Tema 4. Herramientas y aplicaciones web para la mejora de las destrezas de comprensión lectora y expresión escrita (Tarea)

La primera parte de esta tarea consiste en que comprendas bien lo explicado en los dos primeros apartados de esta unidad. En ellos hemos tratado acerca de la lectura online y de qué elementos hay que tener en cuenta a la hora de seleccionar textos y recursos para que los alumnos lean y realicen actividades online, así como que profundices en el tema a través de la lectura obligatoria. Se debe leer los siguientes puntos de la publicación que se ha enlazado:
Pérez Torres, I. 2006. Diseño de Webquests para la Enseñanza/Aprendizaje del Inglés como Lengua Extranjera: Aplicaciones en la Adquisición de Vocabulario y la Destreza Lectora. Granada: Editorial Universidad de Granada.

Lectura obligatoria
- Apartado 2.5 (el texto), incluyendo los subapartados del 2.5.1 al 2.5.7
- Apartado 2.9 (Principios para el diseño de actividades de lectura)
Lectura opcional
Apartados sobre la lectura en entorno ELAO: 3.14 / 3.15 / 3.17 incluyendo los subapartados 3.17.1, 3.17.2, 3.17.3.
Segunda parte de la tarea
En la unidad se han mostrado una plantilla web que nos va a permitir poner contenidos online y herramientas para crear quizzes. Tu tarea consistirá en diseñar una actividad: Webtask, caza del tesoro o actividad de comprensión, y alojarla utilizando el sitio Web Poster Wizard. Además, entre los enlaces que recojas deberás incluir alguna actividad tipo quizz que diseñes usando alguna de las herramientas propuestas que permiten alojar online.

Para diseñar la actividad puedes basarte o incluso usar la Webtask que has elaborado en la unidad anterior.
El resultado será un enlace en wizard poster que pondrás en el foro comentando en el mensaje brevemente qué has tenido en cuenta a la hora de seleccionar los textos y cualquier aspecto de la actividad que consideres oportuno.
Si alguien lo prefiere puede trabajar en pareja como habéis hecho algunas anteriormente.

A partir de la segunda parte de la tarea 3 se hizo el trabajo de la tarea del tema 4, el cual lo hicimos entre mi compañera María del Carmen Carilla y yo y se podrá encontrar en el siguiente enlace:
http://poster.4teachers.org/worksheet/view.php?id=155678&page=2
Comenzaremos el tema con la segunda parte del tema anterior ya que están muy conectados.
2ª Parte del tema 3: Una vez comprendido en qué consisten tanto la WebQuest como la Webtask, en esta 2ª parte vais a volver a los temas sobre los que habéis buscado recursos y a diseñar una Webtask, para lo que habrá que:
- Decidir los recursos web que vas a utilizar, posiblemente puedes elegir entre los ya localizados anteriormente.
- Definir la tarea que será el producto de la Webtask,
- Definir la pre-tarea y post-tarea (de haberlas) y las actividades en las que consisten.
- Definir el contexto
Esta página puede darte ideas acerca de la tarea que puedes plantear: http://isabelperez.com/clil/clicl_m_2_1.htm
No es preciso que te extiendas mucho o que la tarea y actividades sean muchas o muy largas, plantéate una tarea que se pueda llevar a cabo en una sesión de clase.

Esta 2ª parte la debes plasmar en un documento y enviarlo a través de la plataforma.
Respuesta:
Esta segunda parte tratará de la sesión introductoria del tema Transformaciones políticas y socioeconómicas en el siglo XIX. Revolución industrial. Revoluciones políticas y cambios sociales. Formas de vida en la ciudad industrial. El cual pertenece al Bloque 2: Bases históricas de la sociedad actual, de cuarto de ESO
Una sesión dura aproximadamente 55 minutos. Ya apunté que la sesión sería introductoria ya que el tema a tratar requiere bastantes más sesiones dada su extensión y complejidad.
Lo alumnos son de cuarto de ESO, eso es que comprenden una edad que oscila entre 14 a los 16 años. Se supone que ya han pasado por 5 años de enseñanza de la lengua inglesa.

