Tabla 1HOW

IS UGANDA?
EXPLANATION

CONTENT

NATURAL SCIENCE

conceptual

1.INTRODUCTION1

INTRODUCTION; THE VIDEO2

Firstly, an enjoyable introductory
activity to get into the subject. The
teacher will play a brief video which
shows some landscapes and animals of
Uganda. Through this short video we
will catch students' attention thanks to
its beautiful images. (5min)

SPEAKING IN BIG GROUP3

procedural

cognitive

LANGUAGE

metacognitive

-Know that in
Uganda are

-Compare
Ugandans

-Show interest
in the topic and

-Identify your
previous

some different

landscapes and

get motivated.

knowledge

landscapes and

animals with

animals.

Basque ones.

-Reflect on the
importance of
learning about

-Meaning of
landscape
concept

Once we have seen the video, we will

comment it together. The teacher will
ask students some questions to break
the ice: "Did you like it?", "Have you
recognised any animal? And the
landscapes?", "Have you seen any
differences with the Basque country?"
They will tell what they know about
Uganda and they will give their opinion
about what they have watched in the
video. In this way, they practise the

http://thepearlofafrica.pbworks.com/w/page/103271251/INTRODUCTION%60

http://thepearlofafrica.pbworks.com/w/page/103271251/INTRODUCTION%60

http://thepearlofafrica.pbworks.com/w/page/103271251/INTRODUCTION%60

Africa.

about the topic.

OF

FOR

THROUGH

*NOUNS

-Giving and
supporting an

*STRATEGY:

-Concrete nouns:
world, landscape
-Abstract nouns:

opinion:
I like...

country, culture

I think that...

-Proper nouns:

I would say that...

Continents: Africa
Countries:Uganda

Describing a

*PRONOUNS

scenery:

-Interrogative
pronouns (What,

Its...

which and why)

*VERBS
-Travel, go,

discover

It isnt...
There is...
There isnt...
There are...

-Learn how to

explain our ideas

speaking
(15min)

through a group activity.

The teacher has to execute an

important paper, because she or he has
to encourage students to take part in
the oral activity.

TIMING: 20min
PLACE: their classroom

*ADJECTIVES
-Poor

-Dangerous

There arent...

2.CLIMATE4
GENERAL EXPLANATION:

In this section, we will log in The Pearl of Africas pbworks website because we have the necessary material there. Beside, the pupils will work in groups of four and
they will use a computer to search the necessary information. The different parts of the exercise are designed for standard level students. Even though, the early-finishers
could be faster doing the part of the climate.

It is time to know about Ugandas climate. In this section, we will work with a climate chart which shows Ugandas climate features. We will need the Internet to go
into AEMET webpage, in order to search Pamplonas climate features.

TIMING:
-QUESTIONS & SEARCH: 30 min
-VOKI: 15min.
-MATCHING EXERCISE: 10 min

PLACE: their classroom

http://thepearlofafrica.pbworks.com/w/page/102111013/CLIMATE

First of all, we will start with some easy

questions. Does the temperature vary a
lot during the year? Yes/ No. Why?, Is
Uganda hotter or colder than Pamplona?

QUESTIONS & SEARCH

2.CLIMATE

FOR

*NOUNS

*STRUCTURE

-Search

-Reflect on

Pamplonas

the reason

rainfall .

climate
information.

of the
climate

Ugandas and
Pamplonas

differences
in different
places.

-Concrete:

rainfall,
temperature
,climate,
average.

climate.

http://www.aemet.es/en/eltiempo/prediccion/municipios/pamplona-iruna-id31201

rainy, wet,
dry.

*STRATEGY:
-Learn how to

Comparative/
superlatives:

use factual
information.

-It is colder

-Practise
answering

-It is hotter...

questions

*ADJECTIVE
-Hot, cold,

THROUGH

-The month
when rains
the most...

(learn the
sentence
structure).

