Didctica de langls com a Tercera Llengua

TASK 1: REMAKING AN ACTIVITY

ORIGINAL ACTIVITY

ACTIVITYS NAME
CONTENTS
LEVEL
TIME
KIND OF

Who is?
Comparative adjectives
Second cycle of primary
20 minutes
All class ( 28 students)

CLASSROOM
KIND OF TASK

INDUCTIVE approach: teacher gives an example and then

talks about the rule.
TECHNIQUE: type of question and answer of the Traditional
Method, Situational Language Teaching.
ACCURACY activity: use the language out of context and the
focus is correct examples.

WEAKNESSES

STRENGTHS

ACTIVITYS
NAME
MY APPROACH

MECHANICAL practise: the teacher as activity controlled.

- Students dont produce.
- Only use the reading skill.
- To work individually
-

Students deduce de rule

They can see the visual example

I compare my family.

Didctica de langls com a Tercera Llengua

CONTENTS
LEVEL
TIME
KIND OF
CLASSROOM
KIND OF TASK

CONTEXT

TASK 1: REMAKING AN ACTIVITY

Comparative adjectives
Second cycle of primary
1h
All class ( 28 students)
Pedagogical tasks are specially designed classroom tasks
that are intended to require the use of specific interactional
strategies and may also require the use of specific types of
language (skills, grammar, vocabulary).
Pretask: Teacher helps Students to understand the theme and
objectives of the task, for example, brainstorming ideas with
the class, using pictures, mime, or personal experience to
introduce the topic.
Task cycle:
- Task: The emphasis is on spontaneous, exploratory
talk and Confidence building, within the privacy of the
small group.
- Plannig: Planning prepares for the next stage where
Students are asked to report briefly to the whole class
how they did the task and what the outcome was.
Teacher goes around to advise students on language,
suggesting phrases and helping Students to polish and
correct their language.
Report: Teacher chairs, comments on the content of their
reports, rephrases perhaps, but gives no overt public
correction.
Language focus
- Practise: Teacher conducts practice activities as
needed, based on the language analysis already on
the board, or using examples from the text or
transcript.
Its a class of 28 students. The 60 % of students are Catalan,
and the 40% are immigrants from China and Morocco. There
are 16 girls and 12 boys.
Mixed ability: There is a gifted student who has a very good
level of English and studies in an language school. Next year
she can do the First Certificate exam.

CLASSROOM
MANAGEMENT
OBJECTIVES

PROCEDURE

In small groups and individually.

-

To be able to compare some things.

To show your family the rest of the class and present

and compare their members.

Step 1: Teacher hands out a flash card for each student. In

Didctica de langls com a Tercera Llengua

TASK 1: REMAKING AN ACTIVITY
these flash cards there are a member of family (mother,
grandfather, daughter or son) and the familys surname. Then,
teacher shows a family drawing. In this draw there are the 4
members of the family. The students have to find the other
members of their families (persons who have the flash cards
with the other members of the family and the same surname)
and create the small groups (groups of 4). 5
Step 2: Teacher distributes 4 flash cards more for each group.
In these flash cards there are some information about the
height, weight and age of the familys members. The groups
have to link together the member of family with their
characteristics. 5-10
Step3: The game. In pairs, one person chooses two flash
cards and describes the members of family. The other has to
guess who she/he is. The teacher goes round and listens
which the students say and what words they use. The teacher
writes some important words which the students are using in
the blackboard. 10-15
Step 4( the main step): Teacher distributes an envelope with
different words such as: older, younger, thinner, taller, longer...
and an activity. In pairs they have to try to fill gaps with these
words. Then, they write the Comparative adjective's Rule
that they think that we use in these cases. Also, If they cant
write the Rule, they can put other examples. 15-20
Step 5 ( the main step): Finally, the students talk about their
results and talk about the structures, words and other
examples that they have use in the previous activity. The
teacher can write the final results on the blackboard and give
a photocopy about the comparative adjectives rule and some
examples, and talk about it. 10-15
The teacher would order to bring a picture of their family. In
the next session they show and present their family to the rest
of class and they can use the comparative adjectives. This
pictures we put in the English corner with a piece of paper. In
this paper the students can write some words about their

Didctica de langls com a Tercera Llengua

TASK 1: REMAKING AN ACTIVITY
presentation or about their family.
To conclude, I think that the gifted student can do this activity
and she can be motivated, because this is the most important
in these cases. Also gifted student can prepare a short
presentation with some examples to compare, and he/she
can show the class in the next session.
MATERIALS

Blast cards of members of family

Family draw
Blast cards with characteristics
Envelop with adjectives
Activity to fill in

ASSESSMENT

Photocopies with rules

I think that this activity isnt necessary to have assessment
because it is an activity to introduce a new content. But, you
can assess the individual exercises to see if the students
have understood the content.