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CONSEJERA DE EDUCACINFORMACIN Y EMPLEO

I.E.S. MANUEL TRRAGA ESCRIBANO(San Pedro d el Pinata r)C/SANCHO PANZA, S/N30740 SAN PEDRO DEL PINATAR(MURCIA)TLFONO: 96818241 1 FAX: 968179 030

Unidad didctica: Healthywell4u Marav illas MartnezCristina Mena

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NDICE1 TITLE.................................................................................................................22 AREA ...............................................................................................................23 LEVEL...............................................................................................................24 LINGUISTIC LEVEL ACCORDING TO CEFR*. ...............................................25 TIMING. ...........................................................................................................66 BASIC COMPETENCES..................................................................................67 OBJECTIVES....................................................................................................98 CONTENTS. ...................................................................................................10

9 LINGUISTIC CONTENTS . ..............................................................................1010 EVALUATION CRITERIA. ...............................................................................10


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1 TITLE

Healthywell4u

2 AREA

BIOLOGY AND GEOLOGY

3 LEVEL

3 E.S.O

4 LINGUISTIC LEVEL ACCORDING TO CEFR*.What is the Common European Framework?

The Common European Framework provides a common basis for t he elaborat ion oflanguage syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. Itdescribes in a comprehensive way what language learners have to learn to do in order touse a language for communication and what knowledge and skills they have to develop so

as to be able to act effectively. The description also covers the cultural context in whichlanguage is set. The Framework also defines levels of proficiency which allow learnersprogress to be measured at each stage of learning and on a life-long basis.

The Common European Framework is intended to overcome the barriers to communicationamong professionals working in the field of modern languages arising from the differenteducational systems in Europe. It provides the means for educational administrators,course designers, teachers, teacher trainers, examining bodies, etc., to reflect on theircurrent practice, with a view to situating and co-ordinating their efforts and to ensuringthat they meet the real needs of the learners for whom they are responsible.

By providing a common basis for the explicit descript ion of objectives, content andmethods, the Framework will enhance the transparency of courses, syllabuses andqualifications, thus promoting international co-operation in the field of modern languages.The provision of object ive crit eria for describing language proficiency will facil it ate themutual recognition of qualifications gained in different learning contexts, and accordinglywill aid European mobility.

A comprehensive, transparent and coherent frame of reference for language learning,teaching and assessment must relate to a very general view of language use and learning.The approach adopted here, generally speaking, is an action-oriented one in so far as it


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The common reference points are presented in different ways for different purposes andhave been summarised as shown in Table 1. Such a simple global representation wil lmake it easier to communicate the system to non-specialist users and will also provideteachers and curriculum planners with orientation points:

Table 1. Common Reference Levels: global scale

C2 Can understand with ease virtually everything heard or read. Cansummarise information from different spoken and written sources,reconstructing arguments and accounts in a coherent presentation.Can express him/ herself spontaneously, very fl uently and precisely,differentiating finer shades of meaning even in more complexsituations.

ProficientUser

C1 Can understand a wide range of demanding, longer t exts, andrecognise impl icit meaning. Can express him/ herself f luent ly andspontaneously without much obvious searching for expressions. Canuse language flexibly and effectively for social, academic andprofessional purposes. Can produce clear, well-structured, detailedtext on complex subjects, showing control led use of organisat ionalpatterns, connectors and cohesive devices.

B2 Can understand the main ideas of complex text on both concrete and

abst ract topics, including technical discussions in his/ her f ield ofspecialisation. Can interact with a degree of fluency and spontaneitythat makes regular interaction with native speakers quite possiblewithout strain for either party. Can produce clear, detailed text on awide range of subjects and explain a viewpoint on a topical i ssuegiving the advantages and disadvantages of various opt ions.

Independent

User

B1 Can understand the main points of clear standard input on famil iarmatters regularly encountered in work, school, leisure, etc. Can dealwith most situations likely to arise whilst travelling in an area wherethe language is spoken. Can produce simple connected text on topicswhich are familiar or of personal interest. Can describe experiences

and events, dreams, hopes and ambitions and briefly give reasons andexplanations for opinions and plans.