Vamos a realizar una webtask. La webtask se puede definir como una actividad que implica la realización de una tarea utilizando recursos de la Web en la lengua objeto, dicha tarea tendrá un objetivo fundamentalmente comunicativo o reflexivo y estará más enfocada al significado que a la forma, aunque también se puede hacer hincapié en ésta cuando surge la oportunidad y/o al principio o final de la tarea (Isabel Pérez).

La tarea es una actividad que requiere que los alumnos usen el lenguaje poniendo la atención no en la forma sino en el significado para conseguir un objetivo”
Las características críticas de una tarea son:
  • El estudiante desarrolla un plan de actuación. Es posible que sea modificado en su puesta en práctica pero ha de representar el punto de partida.
  • La finalidad última es comunicar. Los estudiantes se comunican entre sí con los recursos que poseen. Las limitaciones y malentendidos se resolverán conforme los alumnos y alumnas aclaran lo que quieren decir (negociación del significado).
  • Los procesos implicados en lograr completar una tarea reflejan procesos del mundo real. La tarea en si puede ser una tarea del mundo real ,ej. completar un formulario, o pueda necesitar una destreza que son aplicables en el mundo real, ej. Seleccionar y justificar una elección.
  • Una tarea puede implicar cualquier destreza y muchas veces necesitará de varias actuando conjuntamente (leer para resumir por escrito, por ejemplo).
  • Una tarea tiene un resultado comunicativo previamente definido. (En la enseñanza de lenguas este se limita a ser lingüístico, pero en AICLE se combinara contendido y lenguaje: un poster, una composición escrita, una exposición,…).
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Title: The Industrial Revolution

Description: This Web-task explores how the Industrial Revolution began in Great Britain, a country that contained just the right mix of raw materials, labourers, and people with money to make the development of the factory system possible. Along with advances in agriculture, the Industrial Revolution played a significant role in modernizing the world and providing it with new economic principles.

This is the introductory lesson (first day), we are going to contextualise the topic “Industrial Revolution”. The session lasts 55 minutes.

Purpose: This session lesson serves to introduce students to the events and factors leading to the Industrial Revolution in Britain and other countries in North America and Western Europe. It is also meant to give students the tools and facts they need to negotiate with the notion of progress and be critical of the effects, costs and underlying factors of industrialization.

Objectives: The student must be able to

- Identify the fundamental characteristics of the processes of industrialization and economic modernization.
- Learn about the changes in the economic production.
- Know to differentiate how the Industrial Revolution affected differently to various European countries.
- Learn about the characteristics of the bourgeois liberal revolutions, valuing the economic, social and political changes that produced.
Grade Level: 4to ESO
Curriculum: Social Studies (History and Geography)
Keywords: enclosures, inventions, crop rotation, industrialization, textiles, transportation, factors of production, urbanization, living conditions, working conditions, class systems, capitalism, socialism, communism, corporations, laissez faire, entrepreneur, Marxism, unions, strikes.

Context:As a result of the Industrial Revolution, much advancement took place. The steam engine was introduced and there was lot of development in the agricultural methods which required lesser man power as a result of which the people started migrating towards urban areas contributing to the creation of metropolitan centers. Many factories were also set up and there were changes in the political system, institutions, society and economy. The population expanded and there were improvements in living standard. Many factories starting working and they used a lot of labor. One great disadvantage of all these conditions was the poor working conditions of the workers. They were used like machines and the aspect of humanity was completely ignored while making them work. The wages were not enough for them and the health conditions were not good. This continued for many years during the revolution. How are things now? Think about it.

Special needs: As this is a lesson in English and most of the students speak Spanish as a first language, it is recommended to hand out written material and instructions with some anticipation to the sessions. Most of the students are supposed to be in their fifth year of English lessons.

The evaluation of the content area and the language skills: all the materials will be accompanied by some form of evaluation that will be integrated in the initial, continuing and summative, assessment as well as through written and oral tests.
All contents will be evaluated but differently:
- It is warranted and it will be rewarded the effort in the in the use of the English language
- It will be not be penalized the lack of fluency in English language
- The contents of the DNL will have priority over the linguistic content.
- The student will be assessed in the English language always as long it is possible and the used the terminology and speech permit.
- It will be permitted the use of mother tongue insofar as strictly necessary

Type of discourse
- Science and technology (texts and videos)
- Descriptive (texts and videos)
- Narrative (texts and videos)
- Dialogue (during work in a group and in the classroom)
Language communicative skills:
- Summarize information, synthesize.
- Use of compensation strategies conducive to communication: explain through examples, to paraphrase, request clarification, use the immediate context, etc.
- Use of minted words.
- Use of non-linguistic strategies at the oral level: mimes, gestures, etc.


