CONCEPCIÓN RAMOS

 Title: “Yummy to my Tummy”

LEVEL: Kindergadeners aged 3-4

Focus of interest: To know some vocabulary related to food and work simple gramatical structure. Objectives: -To know food vocabulary in English -To express likes and dislikes. Evaluation criteria: -Knowing food vocabulary . -Expressing likes and dislikes. Syntactical structure: “I like / I don’t like Vocabulary: Food semantic field. Phonetic: Listen and repeat the sounds following a good model. Three skills: -Listen to vocabulary related to food. -Expressing likes and dislikes. -Copy the structure “I like/ I don’t like” Evaluation: -Direct observation Material: Authentic material The class is organiced in mixed-ability cooperative groups. According to the development of the activity, I followed the PPP approach: Presentation, Practice and Production. **Presentation stage: This stage is to active our students previous knowledge, in this case related to food. I started doing a brainstorming showing food flashcards and local supermarket catalogues. Presentation of the gramatical structure: I like and I don’t like. **Practice stage: We have practice the gramatical structure with the song “Do you like Broccoli Ice Cream?. After listening the song and using the local supermarket catalogues students expressed their likes and dislikes. **Production stage: As a final task, each pupil has divided a piece of paper with two columns, one for “I like” and the other one for “I don’t like”. From the cut ítems they chose the ones they like and the ones they don’t like.

HARMONY PRINGLE

 

LEVEL: 3/4 year of ESO

RESTAURANT REVIEWS: A READING (AND WRITING) ACTIVITY

I often find that textbooks try to get students to read/write reviews that are 3 or 4 paragraphs long, something they surely don't see in the real world. Let's be real: they don't read the newspaper. I'd rather them gain skills they can apply directly, even if it means shorter reading and writing samples.

Here's an activity using real reviews from TripAdvisor. The texts (one positive, one negative just to spice things up) can be found in the link. PRE-TEACH: Pre-teach the word "review" using a photo, a screenshot or just a drawing of 3/5 stars. Remind students it can be positive or negative and that the purpose is to describe and recommend. THINK/PAIR/SHARE: Do you ever use reviews when choosing something? Have you ever written a review (amazon, videogame sites, a restaurant, etc.)? READ: Read the two restaurant reviews. ACTIVITY: Read the two reviews again and then answer the following questions in your notebook. Content: Fill in the information from the two reviews. (You may not be able to fill in every section.) *You may need to define "service" in this context.

Restaurant: Place: Food: Service*: Recommendation: Language:

1. Identify the titles in the two reviews. 2. Write down all the adjectives you can find in the two reviews. 3. Write down all the adverbs you can find in the two reviews. 4. Find an example of a contraction (two words joined by an apostrophe). 5. Find an example of a sentence fragment (a sentence without a conjugated verb). *DIFFERENCIATION*

LOW: Make sure you go through each step with the students: pre-teaching, TPS, reading, and the activity. You can answer questions/define words along the way. You could also do the content/language question for the first review together and then have students answer the questions for the second review in pairs.

HIGH: Higher level students should be able to do most of this activity independently. You could challenge them by having them work with a lower level student, appoint them the "Vocabulary Master" of the activity as Shawn mentioned, or get them to write their own review in the same style for homework.

ROSA MARÍA GONZÁLEZ

Level: 6th year of Primary

 1. Students learn vocabulary about the four seasons: colours, weather, clothes…

We can use the KWL Chart. Students complete one chart about the most important things in each season.

2. We talk about what’s their favourite season, what they wear in that season…

We can use the “Six-words” technique to wite sentences.

3. We listen to a poem by Ken Nesbitt. (Poetry for Kids "I can't wait for summer")

After listening to the poem, they complete the worksheet poem with the words they have listened.

