[fusion_builder_container hundred_percent=»no» equal_height_columns=»no» menu_anchor=»» hide_on_mobile=»small-visibility,medium-visibility,large-visibility» class=»» id=»» background_color=»» background_image=»» background_position=»center center» background_repeat=»no-repeat» fade=»no» background_parallax=»none» parallax_speed=»0.3″ video_mp4=»» video_webm=»» video_ogv=»» video_url=»» video_aspect_ratio=»16:9″ video_loop=»yes» video_mute=»yes» overlay_color=»» video_preview_image=»» border_size=»» border_color=»» border_style=»solid» padding_top=»» padding_bottom=»» padding_left=»» padding_right=»»][fusion_builder_row][fusion_builder_column type=»1_1″ layout=»1_1″ background_position=»left top» background_color=»» border_size=»» border_color=»» border_style=»solid» border_position=»all» spacing=»yes» background_image=»» background_repeat=»no-repeat» padding_top=»» padding_right=»» padding_bottom=»» padding_left=»» margin_top=»0px» margin_bottom=»0px» class=»» id=»» animation_type=»» animation_speed=»0.3″ animation_direction=»left» hide_on_mobile=»small-visibility,medium-visibility,large-visibility» center_content=»no» last=»no» min_height=»» hover_type=»none» link=»»][fusion_builder_row_inner][fusion_builder_column_inner type=»1_2″ layout=»1_2″ spacing=»» center_content=»no» hover_type=»none» link=»» target=»_self» min_height=»» hide_on_mobile=»small-visibility,medium-visibility,large-visibility» class=»» id=»» border_size=»0″ border_color=»» border_style=»solid» border_position=»all» border_radius=»» box_shadow=»no» dimension_box_shadow=»» box_shadow_blur=»0″ box_shadow_spread=»0″ box_shadow_color=»» box_shadow_style=»» padding_top=»» padding_right=»» padding_bottom=»» padding_left=»» dimension_margin=»» background_type=»single» background_color=»» gradient_start_color=»» gradient_end_color=»» gradient_start_position=»0″ gradient_end_position=»100″ gradient_type=»linear» radial_direction=»center» linear_angle=»180″ background_image=»» background_position=»left top» background_repeat=»no-repeat» background_blend_mode=»none» animation_type=»» animation_direction=»left» animation_speed=»0.3″ animation_offset=»» filter_type=»regular» filter_hue=»0″ filter_saturation=»100″ filter_brightness=»100″ filter_contrast=»100″ filter_invert=»0″ filter_sepia=»0″ filter_opacity=»100″ filter_blur=»0″ filter_hue_hover=»0″ filter_saturation_hover=»100″ filter_brightness_hover=»100″ filter_contrast_hover=»100″ filter_invert_hover=»0″ filter_sepia_hover=»0″ filter_opacity_hover=»100″ filter_blur_hover=»0″ last=»no» element_content=»»][fusion_text columns=»» column_min_width=»» column_spacing=»» rule_style=»default» rule_size=»» rule_color=»» hide_on_mobile=»small-visibility,medium-visibility,large-visibility» class=»» id=»» animation_type=»» animation_direction=»left» animation_speed=»0.3″ animation_offset=»»]

Cultura, sentimientos e idioma:
¡La experiencia de aprender inglés!

Estoy trabajando con mi grupo de preadolescentes y adolescentes una unidad sobre cómo podemos convivir en paz animales salvajes y humanos.

Es un tema de actualidad que invita a los alumnos a reflexionar sobre cómo las acciones de los seres humanos pueden influenciar en la vida de los animales salvajes.

A la vez que se tratan aspectos lingüísticos del inglés (vocabulario, estructuras gramaticales y estrategias de discurso), esta unidad expone a los alumnos a situaciones reales respecto a la vida salvaje de todo del mundo, situaciones que llevan a pensar y a la reflexión crítica.

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¡Una imagen vale más que mil palabras!

Siempre arrancamos la unidad con una imagen y, en esta unidad sobre la vida salvaje, empezamos con la tierna imagen de un rinoceronte bebé acariciando con el hocico a su cuidador en un parque nacional de Kenia. La imagen llama la atención de los alumnos y los enternece. No hay mejor escenario para empezar a analizar esta nueva situación, ¡en inglés, por supuesto!

Hablamos de qué está sucediendo en la imagen y de cómo se sienten cuidador y rinoceronte. Los alumnos hacen frases como: A rhinoceros is in a conservancy in Kenya. He is nuzzling his caretaker. The caretaker feels very protective towards the rhino. The rhinoceros feels protected and safe. He trusts his caretaker. Hablamos, también, de los cazadores furtivos: poachers who hunt and kill rhinoceros.

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¡Hora de pensar!

