UNIT NUMBER 1: WELCOME BACK Sessions: 6 Date of beginning: 18 th of September 06 Class: 5 B
|
|
- Augusta Melton
- 6 years ago
- Views:
Transcription
1 UNIT NUMBER 1: WELCOME BACK Sessions: 6 Date of beginning: 18 th of September 06 Class: 5 B AIMS: - To understand some orders and requests. - To use the new vocabulary. - To elaborate a game. - To read and listen dialogues. CONTENTS: - CONCEPTS: - Grammatical contents: Questions: What does mean? How do you pronounce? May I go to the toilet, please?, Can you repeat, please? I m sorry, I don t know/remember. - Vocabulary: School bag, rubber, ruler, blackboard, desk, pencil case, pencil sharpener, cupboard. - Phonology: Aspirated <ph> like in pen / <p> like in speak. Rising tune such as polite requests: May, please? Sileny consonant <p> - Culture: Knowing what time students in England start and finish their classes in a daily day. From 9 am to 15 pm. - Cross-curricular: Education for peace: developing cooperative work with the rest of the class through the activities students carry out. - PROCEDURES: Matching pictures with names. Making posters with orders. Inventing a game in groups. Reading a story. Playing dominoes. Listening to an action song. Performing a dialogue.
2 Making a picture dictionary. - ATTITUDES: -Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to learn new words. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story o Controlled practice: Jigsaw activity / Flashcards games: magic eye, three in a row / School crossword. / Can cards / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords / o Free practice: Inventing a game. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Classroom things Questions: How do you? Use of CAN GRAMMAR UNIT NUMBER 1: WELCOME BACK time students in England start and finish their classes Aspirated <ph> like in pen / <p> like in speak. / Rising tune such as polite requests: May, please? Silent consonant <p> PHONOLOGY ASSESSMENT CRITERIA: -To be able to recognise and reproduce the new vocabulary and structures. -To catch the global meaning of oral and written texts. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer. Extension activity: order words to form sentence with sense RESOURCES:
3 Photocopiable sheets / Can cards UNIT NUMBER 2: DESCRIBING PEOPLE! Sessions: 6 Date of beginning: 2 nd of October 06 Class: 5 B AIMS: - To identify and use vocabulary related to physical descriptions. - To listen and act out a story. - To use the new vocabulary and structures together. - To write a description CONTENTS: - CONCEPTS: - Grammatical contents: Verb to have got: Affirmative and negative, 1 st and 3 rd person: I ve got / I haven t got He s / She s got He / She hasn t got Interrogative 2 nd and 3 rd person: Have you got? Yes, I have. No, I haven t / Has she / he got? Yes, he / she has. No, he / she hasn t. - Vocabulary: Big/small/blue/green/brown eyes, glasses, freckles, fair/dark skin. Long/short/straight/curly/red/fair hair. - Phonology: /v/ like in I ve got /b/ like in big. Rising tune: yes/no questions: Have you? - Culture: Physical appearance of British people. - Cross-curricular: Moral and civic education: importance of respect what belong to others. And Education for Peace: respect and accept others differences. - PROCEDURES: Singing a song: Have you got a hero? Intensive listening.
4 Making a description. Playing games. Inventing a monster. Finding people. - ATTITUDES: -Respect the guidelines and rules that the teacher explains in the classroom in each moment. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story o Controlled practice: Flashcards games: quickly saying, reveal the word / Order the story / Battleships / Who is who? / Find the suspect / Help the sheriff / Football training / My crazy body / words beginning with the letter / air spelling / repeat the sentence / Who s next? o Free practice: Inventing a monster. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Describing adjectives Physical appearance of British people. UNIT NUMBER 2: DESCRIBING PEOPLE! Verb to have got GRAMMAR /v/ like in I ve got /b/ like in big. Rising tune: yes/no questions: Have you? PHONOLOGY ASSESSMENT CRITERIA: -To be able to recognise and reproduce the new vocabulary and structures. -To catch the global meaning of oral and written texts. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer.
5 Extension activity: order words to form sentence with sense RESOURCES: Photocopiable sheets / Can cards UNIT NUMBER 3: WHAT S FOR LUNCH! Sessions: 6 Date of beginning: 23 rd of October 06 Class: 5 B AIMS: - To use vocabulary of rutines. - To say what time is it. - To read and write the language of the unit. - To write your simple day life. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple: I have/go/get He/She has/goes/gets/lives/plays I have (lunch) at Does he/she (have lunch at two o clock)? Yes, he does. No, he doesn t. It s (five) o clock. Do you get up at seven o clock? - Vocabulary: Get up, have a shower, get dressed, have breakfast, go to school, have lunch, go home, have tea, have a bath, go to bed, (eight) o clock, (ten) past (three), (twenty) to (five), half past (one). - Phonology: Long i /i:/ such as in teeth / Short i /i/ like at dinner Silent consonant <l>: half - Culture: Students learn what time British pupils finish school and have lunch. - Cross-curricular: Consumism education: time being watching TV. Multicultural education: students will be aware of the existence of another culture, customs and ways of life.
6 - PROCEDURES: - ATTITUDES: Intensive reading. Writing about a day in the students life. Miming and playing games. Carrying out a project of A single day in my real life : Playing dominoes Matching pictures with text. -Being aware of the importance to express orally in the foreign language to satisfy the needs of communication. -Respect and follow games rules. -Respect towards students opinions. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen a dialogue. o Controlled practice: Telling the time. / Flashcards games: mime it, guess it / Activity dominoes. / Can you find the correct order of the dialogues? / Battleships / Information gap activity. / Find the twin. / What s different? / put in order the story / feeling repetitions / anagrams o Free practice: My simple day life. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Rutines: get up, get dressed, Time: It s 4 o clock Present simple: I get up / she gets up / Do you get up? UNIT NUMBER 3: WHAT S FOR LUNCH! Time British pupils finish school and have lunch. Long i /i:/ such as in teeth / Short i /i/ like at dinner Silent consonant <l>: half GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: -To show the ability to write simple messages about the topic. -To be able to say what time is it. -To write adequately the daily routines.