30
min

GENERAL
EXPLANATION:

OF

of average

On the one hand, the Ugandas climate

chart shows the average rainfall. On the
other hand, AEMET provides extensive
information about Pamplonas climate. In
fact, it has daily information, rainfall
probability, min/ max temperature, etc.

metacognitiv
e

-The meaning

-Compare
The aim of this exercise is to compare
Ugandas climate with Pamplonas climate,
specifically the average rainfall. Then, a
graphic of the African countrys climate and
a national weather forecast website
(AEMET5) will be the material we will use
for this exercise. Having these reliable
sources of information,students, in small
groups of four, can compare the average
rainfall of both countries in order to answer
the following questions: Which is the
month when rains most in Pamplona?, Is it
the same as in Uganda?, Does it rain
more here or in Uganda? (look at the mm
that month in each country).

cognitive

JOURNAY3

procedural

PLACE: their classroom

conceptual

LANGUAGE

TIMING:

EXPLANATION

TIME

-SONG: 25min.

NATURAL SCIENCE

-READING PART: One

hour, starting the first
day after the listening
activities and following
the next day (60min.)

In this section, we will

first work with two
readings about different
tribes. In order to work
with the readings of the
Journey part, we will
use the smart
blackboard and open
the webpage. We will
work first the first one
(Basoga people), and if
we have time, we will
work with the second
(Bagisu). The second
writing is added mainly
for the early-finishers,
but we expect that we
will have time to read
both of them. We will
also have a third text,
explaining the
circumcision tradition,
which is much more
difficult. The activity of
this text is also difficult.
This last text is designed
for the native speakers
of each class. After
finishing learning about
different tribes culture,
we will do a more
practical activity,
learning a Ugandan song
in English and their
language.

CONTENT

The students should pay attention to the

"Rainfall probability" section!

VOKI

Finally, we will put the answers in common.

The students will listen to Remiras

explanation (a voki). The climate in
Uganda is mainly tropical and there are
two seasons during the year, the dry
season and the wet season.

-Know the

-Improve the

main

listening

features of
the dry

skills.

season and

-Could you
play it again?

down the

season of

volume?

Uganda.
MATCHING
IINGEXERCISE

5 min

-Turn up/

the wet

At the end, students will do a matching

exercise in order to relate images with the
dry season or the wet season.

*STRUCTURE

-Be able to
match the
images with
the correct
season.

10 min

3.LANDSCAPE6
GENERAL EXPLANATION:
This section has a lot of exercises and we have decided to divide it into two parts. It means, we will do it in two days. The first day, we will read the reading and will do the
exercise related to that; the first matching exercise, the key concepts exercise and the second matching exercise. In that way, we are going to work the reading skill.
Besides, we will check through the two matching exercises if the students have understood the readings content.
The second day, we will carry out some exercises in order to work the comparison between Uganda and the Basque Country. Even though, we will work countries features,
the students will show their Englishs skills. Actually, they have to use comparative and superlative forms to compare their countrys landscapes with Ugandas landscapes.
As the unit is uploaded in The Pearl of Africa PBworks website; students will use the Internet.

TIMING:
-MATCHING EXERCISE 1: 10 min
-WHAT DOES IT MEAN?: 20 min
-MATCHING EXERCISE 2: 20 min
-UGANDA vs. BASQUE COUNTRY: 30 min
-GEOGRAPHICAL FEATURES: 30 min

PLACE: their classroom

http://thepearlofafrica.pbworks.com/w/page/102098641/READING%20EXERCISE

INTRODUCTION (Reading activity)

3.LANDSCAPE

Taking into account that we are getting to

know Uganda, we have to identify what
landscapes are there.

Firstly, Remira will explain us what a landscape

is. In fact, it is an essential knowledge to
understand everything else. Then, she will give
us a short definition of her countrys
landscapes: the Savannah, the rainforest, the
river, the mountain range and the waterfalls.
It is a reading text.

TIMING: 1h 10 min

PLACE: their classroom

-Learn
-Develop

Ugandas

creative

landscapes:
Savannah,

skills in
order to

rainforest,

river,
Ugandas

mountain
landscapes

range and
waterfalls.

definitions)

imagine how

are (based
on

metacogni
tive
OF

-Hot, cold,
rainy, wet, dry,

small, big, huge.

FOR

-Concrete:

landscape,

savannah,

rainforest,

river, mountain
range and

waterfalls.

-Proper: The
Nile, Murchison

falls, the Lake

Victoria,

Rwenzori

Mountains...

