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webquest

Web quest: Art for art's sake (Sessions 8 & 9)

Hi guys! Today we are going to work in a different way, we are going to work trough the web searching information about a very interesting topic that for sure you will enjoy: Art. In this way we are going to use contents that we have previously seen such as the past tense or essential vocabulary in order to make descriptions and that we have achieved last semester.

We are going to work with art through the XXth century with the aid of some pictures and painters. In this way we are going to practice reading, listening, reading and speaking skills in a more interesting and funnier way.

This activity will be done with students in the last year of Primary Education, it is said in the sixth course in order to work in a cross-curricular way with other subjects and it will take a couple of sessions but it can be opened following pupils' necessities, so it is going to be flexible. This work is going to be collaborative in order to achieve competences that will help them in  further studies or their professional future.

Children let's appreciate art!

The task

The class will be divided into 5 groups, because our class is composed by 25 children. Each group will be assigned a famous painting to work with and they have to search the information required through the web taking into account their authors and the way in which they understood the world. Afterwards, each group will be a critic of art and they have to give their opinions about art in a debate that will be done in class once the research have finished.

Process

1. In class I will divide you into groups of five people, so there will be five groups. Each group will be provided with a famous painting to work with.

2. Each group will work with the following paitings:

• Group 1 Guernica
• Group 2 Harlequin's carnival
• Group 3 The persistence of memory
• Group 4 Black and White
• Group 5 The scream

3. You are going to match the previous paintings to the following authors:

• Edvard Munch
• Pablo Picasso
• Joan Miró
• Salvador Dalí
• Jackson Pollock

4. Search information about the authors:

• When and where was he born?
• What way of art did he make?
• When and where did they he die? 

5. After reading the information of the painting you should make a description of it and answer the following questions:

• When was the painting painted?
• What kind of art is it?
• In what museum is it at the moment?

6. Each group has to act as a critic of art, in this way you have to prepare a draft with your opinions and preferences about your painting because we are going to participate on a debate in class.

Resources

Paintings

The scream

The harlequin's carnival

Guernica

The persistence of memory

Black and White

Authors

Salvador Dalí

Joan Miró

Edward Munch

Pablo Picasso

Jackson Pollock

Evaluation

It will be taken into account the active participation in this project and the ability to appreciate art in general as well as the painting and the author that we are being working with.

Conclusions

I hope you enjoy working in this way and this project will help you to see art in a different way

Good luck guys and let's work!

Session 7: Writing a story

Hi guys!

During these sessions we have been learning the essential things to build a story. so now is your turn. You have to write a story. Not so long, the length is up to you but try not to write five lines. I will provide you with a link that will help you to write this story. The topic is free because I want you to work your imagination and do not copy another story that you find in the Internet. 

Come on, you are doing a nice job!

http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker

Session 6: The Interrogative form in the past tense and making a summary

Hi children!

I am really happy because you are making a really good job.In this session I will provide you with some exercises in the interrogative form as we have seen in our classroom, besides I will provide you with some important resources to learn how to make a summary in the past. You have to make a summary of the tale in the video which is in this blog. Come on guys, you are getting the past tense perfectly.

Good luck!


http://www.clafoti.com/imagenes10/did_inte.htm

Hi partners!

I have designed a Unit of Work in which through the use of a IWB, a session of 45 minutes is develop in order to practice the contents related to the verbs in the past.

Introduction

This Unit of Work is designed to be used at the last stages of Primary Education, Level 6 . In this session that takes around 45 minutes, we will be working with a heterogeneous class and the students will acquire the following aims:

1. To acquire the past tense.

2. To distinguish between regular and irregular forms in the past.

3. To acquire the meaning of verbs.

4. To tell stories and descriptions in the past.

5. To understand meaning through pictures and songs.

6. To identify when to use past tense.

Grammar does not usually interest children but with the aid of ICT, for instance with this IWB (Interactive Whiteboard), children will be motivated as they can interact in the process of learning and this kind of resources help make things easier, funnier and more dynamic. In order to acquire these aims, the use of ICT, such as IWB, will reinforce motivation and interaction creating a manipulative and recreational environment.

