Course Profile International Languages,
Level 1, Open, Public
Unit 1: About Me
Time: 15 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
In this introductory unit, students learn basic greetings, the alphabet, numbers from 1 to 31, how to express dates, names of classroom objects, and commands that are common in school settings. Through a gradual shift from the initial oral practice to writing the script for an authentic performance video at the end of the unit, students develop the ability to express descriptions of themselves and others in oral and written form. Rubrics and rating scales assist students to appreciate their own progress at this early stage.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02,
OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03,
WR1.04, WR1.05, GL1.01, GL1.03, GL1.04, GL1.05, GL1.08. GL1.09. GL1.10.
|
Activity 1 |
Getting to Know You |
120 minutes |
|
Activity 2 |
Saying Hello and Goodbye |
150 minutes |
|
Activity 3 |
Fun with Numbers |
180 minutes |
|
Activity 4 |
My Classroom |
210 minutes |
|
Activity 5 |
Guess Who’s Coming to School |
240 minutes |
· No previous knowledge of Portuguese is expected.
· The teacher refers to the resources listed.
· The teacher refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999 to determine overall and specific expectations and establish the criteria checklist for assessment and evaluation of student learning throughout the unit.
· The teacher considers all expectations and prepares all necessary materials required for teaching and evaluation prior to introducing the unit.
· The teacher pre-teaches/reviews the language expectations required for successful completion of the tasks in the unit.
· The teacher establishes with students the learning goals of the unit/activities.
· In this unit, the following teaching/learning strategies are used: brainstorming, oral communication, memorizing, collaborative/co-operative learning, structured writing, performance, recognizing and using appropriate language structures and vocabulary.
· Observation: formal and informal
· Performance (oral, written, visual): group discussion, presentations, interviews, descriptions, mini-reports, demonstrations, itineraries, pronunciation.
· Tools: rating scales, rubrics, tests, quizzes (oral, written, reading).
· teacher- and course-designed tests and quizzes
· performance: application assignments, guided composition, oral presentations
· 3-skill unit test (listening, reading comprehension, writing)
Lathrop, T.A. and Eduardo M.
Dias. Portugal, Lingua e Cultura.
Newark, Delaware: Linguatex Ltd., 1995. Aluno: ISBN 0-942566-19-X. Professor:
ISBN 0-942566-22-X. Manual de Laboratorio:
ISBN 0-942566-20-3 Cassete: ISBN 0-942566-21-1
Leite, Isabel and Olga Coimbra. Portugues Sem Fronteiras. Lisboa: Lidel.
Aluno 1 (1989):
ISBN 972-901854-5. Professor 1 (1989): ISBN 972-901881-2 Cassete 1 (1989): ISBN
972-901880-4
Internet
A Biblioteca Nacional
(www.biblioteca-nacional.pt/)
A APP (Associacao dos Professores de Portugues) (www.app.pt/)
Ciberduvidas da Lingua Portuguesa (www.ciberduvidas.com/)
O Instituto Camoes (www.instituto-camoes.pt/)
O Sapo –Indice Portugues (www.sapo.pt/)
Amar o Mar (video)
Didactheque de Bayonne. Lisboa: Lidel, 1996.
NTSC – ISBN 972-757-009-7
PAL –ISBN 972-757-050-X
Dicionario Multilingue Interactivo
Porto: Porto Editora.
CD-ROM para PC-Windows e MACINTOSH: ISBN 972-0-65200-4
Diciopedia 99
Porto. Porto Editora.
CD-ROM para PC-Windows: ISBN 972-0-65250-0
Discovering Portuguese
Londres, BBC, 1987.
2 cassetes: ISBN 0-563-21346-9
Festas 1 (video)
Lisboa: Universidade Aberta, 1986.
Ouvir…Falar
MARQUES, Maria Emilia Ricardo. Lisboa: Universidade
Aberta, 1986.
6 cassettes (5h. 44 min.)
Portugal: Memorias, Cantares, Dizeres
Lisboa: Universidade Aberta, 1989.
17 cassettes (14 h)
Um Olhar Sobre a Comunidade de Lingua
Portuguesa
Lisboa: Universidade Aberta, 1996.
Community clubs (Casa de Portugal, Casa do Alentejo, Casa dos Acores, Casa da Madeira)
Consulate General of Portugal – Servicos de Ensino. Phone: (416) 217-0981 438 University Ave. Toronto, Ontario, M5G 2K8.
