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THE WORLD FAIR

THE EXPLORERS 2

THE WORLD FAIR

TEACHER’S GUIDE

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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THE WORLD FAIR

SUMMARY Project in brief. The Project consists of preparing an exhibition; a “World Fair” for the pupils in the 5th (or 4th) year with customs, festivals, games etc. from different cultures of the world. The project is presented by Alex who provides model information from the U.K. During each sequence, the pupils will build up material for the fair. Finally, in continent or community groups, they will prepare a selection of material for the actual fair. The world continents or communities that we will propose are: Africa, Mexico (America), India, China (East Asia), Muslims and Jewish (Middle East). (Europe will be used as a model with Alex’s information from the U.K. and will not be used for the fair). General comments DURATION OF UNIT The project will last more or less seven weeks. GROUPS & MIXED ABILITY In the first sequence, everybody will work on all the different activities, individually or in small groups. For the three last sequences the children will get into groups according to world continents or communities. In sequences 2 and 3, they will work autonomously on their own material to present to the others in class at the end of the sequence. Then they will prepare a selection of the material for the actual Fair, each group being responsible for one region depending on the number of pupils. Mixed ability groups will be the best. ASSESSMENT Each activity can be assessed using the Unit Continuous assessment Sheet. An assessment observation chart is available for the teacher to use during the World Fair celebration. The pupils will also have their self-assessment form. Sequences INTRODUCTION In the introductory phase, Alex sends a message relating the discovery made recently in his class where they found that many of the pupils have relatives coming from other parts of the world. In Alex’s class, they decided to find out about the different cultures in the world and organise a big fair with stands of the different countries/regions and Alex invites our pupils to do the same. The pupils then proceed to locate the countries mentioned in the message on the world map and gather any general information they know about these countries to discuss in class. They then find out about their own class and who has come or has relatives coming from other countries etc. A general song about the project can be introduced here. © IKASTOLEN ELKARTEA – THE EXPLORERS 2

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THE WORLD FAIR

SEQUENCE 1: CHILDREN JUST LIKE US. The pupils will receive information about Alex; his town, family, hobbies, friends etc. in oral and written form. The information given is based on the UNICEF book Children Just Like Me and we suggest that you buy the book. If you have the book in the school, the idea is to give each pupil, or pair of pupils, a page from the book to prepare a similar oral presentation to Alex’s. The pupils will also write presentations about themselves, and if done as homework it would make a useful assessment tool for the sequence. If you don’t have the UNICEF book, the sequence can be based on Alex’s presentation and the pupils’ own presentation. SEQUENCE 2: CELEBRATIONS In this sequence groups are formed to work on texts about celebrations of the world. Alex sends a favourite celebration, ‘Bonfire Night’, from Great Britain as a preliminary example. The pupils then prepare a mural presentation of the particular celebration of their world region. A song about the topic is included here. An activity is included where the pupils listen to different pieces of music from all over the world and try to identify their origin. SEQUENCE 3: GAMES Alex sends a game from the U.K. for the pupils to play all together. Then, in their region groups, the pupils are given the instructions for traditional games which they have to make and learn how to play, following the instructions. All the games involve some handicraft work in preparing the necessary materials. They are all indoor games (board games, skill games, etc.) which can be played easily in the classroom. The Arts and Crafts teacher could help with the handicraft work involved. The game can be taught to other groups in class as a rehearsal and is then ready to be taught at the fair. FINAL TASK: THE WORLD FAIR Each region group is responsible for one of the stands at the fair. As well as the stand itself, they prepare a poster presentation and then send out programmes and invitations to the fair or put adverts on the walls of the school. There is also a ‘singing’ invitation that the pupils can go and sing to the visiting classes. The fair is organised in a suitable place and the children who are invited to the fair are divided into groups to visit the stands and play the games that the pupils have prepared. (How many stands the children visit will depends on the number of pupils involved and the time available)

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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THE WORLD FAIR