7 ATTENTION TO DIVERSITY: ACI only learn the half part of the vocabulary and fast-finishers go to whatever corner to do activities they prefer to do. RESOURCES: Hours and routines dominoes. UNIT NUMBER 4: IN THE JUNGLE. Sessions: 6 Date of beginning: 13 th of November 06 Class: 5 B AIMS: - To identify and use vocabulary related to animals. - To write and speak about what eat and where live the animals. - To describe animals. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple, 3 rd person, affirmative and negative: It eats/lives It doesn t eat/live - Vocabulary: Tiger, whale, shark, frog, butterfly, spider, zebra, hippo, fox, monkey, insects, leaves, meat, ocean, wood, jungle, swim, fly, walk, run. - Phonology: <j> /dz/: giraffe, jump, jungle Silent consonant <l>: walk - Culture: People in Britain are interested in saving and adopting animals. WWF: worldwide Fund of Nature. - Cross-curricular: Enviromental education: respect to the fauna and natural environment and the knowledge of possible animals in danger. - PROCEDURES:
8 Describing an animal. Singing a song: Living in the jungle. Solving crosswords Carrying out a project: What animal is it? Playing animals cards. Reading a dialogue. - ATTITUDES: -To show interest and curiosity to learn new words. -Active collaboration in pair work and group work. -Showing interest in discovering another culture. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story o Controlled practice: Flashcards games: reveal the word, look for your pair / My crazy zoo / Jigsaw game. / Warships. / Have you got a good memory? / Pair crossword. / Find my monkey. Anagrams / repeating mood sentences, etc. o Free practice: Can you guess my animal? SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Animals Action verbs: run GRAMMAR UNIT NUMBER 4: IN THE JUNGLE. People in Britain are interested in saving and adopting animals. WWF. Present simple 3 rd person <j> /dz/: giraffe, jump, jungle Silent consonant <l>: walk PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary in different context. - To be able to make a description of an animal using the structures of this unit.
9 ATTENTION TO DIVERSITY: Fast-finishers go to corner and play games. ACI students only learn some of the vocabulary of the unit. RESOURCES: Photocopiable sheets. UNIT NUMBER 5: MY FAVOURITE FOOD! Sessions: 6 Date of beginning: 27 th of November 06 Class: 5 B AIMS: - To use new vocabulary and verbs. - To express likes and dislikes. - To read and understand a text. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple,1 st and 3 rd person affirmative and negative: I like / I don t like / she,he likes / doesn t likes. Interrogative form: Do you like? - Vocabulary: Food: Bread, meat, rice, eggs, orange juice, yogurt, chicken, hamburger, banana, carrots, tomatoe, chips, apple. Verbs: mix, put, add. - Phonology: /e/ like at bread - /ae/ like in apple Rising tune in yes/no questions. - Culture: Typical food in UK. for breakfast. - Cross-curricular: Health education: students learn about food which are good and bad
10 for their bodies. - PROCEDURES: Talking about likes and dislikes. Inventing a recipe. Playing games. Doing controlled activities. Playing in pairs. Reading a text. Singing a song. - ATTITUDES: -Being interested in knowing the vocabulary and linguistic structures necessary to express in a foreign language. -Participating actively in the carrying out the tasks and accepting responsibility for the tasks. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new and a dialogue. o Controlled practice: Flashcards games: quickly saying, reveal the word / Half a crossword: food and drink. / My crazy restaurant. / Can you make words. / How many words can you make? / What do you want for breakfast? / Talk about food / Find the difference/ Battleships o Free practice: Invent a recipe. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Food Cooking verbs Typical food in UK for breakfast. Present simple,1 st and 3 rd person affirmative and negative: UNIT NUMBER 5: MY FAVOURITE FOOD! /e/ like at bread - /ae/ like in apple Rising tune in yes/no questions. GRAMMAR PHONOLOGY
11 ASSESSMENT CRITERIA: - To participate in communicative situations to find out other people s likes. - To use the new vocabulary in a accurately way. ATTENTION TO DIVERSITY: Fast-finishers and advance students look for information about typical English recipes. RESOURCES: Photocopiable sheets. UNIT NUMBER 6: WHAT S THE WEATHER LIKE TODAY? Sessions: 6 Date of beginning: 8 th of January 07 Class: 5 B AIMS: - Use weather s vocabulary. - Asking and giving information about the weather in different places. - To look for information. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple, 3 rd person affirmative, negative and interrogative: It s (sunny). Is it (hot)? It isn t (freezing). Questions: What s the weather like in? - Vocabulary: Weather: hot, warm, cold, freezing, sunny, windy, cloudy, foggy, stormy, raining, snowing. Seasons: summer, spring, autumn, winter. - Phonology: Ending <ng> without pronouncing the g. Rising tune in yes/no questions. - Culture:
12 Typical weather in United Kingdom. - Cross-curricular: Multicultural education: students will be aware of the existence of another language, culture, customs and ways of life. - PROCEDURES: Playing with the UK map. Reading a story and acting out. Singing an action song. Carrying out a project: what s the weather along the year in a city they choose. Looking for information. - ATTITUDES: -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. -Showing interest in discovering another language and culture. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story o Controlled practice: Crazy weather. / Weather crossword. / Let s go on a picnic. / Warships. / Flashcards games: mime it, what s missing / Anagrams / find the difference / jigsaw activity / repeating sentences with different mood / holiday weather. o Free practice: What s the weather along the year in a city they choose. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Weather Seasons Typical weather in United Kingdom. UNIT NUMBER 6: WHAT S THE WEATHER LIKE TODAY? Present simple, 3 rd person GRAMMAR Ending <ng> without pronouncing the g. Rising tune in yes/no questions. PHONOLOGY
