FACULTAD DE EDUCACIN Didactics I Profesora Mara Virginia Fernndez Bruol It all comes from Linguistics

WORKSHOP I THE TEXTBOOK

Carmen Luz Apablaza Carla Morales Catalina Navarrete Dominique Yez

Lets Go 1 Student Book First grade primary

ASPECTS OF THE TEXTBOOK

Context Outdoor Contents Vocabulary: The weather, sports Prepositions: Location words on, in, under, by. Functions Asking about the weather. Describing the weather. Asking about location. Specifying location Describing ability. Identifying objects in a location. Counting objects in a location. Main Objective Subsidiary Objective

The child will learn how to ask about and describe weather/ask what people can or cant do/count objects/describe a situation/specify the location of objects/say the sounds for n, o, p and q/determine the presence and number of objects in a location/ The students will learn weather vocabulary - rainy, windy, sunny, cold, hot.

WHAT IS THE UNIT TRYING TO DEVELOP?

MASTERY OR COMMUNICATION?

- Communication

At this age, they need to talk and to be understood.

ACTIVITIES
What activities are designed for children to pick up the language? - Activities related to signing, and looking pictures to made associations between the words and the visual meaning. (61%=11 act.)

What activities are designed for students to learn the language? - Activities related to practice the vocabulary seen in the unit. Repetition is the target in these kind of activities. They need to internalize them. (39%=7 act.)

INPUT

What kind of input is provided to students?

- Visual cues and repetition.

How can you concretely complement this input? - By showing images and providing listening related to the context involved.

DIRECT METHOD LEGACY

INPUT V/S INTAKE

Through real objects we will teach forms and meaning. So as a result we expect that at least students can retain vocabulary. In this case we are talking about the weather (winter, summer, autumn, winter) so the idea is that they could be able to identify each other, also what type of clothing is used in each of them and the names of these.

WHAT SOME ARE YOUR SS GOING TO INTERNALIZE?

What for them is meaningful. In the case of our unit, they will probably internalize their favourite weather or sport.

TASK BASED LEARNING

Think of a task based learning activity to complement your unit.

Ask them to draw their favourite weather and sport, then they have to present it and explain why they chose it. Use realia to made connection between the real world and what they are seeing in the unit. For example, show them an object and ask them where the object is: on, in, under or by the table and how many objects they see.