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1. Assign collaborative group projects that require students to work together to construct knowledge and solve problems such as designing a menu for an specific pathology. I encourage them to share ideas while using English and also promote social interaction while learning. 

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1. Assign collaborative group projects that require students to work together to construct knowledge and solve problems such as designing a menu for an specific pathology. I encourage them to share ideas while using English and also promote social interaction while learning. 

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2. In my first class I test my students in order to know which is their English level. Depending on the reuslts I break down complex tasks or concepts into manageable steps. Later, I allow them to gain confidence allowing them to progress to higher levels of understanding and language. This can be related to the Scaffolding and Zone of Proximal Development (ZPD) concept. 

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2. In my first class I test my students in order to know which is their English level. Depending on the reuslts I break down complex tasks or concepts into manageable steps. Later, I allow them to gain confidence allowing them to progress to higher levels of understanding and language. This can be related to the Scaffolding and Zone of Proximal Development (ZPD) concept. 

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3. Integrate language learning with subject content. For example, they start looking for different types of food and classify them into the macro and micronutrients. This way, they learn new vocabulary and then they create a menu with the words they have learned.

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3. Integrate language learning with subject content. For example, they start looking for different types of food and classify them into the macro and micronutrients. This way, they learn new vocabulary and then they create a menu with the words they have learned.

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Design tasks in which there are subtasks ordered according to the complexity of execution, using verbs that progressively imply the use of critical thinking by the student. For example, we start using verbs such as create or evaluate and we finish using verbs such as understand or remember.

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Design tasks in which there are subtasks ordered according to the complexity of execution, using verbs that progressively imply the use of critical thinking by the student. For example, we start using verbs such as create or evaluate and we finish using verbs such as understand or remember.

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Create activities that require students to engage in higher-order thinking skills such as analyzing, evaluating, and creating. Start providing open questions to start thinking critically and then encourage them to analyze information and generate creative solutions.

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Create activities that require students to engage in higher-order thinking skills such as analyzing, evaluating, and creating. Start providing open questions to start thinking critically and then encourage them to analyze information and generate creative solutions.

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Encourage students to express their opinions, defend their ideas, and participate in critical dialogue. Start with warm up questions related to the subject content and start inceasing difficulty in order to promote higher-level thinking and  develop communication skills.

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Encourage students to express their opinions, defend their ideas, and participate in critical dialogue. Start with warm up questions related to the subject content and start inceasing difficulty in order to promote higher-level thinking and  develop communication skills.

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Hello everyone, my name is Carla Ducat and I work in Mercabarna, Institut dels Aliments as a teacher or Dietetics. I joined this course in order to certificate my english profile. A collegue from work did it on Christmas and she told me that she learned a lot so I hope I will learn a lot to. See you!

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Integrate vocabulary-building activities into my dietetic classes by doing pronunciation exercises and translating the meaning of words related to the topic.

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Integrate vocabulary-building activities into my dietetic classes by doing pronunciation exercises and translating the meaning of words related to the topic.

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Use original articles, research papers, case studies, or videos related to nutrition, dietetics, and health. Encourage students to read, analyze, and discuss these materials, promoting language comprehension and critical thinking. 

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Use original articles, research papers, case studies, or videos related to nutrition, dietetics, and health. Encourage students to read, analyze, and discuss these materials, promoting language comprehension and critical thinking. 

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Build different sentences by using words learned from the topic with a limitation of time but trying to use as much words learned as possible in one single sentence.

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Build different sentences by using words learned from the topic with a limitation of time but trying to use as much words learned as possible in one single sentence.

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CREATING: Build a food guide using Sites about macro and micronutrients that are important to a specific type of pathology. Also, create Kahoot questions related to the topic.

EVALUATING: Explain at the rest of your class the most important micro and macronutrients to eat in the pathology assigned.

ANALYSING: Examine a scientific article that supports the information you provide in the food guide.

APPLYING: Cook 3 recipees that are healthy and good for your patient.

