ESTILOS DE VIDA (2)

Vamos a introducir imágenes sobre Hábitos saludables y no saludables. El alumnado puede comentarlas y añadir otras suyas encontradas en la red para ilustrar el tema.  

Así, Junk Food.  Introducimos nuestros hábitos alimentarios sanos y malsanos.  Comentamos la imagen y seguimos con preguntas del tipo What's your favourite food and drink? Do you eat healthy or unhealthy food? Asumimos la lluvia de idea como paso inicial previo a trabajar los tipos e comida y las preferencias del alumnado.  

Provocaremos una reacción ante la siguiente imagen y sobre un tema ya trabajado en el curso anterior (1º ESO) La pregunta es Are you a smoker? Es de esperar que algún familiar del alumnado sea fumador.  Practicamos el verbo TO BE con la pregunta y luego se pasa a comentar la imagen siguiente.  La titulamos: He is a heavy smoker.  

Podremos seguir con multitud de subtemas.  Igualmente, la incorporación de uno o varios videos sobre la vida diaria puede ser base para el trabajo de la fonética y el vocabulario.  Así:

  

IES "Fuentepiña" CLIL Unit I: LIFESTYLES

This is CLIL Unit I for our Bilingual Group (2º ESO) next year.

LESSON PLAN FOR LIFESTYLES

Step 1: INTRODUCING THE UNIT

Our students must think about the following:

a) Are you a smoker? /Is your Mum or Dad a smoker?

b) What's your favourite food/drink?

c) What's your favourite sport/free--time activity?

d) Do you like shopping for clothes/CDs/computer games, etc?

e) Do you meet friends very often? How often?

f) Have you got any pets?

g) Do you like travelling? Where?

h) Do you know about any addictions?

Step 2: INTRODUCING NEW IDEAS

Our students will be made aware of addictions other than smoking and drinking alcohol. We'll introduce the terms WORKAHOLIC, SHOPAHOLIC & CHOCAHOLIC. We will ask them the following:

"Did you know there are people who are addicted to work, shopping and chocolate? And people who spend many hours in the gym "

Coments and real--life anecdotes will be welcome.

Step 3: USING OUR TEACHING ASSISTANT.

Our Teaching Assistant will be invited to speak about addictions in the UK /USA and/or other English--speaking countries. The use of powerpoints will be most welcome

Step 4: ELICITING GRAMMAR & VOCABULARY

To this end, the teacher will be using adapted texts both for intensive and extensive reading. S/he will provide the group with basic questions. The aim will be to reinforce and extend the basic grammar and vocabulary in the Unit and favour both independent and cooperative learning in the group.

Step 5: USING TECHNOLOGY

Webpages and material found by the teacher in the Net will be provided as homework or work in class. Our students will be using their computers BOTH at home and in class to complete crosswords, listen to songs and do webquests.

Step 6: PROJECT

Our students will be asked to INTERVIEW their family, friends and neighbours about their lifestyles. To that end they will use the introductory questionnaire (step 1) in Spanish. next they will translate their surveys into English and present them to their teacher and classmates.

PLEASE NOTE that this is not a syllabus but a basic lesson plan which can be simplified or extended as required by either the students' or the teacher's needs.