13 ASSESSMENT CRITERIA: - To carry out a project. - To be able touse new vocabulary. - To have a good attitude towards the activities. ATTENTION TO DIVERSITY: Advance students look for more vocabulary related to the weather. RESOURCES: Cards. Website: UNIT NUMBER 7: BEING HEALTHY Sessions: 6 Date of beginning: 22 nd of January 07 Class: 5 B AIMS: - To use the new vocabulary and to classify the food in the correct group of the pyramid. - To write the food students eat in a day. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple, 1 st person negative and affirmative: I like/don t like, I eat/i don t eat - Vocabulary: Food: pasta, sweets, fish, cheese, lettuce, milk, bread, eggs, chips, yoghurt. Adverbs of frequency: always, never, sometimes. - Phonology: Long i like in sweet - Short i like in fish Rising tune in yes/no questions. - Culture:
14 English typical meals. - Cross-curricular: Heath education: Students learn about nutrition and good habits of eating a balanced diet. - PROCEDURES: Singing a song: Vitamin alphabet Classifying food: looking in leaflets for food and distribute in the pyramid in groups. Reading and writing an . Playing in pairs and in groups. Making a survey. - ATTITUDES: -Active participation in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to learn new words. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a dialogue. o Controlled practice: Health Quiz. / How to keep fit / flashcards games: reveal the word, guess it / who s next? Order the story / snake words / food crossword in pairs / how many words can you make? / My crazy restaurant / lip reading / words beginning with the letter / Menu game o Free practice: Making a survey. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Food Adverbs of frequency English typical meals. Present simple UNIT NUMBER 7: BEING HEALTHY Long i like in sweet - Short i like in fish Rising tune in yes/no questions.
15 GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To being able to classify food in different groups. - To be able to write an . - To participate in the games. ATTENTION TO DIVERSITY: Fast-finishers play to word search in the corner. RESOURCES: Computers, poster. UNIT NUMBER 8: ARE YOU HAPPY? Sessions: 6 Date of beginning: 19 th of February 07 Class: 5 B AIMS: - To recognise and use the vocabulary of this unit. - To write a description. - To give information about feelings. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple of the verb to in all the forms: I, you, she, is,are,am Present continous in affirmative: I am happy when When are you happy? - Vocabulary: Feelings: Happy, surprised, angry, tired, sad, worried, confused, scared. Actions: sleeping, jumping, reading a newspaper, dancing, running, etc.
16 - Phonology: <h> like in happy. Falling tune in Wh- questions. - Culture: Students learn that when British people get angry do not normally speak aloud and fast. - Cross-curricular: Moral and civic education: importance of respect what belong to others. And Education for Peace: respect and accept others differences. - PROCEDURES: - ATTITUDES: Playing to feelings game. Reading a story and perform it. Singing a rhythmical song. Writing a text about feelings. Miming actions and students guess them. -To show interest and curiosity to learn new words. -Active collaboration in pair work and group work. -Showing interest in discovering another language and culture. -Respect and follow games rules. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen a story o Controlled practice: Can you draw faces? / What s the different? / Find the differences / picture dictionary / Jigsaw activity / Flashcards games: magic eye, three in a row / crossword / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords o Free practice: My feelings text. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Feelings and actions. UNIT NUMBER 8: ARE YOU HAPPY? British people when get angry do not normally speak aloud and fast.
17 Present simple and continuous <h> like in happy. Falling tune in Whquestions. GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the vocabulary. - To be able to write a text. - To play in a peaceful way. ATTENTION TO DIVERSITY: Fast finishers play to memory game. RESOURCES: Lollipop stick, cards of miming. UNIT NUMBER 9: WHAT ARE YOU DOING? Sessions: 6 Date of beginning: 5 th of March 07 Class: 5 B AIMS: - To use the vocabulary of the unit. - To ask and answer about what are you doing. - To write a text. CONTENTS: - CONCEPTS: - Grammatical contents: -Present continuous in affirmative, negative and interrogative form: I m playing / He s/she s playing/reading / Are you playing (tennis)? Yes, I am. No, I m not. / Is he (swimming)? Yes / No, he/she is. What are you doing. - Vocabulary: Running, swimming, gymnastics, hockey, tennis, football, volleyball, basketball, cycling, judo.
18 - Phonology: Ending <ng> without pronouncing the g. Rising tune in yes/no questions. - Culture: Students learn about British football teams. - Cross-curricular: Education for equality between sexes: through the activities presented, pupils will be aware that any person independently from his/her sex can practise any sport he/she desires. - PROCEDURES: Singing a song: Football crazy. Putting in order letters. Describing a picture. Reading a text Listening to a dialogue and perform it. - ATTITUDES: -Being interested in knowing the vocabulary and linguistic structures necessary to express in a foreign language. -participating actively in the carrying out the tasks and accepting responsibility for the tasks. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story o Controlled practice: Find my robot / Spot the sport / Crazy sports / Elimination / guess the sport / mini picture dictionary / snakewords / battleships / Anagrams / find the difference / jigsaw activity / repeating sentences with different mood o Free practice: Playing a game. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Sports Students learn about British football teams.
