGRAPHY & HISTORY
SCIENCIE
CONTENTS
The circulatory system.
The main parts of the circulatory system.
The excretory system and its functions.
Functions of the cell.
OBJECTIVES
To describe the circulatory system.
To know the main parts of the circulatory system.
To describe the function of the excretory system.
To study the function of the cell.
To know the different parts of the human skeleton.
To know the differences between vertebrates and invertebrates.
The human skeleton and its function.
Vertebrates and invertebrates.
Function of some bones.
To know the functions of the bones.
The digestive system and its organs.
To describe the digestive system.
The respiratory system and its function.
To explain the functions of the respiratory system.
Relations between men and women.
To know how the elations between men and women were.
Education of women.
Women and work.
To know some characteristics of the education of women in the Middle Ages.
Dressing: meaning and importance.
To be interested in the role women had at that time.
Web Quest: Woman in the Middle Ages.
Vocabulary related to the Middle Ages.
To know the importance and meaning of the way women got dressed.
To learn vocabulary related to the Middle Ages.
Intervals.
To identify and work with intervals.
Monody.
To distinguish monody and polyphony.
Polyphony.
To learn the origin of polyphonic compositions in Western music.
Historical note: The birth of polyphony.
Harmony (consonance an dissonance, building of chords, harmonic functions, an introduction to tonality and main cadences).
To know, to fill and to work with some simple harmonic rules.
To name and discriminate different human voices.
To know some characteristics of the mixed choir, its parts (voices) and its sonority as an example of harmony.
To introduce some definitions related to the contents above.
To learn the name of diferent drawing tools, to study different kinds of them and their uses.
To name some tools used for woodwork and to learn different techniques.
To learn tools used for metalwork and diferent techniques.
Voices.
The mixed choir.
Male and female roles in choirs.
Drawing tools. Different kinds and their uses.
Tools used for woodwork. Different techniques.
Tools used for metalwork. Different techniques.
Page 35
CONTENTS
ART
OBJECTIVES
Changes that have taken place in favour of the equality between men and women during the last decades. Some artist women whose role has been very important for art. The effort and the development of men and women works. Painting and drawing in different jobs, jobs that have progressed in favour of the equality of male and female sex.
LANGUAGE & LITERATURE
ENGLISH
MATHEMATICS
Equality, identity and equations. First degree equations. Methods to solve equations. Equivalent equations. Second degree equations. Solution of first degree equations by the general method.
Present simple. Past simple. “Have to”. “Can/can’t”, “Could/couldn’t”. Vocabulary related to activities and sports. Vocabulary related to Harmony. Vocabulary related to the Middle Ages. Vocabulary related to Equations in Maths. Vocabulary related to the human body. Descriptive and scientific texts. “Like/don’t like”. Vocabulary related to activities students can do at weekends.
Narration. Elements. Description. Objective and subjective description. Dialogue. Spontaneous and planned dialogue. The sentence. Subject and predicate. Concordance between the subject and the verb. Kinds of words.
Page 36
To understand the changes that have taken place in favour of the equality between men and women during the last decades. To know some artist women whose role has been very important for art. To compare the effort and the development of men and women works. To study the plastic expression of painting and drawing in different jobs, jobs that have progressed in favour of the equality of male and female sex.
To know the differences between identities and equations. To prove if a number is or is not the solution of an equation. To get equations that are equivalent to another previous equation. To solve first degree equations. To identify and solve second degree equations. To solve problems by means of first degree and second degree equations.
To use vocabulary related to activities and sports. To introduce vocabulary related to equality between men and women. To introduce vocabulary related to harmony (chords, male and female voices, mixed choir…). To introduce vocabulary about equations. To introduce vocabulary related to the human body. To understand oral and written texts with different characteristics (descriptive and scientific). To produce descriptions. To review the present simple tense. To practise the accent in words. To recognise the past simple in written texts. To practise dialogues in pairs. To talk about things you like and you don’t like. To know vocabulary related to activities that can be done at weekends with friends (boys and girls)..
