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TU Playing Games.docx

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    1.1. GENERAL INFORMATION: Title: Playing Games  Subject: English Class/Age: the 2nd of ESO/12-13 years The teacher involved: English teacher Author: Margarita Andreychuk Number of lessons: 5 CEFRL level: A.1-A.2 1.2 CONTEXT The second of ESO is divided into 3 levels: elementary, intermediate and advanced. This group represents the elementary level. The unit is going to be taught in April and by this moment the students are supposed to have acquired and have reviewed all the basic aspects of grammar, such as regular and irregular verbs along with the verb to be  and their use in constructions of the  present   and  past simple  and continuous . They know how to make yes/no and Wh- questions. By the time the unit is put into practice, they are also supposed to be able to talk about a range of familiar topics (about themselves, hobbies and interests, clothes, relatives and homes). They should have also learned about natural disasters and about the cinema industry. In the previous teaching unit they practiced the difference between the  past simple  and  past continuous and learned to talk about past events. In addition, they have learned the use of adverbs of manner to say how something happened. The present unit pretends to be a bridge which will help students pass from past to future events, which they will learn through the use of the  future simple in the following unit. 2.2 INTRODUCTION/RATIONALE OF THE UNIT: This unit aims at helping students to become active learners and participants in the classroom. The topic is dedicated to games and issues that have relation to their everyday´s life, full of ICT´s and gadgets they can easily access. With the support of audio and visual resources and drawing on their previous knowledge, they will be introduced into the topic gradually. Although this teaching unit will make use of some techniques from the audio-lingual and direct methods - with their focus on form - in order to make students acquire the new grammar items, the main goal is to embrace the Communicative Approach. Using some drilling exercises as supporting activities, the ultimate goal will be to promote communication among students, since that is the main idea of speaking a language. Task-based or project-based learning, which is the development of the Communicative Approach (Littlewood, 2004), will take place in the classroom, giving the students the chance of exploring the real use of language and helping them to achieve a final output, a poster. As the best posters will be evaluated in class, students will be able to have    student-student interaction, developing their speaking skills. Thus, the unit aims at integrating all skills in order to make students feel that a foreign language is the means of communication and something that provides them with a wide range of possibilities. 3.OJECTIVES/GOALS OF THE UNIT: By the end of the unit students will be able to: I. Listening, speaking and talking -discuss about and compare games students like and dislike -give their opinion about something II. Reading and writing -use information found in the Internet to create a final project, a poster -write a review of a computer game/gadget III. Linguistic knowledge Grammar - use the comparative and superlative forms of adjectives to compare objects and people -use the modal verb could   to talk about abilities in the past -use the modal verb should   to give advices Vocabulary -name objects related to games and ICT IV. Socio-cultural aspects and cross cultural awareness - analyze Scottish culture represented in the Highland Games 4.1 TARGET KEY COMPETENCES: Communicative and linguistic competence: All the activities promote the linguistic competence, whether written or oral. They are aimed at information negotiation, at making students reflect and give their opinions. Students are asked to read in order to analyze written texts. They also have to evaluate their final projects, where they will have to give their reasons for choosing one or another as the best one. In all these procedures language is used as the means of transmission or reception of ideas.    Information treatment and digital competence: Students will be asked to make their final project and for that they will need to use ICT. They will have to learn to search for, select and manage the information provided by the Internet. Personal autonomy:  As the final project can be done in groups or individually, students will be able to practice their autonomy first in their decisions, second, in case they choose to work in groups, they will take the responsibility to organize and to cooperate with other students, deciding on how to divide the tasks between them. 4.2 TARGET KNOWLEDGE In order to achieve the objectives of the unit, students will know: - the vocabulary of games and ICT - the comparative and superlative forms of adjectives - the use of verbs could and should - academic vocabulary and style used in reviews - the Scottish tradition of The Highland Games. 4.3 TARGET SKILLS To achieve the objectives of the units students will have to know how to: -read texts on the topic and extract the main ideas related to games and the computer components -write grammatically correct sentences and short writings, being these coherent and cohesive -speak fluently, using short phrases and understand what is being said -search, select, treat and organize information (for a poster) - work cooperatively on the final project. 5.LANGUAGE OF THE SUBJECT OR DISCIPLINE Domain specific Students will have to use vocabulary related to games and information technology devices. Some examples of these are CD drive, chess, click, console, controller, dice, memory stick, mouse, set, screen, stylus, etc. General academic    In order to be able to produce an overview of a game or a gadget, students will have to use expressions for giving opinions; for instance, in my opinion, because, on the one hand, on the other hand, I do (not) recommend, etc. The   discourse genres students will be dealing with are description, in an event recount they will have to understand, and argumentation, in a review which they will have to produce. 6.DIVERSITY In this particular group there are six students that have a lower level comparing to the rest. To engage them in the classroom activities, they will be asked to complete a series of simple tasks being supplementary materials. One of them will be the following: students will be asked to make a vocabulary list picking up all the words related to the topic of games and ICT. Another scaffolding activity will be to give them a written version of the listening exercise (Students´ book, p.74), asking them to write answers to questions or say whether some statements are true or false. Thus, since a listening activity would be rather difficult for them due to their lack of vocabulary, they will be still able to work with the same content, developing reading fluency and being able to learn also some new vocabulary, since they will be allowed to use dictionaries. On the other hand, considering the different interests students might have, some of the assessment tasks are designed in such a way that students are free to choose the topic for their final project or a game/gadget for their review. This aims at raising their motivation and making students feel their interests are taken into account and valued. 7.SUMMATIVE ASSESSMENT The teacher will use observation in class to assess students´ progress. Aspects such as attendance ,  participation and work skills will be taken into account. (See Appendix 3, Rubric 1) One of the assessment tasks will be writing a review of a computer game or a gadget.  Students will be given a model to follow (Students´ book, p.78). The object of review will be of free choice, they will be able to write about something they are interested in. This writing task will consists of different stages: 1.they will have to find the vocabulary they will need for completing the task at home; 2. they will write the review in the classroom, after which they will receive a formative feedback, telling them the weak points they have and what they have to work on.

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Sep 22, 2019
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