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WHY Because the activity becomes very monotonous for students and they will not pay too much attention.
HOW To create the interaction among all students in class, in order to practice all the possessive pronouns. Adding by expanding the grammar background through practice in real context. Islam, C & Mares, C (2003)
Because use their own title they will be repeating the same two titles according to their personal status.
In order to use all the tittles, every student will be renamed with a famous character. This way they must interact performing different introduction and greetings. Modifying Re-structuring McDonough, J and Shaw C. (2003)
Because students should deduce the formal and informal greeting rules by using clear examples.
Dorali E. Muoz Oscar David Gmez Rosario Rivera Quintero Context: High School (public institution) Ages: From 12 to 15 Grade: 8 Level: Beginners Time: 1hr. Book: Interchange Third Edition by Jack C. Richards Unit: 1 Objective: Introducing yourself WHAT Exercise /Section activity 1. The alphabet WHY Pedagogical reason - This is basic information that students need to know in advance. HOW Strategy or technique What authors? -Reordering According to McDonough, J. and Christopher, Shaw. 2003 -First we show the alphabet using cards and students practice. -Then students play a game (alfabingo, hangman, spelling game). Reordering: According to McDonough, J. and Christopher, Shaw. 2003 Students will listen the spelling of popular US names and have to check the correct spelling. Expanding: McDonough, J. and Christopher, Shaw. 2003 The teacher is going to spell popular Colombian names. Students have to write them down. Conversation: Im Jennifer Miller - In order to practice the alphabet and how to introduce themselves. -Expanding: According to McDonough, J. and Christopher, Shaw. 2003. Some lines are added to the conversation for students to practice spelling.
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This part was worked before. 4. Snapshot: Popular names and Nicknames in the U.S. Delete: According to Tanner and Green (1998). -We already took into account this in the previous activity.
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-Replacing: According to Dalby, T. (2006) -Students are going to play Simon Says. They are asked to make different groups and they have to introduce their classmates using the possessive adjectives.
ORLANDO CHAVES MILADIS CECILIA BENITEZ MARIA EUGENIA GUAPACHA TEXT ADAPTATION EXERCISE Instruction: Based on the methods and techniques proposed by the authors, we will work on adapting the following unit from a very famous textbook. In groups of 3, have a look at it and make adjuments or improvements you feel necessary or appropriate. WHAT (Exercise, section, activity) Activity 1a-b conversation a. HOW (strategy or technique and authors) WHY (pedagogical reasons)
b. c. d.
Modifying the conversation (McDonough & Shaw 2003): self-introduction for a dialogue with straight questions for name (whats your name?) Adding (McDonough & Shaw 2003) Put the conversation into a context. Adding (McDonough & Shaw 2003) part B, Ss introduce each other Adding (McDonough & Shaw 2003) with children begin a song hello and with teenagers a rhyme or chant or rap created by Ss.
Self-introduction is not so common in our context. It is used in classrooms when introducing new students.
With kids: one alternative is to omit (delete (McDonough & Shaw 2003)) Adding or replacing materials (Islam & Mares 2003) use songs and rhymes Replacing (Islam & Mares 2003) spelling bee context with their names
In Spanish this is not so necessary at the beginning; besides, you focus on listening and speaking at the beginning with them. Other activities and materials are more interesting for them.
P A G E 2
WHAT
TECHNIQUE
HOW
conversation
Snapshot
ADDING (EXPANDING) Islam & Mares (2003) ADDING (EXTENDING) Islam & Mares (2003) MODIFYING (RESTRUCTURING) McDonough & Shaw
It is necessary a warm up section before the students get involved with the conversation. It is necessary to use the immediate context of the learner which is the classroom. It is important to keep pupils motivated during the learning process. That is why the teacher could implement a dynamic in order to create a relaxing atmosphere in the classroom. Visual aids are helpful to create a mental image of the input the students see or listen in order to make it more comprehensible.
Provide the students a model of how to ask and give personal information.
As there are 3 exercises in the snapshot section, we consider it is required to add an extra exercise where the learners interact among them by saying their full names and nicknames. We would use the same activity the name game, but the students are going to use a ball and every time they receive it they have to say their own names and also their classmates.
Grammar focus
It is necessary to use flash cards to complement what single and married mean. This way, students can better understand what they listen.
What Listening
Why Last name Ota is very unusual, and students would get confused Making a connection to material
Snapshop
Grammar Focus
How Islam, & Mares. Simplifying Change to Perez Islam, & Mares. Extending the activity to adding popular names with their respective nicknames Felipe-Pipe Jose - Chepe Islam, & Mares. Replacing Material for more attractive visuals. Islam, & Mares. Adapt (Location) from the typical classroom to an outdoor space
WHY (Pedagogical reason) 1. We consider that talking about popular names and nicknames in the US is not relevant and meaningful for students because their context does not require the use of that information in order to learn a second language. (Affective association) We prefer to add in the grammar part introducing others in order to use the demonstrative: this. It gives more real practice. We will modify the listening part to do the activity more significant for students. We propose a spelling activity with the students own names in front of the class.
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Pag. 3 Exercise #3
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Pag. 3 Exercise #5
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