UNIT TITLE: WEBQUEST: TRAVEL LEVEL: 3rd ESO BROCHURE

INTRODUCTION This unit promotes the use of the English language in the classroom, as our students have to discuss, look for information and do a final product in English. Students will work in groups and search different information, using the net. As a final task students will hang out a travel brochure. OBJECTIVES  To develop the Communicative Competence using a practical context.  To read in a comprehensive and autonomous way.  To understand global and specific information .  To use learning strategies  To find information in English and make sure they understand it.  To work the idea of working in groups.

COMPETENCES from the English Language Subject:  Communicative competence.  Artistic and cultural competence.  Personal initiative and autonomy competences.  Information and digital competence treatment.  Linguistic and audiovisual competence. COMPETENCES .Support to other subjects:  Competence to learn how to learn.  Social competence.

CONTENTS: DIMMENSIONS Communicative Aesthetic and Literary Plurilingual and Multilingual  Choose an  Use internet in order to look for  Study the English information and decide which differences speaking information they will use. between the country .  Prepare a detailed project. A country they have  Discuss with travel brochure. chosen to deal their mates the  Take notes of the different with and Spain different activities they have to do. and UK. possibilities and  Prepare the presentation of the  Understand the choose the best final product. importance of the ones. English language  Use vocabulary when travelling related to abroad. travel, planes, weather, etc.

ACTIVITIES

 Discuss with  To elaborate a travel brochure.  To study and the mates the  To write down the ideas and understand place they will discuss which ones will be different cultures visit and agree integrated in the final product. and appreciate with them in all travelling as a the decisions. way of improving our culture.  To be autonomous being able to prepare a trip.  To show a positive attitude towards other cultural manifestations different of their own.

EVALUATION

Criteria: Students should be able to:  Interact with other people in an accurate way.  Interpret and understand the situations in everyday contexts.  Access and communicate information using different supports including ICT tools to learn.  Apply study skills that include strategic thinking and cooperation and self evaluation.  Handle effectively an array of resources to transform information into personal knowledge.

Initial: To start with, we will introduce the unit asking our students if they like travelling abroad, which country they would like to visit and why, if they think they would be able to prepare a trip… We will try to motivate our students explaining them that they will prepare a travel brochure of their ideal trip, one they would like to do in the future, with no money limit, no time limit and with all the resources available. We will work on these questions in order to improve our knowledge of the students level and necessities. In that way, we will be able to adapt our didactic unit to get a better result.

Formative: We analyze in each lesson their individual task and how they interact with the other members of the group. It is a group project and students have to recognise the importance of working as a group.

Final: The final product is the travel brochure. Each student will explain their part of the task orally in front of the class. So we will value the work along the didactic unit, the attitude, the written product and the oral presentation.

DIVERSITY:

My idea is that the students with a higher level will help those students with more difficulties.(as it is a group task)  Further work

Reinforcement: Some students will need extra help and we will take this fact into account when distributing the groups.

-Advance: Advanced students will be asked to search more information about the country they will visit and prepare an exciting and different activity to do. They will also find out some expressions that everybody should know when travelling to their destination.

COMMENTS: When distributing the different roles: ambassador of destination, recreation director, etc, we will take into account students’ level in order to give an appropriate role to each student. One of the students will be the “boss” of the team and she/he will have to make sure everybody is doing their task.