*ADJECTIVES

PLACE: their classroom

cognitive

-SONG: 25min.

CONTENT

-READING PART: One hour, starting the first day after the
listening activities and following the next day (60min.)

SOCIAL SCIENCE

TIMING:

EXPLANATION

*NOUNS

In this section, we will first work with two readings about

different tribes. In order to work with the readings of the
Journey part, we will use the smart blackboard and open the
webpage. We will work first the first one (Basoga people), and
if we have time, we will work with the second (Bagisu). The
second writing is added mainly for the early-finishers, but we
expect that we will have time to read both of them. We will
also have a third text, explaining the circumcision tradition,
which is much more difficult. The activity of this text is also
difficult. This last text is designed for the native speakers of
each class. After finishing learning about different tribes
culture, we will do a more practical activity, learning a
Ugandan song in English and their language.

GENERAL EXPLANATION:

procedural

JOURNAY3

PLACE: their classroom

conceptual

-SONG: 25min.

-READING PART: One hour, starting the first day after the
listening activities and following the next day (60min.)

TIMING:

In this section, we will first work with two readings about

different tribes. In order to work with the readings of the
Journey part, we will use the smart blackboard and open the
webpage. We will work first the first one (Basoga people), and
if we have time, we will work with the second (Bagisu). The
second writing is added mainly for the early-finishers, but we
expect that we will have time to read both of them. We will
also have a third text, explaining the circumcision tradition,
which is much more difficult. The activity of this text is also
difficult. This last text is designed for the native speakers of
each class. After finishing learning about different tribes
culture, we will do a more practical activity, learning a
Ugandan song in English and their language.

How is
Ugand
a?
DESCRIPTION

TIME

LANGUAGE

THROUGH

MATCHING EXERCISE 1
WHAT DOES IT MEAN?
MATCHING EXERCISE 2
UGANDA vs. BASQUE
COUNTRY

-Be able to

Based on the landscapes definitions given by

Remira, the students should match the image
with the corresponding landscape. We will do
it altogether.

match the
images with

*NOUNS

*STRATEGY:

(the same)

-Find key
concepts to

the correct
landscape.

Once they have read landscapes definition, we

will work the reading exercise altogether in
order to understand some key words
(landscape names). We will provide them
some short definitions and they have to match
the word with the correct definition.

10
min

relate the
landscape with

-Identify

the correct

landscapes
features.

image.

-Be able to

-Learn the

match the

written name

words with
the correct

of the
different

definition.

landscapes in
Uganda.

*NOUNS

*STRATEGY:

(the same).

-Get an idea of the

20
min

definition and try

to relate with a
landscape.

*ADJECTIVES
-Large, high,
small.

The reading about landscapes has a tricky

glossary. Actually, some words are high level
vocabulary. The aim of this exercise is to learn
the tricky words that are underlined in the text
by matching them with their definitions.
They will work in groups of four, so they will
have a computer per group. Being four mates
in the group, they can help each other and
solve doubts.

-Identify the

-Be able to

unknown words

match the

(highlighted).

images with
the correct
word.

*NOUNS

*STRATEGY:

Concrete:
grassland,

-Deducing the
meaning of a

rainfalls, lake,

word through the

peak, drop,

context by check

shrubs,

umidity,

stre

am,
,

Once, students have known Ugandas

landscapes and their features; they will have
to compare them with Basque Countrys
landscapes through a table.
The exercise has to parts; a gap fill table and
a pair speaking activity.
In this table some natural features appear
(river, savannah, glacier, rainforest, water fall
and mountain range). Then, they will have to
choose if Uganda or the Basque Country has
any of these natural features (answering yes

-Know
Ugandas and

-Make use

Basque

knowledge

Countrys

to replenish

natural
features.

the table.

of their

the reading if
they are not able
to relate the

glacier

image with the

bedrock.

*NOUNS

correct word.
*STRUCTU
RES

*STRATEGY:

(the same as

-Are there

tables

before)

any?

-Proper:

-Yes, there
are.

information to
formulate the

-Concrete:

20
min

-Check the

question.

30
min

or no). Besides, they will have to specify giving

the name of these natural features. For
example, river Uganda: The Nile/ The
Basque Country: Ebro.
Once finishing the table, they will write two
phrases and do speaking in pairs.

