Anda di halaman 1dari 9

Dialogue

T: What do you remember


about Charles I? Lets
see Martina!
S: He made illegal ways
of getting money
T: Very good! Lara, can
you mention one illegal
way of getting money?
S: Give me money or die!
T: Excellent! Euge, what
else can you say about
Charles I?
S: He closed Parliament.
T: Very good! Mateo, why
did he close Parliament?
S: Parliament dont give
money to Charles!
T: Exactly! Parliament
didnt give money to
Charles I. Its in the past.
So, it DIDNT give money
to the King.

T: Today we are going to


deal with Civil War. Do
you remember what a
Civil War is? Yes, Santi!
Tell us.
S: I dont remember.
T: Well, who can help
him? Yes, Morena.
S: It is a war
T: Yes, it is. But why is it a
CIVIL war? Why is it a
CIVIL and not a WORLD
war? Yes, Mateo.
S: Because it is a war
fight in the country.
T: Exactly! A war fought
in a country. If we are
learning the history of
England, where will the

Purpose

Format/ty
pe

Effectiven
ess

Analysis

civil war take place?


S: England!
T: Right! Who is going to
fight in this Civil War? We
have already seen this!
Who fights? Yes, Alexis.
S: Charles I and
Parliament.
T: Very good! Charles I vs.
Parliament. Who else is
going to fight in this war?
Yes, Lara?
S: Scotland.
T: Exactly! Parliament and
Scotland vs. Charles I
3

T: Lets do the following.


Open your booklets on
page 24. What is the title
of that page?
S: Civil War!
T: Exactly! Cata, apart
from letters and words,
what can you see on this
page?
S: A map of England.
T: Only of England?
S: England, Wales and
Scotland.
T: Exactly. A map of
which Island? Whats the
name of that island?
Ss: Great Britain.
T: Exaclty! Thank you,
Cata!

T: So, what is the text


about?
Ss: Civil War!
T: Excellent. What could
you understand? Nicole,
tell us!
S: There are two sides.
T: Very good! Ill write
that on the blackboard.

Thank you, Nicole! Lucas,


what else could you read?
S: The names of the
armies: Cavalries and
Roundheads.
T: Excellent! Ill write that
on the blackboard, as
well. What about the end
of Civil War? Who knows
something about that?
Yes, Valen!
S: It doesnt say
anything!
T: Nothing at all? Do you
all agree?
Ss: Yes! / No!
5

T: Lets go into details.


What does Legrand say
about Captain Kidd?
Nachi, tell us.
S: He killed the people
who helped him.
T: Yes, he did! Cate, who
were those people?
S: Pirates!
T: Excellent! Now, why
did Captain Kidd killed
those pirates? What do
you think, Facu?
S: He killed them because
Captain Kidd wanted the
treasure for his own.
T: Excellent! Did you
listen to that? He killed
his friends because he
didnt want to share his
treasure. Tobi, would you
kill your friends in order
to hide a treasure of 2
million dollars?
S: Qu no? Of course!
T: Chicos, be careful with
Tobi!!!

T: We are going to deal


with World War 2 today.
First of all, what is a

-By using
referential
questions,

-Socratic
questionin
g or

Questions
were asked

World War? Anto, tell us!


S: A war between
continents.
T: Ok, lets polish that,
Mati. What do you mean
by continents?
S: Los paises en un
continente.
T: Sorry?
S: The countries in a
continent.
T: Indeed! Only one
continent, Enzo?
S: NO! 2 or more.
T: Exactly. That is why it
is a WORLD war.

students
activated
prior
knowledge
,
brainstorm
ed a topic
(pre-WW2)
and
generated
interest
and topicrelated
vocabulary.
-Meaning
and
understand
ing was
successfull
y checked
through
conceptchecking
questions.
-Questionresponse
was put
into
practice
here as a
form of
guided oral
practice.
-Students
were
always
encourage
d to use L2
from the
beginning
of the
lesson.

display
questions
was
carried out
in this
activity so
as to elicit
learners
prior
knowledge
and check
comprehen
sion.
-All of the
questions
asked here
were
convergen
t or
closed.
-spread
questions
randomly
around the
class.

in class to:
-activate
students
prior
knowledge
, which
allows
students to
realize
they have
been
learning
not only
History but
also
patterns of
the
language,
maybe
without
realizing
about this.
-develop
students
greater
fluency, as
students
are
encourage
d to think
and speak
in English,
even
though
they might
make
mistakes
while
doing so.
-motivate
students to
participate
in class;
this will
help them
raise their
awareness
of being
active
participant
s in their
learning
process.

-give
students
the chance
to revise
topics that
have
already
been seen
in class
and ask
questions
about what
they could
not
understand
before.
7

T: Look at the following


mind-map. What does it
show?
S: The causes of WW2.
T: Excellent! Lets read
them aloud. (T reads
them aloud) Maria sol,
lets go back to the end
of WW1 so as to
understand these causes.
Sol, what can you say
about the Treaty of
Versailles?
S: Germany is guilty for
WW1.
T: Can you make it a bit
more complete, please?
S: The treaty said that
Germany was guilty and
they had to pay
reparations.
T: Excellent! Iara, why is
this a cause of WW2?
S: Because Germany was
very angry and they
wanted to revenge.
T: Indeed! They wanted
revenge. Revenge on
which countries?
S: France and England.
T: Very good!

To check
students
understand
ing,
referential
question
were asked
to
students.
- Conceptchecking
questions
were asked
to check
students
meaning
and
understand
ing.
-Questionresponse
was put
into
practice
here as a
form of
guided oral
practice.

