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THE UNIVERSITY OF THE WEST INDIES

DIPLOMA IN EDUCATION

SECTION B

 TASK ANALYSIS

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TEACHER: Ms. Heather Richards

SCHOOL: Debe Secondary School DATE: 11th Jan., 2018

FORM: 5G No. of students: 16 students

Time: 70 mins (double period).

UNIT PLAN: Tourism

TOPIC OF LESSON: Introduction to tourism

PRE – KNOWLEDGE: Students have experience as tourists and have been exposed to the

different reasons people travel.

OBJECTIVES: Students should be able to:

1. Differentiate between a tourist and a visitor. (Cognitive-Analyzing)

2. Demonstrate the ability to distinguish between the different types of tourism using a

concept map. (Cognitive-Analyzing)

3. Classify the different types of tourists.(Cognitive-Understanding)

4. Participate in a class discussion on the reasons people travel. (Affective-

Responding)

5. Appreciate domestic travel as part of our daily leisure activities. (Affective-

Valuing)

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ACTIVITY CHART:

OBJECTIVE TEACHING STUDENT ASSESSMENT TIME


STRATEGY ACTIVITIES
1. Differentiate Class discussion Students will Students will be 15mins
between a tourist on the reasons record their given a worksheet
and a visitor people travel after travels and consisting of two
which students participate in columns; one
will record their class discussion labeled ‘tourist’
visits and travels and the other
over the past year ‘visitor’ and will
under the be asked to list
headings ‘where the similarities
visited’, reason and differences
for travel’ and between the two.
‘duration of stay’
2. Distinguish GROUP A planned Concept map: 30mins
between the ACTIVITY depiction of an Students will be
different types of Students will be assigned type of asked to create a
tourism divided into 4 tourism presented concept map that
groups of 4 as a skit using depicts each type
according to the role play. of tourism and its
different types of Students will be main components.
tourism with required to use
teacher their creativity
monitoring. and experience to
portray scenarios
that their peers
would interpret in
order to
distinguish the
type of tourism
being portrayed.
Case Study:
Students will be Students will Essay writing-
3. Classify the given case studies complete the case Students will be 15mins
different types of with different study exercise asked to write a
tourists travel scenarios 300 word essay
and will be categorizing the
required to different types of
identify the type tourists. In the
of tourist/s in essay students
each case would be required
to compare and
contrast each type
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of tourist using
appropriate
examples.

At the end of this session students will be able to demonstrate communicative verbal and

auditory skills in a meaningful context that is familiar to them through small and whole group

discussions and activities. They would also be able to cooperate with others in small groups and

improve their presentation skills through role play.

This task analysis targets role play that connects with objective two (2) that is located in the

middle of the activity table. The second objective of the lesson is to enable students to

distinguish between the different types of tourism. Role play was chosen for testing their ability

to do so because it links subject content to real life context that allows students to become

interested in dialogue which may boost their presentation skills and enhance group interaction.

Justification: This task is important because it creates an opportunity for students to explore the

different types of tourism within a real world context using their experience as travelers and

tourists. As Van Ments (1983) explains role play allows students to see the relevance of what

they are doing and this increases their ability to relate to the context used within the content. It

creates an opportunity for the teacher to act as a facilitator by providing the topic and guidelines

while allowing students the independence to direct how the role play is executed.

Strategy: Role play integrates the cognitive, affective and psychomotor skills of students.

Although the primary focus for this task is on the cognitive skill of analysis because students are

required to distinguish between the different types of tourism, it is important that all three

domains of learners are engaged to ensure the learning strategy is aligned with the whole child

approach in education.

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Analysis: Role play facilitates a constructivist approach to learning that allows students to use

their prior knowledge and experience from their personal travels both locally and abroad and the

travels of relatives to construct their own meanings and understandings the different types of

tourism. Through the social activity of role play students will be able to take ownership of their

own learning as they use personal experiences to portray the type of tourism their group is

assigned while utilizing language, communication and sub skills such as pronunciation and

intonation during their presentations. Sub-skills such as listening for gist and specific

information will also be utilized and developed when students view the presentations of their

peers and attempt to distinguish the type of tourism they were assigned. By allowing students to

physically engage in the lesson through role play that utilizes personal experiences, students will

be able to create and apply their knowledge as they build interest in the topic and develop their

critical thinking skills as they distinguish between the different types of tourism.

TASK ANALYSIS OF ROLE PLAY

STEP 1: Students will be randomly placed in cooperative small groups

STEP2: Each group will randomly select a type of tourism to present in a role play

STEP 3: Groups will be given a handout containing the instructions and rubric for the role play
that the teacher will briefly explain (e.g.

- use your personal travels and pre-knowledge of the different reasons people travel to depict
your assigned type of tourism.

- use cues, language and gestures that do not overtly reveal the type of tourism assigned.

-during presentations of other groups listen for the gist of what is being portrayed in order to
create a concept map distinguishing between the different types of tourism at the end of the
session .

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-marks will be allotted for creativity (5), content (10), presentation (5), evidence of cooperation
(5) and communication skills (5)

STEP 4: Three (3) minutes will be allotted for each group to brainstorm, create a scenario and
characters that depict the different types of tourism

STEP 5: Groups will be allotted five (5) minutes each to present their role play

STEP 6: During role play actors will assume the role of their characters and use relevant
language, vocabulary and cues related to the type of tourism assigned

STEP 7: Students will act their scene in a logical sequence

STEP 8: The audience will listen to and interpret each presentation to determine and record the
type and characteristics of tourism portrayed by each group

STEP 9: Teacher will engage the whole class in a discussion of each skit to (a) gauge whether
students correctly distinguished the different types of tourism and (b) make corrections if
necessary.