Schools and public libraries
University of Toronto – Department of Spanish and Portuguese Phone: (416) 978-7456
Time: 120 minutes
In this activity, students learn ways of greeting and introducing themselves and others. Writing is kept to a minimum to encourage the students to interact communicatively, using the vocabulary and grammar structures orally. By demonstrating the ability to match vocabulary to pictures and performing their first dialogue, students work with a language that is new to them.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language in practical, structured situations, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different practical, structured situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various practical purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for a variety of practical purposes, using basic vocabulary and language structures.
Specific Expectations
Oral
Communication: Listening
OL1.01 - identify sounds and demonstrate some understanding of basic vocabulary and language structures by giving brief answers to simple questions.
Oral
Communication: Speaking
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences).
Reading
RE1.01 - read short, simple texts (e.g., menus, schedules, dialogues) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read simple materials aloud to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., context) to determine the meaning of messages in print and other media (e.g., advertisements, CD-ROMs).
Writing
WR1.01 - write complete but simple sentences using basic vocabulary and language structures (e.g., identify and describe favourite foods).
· No previous knowledge of Portuguese is expected.
· oral use of the articles with nouns – gender of nouns
· subject pronouns, singular and plural
· interrogative pronouns
· verbs: present tense of singular forms and they-form of to be, to be named
· syntax: word order in simple sentences, positive and interrogative, subject/verb agreement, gender and number agreement in noun phrases
· The teacher selects a video/audiocassette or an overhead transparency involving a brief dialogue between two or more individuals introducing one another.
· The teacher finds/creates a dialogue about meeting or greeting someone.
· The teacher prepares a modelled TPR (Total Physical Response) activity to introduce the teacher and students.
· The teacher prepares exercises in which students complete the conversations they hear or see.
1. Whole class: Students listen to the teacher/tape and/or view a video in which people meet and ask the names of others.
2. Individual: The teacher introduces him/herself to each student orally. Students practise greeting each other.
3. Pair: Students read a dialogue about meeting and greeting someone. Students practise this dialogue orally with a partner. Whenever possible, the teacher pairs bilingual and non-bilingual students for group activities.
4. Whole class: Students play a game: the name-chain. The students ask the person next to them what his/her name is. Following that question, they ask the name of a student across the room (e.g., Como se chama(m) ele(s)/ela(s)? or Quem e ele/ela? Quem sao eles/elas?).
5. Individual: The teacher introduces the pronouns he, she, and they orally. Students listen to a new tape recording of a dialogue and complete a fill-in-the-blank exercise similar to the introductions already taught.
6. Whole class: Students play a game forming two concentric circles. Students in the inner circle pair up with the students in the outer circle, each student asking the other his/her name. Students in the outer circle move one student to their right and begin the process again.
7. Whole class: using the concept attainment method, the teacher pronounces short words as he/she writes them on the board or on the overhead projector. Students identify patterns in pronunciation.
8. Whole class: The teacher reads out a dialogue introducing the vocabulary the girl, the boy, the woman and the man illustrating this vocabulary with pictures.
9. Small group: Students match vocabulary to pictures in groups. The teacher may wish to make this a competition between groups, to see which group completes the matches correctly first (mixed ability groupings).
10. Pair: The class reads the dialogue previously introduced by the teacher.
11. Pair: Students practise and then present their version of the dialogue to the class.
12. Small group: The teacher distributes pictures of a man, a woman, a girl, a boy, and a group of people. Students take turns asking one another the names of these individuals (e.g., Como se chama a senhora? Or Como se chama ela?).
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01 |
Observation |
Students listen to/view cassette/video/overhead of people meeting and greeting each other. |
|
Application |
OS1.01 RE1.01, RE1.02 GL1.01, GL1.03, GL1.08 |
Observation |
Students read together, imitating the teacher’s pronunciation. |
|
Application/ Communication |
OS1.01 RE1.03 GL1.01, GL1.03, GL1.08 |
Demonstration |
Students match pictures and words (e.g., the men, the women). |
|
Communication |
OL1.01 OS1.01 WR1.01 GL1.01, GL1.03, GL1.08 |
Rating scale: |
Students write a guided dialogue, then perform it for the class. |
· Consult student’s Annual and/or Individual Education Plan.
· Student may listen to or view tapes as many times as necessary.
