EL INGLÉS EN LAS SIERRAS DE TEJEDA Y ALMIJARA. Pilar Muñoz

Transcription

1 EL INGLÉS EN LAS SIERRAS DE TEJEDA Y ALMIJARA Pilar Muñoz INTRODUCCIÓN En el momento presente el estudio de una lengua extranjera, en este caso del idioma inglés, se ha consolidado dentro del marco de las áreas curriculares del Centro, dada la relevancia que este idioma, en concreto, ha adquirido, no sólo en el ámbito tecnólogico-científico sino también en el plano sociocultural. El desarrollo de las distintas habilidades para la adquisición de dicho idioma se ha convertido en un objetivo indispensable dentro del marco de la actual Unión Europea, en el que el Inglés se considera un vehículo indispensable de comunicación a distintos niveles. Por lo tanto la presente unidad didáctica tiene como finalidad introducir a los alumnos contenidos y medios que les ayuden a conseguir los objetivos. Se pretende, por una parte, instar e incentivar a los alumnos a que conozcan lugares de su entorno geográfico más próximo y, por otra parte, motivarlos a que, manejando la información adquirida, empleen de una forma real el inglés a través de actividades no convencionales distintas a las habituales.

2 UNIT PLANNING 1.- Topic: A walk along the Tejera-Almijara range and villages. The sun and wine route. 2.- Aim: On the one hand, the main objective of this unit is to familiarize students with the natural enviroment, motivating them to respect and preserve it.

3 On the other hand, we are going to make them aware of the increasing tourist interest located in, for example, villages such as Cómpeta, Frigiliana or Nerja, where we can ever find English native-speakers who had decided to settle there, and how this can be used to practise their English in real situations. 3.- Placement in the Curriculum: Due to the type of activities and contents to be developed, we have decided to apply it with students of 3 rd ESO. 4.- Previous Knowledge: Some students have already visited these places so that their previous information is a help for them but perhaps not so detailed as we have planned to present the unit. 5.- Contents: Grammatical: - Present simple tense. - Past simple tense. - Wh- interrogative pronouns. - Comparatives and superlatives. - Demonstrative pronouns. - Warnings! Recomendations.

4 Phonological: - Pronuntiation of new words. - Raising or falling intonation of questions. Lexical: Meaning of new terms dealing with some interesting species of plants, trees, gastronomy, sights, surroundings, comparison between life in cities and quality of life, habits, type of buildings. Past time adverbials. Functional: - Describing landscapes, the village, streets, houses. - Asking for information. - Ordering drinks or meals at a restaurant. - Talking about what you can do in such places. - Asking and giving directions. Attitudinal: It may helps students to become more acquainted with the natural enviroment as well as with the living habits of both Spanish and English inhabitants in these places and therefore more sympathetic towards the need of preserving nature and respect other people customs. 6.- Timing: Two weeks, (six hours approximately).

5 LESSON PLANNING. 1 st day. a) Presentation: There appears a map where the villages Algarrobo, Frigiliana, Cómpeta and Nerja are spotted so that the students can easily locate them. This map is supported with general information about the sun and wine route.

6 b) Practice by a reading text. READING. Travelling along the south of Spain (in Velez- Málaga) you find the Almijara range of mountains. Villages such as Algarrobo, Cómpeta, Torrox, Frigiliana and Nerja are highly appreciated not only by their warm weather and the quality of the water but also by their gastronomy, beauty of facades and historical heritage. The traveller may enjoy not only by tasting the excellent muscatel wine or raisins, but also going for a stroll along the steep streets of Torrox, Frigiliana or Cómpeta and their white buildings. Finally, you must not miss the opportunity to get a wonderful tropical sight from the Europe balcony in Nerja or explore the fantastic picture of the stalactites and stalagmites in the Nerja groves. c) Post reading activity: Comprehension questions about the text. COMPREHENSION. Read the text and answer these questions: - Where is the Almijara range located? - Which villages can you find in Velez-Málaga? - Why are Frigiliana, Cómpeta or Torrox highly appreciated? - What can the traveller taste?

7 - How are the streets in Torrox or Frigiliana? - Which outstanding places offer a wonderful and fantastic view in Nerja? There is a review of the wh interrogative pronouns. Students guess the meaning of new words and then check them by asking each others or using the dictionary. They underline the verb forms appearing in the text and analyse them. 2 nd day. - Listening activity. In this chart some gastronomic information about Cómpeta and Torrox is given and some is missed. Students have to listen to the tape/cd and fill in the gaps with the appropiate information. LISTENIG ACTIVITY. PRE-LISTENING. Look up in the dictionary the meaning of the new words. Check them with a partner and the teacher. LISTENING. Tick the correct answer in the right box.

