|
| |
|
DIDACTIC UNIT
-MEANS OF TRANSPORT-
|
INTERMEDIATE LEVEL
DIDACTIC UNIT JUSTIFICATION
This didactic unit is based in a communicative approach. That means that we
do not intend to look just for the grammar contents to be learnt, but to give
our students the necessary resources to develop a communicative competence.
CURRICULUM DEVELOPMENT
Traditionally, curriculum was though to be a list of linguistic elements,
based on grammar and phonological questions, plus a number or new words to learn.
This type of curriculum cannot take place from a communicative approach. The
important aspect is not the gradation of the grammar points, but the
conceptualisation of the functions, which are necessary for the learner to reach
the most important thing, which is communication.
When a second /foreign language is taught to immigrants/ethnic minorities,
the necessities of these immigrants should be taken into account. That is to say,
the reasons why they learn that foreign language.
This reflection would drive the teacher to the necessities and interest of
students. This reflection will also focus on the way communication takes place,
and will lead the work to the tasks and activities that are going to take place
in our lessons.
It is usually forgotten the active subject of these teaching process when the
curriculum is being planned. The student is the most important thing in the
teaching/learning process, and it cannot be left aside.
To avoid that to happen, there is a movement (Task based approach, Nunan
1.989, Zanon 1990) which takes into account the student necessities before
planning the curriculum. This model implies a flexible curriculum design. These
tasks are cyclic and sequenced from these that are familiar in terms of learners’
competence to the less familiar and more complex ones.
In a Task based approach, the task is relate first to the procedure and then
to the contents, because the type of content depends on the adopted procedure.
Usually, the teacher and the Educational Authorities, leaving aside the most
important aspect of it, the student, have done the planning of the curriculum.
So if the teacher wants to have a curriculum related with the necessities of the
students, he/she should take into account:
 | To know the students’ profile. |
| To know the linguistic necessities (it could happen that the curriculum
vary from one group to another). |
| To know students peculiarities (culture, social …) |
| To know why immigrants want to learn the language. |
| Motivate the students through positive activities. |
The curriculum must provide the student with a good command of the target
language. It must be taught in a natural way to learners.
Moreover, it is said that communication is somehow, information, and the
curriculum must provide these information to students.
A communicative curriculum needs objectives or goals relate with:
| Necessary lexicon for communication. |
| Linguistic structures. |
| Linguistic skills. |
| Communicative functions to be learn. |
| Social context for communication. |
| Socio-cultural aspects of the region. |
Finally, the creation of didactic materials for our curriculum should let us
to work in different pedagogic situations.
Three phases should be taken into account when planning the curriculum:
- The planning, or design phase: tries to reach the first version of the
didactic unit.
- The development phase: means the use of this first edition of the
didactic material within a real situation. It intends to check the
material, to see the advantages and disadvantages and possible
improvements.
- The evaluation phase would deal with the revision and actualisation of
the didactic material, generating a new version.
CHARACTERISTICS OF THE PROPOSED ACTIVITIES
The activities used in this approach must promote real communication. They
should be focused on a type of language which is useful, using common vocabulary
and functions of every day life. The activities must be:
| Functional. The finality is the transmission or reception of
information in a given context. |
| Producing real life situations. |
| Facilitating the realisation of operative acts, which are important
for their necessities. |
| Integrative Skills. Listening, speaking, reading and writing. |
| Motivating, interesting and creative activities, which will gain the
student attention. |
| Information within the activity must be interesting for the
addresser and the addressee. |
| One of the interlocutors looks for information. |
| The activity must be challenger for the students. |
Development of the didactic unit:
Means of transport
INTRODUCTION
The content of this didactic unit is an example of how we
want to elaborate our didactic material in order to reach the goals proposed in
our project.
We want our students to reach a good level of command in the
target language, by using this didactic unit. They should be able to use basic
vocabulary related to means of transports. They also should be able to know and
use them.
We cannot limit this didactic unit to a local level. We have
to think in a European dimension. Every teacher should adapt it to his/her
necessities.
This will help our students to have a wider point of view of
how transports are used within Europe.
There are others topics that are linked to means of transport
and should be included when dealing with this didactic unit:
| Cities. |
| Promoting public transports. |
| Civic behaviour. Non-written rules. |
There are also important cultural differences which should be taught in
class, such as ‘one day travel card’ , ‘tickets for big groups’, etc.
The bus can be used in different ways depending on the country you are
in: stop places, schedules, etc.
LINGUISTIC RESOURCES.-
a.- GENERAL OBJECTIVES.-
The main objectives are:
- – To know means of transport.
- – Be able to use them.
- – To understand the main cultural factors.
- – To be able to recognise the main data from a ticket, timetable,
station, etc..
- – To keep a conversation with his/her teacher about the topic.
- SPECIFIC OBJECTIVES.-
- To understand new lexicon about transports.