To identify textual sequences in a text. To identify the narration and its main components. To recognise the description and its different kinds. To know the concepts of “dialogue” and its types. To identify the subject and predicate in a sentence. To recognise the concord between subject and verb. To study different kinds of words and their functions (adverbs, adjectives, prepositions, nouns…). To understand the function of the interjection and to learn different kinds of them. To analyse sentences (subject and predicate) related to the units developed in this topic.
TOPIC 4: “DIVERSITY”
Page 37
Hi, folks! I’m THAT again
Hi, traveller!!!! Did you enjoy the previous units? In this topic I’m going to explain the diversity in every subject. In Science I’ll talk about “Biodiversity”, in History about “A Varied Society”, in Music about “The Symphony Orchestra”, in Technology about “Diversity in the technological field”, in Maths about “Geometric Shapes” in Art about “Different Elements of Visual Language” and finally, in Language and Literature, about “Different Literary Genres”. Don’t you think this is an interesting topic? Let’s go!!!!
Page 38
Specific Part Contents, Objectives and Glossary of the different subjects
Page 39
UNIT 4: BIODIVERSITY. CONTENTS
o
Definition of biodiversity.
o
Food chains.
o
Autotrophs and heterotrophs.
o
Herbivores, carnivores and omnivores.
o
Ecosystems.
o
Weather in Polar regions.
o
Weather in deserts.
o
Different kinds of kingdoms.
o
Factors that reduce biodiversity.
Language Contents - Present simple tense (tense used in scientific texts. - Comparative. - Superlative. - Revision of can/can’t. - Some connectors to join sentences. - I think/I don’t think. - Vocabulary related to biodiversity (autotrophs, herbivores, omnivores…).
Page 40
OBJECTIVES
o
To define biodiversity.
o
To know what food chains are.
o
To differentiate autotrophs from heterotrophs.
o
To learn the differences between herbivores, carnivores and omnivores.
o
To define what an ecosystem is.
o
To describe the weather in polar regions.
o
To describe the weather in deserts.
o
To name the different kinds of kingdoms.
o
To know which factors reduce biodiversity.
Language Objectives - To use fluently the present simple tense in descriptive and scientific texts. - To form comparative adjectives. - To form superlative adjectives. - To use fluently can/can’t. - To use some connectors in order to join sentences and ideas. - To give opinions (I think/I don’t think). - To learn vocabulary related to this unit. (biodiversity).
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GLOSSARY Cadena alimenticia Plantas
Food chain Plants
Animales
Animals
Consumir
Consume
Heterótrofo Autótrofo
Heterotroph Autotroph
Herbívoros
Herbivores
Carnívoros
Carnivores, meat-eaters
Productores
Producers
Omnívoros
Omnivores
Seres humanos Proporcionar Adaptarse Hábitat Ecosistema
Human beings Provide To adapt Habitat Ecosystem
Clima
Climate
Sobrevivir
Survive
Tiempo climático
Weather
Selva
Rainforest
Reino
Kingdom
Bacteria
Bacteria
Unicelular Pluricelular Tejidos
Unicellular Multicellular Tissues
Algas
Algae
Musgo
Moss
Seta, champiñón Biodiversidad
Mushroom Biodiversity
Biología
Biology
Especies
Species
Pesca y caza furtiva Lince ibérico Cangrejo de río Destruir Presa, embalse Suelo, tierra
Uncontrolled hunting and fishing Iberian lynx River crab Destroy Dam Soil
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UNIT 4: A VARIED SOCIETY. CONTENTS
o
Rural, industrial and post-industrial societies.
o
Different cultures in the world: cohabitation and its main problems.
o
Languages in the world.
o
Religions in the world and conflicts.
Language Contents - Past simple. - Could/couldn’t. - Revision of present simple. - Revision of can/can’t, - Comparative. - Superlative. - Vocabulary related to this unit.
