sequence of activities

7/21/2019 sequence of activities

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Tabla 1HOW IS UGANDA?

1 http://thepearlofafrica.pbworks.com/w/page/103271251/INTRODUCTION%60



EXPLANATION CONTENT

NATURAL SCIENCE LANGUAGE

conceptual procedural cognitive metacognitive OF FOR THROUGH

1.INTRODUCTION1

INTRODUCTION; THE VIDEO2

Firstly, an enjoyable introductory

activity to get into the subject. The

teacher will play a brief video which

shows some landscapes and animals of

Uganda. Through this short video we

will catch students' attention thanks to

its beautiful images. (5min)

SPEAKING IN BIG GROUP3

Once we have seen the video, we will

comment it together. The teacher will

ask students some questions to break

the ice: "Did you like it?", "Have you

recognised any animal? And the

landscapes?", "Have you seen any

differences with the Basque country?"

They will tell what they know about

Uganda and they will give their opinion

about what they have watched in the

video. In this way, they practise the

-Know that in

Uganda are

some different

landscapes and

animals.

-Meaning of

“landscape”concept

-Compare

Ugandan´s

landscapes and

animals with

Basque ones.

-Show interest

in the topic and

get motivated.

-Reflect on the

importance of

learning about

Africa.

-Identify your

previous

knowledge

about the topic.

*NOUNS

-Concrete nouns:

world, landscape

-Abstract nouns:

country, culture

-Proper nouns:

Continents: Africa

Countries:Uganda

*PRONOUNS

-Interrogative

pronouns (What,

which and why)

*VERBS

-Travel, go,

discover

-Giving and

supporting an

opinion:

I like...

I think that...

I would say that...

Describing a

scenery:

It’s...

It isn´t...

There is...

There isn’t...

There are...

*STRATEGY:

-Learn how to

explain our ideas

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speaking through a group activity.

(15min)

The teacher has to execute an

important paper, because she or he has

to encourage students to take part in

the oral activity.

TIMING: 20min

PLACE: their classroom

*ADJECTIVES

-Poor

-Dangerous

There aren’t...



2.CLIMATE4

GENERAL EXPLANATION:

In this section, we will log in The Pearl of Africa’s pbworks website because we have the necessary material there. Beside, the pupils will work in groups of four and

they will use a computer to search the necessary information. The different parts of the exercise are designed for standard level students. Even though, the early-finishers

could be faster doing the part of the climate.

It is time to know about Uganda’s climate. In this section, we will work with a climate chart which shows Uganda’s climate features. We will need the Internet to go

into AEMET webpage, in order to search Pamplona’s climate features.

TIMING:

-QUESTIONS & SEARCH: 30 min

-VOKI: 15min.

-MATCHING EXERCISE: 10 min


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http://www.aemet.es/en/eltiempo/prediccion/municipios/pamplona-iruna-id31201



The students should pay attention to the

"Rainfall probability" section!

Finally, we will put the answers in common.

VOKI

The students will listen to Remira’s

explanation (a voki). The climate in

Uganda is mainly tropical and there are

two seasons during the year, the dry

season and the wet season.

-Know the

main

features of

the dry

season and

the wet

season ofUganda.

-Improve the

listening

skills.

*STRUCTURE

-Could you

play it again?

-Turn up/

down the

volume?

5 min

MATCHING

IINGEXERCISE

At the end, students will do a matchingexercise in order to relate images with thedry season or the wet season.

-Be able to

match the

images with

the correct

season.

10 min



3.LANDSCAPE6


This section has a lot of exercises and we have decided to divide it into two parts. It means, we will do it in two days. The first day, we will read the reading and will do the

exercise related to that; the first matching exercise, the key concepts exercise and the second matching exercise. In that way, we are going to work the reading skill.

Besides, we will check through the two matching exercises if the students have understood the reading’s content.

The second day, we will carry out some exercises in order to work the comparison between Uganda and the Basque Country. Even though, we will work countries’ features,

the students will show their English’s skills. Actually, they have to use comparative and superlative forms to compare their country’s landscapes with Uganda’s landscapes.

As the unit is uploaded in The Pearl of Africa PBworks website; students will use the Internet.

