: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
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