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OBJECTIVES
o
To understand that human beings have different levels in the economical development and this fact leads to different ways of living.
o
To know that in the Earth there are different civilizations that share concrete characteristics and at the same time, they are divided into cultures.
o
To understand that nowadays the contact between different cultures is normal and that this fact sometimes provokes some problems of cohabitation.
o
To analyse the importance of languages as a means of communication.
o
To understand how religion determines the way of living in different societies.
Language Objectives - To use the past simple to talk about old civilizations. - To use could/couldn’t. - To use the comparative form of adjectives. - To use the superlative form of adjectives. - To learn vocabulary related to this unit.
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GLOSSARY Diverso Población Seres humanos Desarrollo Económico,a Civilización Identidad Cultura Convivencia Mundo Rural Industrial Lenguas, idiomas Religión Conflictos Indígena Fundamentalismo Gráfico Desaparición
Varied, diverse Population, society Human beings Development Economic Civilization Identity Culture Cohabitation World Rural Industrial Languages Religion Conflicts Indigenous, native, Indian Fundamentalism graphic, chart Disappearance, extinction
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UNIT 4: THE SYMPHONY ORCHESTRA.
CONTENTS
o
The sonata. Its form.
o
An outline of the sonata structure.
o
Historical context.
o
The musical instruments in the symphony orchestra.
o
Vocabulary related to the sonata and the symphony orchestra.
Language Contents - Present simple. - Past simple (historical event). - Comparative adjectives. - Superlative adjectives. - Order of adjectives. - Brief descriptions. - Vocabulary related to this unit.
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OBJECTIVES
o
To know the form of the sonata.
o
To be able to identify a sonata by ear.
o
To learn the main instruments of the orchestra.
o
To recognise visually and by ear the main instruments of the orchestra.
o
To be able to value and show respect for different cultures and points of view in real life situations, in the same way as it occurs in an orchestra, a rock group…
Language Objectives - To use fluently the present simple - To use the past simple to talk about the historical context of this unit. - To use comparative adjectives. - To use superlative adjectives. - To order a series of adjectives. - To make brief descriptions about what an orchestra is. - To study vocabulary related to this unit.
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GLOSSARY Sonata Orquesta Orquesta sinfónica Forma musical Movimiento Barroco
Sonata Orchestra Symphony orchestra Musical form Movement Baroque period
Clasicismo
Classicism
Componer
To compose
Dramático,a
Dramatic
Armónico,a
Harmonic
Sonoro,a/Tímbrico,a
Sonorous
Tonal
Tonal
Solista
Soloist
Tónico
Tonic
Dominante
Dominant
Conjunto
Ensemble
Instrumentos de cuerda Metales
Strings Brass
Instrumentos de viento de madera
Woodwind section
Instrumentos de percusión
Percussion section
Orquesta de cámara
Chamber orchestra
Sordina
Mute
Arco
Bow
Ligado
Slur
Afinado Desafinado
Tuned Untuned
Carillón
Glockenspiel
Palillos
Sticks
Yunque
Anvil
Tintineo
Jingle
Puente
Bridge
Pasaje
Passage
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UNIT 4: DIVERSITY IN THE TECHNOLOGICAL FIELD
CONTENTS
o
Kinds of wood and its uses.
o
Kinds of metals and their uses.
o
Kinds of structures and efforts.
o
Kinds of electrical circuits.
Language Contents - Revision of present simple. - Can/can't. - Connectors (and, but...) - Adverbs to order sequences (firstly, secondly, later, after that...) - Vocabulary related to the unit.
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OBJECTIVES
o
To learn different kinds of wood and what they are used for.
o
To study different types of metals and their uses.
o
To know what an effort is and to know different kinds of structures and efforts.
o
To learn what an electrical circuit is and to study different kinds.
