Introduction
Why do we have different languages?
Have you ever think why do you speak Spanish?
What is an English Speaking Country?
How many countries speak English?
Task
In this unit you and your friends will be discovering how amazing our world is. You will analyze the differences and similarities between your country (Mexico) and an English Speaking Country
You will be able to learn the cultures and the diversity around the world, the different contrast and thing in common.
Prepare yourself to live the funniest adventure!!!
Process
FIRST PART
1. With a partner read the following list of countries that Speak English:
http://www.nationsonline.org/oneworld/countries_by_languages.htm
2. After read the list, write your own definition about what is an English Speaking Country. Share your definition with 5 classmates and discuss about it.
3. In a world map identify the English Speaking countries, paint it in orange color.
Identify the country where you live in and paint it in red color.
SECOND PART
1. You will be assigned to a group of 5 students and Choose an English Speaking Country.
2. You and your team have to research about the following topics about the English Speaking Country:
- Food
-Traditions
- Music
-General Data (Currency, President, Goverment, Geography and popullation)
-Fashion
-Life Style
- Religion
-Important Cities
NOTE: Bring Information
THIRD PART 1. Share your research with your team, make sure that everybody understand the information.
2. In team, complete the following chart with the information you arleady research.
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Countries
Categories |
English Speaking Country ____________ |
Mexico |
|
Food |
|
|
|
Music |
|
|
|
General Data |
|
|
|
Fashion |
|
|
|
Life Style |
|
|
|
Religion |
|
|
|
Important Cities |
|
|
3. Individually answer the next questions:
-What are the differences between Mexico and the English Speaking Country?
-What are the similarites between those countries?
-How do you think your life would be if you were born in that country?
4. Share your answers with your team.
FOURTH PART
1. In your team search for a video recorded in your English Speaking Country adding life style
Example Canada Life Style
2. Watch the video again and answer the following question:
-Would you like to live in that English Speaking Country?
Write the reasons and justify your answer.
FIFTH PART
Create a Role Play
1. In teams you are going to elaborate a dialogue where you are going to talk abou your English Speaking Country and Mexico, you have to talk about:
(AT LEAST 5 MINUTES)
- Food
- Music
-General Data
-Fashion
-Life Style
- Religion
-Important Cities
NOTE 1: Be creative, choose an specific situation and environment, it could be:
SUGGESTIONS
-interchange students
-tourist tour
-online chat
NOTE 2: You have to wear the typicall clothes and make an scenography related to the English Speaking Country.
NOTE 3: You are able to record a video.
NOTE 4: SPECIAL REWARD!!!! the best role play is going to be exempted!!!
SIXTH PART
Practice the role play with your team.
Practice the pronunciation and intonation for your role play.
SEVENTTH PART
1. Students have to create their scenography
2. Students have to create the clothes to wear in the role play.
EIGTH PART
1. Present your role play to the group
2. While your classmates are presenting complete the next chart:
|
Countries /Categories |
English Speaking Country ____________ |
|
Food |
|
|
Music |
|
|
General Data |
|
|
Fashion |
|
|
Life Style |
|
|
Religion |
|
|
Important Cities |
|
3. Write the differences and similarities between your English Speaking Country (ESC) and the ESC of your classmates.
NINTH PART
1. Co - evaluate the members of the team.
2. Answer the following questions:
-What would I change of my role play?
-What things or attitudes would you improve?
3. Receive the feedback and assessment by the teacher.
Evaluation
PART-I: Peer Evaluation Rubrics:
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Category |
4 points |
3 points |
2 points |
1 point |
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Contributions
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Routinely provides useful ideas when participating in the group and in classroom discussion. A leader who contributes a lot of effort. |
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! |
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. |
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
|
Problem-solving
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Actively looks for and suggests solutions to problems. |
Refines solutions suggested by others.
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Does not suggest or refine solutions, but is willing to try out solutions suggested by others. |
Does not try to solve problems or help others solve problems. Lets others do the work. |
|
Attitude
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Is never publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
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Is rarely publicly critical of the project or the work of others. Often has a positive attitude about the task(s). |
Is occasionally publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). |
Is often publicly critical of the project or the work of other members of the group. Is often negative about the task(s). |
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Focus on the task
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Consistently stays focused on the task and what needs to be done. Very self-directed. |
Focuses on the task and what needs to be done most of the time. Other group members can count on this person. |
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on task. |
Rarely focuses on the task and what needs to be done. Lets others do the work. |
|
Working with Others
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Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. |
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. |
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
PART-II: Project-Based Teamwork Assessment Rubrics:
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|
4 points |
3 points |
2 points |
1 point |
|
Teamwork |
1. The project was carried out by more than TWO members 2. The work load and variety on each member seems fair 3. Leadership role being assumed by each member for different tasks is evident 4. scheduled meetings minutes are Always recorded and the contribution of each team members are identified |
1. The project was carried out by more than TWO members 2. The work load and variety on each member seem fair 3. Leadership role being assumed by each member for different tasks is NOT apparent 4. scheduled meetings minutes are Usually recorded and the contribution of each team members are identified |
1. The project was carried out by more than TWO members 2. The work load and variety on each member does not seem to be fair or at least one member has been assigned trivial non-technical tasks (e.g. writing the report) 3. Scheduled meetings minutes are Often recorded and the contribution of each team members are NOT identified
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1. The project was carried out by more than TWO members 2. The work load and variety on each member does not seem to be fair or at least one member has been assigned trivial non-technical tasks (e.g. writing the report) 3. Scheduled meetings minutes are Rarely recorded and the efforts are scattered.
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Copyright © Texas Education Agency, 2006. All rights reserved.
Conclusion
AT THE END OF THE WEBQUEST STUDENTS WILL BE ABLE TO KNOW THE DIFFERENCES AND SIMILARITIES BETWEEN MEXICO AND AN ENGLISH SPEAKING COUNTRY, BUT AT THE SAME TIME THE STUDENTS DEVELOPED SKILLS SUCH AS RESEARCHING, SPEAKING, COMPARING, ANALYTIC AND CRITICAL THOUGHT.