11MFA AG 3-4

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Brittany GrayCurso 2013-2014

Aprendizaje y enseanzaAspectos especficos de la especialidad de Lengua Extranjera

M s t e r U n i v e r s i t a r i o e n F o r m a c i n d e l P r o f e s o r a d o d e E d u c a c i n

S e c u n d a r i a O b l i g a t o r i a ,

B a c h i l l e r a t o , F o r m a c i n P r o f e s i o n a l y E n s e a n z a d e I d i o m a s .

GUIDED ACTIVITIES 3-4

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Brittany Gray Guided Activities 3-4

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Methodology

This section includes a description of the methodology, strategies and

techniques that will be implemented in my course syllabus designed for 2ndof ESO

in Juan Carlos I secondary school in Murcia. I have not restricted myself to a single a

methodological approach, rather I have opted for a multidisciplinary stance taking

into account the principles of different methodological trends such as the

communicative approach, task-based learning and CLIL.

Communicative Approach

This approach focuses on successful and efficient communication in the L2.

Learning a language does not only imply acquiring theoretical knowledge about

formal aspects of the linguistic code (grammar, phonology and lexis), therefore a

focus on proficiency and creative use of the language rather than structure will ease

the learning process.

Task-based Learning

This method focuses on the use of authentic language by engaging students in

tasks, that is, activities they are likely to find in real life. In addition, in these

activities students actually do something with the language rather than learning

something about the language. They employ the same processes, as they would do in

their L1 when carrying out these tasks. Therefore, there is a focus on successful

language, rather than accuracy of language forms.

CLIL

Content and Language Integrated Learning (CLIL) is a dual focused language

approach that involves the teaching of non-linguistic content through an L2. One ofthe many advantages of CLIL is that students are able to develop their language

skills with maximum exposure to L2, while simultaneously expanding their

understanding and knowledge of the world.

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Use of ICTs

We live in an age where we have access to all sorts of ICTs to facilitate the

learning process in the classroom. I intend to make use of ICTs on a daily basis by

using audio-recordings, videos, Power Points and the Internet. Students tend to find

using ICTs in the classroom to be more engaging and motivating than being limited

to their textbook and worksheets. The use of ITCs gives you access to up-date

authentic material on the web which enhance your lessons.

Lesson Plan

This lesson plan has been designed to learn vocabulary related to Christmas,

to learn and practice the present simple and adverbs of frequency, and to learn

about Christmas customs around the world applying the CLIL approach. In order for

students to get as much oral practice as possible, I have included various

communicative activities and a final oral presentation on a country of their choice.

Timing:

6 lessons of 55 minutes each

Lesson 1

1) Warm-up (10 min):

Ask students what words they already know related to Christmas and winter and

brainstorm their responses on the board

2) Activity 1 (30 min):

Put students into groups of 4-5 and give them a set of cards with vocabulary wordswritten on them related to Christmas. Proceed by describing words at random.

Students in groups have to choose the word card that corresponds to the word

described.

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Lesson 3


Show first video clip about Christmas and ask children if they celebrate Christmas in

the same way. Ask them to share their holiday traditions.

http://www.youtube.com/watch?v=02eu9mxPDl8

2) Activity 2 (25 min)

Show the two other videos about Christmas around the world and ask students to

write down the names of all of the countries they hear. Then discuss the various

Christmas traditions together as a class.

http://www.youtube.com/watch?v=WWUNQfjkwmg

http://www.youtube.com/watch?v=hDXsC2sSMtc

Skip through certain parts of second video due to difficult language, stopping

occasionally to clarify possibly difficult to understand parts to the class.


Introduce Why Christmas website to the class and ask children to choose one

country that they will focus on for their presentations, which will be done in groups

of 5. Ask them to begin researching their country

Read Christmas in Australia and answer reading comprehension questions (see

annex 3). What cannot be finished in class have students finish as homework.

Emphasize that questions must be answered in complete sentences.

http://www.whychristmas.com/cultures/australia.shtml
http://www.youtube.com/watch?v=WWUNQfjkwmghttp://www.youtube.com/watch?v=WWUNQfjkwmghttp://www.youtube.com/watch?v=hDXsC2sSMtchttp://www.youtube.com/watch?v=hDXsC2sSMtchttp://www.whychristmas.com/cultures/australia.shtmlhttp://www.whychristmas.com/cultures/australia.shtmlhttp://www.whychristmas.com/cultures/australia.shtmlhttp://www.youtube.com/watch?v=hDXsC2sSMtchttp://www.youtube.com/watch?v=WWUNQfjkwmg

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Homework

Present simple review (see annex 4)

Lesson 4

Warm-up (5 min):

Ask students what they have learned so far about their countries of choice,

reminding them that they need to be researching online as homework.

Activity 1 (15 min):

Show Christmas around the world power point and give brief tutorial on how to

make power points for those students who may not know how.


Introduce adverbs of frequency and then elicit sentences in the present simple

about the power point asking students to describe what is done in each country and

how often.

e.g.

People never play in the snow in Australia at Christmas

People always decorate Christmas trees in the U.S.A at Christmas


Emphasize and explain the third person singular, which students have already seen,

but which also tends to be the most confusing.

Hand out questionnaire and ask students to mingle in the classroom asking each

other questions about what they do at Christmas.

Homework

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Create sentences in present simple (third person singular) about their classmates.

Lesson 5


Correct homework as a class


Hanukkah reading

http://www.activityvillage.co.uk/hanukkah

If time show Hanukkah video

Answer comprehension questions in class and emphasize that sentences must be

answered in complete sentences


Give students free time the rest of the class to work on the text for their power point

presentations, this will be done in the computer room so that students could even

begin working on their power points in class with help from the teacher. Students

will also have to write 3 comprehension questions for their class to answer during

their presentations. Walk around the class correcting and helping as needed.

