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Moving on to the Key Competences Even though the 7 key competences will be addressed through this Formative Unit, it would be interesting to clarify those competences that specifically allude to this Formative Unit in order to consider the competence profile, establishing a relationship between the evaluation criteria found along this DU and the competences involved. - Linguistic communicative competence: participating on assemblies, debates and focusing in this unit on pronunciation, performing like actors in the dubbing activity “Stranger Things” -Mathematical competence and basic competence on science and technologies: contributing, to a lesser extent, to the development of this competence when dealing with graphics and rubrics. -Digital competences: searching for information on websites, as well as elaborating texts, allowing us to maintain a closer communication with our hospitalized students and to develop our E-Twinning project. -Learning to learn competence: allowing a space for the development of the student’s personal learning environment, working individually and on groups, leading space for reflection by using the portfolio. -Social and civic competence: working cooperatively in teamwork and promoting values such as Being polite, as well as enhancing reading habits through readings centred on cross-curricular elements, as the use of animals as means of transport, as well as through the development of the project “All together against the covid” -Initiative and entrepreneurship spirit competence; with my students developing as active participants in the development of the research work chosen by them, and participating in the challenge of the unit, which is optional as more of the times involves families, in this unit the challenge will be to create a route or schedule of public transport of the locality for English visitors. -Conscience and cultural expressions competence: enhancing cultural awareness through our e-twinning project, but also celebrating St. Patrick days and by using art techniques, in order to develop interdisciplinarity, or using new type or cultural expressions as memes. We cannot forget our involvement in the project Malak museum, developed in an interdisciplinary way with the area of Art and Craft, involved in the Project Open Air, which is developed by the centre. Once the inclusion of competences along the didactic unit is established, Let us move on to consider the timing of the different activities, tasks and projects that we will contemplate through our DU. The total number of sessions in which the unit will be developed is 9, so we will develop the following structure: - 1 session will be devoted to our complementary activity, in this case celebrate Sant Patrick day. (ojo sant Patricio es el 17 de marzo) -1 session for the initial stage in order to motivate and encourage students towards the unit, also considering an initial diagnosis -4 sessions will be devoted to the development stage so as to work on the contents and the different linguistic skills -1 session will be for the generalization stage in order to reinforce those students that have not achieved the objectives proposed, as well as to amplify the knowledge of those advanced and fast-finisher students, all of it through the development of our final products through the Research work presentation or the dubbing activity, among others. - Finally, 2 sessions for the Assessment, oriented to the evaluation of my students and the teaching-learning practice and to the development of different cross curricular elements in which we pretend make students think and reflect about the already worked unit. Likewise, the session will be of 60 minutes each one, being disposed into 3 stages each session. Firstly, we will spend 5m of every session to lead the student in charge of the lesson explaining the schedule of the day. Then, a main stage of 50 minutes when the action is developed and finally, the las 5 minutes when we make students reflect in the session and set Homeworks. Each session focus in the development of an skill as you will see along the explanation, however, even though one session will be mainly focused upon the acquisition of the Listening skill, for example, it doesn’t actually mean that this session will only be dealing with this receptive skill, as the development of skills integration will always be fostered, which consists of the interrelation and combination of the 4 linguistic skills. In fact, only through the development of the 4 linguistic skills my students will be able to develop the Communicate Competence, which is the final aim of our area. As a final point to touch before to develop the different sessions I want to show you an important resource that will help to follow my speech. This is the Student´s suits case, which contains - a map of the expedition in which the different formative units and the historical situation are described, - a white notebook which will be the portfolio, - an alphabet die, type scattergories, which has multiple uses, such as deciding the order of action, creating pairs or groups, or for warm-up activities and games. - A table with the codes used within our E-twinning project in order to obtain the coordinated of our students. - 1 card of 2 points in order to participate in the system of points to encourage participation. Students can win the different types of cards according to their performances in the classroom and change their one for others of more punctuation in order to win some rewards, as have 5 extra minutes of resting time, or be the first in select a game. - and finally, the 3 Student´s book corresponding to formative units 2 to 4, 5 to 7, and 9 to 11, as unit 1-8-12 follow a different structure. The importance of the use of the student's suitcase is nothing other than being able to always have the necessary resources, that is, not to be lost, which seems something simple, but is not at this stage, as students often have a clear routine in the areas they develop with the tutor, but not in the areas developed with the specialists, which is transformed into waste of time and unexpected events. In the same way the student's book is the result of the union of the different activities and projects proposed BEFORE the book was created. Look this text, look that song, this theatre... is a way to have everything in one place. Then, I would like to emphasize that the action does not depend on the book but that the book supports the action. Finally, it is worthy to point it out that the student´s grouping will depend on the activity, but the normal arrangement is with students divided into group of work of 5 to 6 students. Once it has been clarified the contents that will be worked in order to achieve the objectives and the development of the key competences, as well as the evaluation criteria, all of it concreted through our indicators, we shall move on to development of the activities that will be performed along the 9 different sessions.