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WHAT Grammar Focus My, yours, his, hers.
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)
Listen Activity Saying Hello – Class Activity
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)
Listening Activity Saying Good Bye – Class Activity
Because students should deduce the formal and informal greeting rules by using clear examples.
Taking other examples from other sources
Replacing Material Islam, C & Mares, C (2003)
Dorali E. Muñoz Oscar David Gómez 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: I’m 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.
Listening Spelling names
-To practice the alphabet they just learned.
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.
-Students already learned how to
Introducing other people.
introduce themselves, so now they can introduce their friends or classmates.
-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 (what’s 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.
a. Activity 4. The Alphabet b. c.
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.
TEXTBOOK ADAPTATION INTERCHANGE INTRO KARLE OSPINA ADRIANA CARDONA
P A G E 2
WHY (Pedagogical reason)
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’.
Word power titles
ADDING (EXPANDING) Islam & Mares (2003)
It is necessary to use flash cards to complement what single and married mean. This way, students can better understand what they listen.
Paula Andrea Peláez, Mauricio Andrés Manrique, Amanda Byrd
Why Last name Ota is very unusual, and students would get confused Making a connection to material
The pictures are distracting from the text Good exercise
Grammar Focus( class activity)
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
Jonathan Vela Jorge Arango Diego Cardona
Lina Sanchez Johana Muñoz Olga Nancy Orozo Santiago Argoti
WHAT (Exercise/Section/activity) 1. Pag. 2 – Exercise #2
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.
HOW (Strategy or technique / what authors?) 1. Content deletion Tsiplakides, 2011
Pag. 3 – Exercise #3
Expanding Mcdonough, J & Christopher Shaw, C., 2003
Pag. 3 – Exercise #5
Extending Mcdonough, J & Christopher Shaw, C., 2003