TIMING:

-MATCHING EXERCISE 1: 10 min

-WHAT DOES IT MEAN?: 20 min

-MATCHING EXERCISE 2: 20 min

-UGANDA vs. BASQUE COUNTRY: 30 min

-GEOGRAPHICAL FEATURES: 30 min


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MATCHINGEXERCISE1

Based on the landscapes’ definitions given by

Remira, the students should match the image

with the corresponding landscape. We will do

it altogether.

-Be able to

match the

images with

the correct

landscape.

-Identify

landscapes’

features.

*NOUNS

(the same)

*STRATEGY:

-Find key

concepts to

relate the

landscape with

the correct

image.

10

min

WHATDOESITMEAN?

Once they have read landscape’s definition, we

will work the reading exercise altogether in

order to understand some key words

(landscape names). We will provide them

some short definitions and they have to match

the word with the correct definition.

-Be able to

match the

words with

the correct

definition.

-Learn the

written name

of the

different

landscapes in

Uganda.

*NOUNS

(the same).

*ADJECTIVES

-Large, high,

small.

*STRATEGY:

-Get an idea of the

definition and try

to relate with a

landscape.

20

min

MATCHINGEXERCISE2

The reading about landscapes has a tricky

glossary. Actually, some words are high levelvocabulary. The aim of this exercise is to learn

the tricky words that are underlined in the textby matching them with their definitions.They will work in groups of four, so they will

have a computer per group. Being four mates

in the group, they can help each other and

solve doubts.

-Identify the

unknown words

(highlighted).

-Be able to

match the

images with

the correct

word.

*NOUNS

Concrete:

grassland,

rainfalls, lake,

peak, drop,

shrubs, h

umidity, stre

am, glacier

, bedrock.

*STRATEGY:

-Deducing the

meaning of a

word through the

context by check

the reading if

they are not able

to relate the

image with the

correct word.

20

min

UGANDAvs.BASQUE

COUNTRY

Once, students have known Uganda’slandscapes and their features; they will haveto compare them with Basque Country’slandscapes through a table.The exercise has to parts; a gap fill table anda pair speaking activity.In this table some natural features appear(river, savannah, glacier, rainforest, water falland mountain range). Then, they will have tochoose if Uganda or the Basque Country hasany of these natural features (answering yes

-Know

Uganda’s and

Basque

Country’s

natural

features.

- Make use

of their

knowledge

to replenish

the table.

*NOUNS

-Concrete:

(the same as

before)

-Proper:

*STRUCTU

RES

-Are there

any…?

-Yes, there

are.

*STRATEGY:

-Check the

table’s

information to

formulate the

question.

30

min



or no). Besides, they will have to specify givingthe name of these natural features. Forexample, “river” Uganda: The Nile/ The

Basque Country: Ebro.Once finishing the table, they will write twophrases and do speaking in pairs.

-

Environmental

awareness.

-Know how

to use

landscapes´

vocabulary

in a

conversatio

n.

Continents

Africa, Europe.

Countries:Ugan

da, the Basque

Country.

-No, there

aren’t.

-Copy “the

example

question”

structure to

formulate their

questions.

GEOGRAPHICA

LFEATURES

To end up with the “Landscapes” section,students will compare both countries’ naturalfeatures mentioned in the previous exercise.The aim of this exercise is to use the

comparative form. We will give them anexample, as always, to help them: “Ex. Africa

is bigger than the Basque Country.”

-KnowUganda’s and

Basque

Country’s

natural

features

mentioned in

the previous

exercise.

-Be able toform a

comparative

sentence.

-Realise ofcountries’

difference

s.

*NOUNS

-Abstract:

-Concrete:

landscape,

river, savannah,

glacier,

rainforest,

water fall and

mountain range.

-Proper: TheNile, Murchison

falls, Rwenzori,

Ebro, Ribera’s

area, Xorroxin,

Pyrenees.

Continents:

Africa, Eurpe.

Countries:Ugan

da, the Basque

Country.

*STRUCTURES

-...is bigger

than...

-...is

smaller

than...

*STRATEGY:

-Check the

table’s

information to

formulate the

comparative

sentence.

-Copy the

comparative

structure of the

example toformulate yours.