A2 Can understand sentences and frequent ly used expressions related toareas of most immediate relevance (e.g. very basic personal andfamily information, shopping, local geography, employment). Cancommunicate in simple and routine tasks requiring a simple anddirect exchange of information on familiar and routine matters. Candescribe in simple terms aspects of his/ her background, immediateenvironment and matt ers in areas of immediate need.

BasicUser

A1 Can understand and use familiar everyday expressions and very basic


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phrases aimed at the satisfaction of needs of a concrete type. Canintroduce him/ herself and others and can ask and answer quest ionsabout personal details such as where he/ she lives, people he/ sheknows and things he/ she has. Can interact in a simple way providedthe other person talks slowly and clearly and is prepared t o help.

Level A1 (Breakthrough) is considered the lowest level of generat ive language use thepoint at which the learner can interact in a simple way, ask and answer simple questionsabout themselves, where they live, people they know, and things they have, initiate andrespond to simple statements in areas of immediate need or on very familiar topics, ratherthan relying purely on a very finite rehearsed, lexically organised repertoire of situation-specific phrases. This is level which could be considered the appropriate for our studentsin 3rd of ESO and this Didactic Unit has taken into account the level established in thefollowing tables.

Table 2. Common Reference Levels: self -assessment gri d

A1

Listening I can recognise famil iar words and very basic phrasesconcerning myself, my family and surroundings when

people speak slowly and clearly.

Understanding

Reading I can understand famil iar names, words and very simplesentences, for example on notices and posters or incatalogues.

SpokenInteraction

I can interact in a simple way provided the other person isprepared to repeat or rephrase things at a slower rate ofspeech and help me formulate what Im t rying to say. I canask and answer simple questions in areas of immediateneed or on very familiar topics.

Speaking

SpokenProduction

I can use simple phrases and sentences to describe where Ilive and people I know.

Wri t ing Wri t ing I can wri te a short , simple postcard, for example sendingholiday greetings. I can fill in forms with personal details,for example entering my name, nationality and address ona hotel registration form.

Table 3. Common Reference Levels: qualit at ive aspects of spoken language use

RANGE ACCURACY FLUENCY INTERACTION COHERENCEA1 Has a very

basicShows onlylimited

Can manage veryshort, isolated,

Can ask andanswer quest ions

Can linkwords or


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repertoireof wordsand simplephrasesrelated topersonaldetails andparticularconcretesituations.

control of afew simplegramaticalstructuresandsentencepat terns in amemorisedrepertoire.

mainly pre-packagedutt erances, wit hmuch pausing tosearch forexpressions, toarticulate lessfamil iar words,and to repaircommunication.

about personaldetails. Caninteract in asimple way butcommunication istotally dependenton repetition,rephrasing andrepair.

groups ofwords wit hvery basiclinearconnectorslike and orthen.

5 TIMING.

2 WEEKS(6 hours approximately ) (3 weekly sessions of 55 minutes)

6 BASIC COMPETENCES

Competences are defined as a combination of knowledge, skills and attitudes appropriateto the context, which all individuals need for personal fulfilment and development, activecitizenship, social inclusion and employment. By the end of initial education and trainingyoung people should have developed the key competences to a level t hat equips them foradult life, and they should be further developed, maintained and updated as part oflifelong learning.

According to the current legislat ion (RD 1631/ 06), there are eight basic competenceswhich learners must have acquired by the end of Compulsory Secondary Education ,including:

1. Competence in Linguistic Communication. 2. Mathematical competence.

3. Knowledge and interacting in the natural world. 4. Handling Information and Digital competence. 5. Social competences and Civic competence. 6. Art ist ic and Cult ural Competence.7. Learning to learn. 8. Autonomy and Ent repreneurship.

As stated in the previous part, learners must have acquired these basic competences by theend of Compulsory Secondary Education. So, bearing in mind that our Teaching Plan hasbeen designed to the 3rd form, we will help our students to reach them through the followingsubcompetences:


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COMPETENCES/ SUBCOMPETENCES

COMPETENCEKNOWLEDGE AND INTERACTING IN THE NATURALWORLD Reflect on the human being activities and

sc ientific and tec hnolog ic al a dva nce s throughoutthe history and to highlight, nowadays, itsimp lica tions in the e nvironm ent.

