Activities for Diversity in English Classroom: Peace, Solidarity, and Skill Development, Apuntes de Física

¡Descarga Activities for Diversity in English Classroom: Peace, Solidarity, and Skill Development y más Apuntes en PDF de Física solo en Docsity! NEXT STOP 4 2nd level MACMILLAN JUSTIFICATION The final objective of learning a foreign language is that the pupils reach stages of linguistic competence, understanding that as the ability to interact in such language. This is a complex process in which cognitive, affective and social elements take part. A specific communicative activity requires the use of oral and written language and the use of resources and strategies of linguistic and non-linguistic communication concerning the context where it takes place. In the same way, learning a foreign language has to help the development of positive and receptive attitudes towards other languages and cultures. Furthermore, it is intended to encourage and value the effort and confidence in one's own ability to learn a foreign language. The Information and Communication Technologies will be mediating vehicles for learning. . In short, the foreign language field has the aim of training people who can use it to understand, speak and have a conversation, read and write, so its use must be the starting point from the beginning. The starting point will be situations of use that will encourage internalising the language working rules, which will allow the pupils to establish which elements of the foreign language work like in the language they know and which strategies help them to a better learning. It is recommended in the First Cycle to give priority to oral skills; in the following cycles the skills will be developed gradually and in an integrated way. The individual learning development will involve different ways of processing the information and the acquisition of different abilities. GENERAL OBJECTIVES 1.- Listen to and understand messages in varied oral interactions, using the transmitted information to do the specific tasks related to their experience. 2.- Express and interact orally in simple and regular situations that have a known content, using verbal and non-verbal procedures and taking a respectful and collaborating attitude. 3.- Write different texts with varied purposes about subjects already discussed in the classroom, and with the help of models. 4.- Read, in an understanding way, several texts related to their experiences and interests, drawing general and specific information according to a previous purpose. UNIT 1 NEXT STOP 4 CYCLE: 2 GRADE: 4th TERM: I (Units 1) Objectives: - Children learn to give their own descriptions and describe others . SKILLS PROCEDURES ATTITUDES - Learn to introduce themselves and others. - Learn to ask people’s ages and introduce themselves. - Practice reading skills and explore the value of cooperation - Learn to describe family members and talk about them - Learn about a family in New Zealand and find out about New Zealanders´ leisure activities. - Describe a sport and a leisure 1. Listening, speaking and talking - Listen, repeat and act out the dialog. - Listen, read and act out the dialog. - Make a list of solutions to a problem - Act out the dialog and change parts. - Listen and chant. - Listen, say and spell the words. - Listen and connect the letters. - Enthusiasm when participating. - Good will towards reflecting on learning. - Interest and desire in participating in the classroom activities. - National identity in contrast with New Zaelanders. activity. - Listening to and understanding a song, a story and a chant. - Listen and point. Then say the words. - Listen and circle the correct word. - Talk to a friend about themselves. 2. Reading and writing. - Listen and read the dialog. - Listen and read the story. - Read the story and answer the questions. - Listen to the song and complete it. Then sing it. - Listen and read the dialog. Then act out a dialog to present your family. - Read about an activity in New Zealand - Read a chart and make sentences. - Read and complete the conversation. - Act out making a new friend. - Read the words and connect them. Then say the complete sentences. activity. - Shows interest in participating in the classroom activities. - End of unit - Self-evaluation worksheet Starting evaluation: As the pupils have taken English in 3rd grade of primary education we'll dedicate a lesson to revise, mainly orally, the contents they must have worked on, to know the starting point. From the previous knowledge we'll select the points to work on in our didactic units. Test Teacher's book, NEXT STOP 1 CYCLE: II GRADE: 4th TERM: I (Unit 2) Objectives: - Children learn to compare and contrast people, animals and objects that surround them SKILLS PROCEDURES ATTITUDES - Identify people, animals and objects characteristics - Discover what things are - Identify geographical features through questions. - Practise reading skills and explore the value of diversity - Recognize typical animals in Venezuela - Ask and answer questions about typical animals. - Compare objects, animals and people. 