pale last activity
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Itinerario metodológico PALE 2010 - Cantabria -
PLANNING TEMPLATEFor CONTENT – RICH ENVIROMENTS
CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the2006ARIE10011 & 2007ARIE00011 research projects. More information at:http://grupsderecerca.uab.cat/clilsi/
INTRODUCTION TO THE TASK: I’ll try to let them know some vocabulary related to
Xstmas in the English speaking countries and, of course, some things about its
celebration there, in an easy and motivating way.
OBJECTIVE/S / GOALS:
By the end of the unit / lesson / task, the students will be able to…
-To learn vocabulary about Christmas around English speaking countries;
-To achieve cooperation and collaboration between pupils and among their
families;
-To revise colours and numbers;
- To learn a typical carol;
-To enjoy and have fun.
DOMAIN or TOPIC RELATED
CONTENTS MAIN TARGET
KNOWLEDGE
-English: costumes at Christmas time;
some structures;
-Art: the colours, cut-out, stick,...
-Music: a melody and the lyrics of a
typical English carol;
-Maths: cardinal and ordinal numbers
-Knowledge of the world: some
vocabulary related to this area.
DOMAIN OR TOPIC-RELATED
CONTENTS MAIN TARGET SKILLS
-To listen and read a song in L2;
-To ask and answer questions in L2;
-To use the new vocabulary orally;
-To sing a carol in L2;
-To use the digital board;
-To decorate a huge poster while we use
the L2;
-To upload the work in the school blog.
UNIT TITLE: Xstmas Countdown
AUTHORS: Patricia López Expósito
CLASS / AGE: 3rd of Primary / 8 year old children
SUBJECTS, LANGUAGES and/or TEACHERS INVOLVED: English, Art, Music, Maths,
Knowledge of the world
NUMBERS OF LESSONS: 4
COE LEVEL: A1 / A2 / B1 / B2 / C1 / C2
LEARNING SITUATION:
-English classroom -Walls in the corridor
-Computers’ room -3rd of Primary classroom
-Music room
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Itinerario metodológico PALE 2010 - Cantabria -
CONTENT OBLIGATORY / CONTENT COMPATIBLE LANGUAGE
CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the2006ARIE10011 & 2007ARIE00011 research projects. More information at:http://grupsderecerca.uab.cat/clilsi/
DISCOURSE GENRE (TEXT TYPE)
- TO UNDERSTAND and - TO
GENERATE: ”What is it?- It’s
a/an...”; “What number/colour is
it?”; “Colour, cut-out, stick...”; Can
you pass me the..., please?/Yes, I
can/No, I can’t”; I’ve got a/an...”
-
TERMINOLOGY- DOMAIN or TOPIC SPECIFIC:*Vocabulary: 24 Christmas words(candle, Xstmas tree, reindeer,…)
*Structures: the ones I have written inthe previous chart.
-
SOCIAL & CULTURAL VALUES AND PERSONAL & EMOTIONAL DEVELOPMENT
To show interest for the English costumes at Christmas time
To collaborate and cooperate to do the tasks
To talk and be immerse in a communicative situation
SUMMATIVE ASSESSMENT
TASK:
Children will be able to work through
cooperation in making 24 Christmas
decorations to hold in the main tree which
will be used by all the groups.
They will be also able to learn and act-out
an English carol.
I’ll try them to use the English language to
communicate.
MATERIALS AND RESOURCES-Score with the carol;
-Written text;
-Cards;
-The Internet resources;
-PDI
SUMMATIVE ASSESSMENT
ASSESSMENT CRITERIA and/or
ASSESSMENT INSTRUMENTS:
-They are able to listen and read a song
in L2;
-They can ask and answer questions in
L2;
-They can use the new vocabulary
orally;
-They sing a carol in L2;
-They use the digital board;
-They decorate a huge poster while we
use the L2.
-To upload the work in the school blog.
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Itinerario metodológico PALE 2010 - Cantabria -
THE PROCESS
CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the2006ARIE10011 & 2007ARIE00011 research projects. More information at:http://grupsderecerca.uab.cat/clilsi/
COMMENTS
There are two 3rd of Primary groups at school. We are not a bilingual school, though I
like them to use their English as much as possible, so I will give them enough
structures and help to do it. There is just one PDI in one the classes, so we will move
from one to the other to carry out the tasks. I have asked the Music teacher for help
with the carol and there won’t be any problem, so it will be easier for me. On the other
hand, I will use the Art sessions (cause I am also this area teacher) to go on with theactivity.
