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1st GradeUnit 2: Actions in progress

Party time

Imagen que simula la foto de la sala-comedor de una casa en la que se est llevando a cabo una fiesta de

adolescentes en la que se encuentran las siguientes personas realizando (lo ms claramente posible) lasactividades que se describen:

Una chica bailando, tiene el nombre Kate escrito junto a ella Un joven (sin nombre) bailando con ella Una joven de pi, hablando por telfono celular, tiene el nombre Liz escrito junto a ella Un joven jugando un juego de video frente a la TV, tiene el nombre Eric escrito junto a l Otro joven (sin nombre) jugando con el anterior

Una chica usando jeans (sin nombre) sentada en el sof, platicando con Otra chica que tiene el nombre Samantha escrito junto a ella Un muchacho abriendo la puerta de la casa, tiene el nombre Tom escrito junto a l Una joven (sin nombre) entrando por la puerta que est abriendo Tom Un joven comiendo botana, tiene el nombre George escrito junto a l Una joven (sin nombre) bebiendo un refresco junto a George Un chico (sin nombre) jugando con un gato

Imagen que simula la foto de la sala-comedor de una casa en la que se est llevando a cabo una fiesta deadolescentes en la que se encuentran las siguientes personas realizando (lo ms claramente posible) lasactividades que se describen:

Una chica (sin nombre) bailando Un joven bailando con ella, tiene el nombre James escrito junto a l Una joven de pi (sin nombre), hablando por telfono celular

Un joven (sin nombre) jugando un juego de video frente a la TV Otro joven jugando con el anterior, tiene el nombre David escrito junto a l Una chica usando jeans sentada en el sof, tiene el nombre Alice escrito junto a ella platicando con Otra chica (sin nombre)

Un muchacho (sin nombre) abriendo la puerta de la casa Una joven entrando por la puerta que l est abriendo, tiene el nombre Paula escrito junto a ella Un joven (sin nombre) comiendo botana. Una joven bebiendo un refresco, tiene el nombre Emma escrito junto a ella Un chico jugando con un gato tiene el nombre Mike escrito junto a l

DISEO La pgina est dividida en dos filas cuyos bordes son lneas punteadas que sirven de gua para cortarlas.Debe haber adems unas pequeas tijeras entre las filas para indicar el corte. Ambas partes tienen una versin de lamisma imagen que simula ser una foto sin color usando diferentes prendas de vestir (slo outlines, como un libropara colorear), con los mismos personajes, pero slo algunos tienen su nombre, tal y como se indica.

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ACTIVITY:Party time Pair work: speakingTIME: 15 minutesAIM: To describe and ask for details on what people are doing and wearing in a photograph in order to identifyeach person.LANGUAGE: Function 2.2 Describing what people are wearing and/or doing at the moment of speaking.Grammar: Present continuous, prepositions, vocabulary on clothes

PROCEDUREBefore class: Make a copy of the worksheet for every two students in the class and cut it

up as indicated.In class:1. 1. Divide students into pairs. Tell them you are going to give each one a picture of aparty, and that they have to find out the names of all the people in their picturesby givingdescriptions and making only yes/no questions.2. Elicit the language they will need in order to describe and identify each person by sayinga sentence about one of them. For example: Alice is talking.Encourage students to ask formore details. For example:

Student A: Is she standing?Teacher: No, she isnt.Student B: Is she wearing a skirt?Teacher: No, she isnt.Student C: Is she sitting on the sofa?

Teacher: Yes, she is.3. Ask students to sit back to back. Explain they shouldnt show their picture and givepicture A to one student and picture B to the other in each pair.4. Monitor thepairs, making sure they only ask yes/no questions.5. Once most pairs have found out all the names in their pictures, stop the activity andcheck it by asking students at random to describe the people.

PERFORMANCE EVIDENCE: Students can recognize andunderstand quotidian texts (descriptions of photographs,conversations) in order to use them purposefully (identify aperson, determine what someone is doing/wearing).Students can use language creatively and appropriately bychoosing lexis, phrases and grammatical resources in orderto produce short, relevant texts (photograph description,

conversation) regarding actions in progress.

REFLECTION ON LANGUAGE: Students notice that thepresent continuous structure indicates actions that are inprogress at the moment of speaking, that there aredifferences in word order in statements and questions (e.g. Heiswearing a uniformIs hewearing a uniform?), that someprepositions indicate location (e.g. in, in front of, next to,between, behind, etc.), and that some linking devices indicate

addition (,, and) and use such language featuresappropriately.STRATEGIC COMPETENCE: Can use some verbal and/ornon-verbal information to ease and enrich communication.Can recognize when confused and cope with not being ableto understand parts of written/oral texts.

POSSIBLE FOLLOW UP:You can have students sit back to back in pairs again and take turns describing what each person is wearing, givingtime for their partner to colour the pieces of clothing accordingly. For example:

Alice is wearing blue jeans and a pink T-shirt. Eric is wearing a red shirt and black trousers. Etc.Once the exchange is over, ask students to show their partners their pictures, which now should be identical.You can then have students write a detailed description of the whole picture in pairs.

IDEAS FOR EVALUATION:You can have students exchange the descriptions produced during the follow-up activity with another pair for somepeer correction. Ask them to focus on spelling of verbs and the use of prepositions of place. Each time students find amistake, they should write the correct sentence next to the incorrect one for the other pair to read. Remember toencourage respectful and supportive correction.

OPTION:If you decide to dothe follow upactivity in order topractise colours,ask students tocolour the peoplewithout names intheir picturesbefore starting theactivity.

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