Resource Portfolio Stephanie Jiménez Casas Daniela Ramírez Correa July 1st, 2016
Contents 1.Target 2. Criteria 3. Task-based resource 4. Multimodal communication resource 5. Collaborative learning resource 6. Conclusion
Target students Our resources were created for a group of about 25 students. Their level should be between upper-intermediate and advanced. The resources are the following: ● ● ●
Cooking Recipe; approach: TBLT, tool: Padlet English Literature Awareness; approach: Multimodal communication, tools: Educaplay, Storybird, and Piktochart Collaborative learning resource; approach: Collaborative learning, tool: Goanimate.
Criteria used 1.
Level of our students: advanced level (more production)
Objectives: 1.
To enhance 21st century skills through different approaches and modes.
Cooking Recipe: communication, creativity and collaboration (writing and speaking) English Literature Awareness: critical thinking (listening, reading and writing) “How I imagine...�: Collaboration (writing and speaking) 2. To develop intercultural competence
Task based lesson: Cooking recipe
Overview This lesson focuses on meaning because students are asked to complete a recipe which has a real communicative use of the language while they learn vocabulary and verbs used in the “cooking context”. Students will be autonomous in selecting the ingredients and recipes they will create and they will work collaboratively to complete a “menu” per group, which will have a starter, main dish, and a dessert. Students will provide the vocabulary through a list and the teacher will provide the verbs with examples.
INSTRUCTIONS 1. Each student names 2 ingredients that are used to preparing different meals. The teacher writes them on the board 2. Once the list is complete, students are divided into couples. 3. The teacher assigns each couple a part of the menu (starter, main dish or dessert). There will be more than one couple for each part of the menu.
4. Each couple selects at least 5 ingredients from the list to prepare the part of the menu assigned. 5. The couple writes a recipe listing the ingredients and explaining how to prepare it. 6. The teacher provides an example of a recipe, highlighting key vocabulary and phrases to describe the steps.
Making a recipe: example Wash the...(vegetables) Chop the...(carrots) Boil the...(water) Mix (...) with... Serve with...
7. The couple gives a creative name to the recipe and shares it with the class. 9. Each recipe will be posted in Padlet, in the wall the teacher is going to share with them (notice that this is done after sharing the recipe to avoid the use of internet in the creation of it).
You can use padlet to ask students to post the recipes with images.
10. The students will vote for their favorite parts of the menu to create a final and delicious meal.
Why is it a task? 1. Focus on the message: situation of real use of language 2. The is a gap: unknown information that is going to be explored during the activity. 3. Defined Outcome: To have a final menu in Padlet 4. Learners use the language they know to create the list of ingredients and also to write the steps of the recipe.
english literature awareness
Criteria We believe literature should not only be addressed through a written mode, but we can explore it from other perspectives, such as the use of video and audio, and thus we make meaning in different modes. Students are active agents of their own learning as they create their own version of the story before reading the original one.
TASK BASED LEARNING CLASS Level: Advanced learners of English as a Second Language The students are going to learn about Jane Austen as an English Writer through a view of her main work “Pride and Prejudice�. This class is going to be an introduction to the main contents of the class and the students are going to bring their own ideas about literature to the class. *Note: Students are expected to have previous knowledge about the topic (English Literature) and are going to learn deeper concepts.
INITIAL INPUT Purpose: the students are going to pay attention to the details of the video and are going to answer things related to the visual elements of the movie "Pride and Prejudice" and are going to think about the story (before knowing the full content). 1. The students are going to have a first view of the novel "Pride and Prejudice" by developing the educaplay exercise based on a video: http://en.educaplay.com/en/learningresources/2488276/english_literature.htm 2. After solving the exercise, the students are going to discuss about the main characteristics of the video and are going to make hypothesis related with the genre and the story.
Creating my own version of the story 1.
The students are going to create a story based on the things presented by the teacher.
For creating the story, the students are going to use Storybird and are going to create their own version of “Pride and Prejudice� as they imagine it would be. This is an example: http://storybird.com/books/pride-and-prejudice-my-own-version-stephaniejimen/?token=ggs6fajs2j 3. The students are going to watch the infographic created by the teacher: https://magic.piktochart. com/output/14745421-pride-and-prejudice 4. The teacher is going to explain the main details of the book 5. The students are going to analyse if their versions were similar or different from the original novel.
CREATING MY OWN PRESENTATION Students are going to create an infographic using Piktochart for the coming class, selecting his/her favorite English writer and one of his/her main works. The infographic has to contain: 1.
Name of the book
2.
Author
3.
Title created by the student
4.
Place where the story takes place
5.
Characters
6.
Relevant information about the author
7.
Why is it important for english literature?
Purpose: the students are going to apply the resources learned and are going to choose their favorite authors to demonstrate the positive aspects of their works in the English literature.
Collaborative learning resource Stephanie JimĂŠnez Casas Daniela RamĂrez Correa June 30th, 2016
Context ● This task is designed to be applied in two groups of EFL
learners, one in Bogotá (PeerGroup1) and the other one in Mexico (PeerGroup2). Our EFL Students are supposed to be B2 level.
Language task: Expressing my perspective of another city This task will be developed following these steps: ● Both classes will write a text about how they imagine each
other's city. ● Then, each class will use GoAnimate to create videos called “How I imagine…”, where they will describe their perspective of the other city in terms of food, transportation, tourism, and other aspects.
â—? The classes will exchange videos and watch them to write
down the aspects that are true and false about their cities. â—? Each class will create another video to show their own city and to clarify the aspects that were wrong.
Collaborative learning Why this task? We believe that students will develop their collaborative learning skills by: ● Working in groups in their context to create the videos ● Learning about Mexican and Colombian cultures ● Reflecting about their own culture thanks to the perspectives from students in another country.
â—? Why GoAnimate?
We chose this tool because students can record their own voices or use the tool of voice provided by the tool. They can also create an avatar and upload images.
This is an example of the video that the students are going to create: https://goanimate.com/videos/0IoBc-vJTAQY? utm_source=linkshare&utm_medium=linkshare&utm_ca mpaign=usercontent