(Click on the photo below to get to the site)

4. We read different poems about the four seasons (wordwool poems: about seasons collection)

We can use the poems in this web as a model or we can use the pictures to write new poems or use the “Six-words Memoirs”. (Click on the photo below)

5. Students write a poem about their favourite season.

We finish the lesson with a funny version of a well-known song, used to teach the seasons.

Stronger students: - Listen to the poem and complete the blanks. - Can use the vocabulary and write a longer poem.

Weaker students: - Listen to the poem and complete the blanks with the words given.

- Use the vocabulary and write a short poem. They can use the web: Rhyming Dictionary – Kenn Nesbitt's Poetry4kids.com and find easily words that rhyme.

CRISTINA LÓPEZ

 The Weather Forecast

This activity is aimed to my group of 4th Primary. I will take to class some newspaper clippings in English from the section on time as well as putting on the interactive board a video of journalists giving time on television.

The activity consists in that they on a map of Spain draw symbols of the time that we have previously agreed, so that all use the same and then write a series of sentences with their weather predictions.

First we’ll go over the time with a song so everyone remembers the vocabulary. Then with the images or icons of the weather we go reviewing that vocabulary in oral and written form and to finish with this part we remember the entire structure saying the complete sentences.

I give them an example to help the weaker students giving them an idea about the activity.

After this they can start to draw icons wherever they want, at least in six provinces, colour them and finally write sentences. I give them an example to help the weaker students giving them an idea about the activity.

Then we can give them two presentation options considering that there are less safe students to put in front of their peers intimidates them. These options can be: go to the blackboard and give them the time becoming journalists or read it from their site. For this we have photographed the maps they have made and we are projecting them on the screen.

(Click on the photo below to go to the site)

(Click on the photo below to go to the site)

ESMERALDA SERRANO

 TITLE: What happened?

LEVEL: B2

AIM: To speculate and make deductions about the present and past.

CONTENTS: Present and Past Modals

PROCEDURE

1. In pairs or groups students are shown the picture and asked to tell each other what they can see.

‘All I can do is pray’: the Ukrainian women going home despite the danger | Ukraine | The Guardian (2nd picture)

Photograph by Valeria Mongelli (The Guardian)

2. As a whole class, students tell the class what they actually see.

3. In their pairs or groups, they are asked to predict who they are, where they are and what they are doing.

a. e.g They might be a group of travellers

b. They can’t be Asian because…

c. It must be winter because…

d. They could be waiting for…

4. In the same groups, students are now encouraged to answer the question “What happened?”, using past modals.

a. e.g. Something terrible must have happened.

b. They might have been waiting for a long time

c. …

5. As a whole class, each group share with the class their predictions and speculations

DIFFERENTIATION

Weaker Students

- Teacher helps with vocabulary by: o Writing it on the board o Going to their groups and help them o … - Teacher can scaffold the activity by providing guided questions. o E.g. Do you think that they are Europeans? Why? o Do you think that they are enjoying it? o … - Weaker students are allowed to use the easier “maybe” structure instead of the modals one. o E.g Perhaps she is… o Maybe they are o … Stronger Students - Are encouraged to use more complex vocabulary and expand on their sentences

- If early finishers, they can be asked to think of what will happen next and write the end of the story.

(Click on the photo below)

Mª JOSÉ CASADO

 Level: 4th year of Primary 

Taking into consideration the variety of activities shown by Shawn, I based on Easter time. That festival is so relevant when students of any age learn English culture. I carried that task out on the eve of Easter holidays.As in any another topic, the whole class worked on the same activity although the outcome was different due to the diverty of pupils.Some are stronger and same weaker.

Anyway, the most relevant fact was everyone participated in the task and they had a lot of fun.

Here is the lesson plan:

a) Starting the lesson:

- Write on the board the word " Easter ". And, ask : Do you know its meaning ?.

- Ask: What do you do for Easter? / What do you eat?.

- Do a brainstorm on the board connected to Easter.