1. Listening, speaking and talking: - Listen, repeat and act out the dialog. - Listen, point and say. Then repeat. - Draw a typical animal from your country, talk to a friend about it. - Listen, point, say and spell the words. - Listen and read the dialog, then act it out. - Asking Is the water hotter than the ocean? - Listen, chant and complete words with the corresponding syllables. - Look and listen. Then connect the letters. - Show pictures and establish differences This chair is more comfortable than….. - Presenting projects: Speech about a typical animal from their country. 2. Reading and writing. - Look at the pictures and match opposites - Using visual and verbal context to recognise descriptive - Motivation to improve in the learning process. - Good will towards reflecting on learning. - Interest in participating in the classroom activities. - Identify their country fauna. words(adjectives). - Listen, read, repeat the dialog and answer the questions. - Read the story and act out. - Listen to the song, recognise syllables in comparative forms then sing it. - Look and circle the correct answer. - Read about animals from Venezuela - Read short texts about typical animals. - Read the texts aloud and make a mini project. - Read and answer the questions and make a poster. - Give a short speech. ACTIVITIES MANAGING DIVERSITY RESOURCES In each unit the activities are arranged in sequence along the different lessons. We do the following division of activities within each lesson: - Opening activities: these are aimed to Extension activities: - To reinforce what has been learnt - For fast finishers. - To enhance reading strategies. - To develop the first steps in writing. - Pictures from animals - Teacher’s Resource Kit CD_ROM pringout (optional) - Pictures of animals - Lexical cards with words from the UNIT 3 NEXT STOP 4 CYCLE: II GRADE: 4th TERM: I (Unit 3) Objectives: - Children will be able to establish differences among savage and tropical animals around the world. SKILLS PROCEDURES ATTITUDES - Identify sea animals. - Practice asking and answering questions about the main characteristics of a sea animal. - Identify sounds through pictures and recordings. - Practise reading skills and explore the value of respect - Learn more about animals: savage ones. - Practise superlatives adjectives through songs. - Read about typical animals from Indonesia. - Establish comparisons about beaches here and other parts of 1. Listening, speaking and talking: - Listen, repeat and make the dialog. - Listen and act out stories. - Listen, repeat and spell words. - Listen and point. Then say the words. - Listen, chant and repeat the sounds. - Listen and circle the correct answers. - Look and say how different animals are. - Say riddles about animals 2. Reading and writing. - Motivation to improve in the learning process. - Good will towards reflecting on learning. - Interest in participating in the classroom activities. - Analysing our geographical features: Our beaches. the world. - Look at the picture and complete sentences. - Using visual and verbal context to recognise words. - Listen and read. Then repeat the dialog. - Read the story and answer questions. - Read a story and give a different ending - Listen, read a song then circle the superlative adjectives. - Read about animals in Indonesia. - Prepare a mini poster about their favourite beach. ACTIVITIES MANAGING DIVERSITY RESOURCES In each unit the activities are arranged in sequence along the different lessons. We do the following division of activities within each lesson: - Opening activities: these are aimed to greet and to see for the first time the Extension activities: - To reinforce what has been learnt - For fast finishers. - To enhance reading strategies. - To improve spelling and recognition of words. - Pictures from animals - Teacher’s Resource Kit CD_ROM pringout (optional) - Pictures of animals - Tambourine - Word and Picture Cards from the lesson. subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the phrase of the day is placed here. - Main activities: these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. - Closing activities: these are used for a quick revision of what's been worked in each lesson, to remember the phrase of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil's world. Most of them mean a "Total Physical Response", furthermore, provoking verbal and non- verbal responses. The same patterns are repeated in each lesson. Some of them are aimed to routine acquisition, to work in group or alone, of extension (fast finishers) and reinforcement, for those who need to work a bit more in certain aspects. - To develop the first steps in writing. - To develop story telling and giving speeches. - Poster - Picture cards from animals - Cardboard, magazines, glue and scissors. - C D 4 - Pupil's book. - Coloured pencils. - Learn how to level their preferences. - Develop reading strategies: scanning, getting specific information. - Learn about historical facts about Holland. - Research about their country´s history. about their past routine. - Listen and answer questions. - Listen and chant. - Listen, sing and make a new verse. - Listen and read the dialog, then act it out. - Ask and answer about historical facts about Holland. - Draw, write and say about a historical fact about their country. 