Sightseeing is cool

Welcome to a new learning adventure in which you are going to improve your English skills and your ICT ones.

This project is about Sightseeing around the UK. But first, what is the UK and where is it? Don't worry, we'll know soon...

Along this project, you will enjoy learning together with your classmates and becoming the best tourist guides.

Hands world. Stokpic. Pixabay. CC0

The target of this project is to cooperate in the classroom to go sightseeing in the UK as well as promoting tourism in your own town!

Time to be creative and open your mind!

General information

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by you following the teacher's explanation, but especially by self-investigation and interaction among you and your partners.

Along the pages there are different types of activities you have to do, presentations, work in groups or pairs and even individual exercises.

You have logos that help to understand, don´t worry about the text under the pictures, it´s the title of the photo:

Teamwork

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Teamwork team. Geralt. Pixabay. CC0

Work with your group. Remember these points:
- Respect the roles: coordinator, secretary, speaker, time keeper.
- Speak in English.
- Don´t be noisy.

All class time

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

All the class must work together with the teacher. Remember:

  • Don´t be noisy.
  • Raise your hand to talk.
  • Pay attention.

Individual activity

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Girls read . Kidaha. Pixabay. CC0

You have to work alone in an exercise or activity. Concentrate and don´t waste your time.

Pair work

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Chalkboard blackboard. Prawny. Pixabay. CC0

You work with a partner. It is very important to work helping each other, don´t do it individually.

Feedback

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Feedback confirming. Geralt. Pixabay. CC0

This is the moment to stop and think what we have done. Use the information you are working with.

What are we learning?

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Success Gradual. Geralt. Pixabay. CC0

At the end of every page you have to create a video of your progress.  Talk about the activities you are making and the things you are learning in the pages.

Use the vocabulary you learnt.

This is a groupwork activity, and you will do it in a computer. First, prepare what to say and to show. For example, make a drawing or write down important words on a piece of paper.

The program we are using is OBS Studio, here you have a video tutorial on how to use it, it´s quite simple, right?

Save your results in your group folder with the name of the page.

OBS Studio Tutorial for Kids. The authors. CC BY-SA

Project

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Poject group. Geralt. Pixabay. CC0

This is your final task. Remember to work with your group and present it in front of the class.

100 % completed


One hundred. Geralt. Pixabay. CC0

Congratulations! You finished all the tasks. Review your progress in the topic.

The final task is the presentation and posting of your own tourist guide. You can elaborate a Google Slides that helps you present your guide. You have a tutorial here:

Google Slides Tutorial for Kids. The authors. CC BY-SA

Remember we will participate in The Travel Enjoy Respect Campaign (in the framework of the International Year on Sustainable Tourism for Development, 2017; Accessed on 10/05/2018), a way to learn to become a more responsible traveller and spread the message wherever you go!!!

Taking off!

    

Aircraft map. Edar. Pixabay. CC0

Let`s do our best!

Licencia de Creative Commons

The UK

What do you know about the UK?

Question

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

Before travelling to a new place, you need to know WHERE to go. Have a look at this picture and try to guess. Where are we going? Here you are a clue: It's a big island.

Map Uk. 3dman_eu. Pixabay. CC0

FANTASTIC!! Along this project we are going to travel to different places in the UK. But how much do you know about it? Let's find out!

What does UK mean?

Answers

United States.

Unique Kingdom.

United Kingdom.

Feedback

Question

Where is the UK?

Answers

In Europe.

In America.

In Oceania.

Feedback

Question

Which countries form the UK?

Answers

England and Ireland.

England, Northern Ireland, Scotland and Wales

Northern Ireland, Scotland and Wales.

Feedback

Question

What colours is the UK flag?

Answers

Blue and red.

White and red.

Blue, white and red.

Feedback

Into the UK

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Girls read . Kidaha. Pixabay. CC0

Well done! Continue reading to find out more about this place.

UK means United Kingdom and it is a group of 4 countries in Europe: England, Scotland, Wales and Northern Ireland. It cannot be confused with Great Britain, which is the main island in the UK. England, Scotland and Wales are there. Northern Ireland is in a different island, with the Republic of Ireland. One of the differences between the UK and Ireland is the money: pounds (£) in the UK and euros in Ireland. London is the capital of the UK and Dublin is the capital of Ireland.

Queen Elizabeth II lives in London.

Queen Elizabeth II. Julian Calder. Wikimedia. CC BY-SA

This is the UK flag.

Union Jak. TheDigitalArtist. Pixabay. CC0

But apart from this flag, each country has got its own flag, so there are four more flags in the UK that we are going to see later.

There are also different languages: English, Scottish, Welsh and Irish; but most people speak English.

Did you know all this information about the UK?

- If you did... GREAT! You are almost an expert!

- If you didn't... Don't worry! We have time to learn!

Answer the following questions to check your new knowledge. GOOD LUCK!

Good luck. Thomas- Suisse. Pixabay. CC0

True or false about the UK

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Girls read . Kidaha. Pixabay. CC0

Read carefully and answer, if you need you can read the text again.

Question 1

The capital of the UK is Dublin.

Question 2

English is the language of all the countries in the UK.

Question 3

The symbol £ means Dollars.

Question 4

Great Britain is the same as the UK.

Question 5

Queen Elizabeth II is the Queen of the UK.

Question 6

There are five flags in the UK.

UK flags

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Teamwork team. Geralt. Pixabay. CC0

Before the video, do you know all these flags?

Try to guess which country of the UK they belong to. If you need help you can click on FEEDBACK to see the solution. But first TRY to guess!

Flags of UK. Pepperman. Wikimedia. CC0

Now you are going to discover how the UK flag was created. Ready?

Watch the video and answer the following questions. Then compare your answers and check the solution.

  • Which of the previous flags are not in the video?
  • Which flag is new in the video?
  • Which were the first two countries to join?
  • What country is not represented in the UK flag?

