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Transcript of Task Base Learning
8/6/2019 Task Base Learning
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Task Base Learning
PROJECT: MY RECIPE
INTRODUCTION
What do kids learn while cooking? Cooking is something children enjoy just
as much as eating the finished product. They love the whole process of
adding ingredients together, creating something unique and seeing the
finished product. Even most adults enjoy seeing something they created
turning out as a masterpiece.
Kids might not even realize just how much they are learning because they
are having so much fun. If you ever wonder what kids are learning when
they are cooking perhaps you will be surprised at the amount of information
the kids are taking
JUSTIFICATION
Why do the project work? Project of recipe works capture better than any
other activity the tree principal elements of a communicative approach. There
are:
1. A concern for motivation.
2. A concern for relevance.
3. A concern for the general educational development of learn.
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Positive motivation is the key to successful language learning and project work
is particularly useful as a means of generating this positive motivation.
Firstly project work is very personal. The students are writing about their own
lives, their research into topics that interest them.
Secondly, project work is a very active medium. Students aren’t just receiving
and producing words. They are
• Collecting information
• Works with power point in a computer
• Drawing pictures, maps, diagrams and charts
•
Cutting out pictures• Arranging texts and visuals
• Carrying out interviews and surveys
• Possibly making recording
Lastly, project work gives a clear sense of achievement. It enables all students
to produce a worthwhile product.
This makes it particularly well suited to the mixed ability class, becausestudents can work at their own place an level.
Project work is one of the most exaciting developments in language teaching. It
combines in practical form both the fundamental principle of a communicative
approach and the values of good education. It has to added virtue of being a
long-established and well-tried method of teaching in other subject areas.
FINAL WORK , MY OWN RECIPE
Show their own recipes at the classmates
This activity is scheduled for the third cycle of Primary fifth Grade. I did this
project over two weeks, devoting one class hour to it each day and meeting
four days per week.
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Be worked on previous activities in the classroom, computer class and
research for the house.
Be worked on previous activities in the classroom, computer class and
research for the house.
OBJECTIVES
• Learn the specific vocabulary about food.
• Identify the professions and roles in a restaurant: kook, waiter and client.
• Develop individual work habits, effort, responsibility for their work
• Enjoy interacting with the classmates
• Learn how to make a recipe
• Learn the specific vocabulary about material for cooking.
CORE SKILLS
• Linguistic communication competence
• Competence of learning and interacting with the physical world
• Information processing and digital competence.
•
Development of autonomy and personal initiative.
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• Competence of learning how to learn.
• Artistic and cultural competence.
CONTENTS
1) listening, speaking and conversation
i) Listening and global compression oral and written texts related to the
topic.
ii) Active participation in oral exchanges for the collection of information
2) Reading and writing
i) Reading of short texts related to the indication of locations and with
the vocabulary offood, recipes, etc. to obtain information, and
writing their own texts.
ii) Writing short compositions, and vocabulary in the implementation of
activities.
3) Language proficiency
language
i) Vocabulary : recipe, food, waiter, waitress, desert, fruit, salad,
breakfast, chocolate, pudding, cake, cheese, chicken…
Grammar : going to…, Some / any, How much? How many?, the
finite and indefinite.
Phonitics: Practice stress, rhythm and intonation in statements and
questions.
Learning Strategies
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ii) .- Shows interest in understanding information in English.
.- Displays positive attitude towards classroom activities.
.- Use of linguistic strategies to cope with everyday situations of .-
communication
.- Use strategies to organize, acquire, remember and work with
vocabulary.
ACTIVITIES
WARM-UP Students became interested in the subject and ask questions
about the recipes they see on the board and slowly begin toinvestigate each of these.
LISTENING Students listen to the teacher in the explanations and throughthe questions and answers that are formulated during thesessions. as well as classmates at the time to explain their research. also they hear different video in class aboutdifferent recipes make by kids explanations will be all inEnglish.
READINGStudents will read the information they go looking at differentsites on the Internet, and what the teacher give them materialsupport. likewise, they will have to read all the informationthey have looked at home.
WRITING Students must write the information with the given vocabulary,and bring to class. likewise, will have to write a brief explanation of the recipes they made. also write in their
notebooks all the important notes that the teacher give them.
SPEAKING Through questions and answers that students should doduring all the proposed activities. together with the teacher willhelp them have a communication and they make questionspreviously worked in class.
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ASSESSMENT CRITERIA
The evaluation will be ongoing during the investigation period will be
assessed the following:
The information sought is based at the classroom.
The information is from different sources.
Student interest in information search
In the development of activities will be evaluated:
Vocabulary use the unit correctly.
Conveys the information correctly and consistently.
Maintains a positive attitude and active participation in class activities.
Teamwork. (If all participants).
Group discussions. (If everyone involved in the debate).
Planning the final activity.
In the final activity will be evaluated:
There will be a self-evaluation by students.
Students evaluate their peers through scores.
If you have used all the knowledge learned in class.