2. Reading and writing. - Level their preferences through diagrams and sentences. - Read and listen to the story. - Read the story and put the events in order. - Read and write words correctly spelt. - Read and listen to the dialog. - Read about historical facts from Holland. - Scan information from the text. work. - Hand in work on time. ACTIVITIES MANAGING DIVERSITY RESOURCES In each unit the activities are arranged in sequence along the different lessons. We do Extension activities: - To reinforce what has been learnt - Action cards. - Pictures of food. the following division of activities within each lesson: - Opening activities: these are aimed to greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the sentence of the day is placed here. - Main activities: these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. - Closing activities: these are used for a quick revision of what's been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil's world. Most of them mean a "Total Physical Response", furthermore, provoking verbal and non- verbal responses. The same patterns are repeated in each lesson. Some of them are aimed to routine acquisition, to work in group or alone, of extension (fast finishers) - For fast finishers. - To enhance reading strategies. - To improve spelling and recognition of words. - To develop the first steps in writing. - To develop story telling and giving speeches. - Teacher’s Resource Kit CD_ROM pringout (optional) - Word and Picture Cards from the lesson. - Poster - C D 4 - Pupil's book. - Coloured board markers or chalk - Yellow paper/ card paper - Props for acting out the story. - Box, hat bow - Small pieces of paper - Magazine pictures of historical places - Scissors and glue. and reinforcement, for those who need to work a bit more in certain aspects EVALUATION CROSS-CURRICULAR TOPICS Tools: - Direct observation. - Participation in the classroom activities. - Pupils' books revision. - Register the facts. - End of unit test - Self-evaluation worksheet Criteria: - Identify, illustrate and write names of subjects and food eaten in the past. - Use polite expressions in and out of class. - Identify school subjects. - Spell words with j,ge,dge. - Answering past tense questions related to food. - Follows written instructions. - Shows interest in participating in the classroom activities. - Education for Peace: Responsibility to accomplish duties. - Education for solidarity: respect the others in their class’ contributions. - Moral and civic education: recognising the importance of saying please when asking for something and saying thank you. activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. - Closing activities: these are used for a quick revision of what's been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil's world. Most of them mean a "Total Physical Response", furthermore, provoking verbal and non- verbal responses. The same patterns are repeated in each lesson. Some of them are aimed to routine acquisition, to work in group or alone, of extension (fast finishers) and reinforcement, for those who need to work a bit more in certain aspects . EVALUATION CROSS-CURRICULAR TOPICS Tools: - Direct observation. - Participation in the classroom activities. - Education for Peace: Respect people´s ages - Education for solidarity: respect the others in their class’ contributions. - Pupils' books revision. - Register the facts. - End of unit - Self-evaluation worksheet Criteria: - Ask and answer about the past. - List activities done in the past. - Label modern items from a house. - Describing what people did in the past. - Picture dictation - Identify a martial art practise in Korea. - Talk about leisure activities in our country. - Follows written instructions. - Recognise beginning sounds: pl,gl,fl, sl - Make and report an interview. - Shows interest in participating in the classroom activities. - Moral and civic education: recognising the importance of saying please when asking for something and saying thank you. Respect people´s preferences. UNIT 6 NEXT STOP 4 CYCLE: II TERM: II ( Unit 6 ) GRADE : 4TH Objectives: Children will learn to ask and answer about people activities in the past and write about them in a perfect sequence. SKILLS PROCEDURES ATTITUDES - Practise identify activities in the past. - Discover verb-noun combinations and word order. - Identify sounds through pictures. - Practise reading skills and explore the value of cooperation. - Introduce and practice public places in a city. - Ask and answer questions about what they did before at certain places. 