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the presentation of the experts in fase 2

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the presentation of the experts in fase 2

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Proposed Project

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Topic:

Introduction to world cultures through vocabulary and traditions.

Objective:

Understand and use vocabulary related to cultures and traditions.

Student’s level:

(MCRE) (MCRE) A2-B1 (MCER)

Target skill: Understanding and using cultural vocabulary.

Target vocabulary: Traditions, festivals, food, clothing, customs, cultures.

Student’s age: 12 15 years

Target grammar: Use of the present simple and present continuous.

Warm-up activity: Presentation of images and short videos of different cultures and festivals (such as the Day of the Dead in Mexico, Diwali in India, or the Beer Festival in Germany).

Guided discussion about the images and videos, asking students which customs or holidays they recognize.

A short group discussion about traditions that students know from their own culture. Each student will share a specific tradition or holiday that they find interesting. This will serve to engage students and connect with their personal experiences.

Material: (mandatory)

- Material: - Sheets of paper or whiteboard (to write examples) - Cards with pictures of international festivals (optional).

Main activities

Interactive Exercise: Perform a matching game where students must associate words with pictures of festivals or traditions from different countries.

- Oral Practice: In pairs, students discuss and share information about which festivals they would like to know about and why, using the vocabulary learned.

After the Main Activity: - Group review of the words learned and their meanings.

- Short exercise where students create sentences using the simple present and present continuous to describe a tradition. Material: (mandatory)

- Material: - Vocabulary cards - Projector for videos - Worksheets for the sentence exercise Practice or evaluation Mini-quiz: At the end of the lesson, students will complete a mini-quiz in pairs about the new vocabulary learned.

Practice or Assessment

Writing exercise: Each student will write a short description (5-7 sentences) about a tradition of their choice, applying the vocabulary learned and the use of the present simple.

Material: (mandatory)

Worksheet with questions and spaces for answers.

- Pencils or pens Closing - Review of key points: vocabulary learned and examples of use in sentences

Closure

Group reflection on the meaning of traditions in their own cultures and how they can learn from others. Ask students if they feel more comfortable using the new vocabulary Material: (mandatory)

Whiteboard to write down key points - Post-it for students to write a memory related to a tradition Task/Follow-up activity

Homework/Follow-up Activity

Cultural research: Students must research a tradition or holiday from a country they do not know well and prepare to share such information in the next class, using the vocabulary learned and presenting it in a short presentation.

- Cultural diary: A short diary where students write about holidays they know or are looking to learn more about, using the vocabulary and grammatical structures seen in the lesson.

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DIDACTIC UNIT

Unit Component

"Exploring Cultures of the World”

Title

Get your students interested by using a catchy title.

A Journey Through Cultures: Discovering the World Without Leaving the Classroom!"

Topic

This should be the overarching theme or big idea that introduces, connects to the subsequent units, or concludes.

Consider the main grammar topics included in the unit

The main vocabulary

The main listening activities and strategies

e.g. Focused listening - Personal introductions

The main reading activities and strategies

e.g reading about “People around the world”– predicting-  summarizing – graphic organizaer

The main writing activities and strategies

e.g filling in forms – writing short letters

drafting - outlines

The main speaking activities and strategies

e.g role plays.

Topic

The unit focuses on global cultural diversity, exploring traditions, customs, and aspects of different countries. Throughout the unit, grammatical themes, relevant vocabulary, and communicative skills will be taught.

Grammar

- Simple present and present continuous.

- Modal verbs to express obligation and permission (must, can).

- Comparatives and superlatives.

Vocabulary

- Key words related to culture (traditions, festivals, food, clothing).

- Adjectives to describe places and customs.

Reading

- Readings about "People from Around the World," cultural stories, and articles about international festivals.

- Predicting and summarizing cultural texts.

- Graphic organizers to compare and contrast cultures.

Listening

- Focused listening activities with interviews of people from different countries.

- Oral presentations about classmates' cultures.

Writing

- Completing forms about personal customs.

- Writing short letters describing the culture of a country.

- Drafting a small essay about a festival.

Oral Expression

- Role-playing games about intercultural situations.

- Group oral presentations about a country or culture.

Time

(number of hours & weeks)

Consider how long it will take for students to learn and master the concepts, skills, and learning outcomes.

Define the number of sessions, minimum 4 sessions

Duration

Duration: 4 weeks (16 hours)

- Session 1:4 hours

- Session 2:4 hours

- Session 3: 4 hours

- Session 4: 4 hours

Unit Objectives

What skills students are working towards mastering by the end of each unit. What will students be able to do by the end of each unit?

Objectives of the Unit

By the end of the unit, students will be able to:

- Communicate information about diverse cultures using appropriate vocabulary and grammar.

- Describe traditions and customs of different countries in both oral and written formats.

Lesson Objectives:

- Lesson Objective 1: Understand vocabulary related to culture and traditions.

- Lesson Objective 2: Learn to compare and contrast different cultures using appropriate grammatical structures.

- Lesson Objective 3: Develop listening skills through interviews and oral presentations.

- Lesson Objective 4: Produce a descriptive written piece about a cultural festival and present findings to the class.

