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Week 3 Assignment: Personal Introductions

1. Students will work in pairs to introduce themselves to each other as if meeting for the first time, asking and answering personal questions. 2. They will prepare a 1-minute presentation using vocabulary and grammar from weeks 1-3, such as greetings, nationalities, name, age, origin, and contact information. 3. Students will record their introduction dialogue and share the video or link along with their names and photos.

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Eduardo Zarate
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442 views3 pages

Week 3 Assignment: Personal Introductions

1. Students will work in pairs to introduce themselves to each other as if meeting for the first time, asking and answering personal questions. 2. They will prepare a 1-minute presentation using vocabulary and grammar from weeks 1-3, such as greetings, nationalities, name, age, origin, and contact information. 3. Students will record their introduction dialogue and share the video or link along with their names and photos.

Uploaded by

Eduardo Zarate
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • Week 3 - Task: Assignment - How old are you?

Week 3 - Task: Assignment - How old are

you?

[Link]

Members:
[Link] Augusto Zarate Bobadilla
[Link] Alexander Juárez Ramírez

1. Outcome
Through this activity, students introduce themselves to someone they don´t
know and share personal information using the grammar and vocabulary learned
in Weeks 1 to 3.
 

2. Description

 Step 1: Collaborative work (get into pairs).


 Step 2: Check this week’s study material and your sessions’ notes.
 Step 3: Prepare a 1- minute presentation with your partner.
o Situation: Imagine you are meeting a new foreign friend for
the first time. Your partner is your new foreign friend.
Introduce yourself to him/her. Ask and answer personal
information questions to each other.
o Content:
 Vocabulary and expressions (Weeks 1-3)
 Countries, cities, and nationalities.
 Greetings, depending on the time of the day.
 Phrases and questions from the unit: "What’s
your name?", "Where are you from?", "How old
are you?" What´s your email address?”
 Farewells
 Yes / no questions like: "Are you from Lima?"
 Affirmative and negative answers (Yes, I am/ No,
I´m not. I´m from Arequipa).
 1st and 2nd person singular form (I, You).
 Step 4:
o Practice the dialog with your partner.
o Practice your dialogue at a slow pace paying attention to
the pronunciation and intonation.
o Remember to transmit your personal emotions as in a real
situation.
 Step 5: Once you are ready, record yourselves in multimedia in
Canvas or upload your video in  Youtube /Drive  and share the link in
a Word format in Canvas.
 Step 6: Use the following structure:
o Cover: Your names and last names must be there. Include
your photo. There are 2 options to do it: (Choose one)
 Option 1: Insert the  cover in your video, if you
record it in Canvas.
 Option 2: Insert the cover in a Word format with
the YouTube link/Drive link.
 Example of the cover:
 TEXT:
 1.1 Aldari: Hello, Welcome to the Hakathon!
 1.2 Aldair: What´s your name?
 1.1. Eduardo: Goof afthernoon
 1.2 Eduard: My name is Eduardo Zarate
 2. Aldair : Where are you from, Eduardo?
 [Link]: I´m from USA.
 3. Aldair: oh, are you from California?
 3. Eduardo: no, I’m not. I’m from Chicago.
 4.1 Aldair: Chicago / super!
 4.2Aldair: How old are you?
 4.1 Eduardo: I´m twenty seven years old.
 5. Aldair: What your number phone?
 5. Eduardo: My phone number is 975431532
 6. Aldair: Are you happy here?
 6. Eduardo: Yes, I’am very happy.

Common questions

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Recording the dialogue and sharing it on platforms like Canvas or YouTube enhances students' digital literacy by requiring them to navigate digital tools, manage file uploads, and engage with an online audience. This skill set is increasingly important in modern communication contexts. It exposes students to the technical aspects of multimedia communication, enhancing their overall competency in digital environments .

Using first and second person singular forms is essential as it helps students learn how to properly construct sentences that express personal information and inquire about others. These forms are foundational for everyday conversation, allowing students to talk about themselves and ask questions effectively . This practice builds fundamental grammatical skills necessary for fluency.

Incorporating vocabulary related to countries, cities, and nationalities helps achieve the communicative goals by enabling students to exchange culturally relevant information about their backgrounds. This practice facilitates introductions and fosters intercultural understanding, a key component of effective communication in diverse environments . It enriches students' linguistic resources for discussing identity and location.

Video recording offers a dynamic platform for students to demonstrate verbal communication skills, including tone and body language, which are absent in written assignments. This method encourages students to engage with language pronunciation and emotion more deeply. Unlike written tasks, video submissions can improve presentation skills and foster confidence in speaking . However, video recordings may also introduce technical challenges, such as software proficiency and internet access, which are less problematic with written assignments.

Yes/no questions are effective in the interaction pattern of this language task as they simplify the exchange, reduce cognitive load, and allow for quick checks of understanding. They serve as conversation starters that can lead to more detailed discussions, promoting engagement . However, overreliance on them may limit the richness of the dialogue and reduce opportunities for expressing complex ideas.

The assignment prompt encourages students to reflect emotional authenticity by advising them to convey personal emotions as in a real situation. This invites learners to think about how emotion impacts tone and delivery, helping them practice emotional nuances in speech . Such practice is vital for effective and relatable language use, often missed in mechanical practice.

Collaborative assignments such as this one enhance learning by encouraging students to actively use language in realistic scenarios, fostering communication skills. Working in pairs offers opportunities for peer feedback, role-sharing, and learning from each other's strengths in vocabulary and pronunciation . This dynamic interaction simulates real-life conversations, promoting confidence and fluency.

Practicing farewells plays a crucial role by teaching students to conclude conversations naturally, which is an important communication skill. It ensures that students can smoothly navigate both the start and end of dialogues, enhancing their ability to participate in complete conversations . This practice mirrors real-life interactions, promoting linguistic competence and confidence.

Practicing dialogue at a slow pace aids language acquisition by allowing students to focus on correct pronunciation and intonation, which are crucial for clear communication. This method also helps in internalizing language structures and vocabulary, reducing errors during actual conversations . It promotes mindful engagement with the language, enhancing comprehension and retention.

The structure of a cover page with personal details reinforces the exercise's focus on real-world applicability by simulating formal and informal introduction contexts. It requires students to accurately present themselves, practicing self-identification vocabulary, and ensuring clarity in communication . This exercise component promotes attention to detail and personalizes the learning experience, essential for effective second-language acquisition.

Week 3 - Task: Assignment - How old are you? https://youtu.be/xP4PV-kX6Hs (https://youtu.be/xP4PV-kX6Hs) 1. Outcome Through t
o Situation: Imagine you are meeting a new foreign friend for the first time. Your partner is your new foreign friend. Intr
 6. Aldair: Are you happy here?  6. Eduardo: Yes, I’am very happy.

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