· Allow private performances of guided dialogues.
· For native speakers/strong students, provide additional readings incorporating greetings from different regions.
Lathrop, T.A. and Eduardo M. Dias. Portugal, Lingua e Cultura. Newark, Delaware: Linguatex Ltd., 1995, pp. 12-13 (greetings and courteous expressions), pp. 6-9 (articles), p. 35 (question words).
Leite, Isabel and Olga Coimbra. Portugues Sem Fronteiras. Lisboa, Lidel: 1989, pp. 9, 13, 20 (greetings and introductions), pp. 10, 17, 23 (articles).
Time: 150 minutes
In this activity, students begin to understand and express greetings. Through using Portuguese magazines and an interactive role-play, students learn about celebrities in the Portuguese media. An oral presentation rubric serves to assess the authenticity of the language that students have learned so far.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language in practical, structured situations, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different practical, structured situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various practical purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for a variety of practical purposes, using basic vocabulary and language structures.
Specific Expectations
Oral
Communication: Listening
OL1.01 - identify sounds and demonstrate some understanding of basic vocabulary and language structures by giving brief answers to simple questions;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to understand simple oral messages in dialogues (e.g., interviews or conversations on video tape);
OL1.03 - identify cultural aspects of the international language (e.g., use of greetings, introductions).
Oral
Communication: Speaking
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer short questions and to make brief statements (e.g., order food in a restaurant);
OS1.03 - express likes and dislikes in brief, rehearsed conversations and dialogues;
OS1.04 - apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting).
Reading
RE1.01 - read short, simple texts (e.g., menus, schedules, dialogues) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read simple materials aloud to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., context) to determine the meaning of messages in print and other media (e.g., advertisements, CD-ROMs).
Writing
WR1.01 - write complete but simple sentences using basic vocabulary and language structures (e.g., identify and describe favourite foods);
WR1.03 - write for practical purposes using a model (e.g., create a party invitation).
· use of the articles with nouns – gender of nouns
· subject pronouns, singular and plural
· interrogative pronouns
· verbs: present tense of to be, to be named
· syntax: word order in simple sentences, positive and interrogative, subject/verb agreement, gender and number agreement in noun phrases
· formal and familiar greetings
· Portuguese alphabet and phonetics
· The teacher prepares a text/tape or overhead of dialogues depicting a variety of situations where people greet each other.
· The teacher prepares handouts with pictures and/or fill-in-the blanks of mini-dialogues of people greeting one another.
· The teacher obtains Portuguese magazines.
1. Whole class: The teacher reads the text, modelling the pronunciation of the words, differentiating between casual and formal structures, and also pointing out the different ways of greeting people according to the time of day and the degree of familiarity.
2. Individual: Students listen to a dialogue and identify various greetings and farewells.
3. Pair: Students practise the dialogue in pairs.
4. Individual: Listening to the teacher or to a tape of various greetings and farewells, students repeat what they hear.
5. Individual: Students match pictures depicting various individuals greeting one another with a list of greetings/farewells.
6. Whole class: Students look at Portuguese magazines, identifying names of males and females and names similar to their own.
7. Pair: Students work with a classmate, taking turns reading aloud names from the magazine while the partner writes them in Portuguese and spells them out loud.
8. Whole class: Students design their own nametag, choosing a name from a list of famous Portuguese-speaking people or names of Portuguese TV characters. (Portuguese magazines are very useful in introducing these celebrities to the students.) The teacher reminds students that learning how to speak a language involves more than just learning vocabulary and grammar and asks students to watch how people use their hands, eyes, and bodies to communicate. Then, they walk around the classroom exchanging greetings.
9. Pair: Students write a dialogue incorporating greetings/farewells and present it to the class. (Remind students that body language is very important. To greet each other, Portuguese-speaking people often shake hands. Men commonly greet one another with a quick, relaxed handshake followed by a hug (um abraco) as they pat each other on the back. Women and young girls greet each other with a light kiss on both cheeks.)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.02, OL1.03 OS1.04 |
Observation |
Students differentiate between greetings. |
|
Thinking/Inquiry |
RE1.01, RE1.02, RE1.03 |
Observation |
Students match visual clues to greetings. |
|
Application Communication |
OL1.01, OL1.02 OS1.01, OS1.02, OS1.03 WR1.01, WR1.03 GL1.01, GL1.03, GL1.04, GL1.08, GL1.10 |
Oral presentation rubric |
Students write a dialogue and present it to the class. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may listen to tapes as many times as necessary.