1. Listening, speaking and talking: - Listen, repeat and act out the dialog. - Listen and mark sentences true or false. - Listen and order activities - Listen, say and spell the words. - Listen and complete the words. - Listen and read the dialog. -Listen, sing and circle irregular past tense verbs. - Interest in participating in the classroom activities. - Good will towards reflecting on their own learning. - Regular use of polite expressions. - Respect for their classmates' work. - Helping others to present articles and posters.. reinforcement, for those who need to work a bit more in certain aspects. EVALUATION CROSS CURRICULAR TOPICS Tools: - Direct observation. - Participation in the classroom activities. - Pupils' books revision. - Register the facts. - End of unit - Self-evaluation worksheet Criteria: - Ask and answer about the past. - List activities done in the past. - Label public places - Describing what people did in the past at certain places. - Picture dictation - Identify tourist attractions in Tanzania and in their country. - Follows written instructions. - Recognise beginning sounds: aw,oor,ore - Make an article and present it to class. Shows interest in participating in the classroom - Education for Peace: Cooperate with others - Education for solidarity: respect the others in their class’ contributions. - Moral and civic education: recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems. activities. UNIT 7 NEXT STOP 4 CYCLE: II TERM: III ( Unit 7 ) GRADE : 4TH Objective: Children will learn to report fluently and accurately what they did. SKILLS PROCEDURES ATTITUDES - Practise identify past activities in a birthday party - Discover verb-noun combinations and word order. - Identify sounds through pictures. - Practise reading skills and explore the value of responsibility - Introduce and practice food items. - Ask and answer questions about what they did before at certain times of the year. 1. Listening, speaking and talking: - Listen, repeat and act out the dialog. - Listen and point pictures. - Listen and mark the sentences true or false - Listen, say and spell the words. - Listen and complete the words. - Listen and read the dialog. -Listen, sing and choose irregular past - Interest in participating in the classroom activities. - Good will towards reflecting on their own learning. - Regular use of polite expressions. - Respect for their classmates' work. - Helping others to organise ideas to present a report. - Learn about food products from a country tense verbs. - Say what they did the day before at certain times. - Give a speech about a traditional product. 2. Reading and writing. - Listen and read. Then mark the sentences true or false. - Listen, read and choose the correct word. - Read an article about a traditional product from Colombia and scan information. - Circle irregular past verb forms in a song. - Search for information about a traditional product from your country. - Organise ideas to write about a traditional product. -Present the article to the class accompanied by a mini poster. ACTIVITIES MANAGING DIVERSITY RESOURCES In each unit the activities are arranged in sequence along the different lessons. We do the following division of activities within each lesson: Extension activities: - To reinforce what has been learnt - For fast finishers. - To enhance reading strategies. - Action cards.- IRREGULAR PAST VERB FORMS - Teacher’s Resource Kit CD_ROM printout (optional) - Make an article and present it to class. Shows interest in participating in the classroom activities. UNIT 8 NEXT STOP 4 CYCLE: II TERM: III ( Unit 8 ) GRADE : 4TH Objective: Children will learn to ask and answer about quantities SKILLS PROCEDURES ATTITUDES - Practise identify quantity of something - Discover quantifier phrases. - Identify sounds through pictures. - Practise reading skills and explore the value of effort. - Introduce and practice food items and their containers. - Ask and answer questions about the necessary quantity of food 1. Listening, speaking and talking: - Listen, repeat and act out the dialog. - Listen, point pictures and say them aloud. - Listen and mark the sentences true or false - Listen, say and spell the words. - Listen and complete the words. - Interest in participating in the classroom activities. - Good will towards reflecting on their own learning. - Regular use of polite expressions. - Respect for their classmates' work. - Helping others to organise ideas to present a report. items. - Learn about mythology from Greece. - Discover heroes from the past. - Listen and read the dialog. - Talk about neighbourhood - Give a speech about a hero. 2. Reading and writing. - Listen and read. Then mark the sentences true or false. - Listen and choose the words of the day. - Read an article about Greek Mythology. - Write a text about their hero. - Present the article to the class accompanied by a mini poster. ACTIVITIES MANAGING DIVERSITY RESOURCES In each unit the activities are arranged in sequence along the different lessons. We do the following division of activities