8 Where can you taste these dishes? FENNEL STEW SARDINE SKEWERS COUNTRY CRUMBS PASTORIL FRYING TOMATOES OR RAISINS Cómpeta Frigiliana The teacher writes on the blackboard some other terms dealing with the ingredients used in these above dishes: almonds, garlics, crumbs of bread or figs. He can also talk them about the quality of the wine produced in these places. - Role-play activity. - They are at a restaurant and have to order for a meal. - There s an exchange of turns between the waiter/waitress and the customer. - (In a box, we help them with some vocabulary). ROLE-PLAY. Example. -customer: WAITER, PLEASE? -waiter: YES, SIR/MADAM, CAN I HELP YOU? -customer: YES, THANKS, I WOULD LIKE TO HAVE COUNTRY CRUMBS. -waiter: MAY I SUGGEST SOME GOOD WINE? -customer: THAT S FINE. -waiter: DRY OR SEMI-SWEET WINE? -customer: DRY WINE, THANKS. Students practise this conversation ordering other courses: fennel strew, country crumbs or stewed raisins. 3 rd day. A VIEW OF THE HISTORICAL HERITAGE. SCANNING READING. The past and present go hand by hand in villages such as Algarrobo, Torrox, Nerja or Frigilian. So, for instance, if you start your walk choosing the village of

9 Algarrobo you can discover the Tramayor Necropolis wich is one of the most important Phoenician relies dated from the X century B.C. To continue with this historical walk you can visit the archeological remains of two Roman pottery ovens or thermals in Torrox, or the Road called Castulo-Malaka in Nerja. Examples of a more present history can also be found in the buildings of churches such as La Iglesia Parroquial de San Antonio (of a barroque style, XVI-XVII A.D.), in Frigiliana or La Iglesia Parroquial de la Asunción (XVI and XIX A.D.), in Cómpeta or La Iglesia Parroquial del Salvador in Nerja. Orally, the teacher asks students about the text to check their comprehension of it. Then he urges the students to search more detailed information about these places. He provides them with some clues. Example: Look for information about: CÓMPETA. - Las ermitas de San Antón y San Sebastián. TORROX. - La iglesia Parroquial de la Encarnación. - La plaza de la Constitución. - La antigua aduana y casa de la Moneda. - Fábrica de Azúcar.

10 ALGARROBO. - La iglesia parroquial de Santa Ana. - La torre Almenara. NERJA. - La ermita de Nuestra Señora de las Angustias. - La Fábrica de Azúcar. - El acueducto del Águila. - Grammar focus: a review explanation of the past simple tense. - Grammar activity: They have to write down some sentences in the past simple tense taking them out of the information they have got (some examples may be written on the blackboard).

11 SECOND WEEK 4 th day. After the school trip, students are expected to have achieved enough images and information by means of photos, cards or video to go on with other activities such as: - Describing and comparing houses in the city and in the country. - Life in the city and life in the country. Fill in the box with the right information: Live in Cómpeta Live in the city of Málaga streets buildings inhabitans occupations STREETS: steep, narrow, wide, plain, pavement, cobbled, tarred stones. BUILDINGS: houses, flats, bricks, stones, tiles, white-washed walls, stairs, elevators. OCCUPATIONS. Farmers, doctors, beekeepers, lawyers, architects, winegrowers. Focousing now our attention on the village of Nerja. Students can give their personal impression about it. Then the teacher distributes them a map to practise directions we can take El balcón de Europa as the stand point. They have to move to find a parking, a souvenir shop, an ice-cream shop, a supermarket, a hotel, etc.

12 5 th day. Pre-production activity. The teacher suggests students to do three differents Visitors Guide in groups of four or five. - One about Algarrobo and Frigiliana. - Another about Torrox and Cómpeta. - The last one about Nerja. So, as to lead their work, the teacher writes down on the blakboard some hints or tips as a help and guide for them. - An introduction. - A map locating the place. - (Optional) Details about terrestrial ecosystems, marine ecosystems, seabirds and birds of prey. (students can ask for information). - History and customs. - Historical route (Torrox: calle calzada, la casa de la moneda, casa de la Hoya, Plaza de San Roque). - Some restaurants and hotels. - Some hints and recommendations: Example: Collaborate in the preservation of the nature and cultural values of the natural enviroment of these places. For instance in Nerja Groves: - Do not leave any rubish inside the grove. - Be discreet and do not be noisy. - Glosary with some interesting terms. 6 th day. Each group presents their own tourist guide to the class.