Anglès
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- ItemOpen AccessEquip ICE d’anglès a primer cicle d’educació infantil (0-3 anys): La programació d’anglès implementada a l’escola bressol municipal Albarés de l’Ajuntament de Lleida(Universitat de Lleida. Institut de Ciències de l'Educació, 2018) Berenguer Sans, MònicaEn aquest document es pretén donar a conèixer la programació duta a terme en el marc del projecte d’anglès a l’escola bressol municipal Albarés de Lleida, planificada d’acord amb el Decret 101/2010, de 3 d'agost, d'ordenació dels ensenyaments del primer cicle de l'educació infantil, a mode d’exemple per facilitar la seva difusió, compartir l’experiència i deixar-la com a punt de partida per qui vulgui engegar o completar un projecte similar.
- ItemOpen AccessEquip ICE d’anglès a primer cicle d’educació infantil (0-3 anys): Amb una mirada crítica(Universitat de Lleida. Institut de Ciències de l'Educació, 2018) Berenguer Sans, Mònica; Guixé Cirera, Montse; Jover Fantova, Concepció; Subirana Esteve, Marta; Vernet del Rosario, JoanaDurant cursos 2015-2017 vam desenvolupar les metodologies que les diferents escoles bressols municipals de Lleida empren a l’hora de dur a terme l’activitat d’anglès a l’aula. Durant aquest curs hem volgut aprofundir en de quina manera observem per aprendre i com aprenem a observar.
- ItemOpen AccessWriting is driving me nuts(Universitat de Lleida. Institut de Ciències de l'Educació, 2018) Carreño, Àngels; Llas, Dolors; Vidal, Eva; Miquel, Fina; Fernández, Maite; Nabau, Maria; Olarte, Mireia; Cantons, Sílvia; Irun Chavarria, MontseThese are a series of units designed by ESO teachers for ESO students who have to pass the External Examination of Competències Bàsiques de 4t ESO. This exam consists of three parts: listening comprehension, reading comprehension and written production. Traditionally, the written part of this test is the one with the lowest marks. The aim of the authors of these thirteen units was to give 4th ESO English students the necessary practice to achieve their best written competence. The writing activities from the first test onwards were analysed. The two most well- known approaches to writing teaching -process writing and writing as a product- were also studied. As a result of those reflections, these units were designed. Written language also implies the knowledge of different types of text. Students need to be aware that, depending on the type of text, the structure to organise ideas varies. The type of text is chosen according to its different objectives and purposes. The units also provide examples of the texts to be written, which learners analyse and can use as models. The units follow the guidelines in the Curriculum for ESO Generalitat de Catalunya (2015) as their aims are to achieve the Basic Competences related to writing:
- ItemOpen AccessUnit 1: The starting system in Diesel engines(Universitat de Lleida. Institut de Ciències de l'Educació, 2017) Panadés Tocino, AlbertThe starting system is an essential part of the Diesel engine so as to assist the engine in the first steps of working when the cooling system has a low temperature. For this reason, the engine has an electrical system equipped with a relay and the glow plugs which heat the air of the combustion chamber and make the combustion easier. In the following activities we are going to understand how the starting system works, build a wiring system in a panel and work with the system in a car. Objectives: - Learn to verify the heating system, checking their functionality. - Select properly technical documents and useful instruments. - Incorporate the use of English in professional situations and use the correct terminology based on transport and automotive maintenance
- ItemOpen AccessUnit 1: Orofacial exploration(Universitat de Lleida. Institut de Ciències de l'Educació, 2016) Aldavert Fàbregas, Maria MercèThe Orofacial Examination Protocol is very useful in providing a fast, initial, expedient detection of possible morphological and functional disorders, and to guide the patient toward the appropriate professionals. With this tool it is possible to detect the risk factors which can negatively affect morphological and functional harmony and guide patients toward the necessary treatment as early as possible. Objectives: - To get acquainted with the dental office vocabulary. - To know the vocabulary of the anatomical parts of the mouth, neck and head. - To learn the orofacial exploration technique. - To incorporate the use of English in professional situations, and to train the students the language skills and practice, so as to enable them to work in another country.