LISETH DAYANA RAMIREZ
: Liseth Dayana Ramirez
Step 2: To Stablish Theoretical Foundation For Designing Teaching Material
1. Listening activity: you must choose a video on “Customs and Traditions of your district”. Then, you must ask ten (10) questions from the video in a Word file attaching link.
· Listening activity:
1. What is the geographical location of Pitalito?
2. Which rivers are mentioned?
3. What important aspects do we find in Pitalito?
4. What important characters are mentioned?
5. What is the main economic source of Pitalito?
6. Who is Gerardo Meneses and what achievements has he had?
7. What is the annual calendar of events in Pitalito?
8. What is San Pedro Laboyano like? Describe.
9. What kind of people can we find in Pitalito and how is their culture?
10. What is the main objective of celebrating San Pedro?
2. Reading activity: you must choose a topic on “local food” or “folklore of your district” in English; then, you must ask for ten (10) questions from the topic in a Word file attaching link.
· Reading activity:
1. What department are you talking about, and what is its name?
2. What type of culture is mentioned?
3. What is the name of the main park?
4. Why is Pitalito recognized?
5. What characterizes Pitalito from the other departments?
6. What cultural heritage can we mention?
7. What strategies are used to promote processes of citizen construction?
8. What typical dishes are mentioned?
9. At what time is the Huilense barbecue most frequently consumed?
10. What are the most important festivals in Pitalito?
Step 3: Video
WORKSHEET TEMPLATE
Warm up (activity)
· Greeting and warm-up activity where I will give some instructions that the students must follow (up, down, clap, jump).
· Presentation of the video "Topic 12. In, over, under - It is under the table. | ESL song and history "Students must listen and repeat the audio of the video. (https://www.youtube.com/watch?v=fhe7vQjQBxM)
Presentation (activity)
· Presentation of images about the prepositions, the students must say aloud the place where each object is located. (Under the table, in the suitcase etc.).
· Presentation of the video "Prepositions of Place and Movement in English | Prepositions with Pictures for Kids ". I will pause the video every time an image appears so that students can interact and review the place where each of the objects mentioned in the video is located. (https://www.youtube.com/watch?v=p_lgP_XwDig)
Practice (activity)
· On the board I will paste some cards which will each have a preposition of place (on, in, net, to,
under, in front of, behind, between, among, below, above, near, far, left, right). By lottery by students, they will go to the board, choose a card and they must say an object of the room that fits the description of the preposition. The example will be written on the board, pronounced and the other students should write it in their notebooks.
· They will make the following worksheet to practice the preposition of place.
Production (activity)
They will make an informative poster where you invite your classmates to know a place in your
school using preposition of place, the poster must have a title, an image and an explanation of where
it is located. (The poster must be creative and you must practice it since it will be displayed in class).
school using preposition of place, the poster must have a title, an image and an explanation of where
it is located. (The poster must be creative and you must practice it since it will be displayed in class).
References
· English Sinsing. (Jan 26th - 2016). Tema 12. En, sobre, debajo - Es debajo de la mesa. | ESL canción y de historia. Recovered from https://www.youtube.com/watch?v=fhe7vQjQBxM
· 7ESL. (Jul 1st 2018). Prepositions of Place and Movement in English | Prepositions with Pictures for Kids. Recovered from https://www.youtube.com/watch?v=p_lgP_XwDig
· ESLprintables. (2019). In the classroom- place prepositions worksheet. Recovered fromhttps://www.eslprintables.com/grammar_worksheets/prepositions/prepositions_of_place/IN_THE_CLASSROOM_PLACE_PREPO_333704/
· read the following text and answer the questions
Languages:
This is John and Rachel’s first date. John is anxious to impress her so he brings her to an
expensive French restaurant. He orders a glass of wine for each of them and exchanges a few
words in French with the waiter. The waiter compliments him on his French and returns with the
wine and the menu.
“Wow, I am impressed! Where did you learn to speak French?” Rachel asks.
“Well, I took a few classes at the French Language Institute and spent a few weeks in France after
that. But it was a few years ago and my French is a little rusty” replies John blushing. “I could
order for us in French if you like.”
“That would be cool! I’ve never been to a French restaurant with someone who was fluent in the
language. Order a chicken dish for me. I don’t know much about French food but anything in a
cream sauce would be great.”
“Alright” says John. “There’s a chicken in mushroom and asparagus cream sauce that I think you
will like, and I’ll have the rack of lamb.”
“Sounds perfect!” says Rachel as the waiter approaches the table to take their order.
John speaks to the waiter in French, who smiles and nods politely. About ten minutes later he
returns with their order. “Anything else I can get for you?” he asks after placing the plates on the
table.
John and Rachel look at their plates and then look at each other.
John looks embarrassed. “I guess my French is more than 'a little rusty'.”
Questions
1. What kind of restaurant does John take Rachel to and why?
2. Why does John try to speak French with the waiter?
3. What did John try to order for them in French?
4. What did the waiter actually bring?
5. Is John’s French a little rusty?
Comentarios
Publicar un comentario