GUIDED ACTIVITIES 3-4

Brittany Gray
Curso 2013-2014
Aprendizaje y enseanza

Aspectos especficos de la especialidad de Lengua Extranjera

Mster Universitario en Formacin del Profesorado de Educacin

Secundaria Obligatoria,
Bachillerato, Formacin Profesional y Enseanza de Idiomas.

Brittany Gray

Guided Activities 3-4

Methodology
This section includes a description of the methodology, strategies and
techniques that will be implemented in my course syllabus designed for 2nd of ESO
in Juan Carlos I secondary school in Murcia. I have not restricted myself to a single a
methodological approach, rather I have opted for a multidisciplinary stance taking
into account the principles of different methodological trends such as the
communicative approach, task-based learning and CLIL.
Communicative Approach
This approach focuses on successful and efficient communication in the L2.
Learning a language does not only imply acquiring theoretical knowledge about
formal aspects of the linguistic code (grammar, phonology and lexis), therefore a
focus on proficiency and creative use of the language rather than structure will ease
the learning process.
Task-based Learning
This method focuses on the use of authentic language by engaging students in
tasks, that is, activities they are likely to find in real life. In addition, in these
activities students actually do something with the language rather than learning
something about the language. They employ the same processes, as they would do in
their L1 when carrying out these tasks. Therefore, there is a focus on successful
language, rather than accuracy of language forms.
CLIL
Content and Language Integrated Learning (CLIL) is a dual focused language
approach that involves the teaching of non-linguistic content through an L2. One of
the many advantages of CLIL is that students are able to develop their language
skills with maximum exposure to L2, while simultaneously expanding their
understanding and knowledge of the world.

Brittany Gray

Guided Activities 3-4

Use of ICTs
We live in an age where we have access to all sorts of ICTs to facilitate the
learning process in the classroom. I intend to make use of ICTs on a daily basis by
using audio-recordings, videos, Power Points and the Internet. Students tend to find
using ICTs in the classroom to be more engaging and motivating than being limited
to their textbook and worksheets. The use of ITCs gives you access to up-date
authentic material on the web which enhance your lessons.
Lesson Plan
This lesson plan has been designed to learn vocabulary related to Christmas,
to learn and practice the present simple and adverbs of frequency, and to learn
about Christmas customs around the world applying the CLIL approach. In order for
students to get as much oral practice as possible, I have included various
communicative activities and a final oral presentation on a country of their choice.
Timing:
6 lessons of 55 minutes each
Lesson 1
1) Warm-up (10 min):
Ask students what words they already know related to Christmas and winter and
brainstorm their responses on the board
2) Activity 1 (30 min):
Put students into groups of 4-5 and give them a set of cards with vocabulary words
written on them related to Christmas. Proceed by describing words at random.
Students in groups have to choose the word card that corresponds to the word
described.

Brittany Gray

Guided Activities 3-4

Focus on pronunciation of words with s. Practice discrimination of [s]/[z] and with

words that begin with s, such as stocking or Santa, avoiding es-Santa which is
common of Spanish speakers of English
3) Writing activity (15 min):
Students complete a word cloze (see annex 1) from
http://bogglesworldesl.com/christmas_worksheets.htm using the same words in
the activity.
Lesson 2
1) Warm-up (10 min):
Review vocabulary from the class before asking students to try to describe one
vocabulary word from their cloze. The rest of the class then guesses which word
their classmates are describing.
2) Activity 1 (10 min):
Write the names of various countries on the board in English and elicit their
corresponding adjectives from the class.
3) Activity 2 (25 min):
Review present simple with the class and then give a country chart (see annex 2) to
each student. Students then have to create sentences in the present simple in pairs
guessing how each country celebrates Christmas.
e.g.
In France people dont eat lamb at Christmas.
In England people decorate Christmas trees at Christmas.
In Australia people dont play in the snow at Christmas.
4) Check answers and hand out present simple practice worksheet as homework
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Brittany Gray

Guided Activities 3-4

Lesson 3
1) Activity 1 (5 min):
Show first video clip about Christmas and ask children if they celebrate Christmas in
the same way. Ask them to share their holiday traditions.
http://www.youtube.com/watch?v=02eu9mxPDl8
2) Activity 2 (25 min)
Show the two other videos about Christmas around the world and ask students to
write down the names of all of the countries they hear. Then discuss the various
Christmas traditions together as a class.
http://www.youtube.com/watch?v=WWUNQfjkwmg
http://www.youtube.com/watch?v=hDXsC2sSMtc
Skip through certain parts of second video due to difficult language, stopping
occasionally to clarify possibly difficult to understand parts to the class.
3) Activity 2 (25 min):
Introduce Why Christmas website to the class and ask children to choose one
country that they will focus on for their presentations, which will be done in groups
of 5. Ask them to begin researching their country
Read Christmas in Australia and answer reading comprehension questions (see
annex 3). What cannot be finished in class have students finish as homework.
Emphasize that questions must be answered in complete sentences.
http://www.whychristmas.com/cultures/australia.shtml
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Brittany Gray

Guided Activities 3-4

Homework
Present simple review (see annex 4)
Lesson 4
Warm-up (5 min):
Ask students what they have learned so far about their countries of choice,
reminding them that they need to be researching online as homework.
Activity 1 (15 min):
Show Christmas around the world power point and give brief tutorial on how to
make power points for those students who may not know how.
Activity 2 (10 min):
Introduce adverbs of frequency and then elicit sentences in the present simple
about the power point asking students to describe what is done in each country and
how often.
e.g.
People never play in the snow in Australia at Christmas
People always decorate Christmas trees in the U.S.A at Christmas
Activity 3 (25 min):
Emphasize and explain the third person singular, which students have already seen,
but which also tends to be the most confusing.
Hand out questionnaire and ask students to mingle in the classroom asking each
other questions about what they do at Christmas.
Homework
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Brittany Gray

