TEACHER’S GUIDE

Level:

Best 3^rd cycle of Primary, although it depends on the command of English. It can be adapted to advanced or weaker groups.

Curricular subjects:

English as a foreign language: reading and writing skills
Social studies: geography, clime, cultural heritage, art.
Music: tendencies.

TIC: word processor, PowerPoint, Webs.

Objectives:

Develop reading, writing, speaking, comprehension and listening skills.

Search, interpret, evaluate, and process information from the net.
Integrate new technology in students' curriculum.

Develop students' thinking skills.
Work collaboratively.

Learn a wide range of aspects about the British culture and country.

Get an elementary communicative competence and to be able to use effectively the language in every day situations.

Value the knowkedge of foreign languages as a communicative instrument among people and countries.

Procedures:

Global comprehension of a written piece of information.

Use of simple syntactical structures both in written and in oral production.

Use of the appropriate vocabulary and structures according to the communicative situation.

Use of the grammatical categories for message comprehension and production.

Dramatization of situations according to the given role.

Design an imaginative flag template.

Facts and concepts:

Grammatical Categories: articles, demonstratives, present simple and continuous verbs, saxon genitive, adjectives, adverbs and wh- question forms.

Syntactical structures in comprehension and expression.

Basic vocabulary in comprehension and expression.

Non linguistic elements which make comprehension and expression easy.

Coherence and cohesion in both, oral and written production.

English everyday life, costumes, culture, society, country parts and traditions.

Attitudes:

Consistancy and extra effort in sound reproduction, accent, rhyme and intonation.

Desinhibition in message production and communications.

Respect towards the classmates’ oral productions.

Participation in the conversations following the given rules.

Regard and respect for the cultural events.

Cooperation and responsibility towards the team-work.

“Competències bàsiques” TIC:

Use of a program (Microsoft Office Word).
Use of Microsoft Power Point to prepare a presentation with text, images and in case of having enough command, sound.
Download of few songs using a mp3 extension.
Insert texts, images and sound in a presentation document.
Use of Mozilla Firefox navigator to search information in the net.
Use of the links to surface through a web site.
Distinguish the required links that lead to the kind of information ones needs.
Use of Google browser.
Reopen a web address to consult it again.

Previous knowledge: Slight command in surfing through the net. Use of on-line translators. Copy, cut and stick using a text editor. To be used to Power Point program. Basic command in simple structures in English which are required to rewrite the information.

Time: 4 sessions within a period of 4 weeks, during the oral reinforcement (O.R) hours, when we divide the class in groups of 6. While one group is working at the computer, the rest are practising oral competence activities with different teachers and after half an hour, they change place and activity. One session will be necessary for the viewing of the Power Point presentations, another one for the role-play, another one for watching the film and one more for the Debate and songs hand-in. So the first 4 hours are thought to be developed in the O.R time and the last 4 hours when we work together with the whole group. 4 weeks more.

Space organization: It would be fantastic if we could count on the TIC classroom for 1hour in order to present the WebQuest, the activities to be done and let the students organize. During the O.R. sessions where the class is divided in 4 groups of 6, in 2 different classrooms, there will be 2 groups in each one, as one group is practising their oral competence, the other is at the computers, in pairs. On the other hand, the next 4 hours will be developed and the whole group class.

Work organization: They must reach an agreement on which activity each pair-work is going to do according to the members’ characteristics and abilities. And the teacher should check several times their work during the process and encourage them to meet as a whole an discuss what to do next, to share problems, to look for solutions…

Assessment: The process is even more important than the task, even when the task is the final product. The way they gather information and process it will show the level of understanding. So they must know beforehand, how they are going to be assessed and the goals we expected they fulfill.

“ WebQuest: una metodologia per treballar amb Internet a l'aula” organized by the Generalitat de Catalunya Education Departament, July 2007.

Any comment or suggestion will be welcomed. You can contact me at the e-m@il address in the home page.