History of the British flag. Geographie28. (Accessed on 11/05/18).

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Sightseeing is cool page.

Save your recording in your group folder with the name: Progress 1.

Success Gradual Career. Geralt. Pixabay. CC0

Locating places

Maps basics

At present, we use mobiles to get around. Thanks to the GPS we can go where we want easily.

We can check on the computer maps of cities worldwide. Also we can have a look at real streets of Manchester or London.

Traditional maps in paper or pictures are still very useful, for example to find our way in buildings or in a zoo. In addition, basic things about maps are still very helpful today. Watch the video below:

What are Maps? - Learn & Grow Kids Geography Lesson. LeapFrog. (Accessed on 08/05/18).

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Chalkboard blackboard. Prawny. Pixabay. CC0

Step 1. Find the pair, match these words with other words/phrases:

  • Scale
  • Key (symbols)
  • Countries
  • Compass rose
  • Cities and landmarks
  • North - East - South - West
  • Legend
  • Distance between places

Use a piece of paper.

You can use Cambridge dictionary in case of any doubt.

Brisbane map of city cbd. Diceman. Wikipedia.CC BY-SA

Step 2. Complete the map with the missing information:

Add to the map the following information, find the map attached in a worksheet.

  • Scale: draw a scale, 1cm : 100metres. Indicate 200 and 500 metres.
  • Compass Rose: where is the North? Draw it.
  • Key: use symbols for bridges, buildings (universities, stations, museums, parks, public buildings, landmarks such as the Casino).

Here you have a little help with the cardinal points. Look up the words in the Cambridge dictionary:

North

North Never modiffied from Compass East. Chrystalizabeth. Pixabay. CC0.

East


East Eat modiffied from Compass East. Chrystalizabeth. Pixabay. CC0.

South

South Slimy modiffied from Compass East. Chrystalizabeth. Pixabay. CC0.

West

West Worms modiffied from Compass East. Chrystalizabeth. Pixabay. CC0.

Never eat slimy worms!

NESW modiffied from Compass East. Chrystalizabeth. Pixabay. CC0 and Earthworm Worm. OpenClipart-Vectors. Pixabay. CC0


- Check the Feedback tab:  do you understand Never Eat Slimy Warms?

- When you finish switch pairs and talk about the map. You can ask how far a place is: measure the distance with the ruler and calculate.

- Ask about cardinal points: for example, is Spring Hill South?

Map your classroom

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Teamwork team. Geralt. Pixabay. CC0

Draw a map of your classroom

Map Classroom. The authors. CC BY-SA

STEP 1.  With the help of a compass, point to the North that way you can orient the classroom in the map. Look at the example in the picture. Remember the compass rose.

STEP 2. Measure your classroom, you have to know the exact metres. In your map one centimetre equals one metre.

STEP 3. Draw in your map the corridor or the playground, you have to put windows and doors as well. You can use your own figures or symbols, but remember to put them in the Key.

STEP 4. Use symbols for the different parts of the classroom (library, board, teacher´s desk, games area, etc.).

STEP 5. Play with your map using cardinal points and scale. For example you can say: Walk ten metres, where are you? In front of the door or the window?

Virtual maps: let´s travel!

Manchester Town Hall from Lloyd St. Mark Andrew. Wikimedia. CC BY

Do you know this city?

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Chalkboard blackboard. Prawny. Pixabay. CC0

Maybe you know about football clubs Manchester United and Manchester city, but you can visit  the city from your classroom.

Pay attention now in this video, on how you can use Google maps to check for directions, calculate how far is something and much more. Let´s go:

Google Maps Tutorial for Kids. The authors. CC BY-SA


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Teamwork team. Geralt. Pixabay. CC0

Answer these questions in a piece of paper in your groups:

1. Do you think the scale is useful in virtual maps?

2. Is it important to know about north to understand any map?

3. Are you familiar with sings in Google Maps?

4. Did you know you can calculate distances and time?

6. Is it important to have routes in public transport?

7. Can you use Google Maps with your bike?

8. Is it useful going by foot?

9. What about the pictures of landmarks or popular places?

- Now that you understand the basic features of Google Maps, you can visit any place in the world.

- Check your area, is there a lot of information about it?

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Feedback confirming. Geralt. Pixabay. CC0

- Answer the questions all together and compare.

- Make a list with suggestions to send to Google.

- Make a list with important places you can find in your area.

Using maps

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Teamwork team. Geralt. Pixabay. CC0

TASK 1

Work in your group with Google Maps answering these questions:

- How far is my airport in London? (each group has a different airport)
- Does it take more time by car or by train from Gatwick Airport to Victoria?
- You are in Paddington, where is the nearest airport? How long does it take going by bike?

London airport links map. Cnbrb. Wkimedia. CC BY-SA

TASK 2

Find where is the Big Ben and the River Thames. Try to situate both in the map:

STEP 1.  The Big Ben is by the river, so first locate the river. It is south, so start to locate the stations and airports from the south to check if the river is below or above them.

STEP 2. When you locate the river, start with the Big Ben. It is between some of the Central London stations.

STEP 3. Draw in your map the river and the monument. Make a Key where you give information.

TIME FOR...


Feedback confirming. Geralt. Pixabay. CC0

Share your map with the group:

  • Do you have all the same?
  • Was it difficult to locate the river and the Big Ben?
  • Is it difficult to work with a simple map, only containing information about stations and airports?

Enable JavaScript

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Sightseeing is cool page.

Save your recording in your group folder with the name: Progress 2.

Success Gradual. Geralt. Pixabay. CC0

Travelling around

How to get to the UK?

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Chalkboard blackboard. Prawny. Pixabay. CC0

Now that we know WHERE we are going, it's time to think HOW to get there.

STEP 1: Locate the UK on Google Maps.

STEP 2: Search for UK airports. How many are there in total?

STEP 3: Locate the capital of the UK. Do you remember the name?

