As an introduction, here you can see a power point presentation that is a summary of what you will read on this blog!
divendres, 17 de febrer del 2012
Introduction: PPT Presentation
dijous, 16 de febrer del 2012
My original ideas
My original ideas were quiet vague at the beginning. They were not clearer until I had to share them with my classmates. At the very beginning of the creation of my teaching sequence, I had hundreds of ideas but there were no time, not enough resources to carry all of them out. In addition to that, they were not connected and I had to pick up those ones that were coherent and made sense according to my goals.
Finally, when I had to define in a clearer way my starting point, I decided that I wanted to teach without using books. It was not because I thought they are boring or not useful, it was because I wanted to create and carry out completely by myself the sequence.
The topic I was going to carry out was food. I did not choose it, it was my placement teacher who told me to do it and I agreed and, actually, I found out that is an interesting and useful topic that allows you to work a lot of different areas, real situations and cultural aspects.
The format I wanted to give to my teaching sequence was PBL (Problem Based learning) in order to create a small project. It was due to that I wanted to allow and “force” my students to communicate. Consequently, the approach I wanted to use was cooperative learning, dividing the class in groups and allowing that communication in the target language could take place. I also bore in mind the activity on which I wanted to focus the sequence and that will be the main final product of it. I decided that a supermarket role play where they had to use food vocabulary, some structures when talking with the shop assistant and little of mathematic competence when they had to pay, would be I nice chance to encourage them to use the language in a dynamic way and showing comprehension of the sequence.
The only thing that was missing was the purpose and I thought that it could be a fun purpose that could catch students’ attention and could motivate them and me at the same time. Finally I thought of using film characters and it was Shrek who came to my mind. I decided that children were going to receive a letter from Shrek asking for help because he was tired of eating always the same things and it was said that in Spain there are a lot of nice food.
Summary of the general ideas of the TS
:Summary:
Students will be able to know the basic structures (How much is it, cash or credit card, could you give me...) for communicate in a supermarket and vocabulary related to food and some dishes. They will work in groups in a cooperative way and will have a contextualised learning.
How to wriete an informal letter: Basic structure
Structures for buying in a supermarket:
- How much is it?
- Cash or credit card?
- Do you have...?
Vocabulary:
- Chicken, beef, eggs, flour, paella, pizza, rice, ham, apple, pineapple... (depends on what dishes they work on)
Goals:
- To learn more vocabulary about food.
- To get used to work group.
- To create products in a cooperative way.
- To learn the basic structure of an informal letter.
- To be able to communicate properly in a supermarket.
- To awake responsibility and autonomy by peer assessment and task assignment.
- To revise numbers.
- To work on basic mathematic competence.
Key competences:
Communicative competence:
Listening: Understanding of others role plays and teacher language in class.
Speaking: Class participation and role play
Writing: Letter to Shrek
Reading: Not assessed but needed to complete some tasks of peer assessment and group work
- Methodological competence:
Learn to learn: self assessment, peer assessment, group work (self management)
- Social competence:
Working with coupons that are typical from USA they will learn about another culture.
- Autonomic and personal initiative competence
Task assignment (responsible of...) and work group.
It fits into the course plan because there is a unit about food where main goals of it are shared and fits into the school plan project because the school does not have any special project plan for English classes, but it asks for team work and the teaching sequence is based on it.
Language usage students will practice:
Structures for buying in a supermarket:
- How much is it?
- Cash or credit card?
- Do you have...?
Vocabulary:
- Chicken, beef, eggs, flour, paella, pizza, rice, ham, apple, pineapple... (depends on what dishes they work on)
Specific output stemming from this teaching sequence
- Informal letter to Shrek
- List of ingredients
- Role play about supermarkets
- Peer assessment
- Activity about understanding of others role play
Products & artefacts at different stages for the teaching sequence:
Early in the teaching sequence:
No specific product.
During the teaching sequence:
List of ingredients: Assessed by the teacher (orthography) and by students orally (if it is complete or not)
Teamwork: Assessed by students at the end of the TS.
