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Transcript of 3º & 4º SECONDARY EDUCATION STAGE A Christmas... · PDF file3º &...

  • 3 & 4 SECONDARY EDUCATION STAGE

    Didactic Project

    TEACHERS GUIDE

    A Christmas Carol

  • A Christmas Carol 2

    BEFORE THE PERFORMANCE

    SESSION 1 : SYNOPSIS AND CHARACTERS 8ACTIVITY 1 : SYNOPSIS 8ACTIVITY 2: WHO WAS CHARLES DICKENS? 9ACTIVITY 3 : THE CHARACTERS 10

    SESSION 2: UNDERSTANDING THE PLAY 14ACTIVITY 1 : WHAT IS HAPPENING? 14ACTIVITY 2: CHRISTMAS TIME HAS COME TO TOWN 15ACTIVITY 3 : CHRISTMAS SPIRITS 17

    SESSION 3: THE ENDING 18ACTIVITY 1 : SPOT THE MISTAKE 18ACTIVITY 2: NEW WORDS 19ACTIVITY 3: WHAT HAPPENS NEXT? 21ACTIVITY 4: PAST SIMPLE AND PRESENT PERFECT 22

    AFTER THE PERFORMANCE

    SESSION 4 : EXPRESS YOURSELF 23ACTIVITY 1 : WHAT DID YOU THINK? 23ACTIVITY 2 : WRITE YOUR OWN REVIEW! 24ACTIVITY 3 : YOUR TURN! 25

    BBefore

    AAfter

    INDEX

    1. JUSTIFICATION OF THE PROPOSAL 3

    2. OBJETIVES 3

    3. METHODOLOGY 4

    4. ACTIVITIES 5

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 3

    1. JUSTIFICATION OF THE PROPOSAL

    Theatreasatoolforstimulatingandencouragingthestudenttodiscover,learnandapplythelanguagehe/shehaslearned.

    Theplayspresentsocialcontentandarealsofocusedonaneducational/studentenvironmentthatwillallowthestudentstoidentifywiththevaluescontainedtherein.

    Thescripts,apartfromallowingtheplaytobeperformedinthetheatrethuscreatingtherecreationalandaestheticaspect,alsohelp todevelopcommunicative functions,vocabularyandgrammaticalstructures.Thesecanbeworkedonbeforehandinclassusingaseriesofworksheetstofacilitateunderstandingoftheplotandcontributetolanguagelearning.This didactic material is adjusted to the level of the students according to the objectives stipulated for the relevant level by the Ministry of Education.

    2. OBJECTIVES:

    General:

    Listening to and understanding messages in a variety of verbal exchanges, utilizing the informationtransmittedtocarryoutspecifictasks.

    Expressingoneselfand interactingorally insimpleandcommonsituations,usingverbalandnon-verbalproceduresandadoptingarespectfulattitude.

    Writingavarietyoftextswithdifferentendings,withthehelpoftemplatesandmodels.

    Readingavarietyoftextsinordertounderstandthem,extractinggeneralandspecificinformationforapre-establishedgoal.

    Valuingaforeignlanguageasameanofcommunicationandunderstandingbetweenpeoplewithdifferentplacesoforigin,cultureandlanguages.

    Acquiringknowledgeoflinguistic,geographicandculturalfeaturesofthecountrywheretheforeignlanguageisspoken.

    Understandingthattheatreisasourceofpleasureandpersonalenrichment,thusfosteringhis/herinterestinit.

    Specific:

    Fosteringan interest in takingpart inoralexchangesabout routinesandsituations fromdaily life in theforeignlanguage.

    Workingonlanguageprosody:aspectsofphonetics,rhythm,accentuationandintonation.

    Familiarisingthestudent,fromthestart,withtheplotanddifferentcharactersintheplay,inordertofacilitatecomprehensionoftheperformanceatthetheatre.

    Developingtwocommunicativefunctionsperlevel,providingthestudentwithallthesyntactic,grammatical,lexicalandphoneticknowledgethatmakeupthesaidfunctionsinorderforthestudenttobeabletograspthem.

    The four basic skills that each reader needs to develop in order to communicateoptimallywill alsobeworkedon:listeningandreadingcomprehension(L.C. - R.C.)andwrittenandoralexpression(W.E. - O.E).

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 4

    3. METHODOLOGY

    Presentation of Material:

    Thedidacticworksheets includedwith thematerial,available tobothstudentsand teachers,aredesignedtobecompletedoverfour 60 minute sessions.Theideabehindthisisfortheworksheetstobeintegratedintotheclassroutine,reinforcingorapplyingpreviousknowledgeorintroducingnewbutsimplecontentforaspecificlevel.

    Structure of Material:

    Theobjectiveofthefirst,secondandthirdsessionsistogivethestudentsthenecessarypreparationinorderforthemtobeabletowatchtheplaywithoutanycomprehensionproblemsonthedayoftheperformance.

    Thefourth sessionwill focusonexpression.Afterhavingseentheplay, thestudentswillbeallowedtoexpresstheiropinionsontheperformance(comparingtheactualendingwiththeendingtheyhadpreviouslyimagined;comparingthebehaviouroftheactorswiththeirown).