- Give them a worksheet: Easter wordsearch. Read out the words for the children to follow

them: Easter, parade, lamb, chocolate, bunny, chick, hunt, spring, basket, hide, decorate,

dye, eggs, tulip, lily.

- The children repeat the words and then, find them.

b) Main activity: - Show the Easter facts for children video. - Focus the children´s attention on: + What date do we celebrate Easter?. + Where do Easter basket come from?. + What country did Easter bunny stories share the first?. + What part of the bunny must people eat first?. + What kind of animal is it?. + What is the most popular non-chocolate Easter candy? +What did it happen in 1930?. + What is the most popular flavour of jelly beans?. + What traditions are mentioned?. - After watching the video, the children must write down what they remember of Easter.They are used to doing concept maps, so some did not it difficult to express what they had learnt doing a mind map. The ones who find it difficult, did a picture. c) Finishing the lesson: - Decorate Easter eggs.

- Take turns to say something about they have learnt with that activity.

AIDA EMILIA MÁRQUEZ

LEVEL: 1st year of ESO

 Vampire Baseball

In a mixed-ability class, students will watch a clip from the film Twilight where vampires are playing football (from 00:20 to 2:14. First, they will watch it and then teacher will ask them to

1- Describe the scene (Ellicit information regarding weather, place, actions, characters: clothes and physical description)

2- Describe what vampires can do in this clip.

These two questions will be answered orally so that they can practise their oral skills. As they are very open questions, they will allow both weaker and stronger students to provide information for each one on their own level. Therefore, in the case of the second one, they can make sentences like “They can jump high” (weaker students) or “they can juggle with a baseball bat” (stronger students).

Finally, the teacher will ask them to make a podcast. Stronger students will be paired with weaker students. The stronger ones will play the role of vampires that are interviewed by journalists (weaker students) about their lives as vampires. The weaker students will prepare the questions. The teacher will provide them with some ideas like: “How did you become a vampire?” “Can you describe the place where you live?” The stronger students may help them if necessary. Once the questions are written, the stronger students will work on the answers. Then, both of them will record the interview together.

ALEXANDRA BEDELEAN

 

Skill: Speaking

Level: 1st year of Bach

Topic: Discuss about the effects of the full moon on people. Students often complain about being tired or experiencing low energy periods at certain moments of the month. One of my students, who is passionate about astrology and spiritual activities inspired me to create this activity, after investigating a bit about the topic. One of the resources I used is: (Click on the photo below) 

This is a very useful website where you can read articles about lifestyle, nutrition or health, as well as watch podcasts about different topics.

Steps to follow: divide the students in groups of 4 or 5. Each group discusses about the topic I give them on paper or project on the board. They have five options to include in their conversation and then they have to reach an agreement on which ritual would be the most effective in reducing the effects of the full moon on people. Weaker students would be included in each group so they can state their opinion and ask for help among their partners.

Objective: state their opinion on a certain topic, using expressions of agreeing and disagreeing.

Exercise: 

Mª CRISTINA GARCÍA

 

LEVEL: 1st year of ESO

The activity is designed for a group of 1Year Eso and it is meant to be done by each student using their own Chromebook or laptop . It is programmed to last around one hour and to be done during a class session. Its main objectives are based on the development of the students´digital competences and their English writing skills.

The first step is to watch a video in the platform Youtube. It is a Disney Pixar short film. They are told yo pay attention to all the details carefully. The level of comprehension is low because the characters do not speak so all students will be able to get the information they need for the further exercises.

In a second phase, they are given a google document link in which they have different questions on the short film they have watched. The questions are designed to be accesible to all the students of the class. There are some short questions that required very basic answers such as:

-Who were the characters? - What is the big alien´s job? - Did the small alien pass the test? why? - Where and when does it take place? There are also questions in which higher level students will be able to use their skills and weaker students could answer briefly.