Language Objectives - To revise he present simple. - To use fluently can and can't. - To use some connectors. - To use adverbs in order to order sentences to explain some projects. - To learn vocabulary related to this unit.
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GLOSSARY Cobre Cinc Latón Aluminio Aleación Densidad Ductilidad Hierro Estaño Bronce Niquel Oro Plata Metal Ferroso Metal No ferroso Madera Anillos de crecimiento Nudos Rama Estructura Triangulación Viga Tirante Tornillo (madera) Tornillo (tuerca) Tuerca Remache Pilar Compresión Tracción Flexión Cizalladura Torsión Circuito serie Circuito paralelo Interruptor Pulsador Relé Pila Resistencia Bombilla Motor Diodo Fuente alimentación
Copper Zinc Brass Aluminium Alloy Density Ductility Iron Tin Bronze Nickel Gold Silver Ferrous Metal Non-ferrous metal Wood Growth rings Knots Branch Structure Triangulation Beam Tie Screew Bolt Nut Rivet Columns Compression Tension Bending Shear Torsion Series circuit Parallel circuit Switch Push switch Relay Battery Resistor Lamp Motor Diode Power supply
Page 51
UNIT 4: DIFFERENT ELEMENTS OF VISUAL LANGUAGE.
CONTENTS
o
Functions of the visual language: informative, expressive and aesthetic.
o
Graphic possibilities of the dot.
o
Expressiveness of different kinds of lines.
o
Two-dimensional and three-dimensional forms. Kinds of form depending on its origin.
o
Classification of textures.
o
Light colours and pigment colours.
o
Composition as the arrangement of plastic elements.
Language Contents - Present simple. - Order of adjectives. - Comparative adjectives. - Superlative adjectives. - Vocabulary related to textures, shapes, colours…
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OBJECTIVES
o
To discern the visual meaning in a particular image.
o
Top recognise the different elements that shape a plastic work.
o
To discover the expressive abilities of the dot, the line, the shape, the texture and the colour and to use them in personal compositions.
o
To appreciate different uses of the elements of the plastic language in artistic works.
o
To value the importance of the composition as a way of mixing different affects by sing visual elements.
Language Objectives - To use the present simple. - To order a sequence of adjectives. - To form comparative adjectives. - To use superlative adjectives. - To study vocabulary related to texture, colour, shapes…
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GLOSSARY Lenguaje visual
Visual language
Informativo
Informative
Expresivo
Expressive
Estético
Aesthetic
Punto
Dot
Línea
Line
Bidimensional
Two-dimensional
Tridimensional
Three-dimensional
Forma
Shape
Textura
Texture
Color Color luz Color pigmento Elementos plásticos Composición
Colour Light colour Pigment colour Plastic elements Composition
Imagen
Image
Recto,a
Straight
Curvo,a
Curved, bent
Horizontal
Horizontal
Vertical
Vertical
Orgánico,a
Organic
Natural
Natural
Pintar del natural Tipo de dibujo del natural
To paint from life Life class
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UNIT 4: GEOMETRIC SHAPES. CONTENTS
o
Elements of the polyhedrons.
o
Regular polyhedrons.
o
Prisms and pyramids.
o
Round shapes. Areas.
o
Description of geometric shapes.
o
Symmetry in geometric shapes.
o
Calculation of the area of prisms and pyramids using the correct formula.
o
Calculation of the area of a cylinder.
Language Contents - Description of geometric shapes. - Present simple. - Comparative adjectives. - Superlative adjectives. - Order of sequences. - Vocabulary related to this unit.
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OBJECTIVES
o
To distinguish regular polyhedrons, prisms and pyramids and their main elements.
o
To calculate the area of prisms and pyramids and use the formulas to solve geometric problems in everyday life.
o
To calculate the area of cylinders and cones.
Language Objectives - To describe geometric shapes. - To use the present simple. - To form comparatives. - To form superlatives. - To order sequences. - To learn vocabulary related to this unit.
