Description of Task - CoBaLTT Staff Colorings
The teacher reviews (or introduces) the basic structures for describing weather temperatures and conditions - hace frío, hace calor, está húmedo, está seco.
The teacher shows the large map of Ecuador and asks the students if they can recall the names and locations of the four main regions of the country (La sierra, La costa, El Oriente, and Las Islas Galápagos). As students recall the regions, the teacher shows the name for each (written on a large card, like a flashcard). Each card can be attached to the map (velcro or some other material is placed on the card so that it can be attached to the map and removed easily). Student volunteers are asked to identify the regions of the country with their corresponding names. At the end of the activity, the four regions are labeled on the large map so that all students can see.
The teacher divides the class into small cooperative groups with 4 students each. Each group is given a poster-board that has been divided into four equal sections and they are told that once they begin, they have 15 minutes to complete the task. Each group is also given a set of copies of pictures or postcards that can be attached to the poster-board. The pictures represent plants, animals, foods, and/or landscapes from the distinct regions. For example: lang
Each group member is assigned one of the following roles, but all students are to participate in the group activity.
objectives 2, 3, and 4 overlap here)
The recorder writes the name of each regions in a section of the poster while the other students work together to think about possible categories for the pictures. The group works together to complete the task and the teacher circulates among the groups to check on their progress.
The teacher is also circulating to listen for use of the new vocabulary and expressions as well as to check for question formation and other expressions to be used during the activity.
The presenter for each group briefly explains why the group arranged the pictures in the way that they did. After the groups present, they compare the posters and look for similarities and differences. The teacher points out on the map particular geographic aspects of the various regions and helps students make the connections. The class discusses the groups' work, asks questions, offers suggestions for changing the location of the various pictures until they come to agreement. Throughout the discussion, the teacher encourages use of the new vocabulary and structures they have been practicing.
The teacher asks questions that help students begin to develop an awareness of the relationship between climatic and geographic conditions and how they influence what's available to particular cultures. For example, in the sierra it gets very cold so it makes sense that there will be llamas instead of iguanas and that people will cultivate potatoes instead of growing tropical fruit.
After the whole class discussion, groups are asked to return to their posters and make the necessary corrections. Students take turns to identify each picture by writing down the name of the object/animal/food it represents.
Completed posters are then displayed in the classroom or hallway.
|Name||Participates actively||Uses new vocabulary||Uses new structures||Notes|