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Title |
Las cosas necesarias para sobrevivir un desastre |
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Unit/Activity No. |
Natural Disasters/Activity 10 |
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Geographic Topic |
natural disasters |
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Language Topic |
weather, academic content |
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Language Function |
describe, make suggestions |
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Language Standard |
1.2, 1.3, 3.1 |
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Geography Standard |
15 |
| Step 1. | Before class prepare a handout and a transparency. Place students in groups of 4. Distribute one well-shuffled set of the 60 cards per group. |
| Step 2. | Through the play of the game, students are to collect all 15 of the items deemed necessary for basic survival in an emergency. Introduce the game to them: Van a recoger los 15 artículos de subsistencia que se deben tener al alcance inmediato para sobrevivir cualquier emergencia. |
| Step 3. | Place the transparencies of the game rules and vocabulary on the overhead. Review vocabulary for reacting and turn playing. |
| Step 4. | Have the dealer deal out 8 cards to each player. The remainder of the deck is set in a pile face down. The first player draws a card and discards one (presumably a duplicate card). The next player has the option to draw one from the deck (unknown) or to take the one from the discard pile (face up). The player then discards an unwanted card from his hand. Player 3 has the option of taking all the cards in the discard pile back to the one that she/he wants or to draw one from the deck. Player 3 then discards one unwanted card. The play continues. If the player whose turn it is does not want the card from the discard pile and draws from the deck, any player out of turn can say “auxilio” and take the card on top along with a card from the deck. The player whose turn it is then discards and the play continues. The first person to get all 15 cards, says “auxilio” and lays down the 15 cards and discards. The player must discard the 16th card to win. Any player who speaks in English loses his/her turn. |
Make a copy of the 15 cards for each student in the class. Make a complete game set of cards by combining four sets of 15 (= 60 cards total). Cut the cards apart for the card game, placing each set in an envelope.
Recycle the vocabulary on these cards, and incorporate some higher-level functions by using the cards as:
Survival game: Students form groups of four. Using only one set of cards for each group, have the students pick four cards at random from the face down pile. Each student has to declare which item he/she has and justify why he/she might be the only survivor on a desert island (or other place you make up), based on the other group members’ possessions.
Transparency 1
Objetivo: Coleccionar todas las cartas (15) para tener todos los artículos de necesidad en una emergencia.
| 1. | Distribuye 8 cartas a cada persona. |
| 2. | Pon la baraja, boca abajo, en el centro de la mesa y da vuelta a la primera carta en el montón de descartes. |
| 3. | El primer jugador recoge una carta de la baraja o del montón de descartes y descarta otra que no quiere. |
| 4. | El segundo jugador puede recoger de la baraja o de los descartes hasta la carta que quiera. Después, descarta. |
| 5. | El tercer jugador tiene las mismas opciones. Si cualquier otro jugador quiere el descarte después de que el jugador recoge de la baraja, puede gritar “auxilio” y puede recoger el descarte y también tiene que recoger una carta de penal de la baraja. |
| 6. | Todos siguen jugando hasta que un jugador ponga todas las 15 cartas, descarte una y diga “auxilio”. |
Transparency 2
Vocabulario útil
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la baraja |
¡Caray! |
¡Caramba! |
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distribuir/repartir |
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el montón |
recoger |
poner |
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¿A quién le toca? |
ganar |
perder |
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Me toca (a mí). |
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Te toca (a ti) |
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Le toca a (Andrés). |
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