-What is the short film about? Make a summary - Find a picture or freeze frame of the pilm, paste it in the doc and describe it. Finally, there are some questions so that they can express their opinion on the topic that the short film presents. There is room for longer os shorter answers, they are told to support their arguments only if they feel confident about how to do it based on their writing abilities. -Do you believe we are alone in the universe? Why? -Do you believe in aliens and UFOs? Why or why not? - What do you think aliens might look like?

During the session , they can unse dictionary online and the teachers support. The send the final product to our google classroom virtual class. Each student is assessed taking into account skills, effort and result of the activity.

ELENA PUENTE

 

Level: 4th grade of primary

TYPICAL FOOD

We are going to work with different king of food about English speaking countries. In the class There are 10 students and their English level is quite good. between these students there are students from Romania and Marocco and a girl with visual impairment as well.

This activity is going to work in two sessions during the second term.

First session. Using the digital board students watch about the typical in different English speaking countries. Then, I will review the vocabulary related to the food and they have to answers some questions individually such as:

what is your favourite food?

Do you lilke sandwich?

How often do you drink tea?

After that, students in smalll groups have to research about typical food in England, Ireland, Australia, Usa and New Zealand ,but they . when they have organise the information they make a power point and write some question so that their classmates answer them. , for example:

what time do Irish people have lunch? Is fish and chip typical in USA?.

Second session.

Students present their presentations and we finish the session students have to tell orally three things have learn .

Finally , I have to mind the girl with visual impairment. she works in short times in order not to lose her attention, she has a special programme in her computer to watch bigger pictures and words and students not make so much noise not to distract her.

As a conclusion, authentic materials are very useful and motivate so that students can learn grammar and vocabulary , but above all, to know the culture and tradition about English speaking countries as well.

Mª JESÚS MARCOS

 Activity: VIDEO " THE GIRL EFFECT "

Target group: 4 ESO

Skills: Reading , Speaking and Writing.

For Women´s Day I chose to play a video called “ the Girl effect “ . I did different activities about

1.-BEFORE WATCHING THE VIDEO :

I asked students to think about the differences in life between a teenage girl living in an underdeveloped country and the life of a girl living in any European country.

2.-AFTER WATCHING THE VIDEO:

For weaker students :

I asked them to draw a lifeline of a teenage GIRL in poor countries and another one of another girl after getting EDUCATION :

Girls in Poor ___________________________________________________ Countries 12. 14. 15. 18. Girls in Developed ___________________________________________________ Countries 12. 14. 15. 18.

For stronger students :

I asked them to answer the following questions: 1. What happens when a girl turns 12 in underdeveloped countries? 2. When does she usually get married? 3. What are the problems she has to face later? 4. How could this situation be avoided?

3.-WRITING: Creating a blog or a TV advert .

I told my students that they and their friends were taking part in a campaign to get funds to improve girls’ education in underdeveloped countries and for that reason they had to Create a blog or a TV advert in groups .

2.- DISCUSSION:

This activity was carried out in two teams, mixing weaker and stronger students so that they could help each other. Each group had to defend a different position about the topic. Will “the girl effect” help to reduce poverty ? Why? Why not ??

“ the Girl effect “ is a video that is really worth watching ,students love it and make them think about how different “ A Girl’s Life “ can be depending on where they are born .

MACARENA DELGADO

How Much Sugar?

Grade Level: 3 rd E.S.O; Subject: Biology

As the amount of sugar is to high the common foods the aim of the project is to find out whether people are aware of the amount of sugar found in everyday foods.

The purpose of this activity is to measure out the sugar of various foods and find out whether people can correctly determine how much sugar is in certain common foods.

Humans crave sugary foods for a good reason. Sugar packs a lot of calories into a small amount of food. We pack sugar into many foods we wouldn’t think to find it in and overload our systems to the point where we can develop diabetes. Much of the sugar we consume every day is hidden in foods that we wouldn’t expect to find it in.

