OBJECTIVES
·
Students will be able to recognize not only
different touristic places in La Pampa and Argentine, but also different social
realities as well as different communities likely to be found there.
·
Students will make use of specific vocabulary
regarding not only local flora and fauna, but also some lexis concerning
European countries, material elements (housing and farming, hotel among others) etc.
·
Students will be able to express not only by
oral, but also by written means their “saberes”
concerning touristic places in Argentina (grammar-specific vocabulary-external
materials)
·
Students will participate in the lesson making
use of the 4 MACRO ABILITIES. Writing will be required in the last activity.
Reading Comprehension about specific touristic places in the Region will be
required. Speaking will be required when answering to the teachers, uttering
specific vocabulary and when answering the questions cited in above activities.
Listening, not as much as the other macro abilities though, will be required when
paying attention to teachers’ explanations, questions and answers.
LESSON PLAN
Warm up:
·
General
questions:
-
What
touristic places do you know in La Pampa?
-
What
differences can you find between La Pampa and other provinces?
-
What
places in La Pampa do you think Ailie should visit?
·
Presentation
of a video which shows the variety of touristic places available in La Pampa.
·
Some
questions about the video:
-
What
places did you recognize in the video?
-
Have
you ever visitedany of the places mentioned before?
-
No
/ Yes. Which one/s?
Development:
Activity N° 1: Reading comprehension.
The
students will be asked to work in pairs so as to laterread a text that the
teachers will give them with information about a specific touristic place in La
Pampa (ParqueLuro, LiguelCalel, Laguna Don Tomás, Turismo de Estancia, Villa
Turística Casa de Piedra or Colonia Menonita).Students will have to identify:
location, activities people can do there and main characteristics of the place.
Activity N° 2: Location of the touristic places on
a big map on the board.
Some
students will have to come to the front and locate the place they read about onthe
map. The teacher will give them a picture of the place and they will have to
stick it on the map.
Activity N° 3: Game.
The
students will work in pairs. The teacher will give them a sentence and they
will have to guess the touristic place to which the sentence read aloud belongs.
After that, they will come to the front in order to read the sentence aloud
themselves. Finally, they will stick the sentence on a big poster with the
correct picture of the place.
Activity N°4: Written and oral production.
The
students will work in groups of five members each and they will have to produce
a poster of a specific touristic place in Argentina that the teacher will
assign. Then, they will present it to the rest of the class. Before that, the
teacher will show a model in order to provide students with a model framework
to help them with development of the task.
Extra Information:
All the
materials required to the efficient performance of tasks introduced above will
be provided to students in printing version form. This includes the reading
comprehension piece of writings, the coloured pictures as well as the video for
the introductory activity.
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