RESOURCES Information Books. Court, C. Autumn and winter festivals. Scholastic. (Themes for Early Years) Activities for Diwali, Hannukah and Chinese New Year. Doney, M. World Craft Games. Franklin Watts. A handicraft book with games to make from around the world. Fitzsimmons, J, Whiteford, R. Festivals. Scholastic. Bright Ideas. A description of some of the main world festivals throughout the year. Hall, M. Holiday! Celebration Days Around The World. Dorling Kindersley reader. Jones, L. Kids Around The World Celebrate: The Best Feats and Festivals. John Wiley & sons. Kindersley, B. and A. Children Like Us. Dorling Kindersley. A description of children around the world, from their own point of view; their families, friends, homes, schools, clothes, food, hobbies etc. Kindersley, B. and A. Celebration! Dorling Kindersley. A beautifully illustrated book of festivals from around the world through the eyes of children. A School Like Mine. Dorling Kindersley. A beautifully illustrated book of festivals from around the world through the eyes of children. Khan, J. A life like mine. Dorling Kindersley. A beautifully illustrated book about how children live around the world. Story books. Baumgartner, B. Crocodile, crocodile. Dorling Kindersley. Folk tales and legends from around the world. Souhami, J. Rama and the Demon King. Frances Lincoln. The story, celebrated at Divali, of Prince Rama who rescues his wife from the demon king Ravana. Internet Web pages http://www.kidlink.org/KIDPROJ/MCC Multicultural calendar. Children from all over the world talking about the celebrations in their countries. A possibility to send your own information. http://www.schools.dk.com A web page related to the Dorling Kindersley - UNICEF books. Children from all over the world talking about themselves and the celebrations in their

Š IKASTOLEN ELKARTEA – THE EXPLORERS 2

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countries. A possibility to send your own information. http://www.cricketmag.com FACES magazine takes kids on a journey across the continents as it brings articles about the cultures of the world to their mailboxes. Each issue focuses on a different culture—from Laos to Morocco to Jamaica—including stories about daily life, folk tales, and engaging articles about the history and traditions of the people and places. http://www.carelpress.co.uk/altworldmaps Peters’ Projection World Map. A full colour laminated wall map where the countries are shown in their correct proportions. http://www.diwalifestival.org Information about Diwali festival in India. http://www.azcentral.com/ent/dead Day of the dead: history, events, food, altar, crafts, etc. http://www.akhlah.com/holidays/hanukkah/hanukkah.php The Jewish Children’s Learning Network. http://www.islamawareness.net/Eid/fitr.html Information about Eid-ul-Fitr festival.

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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PROJECT ORGANIGRAM

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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ACTIVITY LIST INTRODUCTION 1. Alex’s message Stimulating interest in the project. 2. The world map Locating countries on a world map. 3. What do we know? Gathering general information about different countries. 4. The world in our class Finding out about classmates’ origins. 5. From Alaska to Australia Deciding which word is most appropriate to complete the song and learning the song. 6. Preparing the project Seeing Alex’s project on the poster and agreeing to do something similar.

SEQUENCE 1. CHILDREN JUST LIKE US 7. Alex’s presentation Listening to the teacher presenting Alex’s poster and filling in a chart. 8. Children around the world Scanning written information about children from around the world and relaying the information to a partner. 9. About myself Writing an autobiographical description, preparing an illustrated poster and presenting it to the class. 10. An unfair world Reading and discussing about the uneven distribution of wealth in the world.

SEQUENCE 2. CELEBRATIONS World celebrations 11. Alex’s favourite celebration Reading and ordering a text about the English celebration of Bonfire Night. 12. World celebrations Finding the partners who have parts of text about the same celebration.

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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13. Making murals Reading information, matching pictures and preparing murals about celebrations around the world. 14. Children just like us Listening to the song and choosing if they want to identify and copy in the lines, or complete the missing lines. 15. Finding out about other World Celebrations Finding out about and sharing information about world celebrations. World music 16. World music Listening to different excerpts of music and identifying their origins. SEQUENCE 3. GAMES 17. Alex’s game: Shove Ha’ Penny Listening to the instructions of a traditional English game on the CD and playing the game. 18. Games from everywhere Playing games from different continents. Learning to explain them and playing them with younger pupils. FINAL TASK: THE WORLD FAIR 19. Preparing the fair Planning and preparing the World Fair. 20. Singing invitation Learning a song to sing to the visitors as an invitation to the World Fair. 21. Invitation Writing a personal invitation in order to invite the visitors to the Fair.

22. The world fair Celebrating the World Fair. 23. Self assessment Reflecting on the work done and progress made during the project.