· Allow private performances of guided dialogues.
· For native speakers/strong students, provide extra readings.
Lathrop, T.A. and Eduardo M. Dias. Portugal, Lingua e Cultura. Newark, Delaware: Linguatex Ltd., 1995, pp. 12-13 (greetings and courteous expressions), p. xix (alphabet).
Leite, Isabel and Olga Coimbra. Portugues Sem Fronteiras. Lisboa: Lidel, 1989, pp. 20-21 (Apresentacoes/cumprimentos), p. 29 (Despedidas).
Time: 180 minutes
In this activity, students learn numbers and discuss dates, ages, telephone numbers, and addresses. Using a variety of interactive strategies, students integrate vocabulary from all of these categories.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language in practical, structured situations, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different practical, structured situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various practical purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for a variety of practical purposes, using basic vocabulary and language structures.
Specific Expectations
Oral
Communication: Listening
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to understand simple oral messages in dialogues (e.g., interviews or conversations on video tape).
Oral Communication: Speaking
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences).
Reading
RE1.01 - read short, simple texts (e.g., menus, schedules, dialogues) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read simple materials aloud to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., context) to determine the meaning of messages in print and other media (e.g., advertisements, CD-ROMs).
Writing
WR1.03 - write for practical purposes using a model (e.g., create a party invitation).
· basic arithmetic
· numbers 1 to 31
· days of the week, months
· vocabulary associated with addresses, telephone numbers, and birthdays
· The teacher prepares basic equations to be dictated to the students.
· The teacher prepares number cards.
· The teacher prepares a model cheque.
· The teacher finds/creates a calendar for the specific month.
· The teacher finds/creates blank bingo/lotto cards and small pieces of paper with the numbers 0-31 on them.
· The teacher prepares a basic information sheet for each student to fill in with his/her birthday, phone number, address, and postal code.
1. Whole class: The teacher models sentences involving birthdays, postal codes, phone numbers, and addresses.
2. Pair: Students complete a personal information sheet and relay the information to each other verbally.
3. Whole class: The teacher demonstrates on the board how to write numbers in long form. Students practise writing numbers up to 31.
4. Pair: Students write down seven numbers from zero to thirty-one. Then, working with a classmate, one partner reads the numbers aloud while the other writes them down. Students cover the original list of numbers so neither can see them. Next, the other partner spells aloud the numbers from the list while the other writes them down. Finally, both compare the lists and make any needed corrections. The partners repeat, switching roles.
5. Pair: Using a model of a cheque written by the teacher, students pretend to write each other cheques in amounts under 31 dollars.
6. Whole class: Students count backwards one number at a time, by twos, by threes, etc.
7. Whole class: The teacher holds up a card with a number on it while saying the number. Students call out Sim (Yes) or Nao (No) to indicate whether the teacher is holding up the number the teacher has said. (As a variation, the teacher calls the students to identify the number orally in Portuguese or has a student go to the board and write the numeral.)
8. Pair: Students dictate numbers to one another and correct each other’s work.
9. Whole class: The teacher introduces plus, minus, divided by, multiplied by, and equals.
10. Small group: Students practise numbers by giving each other simple arithmetic questions using numbers up to 31.
11. Whole class: The teacher introduces the days of the week pointing out that each working day begins with the word feira (fair/market) followed by the ordinal number (e.g., segunda-feira, terca-feira, quarta-feira, quinta-feira, sexta-feira).
12. Pair: Using a calendar, students choose seven different dates and then, taking turns, ask each other the day of the week for each specific date.
13. Whole class: bingo/lotto. Students prepare an individual bingo/lotto card. A student calls out numbers for a bingo/lotto game using numbers from 0 to 31. The first to have five numbers horizontally or vertically (or the whole card completely filled) wins.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OS1.01 RE1.01, RE1.02, RE1.03 GL1.08, GL1.09 |
Observation |
Students complete a personal information sheet and present it verbally. |
|
Communication |
OL1.02 OS1.01 GL1.09 |
Peer observation |
Students dictate numbers to each other. |
|
Application |
WR1.03 |
Rating scale: |
Students write cheques to each other. |
|
Application |
OL1.02 OS1.01 GL1.09 |
Observation |
Students play bingo/lotto. |
|
Thinking/Inquiry |
OL1.02 OS1.01 |
Peer observation (checking each other’s work) |
Students create and read aloud arithmetic questions for each other to solve. |
· Consult student’s Annual and/or Individual Education Plan.