Referential
questions
were asked
in this
activity.
The
purpose of
these were
to require
the learner
to provide
informatio
n,
exemplify
and clarify.
Some
display
questions
were
carried out
in this
activity so
as to elicit
learners
prior
knowledge
and check
comprehen
sion.
-All of the
questions
asked here
were
convergen
t or
closed
ones.

In order to
ask
questions
with
quality and
value,
teachers:
-made a
balance
between
referential
and
display
questions
so as to
minimize
the use of
yes/no
questions
(closed
questions)
except
when
checking
meaning
and
understand
ing (open
questions).
-Language
was
graded in
questions
neither to
overparaphrase
nor to
confuse

student.
-gave
enough
time for
students to
answer
and made
sure that
students
clearly
understood
questions
by asking
them to
make
connection
s with
previous
topics.
8 T: You are going to watch
a short video that is going
to explain pre-WW2. What
is your lovely teach going
to ask you to do?
S: Tomar nota, seguro!
T: Sorry?
S: Take down notes!
T: For sure! You ARE going
to take down notes of
what we have already
worked on in class, all
right? What is it that we
have been working on in
class?
Ss: Causes of WW2,
Communists, Fascism,
Nazism
T: All right! This video is
going to provide you with
connections between
WW1 and WW2. Pay a lot
of attention because you
will need to make these
connections to
understand WW2. Do you
have to concentrate on
details?
Ss: NO!
T: Of course not! Dont

-Since
listening
activities
are skillsoriented
ones,
questions
to focus on
strategies
as well as
language
were asked
here.
-Conceptchecking
questions
were asked
as well so
as to see if
students
have
understood
what they
had to do.

Referential
questions
were asked
in this
activity.
The
purpose of
these were
to require
the learner
to provide
informatio
n,
exemplify
and clarify.
-There are
divergent
or openended
questions
are seen
here (Do
you
know?)
as well as
convergen
t or closed
questions.

In this
activity,
teachers
focused on
making
sure that
students
clearly
understood
questions.
A balance
between
open and
closed
questions
can be
seen in
this
activity,
both to
check
understand
ing and
encourage
elaboration
.

pay attention to dates,


years, names of armies,
sides, etc. Just focus on
what you already know.
9

T: All right! Lets work on


the video in detail! Agus,
can you tell me one of
the causes of WW2?
S: Yes! Japans attack in
Manchuria!
T: Very good! Can you
relate it to any of the 5
causes of WW1?
S: Imperialism?
T: Excellent. If you want
to expand, then, you are
an imperial country. Very
good, Agus. What could
you listen about it? What
about other causes? Yes,
Mati!
S: Rise of Hitler in
Germany!
T: Of course! One of the
main causes IF NOT the
main one. Let me write
Hitler on the BB. We will
discuss about this later
on. Did you hear
something about Italy?
Tell us, Giuli!

-Formbased
questions
were
introduced
to students
in this
activity
since the
designed
material
was
outside the
learners
experience
.
-Questionresponse
was put
into
practice
here as a
form of
guided oral
practice.

Both
display
and
referential
questions
are seen in
this
activity,
both to
elicit
students
prior
knowledge
and check
comprehen
sion, and
to require
students to
provide
informatio
n.
-Questions
in this
activity
were
convergen
t or
closed.

S: The rise of Fascism in


Italy!

In this
activity,
teachers:
-avoided
the use of
yes/no
questions
(closed
questions)
for them to
be able to
elaborate
language.
-gave
enough
time for
students to
answer
and made
sure that
students
clearly
understood
questions
by asking
them to
make
connection
s with
previous
topics.
-spread
questions
randomly
around the
class.

T: Excellent! Which cause


of WW1 can you relate
that to?
S: Nationalism and
militarism.
T: Excellent! Fascists are
terribly nationalists, and
they practice militarism
in order to be feared by
other countries.
1
0

T: The video mentions


NAZISM, FASCISM AND
COMMUNISM. What do
you know about
COMMUNISM? Juli, what

-Questions
focused on
strategies
were asked
in this

Referential
questions
were asked
here so

Questions
asked in
this
activities
are closed

do you know about it?


S: They want a common
social class.
T: Excellent! Communists
dont want a high, middle
and low class. They want
a common social class;
thats to say, neither rich
nor poor people. The
same opportunities for
everyone. Very good, Juli.
Thank you. What else do
you know about this,
Jose?
S: They didnt want
private properties.
T: Excellent! Communists
hated private properties.
They wanted to control
everything. Industries,
farms, schools,
hospitals everything
had to belong to the
State, everything had to
be public. Very good,
Jose. Joaco, you havent
participated yet! What
can you say about
Fascism?
S: Fascism was born in
Italy. His father was
Mussolini.
T: Perfect! Fascism is an
anti-democracy regime.
The state is absolute and
totalitarian and all
citizens must follow the
state. According to you,
Martina, when I say antidemocracy, what do I
mean? Think!
S: No freedom of religion,
no freedom of prensa
T: Very good! No freedom
of PRESS. No freedom.
Thats all. The state
controls everything: the
church, the press, the
political propagandas,
etc

activity.

that
students
could
provide
explain
and clarify
informatio
n.
-Questions
in this
activity
were
convergen
t or
closed.

ones.
Teachers
asked
these so as
to
encourage
opinions,
elaboration
and
discussion.
Teachers
also
realized
that they
needed to
ask
questions
about
important
rather than
trivial
content for
students to
understand
and be
familiarize
d the topic.