19 Present continuous in affirmative, negative and interrogative form UNIT NUMBER 9: WHAT ARE YOU DOING. Ending <ng> without pronouncing the g. Rising tune in yes/no questions. GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To show the ability to use the vocabulary of this topic. - To be able to use the new structure being learnt. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer. Extension activity: order words to form sentence with sense. RESOURCES: Photocopiable sheets, flashcards. UNIT NUMBER 10: WHERE WERE YOU LAST NIGHT? Sessions: 6 Date of beginning: 21 st of March 07 Class: 5 B AIMS: -To identify and use vocabulary related with the parts of a city in general. -To say and ask where someone was and wasn t in a determinate moment or day in the past. - To give and follow directions. CONTENTS: - CONCEPTS: - Grammatical contents: - Past tense of to be in negative, affirmative and interrogative form: I was/ wasn t at the He/She was/ wasn t at the Were you at the (Cinema) on (Saturday)
20 Imperatives: go straight on, turn left/right. - Vocabulary: Cinema, restaurant, theatre, music shop, sports centre, museum, swimming pool, town hall, church, post office. - Phonology: Long u like in school, pool - Short u like in woman. Rising tune in yes/no questions. - Culture: In UK people drive their cars in the left part of the road instead of the right like in Spain. - Cross-curricular: Education for equality between sexes: through all the work planned in this unit, pupils will be aware that there must be cooperation between them, independently. - PROCEDURES: - ATTITUDES: Listening a song Asking and answering questions. Writing a celebrity snap. Doing a role-play Playing board games. Reading a dialogue and acting it out. -Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to know the names of the places in a town. -Respect and follow games rules. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story. o Controlled practice: Becoming a city / Drive around the neighbourhood / Flashcards games: quickly saying, reveal the word / Order the story / Battleships / Who is who? / Help the sheriff / Football training / My crazy body / join the story / words beginning with the letter / air spelling / repeat the sentence / Who s next? o Free practice: Detective game.
21 SCHEME OF THE UNIT: VOCABULARY Places of a town Directions CULTURAL ASPECTS In UK people drive their cars in the left part of the road instead of the right like in Spain. Past of to be GRAMMAR UNIT NUMBER 10: WHERE WERE YOU LAST NIGHT? Long u like in school, pool - Short u like in woman. Rising tune in yes/no questions. PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To be able to say and ask questions using the past of to be. - To give directions. ATTENTION TO DIVERSITY: Extension activities for students who need more help, such as odd man out. RESOURCES: Flashcards / posters UNIT NUMBER 11: GOING SHOPPING. Sessions: 6 Date of beginning: 18 th of April 07 Class: 5 B AIMS: - To recognise and use the vocabulary of the unit. - To ask and say how many something is. - To read, listen and understand a text. CONTENTS: - CONCEPTS: - Grammatical contents: Questions: - How many/much?
22 Answering with present simple: - It s (five) pounds. - Vocabulary: - British coins: 1,2,5,10,20,50 pence, 2 pounds Food: Bread, meat, fish, sweets, milk, yoghurt, chicken, hamburger, banana, carrots, tomatoe, chip, cheese, lettuce. - Phonology: /j/ like at yoghurt. Falling tune how much - Culture: Knowing the British monetary system which are different from the Euro. - Cross-curricular: Consumism education: students learn what is necessary to buy. - PROCEDURES: Carrying out a role play. Making shopping lists. Doing a project: Shopping in my town. Singing a song. Reading a text. - ATTITUDES: -A positive attitude about the own ability to learn to speak in a foreign language. -Active participation in the development of the activities made in the classroom working in pairs, in groups or individually. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story o Controlled practice: Going shopping / MMM! / shopping list / Jigsaw activity / Flashcards games: magic eye, three in a row / Food crossword. / Warships / humorous sentences / lip reading / back spelling / Anagrams / snakewords / can you make words? o Free practice:
23 Shopping in my town. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS British coins Food British monetary system. Present simple How much/many? UNIT NUMBER 11: GOING SHOPPING. /j/ like at yoghurt. Falling tune how much GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To be able write a text about shopping in students town. - To ask and answer questions. ATTENTION TO DIVERSITY: ACI learn the half part of the vocabulary and fast-finishers go to whatever corner to do activities they prefer to do. RESOURCES: Photocopiable sheets. UNIT NUMBER 12: BE GREEN. Sessions: 6 Date of beginning: 7 th of May 07 Class: 5 B AIMS: - To use and identify vocabulary related to this topic. - To read and understand a text. - To give orders. CONTENTS:
24 - CONCEPTS: ACADEMIA ADOS Oposiciones al cuerpo de Maestros - Grammatical contents: Present continuous in affirmative, negative and interrogative: What are you going to do? I m going to. Imperatives: Recycle! Put in. Don t recycle! - Vocabulary: Newspapers, bottles, can, glass, paper, throw away, rubbish, bin, plastic bags, recycle. - Phonology: /^/ like at rubbish - /ae/ like at can Falling tune commands: Don t throw away! - Culture: Moral and civic education: importance of respect what belong to others. - Cross-curricular: Enviromental education: respect to the fauna and natural environment and the knowledge of possible animals in danger. - PROCEDURES: Talking about saving the planet. Answering quizzes. Intensive reading. Listening to a song. Acting out a dialogue. Making a poster. - ATTITUDES: -Respect the guidelines and rules that the teacher explains in the classroom in each moment. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story. o Controlled practice:
25 Environmental Quizz / Flashcards games: reveal the word, look for your pair / Jigsaw game. / Warships / Anagrams / repeating mood sentences, etc / mini picture dictionary / air spelling / humorous sentences. o Free practice: Make a poster SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Recycling In UK people drive their cars in the left part of the road. UNIT NUMBER 12: BE GREEN. Present continuous GRAMMAR /^/ like at rubbish - /ae/ like at can Falling tune commands: Don t throw away! PHONOLOGY ASSESSMENT CRITERIA: - To show the ability to read and understand a text.. - To be able to use the new vocabulary and give orders. ATTENTION TO DIVERSITY: Fast-finishers and advance students look for information about how to preserve the planet. RESOURCES: Photocopiable sheets. UNIT NUMBER 13: AMAZING ANIMALS. Sessions: 6 Date of beginning: 21 st of May 07 Class: 5 B AIMS: - To use and recognise the vocabulary of this unit. - To describe animals.