· More time may be allowed to complete each task.
· Have native speakers/strong students call out the numbers (bingo/lotto).
Lathrop, T.A. and Eduardo M. Dias. Portugal, Lingua e Cultura. Newark. Delaware: Linguatex Ltd., 1995, pp. 12, 37 (numbers), p. 85 (days).
Leite, Isabel and Olga Coimbra. Portugues Sem Fronteiras. Lisboa: Lidel, 1989, pp. 23, 39 (numbers), pp. 44-45 (days).
Time: 210 minutes
In this activity, students learn the names of objects in the classroom and commands that are heard in a school setting. By writing and presenting a role-play, they further consolidate their ability to apply vocabulary from a variety of areas. The Portuguese atmosphere of the classroom makes understanding and using the vocabulary and expressions a practical necessity.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language in practical, structured situations, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different practical, structured situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various practical purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for a variety of practical purposes, using basic vocabulary and language structures.
Specific Expectations
Oral
Communication: Listening
OL1.0 - identify sounds and demonstrate some understanding of basic vocabulary and language structures by giving brief answers to simple questions;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to understand simple oral messages in dialogues (e.g., interviews or conversations on video tape).
Oral
Communication: Speaking
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer short questions and to make brief statements (e.g., order food in a restaurant).
Reading
RE1.01 - read short, simple texts (e.g., menus, schedules, dialogues) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read simple materials aloud to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., context) to determine the meaning of messages in print and other media (e.g., advertisements, CD-ROMs).
Writing
WR1.03 - write for practical purposes using a model (e.g., create a party invitation).
· Portuguese alphabet and phonetics
· vocabulary and expressions associated with the classroom and school
· simple commands used in a classroom
· The teacher prepares cards with the names of the items to be found in the classroom. (For a while, these items can be left as tags indicating the various objects in the room.)
· The teacher prepares True/False listening quiz.
· The teacher finds/creates a “back-to-school” advertisement for school supplies.
· The teacher prepares cue cards with commands.
1. Whole class: The teacher introduces the vocabulary of the classroom in singular and plural forms with the definite article. Cards prepared by the teacher have pictures on the front and names and articles on the back. The teacher shows the picture/card and pronounces the word that the students repeat in chorus.
2. Small group: The teacher gives the students a selection of cue cards with the words of several items in the classroom. Students attach the cue cards to the correct item.
3. Whole class: Teacher shows the picture of the classroom object and students give its equivalent in Portuguese with the correct article.
4. Pair: Working with a classmate, students prepare a list in Portuguese of as many classroom items as they can name in one minute. An article must be included with each item named.
5. Whole class: The teacher asks: O que e isto? and students answer: Isso e um(a)_______. Students then ask each other questions about the classroom.
6. Individual: Students make a list of classroom items for a new student to bring to school.
7. Whole class: The teacher demonstrates how to react to common commands used in the classroom, then writes them on the board. Following this introduction the teacher demonstrates the expected reaction and a student indicates where the command is displayed on the board.
8. Pair: Working with a partner, students take turns telling one another to point at an object in the classroom. (Students will use commands such as Aponta, Indica, Mostra, adding any of the classroom objects learned, including the definite article).
9. Individual: (Use a local “back-to-school”advertisement for this activity or create one). The student imagines that Papelaria Portugal is having a school supply sale. The student is given an amount of $50.00 to buy things for school. The student looks at the advertisement and creates a shopping list of what he/she plans to buy and how much each item will cost. Then, he/she writes the prices next to the items on the list adding up the total cost of the purchases and writes a complete sentence, giving the total cost in dollars (dolares) and cents (centimos). Caution: be careful not to spend more than the given amount!
10. Pair: Working in pairs, students play the roles of two volunteers completing an inventory of the supplies to donate to a school in a poor country. Each student prepares a list of six items, including a definite or indefinite article. Then, one student reads the list aloud, one item at a time. The other student repeats each item for clarification and tells how many there are. Finally, the first student writes the number on the list. When all six items are counted students switch roles.