Materials:

• At least 2 kg of sugar

• A scale

• Various everyday foods (you can use processed foods like soda, candy, and crackers that display the sugar content on the label as well as raw foods such as fruits, vegetables or grains and find out the sugar content on the internet)

• Plastic bag

• Glue, cardboard,scissors,etc..

Procedure:

Students will be divided into mixed-ability groups and they will have the following instructions:

1. Collect a number of different foods that you would like to see the sugar content for.

2. Using a scale, measure out the amount of sugar in your first food.

3. Place the sugar in an empty small plastic bag.

4. Label the plastic

5. Bag to show how many grams of sugar you placed in it.

6. Repeat steps 2-4 for your different foods.

7. Record the results.

8. Design and create a poster to show the results.

VIRGINIA NAVARRO

 LEVEL: 1st year of ESO

• Scaffolding authentic materials

I will present the following pictures to the students (Click on the photo below) 

Source: http://www.cellimagelibrary.org/browse/celltype

This is for finding out what learners already know about the science topic. Brainstorming ideas about the new topic. This is planned for whole class work. I let them say some words or ideas in L1 and then translate. start with a question: What can you see in the picture? Are all the photos the same color, shape, etc.? What is the instrument below? What is it for? Can you see cells with your naked eye

• Using K-W- L chart

Students draw the chart in their notebooks and comment it to the whole class

• Using graphic organizers with illustrations to offer a visual support 

Basically, the graphic below has got the same information as the text shown in activity number 5. The graphic is taken from an English website, ThoughtCo. 

Click on the photo to read the article

• Asking questions about the graphic above

Look at the picture above. Answer the questions below:

·         Do all cells have similar chemical composition?

·         What is the basic unit of life?

·         What are all living organisms made of?

Attention to diversity. ACTIVITIES

*For stronger students:  

To make a Graphic organizer using ICT,  e.g. Mindmeister: https://mm.tt/map/2247714119?t=U0NZSBw7DB or in your notebook.// Write questions about the graph//Add more information or examples on the mind map.

* For weaker students:

To write down new vocabulary and explain it using visuals.// Give them the graph with information-gap to fill in, in pairs.

LAURA JUANES

 

LEVEL: infant education

One of the resources that I use the most in my English lessons are songs. I consider that using songs to teach English to young learners helps the teacher to build a real context where the foreign language is used as a real way of communication.

Songs can provide fun, action and confidence to young learners. They also can improve the young learners memorization and pronunciation skills. The way I usually use to work with them is connect songs to our daily routines:

- Greetings. - Fix the date. - Look at the weather. - Talk about feelings.

Moreover, I used songs to introduce and go through the topic we are working in that moment in the classroom.

I show the songs to the pupils using the padlet I have created to share songs and the other different activities with them. Furthermore, as I have provide the link to the families and children, this allow students re-listen the songs at home and enjoy songs one more time as many times as they want or need.

At the beginning of the activity of singing I introduce the key words they do not know by using flash cards. Then, during the song is very important to use gestures to ensure they can get the meaning.

This activity of singing a song of the topic is usually followed by another activities like worksheets and TPR.

(Click on the photo below)

NURIA FLECHA

 Level: A2

The aim of this class is to complete a padlet with the description of the place where you live.

We start with a little warm -up and for that I use six word memoir. I show them a photo and they have to describe it in six words. This will work well with mixed ability students since the weaker students can write what they know and stronger students can show greater skill in the composition of the sentence (Click on the photo below).

Then we will continue with a powerpoint with vocabulary related to the city, adjectives, and useful sentences to include in the description.

Next step is to watch a video of New York and complete a listening exercise. Before that we will brainstorm what we know about the city.

All of this will serve as scaffolding activities to reach our final goal.

Finally, each of the student will add their own description of their town or city in a padlet crated by me.

Click on the photo below:

ANA MUGARRA

 CLASSROOM ACTIVITY for 3 year of EP (8-9 years old students)

Topic: life in the sea and how to take care of it.