- To know new lexicon and spelling.
- To recognise logotypes of the most important public transports in your
city (underground, train, taxi, bus……….)
- To know and to understand the way each transport is used.
- To use new vocabulary for asking questions.
- COMMUNICATIVE OBJECTIVES.-
- To create dialogues between the teacher-students and students-students
using specific vocabulary.
- To be able to ask: for addresses, places, schedules,
……………………
- To be able to follow instructions, going to places.
SOCIAL AND CULTURAL OBJECTIVES.-
| To know the different means of transport, its social and cultural
aspects, prices, stations…. |
| To respect civic rules.
|
b.- FUNCTIONS .-
To know the normal use of the public transports, use of
maps, etc. …..
 | Asking and giving information about time. |
What time is it?
What time does the train/bus……..?
| Asking and giving information about metro, bus, train, etc….. |
What train/metro/bus goes to St James street?
…………………………………………..
| Asking and giving information about schedules related to means of
transport. |
| Linguistic resources for: buying tickets, asking for prices, timetables. |
How much is ………?
What time does the train leave?
LEXICON:
| Type of transports. |
| Lexicon related with means of transport: platform, via, ticket, map,
street, areas, …. |
| Schedules. |
BASIC VOCABULARY
Nouns.- bus, lorry, car, bike, train, motorbike, taxi, cart,
transatlantic, sailing ship, raft, submarine, yacht, plane, helicopter, globe,
boat, streetcar,.
Verbs.- Driving, park, speed up, brake, land, take off, board.
Adjectives.- Beautiful, ugly, big, small, medium, comfortable,
uncomfortable, new, old, fast, slowly, wide, narrow, large, clean, dirty.
Linguistic Structures.-
Interrogative clauses: what, where, when….
How much/ how many…….
Affirmative clauses.
Negative clauses.
LANGUAGE
-*Speaking:
. Basic vocabulary.
. Statements: Making sentences with a good grammar level.
-* Listening:
. Identification of the new vocabulary.
. Classification of the new vocabulary.
-* Writing:
. Easy statements related to the new topic.
. Spelling of the new vocabulary.
-* Reading:
. Crosswords.
. Joining words with images.
. Fill the gap. Uncompleted words.
. Ordering sentences.
. Basic reading
. Skimming.
. Scanning.
c.- CULTURAL ASPECTS
 | Use of polite expressions. |
| Different types of greetings. |
| Different types of tickets. |
| Identification of logotypes. |
| Positive use of transports |
| Necessity of public transports. |
| Showing respect for civic and social rules. |
| Chunks of history: First roads made by Romans. Spanish outline of the
main roads come the XVIII century (made by Borbones). |
d.- METHODOLOGY
Teachers should teach a language, not about the linguistic aspects of the
language.
It should be focus in the acquisition of the four main skills: listening,
speaking, reading and writing.
Teacher should activate mechanism of learning and acquisition, so the
learners could be independent.
Main characteristics:
- Significant learning: based in the student interest.
- Cyclic contents: from short term memory, to long term memory.
- Learning by doing and by participating, it is longer lasting.
- Creative, participative and creating a nice environment.
- Socialization: the last goal of teaching a language is to help
people to be able to go into a society. If the language we teach does
not help to this goal, there is not success.
- Students must learn to learn. They must lead their
learning process.
- Multidimensional method, that is to say, not only take one method,
take several methods when teaching.
- The teacher must be able to focus on diversity.
e.- STUDENT’S EVALUATION.-
|
CONTENTS |
+ |
+/- |
-
|
|
To know the main means of transport: Train, Bus, Taxi, Ship, Plane,
Car, Metro,…… |
|
|
|
|
To be able to distinguish between the most common signs related to
public transport. |
|
|
|
|
Can he /she ask for a concrete address?. |
|
|
|
|
To know the meaning of the words: quickly – slowly, here – there,
left – right, up – down, … |
|
|
|
|
To know how to buy a ticket for the train, bus, metro….. |
|
|
|
|
Being able to follow easy instructions. |
|
|
|
|
Being able to ask for information. |
|
|
|
|
Being able to read easy and concrete schedules. |
|
|
|
|
To know the requisites for driving: cars, lorries, vans, motorbikes,
bikes, public transports, |
|
|
|
|
Understanding of the concepts: before- now- after- Corner - yesterday -
today - tomorrow. |
|
|
|
|
Being able to read a map.