26 - To read and understand a text about animals. CONTENTS: - CONCEPTS: - Grammatical contents: Superlatives: It s the fastest / lightest / smallest/ biggest / strongest / longest / heaviest - Vocabulary: Elephant, ostriches, giraffe, cheetahs, mammoth, tiger, hummingbirds. - Phonology: /dz/ like at giraffe - /ts/ like at ostrich - Culture: People in Britain are interested in saving and adopting animals. WWF: worldwide Fund of Nature. - Cross-curricular: Multicultural education: students will be aware of the existence of another culture, customs and ways of life. - PROCEDURES: Describing an animal. Singing a song Solving crosswords Carrying out a project: What animal is it? Playing animals cards. Reading a dialogue. - ATTITUDES: -Being aware of the importance to express orally in the foreign language to satisfy the needs of communication. -Respect and follow games rules. -Respect towards students opinions. ACTIVITIES AND DIDACTIC STAGES:
27 o Introducing of new language: listen new words and a story. o Controlled practice: Animal facts / Animal quiz / Flashcards games: reveal the word, look for your pair / My crazy zoo / Jigsaw game / Warships. / Have you got a good memory? / Pair crossword. / Find my monkey / Anagrams / repeating mood sentences / my picture dictionary. o Free practice: What animal is it? SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Animals Superlatives: It s the heaviest UNIT NUMBER 13: AMAZING ANIMALS. People in Britain are interested in saving and adopting animals. WWF /dz/ like at giraffe - /ts/ like at ostrich GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To be able to make a description of an animal using the structures of this unit. ATTENTION TO DIVERSITY: Fast-finishers go to corner and play games. ACI students only learn some of the vocabulary of the unit. RESOURCES: Photocopiable sheets and flashcards. UNIT NUMBER 14: HOLIDAY TIME Sessions: 6 Date of beginning: 4 th of June 07 Class: 5 B AIMS: - To use and identify the objects which you take for holiday.
28 - To ask and answer what students are going to take for holiday and to which place they want to go. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple affirmative, negative and interrogative: I want to go to/ take Do you want to go to (the beach)? Yes, I do, No, I don t. - Vocabulary: Kite, skateboard, sunglasses, camera, torch, map, surfboard, tennis racket, canoe, tent. - Phonology: /z/ like at sunglasses /s/ like at tennis Rising tune in yes/no questions: Do you want? - Culture: How people of Britain love travelling to the Mediterranean coast. - Cross-curricular: Education for peace: developing cooperative work with the rest of the class through the activities students carry out. - PROCEDURES: Intensive reading. Playing games. Listening to a song. Writing a tourist brochure from a British city: Come to. Finding differences. Looking for information. - ATTITUDES: -To show interest and curiosity to know new vocabulary and linguistic structures. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity.
29 ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story. o Controlled practice: Seaside holiday / Holiday code / Holiday souvenirs / My crazy holiday / flashcards games: guess it, What is missing?... / order the story / acting out dialogues / back spelling / my mini dictionary / anagrams / humorous sentences. o Free practice: Come to! SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Things to take for holidays Present simple GRAMMAR UNIT NUMBER 14: HOLIDAY TIME How people of Britain love travelling to the Mediterranean coast. /z/ like at sunglasses /s/ like at tennis Rising tune in yes/no questions: Do you want? PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To show the ability to write a text. - To being able to look for specific information. ATTENTION TO DIVERSITY: Advanced students do an activity in pairs about renting a holiday home. RESOURCES: Visiting the website: UNIT NUMBER 15: FESTIVALS Sessions: 6 Date of beginning: 26 th of November of 06 / 14 th of December of 06 / 5 th of February of 07 / 4 th of April of 07 Class: 5 B
30 AIMS: - To know the origin of Halloween, Christmas and Valentine and Easter. - To use vocabulary related to this three festivities. - To listen and read stories. - To write cards. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple in affirmative, negative and interrogative: I eat / do / buy, I don t, Do you? - Vocabulary: Present, toys, snow globe, turkey, Christmas pudding, stocking, chimney, heart, biscuits, flower, witches, pumpkin, dark, eggs. - Phonology: Long /a/ such as in heart and dark. - Culture: Knowing the typical British festivities. - Cross-curricular: Multicultural education: students will be aware of the existence of another language, culture, customs and ways of life. - PROCEDURES: Intensive listening and reading. Solving crosswords in pairs. Singing songs related to these festivals. Playing games. - ATTITUDES: -Showing interest in discovering another language and culture.
31 -Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: posters. o Controlled practice: Flashcards games / bingo / dominoes / board games / crossword / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords o Free practice:. Inventing a game. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Things of Christmas, Halloween, Valentine s Day and Easter. Present simple UNIT NUMBER 15: FESTIVALS Typical British festivities. Long /a/ such as in heart and dark. GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To be able to use the vocabulary. - To show the ability to write cards. ATTENTION TO DIVERSITY: Fast- finishers extract information about Christmas, Valentine s day and Halloween from new technologies. RESOURCES: Posters, dominoes, bingo cards.
Developing Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationMERRY CHRISTMAS Level: 5th year of Primary Education Grammar:
Level: 5 th year of Primary Education Grammar: Present Simple Tense. Sentence word order (Present Simple). Imperative forms. Functions: Expressing habits and routines. Describing customs and traditions.