-Know how

Continents

Environmental

to use

Africa, Europe.

awareness.

landscapes

-No, there
arent.

structure to
formulate their

da, the Basque

Country.

conversatio

example
question

Countries:Ugan

vocabulary
in a

-Copy the

questions.

n.
To end up with the Landscapes section,
students will compare both countries natural
features mentioned in the previous exercise.
The aim of this exercise is to use the
comparative form. We will give them an
example, as always, to help them: Ex. Africa
is bigger than the Basque Country.

-Know
Ugandas and
Basque
Countrys
natural
features

GEOGRAPHICAL FEATURES

mentioned in
the previous
exercise.

-Be able to
form a
comparative
sentence.

-Realise of

countries
difference
s.

*NOUNS

-Abstract:
-Concrete:
landscape,
river, savannah,
glacier,
rainforest,
water fall and
mountain range.
-Proper: The
Nile, Murchison
falls, Rwenzori,
Ebro, Riberas
area, Xorroxin,
Pyrenees.
Continents:
Africa, Eurpe.
Countries:Ugan
da, the Basque
Country.

*STRUCTU
RES

*STRATEGY:

-...is bigger
than...

tables
information to
formulate the
comparative
sentence.

-...is
smaller
than...

-Check the

-Copy the
comparative
structure of the
example to
formulate yours.

30
min

4.ANIMALS7
GENERAL EXPLANATION:
This section has a lot of exercises and we have decided to divide it into two parts. It means, we will do it in two days. The first day, we will read the reading and will do the
exercise related to that; the two matching exercises. In that way, we are going to work the reading skill. Besides, we will check through the two matching exercises if the
students have understood the readings content.
The second day, we will carry out some exercises in order to put into practise the learned vocabulary. The students will show their Englishs skills, because they have to
write a descriptive text where they should use descriptive adjectives and animals vocabulary. As the unit is uploaded in The Pearl of Africa PBworks website; students will
use the Internet.

TIMING:
- READING EXERCISE: 20 min
- MATCHING EXERCISE 1: 15 min
- MATCHING EXERCISE 2: 20 min
- DESCRIBE YOUR FAVOURITE ANIMAL: 40 min
- RIDDLE, RIDDLE...: 20 min
PLACE: their classroom

http://thepearlofafrica.pbworks.com/w/page/102098596/ANIMALS

DESCRIPTION

How is
Uganda
?
EXPLANATION

CONTENT

TIM
E

SOCIAL SCIENCE

conceptual

procedural

cognitive

LANGUAGE

metacognitiv

OF

FOR

THROUGH

-Know some

-Understand

animals that

the content f

live in

the text.

Ugandas
landscapes.

*NOUNS

*STRATEGY:

-Abstract:

-Read the text

biodiversity

once, slowly.
Then, read it

-Concrete: animal,

(Reading exercise)

TIMING: 1h 15 min
PLACE: their classroom

crane

words you dont

understand.
-Ask the teacher
explanations.

animals and
their

images with
the correct

characteristi

animals

c.

name.

http://thepearlofafrica.pbworks.com/w/page/102098596/ANIMALS

( the same)

-In case you need

help; read

*ADJECTIVES
(the same).

15
min

animals

descriptions
again,

GENERAL
EXPLANATION:

match the

*STRATEGY:

JOURNAY3

different

*NOUNS

PLACE: their classroom

-Be able to

-SONG: 25min.

-Learn

-READING PART: One

hour, starting the first
day after the listening
activities and following
the next day (60min.)

The students have to match the images with

the correct animals description. This
exercise is, basically, to check if they have
understood the reading. As it is easy, they
will do it alone.

highlight the

gorilla, buffalo,
oribi, kob, hippo,
grey crowned

20
min

again and

elephant, lion,

TIMING:

Remira, our African friend, will talk about

some usual animals of the country. This
reading activity is a descriptive text where
animals features are described. The objective
of the exercise is to practise the reading
skill. The teacher will read it aloud, and then
students will read it for themselves in
silence.

