Friendship

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FRIENDSHIP

CULTURAL BACKGROUND AND SHARED EXPERIENCES AS A BASIS FOR COMMUNICATION

By Laura Arnedo, Araceli RuizI.E.S. Bajo Cinca, Fraga, April 2011

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INTRODUCTION

• A common methodology has been used to achieve the objectives of this didactic

sequence. We will pay special attention to diversity.

•There are two main questions to be answered before getting started:

Which is the FUNCTIONAL objective? Which is the LEARNING objective?

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INTRODUCTION

Which is the FUNCTIONAL objective?

The Friendship project is viewed as an excuse to encourage the communicative competence. Pupils have to write an email.

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INTRODUCTION

Which is the LEARNING objective?• being able to recognise basic adjectives

about personality to describe themselves

• being able to talk about their own and other´s feelings

• being able to talk about physical appearances

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INTRODUCTION

Which is the LEARNING objective?• being able to talk and write about their

daily routine

• being able to produce a descriptive text, a mail

• being able to recognise different vocabulary related to friendship

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GROUP AND LEVEL

1st ESO course

There are different levels:

• 4 out of 23 pupils: higher average level

• 10 out of 23 pupils: average level

• 6 out of 23 : below average level, interest for the subject, no parental monitoring

• the other 3 pupils: no interest at all for the subject

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SCHEDULE AND TIMING

CLASSROOM TIME:

• 7 sessions of 50 minutes

HOMEWORK TIME:

• Extra time is required outside the classroom to finalise and prepare activities depending on level and personal progress

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MATERIALS AND RESOURCES

Common materials & resources

• PowerPoint presentation about friends

• Computer with access to internet.

• Printed materials: My feeling diary, e-pals international friends.

• Text book, Energy by Steve Elsworth and Jim Rose, Pearson Longman, 2007

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PEDAGOGICAL SCAFFOLDING

Step 1: Getting an idea about the activity.• Warm up preparation (days before)• Objectives of the project:

participate and talk

write an email• Negotiation of evaluation criteria

extrawork if they use mother language• Oral activity

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Step 2: Acquisition of new vocabulary.

• Powerpoint about friends and colours

• Vocabulary related to “types” of friends

• Oral exercise, polite set expressions.

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Step 2: Acquisition of new vocabulary.

• Powerpoint about friends and colours

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Step 2:

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Step 2:

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Step 3: Analysis and sharing

• Correction of the homework.

• General questions about mail.

• Printed materials for the lower levels.

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Printed materials for the lower levels

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Printed materials for the lower levels

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Step 4: Creativity They send mails

Below average level

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Step 4: Creativity

Average level

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Step 4: Creativity: They send emails.

Above average level

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Step 5: Autocorrection and self-evaluation

• learning from each other’s mistakes and being able to speak about oneself

• sharing opinions with the classroom and analysis of each student’s individual effort within the group.

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CONCLUSIONS

• Motivating students through shared experiences

• Making their own materials.• They have used previous knowledge and

shared with others

• Team work: They have helped each other, corrected each other and used the experience to correct themselves.

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CONCLUSIONS

• Evaluation criteria shared with the pupils to make them participate.

• This approach allows each level to work according to their own capacity and limitations.

• The use of audio visual materials and team work reaches every type of pupil (auditive type, visual type and kinesthesic type) helping all of them engage with the project.

• This methodology has finally helped the teachers involved in the projects to get different feedback.

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THANKS A LOT FOR YOUR ATTENTION.

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Education

Friendship