30min



4.ANIMALS7


This section has a lot of exercises and we have decided to divide it into two parts. It means, we will do it in two days. The first day, we will read the reading and will do the

exercise related to that; the two matching exercises. In that way, we are going to work the reading skill. Besides, we will check through the two matching exercises if the

students have understood the reading’s content.

The second day, we will carry out some exercises in order to put into practise the learned vocabulary. The students will show their English’s skills, because they have to

write a descriptive text where they should use descriptive adjectives and animals’ vocabulary. As the unit is uploaded in The Pearl of Africa PBworks website; students will

use the Internet.

TIMING:

- READING EXERCISE: 20 min

- MATCHING EXERCISE 1: 15 min

- MATCHING EXERCISE 2: 20 min

- DESCRIBE YOUR FAVOURITE ANIMAL: 40 min

- RIDDLE, RIDDLE...: 20 min


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MATCHING

EXERCISE2

This matching exercise is to clarify

vocabulary doubts. There are some green-

highlighted words in the reading text. Those

words are unknown for students, and then

the aim of the exercise is to know them.

They should match the highlighted word with

the correct image. The majority of the words

are parts of the body of animals or

descriptive adjectives. They will do the

exercise in pairs, because it has a level of

difficulty (new vocabulary).

-Learn the

parts of the

body of the

animals.

-Be able to

match the

images with

the correct

animal’s

name.

*NOUNS

-Abstract:

-Concrete: trunk,

tusks, wings,

feathers, horns,

finger prints, fur,

hooves.

*ADJECTIVES

-Slender-legged,

reddish-brown,

four-legged.

*STRATEGY:

-In case you need

help; read

animals’

descriptions

again,

20

min

DESCRIBEYOURFAVOURITEAN

IMAL

Now, a writing that they will do alone. They

have to describe their favourite animal in ten

lines. They will write the description in a

paper, but they can’t write the animal’s

name.

They can use some vocabulary learned

before, in order to describe animal’ s parts of

the body.

-Use the new

vocabulary

they have

learnt:

animals’ partsof the body,

adjectives...

-Think about

their writing

level and the

common

mistakes.

(the same) *STRUCTURE

S

-My favourite

animal is

-It has got...

-It hasn’t

got...

*STRATEGY:

-Think your

favourite animal

and write themain features of

it.

-Write the

description text,

using new

vocabulary.

-Read your

writing and

review your

mistakes.

40

min



RID

DLE,RIDDLE...

To finish with this section, we have design afunny activity. The riddles, in pairs they haveto guess what the favourite animal of theirclassmate is.The students will read his animal’ sdescription, loudly and the classmate has tomake questions to deduce the animal’sname.It is a speaking and listening activity;meanwhile one person is reading the textloudly, the other is listening to him/ her

mate.

*STRUCTURE

S

Use the

correct

question

structure.

-Has it got...?

*STRATEGY:

-Read slowly and

clearly.

- Check the

pronunciation.

-The listener

should pay

attention to

his/her classmate.

20

min



LANGUAGE

Productive Receptive

Speaking Writing Listening Reading

HOW IS UGANDA?

-Responding short questions to test

their previous knowledge.

-Speaking in pairs and listen to your

classmate’s opinion.

-Giving opinions and supporting them

with reasons. (Uphold one’s ideas).

-Asking for help with unknown words

and readings difficulties...

-Making polite requests: Could you turnup the volume?

-Writing a descriptive text about your

favourite animal. (use of descriptive

adjectives learned before).

-Being able to understand day to day

speeches.

-Understanding teacher’s explanations

and commands.

-Understanding a more complex

listening, such as Remira’s speeches.

-Understanding descriptive texts with specific content of the

natural field:

Technical words: climate, rainfalls, landscape,

rainforest, savannah... Adjectives: huge, dry, wet, plain, rainy...

Adverbs: normally, never Time indicators: In the dry

season.../when/after/during The comparative and superlative forms: “Africa is

bigger than the Basque Country. “, “ T he Nile, the

longest river in the world...” . Short sentences formulation:"A landscape is an area

of land that has some particular characteristics.”

Verbs tenses: simple present or past simple:”It is adry area because there usually doesn't rain.”

-Asking for help if they don’t understand reading’s sentences.



TABLA 2 WHO LIVES THERE?