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 5

    SESSION 1 Activity 1

    Activity 2

    Activity 3

    SESSION 2 Activity 1 Activity 2

    Activity 3

    SESSION 3 Activity 1

    Activity 2

    Activity 3

    Activity 4

    R.C. O.E.

    R.C. O.E.

    R.C. W.E.

    L.C.

    L.C.

    R.C. O.E.

    R.C. W.E.

    R.C. O.E. W.E.

    R.C. O.E.

    R.C. W.E.

    Familiarisationwiththeplot

    Familiarisationwiththeauthor

    Familiarisationwiththecharacters

    Discriminatingsounds

    Listeningtoasong

    Discussingopinions

    Testinggrammar

    Newvocabulary

    Verifyinghypotheses

    Roleplay

    BEFORE THE PERFORMANCE

    3 & 4 E.S.O. OBJECTIVES COMPETENCIES

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 6

    SESSION 4 Activity 1

    Activity 2

    Activity 3

    O.E.

    W.E.

    O.E.

    Testingknowledge

    Talkingabouttheplay

    Listeningtoasong

    AFTER THE PERFORMANCE

    3 & 4 E.S.O. OBJECTIVES COMPETENCIES

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 7

    SELECTED APPROACH:

    Although our main objectives are to foster interest in theatre and to help the student to grasp two newcommunicative functions, our approach is intended to be entertaining, visual and communication-based.Indeed,ontheseworksheets,wecanfindmanyactivitiespresentedintheformofgames,whichalsoprovidemomentsoffuninclass.Finally,allsessionsrequirethestudentstoexpressthemselves,withactivitiesfocusingonsituationsfromdailylife,orevenroleplay.Assuch,ourgoalistoofferactivitiesasanalternativetotheroutineoftheclassroomroutineandtomakelearningasecondlanguagemoreappealing.Allofthisworkispresentedasprojectoftheutmostinterest:seeingaplayinaforeignlanguage.

    ADVICE AND RECOMMENDATIONS:

    Before starting on the worksheets and the activities proposed therein, the students must have a copy of the play in order to go on to read it. Similarly, given that there are many activities requiring useful and modern re-sources, there must also be a CD player in the classroom for listening to the scenes and songs. All this mate-rial (play, CD, worksheets) is available on the following website: www.recursosweb.com

    In the student section, the sessions are spread out over several worksheets. It is advisable to make as many copies as there are students as soon as possible. As soon as the students have the worksheets, they will be able to complete them, following the instructions given for each exercise and with help from additional mate-rials such as dictionaries and reference manuals in class.

    In the teachers section, you will find all the activities designed for the students as well as all the correct ans-wers to the questions.

    The activities on the didactic worksheets are designed to train the four basic skills in foreign language acqui-sition: Listening Comprehension, Reading Comprehension, Written Expression and Oral Expression.

    Through these skills, a range of vocabulary, grammatical structures and phonetic aspects are developed in order to acquire a series of communicative functions that we consider to be key for understanding the play as well for applying them to real situations.

    In addition to working on the four basic skills, the sessions follow a sequential order. It is important to completeevery session, from the introduction of the plot to the storyline and characters, culminating in the resolution ofthe play. It is therefore necessary to complete the didactic worksheets before going to see the play in order toreinforce overall comprehension and, at the same time, create a sense of anticipation of what students may feelupon leaving the theatre.

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 8

    SESSION 1: SYNOPSIS AND CHARACTERS BBefore

    Activity 1: The Synopsis

    Before youread,lookattheunderlinedwordsfromthesynopsisandmatchthemtothecorrectdefinition.Nowusethewordsabovetofillinthegaps.

    The play is set on Christmas Eve in 19th century London. It tells the story of Mr. Scrooge, a mean, tight-fistedold man who has no love or kindness in heart. Mr Scrooge does not care about his family or other people; the only thing that is important to him is money. On Christmas Eve, 3 ghosts visit Mr Scrooge the Ghost of Christmas Past, the Ghost of Christmas Present and the Ghost of Christmas Future. Each ghost shows Mr Scrooge a scene from his life. The first ghost shows him his life as a child, the second ghost shows him his life as it is now, and the third ghost shows him how his future will be if he doesnt change his attitude and become better person. Will the ghosts succeed in teaching Mr Scrooge a lesson? Will Mr Scrooge become a kinder, more caring man...?

    What isaChristmascarol?Canyouthinkofanywell-knowncarols?WhydoyouthinktheplayiscalledA Christmas Carol?

    1. Theplayis set 2. Christmas Eve

    3.mean/tight-fisted

    4. ghost

    5. 19th century

    6. attitude

    Acarolisajoyful,happyreligioussongcelebratingthebirthofChrist.

    a. aspirit b.thewayyouthinkandbehave

    c.thenightbeforeChristmas

    d.theyears1800-1899

    e. happens/takesplace

    f. doesntliketospendmoney

    3 & 4 SECONDARY EDUCATION STAGE

  • A Christmas Carol 9

    SESSION 1: SYNOPSIS AND CHARACTERS BBefore

    Activity 2: Who Was Charles Dickens?

    Who wasDickens?Doyouknowanythingabouthim?H