Course Learning Outcomes

Think about how the learning outcomes for each unit connect to the overall course objectives. Each should align and connect to each other.

Learning Outcomes of the Course

Principal Learning Outcome of the Unit

Students will be able to communicate effectively on cultural topics using correct grammatical structures and varied vocabulary.

Lesson Learning Outcomes:

- Lesson Objective 1: Students will identify and accurately use new cultural vocabulary.

- Lesson Objective 2: Students will apply comparatives and superlatives in their cultural descriptions.

- Lesson Objective 3: Students will demonstrate auditory comprehension through completion of activities based on interviews.

- Lesson Objective 4: Students will write a small essay and present their research on a cultural festival.

Formative -Assessments

Include a continuum of assessments so you can monitor progress, check for understanding, and determine mastery of skills and concepts.

60 formative assessment activities

Formative Assessments

1. Mini-quizzes on vocabulary after each lesson.

2. Grammar exercises on the use of comparatives and superlatives.

3. Group feedback during role-playing activities.

4. Group reviews of readings and summaries.

Practice for Summative Assessments

Written tests on vocabulary and grammar at the end of the unit.

Oral presentations evaluated by peers and teachers

Teaching Method

What teaching methods will be used to deliver instruction?

How will content be scaffolded?

https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html

Teaching Method

- communicative Approach: Classes are designed to facilitate interaction.

- Collaborative Learning: Students work in teams on practical activities.

- Inductive Method Students discover grammatical rules through examples.

Key Resources

Include diverse and inclusive resources that will guide and support students.

Reading Materials: Articles, books, and online resources about various cultures.

- Videos: short documentaries about traditions from different cultures.

- Visual Aids: Graphic organizers to classify information.

Students’ context

Describe the student’s English level (MCE)

Age range

Grade

Learner’s needs

Student English Level: A2-B1 (CEFR).

- age Range: 12-15 years.

- Grade: 7th to 9th grade

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Título: "Explorando los Tiempos Verbales en Inglés"

Objetivos de Aprendizaje

- Identificar y utilizar correctamente los tiempos verbales en inglés: presente simple, pasado simple y futuro simple.

- Desarrollar la habilidad de formar oraciones en diferentes tiempos verbales.

- Mejorar la capacidad de corregir errores gramaticales en el uso de los tiempos verbales.

Introducción

El uso correcto de los tiempos verbales es fundamental para la comunicación efectiva en inglés. Esta actividad está diseñada para ayudar a los estudiantes a comprender las diferencias entre los tiempos verbales y a practicarlos en contextos reales. A través de ejercicios interactivos y prácticos, los estudiantes desarrollarán confianza en su uso.

Contenido Requerido

- Reglas básicas de formación de los tiempos verbales: presente simple, pasado simple y futuro simple.

- Ejemplos de uso en oraciones afirmativas, negativas e interrogativas.

- Recursos adicionales: fichas de gramática, ejemplos de oraciones, y listas de verbos irregulares.

Ejercicios Interactivos IA

1. Juego de Asociación: Los estudiantes recibirán una lista de oraciones en presente, pasado y futuro. Deberán asociar cada oración con su respectivo tiempo verbal.

2. Completa la Oración: Proporcionar oraciones incompletas donde los estudiantes deben elegir el tiempo verbal adecuado para completar la oración. (Ejemplo: "I ___ (go) to the store yesterday").

3. Corrección de Errores: Presentar oraciones con errores en el uso de los tiempos verbales y pedir a los estudiantes que las corrijan.

#### Práctica

- Escritura Creativa: Los estudiantes escribirán un breve párrafo utilizando los tres tiempos verbales. Por ejemplo, pueden describir su rutina diaria (presente), un evento que ocurrió el fin de semana pasado (pasado) y sus planes para el próximo fin de semana (futuro).

- Conversación en Parejas: En parejas, los estudiantes se harán preguntas sobre sus rutinas, experiencias pasadas y planes futuros, asegurándose de utilizar los tiempos verbales correctos.

Correcciones de Errores

- Después de cada actividad, se llevará a cabo una revisión grupal donde se discutirán las respuestas correctas y se corregirán los errores comunes. Se alentará a los estudiantes a explicar por qué una respuesta es correcta o incorrecta, promoviendo así el aprendizaje colaborativo.

Nivel de Aprendizaje de los Alumnos a Trabajar

Esta actividad está diseñada para estudiantes de nivel intermedio (A2-B1) que ya tienen un conocimiento básico de los tiempos verbales en inglés y desean mejorar su comprensión y uso.

Consideración Pedagógica

Se fomentará un ambiente de aprendizaje inclusivo y colaborativo, donde los estudiantes se sientan cómodos compartiendo sus respuestas y errores. Se enfatizará la importancia de la práctica constante y la corrección de errores como parte del proceso de aprendizaje.

Cierre

Para finalizar la actividad, se realizará una reflexión grupal sobre lo aprendido. Los estudiantes compartirán sus experiencias y desafíos en el uso de los tiempos verbales. Se proporcionarán recursos adicionales para que continúen practicando en casa, y se animará a los estudiantes a seguir utilizando los tiempos verbales en su comunicación diaria.