Which is the closest airport for tourists (not business)? How long does it take by train? Where does it get to? Here you are a clue: There is a famous bear waiting for you on the platform. What's his name? Perhaps you recognize him better wearing his typical clothes.

Paddington station. Lonpicman. Wikimedia. CC BY-SA 

Paddington london. Paulbloch. Pixabay. CC0

STEP 4: Look for more train stations in London. Write down some of them to share with your group.

STEP 5: Locate the Strait of Dover. Can you guess what happens there?  Which countries does it match? What means of transport can we use to cross? Here you are a clue: it's not an air or sea transport.

STEP 6: What other means of transport can we use to get to the UK? Use your imagination.

STEP 7: How can we get to the UK from Spain? Which is the closest airport to you? Locate it on Google Maps. How long does it take from your house?

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Feedback confirming. Geralt. Pixabay. CC0

It's time to share your answers with your group. Then check the solutions and discuss:

  • What means of transport do you prefer to get to the UK from your town? Why?
  • Have you ever tried it? When?
  • Have you been to the UK? Where and when?
  • Did you like it? Share your impressions with the group.

How to travel in the UK?

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Teamwork team. Geralt. Pixabay. CC0

You arrived at the UK!

Now we need to know a little bit about how to travel in the UK. Depending on the city you are in, you can take different means of transport. Big cities such as London offer more possibilities to move around: taxis, buses and underground.

  • The typical London taxis are "the black cabs". Its name refers to the colour, black.  But you can find some of them decorated, as in the picture with the UK flag. When taking a taxi or a bus REMEMBER ENGLISH PEOPLE DRIVE DIFFERENT to us, so you can feel a bit confused at the beginning. Which way of the road do they drive?

United Kingdom. Wiggijo. Pixabay. CC0

  • The typical London buses are the red double decker buses. They are red and they have two floors. Apart from London you can find these buses in other cities with different colours. Here you can see the difference between a new and old London bus, but with the same colour and style.

London bus. Philippreiner. Pixabay. CC0

At the bus stop you can see the route map and the timetable but if you don't understand you can ask other people or the bus driver. Watch the video to see how to do it.

 Bus part 1. BBC Learning English (Accessed on 14/05/2018).


You're in the bus and you realize you are in the wrong bus! What can you do? Then watch the video's ending.

  • The underground is very fast, more than taxis or buses. It is like a train but it goes under the ground. In London people also call it the "London tube". You can only find it in big cities. If you want to take the underground look for this sign!

London underground. 627389. Pixabay. CC0

Using the underground can seem a bit difficult but it's not if you follow the signs! Let's do some practice:

  1. First you locate the underground sign on the street, imagine you are in front of sign. Where are you?

Metro sign. Xxolgaxx. Pixabay. CC0

2. This is part of the underground map in London. You can find it for free on the Internet or in the stations.

Locate the previous station in the map and imagine you want to go London Bridge. Which line colour do you follow? How many stops? Remember all the stops have a name.

London underground zone 1. Edg 2 s. Wikimedia. CC BY-SA 

Now let's make it more difficult. You are in Oxford Circus and you want to go to Hyde Park Corner. Can you find three different routes to get there? Which one is the best? Why?

3. You chose a route and now you are in the station. It's very important to pay attention to all the information signs. Can you locate in this picture the map of your line, the name of the station you are in and the sign to go out of the station?

Tube London. Free-photos. Pixabay. CC0

4. Very good! The underground is coming and you get ready to get on it. But don't forget the warning! What does it mean and where is it?

Railway platform. Aitoff. Pixabay. CC0

  • During your trip, if you want to visit a different city or town that is far, you can use a train or a plane. You can book your ticket on the Internet or in the office. Are you ready to buy it?
  1. What's the difference between outbound and return date?
  2. Which one is cheaper, business or economy class? Flexible or fixed ticket?
  3. What do you prefer, a window or an aisle seat? Why?

Now watch the video from minute 2:03 to clarify your answers and practise the conversation to book your ticket.

Language for booking a flight. BBC Learning English. (Accessed on 14/05/2018).

  • Buying a ticket for the BUS or UNDERGROUND is a bit different to booking a train or flight. Normally you buy it in a machine or office in the underground and to the bus driver. Here you can see a bus ticket machine and an underground ticket.

- What main differences are there between a flight ticket and an underground ticket?

- Do you need the passport to travel in the bus?

- Look at this machine, can you insert a note? Do you need exact money?

- Look at the ticket, what does Off-peak mean?

-How much is the ticket?

- Which route is it for?

   

London bus ticket machine. Genesis 12. Wikimedia.

CC0Travelcard ticket. RonPorter. Pixabay. CC0

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

  • What means of transport do you prefer to move in London? Why?
  • Have you ever tried it? Where and when?
  • Did you like it? Share your impressions with the group.
  • What means of transport do you prefer to visit a different city during your trip? Why?
  • Have you ever taken the wrong bus, train, underground? What did you do?

EXTRA PRACTICE

When travelling to a new place we can find ourselves in unexpected situations, for example if we are ill we may need to go to the doctor, to the pharmacy or call an ambulance; or if we want to go shopping to a clothes shop, supermarket, post office....

Sometimes we can have problems to express what we want, in the BBC you can practise these important and useful conversations.

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Sightseeing is cool page.

Save your recording in your group folder with the name: Progress 3.

Success Gradual Career. Geralt. Pixabay. CC0

Main attractions

Money: Pounds

Money Paper.  Unknown. Pxhere. CC0

In the UK you will need to pay in Pounds, so let´s learn a little more about the British money in a video by the British Council (Accessed on 10/05/18).

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

Look up in the dictionary the words coin and note. What´s the difference?

- Are the coins and notes similar to € euros?

- Can you use euros in other countries or only in Spain? What about £ pounds?

- Where do you think you can get £ pounds?

TIME FOR...

Chalkboard blackboard. Prawny. Pixabay. CC0

You can answer now a quiz to see if you understand.