The last aim of this task will be to use all the vocabulary and structures and to upload
the work in the school blog, so children, parents and teachers could have a look to it.
LESSON-BY-LESSON PLANNINGActivities and steps to follow
SESSION 1:
1.Routines, as everyday.
2.We’ll watch some Xstmas cards by
using the PDI and we’ll play some
games to learn them by using them.
3.I’ll use some flash-cards with
characters and objects about Xstmas
and we’ll play with them.
4.We’ll remember numbers and colours.
5.We’ll go out, to the corridor, to start
decorating a huge poster where we will
hold the cards the children are going to
get ready.
APPROXIMATE TIMING
and TYPE OF
INTERACTION
5 min.
10 min.
10 min.
5 min.
20 min.
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Itinerario metodológico PALE 2010 - Cantabria -
CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the2006ARIE10011 & 2007ARIE00011 research projects. More information at:http://grupsderecerca.uab.cat/clilsi/
Activities and steps to follow
SESSION 2:
1.Routines, as everyday.
2.We’ll decorate some Xstmas balls in
the Art session. We’ll use different
techniques and materials to give the
children the chance to experiment and
use their imagination.
3. They will put a piece of thread in
order to hold the ball later, when we get
the Xstmas tree ready.
SESSION 3:
1.Routines, as everyday.
2.We’ll have a look to the vocabulary byusing the PDI and playing different
games (miming, matching, reading my
lips, using the magnifying glass...)
3.We’ll listen to a short and easy carol
to work the vocabulary.
4.Each pupil will pick up their Xstmas
balls and they will stick a number form
1 to 24 on each ball.
5.They will put their balls in the tree,
outside the classroom, so everybody
will watch it when walking through the
corridor. This will be very motivating.
*This huge poster will be also used by
the other English teacher with Infant
and 1st cycle pupils to revise colours,
numbers and Christmas vocabulary.
From the 1st of December, each day a
ball will be turned around to learn that
word and that will be the MAGIC WORD
for that day for all the groups at school.
5.We’ll say “bye” while we sing the
carol.
APPROXIMATE TIMING
and TYPE OF
INTERACTION
5 min.
50 min.
5 min.
5 min.
10 min.
10 min.
5 min.
10 min.
10 min.
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Itinerario metodológico PALE 2010 - Cantabria -
CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the2006ARIE10011 & 2007ARIE00011 research projects. More information at:http://grupsderecerca.uab.cat/clilsi/
LESSON-BY-LESSON PLANNING
Activities and steps to follow
SESSION 4:
1.Routines, as everyday.
2.At the MUSIC ROOM and helped by
the MUSIC TEACHER, each group will
prepare a choreography for the carol.
3.It’s time to act-out the choreography
in front of the whole group.
The group which obtains more points
after a voting, will be the one to put theSTAR in the Xstmas tree.
BLOG:
After all these activities, we will try to
leave the activities, pictures, carol,...in
the School’s blog.
APPROXIMATE TIMING
and TYPE OF
INTERACTION
5 min.
25 min.
20 min.
5 min.
10 min.
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Itinerario metodológico PALE 2010 - Cantabria -
KEY COMPETENCES
CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the2006ARIE10011 & 2007ARIE00011 research projects. More information at:http://grupsderecerca.uab.cat/clilsi/
Communication in the mother tongue
In case they need it, they will use some structures and words in L1.
Communication in foreign languages
I will try them to use the L2 as much as they can.
Mathematical competences and basic competences in science and technology
They will use ordinal and cardinal numbers, from 1 to 24.
Digital competenceWe will make use of the Internet and the digital board.
Learning to learn
They will try to learn by imitation, repetition and not being afraid of failing.
Social and civic competences
Cooperation and collaboration will be the stress of the tasks.
Sense of initiative and entrepreneurship
Unless they will work as a group, they will also try to be autonomous when
colouring, cutting-out,...
Cultural awareness and expression
All the time they will be using their hands and their imagination, they will be
using their cultural awareness and expression, like when inventing a
choreography for the carol.