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¿Qué supone dar una clase de inglés para adolescentes?

Tengo un grupo de adolescentes de 16 años que me encanta.

Encuentro que una clase de adolescentes tiene que ir más allá de enseñar inglés. Se deben trabajar y fomentar nuevas ideas y maneras de pensar. También ayudar a buscar nuevas fronteras y desarrollar ideas innovadoras en inglés.

Una clase de inglés de adolescentes tiene que ser una experiencia: el contenido de la clase debe mantener al alumno alerta y el profesor tiene que mantener las expectativas altas. Por lo tanto, debe exigir al alumno que piense y que se exprese con argumentos interesantes y coherentes.

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Temas reales que cobran vida en el aula de inglés

En una de las unidades que hemos trabajado, hemos visto la gran tenacidad de jóvenes atletas. Éstos, contra todo pronóstico, han superado sus propios límites emocionales y físicos practicando deportes de alto riesgo.

Además, hemos hablado de retos, obstáculos, determinación y de cómo enfrentarnos a nuestros propios miedos. Y hemos reflexionado en cómo convertir nuestros “límites” en retos personales de superación.

Los alumnos han explorado estos temas en inglés, aprendiendo a expresar sentimientos mediante la inspiración de los jóvenes protagonistas de la lección. Además, han ido descubriendo a jóvenes atletas de todo el mundo: desde escaladores del parque de Yosemite de EE. UU., a expertos en snowboard. Jóvenes que convierten sus límites físicos y mentales en una bendición para aprender a superarse.

Es muy grato como profesora escuchar a mis alumnos desarrollar estos sentimientos en inglés y saber cómo se sienten ante los retos y cómo se retan a sí mismos.

Real people, real feelings, real English!

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Aventuras en inglés para adolescentes

Una imagen impactante es una manera ideal de arrancar una clase de inglés para adolescentes. Por ejemplo, en la imagen del otro día con mi grupo de adolescentes se veía un grupo de hombres llevando a hombros un tejado de lata oxidada. En el pie de foto rezaba: It takes a village to raise a child.

De allí, viajamos a Bangladesh y vimos cómo, en previsión de las lluvias, los hombres del pueblo desmontaban las mezquitas para llevarlas a tierra segura. Esta fue la introducción de nuestra siguiente aventura en inglés.

Exploramos la idea de cómo un pueblo se involucra en la educación y el bienestar de los niños.

También de cómo en tiempos de crisis nosotros podemos aportar nuestro granito de arena a la comunidad local e internacional.

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Vocabulario y cultura en inglés

Aprendimos vocabulario como digital humanitarians, crowdsourcing, global village o relief efforts. Éste vocabulario se ha convertido en nuestro pan de cada día durante esta unidad de inglés.

Me fascina cómo mis alumnos en poco tiempo hacen estas palabras suyas e cómo incorporan expresiones y vocabulario sofisticado con facilidad.

Este es uno de los placeres de enseñar: transmitir ideas en el aula para que se incorporen en el idioma que están aprendiendo. Es un ejemplo del CLIL (Content and Language Integrated Learning) o AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras).

Aunque el enfoque de este tipo de enseñanza esté en la adquisición de cultura en inglés, no dejamos de lado el aprendizaje de la estructura del idioma: la gramática. Integramos niveles muy altos de gramática cuando la enseñamos en un contexto no gramatical. Por ejemplo, en la unidad sobre cartografía en época de crisis, los alumnos deben predecir futuros eventos y sucesos mundiales.

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¿Qué herramientas necesitan los adolescentes para aportar sus ideas?

Necesitan utilizar los tiempos verbales del futuro continuo y el futuro perfecto. Por ejemplo: In 100 years, urban air travel will have developed dramatically. By the time I’m retired, scientists will have discovered a cure for malaria. Aquí, en lugar de hacer que la gramática sea el enfoque del ejercicio (¡una propuesta más bien aburrida!), la gramática se convierte en un medio para llegar al fin.

En este tipo de ejercicio el alumno quiere participar en la actividad y dar rienda suelta a su imaginación.

Si a continuación, hacemos un ejercicio escrito sobre esta estructura gramatical para ponerle nombre y consolidar el conocimiento, los alumnos lo suelen resolver sin problemas. Ya lo han interiorizado y grabado en el disco duro.

Gramática, vocabulario e ideas fascinantes: ¡una manera genial de hablar inglés!

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Actualidad en las clases de inglés para adolescentes

Una de las unidades que hice con mis adolescentes abordaba el tema de la comida de una manera más compleja: hablamos de la agricultura tradicional en comparación con la agricultura vertical, su impacto en el medio ambiente o de cómo la tecnología puede controlar las cosechas.

Los alumnos, familiarizados con expresiones como food revolutionaries, undoor farming, vertical farming, aeroponics and hyroponics o sustainable farming, hablan, comparan y escriben sobre estos temas tan actuales con facilidad.

A medida que va avanzando la unidad sobre la comida, también encontramos un tipo de comida más inusual (grasshoppers, crickets, caterpillars and fried beetles) y abordamos el tema de recurrir a una dieta de insectos como posible solución al hambre y para una agricultura sostenible. Los alumnos usan estructuras gramaticales complejas con temas igual de complejos: The more we breed edible insects, the more people we can feed. The less we overfish, the less impact we have on the ocean’s ecosystem.

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Enseñar inglés a los jóvenes de hoy en día

Clases de inglés que invitan a pensar, a utilizar vocabulario sofisticado especializado y a trabajar temas actuales que preparan a estos jóvenes para el mundo cambiante y globalizado en el que vivimos y del que ellos, el día de mañana, serán protagonistas.

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Learning today, leading tomorrow… food for thought!

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