Multi-select

Question

Who is the woman in the notes and coins?

Answers

Prime Minister Theresa May.

Queen Elizabeth.

The first Queen of England.

Feedback

Question

What is the symbol for pounds?

Answers

$

£

€

Feedback

Question

The pence coins are:

Answers

The same than the Euro €: 1, 3, 6, 10, 20 and 50.

Different than the Euro €: 1, 3, 5, 10, 20 and 50.

The same than the Euro €: 1, 2, 5, 10, 20 and 50.

Feedback

Question

I say give me one ‘p’ ...

What does it mean?

Answers

One of the 100 coins that you need to get a pound, it´s called pence.

One ten pounds note.

One pound.

Feedback

Question

Which does the Bank of England not produce?

Answers

£1 note.

£2 coin.

£20 note.

Feedback

Tourism in Edinburgh

Edinburgh printable tourist attractions map. Tripomatic.com . Wikimedia. CC BY-SA

TIME FOR...

Teamwork team. Geralt. Pixabay. CC0

You arrive in Scotland today and you have a map with the landmarks of the city of Edinburg.

ACTIVITY 1. In your groups find the landmarks missing in the key of the tourist map. Locate them in the map using Google Maps.

ACTIVITY 2. Choose five landmarks and check the price on the internet.

ACTIVITY 3. Play a game in your group. You have in your pocket some money, ask your partners what  you can do with the amount you have.

Remember there are places with free entrance!

ACTIVITY 4. You only have time for going to three places. Start from a landmark and choose near three more to see. Write on the worksheet how much the entrance is.

TIME FOR...


Feedback confirming. Geralt. Pixabay. CC0

Tell your classmates the information you got from the internet. You can write down in the worksheet the prices of the places and how long it takes from another place.

Visiting Edimburgh Castle

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

Edinburgh Castle - Royal Palace. Historic Environment Scotland. (Accessed on 11/05/18).

Have a tour in Edinburgh Castle, watch some videos and tell your opinion about it (Accessed on 11/05/18).

Do you see any ghosts?

TIME FOR...

Teamwork team gear. Geralt. Pixabay. CC0

Let´s prepare a game with the information you can get in the web page of Edinburgh Castle.

You have to make questions about:

  • The time you can visit the castle.
  • The tickets (prices, options, etc.).
  • The Stone of Destiny.
  • Crown Jewels.

Time for the quiz!

- Your group has to answer the questions of other groups. Get it right and you´ve got one point.

- You have to make your questions and explain why the other groups are right or wrong. Get it right and you´ve got one point.

- The teacher is counting the points every group is making, so think twice before asking and answering.

- Good questions get extra points, so it is worth working hard on your questions. Get an extra point for a great question.

TIME FOR...


Girls read . Kidaha. Pixabay. CC0

Calculate how much money can cost your family a visit to the castle.

You have to think about the age to calculate the price of the tickets.

- Who is the family that pays more in the classroom? And less?

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Sightseeing is cool page.

Save your recording in your group folder with the name: Progress 4.

Success Gradual. Geralt. Pixabay. CC0

Typical clothes and festivities

National Days in the UK

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Chalkboard blackboard. Prawny. Pixabay. CC0

Each of the countries in the UK have a patron saint and they celebrate a feast every year with parades, festivals and wearing traditional clothes or symbols. Can you guess the names of the four saints?

The patron saint of Scotland is .

The patron saint of Wales is .

The patron saint of England is .

The patron saint of Ireland is .

Enable JavaScript

St. Patrick's Day

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Teamwork team. Geralt. Pixabay. CC0

Saint Patrick's Day, or the Feast of Saint Patrick is a cultural and religious celebration on 17 March, the traditional death date of Saint Patrick.

Celebrations usually involve public parades and festivals and wearing of green clothes or shamrocks. Do you know why? Because they are symbols of Ireland.

Here you can see two parades in St. Patrick's Day, What do you think about their clothes?

      

St. Patrick's Day Parade in Dublin. William Murphy. Wikimedia. CC BY-SA   /    New York City St. Patrick's Day. 12019. Pixabay. CC0

These two characters are part of the parade. Who are them? Why are they important?

    

  St Patrick's Day Parade 1255623    and 1255621. Larsen9236. Pixabay. CC0

What's this? Can you find the relation to the previous pictures? Why is it related to St. Patrick's Day?

St. Patrick's Day pot of gold. TeroVesalainen. Pixabay. CC0

These are symbols of Ireland. What's their name? What's the difference between them?

     

Clover good luck. Lifestyle power plant. Pixabay. CC0    /      Four leaf clover. Relaxus. Pixabay. CC0

Irish music has a Celtic origin and it is very famous. Listen to it and then share your impressions.

  • Did you know this type of music?
  • Do you like it?
  • Is there a similar music in your area?


The Boondock Saints. Luna Bujalesky. Soundcloud. CC BY

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Share the answers with your group and then check them with the following activity

History of St. Patrick's Day


Girls read . Kidaha. Pixabay. CC0

Watch the video and complete with the missing words.

The History of St. Patrick's Day. Laurah Gurca. (Accessed on 14/05/2018).

St. Patrick's Day is celebrated on M 17. It is celebrated in and all over the word by people of Irish heritage.

When he arrived back in Britain he decided to be a priest. He studied and then he was made a . He worked in Ireland for forty years, telling people about God.

Two important symbols of St. Patrick's day is the or three-leaf and the , a magical person from Irish folk tales. It is said if you can catch him he has to give you his pot of . People wear clothes and eat a traditional Irish meal of corned beef, cabbage, potatoes and soda bread. In the United States there are many people with Irish heritage, so there are many and special celebrations, for example, the city of dyes the river green!

Enable JavaScript

St. Andrew's Day

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Chalkboard blackboard. Prawny. Pixabay. CC0

Saint Andrew's Day is the feast day of Saint Andrew. It is celebrated on 30 November - 3rd December. In Scotland and many countries with Scottish connections, Saint Andrew's Day is a celebration of Scottish culture with traditional Scottish food, music and dance. In Scotland the day also means the start of a season of Scottish winter festivals.