All evaluation criteria will be with a score of 0-10
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1st Session
WARM-UP
Separate students into pairs for discussion. On the board, write these
discussion questions:
• Do you like to cook? Why/Why not? Who taught you to cook? What are
your favorite foods/dishes to cook? Example, pastas, meats, Italian
dishes, etc. Do you think it is important for both men and women to
know how to cook? Why/Why not?
Allow about 15 minutes for this discussion.
First task
Brainstorming
Introduction the vocabulary around the unit. I ask students if someone have
made a recipe. I explain them that we going to make a recipe in this unit, our
favourite recipe! but we need to chose it and we can't repeat among
themselves. I try to make a small debate about it in order to the kids speak
about them and how can make it!
2nd Session
Second task
With the motif to reinforce the vocabulary, students work with a partner to find
the things in the picture are. That picture has some objects that we use when
we going to work in a kitchen. With this activity the kids review and learn
vocabulary.
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3rdSession
Third task
I’m going to go to the supermarket and I’m going to buy….
With this activity we going to review the vocabulary about food. If possible
arrange the class in a circle. I begin the activity by saying: I’m going to go to the
supermarket and I’m going to buy some apples for my recipe. The kid to my
right continues by saying, for example: I’m going to go to the supermarket and
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I’m going to buy some apples and packet of flour. The next student adds to the
list and the activity continues until all the members of the circle have had a turn.
4
th
Session
Fourth task
Writing : Our menu!!
Kids to work in pairs to write menus. Each menu should have a selection of
main courses, vegetables, desserts and driks. Each pair joins with another an d
takes turns to be the customers and waiters/ waitresses. Each pair does not
show its menu to the other pair; they must ask what’s on the menu. Students
from the customer pair might ask, for example: Have you got any orange juice?
To which a student from the “waiter/waitress” pair might reply: I haven’t got any
orange juice but I have got some milk. When they have found out what is
available, the “costumer” pair discusses what they’re going to have and orders
it. The pairs then change roles.
5th Session
Fifth task
Story: Stone Soup
Students will read and hear this story, which will be used to introduce new
content (Some and any).After reading, will be discussed at the issues
that group is, what content it contains and I will guide the discussion to the new
content to give them.
This is a traditional story which may originally have come from Sweden, but
which is told in many variations throughout the world. Students may like to
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students that their recipes should not require hard-to-find ingredients and that
the directions should be fairly simple and easy to follow.
Give handout of Directions for Writing a Recipe and Making a Power Point
Presentation . Go over the handout to be sure all students understand the
directions.
They are going to do the project in a computer class and we do it in power
point. It has some points to follow for do it.
• Only two pages.
• First; title, ingredients, materials and some pictures for then.
• Second, recipe, pictures, How you make it? And pictures.
7th Session
seventh task
Make a presentation schedule for next week. I have found that more than four
students a day is too many for this or any other type of presentation. Ask for
volunteers. The more advanced students who have done presentations before
are usually willing to volunteer to present on the first day or two.
Finally, allow students to work on their recipes in class. They should already
have a rough draft from yesterday’s class. Go over the recipes with them,
correcting any errors. Obviously, the final version of all recipes needs to beerror free.
8th Session
FINAL WORK
Students must prepare the exhibition of “My Recipe"
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Will have to preparate their Power Point and bring to class their recipes made at
home. Have to be attentive to the questions of classmate to the exhibition.
The exhibition will last the entire week.
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If you want to see all the recipes, you would click in thislink.http://www.megaupload.com/?d=NCXTKXUF
CONCLUSIONS
Front my point of view thought this activity kids are to learn a secondlanguage while having fun. The interfacing with the language making fun gets
discovery learning through communicative competence.
I have done this project three times over the past couple of years, so now I have
three collections of recipes. My class loves this project, and many students
have tried one another’s recipes. I have also tried many of the recipes, and
some I make repeatedly!
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Webgraphy:
- ABER: Second Language Teaching and Acquisition
(http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html)
http://www2.gobiernodecanarias.org/educacion/17/WebC/Apdorta/extran.htm
Ejemplo UD
http://issuu.com/juanlurh/docs/unidad_4-
- CLIL Consortium: Content and Language Integrated Learnig.
http://www.clilconsortium.jyu.fi/
- European Commision: Multilingualism. Explanations of differentmethods and approaches.
(http://ec.europa.eu/education/languages/language-teaching/doc236_en.htm)
- Isabel Perez Homepage: English as a Second Language: Methods,Materials...
(http://www.isabelperez.com/clil.htm )
- Jonh’s Welford Homepage: Brain Ware Map for Creative Learning:Explanations about Learning Theories.
(http://www.jwelford.demon.co.uk/brainwaremap/suggest.html).
(http://www.monografias.com/trabajos18/the-communicative-approach/the-
communicative-approach.shtml )- Nadabs: personal website with explanations about CommunityLanguage Learning.
(http://members.fortunecity.com/nadabs/communitylearn.html)