Justification and Context

Justification

Even if Grammar, in this case the acquisition of verbs in the past, is not as fun as other topics, it is necessary to teach these concepts because children need them to communicate accurately. It is true that the presentation and practice stage is harder if we want to get their attention but the production stage is going to be more fun because children can see that language works as an instrument to communicate to each other.

Context

At the time of programming and designing a Unit of Work we should bare in mind several characteristics: the environment, the Center and the Level.

1. The environment: The Centre is located in a working class neighborhood that has enough Health, Administrative and Leisure time services, in Zamora, a little town in Castilla y León. The students are children who live near the School and we can find some immigrants and gypsies.

2. The Centre: CEIP Riomanzanas is a Bilingual Centre, which was one of the pioneers in this way of teaching and it is associated to the British Council which provides them money in terms of human resources. This Center has five native speakers as teachers, It is important to know that this center is a Comprehensive School, which tries to integrate all sort of minorities in an inclusive methodology.

3. Level: This Unit of Work has been designed to work with students at Level 6, which means that can be used in the last courses of the Spanish Primary Education with different aims. In this case, it is going to be used for the sixth course of Primary Education.

General Aims

The general aims in Primary Education in the field of English are the following:

1. To understand the importance of learning English

2. To develop naturally their oral fluency through natural, motivating and nice activities.

3. To get used to the intonation, rhythm and pronunciation of English words.

4. To produce vocabulary and sentences naturally showing non verbal comprehension.

5. To produce short sentences as answer of songs...

6. To participate in real actions that will be really successful in their process of learning.

7. To use writing skills in monitored activities.

8. To read in English through the association of pictures, colours, numbers or other symbols. Pre-reading activities.

9. To write in English, it is said, to colour or draw what they hear in English. Pre-writing activities.

10.To acquire and understand new vocabulary.

11. To recycle naturally the vocabulary that they already know.

Specific Aims

1. To acquire the past tense.

2. To distinguish between regular and irregular forms in the past.

3. To acquire the meaning of verbs.

4. To tell stories and descriptions in the past.

5. To understand meaning through pictures and songs.

6. To identify when to use past tense.

Contents

Conceptual

1. Language:

• Past tense

• Affirmative/Negative/Interrogative

• Regular and irregular forms.

2. Vocabulary: Verbs meaning.

Procedural

1. Memorizing the rules of Simple Past.

2. Comprehending globally.

3. Getting information of verbs in the past through symbols, pictures and songs.

4. Asking questions and making decisions.

Attitudinal

1. Appreciating that the past tense is useful to talk about past events.

2. Having curiosity about learning in English vocabulary related to actions in the past.

3. Having interest at the time of participating in the activities.

Didactic resources

This Unit of Work is focused to be done in a digital environment, overall with the Interactive Whiteboard, Smart Board. This kind of technology allows the student to manipulate interactively with his fingers the knowledge offered in an audio-visual way.

Methodology

In this unit of work the student will be the main character of their process of learning, in this way they build their own learning. The teacher will monitor the process. We will use the PPP methodology which means Presentation, Practice,and Production:

1. Presentation is where the target language is presented to the students generally through eliciting and cuing of the students and then providing the language if no one does. The target language is usually put on the marker board either in structure (grammar-type)charts or in dialogues or in a IWB as in this case. Presentation features more “teacher talk” than the other stages of the lesson

2. Next comes Practice where the students practice the target language in one to three activities that progress from very structured (students are given activities that provide little possibility for error) to less-structured (as they master the material).These activities should include as much “student talk” as possible and not focus on written activities

3. Production is the stage of the lesson where the students take the target language and use it in conversations that they structure (ideally) and use it to talk about themselves or their daily lives or

situations. As we see, the general structure of a PPP lesson is flexible, but an important feature is the movement from controlled and structured speech to less-controlled and more freely used and created speech. Another important feature of PPP is the fast reduction of teacher talk time and the increase in

student talk time.