More informationUsing a topic-based approach for Cambridge English: Young Learners classroom activities
Using a topic-based approach for Cambridge English: Young Learners classroom activities Handout: Topic list for Cambridge English: Starters Write the examples of vocabulary items from the word cloud on
More informationAbout this unit. Lesson one
Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story
More informationConteúdos de inglês para o primeiro bimestre. Turma 21. Turma 31. Turma 41
Conteúdos de inglês para o primeiro bimestre Turma 21 Greetings Vocabulário: hello, hi, good morning, good afternoon, good night, good evening, goodbye, bye Estrutura: Hello! What is your name? My name
More informationCheeky Monkey COURSES FOR CHILDREN. Kathryn Harper and Claire Medwell
AUDIO CD FREE MULTI-ROM Cheeky Monkey Kathryn Harper and Claire Medwell Cheeky Monkey is a flexible new two-level course for pre-primary which adapts to different teaching situations and styles. Children
More informationEnglish for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4
Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives
More informationHelping at Home ~ Supporting your child s learning!
Helping at Home ~ Supporting your child s learning! Halcombe School 2014 HELPING AT HOME At Halcombe School, we think teaching your child at school is like coaching your child in a sports team. When your
More informationWelcome to Year 2. The New National Curriculum
Welcome to Year 2 The New National Curriculum Literacy Reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become
More informationUNIT 1. Unit 1. I m only human
UNIT 1 I m only human Grammar: Present Simple and Present Continuous; State verbs: (like, want, believe, have, see, feel, look); Infinitive of purpose Functions: Describing people and life routines Vocabulary:
More informationSection 7, Unit 4: Sample Student Book Activities for Teaching Listening
Section 7, Unit 4: Sample Student Book Activities for Teaching Listening I. ACTIVITIES TO PRACTICE THE SOUND SYSTEM 1. Listen and Repeat for elementary school students. It could be done as a pre-listening
More informationInternational Examinations. IGCSE English as a Second Language Teacher s book. Second edition Peter Lucantoni and Lydia Kellas
International Examinations IGCSE English as a Second Language Teacher s book Second edition Peter Lucantoni and Lydia Kellas To Costas Djapouras, without whose help and support this book would never have
More informationName of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1
Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English
More informationPart I. Figuring out how English works
9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,
More informationJahrgangsstufentest ENGLISCH. an bayerischen Realschulen. Termin: Donnerstag, 8. Oktober Bearbeitungszeit: 45 Minuten.
Jahrgangsstufentest ENGLISH an bayerischen Realschulen Termin: Donnerstag, 8. Oktober 2015 earbeitungszeit: 45 Minuten Name: Klasse: 7 Punkte: / 60 Note: PRT I: Listening TSK 1 You will hear five short
More informationPeterborough Eco Framework
We would expect you to carry out an review at the start of each year to allow you to assess what progress has been made and decide which area or areas you would like to focus on. It is up to you how you
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More informationUnit 14 Dangerous animals
Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with
More informationBASIC ENGLISH. Book GRAMMAR
BASIC ENGLISH Book 1 GRAMMAR Anne Seaton Y. H. Mew Book 1 Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com First published in the United States by Saddleback Educational Publishing, 3 Watson,
More informationGreeley-Evans School District 6 French 1, French 1A Curriculum Guide
Theme: Salut, les copains! - Greetings, friends! Inquiry Questions: How has the French language and culture influenced our lives, our language and the world? Vocabulary: Greetings, introductions, leave-taking,
More informationChapter 9 Banked gap-filling
Chapter 9 Banked gap-filling This testing technique is known as banked gap-filling, because you have to choose the appropriate word from a bank of alternatives. In a banked gap-filling task, similarly
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationSPRING GROVE AREA SCHOOL DISTRICT
SPRING GROVE AREA SCHOOL DISTRICT PLANNED INSTRUCTION Course Title: Spanish III Length of Course: 30 cycles Grade Level(s): 10-12 Units of Credit: 1 Required: Elective: X Periods Per Cycle: Length of Period:
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationIN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationIntroduction Brilliant French Information Books Key features
Introduction Brilliant French Information Books are a series of graded non-fiction readers in simple French. There are three levels of difficulty: 1, 2 and 3, all aimed at beginners or pupils with a basic
More informationClassify: by elimination Road signs
WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.
More informationEnglish Language Test. Grade Five. Semester One
ENGLISH LANGUAGE REGION:MUSANDAM SCHOOL: KHAWLA BINT AL AZWAR B.E.S. (5-12) English Language Test Grade Five Semester One Name School Class Write your answers on the Test Paper Time: 1½ hours Pages: 7
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More information1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.
Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:
More informationUNIT 1. Pupils should become aware of: the many languages spoken around the world the international use of English as a lingua franca
UNIT 1 OBJECTIVES Language: Pupils should be able to: ask and answer questions about general personal information (name, age, hobbies, family, likes/dislikes) describe people s appearance and personality
More informationProgramma di Inglese
1. Module Starter Functions: Talking about names Talking about age and addresses Talking about nationality (1) Talking about nationality (2) Talking about jobs Talking about the classroom Programma di
More informationTeachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this
More informationMedium Term Plan English Year
Medium Term Plan English Year 12016 17 Comprehension Work through Comprehension Book and guided reading Grammar and punctuation Nelson Grammar International Pupil Book 1. Nelson International Comprehension
More informationEDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability
Working with probability 7 EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 2 Chapter 7 Working with probability SECTION K 1 Measuring probability 109 2 Experimental probability 111 3 Using tables to find the
More informationAbbey Academies Trust. Every Child Matters
Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian
More informationLeisure and Tourism. Content
Leisure and Tourism The National Railway Museum is part of a family of museums called the Science Museum Group (SMG) that includes: Science Museum, London Museum of Science and Industry, Manchester National
More informationPlanning individual lessons as part of a syllabus
Planning individual lessons as part of a syllabus TIME: 60 minutes Margaret Horrigan http://ihmanzoni.wikispaces.com/ OVERVIEW OF SEMINAR 2 mins Stage One: Who needs a syllabus anyway? 10 Stage Two: One
More informationPolicePrep Comprehensive Guide to Canadian Police Officer Exams
PolicePrep Comprehensive Guide to Canadian Police Officer Exams Copyright 2009 Dekalam Hire Learning Incorporated Common Grammar Errors It is beyond the scope of this book to cover all grammar errors that
More informationTEAM-BUILDING GAMES, ACTIVITIES AND IDEAS
1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches
More informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,
More informationGUIDLINES FOR TEACHERS OF ENGLISH IN CHARGE OF 2 nd AM CLASSES
GUIDLINES FOR TEACHERS OF ENGLISH IN CHARGE OF 2 nd AM CLASSES By Boussad ROUMADI IEEF Inspector of English Table of Contents Introduction A. Main Concepts 1. Syllabus / Programme 2. Development 3. Finality
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationSOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR
SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division
More informationGrade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain
Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationFEEDBACK & MARKING POLICY. Little Digmoor Primary School
FEEDBACK & MARKING POLICY Little Digmoor Primary School This policy complements the Teaching and Learning policy at Little Digmoor Primary School. It is a vital component in maximising the full learning
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationCARING FOR OTHERS KINDERGARTEN. Kindness Song Activity, pp. 3-4 (10 to 15 minutes)
CARING FOR OTHERS KINDERGARTEN Objective: Students will be able to identify ways to show respect, consideration and care to others. Kindness Definition: Kindness means being friendly, generous or considerate
More informationGrammar Lesson Plan: Yes/No Questions with No Overt Auxiliary Verbs
Grammar Lesson Plan: Yes/No Questions with No Overt Auxiliary Verbs DIALOGUE: Hi Armando. Did you get a new job? No, not yet. Are you still looking? Yes, I am. Have you had any interviews? Yes. At the
More informationLesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations.
Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. The Lighthouse- 1 To understand the features of a report To create an orientation and suitable heading Opening Using a selection of
More informationThornhill Primary School - Grammar coverage Year 1-6
Thornhill Primary School - Grammar coverage Year 1-6 Year Topic Examples Terminology Importance Using full stops and capital letters to demarcate s We sailed to the land where the wild things are. Sentence
More informationWelcome Prep
Welcome Prep 2017 2016 THE YEAR AHEAD Welcome to Prep at Cornish College. This is where the chaos and MAGIC happens! Thanks so much for coming tonight I will explain the routines of our class and chat
More informationPronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...
BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,
More informationEconomics Unit: Beatrice s Goat Teacher: David Suits
Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce
More informationPrewriting: Drafting: Revising: Editing: Publishing:
Prewriting: children begin to plan writing. Drafting: children put their ideas into writing and drawing. Revising: children reread the draft and decide how to rework and improve it. Editing: children polish
More informationHeart to Start Red Kit
U Hea S Depa lth & rtm Hum ent of an S ervi ces Inno Prev vation enti on A in war d Educator Lesson Plans Heart to Start Red Kit fiber-ific FASHIONS! orange yellow fiber-ific Fruits and Veggies strawberry
More informationLearning Fields Unit and Lesson Plans
Learning Fields Unit and Lesson Plans UNIT INTRODUCTION Learning Fields seeks to connect people with agriculture and rural life today. The lessons in this unit will help students to understand how agriculture
More informationArlington Public Schools STARTALK Curriculum Framework for Arabic
Arlington Public Schools STARTALK Curriculum Framework for Arabic Theme: Trip to Egypt Proficiency Levels: Novice-low, Novice-Mid, and Intermediate- Low Number of Hours; 60 hours Curriculum Design: Fadwa
More informationPE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received EFFECTIVE USE OF FUNDING
PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received AREA OF FOCUS (Including the 7 key factors to be assess by Ofsted) INCREASED PARTICIPATION CURRICULUM Skill development
More informationPreschool - Pre-Kindergarten (Page 1 of 1)
Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.
More informationInterpretive (seeing) Interpersonal (speaking and short phrases)
Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations
More informationMore ESL Teaching Ideas
More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification
More informationProvider s Guidebook
Provider s Guidebook Activities and Your Mood Individual Treatment Version June 2008 Revision of group manual to individual version by Victoria K. Ngo, Ph.D. Jeanne Miranda, Ph.D; Stephanie Woo, Ph.D.;
More informationCourse Outline for Honors Spanish II Mrs. Sharon Koller
Course Outline for Honors Spanish II Mrs. Sharon Koller Overview: Spanish 2 is designed to prepare students to function at beginning levels of proficiency in a variety of authentic situations. Emphasis
More informationSleeping Coconuts Cluster Projects
Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for pre-readers and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and
More informationFollowing the Freshman Year
Following the Freshman Year There are certain feelings and emotions that first year freshman students will experience throughout their first year in college. While keeping in mind that every student is
More informationSecret Code for Mazes
Secret Code for Mazes ACTIVITY TIME 30-45 minutes MATERIALS NEEDED Pencil Paper Secret Code Sample Maze worksheet A set of mazes (optional) page 1 Background Information It s a scene we see all the time
More informationbeen each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:
TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write
More informationAlberta Police Cognitive Ability Test (APCAT) General Information
Alberta Police Cognitive Ability Test (APCAT) General Information 1. What does the APCAT measure? The APCAT test measures one s potential to successfully complete police recruit training and to perform
More informationTWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis
TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis Sample Lesson meeting the Alaska English/Language Arts Standards Grade 4 By Nita Rearden Vocabulary List: Pick words
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationWe are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences.
