Call sequence

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Autor: Gisela Ferreyra Tema: Holidays Subtema: Touristic places. Nivel: Elemental. Marco Teórico: Gramática: Pasado simple: verbos regulares e irregulares. Vocabulario: Medios de transporte, Vocabulario relacionado a actividades de vacaciones (go camping, go shopping, travel, stay at a hotel,etc) Libro: What’s up 1 Tiempo requerido: 6 horas Introducción a la secuencia: En esta secuencia los alumnos relataran sus vacaciones. Asi como también serán estimulados a imaginar que en sus vacaciones pasadas visitaron alguna atracción turística y plantearan posibles acciones realizadas en ese lugar por ellos mismos y también por un tercero. Objetivo de la secuencia: Aprender a expresar acciones en el pasado. Destrezas implicadas: Comprensión y producción: oral y escrita. Fundamentación: La enseñanza de una lengua extranjera permite a los alumnos enriquecerse con una educación integral que les proveerá de las capacidades necesarias para desenvolverse en un futuro laboral. Asi como también se les incita a respetar y reflexionar sobre otras culturas diferentes a la de ellos. En nuestros días, es imprescindible tener en cuenta que el estudio de otras lenguas permite a los estudiantes sensibilizarse hacia diversos modos de expresión, conocimiento, y relación de las sociedades humanas.

Transcript of Call sequence

Page 1: Call sequence

Autor: Gisela Ferreyra

Tema: Holidays

Subtema: Touristic places.

Nivel: Elemental.

Marco Teórico:

Gramática: Pasado simple: verbos regulares e irregulares.

Vocabulario: Medios de transporte, Vocabulario relacionado a actividades de

vacaciones (go camping, go shopping, travel, stay at a hotel,etc)

Libro: What’s up 1

Tiempo requerido: 6 horas

Introducción a la secuencia:

En esta secuencia los alumnos relataran sus vacaciones. Asi como también serán

estimulados a imaginar que en sus vacaciones pasadas visitaron alguna atracción

turística y plantearan posibles acciones realizadas en ese lugar por ellos mismos y

también por un tercero.

Objetivo de la secuencia:

Aprender a expresar acciones en el pasado.

Destrezas implicadas:

Comprensión y producción: oral y escrita.

Fundamentación:

La enseñanza de una lengua extranjera permite a los alumnos enriquecerse con

una educación integral que les proveerá de las capacidades necesarias para

desenvolverse en un futuro laboral. Asi como también se les incita a respetar y

reflexionar sobre otras culturas diferentes a la de ellos. En nuestros días, es

imprescindible tener en cuenta que el estudio de otras lenguas permite a los

estudiantes sensibilizarse hacia diversos modos de expresión, conocimiento, y

relación de las sociedades humanas.

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ANTES DE EMPEZAR:

En la primer parte de la secuencia los alumnos conocerán mediante videos y otras

herramientas (explorador) diferentes puntos turísticos de todo el mundo.

Expresaran preferencias sobre cada lugar (los mostrados por la profesora asi

como también los buscados por ellos mismos)

Clase 1:

Tema: Holidays

Objetivo: hacia el final de la clase los estudiantes seran capaces de:

Reconocer paises y lugares del mundo.

Reconocer expresiones de preferencias como: “I like…I

prefer…"

Nivel: Elementary

Tiempo: 40 min

Recursos: projector, worksheets, computers.

Warming up-Pre- viewing:

Teacher shows students a World map and asks students: “How many

tourist places do you know?” she asks them to point out some of them. “ In our

country, which tourist places do we have?” “ Have you visited some of them?”

“What do usually do on holidays?” “Which places do you visit?”(7 min)

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Teacher delivers students a photocopy with a chart, she asks them to read it and

make predictions: (According to the chart): “Are you going to listen a song or to

watch a video?” “About what?”

1-COMPLETE THE CHART.

WORLD’S TOP 10 TOURIST DESTINATIONS

VIDEO Countries’ flags colours ………………….(name of the students)

Presentation:

Teacher shows a video about tourist destinations (link

https://www.youtube.com/watch?v=4HJVxc99-bo ) She asks students to watch

once and to complete the chart with the colours of the flags. (5 min)

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While viewing: Students are asked watch the video once more and to complete

the chart with the information of the video. (5 min)

The video is showed a third time and students correct the activities (5 min)

Post viewing- Practice:

Students are asked to work in pairs and make their own ranking. They have to

write it in the right side of the chart. (ACTIVITY 1) (5 min)

:

Production-ACTIVITY 2: (13 min) Students are asked to make a video with

the ranking made by them:

Make a video about your favourite holiday’s destinations . Include images,

and sentences such as “My favourite destination is…”. Then, create an

account in youtube.com and upload your video with music.

Use one of the following tools:

Moviemaker.

Animoto

Students are asked to finish the video for next class.