within each lesson: - Opening activities: these are aimed to greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the Extension activities: - To reinforce what has been learnt - For fast finishers. - To enhance reading strategies. - To improve spelling and recognition of words. - To develop the first steps in writing. - To develop story telling and making descriptions. - Pictures of food items and containers. - Teacher’s Resource Kit CD_ROM printout (optional) - Lexical cards: countable and uncountable nouns. - Picture Cards of heroes - Poster - C D 4 - Pupil's book.. sentence of the day is placed here. - Main activities: these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. - Closing activities: these are used for a quick revision of what's been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil's world. Most of them mean a "Total Physical Response", furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. Some of them are aimed to routine acquisition, to work in group or alone, of extension (fast finishers) and reinforcement, for those who need to work a bit more in certain aspects. - Pictures from magazines about films and its heroes. world. and how people dance to it 2. Reading and writing. - Listen and read. Then match the captions to the pictures. - Listen, sing and then answer questions. - Read an article about the history of Russian music. - Write a text about a particular type of music. - Present the article to the class accompanied by a mini poster. ACTIVITIES MANAGING DIVERSITY RESOURCES In each unit the activities are arranged in sequence along the different lessons. We do the following division of activities within each lesson: - Opening activities: these are aimed to greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the Extension activities: - To reinforce what has been learnt - For fast finishers. - To enhance reading strategies. - To improve spelling and recognition of words. - To develop the first steps in writing. - To develop presentation skills. - Pictures of abilities. - Teacher’s Resource Kit CD_ROM printout (optional) - Lexical cards: adverbs. - Picture Cards of special abilites - Poster - C D 4 - Pupil's book.. - Pictures from magazines and information from the web about particular sentence of the day is placed here. - Main activities: these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. - Closing activities: these are used for a quick revision of what's been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil's world. Most of them mean a "Total Physical Response", furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. Some of them are aimed to routine acquisition, to work in group or alone, of extension (fast finishers) and reinforcement, for those who need to work a bit more in certain aspects. types of music. EVALUATION CROSS CURRICULAR TOPICS Tools: - Direct observation. - Participation in the classroom activities. - Pupils' books revision. - Register the facts. - End of unit test. - Self-evaluation worksheet Criteria: - Ask and answer about people´s abilities - List abilities and the way they were performed - Label special abilities. - Describing how people perform certain abilities. - Picture dictation - Identify Russian rythm - Follows written instructions. - Recognise beginning sounds: hard and soft C - Make a description and present it to class. Shows interest in participating in the classroom activities. - Education for Peace: Make an effort to be better each day - Education for solidarity: respect the others in their class’ contributions. - Moral and civic education: recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems. sentence of the day is placed here. - Main activities: these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. - Closing activities: these are used for a quick revision of what's been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil's world. Most of them mean a "Total Physical Response", furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. Some of them are aimed to routine acquisition, to work in group or alone, of extension (fast finishers) and reinforcement, for those who need to work a bit more in certain aspects. EVALUATION CROSS CURRICULAR TOPICS Tools: - Direct observation. - Participation in the classroom activities. - Pupils' books revision. - Register the facts. - End of unit test. - Self-evaluation worksheet Criteria: - Ask and answer about belongings - List common objects used and worn. - Label objects with silent T - Explaining steps to make a paper object. - Picture dictation - Identify special art forms - Follows written instructions - Make a description and present it to class. Shows interest in participating in the classroom activities. - Education for Peace: Identify cases of fairness and its opposite. - Education for solidarity: respect the others in their class’ contributions. - Moral and civic education: recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems. ………………………………… ………………………………….. English Coordinator Teacher in charge