In this section, we will

first work with two
readings about different
tribes. In order to work
with the readings of the
Journey part, we will
use the smart
blackboard and open
the webpage. We will
work first the first one
(Basoga people), and if
we have time, we will
work with the second
(Bagisu). The second
writing is added mainly
for the early-finishers,
but we expect that we
will have time to read
both of them. We will
also have a third text,
explaining the
circumcision tradition,
which is much more
difficult. The activity of
this text is also difficult.
This last text is designed
for the native speakers
of each class. After
finishing learning about
different tribes culture,
we will do a more
practical activity,
learning a Ugandan song
in English and their
language.

MATCHING EXERCISE 1

4.ANIMALS8

INTRODUCTION

MATCHING EXERCISE 2

This matching exercise is to clarify

vocabulary doubts. There are some greenhighlighted words in the reading text. Those
words are unknown for students, and then
the aim of the exercise is to know them.
They should match the highlighted word with
the correct image. The majority of the words
are parts of the body of animals or
descriptive adjectives. They will do the
exercise in pairs, because it has a level of
difficulty (new vocabulary).

-Learn the

-Be able to

parts of the

match the

*NOUNS

*STRATEGY:

body of the

images with

-Abstract:

-In case you need

help; read

animals.

the correct
animals

-Concrete: trunk,

name.

feathers, horns,
finger prints, fur,

20
min

animals

tusks, wings,

descriptions
again,

hooves.

*ADJECTIVES
-Slender-legged,
reddish-brown,

DESCRIBE YOUR FAVOURITE ANIMAL

four-legged.
Now, a writing that they will do alone. They
have to describe their favourite animal in ten
lines. They will write the description in a
paper, but they cant write the animals
name.
They can use some vocabulary learned
before, in order to describe animals parts of
the body.

-Use the new

vocabulary
they have
learnt:
animals parts
of the body,
adjectives...

-Think about
their writing
level and the
common
mistakes.

(the same)

*STRUCTURE
S
-My favourite
animal is

*STRATEGY:
-Think your
favourite animal
and write the
main features of
it.

-It has got...

-It hasnt
got...

-Write the
description text,
using new
vocabulary.
-Read your
writing and
review your
mistakes.

40
min

RIDDLE, RIDDLE...

To finish with this section, we have design a

funny activity. The riddles, in pairs they have
to guess what the favourite animal of their
classmate is.
The students will read his animals
description, loudly and the classmate has to
make questions to deduce the animals
name.
It is a speaking and listening activity;
meanwhile one person is reading the text
loudly, the other is listening to him/ her
mate.

*STRUCTURE

*STRATEGY:

Use the

-Read slowly and

clearly.

correct
question

- Check the
pronunciation.

structure.

-The listener
should pay
attention to
his/her classmate.

-Has it got...?

20
min

LANGUAGE
Productive
Speaking

Receptive
Writing

Listening

Reading

HOW IS UGANDA?

-Responding short questions to test

-Writing a descriptive text about your

-Being able to understand day to day

-Understanding descriptive texts with specific content of the

their previous knowledge.

favourite animal. (use of descriptive

adjectives learned before).

speeches.

natural field:

-Speaking in pairs and listen to your

-Understanding teachers explanations

classmates opinion.

and commands.

-Giving opinions and supporting them

-Understanding a more complex

with reasons. (Uphold ones ideas).

listening, such as Remiras speeches.

-Asking for help with unknown words

and readings difficulties...
-Making polite requests: Could you turn

up the volume?

Technical words: climate, rainfalls, landscape,

rainforest, savannah...
Adjectives: huge, dry, wet, plain, rainy...
Adverbs: normally, never
Time indicators: In the dry

season.../when/after/during
The comparative and superlative forms: Africa is
bigger than the Basque Country. , The Nile, the
longest river in the world....
Short sentences formulation:"A landscape is an area
of land that has some particular characteristics.

Verbs tenses: simple present or past simple:It is a

dry area because there usually doesn't rain.
-Asking for help if they dont understand readings sentences.

TABLA 2 WHO LIVES THERE?