There are week-long celebrations in the town of St Andrews and in some other Scottish cities. It is a flag day in Scotland because all the buildings shall fly the official flag. Do you remember the Scottish flag? It is also called the Saltire or Saint Andrew's Cross. Can you guess why? Look at the following pictures.

                     

St Andrew's cross. Offnfopt. Wikimedia. CC0       /      Flag of Scotland. Hoshie. Wikimedia. CC0

Here you can see a parade in St. Andrew's Day. They are wearing the typical Scottish clothes. What do you think about them? What accessories are important?

    

Northern Constabulary Band Pipe (19508976445). Dave Conner. Wikimedia. CC BY       /     Northern Constabulary Band Pipe (18886496014). Dave Conner. Wikimedia. CC BY


Girls read . Kidaha. Pixabay. CC0

Let's learn more about the Scottish traditional dress. This video is a school project by a Scottish boy, Joel. Pay attention! It can give you ideas for your final project!

While listening write a list of all the elements of the dress and try to answer these questions:

  • What are the shoes and pouch made of?
  • What's under the stocking?
  • What's the name of the "skirt"? What's it made of? What pattern does it have?
  • What do you think about his accent? Is it difficult to understand?

Scottish Traditional Dress. Callum Trotter. (Accessed on 14/05/2018).


TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Share the answers with your group and then check them with the following activity

St. David's Day

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Teamwork team. Geralt. Pixabay. CC0

The feast day of Saint David, the patron saint of Wales, is on 1 March, the date of Saint David's death.

Traditional festivities include wearing daffodils and leeks, symbols of Wales and Saint David respectively, eating traditional Welsh food including cawl and Welsh rarebit, and women wearing traditional Welsh dress (You can see them in the following video). Can you match these typical things to the pictures?

Cawl Cymreig. Josephinep. Wikimedia. CC0

Narcissus. Olei. Wikimedia. CC BY-SA

Welsh rarebit with an egg. Worm that turned. Wikimedia. CC BY-SA

Leeks supermarket. Raisonho. Wikimedia. CC0

Cawl is a Welsh soup with lamb or beef with leeks, potatoes, swedes, carrots and other vegetables.

Welsh rarebit is a sauce of melted cheese and various other ingredients over slices toasted bread.

Here you can see the parade in Cardiff in 2017.

National St. David's Parade. Daniel Damaschin. (Accessed on 16/05/2018).

  • Do you like it? Why or why not?
  • Have you ever been there?
  • Do you have a similar celebration in your town or region?
  • Are there parades?
  • Do people wear traditional clothes? And flags?
  • What do you think about traditional Welsh dress?

Shhhhh! Pay attention! The Queen is coming!

Do you remember Queen Elizabeth II? She is here to celebrate St. David's Day with Welsh people.

The Queen presents leeks to Royal Welsh. The Royal family channel. (Accessed on 16/05/2018).

  • Is this the first time you see the Queen?
  • What do think about her?
  • What is she giving the guards? Why?
  • In the video you can see guards wearing different suits. Who are the guards in red and black? Where can you see them if you visit England? Do you like the hat? What's the name of it? Why?
  • Have you ever seen them? Do you want to go?

St. George's Day

TIME FOR...

Teamwork team. Geralt. Pixabay. CC0

Saint George's Day, or the Feast of Saint George, is the feast day of Saint George as celebrated on 23 April, the date of the saint's death.

St George's emblem, a red cross on a white background, is the flag of England and part of the British flag. Other two symbols related to St. George are wearing blue (because it was his favourite colour) and a red rose (because it is associated with his death).

In London, there are St George's Day festivals and parades across the city, but one of the biggest public celebrations is the St. George's Day Festival in the city of Manchester.

Here you can see two celebrations in this day. Why do you think there are horses and a knight?


St. Georges Day  in Gravesend, Kent. Glen. Wikimedia. CC BY

English Festival, St. George`s Day, Riverside, Medway. The Local People Photo Archive. Wikimedia. CC BY

Did you guess?

Because there is a dragon story related to St. George. He killed the dragon to rescue the princess and the town. This is a statue of the dragon in London and the red cross, St. George's emblem.

London St. George Dragon Cross. Mzmatuszewski0. Pixabay. CC0

Do you want to listen to the story? Then answer the questions.

George and the dragon. YasashiiEnglish  (Accessed on 17/05/2018).


Did you know about this story?

Is there a similar story in your town/area?

Have you ever been to a festival with knights and horses? Do you like it or not?

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Sightseeing is cool page.

Save your recording in your group folder with the name: Progress 5.

Success Gradual. Geralt. Pixabay. CC0

Let's visit your town

Travel blogs

Is this ship familiar to you? (Clue: it´s the replica of a big famous ship.)

Belfast Northern Ireland Museum. Marboon. Pixabay.  CC0

TIME FOR... 

Teamwork team. Geralt. Pixabay. CC0

Check out Lonely Planet guide on Belfast (Accessed on 14/05/18). 

TASK 1:

Read in your groups and find out some basic information about the city:

- In which country is it?

- Is it in the main island of the UK?

- Is it in the coast or in the interior?

- Is Belfast a violent city?

- What famous ship was made in Belfast?

- In what year did Belfast win the world´s best tourist attraction award?

Compare your answers with the class.

TASK 2:

Each group has to tell the class about a part of the post on Belfast:

  • Group 1: The top four experiences in Belfast.

Tell what they are (museums, cafés, landmarks, monuments, natural places, etc.). Show them in the map.

  • Group 2: The top five sights of the city.

Tell what they are (museums, cafés, landmarks, monuments, natural places, etc.). Show them in the map.

  • Group 3: Talk about four restaurants.

Explain the type of food the restaurant serves, talk about the price. Show them in the map.

