RecyclinG Activities!

One world Dialogue

Student A: Hungry?

Student B: Yes!

Student A: An Apple?

Student B: No

Student A: An Orange?

Student B: Yes!

1.

J   Justify why you opt for this activity.  

 

I have chosen this activity because in a very first moment I have think in very simple things where they can produce something in the silent period. It is important give to our pupils’ activities which make them protagonist of their activities and if we choose short dialogues which are easy for them, they will be the real protagonist of their learning. These types of activity are ideal for this propose. 

Choose the level 

I would choose this activity for the second or third stage of primary education because I have tough that it is between something easy and something they can do with teachers help.

3.     Decide the competencies to be approached.

Depending on how you are going to work this activity you can work with different competences, but in general the main competences you going to work are:

Competencia linguistica: Language is the tool which we communicate.

Competencia social: We create relations because we talk with our mates

Competencia aprender a aprender: Because pupils can be aware about their own mistakes and how to correct it.

4.     Decide the aims to be achieved and the contents to be developed.

The contents we are going to develop are: Vocabulary about food and likes or dislikes. Also we are going to try to introduce a little structure to use in conversation.

And the aims we are going to work are the following:

·         Learn and use some new vocabulary to increase their knowledge in the real world.

·         Take part in conversation participating in class group.

5.     Explain the classroom management and describe the activities step by step to follow (pre-, While-, post-...)

We are going to work at first with a big group and we are going to give them the new vocabulary, when they have revise the content, we give them an activity: “ pupils have images ( with vocabulary about food) in their hands, and they are going to looking for a partner who likes the image you have”

To do this activity we can divide this activity in three steps:

Pre- activity: pupils see the vocabulary, and after that, each pupil are going to draw one type of food. (They create the material)

While-activity: pupils are going to take part in short conversation practicing with the new vocabulary.

Post-activity:  When they finished conversation, they have to explain in big group the general conclusions they have learn.

The structures we can give to them can be:

For the conversation:  Angry? (Yes or no) A/AN (food) ?  Yes/No.

For the conclusion: Most of/some of /No one – Like/Hate (Food).

6.     Consider the diversity in the classroom.

As we know, not all the children learn at the same way and it is for that reason that we have to adapt our activities in classroom. At first, we have to think in different options for different levels (into the same group) maybe most of our pupils enjoy with this activity but maybe some of them doesn’t like it, and we can consider make changes in our objectives with them, adapting the steps. For example, if they have a higher level we can give them other step complementary.

7.     Explain your assessment/evaluation plan.

I propose make a self- assessment filling a survey for example when they have to demonstrate not only if they have learnt the content, they have to demonstrate that they have participated. Also, as teachers, we had to have a check list where we will follow our pupil’s progress and if it is necessary, explaining feedback