11. Small group: Students move into small groups and create dialogues incorporating commands.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02 OS1.01 RE1.02 GL1.09 |
Listening quiz |
Students match vocabulary they hear to pictures of classroom objects. |
|
Application |
RE1.02 GL1.09 |
Observation |
Students match names to classroom objects. |
|
Communication |
OL1.01 OS1.01, OS1.02 GL1.08, GL1.10 |
Observation |
Students respond orally to questions about the classroom. |
|
Communication |
OS1.01 RE1.01, RE1.03 GL1.04 |
Observation |
Students match commands to gestures. |
|
Thinking/Inquiry |
OL1.01, OL1.02 OS1.01, OS1.02 RE1.01 WR1.03 GL1.10 |
Oral presentation rubric |
Students role-play giving commands to each other. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may be grouped heterogeneously.
· Students may be allowed to hear the listening quiz as many times as necessary.
· More time may be allowed to complete each task.
· For native speakers/strong students, a match-the-columns activity incorporating more detailed classroom vocabulary can be provided.
Lathrop, T.A. and Eduardo M. Dias. Portugal, Lingua e Cultura. Newark, Delaware: Linguatex Ltd., 1995.
Leite, Isabel and Olga Coimbra. Portugues Sem Fronteiras, Lisboa: Lidel, 1989, pp. 23-29.
Time: 240 minutes
In this activity, students learn to describe themselves and others. Culminating in the videotaping of a skit, this activity challenges students to tie together everything they have learned thus far in Portuguese, in order to create an interesting media product. Evaluation involves two rating scales, a rubric, and a three-skill test.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language in practical, structured situations, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different practical, structured situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various practical purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for a variety of practical purposes, using basic vocabulary and language structures.
Specific Expectations
Oral
Communication: Listening
OL1.01 - identify sounds and demonstrate some understanding of basic vocabulary and language structures by giving brief answers to simple questions;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to understand simple oral messages in dialogues (e.g., interviews or conversations on video tape).
Oral
Communication: Speaking
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer short questions and to make brief statements (e.g., order food in a restaurant).
Reading
RE1.02 - read simple materials aloud to develop standard pronunciation;
RE1.04 - respond to materials read by answering short questions;
RE1.05 - demonstrate knowledge of the culture of countries where the language is spoken (e.g., identify and describe typical foods, celebrations).
Writing
WR1.02 - write answers to simple questions;
WR1.03 - write for practical purposes using a model (e.g., create a party invitation);
WR1.04 - use resources to communicate more effectively in their writing (e.g., bilingual, visual dictionaries);
WR1.05 - use knowledge of the culture of countries where the language is spoken in materials they write or create (e.g., design a poster for a special event).
·
verbs: present tense of to be, to be named
· syntax: word order in simple sentences, positive and interrogative, subject/verb agreement, gender and number agreement in noun phrases
· adjectives before nouns
· adjectives following the verb to be
· expressions with the verb to have
· The teacher finds pictures of people in obvious emotional states (sad, happy, nervous, excited, angry, anxious, afraid, etc.).
· The teacher prepares cards with descriptive adjectives.
· The teacher prepares a list of scrambled sentences accompanying pictures.
· The teacher researches whether a link is possible between activities in technology courses and Portuguese class. If so, the teacher structures the activity and assessment in collaboration with the technology teacher.
· The teacher prepares a rubric to assess interviews.
· The teacher prepares an illustrated list of famous Portuguese people.
· The teacher finds/creates simple readings about people at cultural celebrations and prepares answer sheets.
· The teacher finds pictures of people at cultural celebrations.
· The teacher creates a simple rating scale to evaluate sentences.
· The teacher prepares a guided composition.
· The teacher arranges video equipment needed for skit tapings.
1. Whole class: The teacher models sentences orally, describing people in pictures using the adjectives nervous, famous, anxious, angry, afraid, sad, happy, favourite, etc. Students respond to the question using the same set of adjectives to describe the pictures (e.g., Ele/Ela esta nervoso/a? Sim, ele/ela esta nervoso/a?).
2. Pair: Working in pairs, students look at pictures of different people and ask their partner how each person is, according to the picture. The partner answers using the appropriate adjectives. After reviewing every adjective, students switch roles (e.g., Como esta ele/ela? Ele/ela esta feliz!).
3. Pair: The teacher models the following question-and-answer for pairs of students to practise: ____________________ is coming. Are you nervous? -No, I’m happy (e.g., famous person).