  • Group 4: Getting around in Belfast.

Scroll down to the bottom of the page and click on the section Getting around (Accessed on 14/05/18). Explain the types of transport, the best and cheapest.

  • Group 5: Flights and getting to Belfast.

Scroll down to the bottom of the page and click on the section Flights and getting there (Accessed on 14/05/18). Show on the map the airports and tell the distances to the city centre. Tell about the prices arriving from other cities by boat.

  • Group 6: History

What other language is spoken in Belfast? Tell the meaning of the name of the city. Explain about the river, can it be seen in the map?

TIME FOR...

Girls read . Kidaha. Pixabay. CC0

While listening try to answer the following questions in your notebook.

  • Write down the name of the top four experiences.
  • List the top 5 sights of the city.
  • Copy the name of the restaurants your partners are talking about and the type of food they serve.
  • What is the best way to get around in your opinion? Why?
  • Write the name of the nearest airport and the city your partners talk about to get by boat.
  • Write down the languages that are spoken in Belfast.

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

  • Do you think all the information in the page invites you to visit Belfast?
  • Is the information presented in an attractive way?
  • Did you get the information your partners gave you? Did it help the guide structure and presentation?
  • Do the photos help to have an idea of the places?
  • Do you think the map is important to see where sights and places are?
  • Do you think it is interesting to promote tourism in your area?
  • Do you think you can write a good post about your area? We are going to discover it now!

READY? You can practise being a blogger now and promoting your area!

#TravelEnjoyRespect

TIME FOR...


Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

Do you think tourism has inconvenients? Is it good for the planet?

Travel Enjoy Respect - SDGs. World Tourism Organization (UNWTO) (Accessed on 14/05/18)

- Watch the campaign and reflect about the positive effects of tourism:

  • Open peoples mind.
  • Discover other cultures.
  • Visit great places.
  • Try new foods and dishes.
  • Economic consequences.

- What do you think about the five points to become a more responsible traveller (Accessed on 14/05/18)?:

  • Honour your hosts and our common heritage.
  • Be an informed traveller.
  • Support the local economy.
  • Protect our planet.
  • Be a respectful traveller.

Give examples in each of these points.

- This campaign invites you to share on the Internet pictures of your trips showing that you are a responsible traveller. As people are sharing the hastag #TravelEnjoyRespect others are being aware too.

And of course Travel, Enjoy and Respect.

Creating your blog post

TIME FOR ...

Poject group. Geralt. Pixabay. CC0

Time to create your own guide to visit your area.

Organise your class in pairs, trios or groups and work around the following parts of your guide:

7 Essential Ingredients for a Successful Blog Post. Joe The Goat Farmer. Flickr. CC BY

INTRODUCTION

- Start with a picture of the main sight of your area (a building, a museum, a mountain, etc.).

- Give information about the area in general: what is it famous for?, where is it?, tell a bit about the features that differentiate it from other places.

- Keep it short: don´t tell all about your area in the introduction.

- Try to make it interesting so people feel attracted to visit and read more information.

EXPERIENCES AND SIGHTS

- Make a list of the top 3 experiences: give information of the location, price, duration, details and don´t forget to add a picture.

- Make a list of the top 5 sights: give information of the location, price, duration, details and don´t forget to add a picture.

FOOD AND RESTAURANTS

- Explain the traditional dish or popular food in your area.

- Make a list of 3 popular places to eat: write what type of food they serve.

GETTING AROUND

- Mention at least 3 options to get around the area (walking, bike, car, bus, train, etc.).

- Explain the advantages and disadvantages and give a recommendation.

- Give information about the price.

GETTING THERE

- How can you get to your area? Write about the nearest airport and calculate the time it takes to arrive to the city.

- Talk about other options, for example bus or train. Which one is the fastest?

HISTORY

- Tell a little bit about the history of the area: Where the Romans or the Celtics there?

- Does your area have old churches or buildings?

- Explain the traditions and parties.

- Are there any famous people or icons?

PRACTICAL INFORMATION

- Give the visitor practical information about the area: talk about the weather and the best season/month to visit.

- Any piece of advice is very welcome for a visitor so think about what´s important to bring or restrictions in your area.

MAP

- Make a map of your area that includes all the information your guide gathers.

- Don´t forget to put the basics: key, scale and north orientation.

GENERAL INSTRUCTIONS

- Check the information on the Internet, use the Wikipedia and also check for guides about your area, for example if your area is A Coruña you can search for A Coruña tourism.

- You can also go to your local tourist office and get maps and brochures.

- Search on Google Maps and check the sights, restaurants, times, prices, pictures, etc.

- Elaborate your information. DON´T COPY, try to make it simple and clear.

- Mention the hashtag #TravelEnjoyRespect in your text.

- Open a Google Docs to work on the cloud, it saves what you write and you can work simultaneously with your partners on the same document. Watch the video and follow the instructions.

Tutorial on Google Docs Sightseeing. The authors. CC BY-SA


Is your guide ready? Present it to the class.

It is the time to be ready to present your part. You can elaborate a Google Slides or use your Google Docs post.

Travel Tourist. Alehidalgo. Pixabay. CC0

Make an important action to spread a message of responsible tourism

In your groups, trios or pairs take a picture of a sight and upload it to Goolge Maps with the hashtag #TravelEnjoyRespect. It is important that people knows that only sustainable tourism is welcome.

Add the #TravelEnjoyRespect to your picture tutorial. The authors. CC BY-SA


Google Maps photo upload Tutorial for Kids. The authors. CC BY-SA


Know enjoy watching your pictures in Google Maps and upload your post to your school webpage or classroom blog!

Your learning progress

Listen to all your group recordings inOBS STUDIO to review your progress in this topic. Well done!!!

One hundred. Geralt. Pixabay. CC0

Guidelines for teachers

Methodology, timing and attention to diversity

This resource is one of the five OER (Open Educational Resource) part of the project Real Life English.

