Mª LUISA RIVAS

 The students are going to practise the “SEE, THINK, WONDER” routine using a picture of a really messy teen´s wardrobe:

https://www.dreamstime.com/stock-photography-messy-wardrobe-image23033772

As it is probably the first time the students do this kind of activity, I will model each of the steps for them. I want to make them feel self-confident and do not focus on mistakes so much from the very beginning of the activity (scaffolding).

All through the activity, I will provide any new word they may need, provided I know it. If it happened that I did not know it, we would use a dictionary, which would come in handy to give them a little practice on dictionary word searching.

During the “SEE” part, I will just write new words on the board if students demand it.

Throughout the “WONDER” part, I will write down the questions as being asked without correcting the students on the spot, so that later we can go back and revise the question formation.

Then, taking turns by putting their hands up, they are going to

1) SEE:

brainstorm what they can see: I see socks. (…)

2) THINK:

I think it is a girl´s room. (…)

3) WONDER:

Does she like dark colours? (…)

And if the students feel confident to continue, they will try to connect it to their own experience:

4) CONNECT:

My sister never puts her slippers away.

***WEAKER STUDENTS: A) I will provide written support for weaker students: 1) List of vocabulary with the translation or picture. 2) Model sentences for the “THINK” and “WONDER” sessions. 3) Students will be given a short text describing a bedroom. They will have to circle the more appropriate word which describe their won bedrooms. ***STRONGER STUDENTS: Students will write a paragraph about their own bedrooms and habits. (40 words)