EXPLANATION

CONTENT

SOCIAL SCIENCE

1.INTRODUCTION9

conceptual

The teacher will introduce the

topic by giving them the
example of her experience in
Uganda. She will use a power
point with real photos and
information about the country
such as where is located and
which ones are the most
important geographical
features. She will also give
them a specific example of a
town, explaining how they live
there. The aim of this acitvity is
to motivate them to learn more
about Uganda.

procedural

-Location of
Uganda

metacognitive

-Reflect on the
importance of

-Rise awareness
about their lack

learning about

of information

Africa.

of the topic.

-Main and general

characteristics of

OF

FOR

*NOUNS

*STRUCTURES

-Concrete nouns:

-Discussing in

National Park,
farmer, huts,
bricks, grass

groups:

Uganda

-Identify your

-Abstract nouns:

(geographical
fatures, culture...),

previous
knowledge

East, North...

contextualization

about the topic.

After the oral presentation we

will make them some questions
(to all the group) to get to know
how much do they know about
the topic. The questions are in
the end of the power point.
As a conclusion, we have to
explain why is this topic
important and raise awareness
about their lack of information of
the topic.
We will do this
through a group discussion in
which
we
will
ask
them
something like: have you ever
learnt something about this in

cognitive

LANGUAGE

http://thepearlofafrica.pbworks.com/w/page/102128044/INTRODUCTION

-Proper nouns:
Continents: Africa
Countries:Uganda
*PRONOUNS
-Interrogative
pronouns (What,

which and why)

*VERBS
-Travell, go, visit,

learn,
*ADJECTIVES
-Dangerous, poor,

big, shy

You are right but

I agree/dont
agree
I dont think so
-Asking for
imformation:

What do you
mean?, What
means...?, I dont
understand...
-Giving and
supporting an
opinion:

I think that, I
would say that
...because

THROUGH

the school? Do you think it is

important? Why?

TIMING: 20min
PLACE: their classroom

2.TRIBES10

-Meaning of the
First of all, we will present to
our students our Ugandan
friend: Remira. She will be our
guide in our travel around
Uganda. Before we start the
journey, she will ask us what
we know about tribes. Students
will listen to two voki listenings
where Remira explains what
this concept means. We are
going to hear the excerpt three
times. The first time we will try
to understand what she is
saying. Then, they will listen to
it again while we try to do the
activity of filling the gaps. They
will have another chance to
finish it if they need it.

tribe concept

-Society
organization. Get
to know how other
societies and
cultural identities
are organized.

-Abstract: tribe,

culture, marriage,
rules, journey
-Concrete:

ancestor
-Proper: Baganda,

Basoga...
*ADJECTIVES

-Learn some of the

names of Ugandan
tribes.

TIMING: 30min
PLACE:their classroom

3.JOURNEY3
GENERAL EXPLANATION:

10

*NOUNS

http://thepearlofafrica.pbworks.com/w/page/102128434/TRIBES

Ethnic, indigenous,
traditional

*STRUCTURES
-Could you play it

again?
-Can you switch
off the light?
-Turn up/ down the
volume?

*STRATEGY:
-Learn how to do a
filling gaps
activity: identify

the words we need

to fill the gaps in
the speech,
recognize them
and remember
their written
spelling.

In this section, we will first work with two readings about different tribes. In order to work with the readings of the Journey part, we will use the smart blackboard and
open the webpage. First, we will work the first one (Basoga people), and if we have time, we will work with the second (Bagisu). The second writing is added mainly for the
early-finishers, but we expect that we will have time to read both of them. We will also have a third text, explaining the circumcision tradition, which is much more difficult.
The activity of this text is also difficult. This last text is designed for the native speakers of each class. After finishing learning about different tribes culture, we will do a
more practical activity, learning a Ugandan song in English and their language.

TIMING:
-READING PART: One hour, starting the first day after the listening activities and following the next day (50min.)
-SONG: 25min.
PLACE: their classroom

3.1.BAGANDA12

3.JOURNEY11

The first time, we will read

the text all together from
the web and explain the
most difficult sentences
and vocabulary ( the one
that is in the column of
language of). Then, we will
make the first activity all
together. After that, they
will open their tablets,
access to the page and
read in pairs the reading
again. After reading
carefully the text they will
do the activities related to
each text in pairs. Those
activities are going to be
in a word document: they
will need to open the word
document that is in the
webpage to do the
activities. In the title of
the document they have to
write the names of the
member of the group. The
title of the document will
be: JOURNAY ACROSS
UGANDA.
Those activities are
planned in a specific way:
they try to rich different
understanding levels, from
having a general idea of
each paragraph through
the skimming strategy in
the first activity; to
scanning the text and
answering some questions
that make them find out
the difficult concepts of
the text and have a better
understanding. We can
explain those strategies to
them so that the practise
them consciously.