|
|
|
|
|
Being able to get the main information from a ticket. |
|
|
|
|
Being able to give information to someone about public transports. |
|
|
|
|
STUDENT’S
WORKBOOK
" MEANS
OF
TRANSPORT"
|
DIFFERENT TYPE OF TRANSPORTS
WHAT DO THEY SUGGEST TO YOU? (intercultural topic)
|
|
|
|
UNDERGROUND
|
BUS |
|
|
|
|
SHIP |
PLANE |
|
|
|
|
TRAM
|
CAR
|
|
|
|
|
LORRY
|
BIKE |
|
|
|
|
RAFT
|
SPACESHIP |
|
|
|
|
MOTORBIKE
|
HELICOPTER |
READ AND TALK ABOUT THESE PICTURES.-
|
|
|
|
BUS |
BIKE |
|
|
|
|
RAFT |
PLANE |
|
|
|
|
SHIP |
CAR |
SAY AND WRITE THE NAME
CLASSIFY THE FOLLOWING WORDS
|
Bike |
Submarine |
Plane |
Lorry |
|
Tram |
Train |
bicycle |
Ship |
|
Raft |
Globe |
Car |
Bus |
FIND THE WORDS WHICH ARE RELATED TO MEANS OF TRANSPORTS.
Train – Book – House – Bus – Plane - Whale – Cart – Metro –Dog
– Boy
|
Means of transport |
Others |
|
|
|
|
|
|
|
|
|
|
LINKING WORDS WITH IMAGES |
|
|
RAFT
BUS |
|
|
|
SHIP
TRAM |
|
|
|
METRO
LORRY |
|
BASIC VOCABULARY
Nouns.- bus, lorry, car bike, train, motorbike, taxi, cart,
transatlantic, sailing ship, raft, submarine, yacht, plane, helicopter, globe,
boat, streetcar,.
Verbs.- Driving, park, speed up, brake, land, take off, board.
Adjectives.- Beautiful, ugly, big, small, medium, comfortable,
uncomfortable, new, old, fast, slowly, wide, narrow, large, clean, dirty.
COMPLETE WITH THE FOLLOWING SENTENCES
|
Lorry – car – train – metro – bus – raft –
plane -
|
| Juan goes everyday to work by ................ |
| Mohamed came to Spain by ............... from Morocco. |
| Pedro transports different fruits to Europe by ....................... |
| Madrid y Barcelona are linked by ................... |
| The 22nd of May we will go to Seville by............. |
| .............. goes under the ground. |
| The ............... is the most expensive transport. |
|
LINK THESE NOUNS - SINGULAR AND PLURAL -
|
|
Lorry
|
Train |
|
Ship |
............................
|
| Car |
Cars
|
| Rafts |
Bikes |
|
Trains |
Raft
|
| Helicopter |
Lorries
|
|
Bus |
Helicopters
|
| Bike |
..............................
|
FINDING PLACES
Given the local map of your city, follow the instructions: colour the
addresses .
| The street where you live: green colour. |
| The main street of your city: blue colour. |
| The post office: red colour. |
| The bus station: yellow colour. |
Highlight the following main points of your city:
| Taxi |
| Hospitals |
| Train stations ( RENFE, DB,............ ) |
USING THE MAP OF YOUR CITY-- TOWN .
Ask to a partner how you could go to the train station.
Write down the itinerary you have been given.
..............................................................................................
..............................................................................................
..............................................................................................
WORDS AND IMAGES’ ASSOCIATION
|
COMPLETE THE FOLLOWING WORDS |
|
|
|
|
.................O.................E
|
S.............ES..........P |
|
|
|
|
H......L............PT......R
|
SH.......... |
|
|
|
|
C..................
|
B................. |
|
CROSS OUT THE WRONG WORDS |
|
|
SHIP
LORRY
CAR |
|
|
PLANE
SPACESHIP
HELICOPTER
|
|
|
MOTORBIKE
CAR
TRICYCLE |
|
|
BUS
TRAM
STREETCAR |
|
JOIN THE SYNONYM WORDS
|
| FAST |
|
SHORT |
|
BEAUTIFUL |
|
SLOW DOWN
|
| WIDE |
|
SLOWLY
|
| LAND |
|
SMALL
|
| EXPENSIVE |
|
CHEAP
|
| TO FLOAT |
|
TAKE OFF
|
| BIG |
|
NARROW
|
| SPEED UP |
|
TO SINK
|
| LARGE |
|
UGLY |
SPEAK UP WORDS USING THE SYLLABLES YOU HAVE IN THE CIRCLE.
READING TEXT
Mohamed
Mohamed came to Spain by raft.
Rafts are similar to boats, but they are smaller. People who
travel by raft are "illegal persons". They try to get a better job in
Europe.
They would like to come using normal ways. However, they have
no visa. They have to use this type of transport if they want to go within
Europe.
If you want to come by raft from Morocco to Spain, you have
to cross the Mediterranean Sea.
It is a dangerous journey; some of them never reach the
Spanish’s shore.
Mohamed used to go for a walk in his hometown. He used to
dream about the other side of the coast, he used to dream about the
opportunities he would have in Europe.
He reached ‘the other side’ of the coast. He now misses
his hometown. Not everything that he had heard about Europe was true.
