clil health

martes, 10 de noviembre de 2015


La unidad AICLE que os presento es la “Unit 1An emergency service dispatcher” correspondiente al Módulo de Teleemergencias que se imparte en el 2º curso del CFGM de Emergencias Sanitarias.
A continuación os indico los objetivos generales de la unidad y cuáles son el vocabulario y las estructuras gramaticales necesarias para trabajar la L2.

Template to design a CLIL didactic unit

Subject:. Teleemergencies Teacher: Alicia Sánchez Ortiz

The title of Unit 1An emergency service dispatcher

Course / Level 2nd CFGM Emergency Health Care

1. Learning outcomes
/ Evaluation criteria
  • To be able to identify different types of Coordination Centres.
  • To recognize technologic media in the Coordination Centre.
  • To know the basic legislation in reference to the Coordination Centre.
  • To know different kind of jobs and professional functions of the Emergency Service Dispatcher's staff .
2. Subject Content
The goal of this unit is to familiarize you with the different types of Emergency Control Centres or Public Safety Answering Points (PSAPs). Through a study of the various roles that the emergency staff must fulfill. The dispatcher is the centre of radio communication.
  • Urgent assistance and health emergencies.
  • Types of emergencies.
  • Pre-hospital emergency health systems.
  • Emergency Control Centres (ECC).
  • Types of Control Centres.
  • The role of the Emergency Control Centres.

3. Language Content / Communication
  • Nouns: goal, emergency, type, role, media, kind, job, dispatcher, question, pair, level, number, country, former, code, citizen, framework, location, main, caller, incident, site, team, pólice, firefighter, International Red Cross, GP, physician , pharmacist, neighbours, relative, people, criminal, job, law, fire, ambulance, first aid, casualty, life, health, illness, care, surgery, drug, chemist, blood, marriage, paragraph, single, facility, rescue, risk, limb, data, network, responsibility, answer, patient, injury, delivery, staff, death, equipment, wound, chance, bushfire, earthquake, flood, windstorm, cyclone, tree, bush, water, ground, mud, rock, volcano, phenomena, eruption, tsunami, forest, riot, pollution, hazard, goods, movement, task, support, coordinator, shift, demand, quantity, security, victim, disaster, environment, procedure, responder, management, threat, image, signal, exposure.
  • Verbs: fulfill, identify, follow, warm-up, improve, practise, discuss, feedback, dial, call, response, help, make, break, catch, drive, treat, prepare, read, access, include, handle, send, use, expect, lead, run, delay, prevent, establish, delay, require, spread, shake, slide, lack of, listen to, include, manage, request, mobilize, request, solve, depend on, differ, work, notify.
  • Adjectives: European, short, adequate, right, preventive, impaired, medical, potential, physical, special, immediate, chronic, subjective, objective, medical, unstable, skilled, golden, traumatic, narrow, critical, fluvial, atmospheric, gravitational, dangerous, seismic, Spanish, accessible, responsible, specific, appropriate, intensive, multisectoral, economic.
  • Prepositions: at, with, in, by, without, within, from, to, after, over.
  • Passive voice (recognition).
  • Modal verbs (may, can, might, must …).
  • Relative clauses.
  • Present simple and continuous tense.
  • Past simple and continuous tense.
  • Futur.
  • Conditionals.
  • Superlatives.
Discourse type / Language skills Reading, speaking, listening, writing and interact.
4. Contextual (cultural) element
To know how work pre-hospital emergency health systems in case of an emergency or urgency situation.
5. Cognitive (thinking) processes
Read, listen to, understand, compare, analyse, write, identify, connect, summarize, assess.
6. (a) Task(s)
  • Vocabulary exercises related to emergency terms.
  • Being able to distinguish urgent assistance from medical emergencies.
  • Defining types of emergencies.
  • Describing different Emergency Control Centres.
6. (b) Activities
Reading the texts.
Activities (Worksheets):
Introductory (warm activities): discussion groups.
Answer questions with simple sentences or yes/no answers.
Listening activities.
A bingo game.
A card game.
Use drawings to label specific vocabulary.
Matching activities.
True or false activities.
Filling in the gaps sentences.
Circling and ticking activities.
Frame activities (sentences maker).
Searching synonyms in texts.
Putting in order.
Final test: multiple choice questions.
7. Methodology

Organizations and class distribution / Timing
The methodology will be active and participatory; in addition, it must facilitate both individual and group learning.
The methodology will be applied through the establishment of work habits, including completing the teacher's activities.
Timing: 3 sessions per week during 3 weeks.
Resources / Materials
Activities designed by the teacher and given to the students in pdf.
Aditional resources:
Professional telecommunicators
Emergency vocabulary
Medical English vocabulary

Vídeos: Meet "Disaster" and "Preparedness": Part 1

 Vídeos: Meet "Disaster" and "Preparedness": Part 2

Key Competencies
Specific basic competencies that will be practiced: linguistic, mathematical, social, digital, cultural, learn to learn, autonomy, etc.
8. Evaluation (criteria and instruments)
  • Describe the objectives of the Emergency Service Dispatcher.
  • List the elements which make up the Emergency Service Dispatcher.
  • Classify the different sort of resources of the Coordination Centre.
  • Know the main differences between the 112 Emergency Service Dispatcher and the 061 Health Emergency Center.
  • Came out the functions and elements of the Emergency Service Dispatcher indispensable to manage it.
  • Know different technology platforms.
  • Manage the dispatch system of the Coordination Centre.
  • Execute the connection and verification of intercommunication between the workstation and the exit of the system.
  • Assess the received warnings by the system.

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