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GLOSSARY Cuerpos geométricos Poliedros Poliedro regular Prisma Pirámide Cuerpos redondos
Geometric shapes Polyhedrons Regular polyhedron Prism Pyramid Round shapes
Simetría
Symmetry
Cálculo
Calculation
Fórmula
Formula
Cilindro
Cylinder
Cara
Side
Ángulo
Angle
Arista
Edge
Vértice
Vertex
Triángulo
Triangle
Cuadrado
Square
Rectángulo
Rectangle
Cono
Cone
Base
Base
Altura Volumen
Height Volume
Page 57
UNIT 4: MUSIC. CONTENTS
o
Description of people.
o
To ask for and give information about the kina of music we like.
o
Present continuous.
o
Present continuous with future meaning.
o
Revision of can/can’t.
o
Musicians and musical instruments.
o
Clothes.
o
The sounds /i:/, /I/.
o
Presentation of vocabulary related to biodiversity.
o
Vocabulary related to the orchestra.
o
Vocabulary related to the unit of History (“A Varied Society”).
o
Vocabulary related to the unit of Art.
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OBJECTIVES
o
To use vocabulary related to musicians, musical instruments and clothing.
o
To use vocabulary related to diversity: Biodiversity, orchestra…
o
To understand oral and written texts with different characteristics.
o
To do communicative exchanges using the expressions of the unit.
o
To produce oral and written texts such as descriptive emails focusing on the order of words.
o
To use the present continuous with future meaning and cab/can’t.
o
To distinguish the sounds /i:/, /I/.
o
To compare music and dance in different countries.
o
To evaluate the participation and the improvement during the learning process.
o
Page 59
UNIT 4: THE LITERARY GENRE. INDIRECT OBJECT AND CIRCUMSTANTIAL COMPLEMENT.
CONTENTS
o
The concept of literary genre.
o
The lyric genre: forms.
o
The epic or narrative genre: verse and prose.
o
The dramatic genre.
o
The indirect object.
o
The circumstantial complement.
o
Accent of diphthongs, triphthongs and hiatus.
o
Reading of narrative, lyric and dramatic texts.
o
Classification of a literary text within a genre.
o
Identification of the characteristics of every genre in different texts.
o
To create a play starting from a narrative text.
o
To identify the indirect object.
o
To recognise the circumstantial complement.
o
To use the rules for the accentuation of diphthongs, triphthongs and hiatus..
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OBJECTIVES
o
To understand the concept of literary genre.
o
To identify the main characteristics of each genre.
o
To learn the main minor genres.
o
To write a play starting from a story or narration.
o
To point out in different texts the features of each genre.
o
To define the indirect object and the circumstantial complement.
o
To recognise the indirect object and the circumstantial complement.
o
To accent words with diphthongs, triphthongs and hiatus correctly.
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Common Part Key Competences Methodology Evaluation Attention To Mix-Ability
Page 62
KEY COMPETENCES 1) COMPETENCE IN LINGUISTIC COMMUNICATION: - It’s necessary a correct reading in order to learn the concepts explained in the unit. - To understand informative texts. - To look for the main ideas on a text. - To use specific resources to express ideas, feelings and emotions. - To identify diphthongs, triphthongs and hiatus. - To identify the indirect object and the circumstantial complements in different sentences. - To distinguish literary from non-literary texts. 2) COMPETENCE IN MATHEMATICAL REASONING: - To identify, analyse describe and draw geometric shapes. - To build simple three-dimensional geometric objects with creativity. 3) COMPETENCE IN THE KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL AND NATURAL WORLD: - To understand and be aware of the relation between the human being and all living things. This knowledge encourages students to have a positive attitude towards the preservation of life in the Earth. 4) COMPETENCE IN THE USE OF DIGITAL INFORMATION - To encourage students to look for information on the Internet without forgetting other information sources such as books and CDs. - To use graphics and cartography. - Students will create real contexts of communication using the new technologies. 5) SOCIAL AND CIVIC COMPETENCE: - To think about the main cultural problems nowadays. - Nowadays, orchestras have musicians from different nationalities. Music is a tool which foments cohabitation among people with different believes and political ideologies. Also, orchestras are composed of men and women that have identical responsibilities and this makes orchestras encourage equality and tolerance. - Students learn cultural aspects of different countries: music and dance can join people. - To use the visual language that leads to a creative way of thinking. 6) ARTISTIC AND CULTURAL COMPETENCE - To learn about music and musicians. - To learn different artistic codes and to use their techniques and resources. 7) COMPETENCE FOR AUTONOMY AND PERSONAL INITIATIVE: - To think about the future of rural societies. - To defend an opinion about your mother tongue. - To take decisions in an autonomous way. 8) COMPETENCE FOR LEARNING TO LEARN IN A FOREIGN LANGUAGE: - To make summaries. - Students should think about their own initiative and they will learn how to use different learning techniques. - To think about one’s learning process.