Subjects: Social and natural sciences, English, Arts and Crafts, music

Authentic material: a link to a video of “Little mermaid” and the song “Under the sea” to fill the gaps.

Activities: at the beginning of the session a KWL chart. They write the first two columns, trying to explain what they know about the sea (living things, relief elements, environmental problems, how to take care of the oceans and seas…)

They watch the first minute of the video and the students try to guess or make predictions on what is next. In the second minute of the video they have to do the activity “say it in six” (six Word memoirs). They can illustrate it with a drawing.

While they are watching the video they can take notes to organize information about the sea.

At the end of the video each student will choose an animal to draw and write 5 curiosities (octopus, whale, seahorse, jellyfish, dolphin….) and a poem with the initial letters of its name. They also have to draw an instrument from the video, classify it according to the type of sound and material…

They fill the gaps in the song “Under the sea”. For stronger students they are not given the words. For the weaker students they have the help of all the words that are missing.

In groups of five the students write some environmental problems that affect the life in the sea as well as some good practices to reduce that problems. Each group shares the notes with the rest of the class to debate and write the final conclusions.

At the end of the session they write the third column of the KWL chart to reflect what they have learned by doing this activity.

YOLANDA MARTÍNEZ

 

Level: primary education

Food is important to everyone, so we’ll introduce language students to some of the common dishes in English-speaking countries so that they will be able to order meals with confidence. Many restaurants have their menus online, so I’ve downloaded one. Using this authentic material, will make it more meaningful for my students.

- For this activity, I’m going to use a menu of a restaurant.

I’m going to give my students a worksheet where they can write down what they order at the restaurant, including a section for price.

I’ll ask students to guess what the meals are, or they can write down what they would order. We’re going to use the menu of an English restaurant. One of the students could pretend to be the waiter or waitress and my students can practice their spoken English by reading their order back to you.

At the end of the task, I’ll encourage my pupils to add up the cost of their courses to calculate their bill and talk about their experience of being in a real restaurant.

- For the second activity, I’m going to use a menu from a primary school.

My students, in mixed-ability cooperative groups, will have to classify food in two groups, healthy and unhealthy food. After that, they’re going to design their healthy plate. For this activity, we could use a catalogue of a supermarket.

JESSICA CHURCH

This activity is inspired by various courses that I've done with Shawn. I have decided to incorporate See-Think-Wonder with laminated pictures (CLICK ON PHOTO)

I have prepared seven for this particular task because I will use them in a group of 3º ESO that has 20 students. This way each group of three will have a different laminated card. I also know that, since students will have a different card each day, I will be able to use this ice breaker in seven different sessions with the same class.

I use See-Think-Wonder with students in all of my courses and it has proven to be a fantastic way to include Attention to Diversity within the classroom. It offers stronger students the opportunity to really expand and use the vocabulary and grammar that they know (while unintentionally "teaching" their peers), and weaker students are also able to successfully participate with the vocabulary and grammar that they know.

I also like to see how students become more astute at asking more thought-provoking questions once they have done this activity more than once. This provides more opportunities for Attention to Diversity, because it allows students to use different intelligences--students who may not have a high level of English can still be stronger when it comes to critical thinking or interpersonal relations, for example.

During the course Shawn encouraged us to create "reusable" materials, and long-term these laminated mats would ideally be used as an ice breaker at the beginning of class throughout the year.

Timing: +/- 12 minutes at the beginning of class (icebreaker)

Sequencing:

1. Students will sit in groups of 3 and will be given one of the laminated pictures, which will be placed in the middle of the group. They will have around 3-4 minutes to work individually, completing a see-think-wonder chart in their notebooks.

2. Students will share their ideas within their groups (3-4 minutes)

3. As a class, groups will share their different observations and questions.

Shawn always stresses the importance of using images to get our students engaged and thinking--I hope that this activity does just that! (CLICK ON THE PHOTO BELOW)

Mª TERESA FERNÁNDEZ

 Activity: Guess the topic.