  • OER 1: Bright ideas.
  • OER 2: Breaking news.
  • OER 3: Sightseeing is cool.
  • OER 4: Tastes of the world.
  • OER 5: Playing time.

Our purpose is to compensate the inequality regarding opportunities to interact in real English speaking situations in their daily life context. Bring the outside world into the classroom by means of realia, that is, real material not designed for teaching, but for fostering a global and significant learning by providing contextualization, motivation and awareness of the language usefulness for students.

Our project was created following the Guide for creators of Open Educational Resources by the EDIA project (promoted by the Cedec). It is designed to be applied in the subject of English as a second language in the 5th and 6th level of Primary Education. It focuses on a Project Based Approach, as students will first activate their previous knowledge and learn through discovery by developing different tasks to end up with a project.

This methodology is active (using ICTs and audiovisual materials as well as fostering the students constant reflection and discussion) and flexible to be adapted to the students needs and the class circumstances in relation to the tasks, time and groupings, contributing this way to attention to diversity.

This OER is divided in 8 main parts, each of them contains several tasks which can be worked independently. Although they are thought to be developed in one session each part, the time can be adapted depending on the level of detail required on each task. Some of them can need previous work and others can need to be finished in following sessions. Every OER follows the same structure:

  • Part 1: Students instructions.
  • Part 2: Activating curiosity and previous knowledge.
  • Part 3, 4, 5 and 6: developing tasks.
  • Part 7: Group project and progress self-revision.
  • Part 8: Teacher guidelines.

For each activity a different type of grouping is suggested by means of the following logos (explained in the students instructions). 

TIME FOR ... teamwork

Teamwork team. Geralt. Pixabay. CC0

TIME FOR... all class work


Blackboard. OpenClipart-Vectors. Pixabay. CC0

TIME FOR... individual work


Girls read. Kidaha. Pixabay. CC0

TIME FOR... pair work


Chalkboard blackboard. Prawny. Pixabay. CC0

Most of the work will be in teams, as the basis of the project is cooperative learning because of the multiple benefits it implies from the point of view of attention to diversity as well as motivation and creativity, among others. (See EL PROGRAMA CA/AC (“Cooperar para Aprender / Aprender a Cooperar”) PARA ENSEÑAR A APRENDER EN EQUIPO. Implementación del aprendizaje cooperativo en el aula. Pere Pujolàs and José Ramón Lago). Nevertheless there will also be some time for class work, pair work and individual work as they complement teamwork to help the student's development from a global perspective.

Objectives

Our goal is to reach an integrated communicative competence as well as an intercultural awareness that help students realize, understand and value the acquisition of the English language.

For this purpose the four language skills (listening, speaking, reading and writing) will be worked in an integrated way, as it happens in real life. Students will interact with authentic material to bring the learning process as natural as possible.

At the end of the project the students will have worked on the following aims:

  • Knowing and using vocabulary regarding the UK tourism, transport, maps, tourist attractions, typical clothes and festivities.
  • Asking for tickets, time and directions and following them using the present simple of some verbs.
  • Interacting with certain autonomy when having a conversation and giving opinion.
  • Cooperating and sharing feedback with other students.
  • Recording and being aware of their own progress.
  • Becoming familiar with cultural aspects and developing an intercultural awareness.
  • Interacting with real English material and becoming aware of this language usefulness.

Learning standards and Key competences (LOMCE) - common to the 5 OER

The following learning standards and key competences are based on the LOMCE (Organic Law 8/2013, 9th December), more concretely on the Decree 105/2014, 4th September, that establishes the curriculum for Primary Education in Galicia.

These standards correspond to the curriculum of the English subject in the 5th level of Primary Education.

PLEB1.1. Comprende o sentido global e a información máis importante de textos orais, con estruturas coñecidas e léxico de uso cotiá adecuados á súa idade, procedentes de medios audiovisuais ou da Internet.

PLEB1.3. Identifica a información máis relevante en interaccións orais nas que participa que traten sobre temas familiares procedentes de diferentes medios de comunicación e da Internet.

PLEB2.1. Participa de forma activa en situacións reais ou simuladas de comunicación, previamente preparadas e ensaiadas, sobre temas do seu interese, sobre persoas da súa contorna inmediata, cunha pronuncia e entoación comprensibles.

PLEB2.4. Produce textos orais propios, sinxelos e breves (p.e. cancións, conversas telefónicas, dramatizacións) utilizando distintos soportes multimedia.

PLEB3.2. Comprende a idea principal dun texto escrito sinxelo, con apoio visual, procedente dos medios de comunicación adaptados á súa competencia lingüística e acorde coa súa idade. 

PLEB4.4. Amosa interese polo uso guiado das TIC para producir textos e presentacións e transmitir información escrita. 

PLEB4.6. Produce mensaxes escritas breves: notas e avisos, instrucións ou normas, cartas, felicitacións, carteis, folletos, cómics o descricións de lugares, gustos ou afeccións.

PLEB5.1. Identifica aspectos básicos da vida cotiá dos países onde se fala a lingua estranxeira (horarios, comidas, festividades…) e compáraos cos propios, amosando unha actitude de apertura cara ao diferente.

PLEB5.2. Participa en actividades de aprendizaxe individuais e colectivas, respecta as ideas dos e das demais e contribúe ao traballo en grupo.

PLEB5.15. Compara aspectos lingüísticos e culturais das linguas que coñece para mellorar na súa aprendizaxe e lograr unha competencia integrada a través de producións audiovisuais ou multimedia e de manifestacións artísticas.

PLEB5.14. Comprende e usa adecuadamente o vocabulario necesario para participar nas interaccións da aula ou fóra da aula, ler textos próximos á súa idade e escribir con léxico traballado previamente.

Contribution to the development of the seven Key Competences:

  • Competencia en comunicación lingüística:

É a competencia máis directamente relacionada coa aprendizaxe dunha lingua e que, como mencionamos anteriormente, a nosa meta é alcanzar unha competencia comunicativa integrada.