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METHODOLOGY
These units have been designed bearing in mind a communicative approach. Second language should not be based on the acquisition of just a linguistic competence by introducing grammar contents, accuracy is also very important. Some other elements such as discourse knowledge, socio-linguistic knowledge and learning strategies are going to be developed in class as well. Communicative exchanges in class will be made in English to force the students to develop their listening and speaking skills, so teacher and students must collaborate to do so. Students will be encouraged to use English in class and the teacher will become a facilitator of oral exchanges. To sum up, our methodology is based on several communicative principles: o
Treatment of the four language skills (speaking, writing, reading and listening) in the different subjects.
o
Importance of improving pronunciation.
o
Coverage of all competence areas.
o
Positive treatment of errors.
o
Meaningful and realistic interaction. Teachers will make use of different materials such as computers, CD players,
DVD players, musical instruments…and different rooms as the Science laboratory, the Technology “workshop”, the Music classroom and the classrooms in general.
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EVALUATION
The evaluation criteria of non-linguistic subjects are the following: o
The contents will be more important than the use of English.
o
The lack of fluency in English cannot be penalised.
o
The linguistic competence in English is an added value that must be rewarded.
o
There is not a new methodology, but a mixture of didactic practises used both in English and the non-linguistic subjects.
o
The foreign language will be used, but when necessary, the mother language can also be used.
o
Students must have a respectful attitude towards different cultures and languages.
o
The work in pairs and groups will also be valued positively.
ATTENTION TO MIX-ABILITY
Attention to mix-ability requires curricular adaptations and adapted methodology such as:
o
Adoption of the necessary pedagogical decisions.
o
Adaptation of objectives and contents.
o
Reinforcement activities: vocabulary with pictures.
o
Extension activities: instead of filling in blanks, students will make complete answers to questions, summaries, they will give the reason why a statement is true or false.
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Summary Schematic Table with the Contents and Objectives of this Unit
Page 66
CONTENTS
TECHNOLOGY
MUSIC
GEOGRAPHY & HISTORY
SCIENCIE
OBJECTIVES
Definition of biodiversity.
Food chains.
Autotrophs and heterotrophs.
To define biodiversity.
To know what food chains are.
To differentiate autotrophs from heterotrophs.
To learn the differences between herbivores, carnivores and omnivores.
Herbivores, carnivores and omnivores.
Ecosystems.
To define what an ecosystem is.
Weather in Polar regions.
To describe the weather in polar regions.
Weather in deserts.
To describe the weather in deserts.
Different kinds of kingdoms.
To name the different kinds of kingdoms.
Factors that reduce biodiversity.
To know which factors reduce biodiversity.
To understand that human beings have different levels in the economical development and this fact leads to different ways of living.
To know that in the Earth there are different civilizations that share concrete characteristics and at the same time, they are divided into cultures.
