UNIT 7 SONG: RUNNING DICTATION- SET IT ALL FREE BY SCARLETT JOHANSOON
Song by David Basset
Singer: Scarlett Johannson
TASK: Running Dictation
Pre-listening Task:
- Who is Ash?
- What does she look like?
- What happens to Ash in the film?
Complete guide to Johny's character: Appearance, Personality, Biography, Quotes...: http://sing.wikia.com/wiki/Ash
Task
Instructions for the teacher:
Step 1: Put the copies up around the walls of the classroom (or even the school building).
Step 2: Put the students in pairs or small groups. The aim is for one of the students in each pair to walk (or run!) to read the passage on the wall. They remember some of the passage and walk (or run!) back to their partner. They quietly dictate what they remembered to their partner, who writes it down. They then swap roles. Over several turns they will build the whole passage. This means they really do have to run back and forth because students will only remember three or four words at a time.
Step 2: The winning pair/group is the team that finishes first - although you need to check for mistakes. If there are mistakes, they must keep walking to check!The winner gets a prize.
It's a good way to check spelling and fabulous for pronunciation - and great memory training!
Post- listening task
Individual Task:
LEARNING STANDARDS
BLOCK 2
3. Taking part effectively in informal conversations in which things are described in some detail, experiences, feelings and reactions, dreams, hopes and ambitions, and responding appropriately to feelings; telling stories, book and film plots, stating reactions; giving and taking an interest in personal opinions about subjects which you are interested in; making your opinions or reactions understood with regards to possible solutions to problems or practical questions; expressing beliefs politely, agreements and disagreements, and explaining your opinions and projects.
BLOCK 4
Post- listening task
Individual Task:
- What does this song mean to you? Possible answer
- What tenses did the composer David Basset use? Why?
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Self - Assessment. Did the activity run smoothly?
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SPECIFIC OBJECTIVES AND COMPETENCES
LINGUISTIC COMUNICATION (LC)
This activity helps students to develop the LINGUISTIC COMMUNICATION competence because they have to:
1- Listen, understand and interpret general and specific information of oral texts in different communicative situations (the oral text is a SONG)
2- Express oneself and interact orally in common communication situations and develop communicative skills, both inside and outside the classroom, in an effective, adequate, fluent and correct manner, while also using tools that help the correct interaction with the others (They have to read the song, memorise a few lines and communicate with their partners, so that they copy what they have previously memorised)
3- Read comprehensively and autonomously different texts and be able to extract general and specific information, as well as use reading as a source of information, personal enrichment and knowledge of other cultures (During the activity they have to read the song -that is on the wall- and memorise some lines)
4- Write efficiently simple texts with different purposes on different topics and with adequate resources of cohesion and coherence: (During the task they have to write the song cooperatively, and during the post listening: they have to give their opinion about the song individually)
5- To use reflective and correct elements of the language and the rules of linguistic use in different contexts of oral and written communication. (During the task because they need to be accurate and in the post-listening because they have to answer a question about the tenses)
Self - Assessment. Did the activity run smoothly?
--------------------------------------------------------------------------------------------------------------------------
SPECIFIC OBJECTIVES AND COMPETENCES
LINGUISTIC COMUNICATION (LC)
This activity helps students to develop the LINGUISTIC COMMUNICATION competence because they have to:
1- Listen, understand and interpret general and specific information of oral texts in different communicative situations (the oral text is a SONG)
2- Express oneself and interact orally in common communication situations and develop communicative skills, both inside and outside the classroom, in an effective, adequate, fluent and correct manner, while also using tools that help the correct interaction with the others (They have to read the song, memorise a few lines and communicate with their partners, so that they copy what they have previously memorised)
3- Read comprehensively and autonomously different texts and be able to extract general and specific information, as well as use reading as a source of information, personal enrichment and knowledge of other cultures (During the activity they have to read the song -that is on the wall- and memorise some lines)
4- Write efficiently simple texts with different purposes on different topics and with adequate resources of cohesion and coherence: (During the task they have to write the song cooperatively, and during the post listening: they have to give their opinion about the song individually)
5- To use reflective and correct elements of the language and the rules of linguistic use in different contexts of oral and written communication. (During the task because they need to be accurate and in the post-listening because they have to answer a question about the tenses)
6- Acquire
a group dynamic that facilitates cooperation among students in carrying out
learning tasks always using the foreign language to be used in the classroom. ( The activity will only work if they act cooperatively)
10- Foster
respect, management of emotions and solidarity through the foreign language. (students will have to manage their emotions during the task as they have to work in pairs or groups and they all have different levels)
LEARNING STANDARDS
BLOCK 2
3. Taking part effectively in informal conversations in which things are described in some detail, experiences, feelings and reactions, dreams, hopes and ambitions, and responding appropriately to feelings; telling stories, book and film plots, stating reactions; giving and taking an interest in personal opinions about subjects which you are interested in; making your opinions or reactions understood with regards to possible solutions to problems or practical questions; expressing beliefs politely, agreements and disagreements, and explaining your opinions and projects.
BLOCK 4
4. Writing notes,
adverts, messages and comments giving and requesting relevant information and
opinions about personal, academic and professional matters.
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