-Localization of

-Search for

-Identify some

*NOUNS

*STRUCTURE

*STRATEGIE

Buganda

information on
the Internet to

components as
cultural and

-Concrete nouns:

Sharing

-Skimming.

answer simple

traditional

information:

questions in the

components: the

culture quiz.

language, the

king, kabaka,
entongoly, ennanga,
drums, lyre,
costumes, beer,
monarchy

-Learn some
typical Bagandan

traditional music,
dances and the

cultural
characteristics
such as
instruments, the

-Improve the
reading-

flag, the costume

understanding

colours, name of

strategies.

the language and

kings name.

traditional
customs.

-Proper nouns:

Luganda, Buganda,
Baganda

(reading

-What did you

write in the
question...?
-What do you think
about...

*ADVERBS
-Nowadays
* PRONOUNS
-Interrogative
pronouns: what

kind? Who? How?

Where?
*VERBS
-Rule, boarder,

praise
*ADJECTIVES
-Colourful, well-

known, local, round

shaped, traditional,
central, handmade,
autochthonous,
common

-Scanning.

Asking for
clarifications:

-What does....
mean?
-How do you
spell...?

understanding)
-Answering short
written questions.

3.2.BASOGA LINK13

We will work with the

second reading in the
same way and with the
same classmate. First, we
will read it all together and
do the first activity. After,
they will continue in the
word document they have
already opened where
they will also find the
activities from the second
text. The activities follow
the same sequence and
have the same language
level, or probably a little
bit lower.

-Localization of

(the same as

-Identify some

Basoga

baganda)

components as
cultural and

-Learn some

traditional
components: the

characteristics of
Basoga tribe:

traditional music,

language,
instruments and

language, the
dances and
festivals.

dance.

*NOUNS
-Concrete: hip,

waist, female,
bounder, kingdom,
court, female...
-Proper: Lusoga,
Busoga, Bantu,
Basoga
*VERBS

-Understand the
term monarchy and
kingdom.

To lead, gyrate
*ADVERB:

Vigorously
* PRONOUNS
-Interrogative
pronouns:How

many..?

11

http://thepearlofafrica.pbworks.com/w/page/101861869/wholivesthere

12

http://thepearlofafrica.pbworks.com/w/page/101970025/BAGANDAPEOPLE

13

http://thepearlofafrica.pbworks.com/w/page/102087157/BASOGAPEOPLE

(the same)

(the same as
baganda)

3.3.BAGISU14
4.1.CONCLUSION

4.PROYECT: CULTURE
14

We will ask the native

speaker to work with this
text. As long as he is a
native speaker, he will
already know all the
vocabulary and grammar.
Therefore, the aim of this
activity is to start teaching
him how to write a short
argumentative text by
giving some reasons to
support his ideas. He will
read the text and do the
activity, creating a short
argumentative text.

-Localization of

-Learn to give

-Reflect on the

Bagisu

reasons in order

celebration of

to support your

traditions or

opinion.

festivals that do
not respect human

-Most important
festival of Bagisu
people.
-Learn about the
ceremony: what it

-Giving opinions
and reasons:

However....

animals and the

On the one hand...

On the other...

it, when and how.

As a conclusion of the project, we will do the

first two activities of this part orally in
groups of four, discussing the meaning of
the word culture and what it involves. This
will take 10 min and after it, we will share
our conclusions with the class.

.... because....

But...

opinion about it.

is, who celebrates

*STRUCTURES

rights or damage
environment and
make their own

circumcision

*CONNECTORS

Anyway,...

-Compare

-Be aware of

*Writing short

the culture

their culture

their culture;

descriptive

concept

with the

identify the

sentences.

involves.

Ugandan
culture.

characteristic
s of their own
culture

characteristic
of the
tradition/cult

http://thepearlofafrica.pbworks.com/w/page/102116953/BAGISUPEOPLE

In my opinion...
From my point of
view...