To understand that nowadays the contact between different cultures is normal and that this fact sometimes provokes some problems of cohabitation.
To analyse the importance of languages as a means of communication.
To understand how religion determines the way of living in different societies.
Rural, industrial and post-industrial societies.
Different cultures in the world: cohabitation and its main problems.
Languages in the world.
Religions in the world and conflicts.
To know the form of the sonata.
The sonata. Its form.
To be able to identify a sonata by ear.
An outline of the sonata structure.
To learn the main instruments of the orchestra.
Historical context.
The musical instruments in the symphony orchestra.
To recognise visually and by ear the main instruments of the orchestra.
Vocabulary related to the sonata and the symphony orchestra.
To be able to value and show respect for different cultures and points of view in real life situations, in the same way as it occurs in an orchestra, a rock group…
Kinds of wood and its uses.
To learn different kinds of wood and what they are used for.
Kinds of metals and their uses.
To study different types of metals and their uses.
To know what an effort is and to know different kinds of structures and efforts.
To learn what an electrical circuit is and to study different kinds.
Kinds of structures and efforts.
Kinds of electrical circuits.
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CONTENTS
ART
MATHEMATICS
ENGLISH
LANGUAGE & LITERATURE
OBJECTIVES
Functions of the visual language: informative, expressive and aesthetic. Graphic possibilities of the dot. Expressiveness of different kinds of lines. Two-dimensional and three-dimensional forms. Kinds of form depending on its origin. Classification of textures. Light colours and pigment colours. Composition as the arrangement of plastic elements.
Elements of the polyhedrons. Regular polyhedrons. Prisms and pyramids. Round shapes. Areas. Description of geometric shapes. Symmetry in geometric shapes. Calculation of the area of prisms and pyramids using the correct formula. Calculation of the area of a cylinder.
Description of people. To ask for and give information about the kina of music we like. Present continuous. Present continuous with future meaning. Revision of can/can’t. Musicians and musical instruments. Clothes. The sounds /i:/, /I/. Presentation of vocabulary related to biodiversity. Vocabulary related to the orchestra. Vocabulary related to the unit of History (“A Varied Society”). Vocabulary related to the unit of Art.
The concept of literary genre. The lyric genre: forms. The epic or narrative genre: verse and prose. The dramatic genre. The indirect object. The circumstantial complement. Accent of diphthongs, triphthongs and hiatus. Reading of narrative, lyric and dramatic texts. Classification of a literary text within a genre. Identification of the characteristics of every genre in different texts. To create a play starting from a narrative text. To identify the indirect object. To recognise the circumstantial complement. To use the rules for the accentuation of diphthongs, triphthongs and hiatus..
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To discern the visual meaning in a particular image. Top recognise the different elements that shape a plastic work. To discover the expressive abilities of the dot, the line, the shape, the texture and the colour and to use them in personal compositions. To appreciate different uses of the elements of the plastic language in artistic works. To value the importance of the composition as a way of mixing different affects by sing visual elements.
To distinguish regular polyhedrons, prisms and pyramids and their main elements. To calculate the area of prisms and pyramids and use the formulas to solve geometric problems in everyday life. To calculate the area of cylinders and cones.
To use vocabulary related to musicians, musical instruments and clothing. To use vocabulary related to diversity: Biodiversity, orchestra… To understand oral and written texts with different characteristics. To do communicative exchanges using the expressions of the unit. To produce oral and written texts such as descriptive emails focusing on the order of words. To use the present continuous with future meaning and cab/can’t. To distinguish the sounds /i:/, /I/. To compare music and dance in different countries. To evaluate the participation and the improvement during the learning process.
To understand the concept of literary genre. To identify the main characteristics of each genre. To learn the main minor genres. To write a play starting from a story or narration. To point out in different texts the features of each genre. To define the indirect object and the circumstantial complement. To recognise the indirect object and the circumstantial complement. To accent words with diphthongs, triphthongs and hiatus correctly.