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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DIDACTIC OBJECTIVES ORAL COMPREHENSION (A1) o To obtain the required information from an oral text and share it with the group. READING COMPREHENSION (A2) o To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals. o To obtain precise information from written text to fulfil a task. ORAL PRODUCTION (B1) o To produce a public oral presentation about oneself communicating the message with ease using different resources: poster support, body expression, voice, intonation, etc. o To produce a public oral presentation and answer questions about world celebrations using different resources: illustrated mural support, body expression, voice, intonation, etc. o To produce oral instructions efficiently to play games using different resources: voice, intonation, body expression, visual aid, etc. o To gain awareness about world geography and cultures using oral and written information texts. o To use English as the communication language in the classroom. WRITTEN PRODUCTION (B2) o To produce a simple appropriate written poster with information about oneself, applying the language knowledge worked on and using correct spelling. o To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals. REFLECTION ON LANGUAGE (C) o To reflect on and apply language rules. LITERARY COMPETENCE (D) o To memorise and reproduce oral literary referents. o To read and comment on different types of texts from the classroom library. o To co-operate with classmates organising the fair and make the visitors feel welcome. Š IKASTOLEN ELKARTEA – THE EXPLORERS 2

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DIDACTIC UNIT THE EXPLORERS 2 Con Sp.C Didactic objectives st. B2 11 • To produce a simple C 12 appropriate written poster with information about oneself, applying the language knowledge worked on and using correct spelling.

B1 C

5 12

A2 B2

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• To produce a public oral presentation about oneself communicating the message with ease using different resources: poster support, body expression, voice, intonation, etc. • To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals.

6TH GRADE: 11-12 year olds

THE WORLD FAIR Content blocks Concepts • Correct spelling. • Present simple: use of the 1st Person: I like, I live, I am, I go… • Expressing personal likes: my favourite food/hobby is, my best friends are, • Talking about family members: there are four of us in my family. • Formulating wishes: I want to be a … when I grow up.

• Oral presentations: Fluency Accuracy Uses of verbal and non verbal resources. • Correct spelling. • Information texts: Headline: the name of the celebration. Paragraphs: where, who, how, when, what. • Social Science: World countries and cultures.

Activities

Procedures • Written production: Contextualising: Defining the aim. Choice of paper, pictures, photographs… Planning the text: Selecting and organising the poster content. Textualisation: Development of the information applying linguistic elements and rules: o Analysing the model. o Manipulating texts, sentences and words. o Producing texts, sentences and words. Revision: Selective reading and use of own resources to correct own mistakes. • Oral production: Expressing the presentation: Simulating the presentation and clearly expressing the information in the poster. Rehearsing and dramatising the memorised text.

Attitudes • A responsible attitude regarding their own learning process. • Interest in tidiness and the appropriate presentation of one’s work. • Self-esteem.

• Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to fulfil a task. • Written production: Contextualising: Defining the aim. Choice of paper, pictures… Planning the text: Summarising and organising the mural. Textualisation: Development of the information. Applying grammatical and spelling rules. Revision: Selective reading and use of own resources to correct own mistakes.

• Co-operation with classmates. • Interest in tidiness and the appropriate presentation of group’s work.

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

Teaching sequence: • Alex’s presentation. • Children around the world. • About myself.

Teaching sequence: • Alex’s favourite celebration. • World celebrations. • Making murals.

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THE WORLD FAIR

B1

5

• To produce a public oral presentation and answer questions about world celebrations using different resources: illustrated mural support, body expression, voice, intonation, etc.

• Oral presentations: Uses of verbal and non verbal resources.

• Oral production: Planning the text: Rehearsing the presentation. Expressing the presentation: Clearly expressing the information in the mural.. Ensuring the comprehension of the visitors by answering to their questions.

• Active and responsible participation. • Appreciation and respect for other languages, cultures and people.

• Oral presentations: Fluency Uses of verbal and non verbal resources. • Instructions: Imperative forms: sit in a circle, toss the stones up, spin the top, move one piece, drop/throw/catch the stones… Interaction formulae: It’s my/your turn, don’t cheat, go on, I’m the winner… • Social Science: World countries and cultures. • Information text. • Instructions.

• Oral production: Planning the text: Analysing the steps to play the game. Producing the instructions for those steps. Revision: Simulating the game. Expressing the game: Clear instructions. Use of linguistic resources. Effective appropriate use of prosodic gestural elements. Ensuring the comprehension of the visitors using verbal and non verbal resources.

• Co-operation with classmates. • Knowing how to lose and win. • Respect for the rules of games and interaction. • Appreciation and respect for other languages, cultures and people.

Teaching sequence: • Alex’s game: shove ha’ penny • Games from everywhere.