  • Pretarea

1- Introduction to the topic

Introduction Activities:

a- Watch the video presented by the teacher
b- Listen/Watch carefully the PowerPoint presentation about the Industrial Revolution.
Resources:

a- Video: Turning Points in History - Industrial Revolution
http://www.youtube.com/watch?v=3Efq-aNBkvc&feature=player_embedded

b- Presentation PowerPoint in SlideShare http://www.slideshare.net/grieffel/ch12-age-of-industry

2- Task: What do you think the Industrial Revolution was? The students will make pairs and write down on a paper a few lines about what they think about it. Expose later to the classroom.

The Teacher’s intervention will clarify in few words what the Industrial Revolution. ¿Qué es lo que llamamos “Revolución Industrial? The Industrial Revolution is a term describing the massive changes in production and manufacturing that happened in the 18th and the 19th century. The movement started in Britain and spread to the rest of Europe and North America and lead to significant changes in various social institutions. Mining, agriculture and transport were profoundly modified and the way average people lead their everyday lives changes dramatically. It is a significant event in human history.

The “pre-tarea” is used to set the scene and analyse the difficulties that may appear: it ensures that students have the clear fundamental concepts; explain the reason for the task and which is intended to discover; provide and verify understanding of instructions; respond to any questions of the part of students and motivate them to complete the task. Remember in this connection, that all this has to be done in the L2 to ensure contact with the tongue. This phase alsocovers all the difficulties (primarily lexical and less grammatical to be necessary to perform the task) examples of pre-tarea include a brainstorming (which starts at the individual level and ends at the collective level); a text where you have to order the stages of a process (which itself could serve to introduce the instructions) etc.

  • Tarea: Planned Tasks for the students
Now we are in the task itself: develop an experiment, write a story, make a demo, deliver a piece of observation of a physical phenomenon, complete a silent map, etc.

These tasks are supposed to be done in the following sessions because the students will need to prepare them with some time beforehand.

1- Work in a group:

a- In your groups, you are to research and examine an aspect of the Industrial Revolution, and then present your findings to the class. You and your group will provide information to your classmates in a 10 minute presentation during which you may use posters, overheads, pictures, multi-media presentations and/or role-play.

b- Moreover, you (your group) must provide each person in the class a hand out which contains information related to your topic.

2- Work alone:

a- Each student must write an essay on the most significant development related to the Industrial Revolution.

b- In conclusion, write a short paragraph answering the reflection questions below (post-tarea).


v Each group will be assigned one of the following topics:

- Agriculture
- Steam Engine. Internal Combustion Engine, and other inventions.
- Communication and Transportation
- Factory System
- Mining, Iron and Steel Industry
- Textiles and Mills
- Growth of Cities
- Child Labour
- Women's Rights
- Economic Systems: Capitalism v. Comunism
- Reforms as a Result of the Industrial Revolution

The Process (what do you have to do?)

Your presentation and hand-out must include the answers to the following questions:

1. When did the Industrial revolution start?
2. Why/How did it start?
3. What innovation/change occurred and how things were done before the Revolution?
4. Mention some of the technological innovations.
5. Who was/were the main people involved in this change?
6. In which country did the innovation/change first take place? What countries followed?
7. How did the innovation/changes in this area affect the Industrial Revolution and/or people as a whole?
8. What social changes did the Industrial Revolution trigger?
9. What consequences did the Industrial bring?
10. How are we affected by the innovation/change today?

Working in a group:

1. Examine various resources available to the group.
2. Answer the questions.

3. Share your answers with the group.

4. Plan how you will present these answers.

5. Create the hand out and provide a copy a block period before the presentation.

6. Let your teacher know at least one day in advance if you need special equipment for your presentation.