Lesson 6


Power point oral presentations

Review comprehension questions with the class
http://www.activityvillage.co.uk/hanukkahhttp://www.activityvillage.co.uk/hanukkahhttp://www.activityvillage.co.uk/hanukkah

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Didactic Unit Annexes

Lesson 1

Christmas Cloze

Fill in the blanks with words from the box:

checks

naughty

North Pole

lap

cards

sleigh

coal

nice

beard

decorate

baked

presents

holiday

toys

sing

Boxing

elves

turkey

under

reindeer

merry

fills

Eve

workshop

lights

chimney

family

spirit

Christmas:

Christmas is a _________________ when people get together with

_________________. People give _______________ to each other or

send ____________________ wishing each other a _________________

Christmas. At Christmas, people ____________ carols to get into the

Christmas _______________. As well, people ______________ Christmas

trees and put up ________________ around the house. A commonChristmas dinner is ______________. There are also lots of

________________ goodies for the kids. Christmas begins on the day

before Christmas, or Christmas _________________ and continues until

_______________ Day, when many people go shopping for sales.

Santa Claus:

Santa Claus is an old man with a white _________________ that lives at

the __________________. Children sit on Santas _________________

and tell him what they want for Christmas. Santa _________________ his

list to see if the children have been _________________ or

_________________. If the children are bad Santa brings them

__________________. If the children are good Santa brings them

____________________. The toys are made in Santas

___________________ by _________________.

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Santa travels around the world in his

_________________, which is pulled by flying

___________________. When he stops at a house, he

goes down the __________________ and puts presents

_________________ the tree and then he_________________ the stockings.

2005www.bogglesworldesl.com

Lesson 2

Country/Nationality What I think they do What I think they dont do

Chinese people

Japanese people

Italian people

Dutch people

American people

Norwegian people

French people

English people

German people

Austrian people

Irish people

Peruvian people

Lesson 3

Australia reading comprehension questions

1) When do Australian children have summer holidays?

2) What is the weather like at Christmas in Australia?

3) What do Australians do on Christmas Eve?4) What do Australians usually have for Christmas dinner?

5) Do Australians sing Christmas carols? What are they like?
http://www.bogglesworld.com/http://www.bogglesworld.com/http://www.bogglesworld.com/http://www.bogglesworld.com/http://www.bogglesworld.com/http://www.bogglesworldesl.com/

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Homework

Present Simple

Error correctionsdecide whether the sentences are written correctly or not.

Sometime there are two possible

answers.Rewrite the sentence correctly

1. I doesnt like football. I dont like football

2. He go swimming every week.

3.

Does they play tennis very

often?

4. Im not happy today.

5. I has a big car.

6. I hates Mondays.

7. Does you know the answer?

8. Do you want something to drink?

9. Does you like fish?

10. Shes got two children.

11. She are very pretty.

12. He is finishes work at 6.

13. Dont play here.

14. Peter dont work in that bank.

15. Has they got a new car?

16.

We has a house in the

mountains.

17. We have hot.

18. The car are blue.

19. The dog dont want any food.

20. I have nineteen years.

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21. Do Susan like Chineses food?

22. We is from England.

23. Is you at home tonight?

24. Anna are a pain.

25. They dont want dinner.

Lesson 4

Question Always Often Sometimes Hardly ever Never

How often

do you

decorate aChristmas

tree at

Christmas?

How often

do you eat

lamb at

Christmas?

How often

do you go

swimming

at

Christmas?

How often

do you

spend time

with your

family at

Christmas

How often

do you bake

atChristmas?

How often

do you

wear

sandals at

Christmas?

How often

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do you go

shopping at

Christmas?

How often

do you

makesnowmen at

Christmas?

How often

do you

travel at

Christmas?

How often

do you play

outside at

Christmas?

How oftendo you ride

a bike at

Christmas?

How often

do you

dress up at

Christmas?

How often

do you

study at

Christmas?

How often

do you

speak

English at

Christmas?

How often

do you

drink hot

chocolate at

Christmas?

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Lesson 5

Hanukkah reading comprehension questions

1) How long does Hanukkah last?2) How many candles do Jews place on the menorah?

3) What do people exchange during Hanukkah?4) What do people light at Hanukkah?

5) What toy is a Hanukkah symbol?

Bibliography

Legislation at National level:

- Organic Law for the Quality of EducationLOE 2/2006, 3rdMay. (BOE n.

106, 4thMay 2006).

- Royal Decree 1631/2006,29th December

(BOE 5/01/2007)

Beaumont, Digby, and Colin Granger. The Heinemann English Grammar: An

Intermediate Reference and Practice Book. Oxford: Heinemann, 1992.

Swan, Michael. Practical English Usage. 3rd ed. Oxford: Oxford University Press,

2005.

Websites

http://bogglesworldesl.com/christmas_worksheets.htm

http://www.whychristmas.com/cultures/australia.shtmlhttp://www.activityvillage.co.uk/hanukkah
http://bogglesworldesl.com/christmas_worksheets.htmhttp://bogglesworldesl.com/christmas_worksheets.htmhttp://www.whychristmas.com/cultures/australia.shtmlhttp://www.whychristmas.com/cultures/australia.shtmlhttp://www.activityvillage.co.uk/hanukkahhttp://www.activityvillage.co.uk/hanukkahhttp://www.activityvillage.co.uk/hanukkahhttp://www.whychristmas.com/cultures/australia.shtmlhttp://bogglesworldesl.com/christmas_worksheets.htm

11MFA AG 3-4

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