9 http://thepearlofafrica.pbworks.com/w/page/102128044/INTRODUCTION

EXPLANATION CONTENT

SOCIAL SCIENCE LANGUAGE

conceptual procedural cognitive metacognitive OF FOR THROUGH

1.INTRODUCTION

9

The teacher will introduce the

topic by giving them the

example of her experience in

Uganda. She will use a power

point with real photos and

information about the country

such as where is located and

which ones are the most

important geographical

features. She will also give

them a specific example of a

town, explaining how they livethere. The aim of this acitvity is

to motivate them to learn more

about Uganda.

After the oral presentation we

will make them some questions

(to all the group) to get to know

how much do they know about

the topic. The questions are in

the end of the power point.

As a conclusion, we have to

explain why is this topic

important and raise awareness

about their lack of information ofthe topic. We will do this

through a group discussion in

which we will ask them

something like: have you ever

learnt something about this in

-Location of

Uganda

-Main and general

characteristics of

Uganda

(geographical

fatures, culture...),

contextualization

-Reflect on the

importance of

learning about

Africa.

-Rise awareness

about their lack

of information

of the topic.

-Identify your

previous

knowledge

about the topic.

*NOUNS

-Concrete nouns:

National Park,

farmer, huts,

bricks, grass

-Abstract nouns:

East, North...

-Proper nouns:

Continents: Africa

Countries:Ugand a

*PRONOUNS

-Interrogative

pronouns (What,

which and why)

*VERBS

-Travell, go, visit,

learn,

*ADJECTIVES

-Dangerous, poor,

big, shy

*STRUCTURES

-Discussing in

groups:

You are right but

I agree/don´t

agree

I don´t think so

-Asking forimformation:

What do you

mean?, What

means...?, I don´t

understand...

-Giving and

supporting an

opinion:

I think that, Iwould say that

...because

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3.JOURNEY3


10 http://thepearlofafrica.pbworks.com/w/page/102128434/TRIBES

the school? Do you think it is

important? Why?

TIMING: 20min


2.T

RIBES10

First of all, we will present to

our students our Ugandan

friend: Remira. She will be our

guide in our travel around

Uganda. Before we start the

journey, she will ask us what

we know about tribes. Students

will listen to two voki listenings

where Remira explains what

this concept means. We are

going to hear the excerpt three

times. The first time we will try

to understand what she issaying. Then, they will listen to

it again while we try to do the

activity of filling the gaps. They

will have another chance to

finish it if they need it.

TIMING: 30min

PLACE:their classroom

-Meaning of the“tribe” concept

-Society

organization. Get

to know how other

societies and

cultural identities

are organized.

-Learn some of the

names of Ugandan

tribes.

*NOUNS

-Abstract: tribe,

culture, marriage,

rules, journey

-Concrete:

ancestor

-Proper: Baganda,

Basoga...

*ADJECTIVES

Ethnic, indigenous,

traditional

*STRUCTURES-Could you play it

again?

-Can you switch

off the light?

-Turn up/ down the

volume?

*STRATEGY:

-Learn how to do a

filling gaps

activity: identify

the words we need

to fill the gaps in

the speech,

recognize them

and remember

their written

spelling.

http://thepearlofafrica.pbworks.com/w/page/102128434/TRIBES






In this section, we will first work with two readings about different tribes. In order to work with the readings of the “Journey” part, we will use the smart blackboard and

open the webpage. First, we will work the first one (Basoga people), and if we have time, we will work with the second (Bagisu). The second writing is added mainly for the

early-finishers, but we expect that we will have time to read both of them. We will also have a third text, explaining the circumcision tradition, which is much more difficult.

The activity of this text is also difficult. This last text is designed for the native speakers of each class. After finishing learning about different tribes´ culture, we will do a

more practical activity, learning a Ugandan song in English and their language.

TIMING:

-READING PART: One hour, starting the first day after the listening activities and following the next day (50min.)

-SONG: 25min.