Guided Activities 3-4

Create sentences in present simple (third person singular) about their classmates.
Lesson 5
Activity 1 (10 min):
Correct homework as a class
Activity 2 (20 min):
Hanukkah reading
http://www.activityvillage.co.uk/hanukkah
If time show Hanukkah video
Answer comprehension questions in class and emphasize that sentences must be
answered in complete sentences
Activity 3 (25 min):
Give students free time the rest of the class to work on the text for their power point
presentations, this will be done in the computer room so that students could even
begin working on their power points in class with help from the teacher. Students
will also have to write 3 comprehension questions for their class to answer during
their presentations. Walk around the class correcting and helping as needed.
Lesson 6
Activity 1 (55 min):
Power point oral presentations
Review comprehension questions with the class

Brittany Gray

Guided Activities 3-4

Didactic Unit Annexes

Lesson 1

Christmas Cloze
Fill in the blanks with words from the box:
checks
nice
naughty
beard
North Pole
decorate
lap
baked
cards
presents
sleigh
holiday
coal
toys

sing
Boxing
elves
turkey
under
reindeer
merry

fills
Eve
workshop
lights
chimney
family
spirit

Christmas:
Christmas is a _________________ when people get together with
_________________. People give _______________ to each other or
send ____________________ wishing each other a _________________
Christmas. At Christmas, people ____________ carols to get into the
Christmas _______________. As well, people ______________ Christmas
trees and put up ________________ around the house. A common
Christmas dinner is ______________. There are also lots of
________________ goodies for the kids. Christmas begins on the day
before Christmas, or Christmas _________________ and continues until
_______________ Day, when many people go shopping for sales.

Santa Claus:
Santa Claus is an old man with a white _________________ that lives at
the __________________. Children sit on Santas _________________
and tell him what they want for Christmas. Santa _________________ his
list to see if the children have been _________________ or
_________________. If the children are bad Santa brings them
__________________. If the children are good Santa brings them
____________________. The toys are made in Santas
___________________ by _________________.

Brittany Gray

Guided Activities 3-4

Santa travels around the world in his

_________________, which is pulled by flying
___________________. When he stops at a house, he
goes down the __________________ and puts presents
_________________ the tree and then he
_________________ the stockings.

2005 www.bogglesworldesl.com

Lesson 2
Country/Nationality
Chinese people
Japanese people
Italian people
Dutch people
American people
Norwegian people
French people
English people
German people
Austrian people
Irish people
Peruvian people

What I think they do

What I think they dont do

Lesson 3
Australia reading comprehension questions
1)
2)
3)
4)
5)

When do Australian children have summer holidays?

What is the weather like at Christmas in Australia?
What do Australians do on Christmas Eve?
What do Australians usually have for Christmas dinner?
Do Australians sing Christmas carols? What are they like?

Brittany Gray

Guided Activities 3-4

Homework

Present Simple
Error corrections decide whether the sentences are written correctly or not.
Sometime there are two possible
answers.

1.

I doesnt like football.

2.
3.

He go swimming every week.

Does they play tennis very
often?

4.

Im not happy today.

5.

I has a big car.

6.

I hates Mondays.

7.

Does you know the answer?

8.

Do you want something to drink?

9.

Does you like fish?

Rewrite the sentence correctly

I dont like football

10. Shes got two children.

11. She are very pretty.
12. He is finishes work at 6.
13. Dont play here.
14. Peter dont work in that bank.
15. Has they got a new car?
We has a house in the
16. mountains.
17. We have hot.
18. The car are blue.
19. The dog dont want any food.
20. I have nineteen years.
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Brittany Gray

Guided Activities 3-4

21. Do Susan like Chineses food?

22. We is from England.
23. Is you at home tonight?
24. Anna are a pain.
25. They dont want dinner.
Lesson 4
Question
Always
How often
do you
decorate a
Christmas
tree at
Christmas?
How often
do you eat
lamb at
Christmas?
How often
do you go
swimming
at
Christmas?
How often
do you
spend time
with your
family at
Christmas
How often
do you bake
at
Christmas?
How often
do you
wear
sandals at
Christmas?
How often

Often

Sometimes

Hardly ever

Never

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Brittany Gray

Guided Activities 3-4

do you go
shopping at
Christmas?
How often
do you
make
snowmen at
Christmas?
How often
do you
travel at
Christmas?
How often
do you play
outside at
Christmas?
How often
do you ride
a bike at
Christmas?
How often
do you
dress up at
Christmas?
How often
do you
study at
Christmas?
How often
do you
speak
English at
Christmas?
How often
do you
drink hot
chocolate at
Christmas?

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Brittany Gray

Guided Activities 3-4

Lesson 5
Hanukkah reading comprehension questions
1)
2)
3)
4)
5)

How long does Hanukkah last?

How many candles do Jews place on the menorah?
What do people exchange during Hanukkah?
What do people light at Hanukkah?
What toy is a Hanukkah symbol?

Bibliography
Legislation at National level:
- Organic Law for the Quality of Education LOE 2/2006, 3rd May. (BOE n.
th
106, 4 May 2006).
- Royal Decree 1631/2006, 29th December (BOE 5/01/2007)
Beaumont, Digby, and Colin Granger. The Heinemann English Grammar: An
Intermediate Reference and Practice Book. Oxford: Heinemann, 1992.
Swan, Michael. Practical English Usage. 3rd ed. Oxford: Oxford University Press,
2005.
Websites
http://bogglesworldesl.com/christmas_worksheets.htm
http://www.whychristmas.com/cultures/australia.shtml
http://www.activityvillage.co.uk/hanukkah

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