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Espacio Curricular: Lengua Aplicada Profesor: Vernica Cabaas Alumno: Pablo David Tapia- Jess Armando Centeno Camargo Ao: 2011 Da de presentacin: 11/06/2011 ASSIGNMENT N3: Outdoor alphabet Level: beginner pre-intermediate Divide the class into pairs. Give each pair a piece of paper and ask them to write the letters of the alphabet down one side of the paper. Explain that you are all going to go for a walk outside (around the block, down the street, to a park) during this class and that each pair must try to write English words for each letter of the alphabet. The only catch is that they can only write words for things that they see during their walk (this becomes a variation of the popular childrens game I spy in which people have to find things beginning with a certain letter). Take the class for a walk. Bring a piece of paper and pen yourself and see how many things you can spot. When you come back to class, write the letters up on the board and ask students to call out things they saw. Write them (or ask students to write them) on the board. Ask students to explain what the words mean (either by a synonym, or a translation) to the others if some people dont know. Finish off by drilling the pronunciation of the words, then asking students to record them all in their vocabulary notebooks. Use these words in future language games or tests.

1. How can you make students put these words more into context? Suggest an activity and mention the skill. 2. Improve the activity in terms of a task where the four skills play a part in the balanced way. You can add anything you think it is convenient. Context is a key factor when working with vocabulary. Indeed, learning vocabulary in a meaningful way implies relating new words with concrete objects, ideas or names. It can also be associated to the fact of using words in a variety of real situations. In the attempt to put words more into context, we suggest working in a project called Our City TEACHING SUGGESTIONS


The use of flashcards with signs and pictures of the different places around the city is important to practice pronunciation.

The use of a map, in which students have to complete sentences using the name of shops, public buildings, and so on. The design of an imaginary city using boxes, papers and so on. After having walked around the city and identifying the different places and signs, students will work with the previously described activity. They will be working in an oral way when saying where certain shops or institutions are. They will also work with written exercises when filling the gaps. Certainly, these words will be learnt in a concrete context.

3. Can grouping students be justified in this activity? Why or why not? What would be the advantage- if any? When designing a city in a small scale,

students will work both individually and in

groups. Each of them will be assigned a

different place to build (some will be repeated). Then students will work in groups (no more than 6 members) and present the final project orally.


e.g. There are two schools in my city. ________school is next to the cinema. There is one big park. Its opposite the museum and the hospital. There are three supermarkets

Individual work develops responsibility. Each student gets to know that if he/she does not contribute with the task assigned, the whole group will not have satisfactory results in the project. Working in groups when designing the city is useful to promote interaction among students, get social habits and learn from others.