3.JOURNEY11

3.1.BA

GANDA12

The first time, we will read

the text all together from

the web and explain the

most difficult sentences

and vocabulary ( the one

that is in the column of

language of). Then, we will

make the first activity all

together. After that, they

will open their tablets,access to the page and

read in pairs the reading

again. After reading

carefully the text they will

do the activities related to

each text in pairs. Those

activities are going to be

in a word document: they

will need to open the word

document that is in the

webpage to do the

activities. In the title of

the document they have to

write the names of themember of the group. The

title of the document will

be: JOURNAY ACROSS

UGANDA.

Those activities are

planned in a specific way:

they try to rich different

understanding levels, from

having a general idea of

each paragraph through

the skimming strategy in

the first activity; to

scanning the text and

answering some questions

that make them find out

the difficult concepts of

the text and have a better

understanding. We can

explain those strategies to

them so that the practise

them consciously.

-Localization of

Buganda

-Learn some

typical Bagandan

cultural

characteristics

such as

instruments, the

flag, the costume

colours, name of

the language and

king´s name.

-Search for

information on

the Internet to

answer simple

questions in the

culture quiz.

-Improve the

reading-

understanding

strategies.

-Identify some

components as

cultural and

traditional

components: the

language, the

traditional music,

dances and thetraditional

customs.

.

*NOUNS

-Concrete nouns:

king, kabaka,

entongoly, ennanga,

drums, lyre,

costumes, beer,

monarchy

-Proper nouns:

Luganda, Buganda,

Baganda

*ADVERBS

-Nowadays

* PRONOUNS

-Interrogative

pronouns: what

kind? Who? How?

Where?

*VERBS

-Rule, boarder,

praise

*ADJECTIVES

-Colourful, well-

known, local, roundshaped, traditional,

central, hand-

made,

autochthonous,

common

*STRUCTURE

Sharing

information:

-What did you

write in thequestion...?

-What do you think

about...

Asking for

clarifications:

-What does....

mean?

-How do you

spell...?

*STRATEGIE

-Skimming.

-Scanning.

(reading

understanding)

-Answering short

written questions.



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3.2.BASOGALINK

13

We will work with the

second reading in the

same way and with the

same classmate. First, we

will read it all together and

do the first activity. After,

they will continue in the

word document they have

already opened where

they will also find the

activities from the secondtext. The activities follow

the same sequence and

have the same language

level, or probably a little

bit lower.

-Localization of

Basoga

-Learn some

characteristics of

Basoga tribe:

language,

instruments anddance.

(the same as

baganda)

-Identify some

components as

cultural and

traditional

components: the

language, the

traditional music,

dances and

festivals.

-Understand the

term monarchy and

kingdom.

*NOUNS

-Concrete: hip,

waist, female,

bounder, kingdom,

court, female...

- Proper: Lusoga,

Busoga, Bantu,

Basoga

*VERBS

To lead, gyrate

*ADVERB:

Vigorously

* PRONOUNS

-Interrogative

pronouns:Howmany..?

(the same) (the same as

baganda)

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14 http://thepearlofafrica.pbworks.com/w/page/102116953/BAGISUPEOPLE

3.3.BAGISU14

We will ask the native

speaker to work with this

text. As long as he is a

native speaker, he will

already know all the

vocabulary and grammar.

Therefore, the aim of this

activity is to start teaching

him how to write a short

argumentative text by

giving some reasons tosupport his ideas. He will

read the text and do the

activity, creating a short

argumentative text.

-Localization of

Bagisu

-Most important

festival of Bagisu

people.

-Learn about the

circumcision

ceremony: what itis, who celebrates

it, when and how.

-Learn to give

reasons in order

to support your

opinion.

-Reflect on the

celebration of

traditions or

festivals that do

not respect human

rights or damage

animals and the

environment and

make their ownopinion about it.

*CONNECTORS

.... because....

However....

But...

On the one hand...

On the other...

Anyway,...

Therefore...

Consequently....

*STRUCTURES

-Giving opinions

and reasons:

I would say...

In my opinion...

From my point of

view...

4.PROYECT:CULTURE

4.1.CONCLUSION

As a conclusion of the project, we will do the

first two activities of this part orally in

groups of four, discussing the meaning of

the word culture and what it involves. This

will take 10 min and after it, we will share

our conclusions with the class.

-Learn what

the culture

concept

involves.

-Which the

characteristic

of the

tradition/cult

-Compare

their culture

with the

Ugandan

culture.

