Recent Changes

- Learn and practise new vocabulary related to the topic
- Select interesting information of Jaén as a tourist destination
- DesignFollow intructions to design and create
- Interact to provide and ask for information related to a planned visit or giving and asking for directions
- Interact in a collaborative task

Support/Scaffolding. The tasks follow a clear way, from the easier and more guided one to the more free and difficult. They will find a lot of information as support for the final task. Many links have been included to help them in the development of the two big tasks. They have also presentations and visual support that could help them to understand what they are reading.
Motivation. The mere fact of using ICTs is motivating for pupils. Moreover, as it has been explained above, the final task is something real, connected to their city and there is also an element of fun. All these components should make pupils to feel motivated with this task.
Integrated skills.Skills
With regard to the skills developed, the general focus is on integration, i.e., there might be one prevalent skill on focus, but the rest are needed to wholly accomplish the activity attempted. In every mini and final task, activities have been designed to develop and integrate the receptive and productive skills. To us this means that students will aim at receiving and reproducing the target language in a realistic way, regarding all - or as many as possible- aspects that in essence, are self-contained in the use of a language as a means of communication.
In this wiki we have emphasized first reception skills, like reading and listening, to try to provide a sound environment of exposition to the target language. We understand that especially at early stages - such as at primary school- learners should be provided with enough input to prepare themselves for a subsequent production phase, oral and written. We must also bear in mind that the interactive nature of group work is of utmost importance and therefore, will ensure that students will not only work on an isolated skill, e.g. reading. Reading and checking with their partners, discussing and listening to the other students' spoken practise, their teacher's instructions and assistance will contribute to the students practice of all skills and strategies needed.
Main objectives in target
- To learnWe created this wiki on the hope that by means of it SWBAT
- Learn about the Spain
- To practiseLearn about the chain of production and the meaning of 'services'
- Practise their reading information
- To learnLearn and practise topic
- ToSelect interesting information of Jaén as a tourist destination
- Design and create a leaflet promoting their home town
- Interact to provide and ask for information related to a planned visit or giving and asking for directions
- Interact in a collaborative task
- Work in promotion of social and group values, attitudes and mutual respect
- Learn to work with new technologies as tools to communicate and acquire new knowledge

for us essential:essential in TEFL:
Intercurricular approach. This means that our pupils are not only to deal with a foreign language like English, but also, they are going to learn about other areas such as Science and Social studies. The topic selected for the task would allow them to treat it from different perspectives, this would enrich their learning process.
Cognitive engagement.Since the final task is a creative one together with two very important elements for pupils, fun and the use of ICTs, it makes this task would attempt to raise a cognitive engagement in all the pupils, regarding their cognitives styles, proficiency levels or even interests. The tasks are clearly explained and they are also relatively short, it should make pupils feel engage, which is essential for the learning process using this kind of medium.
Motivation. The mere fact of using ICTs is motivating for pupils. Moreover, as it has been explained above, the final task is something real, connected to their city and there is also an element of fun. All these components should make pupils to feel motivated with this task.
Integrated skills.
In every task - mini and final-final task, activities have and productive skills, whichskills. To us this means that will aim to receiveat receiving and reproducereproducing the target of communication. In
In this wiki we have put forwardemphasized first reception skillsskills, like reading and listeninglistening, to try understand that speciallyespecially at early to prepare themthemselves for a subsequent production phase.phase, oral and written. We must that students will not only the other studentsstudents' spoken practise, strategies needed.
Main objectives in target
- To learn about the three different industry sectors in general and in particular, in Spain
- To practise their reading skills to infer general and specific information
- To learn and practise new vocabulary related to the topic
- To

Motivation. The mere fact of using ICTs is motivating for pupils. Moreover, as it has been explained above, the final task is something real, connected to their city and there is also an element of fun. All these components should make pupils to feel motivated with this task.
Integrated skills.
one prevalent skill,skill on focus, but the of communication. ThisIn this wiki promotes thewe have put forward reception skills like reading and listening to try to provide a sound environment of lexposition to the target language. We understand that specially at early stages - such as at primary school- learners should be provided with enough input to prepare them for a subsequent production phase. We must also bear in mind that the interactive nature of group work is of utmost importance and therefore, will ensure that students not only work on an isolated skill, e.g. reading. Reading and checking with their partners, discussing and listening to the other students spoken practise, their teacher's instructions and assistance will contribute to the students practice of all skills and strategies needed.

