What would you visit in our trip to Galway?

 

Shared by Lauren Martínez Llorente:

1. TOPIC: Touristic destinations

Main idea of the project: My students of 3rd year of ESO prepare a brochure about Galway, which they will be visiting next year together with the students of 4th year of CSE. They will gather all the information regarding their main places of interests, culture, historical heritage and leisure activities and then decide what they would choose to visit . They will upload it to our travel blog and present it to small groups of students from 4th year of CSE who will vote their favourite plan..

2. CONTENTS

- Use of Comprehension/Production strategies to understand and create oral/written texts. - Sociocultural and sociolinguistics aspects related to traditions, values, beliefs. -Asking and offering information and directions. - Expression of interest, pleasure. - Lexis related to the chosen tourism and culture. - Expression of space: position, distance, motion, direction. - Phonological and graphological patterns. Cross-curricular contents - Intercultural education: to show interest and respect for other cultures. Tourism in Ireland. - Promotion of collaboration to achieve a goal. - Fostering the use of ICTs.

3. DRIVING QUESTION:

If you could choose, what would you visit in our trip to Galway?

4. COOPERATIVE TECHNIQUES

The main cooperative techniques that are to be used in this projects are:

• Pencils up!: to work the vocabulary and the grammar to be used during the project Each student must take over a question or exercise, he/she reads it aloud, makes sure that all the group members provide information and express their opinions and then he/she checks that all know and understand the answer.

When a student reads aloud "His/Her" question or exercise, then they all talk about how it is done and decide which the correct answer is. Meanwhile, pencils are kept on the center of the table to indicate that at that time they can only talk and listen and not write. When the group know how to respond at that exercise, each member takes his/her pencil and write in the notebook. At this time, they cannot talk, just write. Then they put the pencils back in the center of the table, and proceed the same way with a new question or exercise, this time directed by another student.

•Jigsaw: to work the different parts that have to be included in each of the brochures.

First, teachers create small heterogeneous groups with students representing multiple ability levels. Then, the teacher appoints a group leader to be in charge of the group’s tasks. Next the teacher assigns the group several tasks, depending on the number of students in each group.

Each student is in charge of completing a separate task. The teacher allots a certain amount of time for students to complete their tasks or become familiar with material. Then, students from different groups who have the same tasks work together temporarily to become “experts” on their topic and fill in any gaps in their information.

Original group members come back together and each member presents his/her own information and provides an opportunity for rest of group to ask questions.

While students are teaching each other about the topic, the teacher moves around the room monitoring progress and answering any questions that students have about the topics.

Finally, students are assessed on the material they have all learned through their cooperative learning.