UNDERSTANDING: Create a clinical case explaining the patient's symptoms and dietetic treatment explaining to your group why you choose each micro and macronutrient according to each symptom. Do a scheme to synthesize the information in a visual way.

REMEMBERING: Play the Kahoot you prepared before.

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Readapting the activity using the 3 dimensions of concept:

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Readapting the activity using the 3 dimensions of concept:

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CREATING: Build a food guide about macro and micronutrients that are important to a specific type of pathology by collecting information from realiable websites and using inherent vocabulary and posting it into google Sites.  Also, create Kahoot questions related to the topic by using specific words from the topic.

EVALUATING: Explain at the rest of your class the most important micro and macronutrients to eat in the pathology assigned. Then answer and discuss questions from the rest of the class.

ANALYSING: Examine a scientific article that supports the information you provide in the food guide by surfing the internt (Pubmed) and transcribing the article by using L2.

APPLYING: Cook 3 recipees that are healthy and good for your patient by using ingredients you learned before ans explaing to the teacher out loud each step of the recipee.

UNDERSTANDING: Create a clinical case including the patient's symptoms and dietetic treatment by explaining to your class why you choose each micro and macronutrient according to each symptom. Do a scheme to synthesize the information in a visual way using words you readed and learned when surfing the internet.

REMEMBERING: Play the Kahoot you prepared before with the rest of the students by reading each question loudly (in order to practise pronunciation of the words) and by using inherent vocabulary.

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Task 3.1. Supermarket of scaffolding ideas

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Task 3.1. Supermarket of scaffolding ideas

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Activity number 1

What kind of scaffolding did you buy?

Brainstorming as a class language

Why?
It serves to assess the prior knowledge of the students and begin to identify key words that will be important for understanding the subject matter.

Topic:
Thyroid gland

Level:
Remember

Time:
20 mins

Describe how it works:
An image related to the topic being discussed is projected, and a word cloud is generated using Mentimeter by the students. The words appearing with a larger size are the ones most repeated among the students. The aim is to note at least 5 different words. Once the first part is completed, the words will be related to each other by constructing sentences.

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Task 3.1. Supermarket of scaffolding ideas

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Task 3.1. Supermarket of scaffolding ideas

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Activity number 2

What kind of scaffolding did you buy?

Providing students with three sample business plans that they are asked to analyse for structure, tone, phraseology, and alignment of goals, product development, budget and marketing. Their analysis is discussed in class. Students then develop their own business plan based on the analysis of the samples.
Why?

It allows students to take real references from the sector they want to access as future dietitians. Additionally, creativity is fostered, and students can start directing themselves towards their future.

Topic:
Create your personal brand as a dietitian by opening a dietetic consultation

Level:
Create

Time:
3 weeks

Describe how it works:
Three websites of professional dietitians are presented, offering their services with different target audiences and/or services. Students will analyze each of the proposals and create a SWOT analysis for each one. Once the three analyses are completed, they can start brainstorming ideas for their own personal brand, having identified weaknesses, threats, strengths, and opportunities.

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Task 3.1. Supermarket of scaffolding ideas

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Task 3.1. Supermarket of scaffolding ideas

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Activity number 3

What kind of scaffolding did you buy?

Providing speaking frames such a debate

Why?
The use of role-play debates in the classroom allows students to pay attention, analyze the recreated situation, and generate opinions that lead to further content related to the topic being discussed

Topic:
Digestive system diseases

Level:
Analyze and Evaluate

Time:
2 hours

Describe how it works:
The students work in pairs with the roles of dietitian and patient. During the role-play, the students must use theater to explain various characteristics of the disease: symptoms, dietary treatment, etiology, related bad habits, etc. The rest of the students will observe the role-play, and at the end, a debate will be conducted to discuss successes, errors, and improvements to achieve a complete understanding of the disease.

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Task 3.2. Design an activity by using apps

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Task 3.2. Design an activity by using apps

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https://www.liveworksheets.com/kr3450834xr