End of the teaching sequence:
Role play: Assessed by the teacher and peer assessment
Understanding activity about others role play: Assessed by the teacher
Informal letter to Shrek: Assessed by the teacher
diumenge, 12 de febrer del 2012
Summary session by session
Session 1:
Kind of interaction: Teacher – Whole group
Description: Setting up a purpose and context for the Teaching Sequence.
Shrek has a problem and he sends a letter/e-mail to Spanish students because he is fed up with what he eats (eyes, mud, bugs…). He has heard that in Spain there are great dishes and he would like to taste some of them.
Detecting previous knowledge of students about food doing a brainstorming about dishes and selecting what dishes we want to tell Shrek about.
Session 2:
Kind of interaction: Student – Student, Student – Whole class
Description: Organizing the class and get them started with the work
The class will be divided into 6 groups of 4 (groups of work)
It will be given a dish (flashcard) to each group and ask them to detect the ingredients they would need to cook it and write a list. One of each group will be the “List responsible”
List responsibles will present the ingredients they will need, to the rest of the class. The rest will think of more ingredients if there is someone missing.
Announce at the end of the activities that they will have to buy the ingredients in English (Role play).
Session 3:
Kind of interaction: Teacher – Whole group
Description: Preparing the role play
The teacher will give a clear explanation interacting with the whole group about the questions, greetings, etc. they will need during the role play.
Responsibles will be money responsible, basket responsible
Groups will start practicing it with a sheet of paper where common sentences previously explained will appear.
Session 4:
Kind of interaction: Student – Whole group
Description: Performing the role play & Peer Assessment
Each group will perform the role play in front of the class. The class will assess (rubric) the work and also give some feedback at the same time they do a little comprehension activity about the role play they are watching in order to make them pay attention to it and check they understand them.
The role play pretends to be a mathematic challenge (prices and coupons) and also a proof of team work and organization.
Session 5:Publica un missatge
Kind of interaction: Student - Student
Description: Writing an answer to Shrek & Group Assessment
Each group writes a letter (following a given pattern) answering Shrek and telling him the ingredients needed, how much money the dish is…
Responsibles: Writing responsible
Detailed Session by Session
| Session: 1 | |||
| General Description | Setting up a purpose and context for the Teaching Sequence | ||
| Main targeted language competences (2-3) | Communicative competence: -listening -understanding instructions -speaking Learn to learn competence | ||
| Previous language knowledge needed | | ||
| Other knowledge needed | | ||
| New knowledge/language to be introduced | Revision of food and some new food. Dishes. | ||
| Notes | It is only to introduce and contextualize the unit | ||
| 2. Preparation | |||
| Teacher Materials | Letter of Shrek asking for help. Flashcards of Shrek to support the letter. | ||
| Student Materials | - | ||
| Preparation Needed | - | ||
| Specific Output | - | ||
| Assessment | - | ||
| Notes | - | ||
| 3. The lesson plan | |||
| Lesson Procedure | Introduction | Letter from Shrek | Time: 15min |
| Activity & Teaching strategy/ interaction | Revision of food vocabulary drawing on the blackboard | Time: 20 min | |
| Activity & Teaching strategy/ interaction | Thinking of dishes they could tell Shrek about | Time: 10min | |
| | | | |
| Closure/Conclusion | Deciding what dish each group will work on | Time: 5min | |
| Session: 2 | |||
| General Description | Organizing the class and get them started with the work | ||
| Main targeted language competences (2-3) | Communicative competence: -listening -speaking -writing Autonomic and personal initiative competence Learn to learn competence | ||
| Previous language knowledge needed | Food vocabulary acquired during the first session. | ||
| Other knowledge needed | | ||
| New knowledge/language to be introduced | Maybe some food vocabulary not taught during the first unit. | ||
| Notes | | ||
| 2. Preparation | |||
