Introduction
- INTRODUCTION
You are about to go deep into the fantastic city of London. Prepare yourself for a adventure through its streets with unique experiences you will never forget.
You will know everything about the city since it has some of the best tourist places and attractions in the world. You can see the city from above gotten on the London Eye, meet a celebrity at the Madame Tussauds, explore the world's most treasured treasures at the British Museum or meet the dinosaurs at the Natural History Museum.
Task
- TASK.
This Webquest is designed for students of 1 CSE. They have a A2- level of English.
The activity consists of two tasks.
First Task: Individually. At home.
You have to write a text about asking for information and directions in the city of London. The information you must include is:
- Typical places of London.
- Invent a point of arrival asking for information and directions.
Second Task: In groups of 5 In class/ at home
Read a dialogue between two tourists asking for information and directions.
Once you read it, you have to do a poster in class including the following items:
- Draw a map showing the places of London where the tourists want to go.
- Mark the starting point and point of arrival indicating the path that tourists should follow
The poster should be designed as if it were a real map.
Process
- PROCESS.
First Task: Individually at home.
You have to write a text about asking for information and directions in the city of London .
This activity will be done individually. The teacher will write the names of the main places of London in different pieces of papers. S/he will blend them and put them into a jar. Students will pick up one piece of paper with the name of the place.
Once the students know the place where they have to arrive, they have to write a short text (around 120 words). They have to include in the description the following information:
- Typical places of London.
- Point of arrival asking for information and directions.
Here you have some help to know the different places of London better (Click on the place to read about them)
https://www.madametussauds.com/london/en/
https://www.visitlondon.com/things-to-do/sightseeing/london-attraction/big-ben#k8cWRLhWahuwyTzz.97
http://www.englandforever.org/piccadilly-circus.php
https://www.london.gov.uk/about-us/our-building-and-squares/trafalgar-square
http://www.bridgesdb.com/bridge-list/tower-bridge/
Second Task: In groups of 5 at home.
The groups will be chosen according to the date of birth of students. There will be 5 groups. Each group will have a different dialogue and they have to draw a map showing the place where the tourists want to go. Then, they have to show it to the rest of the class. They hve to design it as if it were a real map.
Group 1: from Big Ben to Trafalgar Square.
Group 2: from Buckingham palace to harrods.
Group 3: from London Eye to National History Museum.
Group 4: from Piccadilly Circus to British Museum.
Group 5: from Tower Bridge to Madame Tusauds.
Evaluation
- EVALUATION.
|
|
Excellent (2) |
Good (1,5) |
Average (1) |
Needs Improvement (0,5) |
Poor (0) |
|
Classwork (2 points) |
Excellent level of participation and implication. Use English while working 100% |
Very participative and good level of implication. Use of English 75%. |
Some distractions. Use of English 50% |
Poor participation and implication. Use of English 30%. |
Limited participation and implication. Do not use of English |
|
Grammar (2 points) |
Correct use of grammatical structures studied in the unit. They are varied. Errors are rare. |
Few errors in grammatical structures. Sentences constructions are complex. |
Some erros in grammatical structures. Sentences constructions are complex but also simple |
Frequent grammatical errors even in simple structures. Sentences structures are simple. |
Many grammatical errors even in simple structures. Sentences are not well constructed. |
|
Vocabulary (2 points) |
Correct use of the vocabulary studied in the unit including new words in the discourse. |
Good use a good of the vocabulary studied in the unit including a good range of new words. |
Good use of vocabulary studied in the unit. |
Limited use of vocabulary studied in the unit. Repetitive words and lack of some of them. |
Not use of vocabulary learnt in the unit. Use of words that are not related to the topic. |
|
Fluency (2 points) |
Excellent oral production.The student’s speech flows smoothly, and there are no hesitations. Communication is very easy to follow. Errors are difficult to spot. |
Correcto oral production. Hesitations and pauses are not very frequent. Communication is easy to follow. Errors are not very frequent. |
Good oral production. The student does not hesitate so much. There are no many pauses and communication can be followed. Errors are not frequent. |
The student hesitates a lot. There are many pauses and communication is difficult to follow. |
There are many stops in the speech. The student is not able to structure a simple sentence. |
|
Originality (2 points) |
The poster is very creative and colorful and it is correctly organized, has a lot of original ideas |
The poster is creative but little colorful. It is organized, has original ideas. |
The poster is poorly creative and not very colorful It is organized and has some original ideas. |
The poster is poorly organized and has few original ideas. |
The poster is messy and a poorly design.
|
Conclusion
- CONCLUSION
In this activity we want to work on different aspects:
- The communicative approach to encourage participation, fluency and communication in an environment that intends to be real.
- The inductive method for the study of grammar rules. The teaching- learning process of a foreign language must be similar to the way we learn a mother tongue, I mean, by practising.
- The task-based method, meaningful activities will be proposed all along the unit. It important that the students notice the usefulness of the topics and that they can use them in the real life.
- The grammar-based approach to reinforce grammar rules both in an oral and written way.
- Blended-learning to efficiently combine different learning styles and teaching methods. Face-to-face sessions will be carried out in class but students will also have to work at home, independently or in group, to create a final project with the help of the Internet to research for information. Also, they will be asked to do some interactive homework using the Internet.
- Individual work students will also work individually. In this way they can develop autonomous learning. They will learn how to resolve the activities by themselves
- Cooperative work it is important to promote implication and tolerance among students both inside and outside the class. By working in groups and in pairs, students will learn to help and respect each other. They will also learn to look for information themselves and they will learn to organise their own work.
- Technologies will be used in the everyday process as a means of projecting PowerPoint presentations, watching videos and films, listening to conversations or songs or e doing online interactive exercises and games.