Target group: 2 Year of ESO.

Skills: Listening, speaking and writing.

The aim of the activity is to guess the next topic to be talked about in the class. We watch the first 10 seconds of Ed Sheeran´s commercial without audio. Then, they give ideas about the topic. Most of them say: "Music" so this is the right moment to ask them about their favourite type of music, song, singer or band, when they listen to music, where and so on. This is a great idea to encourage them to speak and interact with each other.

But, I tell them that this is not the real topic (sounds of disappointment!!). However, I explain that at the end of the lesson, I attach a link with one of Ed Sheeran´s song.

Next, we watch the whole commercial with audio and when it finishes all of them say: "Food". Bingo!! It is time to start working with vocabulary and questions related to the topic. First, I boost them to say the words related to food and restaurants they have just seen in the commercial. Second, it is time to ask them to write on the board the name of the meals and introduce questions like: What´s your favourite meal? or food? What do you usually have for breakfast?.

Finally, it is time to brainstorming food vocabulary. Students are divided into two teams and I draw on the board word clouds with headings like: Fruit, vegetables, meat, drinks, dairy products... Ready, steady, go.... one student from each group go to the board and write one word in one of the clouds and they hand off the chalk or marker to the next student in their team . This student runs to write another word for his/her group. After each student has participated, we make a revision of the pronunciation as a whole group and I add some new words and expressions.

The topic of food has been introduced in a different way and even the shiest and low level students are involved. As a reward they can work with the activity related to the song by Ed Sheeran working at the same time with the listening skill (CLICK ON THE PHOTO BELOW)

JARA MARÍA FERNÁNDEZ

 

Be a surfer

(CLICK ON THE PHOTO TO READ THE ARTICLE)

Show the picture of a surfer.  Ask your students to write a 6-Word-Memoir of this picture on padlet about what they think of when they see the picture.

Pre-teach some difficult vocabulary of the article and write them on the board for weaker students to refer to. Draw attention to the title and subtitles. Ask them if they agree on the ideas in cooperative teams (group weaker students with stronger ones).

Break the text into chunks and ask them to read individually just one and share what they understood in teams. Ask early finishers to explain by written difficult vocabulary to the rest of the team.

Ask them to choose a profession or a sport whoch can be inspirational and how. Weaker students will write subtitles and stronger students the corresponding texts.

Ask their teams to select one picture to exemplify this text. They will create a genially and will share it with the whoe group on Teams.

MARÍA PÉREZ

 

This activity has been designed as a final task for the unit related to food. 

My group of 6th of primary, is composed of fast finishers and slow learners. “ Go shopping online” the students will enter to sainsbury website and they will buy as many ingredients as they need for a recipe. 

They will do it in mixed- ability groups of 4 students. I will help with the vocabulary they don`t know but in the website when they buy the products they will have visual support. 

They will write down the ingredientes in a padlet, and the will write a recipe as well. After sharing and correcting the recipes the students will record their own recipes using a chroma key. 

Fast finishers will help with the questions to ask while recording the recipe and slow learners will deal with sentences and ingredients. As a final activity we will visualize the different videos from different groups.

VIRGINIA GONZÁLEZ

 Describing people.

I will take to the english classroom a set of figures or paper puppets that I got in Burguer King. It's a comic and there are also several colourful puppets .They are Snoopy and his friends and kids know them perfectly.

The activity consists In decribing the different characters. First of all we review clothes vocabulary and colours and then they will be ready to describe Snoopy's friends and they will also tell what clothes they are wearing.

As there are characters easier to describe than others, I will use them for weaker students. After reviewing all the vocabulary, they can choose a character and describe it so that the rest of the class can guess who is (scaffolding). In this activity all kind of students can participate since they will feel more confident if they guess all together at the same time.

Apart from this activity they can also use the puppets to create different stories and tell them to their partners.