Second part of the final task: Dramatization
{http://www.dramaplay.co.uk/images/large_logo.png}
Choose one of the following mini-plays to prepare a script and a performance with your partners
MINI PLAY 1
Now that you know so much about your town, you are going to prepare a 'mini-play'.
In groups of four, you have to represent a guide and three tourists visiting the town of Jaén.
{http://jonkeegan.com/images/tourists.jpg}
See an example of how to talk about plans and the things to do in your visit.
Planning your visit
MINI PLAY 2
Another thing you can practise is giving directions to tourists in your town. After watching the videos and practising the examples, prepare a role play where two of you are locals (from Jaén) and two are tourists looking for a specific place in town (the cathedral, the train station, a shopping center, the old part of town, the theatre,...)
{http://sinekpartners.typepad.com/.a/6a00d834525fff69e20120a6a9d32b970c-800wi}
Write a script and then try to act without looking at the words. Invent your nationality (if you are a tourist) and your job (if you are a local).
Two students asking and giving directions
Vocabulary for direction 1
Vocabulary for directions 2
doubts when writingdesigning your mini-play.work.
Now, are you ready to perform your mini-play? All your classmates will be listening and learning:)
Good luck!!!

Vocabulary for direction 1
Vocabulary for directions 2
Ask the teacher if you have any doubts when writing your mini-play.
Now, are you ready to perform your mini-play? All your classmates will be listening and learning:)
Good luck!!!

Another thing you can practise is giving directions to tourists in your town. After watching the videos and practising the examples, prepare a role play where two of you are locals (from Jaén) and two are tourists looking for a specific place in town (the cathedral, the train station, a shopping center, the old part of town, the theatre,...)
Write a script and then try to act without looking at the words. Invent your nationality (if you are a tourist) and your job (if you are a local).
http://www.youtube.com/watch?v=1-y6t7bnjU0&feature=related (long video with phrases)
TwoTwo students acting forasking and giving directions
Prepositions for directions
See these links for vocabulary

Second part of the final task: Dramatization
that you nowknow so much about your towntown, you are a 'mini-play'.
In groups of four, you have to represent a guide and three tourists visiting the town of Jaén.
your visit.
http://www.englishmedialab.com/higherlevels/travel%20plans/travel%20plans.html
Add some other links?
Round up
Planning your visit
Another thing you can practise is giving directions to tourists in your town. After watching the activity?
Completevideos and practising the examples, prepare a role play where two of you are locals (from Jaén) and two are tourists looking for a specific place in town (the cathedral, the train station, a shopping center, the old part of town, the theatre,...)
Write a script and then try to act without looking at the words. Invent your nationality (if you are a tourist) and your job (if you are a local).
http://www.youtube.com/watch?v=1-y6t7bnjU0&feature=related (long video with phrases)
Two students acting for directions
Prepositions for directions
See these links for vocabulary
Vocabulary for direction 1
Vocabulary for directions 2

Support/Scaffolding. The tasks follow a clear way, from the easier and more guided one to the more free and difficult. They will find a lot of information as support for the final task. Many links have been included to help them in the development of the two big tasks. They have also presentations and visual support that could help them to understand what they are reading.
Motivation. The mere fact of using ICTs is motivating for pupils. Moreover, as it has been explained above, the final task is something real, connected to their city and there is also an element of fun. All these components should make pupils to feel motivated with this task.
Integrated skills.
With
With regard to This wiki promotes:promotes the skills of l

some important aspect,aspects, for us from different perspective,perspectives, this would enrich thetheir learning process. interests. The tasktasks are quite clearclearly explained and make pupils to feel this engagement, that itengage, which is essential
Meaningful tasks.As it was said them. On the one hand, individually or un group.in groups. This is because,because some pupils work in group,groups, and some other do not. However, interact with each other and to have acquireacquired these habits very beginning, theat primary school.
Support/Scaffolding. The tasks follow a clear way, from the easier and more guided one to the more free and difficult. They will find a lot of information as support for the final task. Many links have been included to help them in the development of the two big tasks. They have also presentations and visual support that could help them to understand what they are reading.
Motivation. The mere fact of using ICTs is motivating for pupils. Moreover, as it has been explained above, the final task is something real, connected to their city and there is also an element of fun. All these components should make pupils to feel motivated with this task.
Integrated skills.
With regard to the skills developed, the general focus is on integration, i.e., there might be one prevalent skill, but the rest are needed to wholly accomplish the activity attempted. In every task - mini and final- activities have been designed to develop and integrate the receptive and productive skills, which means that students will aim to receive and reproduce the target language in a realistic way, regarding all - or as many as possible- aspects that in essence, are self-contained in the use of a language as a means of communication. This wiki promotes: