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.