Hi! We are Alessia and Mike, the language assistants this year at Faitanar! ¿Sabes que tenemos asistentes de conversación en el CIPFP Faitanar? Con ellos podrás practicar inglés y conversar. Son muy majos, te encantarán. Do you know that we have language assistants at CIPFP Faitanar? With them you can practise English. They are very nice, you will love them. Infórmate en el Departamento de Idiomas. Find out more in the language department. #cipfpfaitanar #fp #ciclosformativos #ciclosformativosfp #ciclesformatius #ciclesformatiusfp #innovación #faitanar #English #languageassistant #languages #USA #England #Buffalo #NY #London #vocationaltraining #schools #international #exchange #culture»
Portfolio de lenguas: We are YouTubers!
Title: We are YouTubers!
Teacher: Pau Millán Carbonell
Group: 2GMAT - morning
Class: CV0002 - English
Language used in the classroom: English
Target language: English
Title: We are YouTubers!
Teacher: Pau Millán Carbonell
Group: 2GMAT - morning
Class: CV0002 - English
Language used in the classroom: English
Target language: English
Description of the project:
In order to create a final project before they leave to do their internship at different companies, students of this group had to record a video in small groups (3, 4 people) to promote the vocational training course they are studying to possible new students.
In those videos, they need to describe in detail their studies, including information like: name of the course, duration, first and second year subjects, careers, school and its facilities, internship, mobility options and exchange programmes, etc.
To do so, students had several sessions throughout a whole month in which:
FIRST SESSIONS: they created a draft and thought about the information they wanted / needed to include in the video.
MAIN SESSIONS: students wrote down a script to know what they wanted to say in their videos, and within their teams, they planned how they were going to record the videos around school: at the gym? at the patio? etc.
FINAL SESSIONS: students moved around the school to record their videos; once they had all the clips, they used different apps to edit and submit their recordings.
PRESENTATION SESSION: students watched the video of their classmates, and peer-assessed each other thanks to the use of a specific project rubric to assess the content of the video, its structure, creativity… as well as the language (vocabulary, grammar…), pronunciation and discourse management of the speakers.
Evidence: a couple of videos to show you what the final project can be like.
Conclusion: some students loved creating this, meanwhile for others was quite tricky and challenging. The more able and creative ones were somehow flying solo, while others (less motivated or with some lower abilities in the foreign language) needed very structured and scaffolded sessions to find their way, know what they had to do and be able to do so properly.
languages #English #videos #finalproject #motivation #presentation #peer-assessment #rubrics #recording #school #GMAT
Portfolio de lenguas: What to do if a student…
Task: What to do if a student…
Teacher: Pau Millán Carbonell
Group: 1GSIS
Class: CV0003 - English
Language used in class: English
Target language of the task: English
Description of the task:
Students of the vocational training course 'Early Years Education' had to create a video in which they explained to other teachers at their school what to do in case of different emergency situations: if a student faints, if they fall, if they choke… etc.!
In order to do so, we structured the content in the following way:
FIRST STEPS: students studied the vocabulary and grammar necessary to do this task. We have to take into account that this is blended-learning, so students normally stay at home and follow the English course online, coming to class just once a week (if necessary).
MAIN STEPS: students created a draft that later would be a piece of writing with the steps of what to do in case of (whatever emergency situation they chose). Once this was written and submitted through AULES (online platform), pupils got them corrected and, with this feedback, they were able to record themselves at home in order to create a video tutorial with their explanation.
FINAL STEPS: students submitted the final recording version of their tutorial and got feedback from the teacher.
Evidence: two videos showing how different the final products can be, since one pupil created theirs with slides and CANVA meanwhile other recorded it in front of the camera with very nice acting skills!
Portfolio de lenguas: Lectura de poemes en valencià, castellà i anglès el dia de l’arbre
Lectura de poemes en valencià, castellà i anglès el dia de l'arbre
Professor: Pau Millán Carbonell
Grup: 1GSAN
Mòdul: CV0003 - anglès
Llengua vehicular: anglès
Llengua de la tasca: valencià, castellà i anglès
Descripció de la tasca:
Per a la plantació d'un nou arbre al pati de la nostra escola, hem dedicat una sessió a investigar, escollir i llegir poemes que tractan el tema de la natura en valencià, castellà i anglès. Així, la preparació de la classe va ser de la següent manera:
- Deures abans de la sessió: els alumnes havien d'investigar i buscar textos a casa que tractasen el tema de la natura, els arbres, etc., al seu voltant.
- Dia de la sessió:
- Presentació dels materials que havien trobat a la resta de companys i reflexió inicial.
- Selecció per grups, dividint el total d'alumnes en un grup que escolliria un únic poema en anglès, un altre en valencià i un últim en castellà. Reflexió en profunditat de la temàtica de cada poema per a escollir el que més ens agradava i representava l'esdeveniment i l'acte.
- Assaig dels poemes en veu alta per a poder llegir-los una vegada plantem l'arbre al pati de l'escola: llenguatge verbal i no verbal, projecció de la veu, entonació, pronúncia…
- Dia del plantament de l'arbre:
- Presentació del grup i què ocorrirà davant la resta de companys i companyes de l'escola.
- Lectura de poemes en les tres llengües.
- Plantament de l'arbre.
- Acomiadament.
Evidència presentada: fotos i vídeos del plantament de l'arbre i la lectura dels poemes.
Conclusió: al grup li va agradar participar en aquest acte, d'una banda per la poca proximitat que tenen amb la poesia normalment, ja que van descobrir textos amb una musicalitat nova per a ells i elles i, d'altra banda, perquè van aprendre com recitar i utilitzar el llenguate no verbal per transmetre el missatge de cada poema.
Portfolio de lenguas (PAU): Halloween Costume Contest
Halloween Costume Contest
Teacher: Pau Millán
Group: 1GSAN (main) + 2GSAN (assistants)
Subject: English - CV0003
Target language: English
Task: the group had to organize themselves to create a costume contest and a parade for Halloween. Thus, they:
- Previous weeks: divided themselves in teams and created a document / spreadsheet with the roles and duties of each member of the team; created posters to promote the event and placed them around the school.
1GSAN
A. Presenters / speakers: in charge of speaking in front of an audience in EN and directing the event.
B. Decoration team: in charge of creating Halloween decorations and putting them around the school.
C. Managers: in charge of welcoming the groups, divide and place them around the school's patio, playing music at the background, taking pictures of the event.
2GSAN
D. Entertainers: in charge of creating dynamics and games to entertain those that finished the presentation of their costume and were waiting to get to know the results of the contest and the prizes.
- Halloween Costume Contest and Parade:
Groups of the school that enrolled attended the event with their class and teacher. They had chosen a topic for their costume, so they presented it to the audience and performed all together (some role played, others danced…).
Once they finished their presentation, they played some games and were entertained until the prizes were given.
