Valeria's final project 2nd version


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Valeria's final project 2nd version

  1. 1. CALL – Final ProjectAuthor: Romero Fracalossi, ValeriaTeacher: Matilde Isabel OriaTopic: Where I liveLevel: Basic A1Conceptual Contents: There is/ There are Is there…?/ are there…? There isn’t/ there aren’t Prepositions of place Parts of the house Things of the house Places Activities Vocabulary about SydneyLesson N° 1Type of lesson: ListeningLanguage Function: Talking about places and activities. Asking for permission.Grammar structure: Revision of ‘Can I...?’Vocabulary: Vocabulary related to places (railway station, bank, café, internet café, clothes shop) Vocabulary related to activities (change a traveller’s cheque, have a jam sandwich, buy a return ticket, send an email, try on a jumper)Time: 80 minutesResources: copies, power point presentation, data projector, computer, cdrecorder, cd, website (Wikispaces).Warming up: watching a power point presentation in which students will seedifferent pictures related to places and things that can be found in those places.Matching the things with the different places.
  2. 2. Presentation: watching a power point presentation with the places previouslyseen and the activities performed at those places with their names. Asking forrepetition.Practice:- Students are given copies with different drawings related to places and theirnames. Students are asked to match the drawings with the names of theplaces. The activity is corrected in a power point prsentation.- Students are given copies with pictures about different situations. Apart fromthat, there is a list of activities and places where they are performed. Studentsare asked to match the correct place with the activity.- Students are told that they are supposed to listen to the cd. They are told thatthey are going to listen to different dialogs about a girl called Keiko who is indifferent places in town. They are given copies where they have to fill in theblanks with the names of the places where they take place and the activitiesperformed there.- Students are told that they are supposed to listen to the cd. They are told thatthey are going to listen to different dialogs in which Keiko asks for permission(CAN) to perform different activities. They are asked to listen to the dialogs andcomplete the conversations.Production:- Students are told to make more conversations with different information given.They have to write them. After checking the activity orally, students are asked topublish them in wikispaces.Lesson N°2:Type of lesson: WritingGrammar structure: There is/ there areLanguage function: Talking about existence in order to identify parts and thingsof the houseVocabulary: - Vocabulary related to parts of the house (bedroom, bathroom,toilet, living room, dining room, kitchen, garden) - Vocabulary related to things of the house (bed, CD player,cooker, armchair, sofa, lamp, TV, lamp, picture, shower, magazine, table, videorecorder )Time: 80 minResources: video, projector, computer, power point presentation, webpages(,wikispaces).
  3. 3. Warming up: Students are shown a video of a house and asked if they knowwhat that is.Presentation: students are shown a power point presentation in which they cansee the difference between house and flat, images taken from the video,introducing the parts of the house and things that can be found in a house.Students are asked to repeat each word.Students are shown the an image of a house projected on the wall. They aretold that the house belongs to Tom and his house is big and beautiful. So, afterbeing introduced to it, they are shown several examples with there is. E.g.there is a bed, making emphasis on the fact that it is a single item.After that, students are given examples using there are. E.g. there are chairs.The number of those things are counted with the fingers in order to makeemphasis on the fact that they are more than one.Students are asked to identify the different between both structures.Students are explained that they denote existence.Practice:- students are Shown a power point presentation where they have to choose thecorrect option.- students are asked to do a multiple choice activity in the following web page.( )- students are given an activity where they have to identify the different things ofthe house.- Students are given incomplete sentences with an image of a bedroomattached to it in wikispaces. They are asked to download the activity andcomplete the sentences using there is/ there are.- Students are asked to upload the activity already done in the same web page.Production: students are asked to write a description of their houses inwikispaces. They are told to include the vocabulary related to parts of thehouse, things of the house and the structures learnt.Lesson N°3:Type of lesson: SpeakingGrammar structure: There isn’t/ there aren’t Is there...?/ are there...?Language function: Talking about existence and different locations.Vocabulary: Prepositions of place (in, on, under, next to)Resources: envelopes, copies, data projector, computer, power pointpresentation, scanner, webpage (wikispaces)Time: 80 min
  4. 4. Warming up: Students are given envelopes with different things of the house.Some of them have their written form and the others their pictures. Students areasked to find the partner who has the same thing of the house in its written formor its picture. Students are asked to work with that person the whole lesson.Presentation: Students are projected a picture designed in a power pointpresentation. They are given two sentences with there is/ there are thatdescribe the picture.Students are projected a similar picture but with less things than the previousone. They are asked to compare both pictures.Next to each sentence with there is/ there are, students are shown exampleswith there isn’t/ there aren’t. E.g. there isn’t a TV, there aren’t pictures. Whilereading the sentences, they are made gestures indicating that those objects arenot present in the second picture. The sentences with there is/ there are used tocontrast the meanings.After contrasting the meanings, students are explained that there isn’t is usedwhen we refer to a single item that does not exist, and there aren’t when werefer to several things that do not exist.Next to those sentences, it is writen the same sentences but in theirinterrogative form. E.g: There are pictures - Are there pictures?.Students are helped to answer yes or no through gestures. So, the correctanswers are written on the board. e.g.: yes, there are.Then, the same question is written but students are shown the other picture. Asthere are no pictures on that picture, students will answer no to the teacher’squestion. So, the correct answer is written. E.g.: Are there pictures?No, there aren’t.The same is done to introduce Is there...?Students are asked to look at the pictures and their locations carefully. Studentsare shown sentences describing the position of the things that appear there byusing different prepositions of place (in/ on/ under/ next to). The meaning ofeach preposition is clarified with other examples.Practice:Srudents are asked to look at the pictures given and make examples usingthere isn’t/ there aren’tStudents are given an activity where they have to make questions using thewords between brackets. The activity is done orally and in pairs.Students are given copies with incomplete sentences and a picture. They aresupposed to complete the sentences with the prepositions given.Production: using the same copies, students are given the names of differentobjects. They are asked to identify their places and make sentences using theprepositions given. The activity is performed orally and in pairs. They are askedto scan the images and upload them to wikispaces with the sentences made inclass.
  5. 5. Lesson N°4:Type of lesson: ReadingGrammar structure: Revision of prepositions (in, on, under, next to) and there is/there are.Language fuction: Discovering Sydney.Vocabulary: - Vocabulary related to Sydney (the Opera House, a beach, aharbour, a ferry, windsurfing, sailing, a bridge, a park) - Revision of vocabulary related to places (hotel, theatres,cinemas, parks, cafés, clubs, bars, restaurants)Time: 80 minResources: videos, computer, website (wikispaces), e-mail, Word, copiesWarming up: Students are shown a video about Sydney. They are asked if theyknow something about that cityPresentation: Students are shown a video with images related to places andactivities performed in Sydney and their names.Practice: students are given copies with a text and images about Sydney.Students are supposed to identify the new vocabulary in the picture.They are asked to read the text. They are given different headings. Studentsare asked to place them in the correct paragraphs.Students are given copies with another activity in which they have to complete atable with the nouns and adjectives that appear in the text.After that, students are supposed to answer a series of questions related to thetext orally.Production: students are asked to make a kind of leaflet related to their city inword. They are told to publish them in wikispaces and to exchanche them withtheir partners through e-mail. Students are supposed to read all of them andmake comments about them the following lesson.