Therefore...
Consequently....

-Learn what

-Which the

I would say...

(traditions,
-Learn to
work in teams

language,

*STRUCTURES

-In my opinion
culture is...
-The use of
copulative verbs:
San fermines is...

-The term culture

means...

-EXPLANATION:
After this activity, they will create a text in
groups of three or four. We are going to tell
them that they have to write a e-mail for our
Ugandan friend, Remira, and she is going to
show it in her school and, probably, their
students will answer it. In this e-mail they
need to explain some characteristics of the
Basque culture. So, in this activity they will
write an e-mail with that contains an
informative text.

4.2.WRITING

-PREWORK:
We will first explain that the aim of our
informative text is to give some real
information about a Basque Culture fact. We
have to underline that informative texts are
objective and give real information. We can
explain them some characteristics of
informative texts such as the use of technical
words, the use of the third plural person and
the spatial and temporal indicators. We will
use the informative texts that we have
already read to show them some examples of
those characteristics. As it is an informative
text, we will encourage them to find real
information about their topic on the Internet.
We will show them how to use the online
dictionaries if they need.
-BEFORE MAKING THE TEXT:
After we have explained what kind of text are
they going to create, we will give them the
specific task they have to do. The structure
they have to follow to write this text and a
clear and good example of this task are
specified in the website.There is also an
adapted task for the lower-level students
called example letter.

ure of any

and

traditional

country are.

cooperate.

components...)

-Learn about

-Search for

their own
culture.

information
online and

-Use of adjectives

second part of the

-Use of the plural:
we celebrate this...

choose a
reliable and
appropriate
resource.

The English we will

teach in the

-Use of the
present simple

-Use of spatial
indicators

section will depend

on the topic they
are going to
describe in their
e-mail. As long as
it is an open
activity, we cannot
set the language
that they will need
before they start
doing it.

4.3.PAIR EVALUATION

We will need to choose one text among all

of them, because we cannot send all to
Remira. Therefore, before they start writing,
we will have to agree on how the e-mails
are going to be evaluated. For that reason
we will show the Halloween txarra pdf
document, which is a bad example of a
descriptive text. We will ask them: is it a
good text? Why? Can you understand it?
And they will have to give their opinion and
some reasons. After that, we will compare
this text with Halloween ona and write
why the second text is better than the first
one. With those ideas, we will create a
template to evaluate the texts with the
quizmaker. We have a word explaining step
by step how to make one and we will also
show them an example of quiz that can be
used as an evaluation rubric of the website.
-AFTER WRITING THE TEXT
After writing their e-mails, each group
needs to present and defend their work in
front of the others, while their classmates
are going to evaluate in groups. We will
choose the best text according to the results
of the evaluation carried out by the different
groups of students in class.

TIMING: 2 lessons (100min)

PLACE:their classroom

WHO LIVES THERE?

-Answering easy questions to test

their previous knowledge.
-Discuss briefly about a topic (f.e.
what means culture?) using some
specific structures.
-Giving opinions and supporting them
with reasons.
-Asking for explanations, words,
meanings of words...
-Making polite requests: Could you play

-Writing a simple argumentative text

(just the native speaker) about a
complex topic.
-Writing a descriptive text (it has the
same characteristics we have defined
in the reading part).

-Understanding every-day speech.

-Understanding an easy narration about
the teachers experience.
-Understanding a more complex
descriptive-explanatory listening and
carrying out a filling gaps activity.
-Understand easy instructions about
how to do a task.

-Understanding complex descriptive texts that have:

it again?

Technical words: chordophone, instruments,

monarchy, kingdom, bounder, country, tribe...

Adjectives: Colourful, well-known, round shaped,
traditional, hand-made, autochthonous, common

Adverbs: vigorously, nowadays...

Passives, impersonal or the use of 3. Plural: During

their festivals they play...

Spatial indicators: In the East/North...
Short sentences: They speak in a language called
Luganda.

Verbs in simple present or past and copulative verbs

or link verbs: The kingdom of Buganda is... The

percussion is...

-Practicing their skimming and scanning skills.

-Answering questions to improve their reading understanding
skills.