OBSERVAR Y COMPRENDER

En esta sección los alumnos observaran medios de transporte y diferentes lugares

turísticos de nuestro país. El objetivo es incorporar vocabulario relacionado a las

actividades de vacaciones como así también los medios (transportes) usuales

para ir de un lugar a otro. También mediante el relato en imágenes de un

personaje aprenderán verbos regulares en pasado para posteriormente aplicarlos

a sus propias vivencias y compartirlo con sus compañeros de clase mediante una

herramienta tecnológica (voicethread).

Clase 2:

Objetivo: hacia el final de la clase los estudiantes seran capaces de:

Revisar verbos regulares

Revisar actividades vacacionales.

Reconocer el uso de pasado simple.

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Tiempo: 40 min

Recursos: computer, worksheets, board.

Warming up:

Teacher asks students to show to the rest of the class their productions. (10

min)

Presentation of vocabulary:

Teacher shows a power point presentation in which she presents means of

transport. (5 min)

(https://docs.google.com/file/d/0Bw6hUgZbo_o3c21wNkRDYUxNM0E/edit)

Practice of vocabulary.

She asks them to go to the page 60 of their book and do the activity 1.

Then, They check orally (7 min)

She asks students to go to this site:

http://www.languageguide.org/english/vocabulary/land-travel/ . They are

asked to add new means of transport to the list presented by the teacher.

(10)

PRESENTATION of GRAMMAR

Teacher presents a timeline (http://www.capzles.com/b3eb98c7-989d-427b-

8b2b-89b820dbd9a7) which was made by Robert (an invented character).

She asks students to read the title and asks: Robert made a timeline about

what? Where did he travel? Which places did he visit?... (10 min)

Then, she asks them to click on the images and read the descriptions of

each picture. She makes questions about each of them. Then she asks:

“Those actions, verbs that you read there… are in the present or in the

past? Look at the verbs…what do you add at the end of the verbs to put

them into the past?”Then, she explains that those verbs in the past with a –

ED suffix are called REGULAR VERBS. (15 min)

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PRACTICE

She delivers a worksheet with sentences to systematize grammar.

Then, they correct the activities on the board. (8 min)

Complete with the past form of the verbs in brackets.

1_I____ some hamburgers with my friends.(cook)

2_ I ___ football in Corrientes. (play)

3_ We ___ in a hotel in Buenos Aires. (stay)

4_ They ____ late to the school. (arrive)

5_We____to my grandma’s house with my sister.(Walk)

Students are asked to register in voicethread (http://voicethread.com/) and

work in groups of three.

They have to tell to each other what they did on their last holidays, using

regular verbs. If they travelled, they had to mention the mean of transport

used to arrive to their destinations.(15 min)

RECURSOS LINGÛISTICOS:

Los alumnos escucharan un diálogo donde se repasan los verbos regulares

utilizados en actividades de vacaciones. La docente seguirá los pasos de “pre

listening” (antes de la escucha) donde los chicos tendrán un primer contacto con el

texto que tienen que completar, un “while listening” (durante la escucha), donde

los chicos escucharan el audio y completaran el texto, y un “post listening”

(después de la escucha) donde se corroborará si los estudiantes efectivamente

entendieron el texto.

CLASE 3:

Objetivo: hacia el final de la clase los alumnos serán capaces

de:

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Reconocer verbos regulares.

Producir oraciones usando vocabulario visto previamente

(holiday activities) y verbos regulares.

Tiempo: 40 min.

Recursos: worksheets, audio, computer.

Warming up: Students present their work in voicethread to the rest of the class. If there’s

any grammar or language mistake, teacher will ask for feedback to the rest

of the class. If necessary, she will give the feedback (10 min)

Pre listening: (7 min)

Teacher delivers some worksheets with an incomplete text. In this text a

man talks about the activities he did during his last holidays. Teacher asks

students to look at the worksheets: “What is it?” “A dialogue? A song? A

short text?” “Is it complete or in incomplete?” “How many spaces to

complete do you have there?” “The story is about the present or the past?” “

How do you know that”. Teacher asks students to look at the pictures below

the text and asks: “What do the pictures represent?” “ What are these

people doing?”

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1. LISTEN AND COMPLETE:

During my last holidays I travelled to_____. I _____

a December morning. In the afternoon I_____ to a

friend’s house and we_______. We also cooked some

hamburgers. I ________during my days there. It was

a wonderful experience!

__ __ _

__ __

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While listening: (7 min) Teacher plays the audio

((https://drive.google.com/?tab=wo&authuser=0#my-drive) and makes

pauses after each sentence. Students try to complete. Teacher tell students

that they are going to listen it twice.

Post listening (6 min): Students correct the listening. Then, they are asked to put the images in

order according to the audio.