Vocabulary Instructional Routine: Make Connections with New Vocabulary Preparation/Materials: several words selected from Hansel and Gretel (e.g.,, glorious, scare) 1 Italicized sentences are what the
More informationDESIGNING NARRATIVE LEARNING MATERIAL AS A GUIDANCE FOR JUNIOR HIGH SCHOOL STUDENTS IN LEARNING NARRATIVE TEXT
DESIGNING NARRATIVE LEARNING MATERIAL AS A GUIDANCE FOR JUNIOR HIGH SCHOOL STUDENTS IN LEARNING NARRATIVE TEXT Islamic University of Nahdlatul Ulama, Jepara Email : apriliamuzakki@gmail.com ABSTRACT There
More information2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent
2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces
More informationThe Anthony School Middle School Study Skills Packet
The Anthony School Middle School Study Skills Packet Dear Parents: I spoke with your son/daughter about his/her grades, attitude, and study habits. This packet is designed to help your student become better
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationBuilding Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students
Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Procedure The teaching procedure used in this study was based on John Munro
More informationAdjectives tell you more about a noun (for example: the red dress ).
Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective
More informationFilms for ESOL training. Section 2 - Language Experience
Films for ESOL training Section 2 - Language Experience Introduction Foreword These resources were compiled with ESOL teachers in the UK in mind. They introduce a number of approaches and focus on giving
More informationEnglish Nexus Offender Learning
Working as a catering assistant Topic Vocabulary and functional language for a catering assistant s role. Level: Entry 3 / National 4 Time: 90 minutes Aim To become more familiar with the job description
More informationUNIT IX. Don t Tell. Are there some things that grown-ups don t let you do? Read about what this child feels.
UNIT IX Are there some things that grown-ups don t let you do? Read about what this child feels. There are lots of things They won t let me do- I'm not big enough yet, They say. So I patiently wait Till
More informationOURPLANET International School Muscat. The School Newsletter May 2014
OURPLANET International School Muscat A NOBEL TALENT SCHOOL OF SUSTAINABILITY The School Newsletter May 2014 Content Letter from the Principal 1 PYP News 2 Sustainability News 3 News from Salalah and Nizwa
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationCurriculum Scope and Sequence
Curriculum Scope and Sequence First Baptist Academy Mathematics: Number and Counting Concepts Understand that numbers are used to denote quantity: two birds Count to 10 by rote Count to 10 in Spanish Begin
More informationFood Chain Cut And Paste Activities
Cut And Paste Activities Free PDF ebook Download: Cut And Paste Activities Download or Read Online ebook food chain cut and paste activities in PDF Format From The Best User Guide Database CO #3: Organise
More informationExchange report & National Chengchi University Taipei, Taiwan Spring 2017
Exchange report 483698 & 423742 National Chengchi University Taipei, Taiwan Spring 2017 1. Preparing for the exchange After we received the confirmation from Aalto University that we ll spend the next
More information30 Day Unit Plan: Greetings & Self-intro.
30 Day Unit Plan: Greetings & Self-intro. TCLP Teacher: Mahmoud Hegazy Language: Arabic 1 School: Mentor High school Level: Novice Low 30 Day Unit Plan Theme/Topic: Greetings & Self-intro. Goals (What
More informationYMCA SCHOOL AGE CHILD CARE PROGRAM PLAN
YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL
More informationHow I Became a Pirate
How I Became a Pirate Presented by Omaha Theater Company Book, music, and lyrics by Janet Yates Vogt and Mark Friedman Friday, December 14, 2012, 9:30 a.m. and 12:30 p.m. Tickets: $5.50 per person Recommended
More informationExecutive Session: Brenda Edwards, Caddo Nation
The Journal Record Executive Session: Brenda Edwards, Caddo Nation by M. Scott Carter Published: July 30th, 2010 Brenda Edwards. (Photo courtesy of Oklahoma Today/John Jernigan) BINGER Brenda Edwards understands
More informationOrange Coast College Spanish 180 T, Th Syllabus. Instructor: Jeff Brown
Orange Coast College Spanish 180 T, Th Syllabus Instructor: Jeff Brown Office: Lit. and Lang. 207 Office Hours: T, Th 2.30-4.30 pm Telephone: Voice mail (714) 432-5046 E-mail jbrown@occ.cccd.edu (I prefer
More informationENERGY WORLD: Electricity aro
ENERGY WORLD: Electricity aro ound us Lesson Plans October December 2008 UNIT 1. WHAT IS ELEC CTRICITY? TEACHING OBJECTIVES - To identify and classify electrical and non electrical appliances. - To know
More informationCAVE LANGUAGES KS2 SCHEME OF WORK LANGUAGE OVERVIEW. YEAR 3 Stage 1 Lessons 1-30
CAVE LANGUAGES KS2 SCHEME OF WORK LANGUAGE OVERVIEW AUTUMN TERM Stage 1 Lessons 1-8 Christmas lessons 1-4 LANGUAGE CONTENT Greetings Classroom commands listening/speaking Feelings question/answer 5 colours-recognition
More informationBoarding Prospectus By the boys, for the boys
2017 Boarding Prospectus By the boys, for the boys 0 Contents Introduction... 2 Need to know... 3 Settling in... 4 The Daily Routine... 5 Food... 7 Weekends... 8 Prep... 9 The Older Boys... 10 The Staff...
More informationFrancesca degli Espinosa. Ph.D., BCBA-D, CPsychol. National Autism Conference Penn State, 5 th & 6 th August 2015
Teaching verbal conditional discrimination: a framework for organising language curricula to establish generalised questionanswering in children with autism Francesca degli Espinosa Ph.D., BCBA-D, CPsychol
More informationUse the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and
Use the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and tests to do. Use the websites recommended by your subject
More information