6. De Bono's 6 thinking hats theory.

Unit 1.    YOU AND YOUR ENVIRONMENT.

Lesson 3. The school. Friends.

Trying to make students think about the thinking process itself, we have carried out a classroom activity by using De Bono's Six thinking hats theory. The topic was "How to improve the coexistence in the classroom" and each group has been assigned a question so that the members could answer it adopting the viewpoint of their hat.

Group work, empathy, peer learning, collaboration,  discussion, responsibility to finished the task on time...The attempt is worth if students can learn in a different way and, why not, if I am able to get a smile out of them.

5. School coexistence

Unit 1.    YOU AND YOUR ENVIRONMENT.

Lesson 3. The school. Friends.

HOW TO IMPROVE THE SCHOOL COEXISTENCE?

To reflect on what we can do to improve the school coexistence, detect and solve daily problems, help classmates perform better and contribute to make the school a good place to relate, learn and have fun, we are going to use the 6 thinking hats technique designed by Eduard de Bono.

All the students will be distributed in 6 groups (6x5) and each group will be assigned a color.
According to the instructions of the following video, the students will make a hat to identify themselves with the symbolism of the color assigned. Then, they will complete the questionnaire by participating in a group debate and, eventually, all the groups will interact and take part in a class discussion.

3. The school environment.

Unit 1.    YOU AND YOUR ENVIRONMENT.

Lesson 3. The school. Friends.

INTERPERSONAL COMMUNICATION
THE SCHOOL

What do we know about our school community?

Brain storming session: 

• Members of the school community; spaces and services; educational studies; human resources and roles; main documents.
• How can we contribute to our school community?
• What does the school community mean to us?

Academic Studies:

Participation in the school:

• Students representatives are elected by the entire student body. Which ones are their responsibilities?

• Students' Rights and Duties.

School Board elections

 26th of NOVEMBER

CONFLICTS AND SOLUTIONS

• Content: Interpersonal relationships in the school. School community. Friends and foes in adolescence.
• Content language: Members of the school community: spaces and services; academic studies.
• Communication: English language: 
• to be responsible for + noun / -ing.
• who is responsible for...?
• to have the duty to + inf
• to have the right to + noun / inf
• must + inf to express obligation
• frequency adverbs
• should + inf to express recommendation
• Culture: Scholar board elections. Students' Rights and Duties.  Friends and foes in adolescence. The use of Internet.
• Cognition: 
• Comprehension: classify, give examples, explain, distinguish
• Application: solve, interpret, choose

• Reading  and comprehension activity.
• Multiple choice activity.
• Group discussion. 
• Filling the gap activity.
• Displaying in a mural students' rights and duties.
• Six thinking hats in a group activity.

2. The family.

Unit 1. YOU AND YOUR ENVIRONMENT.

Lesson 2. The family.

INTERPERSONAL COMMUNICATION
MODELS OF FAMILIES

"A house is made of walls and beams; a home is built with love and dreams."-   Author Unknown  

Main models of families:

• Nuclear families.
• Single-parent families.
• Reconstituted families.
• Married couples without children.
• Unmarried couples with or without children.

Find out your family history.

• Content: Interpersonal relationships in the family. Responsibilities at home.
• Content language: Family vocabulary: family members; types of families. Household chores.
• Communication: English language: 
• Who + 3 rd pers. sing. to make questions?
• How long does it take you to... / It takes me + time expression.
• Present simple.
• Culture: Types of families. Sharing responsibilities.
• Cognition: 
• Knowledge: match, list, state, recall, identify
• comprehension: explain, discuss

• Reading activity.
• Questionnaire.
• Family tree.
• Group discussion.
• Flashcards activity.

1. Who are you?

Unit 1.    YOU AND YOUR ENVIRONMENT

Lesson 1.  Adolescent life and experiences. 
What we know about ourselves.

WHO ARE YOU AND WHAT ARE YOU REALLY LIKE?

YOUR IDENTITY: 

characteristics, attitudes, feelings, opinions and beliefs that distinguish you from others.

Wordle.net

VIDEOFORUM

1- ¿Qué le ocurre al protagonista?

2- ¿Qué siente? ¿Cómo reacciona?

3- ¿Qué descubre de sí mismo?
4- ¿Qué aprende?

• Content: Adolescence, identity and self-esteem. Life stages.
• Content language: personality adjectives; life stages.
• Communication: English language: 
• Chunks of language: 
• ...is a person who + 3rd pers. sing
• ...is able to + inf
• ... is willing + inf
• I agree with...because...
• I do not agree with... / A disagree with...because...
• Present simple.
• Culture: Knowing other people's personality. People diversity.
• Cognition: 
• Knowledge: define, describe, memorize, select, match
• comprehension: explain, describe, distinguish

• Flashcards activity.
• Pair work.
• Gap-filling exercise.
• Group discussion.
• Brain storming on the blackboard.