Practice- Activity (10 min) :

Students are asked to work in pairs. They have to choose a destination and

imagine that they travelled to that place together. They are asked to work with a

online timeline maker (capzles) . They had to record themselves and add the audio

(following the example provided by the teacher) to the timeline. If they don’t finish,

they will continue next class.

PRODUCIR Y COMUNICAR:

En esta sección los alumnos leerán textos donde tendrán que reconocer verbos

regulares e irregulares. La docente dará pistas para que los alumnos lleguen a

reconocerlos. Luego, los estudiantes tendrán que utilizar todo lo aprendido

(vocabulario y gramática) en esta secuencia para producir un poster donde

recurrirán a su imaginación para inventar un personaje y un posible lugar visitado

por el mismo.

Clase 4:

Objetivo: hacia el final de la clase los alumnos serán capaces de:

Reconocer verbos irregulares.

Producir oraciones usando vocabulario visto previamente (holiday activities)

con verbos regulares e irregulares.

Tiempo: 80 min.

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Warming up:

Students are asked to finish the timeline of the previous lesson (10

min)

Then, they are asked to show and explain their timeline to their

classmates (10 min).

Presentation:

Teacher divides the class in four groups. Each group reads a text

about someone’s holidays.

While students read the text, teacher draws a chart on the board (7

min):

Present Past Stay Arrive Visit

Play Take See Buy Go

Then, she asks each group to find the past of these verbs on the text

and complete the chart on the board. They will write the past of

almost every verb, but they won’t write the past of take,see and saw.

So teacher will ask: “Look at the text again, you will find the past of

take,see and saw” If they cannot recognize she asks to look at the

highlighted words. Teacher asks to each group to come to the front

and complete the chart. Then, she asks them: “Do we add –ED to

these verbs?” “What do we actually do?” “If these ones (pointing at

the regular verbs) are called REGULAR verbs, how do we call to

these ones?(pointing at the irregular ones). Finally, students are

asked to copy this chart on their copybooks. (10 min)

Then, they have to complete the chart below the text according to

what they read. They share their answers with the rest of the class. (7

min)

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Hi! I’m Harry from

Corrientes!

READ THE TEXT:

I ARRIVED IN MENDOZA AT 10PM. THE FLIGHT TOOK MANY HOURS, I WAS VERY TIRED! THE

FIRST DAY I HIRED A MOUNTAIN BIKE AND VISITED THE NATIONAL PARK ACONGUA. I SAW BIG

MOUNTAINS THERE. THE SECOND DAY I WALKED AROUND AND VISITED SOME VINEYARDS. IT

WAS A WONDERFUL EXPERIENCE!

b-

NAME ...

He is from... He visited...

First day... Second day...

READ THE TEXT

ON JANUARY I VISITED CORRIENTES. THE TEMPERATURE WAS 45°C! HOWEVER, THE FIRST DAY, I

PLAYED FOOTBALL WITH SOME FRIENDS. AT NIGHT ME AND MY FRIENDS WALKED FOR THE

WATERFRONT AND BOUGHT SOME ICE-CREAMS. THE SECOND DAY, WE WENT TO A NIGHTCLUB.

I WANT TO GO THERE AGAIN!

Hi! I’m Lucy from Entre

Ríos!

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NAME ...

She is from... She visited...

First day... 1. 2. 3.

Second day...

READ THE TEXT

I TRAVELLED TO BUENOS AIRES ON MY LAST HOLIDAYS. THE FIRST DAY ME AND MY SISTER

TOOK THE UNDERGROUND AND WENT SHOPPING. WE BOUGHT GIFTS FOR OUR FAMILY. THE

SECOND DAY WE TOOK A COACH TO MAR DEL PLATA AND WENT TO THE BEACH. WE WISH TO

VISIT BUENOS AIRES AGAIN!

NAME ...

He is from... He visited...

First day... Second day...

READ THE TEXT

Hi! I’m Joseph from Chaco!

Hi! I’m Sarah from Buenos

Aires!

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ON THE LAST WEEK OF OUR HOLIDAYS, ME AND MY FAMILY WENT CAMPING TO JUJUY. THE

FIRST DAY, WE VISITED THE “SEVEN COLOURS HILL” , A WONDERFUL TOURIST ATTRACTION IN

OUR COUNTRY, THE SECOND DAY WE VISITED A MUSEUM. AT NIGHT WE COOKED

HAMBURGERS-THEY WERE DELICIOUS!

b.

NAME ... She is from...

She visited... First day...

Second day...

Teacher asks students to work with the same groups and sign up in glogster

(http://edu.glogster.com/) as student. They have to invent a character and imagine

that this character had traveled to a place, teacher gives some options (France,

Brazil, Argentina, United Kingdom, United States), they have to do a search on the

internet about this place and make a poster with images,video,etc and a text using

regulars and irregulars verbs. They also have to mention the mean of transport

used to travel. Then, they present this poster to the rest of the class, teacher and

classmates give feedback. (36 min)