Activities:

I have developed different activities in order to achieve the aims that I have previously designed. As you can see, there are different activities in this IWB that I will be developing one per one through the following captures. The teacher will be monitoring all the time the activities and he can decide if he wants to erase one of them depending on the rhythm of the class. Each activity takes around 2-10 minutes, but the time is not something closed it depends on the class, for that reason flexibility and second plans are important too.
Organization
1. Space: This activity is going to be done in the classroom n which the Sixth Course of Primary Education is because every classroom in the Centre is provided with a Interactive Whiteboard.
2. Time: This IWB will be used in order to develop a session that takes approximately 45 minutes.
Assessment Criteria
The assessment will be formative continuous and personalised.
How to assess.
It will be assessed through instruments and techniques. We underline
observation and the register of the activities proposed in the IWB.
What to assess.
General Assessment Criteria
1. To recognise the rhythm, intonation and stress of some expressions that are habitual in our daily life and reproduce them properly.
2. To use basic strategies to learn to learn ( asking questions, using dictionaries...)
3. To show interest ans curiosity in communicating in English as well as recognise the linguistic diversity as an element that enriches multicultural societies.
4. To identify habits and customs in anglophone countries and compare them to our own culture.
Specific Assessment Criteria
1. To acquire the past tense.
2. To distinguish between regular and irregular forms in the past.
3. To acquire the meaning of verbs.
4. To tell stories and descriptions in the past.
5. To understand meaning through pictures and songs.
6. To identify when to use past tense.
When to assess
1. Initial Assessment:At the beginning of the Unit of work. It allows to see what the students know and help you to make assumptions of what they need.
2. Formative Assessment: During the whole Unit of Work we will be assessing children's progress and it will help us in the teaching and learning process.
3. Summative Assessment: At the end of the Unit of Work. In this case we will see if the students have achieved the aims proposed and will help us to solve problems and errors in future sessions.

Session 5.The Negation in the past and Folk Tales


Good job guys!

Irregular verbs are something really easy to achieve when we understand that they are not that difficult and can help us in our way to communicate with other people in the past. They are also useful to understand stories that will enjoy us. Today, I will provide you with a new tale, you have to watch it in the following video and afterwards you have to write a summary of it. the summary has to be done using the past tense and it has to be concrete, so not too long. Besides, i will provide you with some exercises in the negative form in the past tense.

Good luck and see you tomorrow!

Negative sentences in

Session 4. The Past Simple. Irregular Verbs


Hi children!
Good job. Everyone understood the Simple Past in its regular form. Today, we have been having a look at the irregular form of several verbs. As you were complaining that it is so boring to study the list of irregular verbs I will provide you with two songs in the following videos that will help you to memorize and pronounce these difficult verbs.
For sure, you will enjoy the task.








http://www.bradleys-english-school.com/online/jigword/jigpast1.html
http://www.bradleys-english-school.com/online/jigword/jigpast2.html
http://www.bradleys-english-school.com/online/matchingpairs/mpiregpast3.html
http://www.bradleys-english-school.com/online/matchingpairs/mpiregpast2.html

Session 3. The Past Simple. Regular Verbs


Hi children!

This week we are going to work with past tenses. During the following days I will provide you some material to work with. Today,as we have seen during the lesson, I have told you that we will begin to prepare this Unit of Work, and we have made a revision of grammar in the past tense with regular verbs and its pronunciation . Anyway, I will provide you with a video in which you can appreciate how they are pronounced, its grammar and spelling and some useful exercises that you should do in order to improve this part of the lesson.

See you tomorrow and good luck!

3 exercises (30

Session 2. working with tales and pronunciation.


Hi Guys!

This wonderful Folk tale will like everyone. Try to follow the listening while you read the story. Pay attention to the importance of intonation and pronunciation.

I hope you like it.

Let's keep on reading!

Here you are some Tongue Twisters, read and listen to them and try to repeat them. If you get right means that your pronunciation is getting better and better. We will have a look at them tomorrow in the class.

Good luck!












http://www.starfall.com/n/twisters/fuzzywuzzy/load.htm?f

Session 1. Working with tales
Children! 

Here you are some staff to practice. You will find some interesting readings with their listening. Read them first and then press the button which is near each paragraph and you will listen to the story. with this task, not only reading skills will be practiced, but also listening skills. Good luck. I hope that you enjoy the task!

http://www.starfall.com/n/level-c/folk-tales/load.htm?f