| Teacher Materials | Flashcards of the chosen dishes during the first session. Coupons List of ingredients pattern Identifying cards for responsibles | ||
| Student Materials | | ||
| Preparation Needed | | ||
| Specific Output | List of ingredients | ||
| Assessment | - Teacher assessment (observation and correction of lists) - Peer assessment (orally) | ||
| Notes | | ||
| 3. The lesson plan | |||
| Lesson Procedure | Introduction | Dividing the class into six groups, give flashcards of chosen dishes to each group and deciding responsible. | Time: 10min |
| Activity & Teaching strategy/ interaction | List of ingredients creation | Time: 15min | |
| Activity & Teaching strategy/ interaction | List of ingredients presentation | Time: 20min | |
| | | | |
| Closure/Conclusion | Announcement of role play of the next session | Time: 5min | |
| Session: 3 | |||
| General Description | Preparing the role play | ||
| Main targeted language competences (2-3) | Communicative competence: -speaking -understanding instructions -reading Learn to learn competence | ||
| Previous language knowledge needed | Food vocabulary learnt in previous sessions | ||
| Other knowledge needed | | ||
| New knowledge/language to be introduced | Structures used in a supermarket (How much is it?, Cash or credit card...) | ||
| Notes | | ||
| 2. Preparation | |||
| Teacher Materials | Sheet of paper with dialogue students will need. | ||
| Student Materials | - | ||
| Preparation Needed | - | ||
| Specific Output | - | ||
| Assessment | - | ||
| Notes | - | ||
| 3. The lesson plan | |||
| Lesson Procedure | Introduction | Explanation about structures used in a supermarket | Time: 15min |
| Activity & Teaching strategy/ interaction | Students will prepare the role play with the teacher’s help | Time: 40min | |
| | | | |
| | | | |
| Session: 4 | |||
| General Description | Performing the role play & Peer Assessment | ||
| Main targeted language competences (2-3) | Communicative competence: -listening -understanding instructions -reading -speaking Autonomic and personal initiative competence | ||
| Previous language knowledge needed | Food vocabulary and structures learnt in previous sessions. Basic mathematic competence. | ||
| Other knowledge needed | Numbers. | ||
| New knowledge/language to be introduced | | ||
| Notes | | ||
| 2. Preparation | |||
| Teacher Materials | Flashcards or fake food students will need to buy. Fake money. A basket. Coupons. Comprehension activity sheet Peer assessment sheet | ||
| Student Materials | List of ingredients | ||
| Preparation Needed | A good preparation of the role play in the previous session | ||
| Specific Output | Role play Comprehension activity | ||
| Assessment | -Peer assessment | ||
| Notes | | ||
| 3. The lesson plan | |||
| Lesson Procedure | Introduction | Explanation of the role play | Time: 5min |
| Activity & Teaching strategy/ interaction | Performance of role plays, comprehension activities of others role plays and peer assessment. | Time: 50 min | |
| | | | |
| | | | |
| | | | |
| Session: 5 | |||
| General Description | Writing an answer to Shrek & Group Assessment | ||
| Main targeted language competences (2-3) | Communicative competence: -understanding instructions -writing Learn to learn competence | ||
| Previous language knowledge needed | Name of ingredients they bought and the name of the dish they work on. | ||
| Other knowledge needed | | ||
| New knowledge/language to be introduced | Structure of an informal letter. | ||
| Notes | | ||
| 2. Preparation | |||
| Teacher Materials | Letter pattern Group assessment sheet | ||
| Student Materials | List of ingredients | ||
| Preparation Needed | - | ||
| Specific Output | Informal letter | ||
| Assessment | Teacher assessment of the letter. Peer assessment of teamwork. | ||
| Notes | - | ||
| 3. The lesson plan | |||
| Lesson Procedure | Introduction | Explanation of what the letter has to be about and explanation of the teamwork assessment. | Time: 10min |
| Activity & Teaching strategy/ interaction | Realisation of the letter | Time: 20min | |
| Activity & Teaching strategy/ interaction | Teamwork assessment | Time: 10min | |
| Closure/Conclusion | Reflexion about what they have learnt, if they have liked the project or not... etc. | Time: 15min | |
| | | | |
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