4. Whole class: To familiarize students with famous Portuguese-speaking people and their field of expertise, the teacher introduces a list of important people.
5. Individual: Students research these and other names on the Internet. (This activity could be linked to an activity in their technology courses.) The school Library/Resource Centre is also a valuable source of information for this task. (The teacher may structure a treasure-hunt based on biographical information found in the library.) Then, students play a game in which they name celebrities, tell where they are from, and tell what they are famous for.
6. Whole class: The teacher writes some descriptive adjectives on separate pieces of paper. Students select a piece of paper at random, then act out the expressions while classmates guess what the expression is.
7. Individual: Students are given a list of descriptive adjectives. In poster form, they illustrate with their drawings or with cutouts from magazines the adjectives given. Students write captions below the pictures telling who and how that person is.
8. Pair: The teacher interviews a student about his/her favorite number, day of the week, season, month, and celebrity. The teacher writes on the board a list of possible answers. Students then perform similar interviews in pairs, while the teacher circulates to assist them. Students repeat the activity with a different partner, while the teacher circulates to assess them using a rubric.
9. Individual: Using simplified readings about people at cultural celebrations, students answer short questions using short sentences (e.g., Quem e ele? Ele e o Joao. Ondeesta ele? Ele esta numa festa de anos). Students check their own work against teacher-prepared answer sheets or simply fill in the answer in the guided composition sheet provided.
10. Pair: Students choose a picture about a cultural celebration. With the aid of a bilingual dictionary students write as many simple sentences as they can about the scene.
11. Individual: To summarize the unit and bring together all the information acquired, students create a poster/collage including: name, place of origin, age, a greeting, a favourite personality, day of the week, season, etc. and at least three adjectives to describe him/herself.
12. Small group: Using the substitution skit (see Appendix), students create their own skit about a famous person dropping in on the class unannounced. Students tape their skits on video, using props and costumes. To assist students with their lines, the teacher may have them write poster-size cue cards.
13. Students write a unit test evaluating their aural comprehension, reading comprehension, and writing skills thus far.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02 OS1.01, OS1.02 GL1.05 |
Observation |
Students describe pictures of people using adjectives. |
|
Communication |
OL1.01, OL1.02 OS1.01, OS1.02 GL1.05 |
Observation |
Students respond orally to questions about their reactions. |
|
Application |
OL1.01, OL1.02 OS1.01, OS1.02 GL1.03 |
Rating scale |
Students interview each other about favourite number, day, season, month, and celebrity. |
|
Application |
RE1.04, RE1.05 WR1.02 GL1.03 |
Answer sheets against which students check their own work |
Students answer questions about a cultural reading using short sentences (e.g., Quem e? Cuando e?). |
|
Thinking/ |
RE1.02 WR1.04, WR1.05 GL1.08 |
Rating scale |
Students use dictionaries to write short sentences about pictures of Portuguese-specific scenes. |
|
Thinking/ |
OS1.01, OS1.02 RE1.02 WR1.03 GL1.10 |
Rubric developed beforehand with class |
Students create and videotape a skit. |
|
Application |
OL1.01, OL1.03 RE1.01 WR1.01 GL1.01, GL1.03, GL1.04, GL1.05, GL1.08, GL1.09, GL1.10 |
Unit test (aural comprehension, reading comprehension, discreet language knowledge, guided writing) |
Students write a pencil-and-paper unit test. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may be grouped heterogeneously.
· More time may be allowed to complete each task.
· For native speakers/strong students, prepare an assignment in which they look for celebration scenes in magazines and answer questions in short sentences.
· During the pair exercise writing sentences about a picture of a celebration, the teacher circulates to assist students. The rating scale is designed to evaluate the minimum number of correct sentences created with the teacher’s assistance. If this proves to be too challenging, students can be given a list of sentences to unscramble.
Lathrop, T.A. and Educardo M. Dias. Portugal, Lingua e Cultura. Newark, Delaware: Linguatex Ltd., 1995, pp. 13, 35 (simple questions and answers), p. 85 (days, months and seasons), pp. 143-144 (Portuguese popular celebrations).
Leite, Isabel and Olga Coimbra. Portugues Sem Fronteiras. Lisboa: Lidel, 1989, p. 37 (seasons), p. 39 (days), p. 45 (months), p. 57 (age), p. 67 (descriptive adjectives).