Español describir un lugar (2).

Presentación del tema: "Español describir un lugar (2)."— Transcripción de la presentación:

1 Español describir un lugar (2)

2 ¿Hay……….? rascacielos playa montaña(s) desierto hotel(es) palmera
apartamento(s) hotel(es) oficina(s) edificio(s) moderno(s) edificio(s) antiguo(s) escuela jardin(es) playa montaña(s) desierto palmera selva mar ruina(s) costa río(s) lago hierba This is Lima, Peru. This slide can be used as an excellent way to practise use of HayNo Hay. I think students could quickly ask the teacher (una or un for singular is fine or no articles often words and no articles and s usually for plurals). The teacher can model what the items are for those that don’t know. Students tick/croxx the boxes and then try to add new words to their vocabulary. ¿Hay……….?

3 Hoy vamos a…….. utilizar las partes de los verbos ‘es, está’, tiene, hay’ para crear frases inventar un texto para describir una foto de una escena en España ser creativos con las palabras trabajar en grupos I think I have planned in enough time for the lesson objectives to work in Spanish. With mixed ability groups there will obviously be the advantage that the quicker ones can be challenged by TL use and can share the content with rest of the class if necessary, but it is important that whenever possible, each new interaction is seen to be an opportunity for TL input and interaction.

4 tiene es está está tiene hay U. Lima _________ en el Perú.
V. Lima _________ muchos rascacielos. W. En Lima no ________ desierto.. X. Lima _________ mar y playa. Y. Lima ________ muy grande. Z. Lima _________ en la costa. tiene es Use this slide to prepare students for their sentence-building task this lesson. They can easily confuse these 4 verbs and have done a lot more with ser, estar and hay than they have with tiene. está está tiene hay

5 Playa Barcelona, España

6 las montañas cerca de Palma de Mallorca

7 es muchas personas tiene en el campo hay tranquilo está grande
también hay aburrido me gusta bonito no es en una ciudad no tiene una carretera no hay poca gente no está en la costa en la distancia mucho tráfico en primer plano muchos edificios en el medio mucha industria pero contaminado porque llano no me gusta limpio parece unas montañas y unos árboles el paisaje este lugar esta foto ruidoso Teacher will group the class into groups of 3 ideally, but 4 would also work. There are 2 x stimulus photos so that groups are working on different projects, and when they present their work, half the class will be seeing the photo for the first time so there will be a real communication purpose. These word prompts are cut up and in envelopes, one envelope per group. The groups need to respond to the photo, creating sentences that describe it. Then they need to work on the structure of their description so that it is logical and the phrases flow on naturally. They will have 20 minutes to work on this task. They all need a copy in their books BUT in addition, one quick writer in the group needs to complete the final agreed version on the pro forma on the next slide. After twenty minutes the final copies are handed in and the last 10 minutes of the lesson are the debrief/plenary. In the debrief students could be encouraged to share phrases that they are most proud of as well as reflect on their learning, what particular skills they were practising (should include sentence-building, memory, communication, synergising, creativity) and the quality of their group work. The reflection sheet is a useful way of collecting feedback and encouraging further thought, but if there isn’t time for it the first time you do the lesson, it’s not a disaster.

8 Descripción de: ……………………………………………………………..
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Collect from the 8 – 10 groups their texts. There is more that can be done with these of course. Students could be encouraged to practise them to record them and add the text as sound file into the PowerPoint. They could be gap-filled and used as listenings for the rest of the class. They can be scanned in as examples of good work – peer modelling – they could be used for pronunciation practice. In fact, it is worthwhile doing all these things with the different tasks so all eventually get used. Obviously the teacher will use them to diagnose further learning needs, discover lingering misapprehensions etc… Por:…………………………………………………………………………………………..

9 Reflection Sheet Skill This means: Did you use this today?
Give an example: Identification of vocabulary Finding out the meanings of words Categorising/ Pattern-finding Looking for &noticing similarities & differences in words to help you sort them Synergising & synthesising Taking 2 or more suggestions, putting them together and coming up with a better outcome Judging Making decisions about this – after group discussion For homework, give them a prompt sheet to take home and the task of selecting a photo to describe – either from holiday or home. They should write the text in their books and bring the photo in (not stuck down). Encourage them to bring a photo they would like to put on display. Q1 Which skill do you think has been the most important today, and why? Q2 How can you use these skills in other ways in your language learning? Q3 Choose one skill and write down ho it might be useful in other subjects OR at home