Para la siguiente actividad, empezamos a pensar en qué situaciones personas y animales pueden convivir en paz y armonía. Los alumnos dicen: Humans and animals can live together peacefully in zoos, in conservancies and protected areas and with their owners at home.

A continuación, pensamos en qué situaciones animales y humanos no guardan una buena relación. Con la ayuda de imágenes que enseño en clase, los alumnos empiezan a construir una perspectiva más amplia de situaciones que llevan al conflicto a humanos y animales salvajes.

Los alumnos describen las imágenes: Polar bears in the forests in Russia are hungry. They come into the cities to look for food. Polar bears are dangerous animals because they can attack and eat humans. This situation can cause a conflict between humans and animals.

A partir de otra imagen de un mono en medio de la ciudad de Gibraltar, los alumnos dicen frases como: Wild monkeys come into the city centre in Gibraltar because they can’t find food in their natural habitat. Also, they know that they can find food in the city. In this situation, animals and humans don’t get along because the monkeys always take food from the people in the streets.

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Sencillo pero eficaz

Son frases sencillas pero fluyen porque el contexto es curioso para los alumnos y provoca reacciones en ellos. Cultura, sentimientos e idioma se entremezclan para formar parte de la experiencia de aprender inglés.

En este punto de la unidad sobre “Convivir” observamos otra situación compleja en relación con la interacción entre humanos y animales salvajes, esta vez con un texto escrito.

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Actividades prelectura

Antes de leer, hacemos una pequeña actividad de calentamiento.

A partir de una pregunta que presento a la clase, vamos construyendo una imagen: ¿En qué situación podrían mandriles y humanos entrar en contacto unos con otros? Empezamos hablando de dónde viven los mandriles y de qué está pasando con su hábitat natural. También conocemos qué comen y qué pasa si no pueden encontrar comida.

La imagen que acompaña a la lectura muestra una familia de mandriles sentada encima de la mesa de la cocina de una casa en una zona residencial de Sudáfrica comiéndose los restos de un desayuno. La imagen es graciosa, pero refleja la seriedad y el peligro de tener a estos animales salvajes tan cerca.

Con esta imagen tan impactante y las actividades de precalentamiento, los alumnos ya están familiarizados con el tema del texto que van a leer.

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¡Hora de leer!

La lectura habla del human wildlife conflict, de cómo los humanos están interacting with baboons more than ever ya que la mitad del natural baboon habitat and food is disappearing y los mandriles tienen que recurrir a las áreas urbanas para robar comida. El texto habla de la necesidad de controlling this behaviour by limiting the baboons’ access to human food and rubbish.

Una vez presentada la situación, buscamos una solución en people who work as baboon monitors whose job is to keep baboons away from homes. El texto explica que, como los mandriles tienen miedo de loud noises, monitors use noise-making devices to frighten them away. También es importante saber que los monitores no se relacionan con los mandriles, pero they don’t mistreat them, either. They simply work to limit conflicts between humans and wildlife.

A los alumnos les gusta leer en voz alta así que ahora, en parejas, hacemos una actividad de lectura en voz alta.

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¡Vamos construyendo!

En este punto los alumnos ya están familiarizados con el tema que están trabajando, están sensibilizados con la situación a la que se enfrentan humanos y animales salvajes y saben hablar de estas situaciones en inglés, que es lo que más nos interesa.

Avanzamos en la unidad sobre “Convivir” y es el momento de consolidar el vocabulario que los alumnos han ido adquiriendo. Para maximizar la expresión oral en clase, pronunciamos primero una palabra y, a continuación, una frase que contenga esa palabra. De esta manera, nos enfocamos en la palabra y luego la vemos en contexto. Por ejemplo: behaviour y Human actions can affect animal behaviour; o, interact y When you interact with wild animals, you must be careful.

Esta actividad de comprensión y expresión oral se hace con ritmo y energía para que los alumnos puedan apreciar el reto de comprender, pronunciar, recordar y repetir las frases con éxito. Lejos queda el método antiguo e ineficaz de memorizar listas interminables de vocabulario. Esta actividad de aprendizaje y práctica de palabras en inglés involucra al grupo entero, es divertida, estimulante y motivadora.

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Un banco de palabras

Al final de tan solo dos días de clase los alumnos manejan con facilidad un banco de palabras sofisticadas y relevantes. Saben construir frases interesantes, ricas en vocabulario y con contenido sobre un tema de actualidad.

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Ciudadanos globalizados

Como profesora de inglés de preadolescentes y adolescentes, veo el enorme valor de utilizar el aula de inglés para enseñar a nuestros jóvenes alumnos a manejar temas de actualidad en inglés y a concienciar a estos ciudadanos globalizados sobre la importancia de ser proactivos y estar sensibilizados con las necesidades de nuestro planeta.

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Cultura, sentimientos e idioma: ¡la mejor manera de aprender inglés!

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