ANSWER THE FOLLOWING QUESTIONS .-
Where is Mohamed from?
..............................................................................................
What is a raft?
..............................................................................................
What do you think about this dangerous journey?
..............................................................................................
What means of transport do you know?
..............................................................................................
Why do you think some people want to come to Europe?
..............................................................................................
INTERCULTURAL ASPECTS
WORK WITH YOUR PARTNER.
|
Different cultures have different type of transports.
|
|
I should respect different ways of using public
transports in other cultures.
|
|
I usually buy vehicles which are made in foreign
countries.
|
|
People in northern Europe use the bicycle very often.
|
|
Train tickets are different in others countries.
|
REVIEW OF VOCABULARY
Put the following numbers with its right place
|
Handlebars |
1 |
|
Easy chair |
2 |
|
Pedal |
3 |
|
Square |
4 |
|
Wheels |
5 |
|
Brake |
6 |
|
Wing |
1 |
|
Cabin |
2 |
|
Tren de aterrizaje |
3 |
|
Nose |
4 |
|
Windscreen |
1 |
|
Headlamps |
2 |
|
Bumper |
3 |
|
Boots |
4 |
|
Bonnet |
5 |
|
Steering wheel |
6 |
|
Screens |
7 |
|
Cabin |
1 |
|
Remolque |
2 |
|
Rear-view mirror |
3 |
|
Windscreen |
4 |
|
Tank |
1 |
|
Rear-view mirror |
2 |
|
Exhaust |
3 |
|
Headlamp |
4 |
|
Engine |
5 |
FILL THE NAME OF THE DRIVER WITH THE VEHICLE AND THE PLACE WHERE
YOU CAN FIND IT:
|
Vehicle |
Driver |
Place where it can be found |
|
Underground |
|
|
|
Ship |
|
|
|
Bus |
|
|
|
Train |
|
|
|
Taxi |
|
|
|
Plane |
|
|
|
Lorry |
|
|
Bike |
|
|
Motorbike |
|
DEBATE. SHARING DIFFERENT CULTURES :
| Given the above means of transport: |
- Talk about the most common means of transport in your country.
- Talk about the most uncommon means of transport in your country.
- Give a list of these which doesn’t exist in Europe.
- Give a list of these which doesn’t exist in your country.
Compare these vehicles used in Europe with the same used in
your country.
|
Bus |
Similarities and differences
|
Taxi |
|
Train |
Metro |
COMPLETE THE FOLLOWING SENTENCES
Taxi driver, engine driver, cyclist, pilot, captain
- The __________was arrested when the ship tied up at the port.
- We were overcharged when we were taken to the airport by the
____________________
- The ________________was not wearing the helmet.
- The _______________ was accused of smuggling at the airport.
- The train did not stop at St, Paul’s Station because the
____________________ fell asleep.
MAIN LOGOTYPES OF YOUR CITY
DRAW THE FOLLOWING LOGOS
(It is important to work with the main logos of the public
transport in your city)
FOLLOW THE ORDERS:
X Red .- train station logotype.
X Green .- taxi logotype.
X Yellow .- post office logotype.
X Blue .- underground logotype.
MISCELLANEOUS. POSSIBLE ACTIVITIES
| We should initiate a dialogue with our students about the steps to
follow when somebody wants to use a train\bus\plane... etc.. |
What are the necessary steps?
How can we buy a ticket?
| After this activity, we should present to our students the name of all
the services that are available in our city, schedule, organisation, ways
of using it, etc. |
| Then we could describe the nearest train\bus station. |
| Other options for creating discussions in class: |
| To work over the main logotypes of our country. Then we could compare
different cultures and to see the similarities and differences. |
| We could also teach them different ways of travelling, different types
of tickets, possible interesting points of our city\country which could be
interesting for students. |
| Tickets machines\offices. |
| Public transport within the city\town. |
| Public transport intercity\international. |
| We could do some visits to these target points. |
| The inspector\ticket collector. |
CROSSWORDS :
   
|
B |
C |
Y |
V |
C |
Z |
C |
A |
J |
J |
H |
L |
|
P |
A |
H |
W |
A |
H |
D |
Z |
L |
P |
S |
O |
|
R |
R |
N |
R |
R |
G |
B |
U |
S |
Y |
H |
R |
|
W |
T |
E |
T |
R |
W |
Q |
I |
T |
H |
I |
R |
|
R |
A |
F |
T |
S |
Q |
T |
M |
A |
B |
P |
Y |
|
M |
W |
R |
L |
D |
A |
U |
O |
O |
C |
E |
X |
|
O |
Q |
L |
M |
O |
T |
O |
R |
B |
I |
K |
E |
|
P |
S |
C |
S |
U |
B |
M |
A |
R |
I |
N |
E |
    
|