Know the human body and the relations among

habits, ways of life a nd hea lth Use their knowledge about physical elements andliving creatures in order to enjoy the natural worldand also to develop value and participate ininitiatives in o rder to improve and p reserve it.

Value the working conditions and their effects onthe environmental health and to know theapprop ria te c orrec tive mea sures and p rotec tions.

Identify devices liable to investigation: distinguishbetw een sc ientific p rob lems and explana tions and

others which a re no sc ient ific . Use strategies to search scientific information ofdifferent types. Understand and choose theapprop ria te informa tion from d ifferent sources.

Ap p ly the sc ientific knowled ge to situat ions rela tedto everyda y life.

Show responsibility about himself/herself, theresources and the environment. Know the hea lthy,community and environmental habits based onthe scientific advances. Value the use of the

principle of c onc ern. Show training and strategies to participate inma king de c isions ab out loca l and globa l prob lemsposed.

SUBCOMPE

TENCES

Develop favorable habits to the promotion ofpersonal and community health by providingstrateg ies to fac e up to the risks of m od ern soc ietyon issues related to food and consump tion.

COMPETENCE MATHEMATICAL


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Use mathematical language to quantify thenatural phenomena.

Use mathematical language to analyze causesand c onseq uences.

SUBCOMPETENCES

Use mathematical language to expressinformation and ideas applicable in our daily lifeabout na tura l sc ience s.

COMPETENCE HANDLING INFORMATION AND DIGITAL COMPETENCE Apply the specific forms that the scientific work

has to find, collect, select, process and presentinformation.

Uses and produce outlines, reports, etc in thelea rning o f the area.

SUBCOMPETENCES

Use the information and communicationtec hnolog ies to c ommunicate , ga ther informa tion,c ollec t and process da ta.

COMPETENCE SOCIAL COMPETENCES AND CIVIC COMPETENCE

Understand and expla in soc ia l prob lem s of interestfrom a sc ientific perspec tive. Apply knowledge of some key debates for the

advance of science, in order to understand howsoc ieties have evolved and to a nalyze nowa da yssociety.

Value scientific knowledge as a constructionprocess linked to the characteristics and needs ofsociety at each historical moment and submittedto c ontinuous de velop ment a nd review.

SUBCOMPETENCES

Recognize those implications of technoscientificdevelopment which may involve risk to humanbeings or the environment.

COMPETENCE COMPETENCE IN LINGUISTIC COMMUNICATION Use approp ria te terminology in the c onstruc tion of

texts and a rguments with sc ientific c ontents.SUBCOMPETENCES

Understand and interpret messages related tona tura l sc ienc es and hea lth.


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COMPETENCE LEARNING TO LEARN

Sea rch doc uments related to he a lth sc ienc es andthe environment, which allows the developmentof self-learning ability.

SUBCOMPETENCES Integrate acquired knowledge and scientificmethods to understand the information from theirown experience and from paper, digital ormultime d ia supp ort.

COMPETENCE AUTONOMY AND ENTREPRENEURSHIP Develop a critical mind. Face up to open

problems and attempt to participate in problemsolving.

SUBCOMPETENCES Develop the ability to analyze situations by

assessing the factors that have influenced themand the c onseq uences they may have.

COMPETENCIA ARTISTIC AND CULTURAL COMPETENCE

SUBCOMPETENCIAS

Know the cultural heritage (fishing, agriculture,etc ), their c harac teristics and integ ra ting elementsas sources operating in the region of Murcia andvalue the need for c onservation and imp rovem entwith special attention to water needs of theReg ion of M urc ia .

7 OBJECTIVES

Related with the stage objectives in the area of Natural Science, this didactic unitwill be aimed to the d evelopm ent of the follow ing c ap ac ities:

1. Know the key at titudes and habits tha t harm o ur p lanet.2. Know basic c onc ep ts of nutrition for a hea lthy ba lanced diet.3. Develop hea lthy hab its to p rom ote persona l hea lth and environmenta l c are.4. Reflec t a bo ut loc al ac tions which ha ve g lob al c onseq uences.5. Develop the ability to obtain information on the subject and the habit of

doing it in the future.


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