-Learn to

work in teams

-Be aware of

their culture;

identify the

characteristic

s of their own

culture

(traditions,

language,

*Writing short

descriptive

sentences.

-The use of

copulative verbs:

San fermines is...

*STRUCTURES

-In my opinion

culture is...

-The term culture

means...

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4

.2.WRITING

-EXPLANATION:

After this activity, they will create a text in

groups of three or four. We are going to tell

them that they have to write a e-mail for our

Ugandan friend, Remira, and she is going to

show it in her school and, probably, their

students will answer it. In this e-mail they

need to explain some characteristics of the

Basque culture. So, in this activity they willwrite an e-mail with that contains an

informative text.

-PREWORK:

We will first explain that the aim of our

informative text is to give some real

information about a Basque Culture fact. We

have to underline that informative texts are

objective and give real information. We can

explain them some characteristics of

informative texts such as the use of technical

words, the use of the third plural person and

the spatial and temporal indicators. We will

use the informative texts that we have

already read to show them some examples of

those characteristics. As it is an informative

text, we will encourage them to find real

information about their topic on the Internet.

We will show them how to use the online

dictionaries if they need.

-BEFORE MAKING THE TEXT:

After we have explained what kind of text are

they going to create, we will give them the

specific task they have to do. The structure

they have to follow to write this text and a

clear and good example of this task arespecified in the website.There is also an

adapted task for the lower-level students

called “example letter”.

ure of any

country are.

-Learn about

their own

culture.

and

cooperate.

-Search for

information

online and

choose a

reliable andappropriate

resource.

traditional

components...)-Use of adjectives

-Use of the plural:

we celebrate this...

-Use of the

present simple

-Use of spatial

indicators

The English we will

teach in the

second part of the

section will depend

on the topic they

are going to

describe in theire-mail. As long as

it is an open

activity, we cannot

set the language

that they will need

before they start

doing it.



4.3.PAIREVALUATION

We will need to choose one text among all

of them, because we cannot send all to

Remira. Therefore, before they start writing,

we will have to agree on how the e-mails

are going to be evaluated. For that reason

we will show the “Halloween txarra” pdf

document, which is a bad example of a

descriptive text. We will ask them: is it a

good text? Why? Can you understand it?

And they will have to give their opinion and

some reasons. After that, we will compare

this text with “Halloween ona” and write

why the second text is better than the first

one. With those ideas, we will create a

template to evaluate the texts with the

quizmaker. We have a word explaining step

by step how to make one and we will also

show them an example of quiz that can be

used as an evaluation rubric of the website.

-AFTER WRITING THE TEXT

After writing their e-mails, each group

needs to present and defend their work in

front of the others, while their classmates

are going to evaluate in groups. We willchoose the best text according to the results

of the evaluation carried out by the different

groups of students in class.

TIMING: 2 lessons (100min)

PLACE:their classroom



WHO LIVES THERE?

-Answering easy questions to testtheir previous knowledge.

-Discuss briefly about a topic (f.e.

“what means culture?”) using some

specific structures.

-Giving opinions and supporting them

with reasons.

-Asking for explanations, words,

meanings of words...

-Making polite requests: Could you play

it again?

-Writing a simple argumentative text(just the native speaker) about a

complex topic.

-Writing a descriptive text (it has the

same characteristics we have defined

in the reading part).

-Understanding every-day speech.

-Understanding an easy narration about

the teacher´s experience.

-Understanding a more complex

descriptive-explanatory listening and

carrying out a filling gaps activity.

-Understand easy instructions about

how to do a task.

-Understanding complex descriptive texts that have:

Technical words: chordophone, instruments,monarchy, kingdom, bounder, country, tribe...

Adjectives: Colourful, well-known, round shaped,

traditional, hand-made, autochthonous, common Adverbs: vigorously, nowadays... Passives, impersonal or the use of 3. Plural: “During

their festivals they play...” Spatial indicators: In the East/North... Short sentences: “They speak in a language called

Luganda.”

Verbs in simple present or past and copulative verbsor link verbs: “The kingdom of Buganda is..”. “The

percussion is...”

-Practicing their skimming and scanning skills.

-Answering questions to improve their reading understanding

skills.

sequence of activities

Documents