Por isto, traballaremos todas as destrezas da lingua, comprensión e expresión oral, e comprensión e expresión escrita, priorizando a súa interrelación, pois é así como aparecen nas situacións reais de comunicación, e non de manera illada.

Ao longo de todas as secuencias didácticas propiciaremos non só a comprensión e expresión unilateral, senón tamén a comunicación bidireccional con outros interlocutores.

  • Competencia matemática e competencias básicas en ciencia e tecnoloxía:

Traballaremos nocións espaciais (direccións), temporais (hora, secuenciación), conceptos matemáticos básicos como os números e os símbolos (diñeiro) así como o razoamento lóxico.

O traballo a través de textos informativos relacionados co mundo físico tamén permiten coñecer mellor os elementos da natureza e a influencia e as relacións que manteñen os seres humanos co espazo no que viven.

  • Competencia dixital:

Partimos da base de que o propio proxecto é un recurso dixital (elaborado con eXeLearning) e será visualizado na PDI da aula ou nos ordenadores individuais.

Ademais fomentaremos as destrezas para a busca, seleción e comprensión da información a través de medios dixitais e o uso de Internet.

Incluiremos tamén actividades a realizar con diversas ferramentas de Internet como Google Slides, Google Docs ou OBS Studio.

  • Competencias sociais e cívicas:

A lingua é a base da comunicación entre os seres humanos, polo que é dende esta área onde se pode contribuir fácimente ao desenrolo desta competencia básica, entendida como o conxunto de habilidades necesarias para a conviencia.

Deste xeito, que os nenos/as apredan a comunicarse cos demais e a comprender o que os demais lles trasmiten é fundamental para a súa formación como seres sociais, o que potenciaremos a través do traballo colaborativo para a realización dos proxectos.

O contacto con outras realidades diferentes á súa facilita tamén a erradicación de prexuizos e imaxes estereotipadas, que se interrelaciona coa seguinte competencia, a cultural.

  • Consciencia e expresións culturais:

Esta área inclúe especificamente un achegamento a manifestacións culturais propias da lingua e dos países nos que se fala. Traeremos o mundo exterior á aula e propiciaremos a inmersión na linguaxe, tradición e cultura no mundo de fala inglesa.

Por outra banda, queremos facer ao alumnado consciente da verdadeira utilidade da lingua estranxeira como instrumento de comunicación e de acceso á información, que lles permita comprender os elementos sociolingüísticos e culturais que condicionan aos falantes da lingua estranxeira e que informan de outras maneiras de ver, entender e apreciar o mundo.  Poderán así alcanzar unha consciencia intercultural que lles permita comunicarse  con certa sintonía cultural.

  • Competencia para aprender a aprender:

A aprendizaxe colaborativa é unha ferramenta moi potente no desenvolvemento desta competencia posto que permite que todos sexan á vez docentes e discentes. Se os equipos están compostos por membros con diferentes estilos de aprendizaxe, diferentes puntos fortes e débiles e diferentes personalidades calquera tarefa se convirte nunha experiencia completa para eles. Non soamente adquirirán diferentes estratexias de aprendizaxe senón a transmitir os seus coñecementos e axudar aos demais, o que supón unha doble aprendizaxe para eles.

Por outra banda, tamén adquirirán destrezas dixitais para a busca, seleción e comprensión da información, mediante o uso de Internet, de ferramentas de Google (Maps, Docs…), Office e outras online como Voki ou Match the Memory.

  • Sentido de iniciativa e espírito emprendedor:

Tódalas secuencias didácticas plantexadas baséanse nunha aprendizaxe por descubrimento guiado que remata coa tarefa final, que é un proxecto colaborativo, fomentando así a autonomía, o espírito crítico, a iniciativa, a poñerse no lugar dos outros e a decidir entre varias cuestións.

Ademais o recurso “Bright ideas” xira arredor de iniciativas que cambian o mundo para fomentar o camiño do emprendemento entre o alumnado.

Hardware resources

You can easily adapt the activities to your classroom requirements either you have:

- A computer or tablet per student.

- A computer per group.

- Digital Whiteboard per class.

In the last two cases you will need to print the individual activities or do them as a group.

You will also need microphones, headphones and speakers.

Digital resources

All along the resource we are going to use the following programmes and websites:

-  Google Slides for presentations (you need to create a Google account for all the class).

Google Slides Tutorial for Kids. The authors. CC BY-SA

- OBS Studio to record the daily progress (it is an open source free software and you need to download it first).

OBS Studio Tutorial for Kids. The authors. CC BY-SA

- Google maps to locate places.

Google Maps Tutorial for Kids. The authors. CC BY-SA


- The Travel Enjoy Respect Campaign an initiative created for the International Year on Sustainable Tourism for Development, 2017 (Accessed on 10/05/2018).

Assessment

All along the resource three different types of evaluation will be integrated, depending on the moment:

  • Initial evaluation: at the beginning to analyse the previous knowledge.
  • Formative evaluation: through the different tasks during all the sessions to see the progress.
  • Final evaluation: at the end with the final project to see the results.

 

The evaluation instruments will be:

  • Self-evaluation and co-evaluation: self correction of tasks, sharing correction with the classmates, group or individual reflection after a task, recording and critical listening of their work, among the main strategies. Depending on the task, a different type of evaluation is suggested by means of the following logos (explained in the students instructions):

TIME FOR... feedback


Feedback confirming. Geralt. Pixabay. CC0

 TIME FOR ... daily progress

Success Gradual. Geralt. Pixabay. CC0

100 % completed


One hundred. Geralt. Pixabay. CC0
  • Direct observation.
  • Final project and rubric to evaluate it. This activity is distinguised by this logo:

TIME FOR ...

Poject group team. Geralt. Pixabay. CC0

Find attached the Rubric to evaluate the final project.

Licensed under the Creative Commons Attribution Share Alike License 4.0