Tuesday, April 05, 2005
Share an activity
I think it is a good idea to share your activities here. Post them for the others to see your work. Who knows if you can get extra credits!!!
# posted by Montse @ 5:08 PM 
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Hello everybody!
I'm not sure about the activity yet!
As soon as I know it I will post it, I promise!
Cheers
I'm not sure about the activity yet!
As soon as I know it I will post it, I promise!
Cheers
Hi!!Have a look at the activity I've designed for the activity 6, dossier unit 3.It's a lesson plan that integrates the Internet.
LESSON PLAN:
Web site: www.sainsburys.co.uk
Level/Age:Age 11-12
Theme:Food
Objectives:Food and basic verbs (buy, go shopping,..)
Contents:Food vocabulary, meals of the day
Procedure
1.Pre-computer
a.Review food vocabulary e.g.: vegetables, fruit, drinks, etc. Introduce new vocabulary related to the topic, specially the new words that they are going to find in the website, e.g.: groceries, food cupboard, fresh/frozen food, bakery, etc.
b.Explain your students that they are going to do the shopping for one day of the week (it includes breakfast, lunch and dinner). Divide students into seven groups. Each group is in charge of doing the shopping for one day of the week (e.g.: group A=Monday, group B=Tuesday, etc.).
c.Ask your students to take a piece of paper and write down their shopping list.
2.Online
a.Direct learners to the website and make a quick reviwe of the new vocabulary they have already learned (groceries, food cupboard, fresh/frozen food, bakery, etc.) so they can surf easily the site.
b.Tell each group to take the shopping list and look for the ingredients in the site. Give them the chance to change or add as many new items as they like.
c.Ask your students to make a worksheet with theingredients they have bought for breakfast, lunch and dinner. Let them copy and paste the names of the ingredients as well as the images of them.
Original and attractive worksheets will be evaluated positively.
3.Post-computer
a.Pass the worksheets around so students can see the others' work.
b.Speaking activity: ask each group (one after the other) to stand in front of the class and explain to the others its work.
LESSON PLAN:
Web site: www.sainsburys.co.uk
Level/Age:Age 11-12
Theme:Food
Objectives:Food and basic verbs (buy, go shopping,..)
Contents:Food vocabulary, meals of the day
Procedure
1.Pre-computer
a.Review food vocabulary e.g.: vegetables, fruit, drinks, etc. Introduce new vocabulary related to the topic, specially the new words that they are going to find in the website, e.g.: groceries, food cupboard, fresh/frozen food, bakery, etc.
b.Explain your students that they are going to do the shopping for one day of the week (it includes breakfast, lunch and dinner). Divide students into seven groups. Each group is in charge of doing the shopping for one day of the week (e.g.: group A=Monday, group B=Tuesday, etc.).
c.Ask your students to take a piece of paper and write down their shopping list.
2.Online
a.Direct learners to the website and make a quick reviwe of the new vocabulary they have already learned (groceries, food cupboard, fresh/frozen food, bakery, etc.) so they can surf easily the site.
b.Tell each group to take the shopping list and look for the ingredients in the site. Give them the chance to change or add as many new items as they like.
c.Ask your students to make a worksheet with theingredients they have bought for breakfast, lunch and dinner. Let them copy and paste the names of the ingredients as well as the images of them.
Original and attractive worksheets will be evaluated positively.
3.Post-computer
a.Pass the worksheets around so students can see the others' work.
b.Speaking activity: ask each group (one after the other) to stand in front of the class and explain to the others its work.
Topic: Describing people
Level: 5th Primary
Previous knowledge activity.
This is an on-line activity. As you can see there is no pre-activity because the on-line resource already includes the pre-activity. Students are asked to go to: http://www.edu365.cat/primaria/muds/angles/adjectives/index.htm. They have to click on the exercise “Big, long or short?” They are expected to watch the demonstration and then to click on “Avalua’t” and do the on-line exercise. Afterward, they have to complete with four columns: on the first column they have to place the English adjective, on the second one they have to write it in Catalan, on the third one they have to write an English antonym for this adjective and on the last column they have to translate this adjective into Catalan.
As a post-activity: students are supposed to work in pairs. Each student has to choose a character from a photocopy. Then, they have to ask questions to each other in order to find out which characters have their partners chosen. They have to use the structures “Is he/she…?” and “Has he/she got…?” and the vocabulary work on the on-line activity.
Marta and Mònica
Level: 5th Primary
Previous knowledge activity.
This is an on-line activity. As you can see there is no pre-activity because the on-line resource already includes the pre-activity. Students are asked to go to: http://www.edu365.cat/primaria/muds/angles/adjectives/index.htm. They have to click on the exercise “Big, long or short?” They are expected to watch the demonstration and then to click on “Avalua’t” and do the on-line exercise. Afterward, they have to complete with four columns: on the first column they have to place the English adjective, on the second one they have to write it in Catalan, on the third one they have to write an English antonym for this adjective and on the last column they have to translate this adjective into Catalan.
As a post-activity: students are supposed to work in pairs. Each student has to choose a character from a photocopy. Then, they have to ask questions to each other in order to find out which characters have their partners chosen. They have to use the structures “Is he/she…?” and “Has he/she got…?” and the vocabulary work on the on-line activity.
Marta and Mònica
First of all, we would like to say that the didactic unit is going to be about the climatic change.
An activity that we want to plan is one in which students have to watch a video from the internet, take the words they understand and then, talk all together about what they have seen and what they have understood. The girl who is talking in the video is probably an English native speaker but despite this, the most important thing are the images and the photos students can see. All the images are real and moreover, there are some sentences that appear in a written way, so that they can listen to and reading it. The main objective is to make students feel sensitive to the climatic change and what we shouldn't do.
Some vocabulary that appears in the video has been worked in a previous lesson, so that, students can understand it easily. (they have been working with these contents). And furthermore, all they comment at class is going to be worked later on.
An activity that we want to plan is one in which students have to watch a video from the internet, take the words they understand and then, talk all together about what they have seen and what they have understood. The girl who is talking in the video is probably an English native speaker but despite this, the most important thing are the images and the photos students can see. All the images are real and moreover, there are some sentences that appear in a written way, so that they can listen to and reading it. The main objective is to make students feel sensitive to the climatic change and what we shouldn't do.
Some vocabulary that appears in the video has been worked in a previous lesson, so that, students can understand it easily. (they have been working with these contents). And furthermore, all they comment at class is going to be worked later on.
Hi!
We're going to explain you an activity we have designed for our task 3 in which the students have to use new technologies. In this
activity the students have to create their own puzzles by using the
words studied in the unit. This activity is included at the end of the unit and therefore, it can be considered a kind of review of the
vocabulary studied. The students have to go to the following webpage:
puzzlemaker.discoveryeducation.com and they have to follow the instructions given. As we consider that they are very difficult for the students, we have prepared a power point in which the different steps are explained but in this case the language is adapted to the studetns' level. Once they have finished the puzzle, they have to upload it in the blog we have previously created because in this way all their classmates can take advantage of it.
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We're going to explain you an activity we have designed for our task 3 in which the students have to use new technologies. In this
activity the students have to create their own puzzles by using the
words studied in the unit. This activity is included at the end of the unit and therefore, it can be considered a kind of review of the
vocabulary studied. The students have to go to the following webpage:
puzzlemaker.discoveryeducation.com and they have to follow the instructions given. As we consider that they are very difficult for the students, we have prepared a power point in which the different steps are explained but in this case the language is adapted to the studetns' level. Once they have finished the puzzle, they have to upload it in the blog we have previously created because in this way all their classmates can take advantage of it.
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