• Oral production: Planning the text: Structuring the text. Expressing the discourse: Clear information and instructions. Use of linguistic resources. Effective appropriate use of prosodic gestural elements.

• Co-operation with classmates and visitors. • Knowing how to lose and win. • Respect for the rules of games and interaction.

• Lexis: Nationalities, continents, countries. • Information text. • Conversation: Agreement and disagreement: I agree/ I don’t agree/ do you agree? Giving opinion: In my opinion, I think… • Social Science: World countries and cultures.

• Oral production: Expressing the discourse: Expressing ideas, information, and opinions. Listening attentively and assessing the contributions made by others, asking questions and making appropriate comments. Effective use of turn-taking.

• Appreciation and respect for other languages, cultures and people. • Critical attitude towards the uneven distribution of wealth in the world.

Teaching sequence: • Finding out about other world celebrations. • Games from everywhere. • World music. • Preparing the fair. • The world fair. • The world map. • What do we know? • The world in our class • Preparing the project. • An unfair world. • World music. (All the activities)

B1 C

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• To produce oral instructions efficiently to play games using different resources: voice, intonation, body expression, visual aid, etc.

B1

5

• To co-operate with classmates organising the fair and make the visitors feel welcome.

B1 A1 A2

4 1 7

• To gain awareness about world geography and cultures using oral and written information texts.

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

• Finding out about other world celebrations.

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THE WORLD FAIR

A1

1, 2

• To obtain the required information from an oral text and share it with the group.

• Information text. • Instructions. • Conversation. • Phonology: Native models.

• Oral comprehension: Pre listening stage: Defining the purpose of listening. Activating prior knowledge. Making predictions. Listening stage: Identifying the main lexis. Interpreting the gist of the text. Retaining the important information by using different registering resources. Post listening stage: Using the information gathered to fulfil a task.

• Active and responsible participation.

• Alex’s message. • Alex’s presentation. • Alex’s game: Shove Ha’Penny.

A2

8

• To obtain precise information from written text to fulfil a task.

• Information text. • Instructions. • Social Science: World countries and cultures.

• Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to fulfil a task.

• A responsible attitude regarding their own learning process.

• Children around the world. • Alex’s favourite celebration. • World celebrations. • Games from everywhere.

C

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• To reflect on and apply language rules.

• Tenses: Present simple: use of the 3rd person.

• Application of linguistic elements and rules: Using own knowledge to carry out a given task. Methods to systematize and automatize metalinguistic concepts.

• A responsible attitude regarding their own learning process.

• From Alaska to Australia. • Alex’s presentation.

D

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• Conversation.

• Oral production.

• Responsibility in the use of English.

• All the activities.

D

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• To use English as the communication language in the classroom. • To memorise and reproduce oral literary referents.

D

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• Phonology: Stress. Intonation. • Literary resources.

• Oral production: Reproduction of oral literary referents by memorising and reproducing the text. • Reading comprehension: Recreational reading by the use of a variety of resources to select tests that match students’ own tastes.

• An aesthetic sensibility with regard to their own literary work. • A responsible attitude regarding their own learning process.

• From Alaska to Australia. • Children just like us. • Library work.

CONSTANTS:

• To read and comment on different types of texts from the classroom library. A: COMPREHENSION A 1: ORAL A 2: READING

B: PRODUCTION B 1: ORAL B 2: WRITTEN

C: REFLECTION ON LANGUAGE D: LITERARY COMPETENCE

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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PLAN OF SESSIONS 1ST SESSION

1ST WEEK

ƒ ƒ

Alex’s message The world map

2ND SESSION

* ƒ What do we know? ƒ The world in our Class

3RD SESSION ƒ From Alaska to Australia ƒ Preparing the project ƒ

2ND WEEK

3RD WEEK

ƒ

About myself

* ƒ

About myself

4TH WEEK Singing the songs ƒ Finding out about other World Celebrations

Singing the song ƒ About myself

ƒ Alex’s favourite celebration

ƒ

Making murals

ƒ

World music

5TH WEEK

7TH WEEK

About myself

* ƒ

An unfair world

Children just like us

ƒ Games from everywhere

ƒ Alex’s game: Shove Ha’ Penny

*

*

ƒ

Singing invitation

Practise singing invitation Practise singing invitation ƒ ƒ Games from ƒ Games from everywhere (making everywhere (making them) them)

ƒ

Preparing the Fair

ƒ

Preparing the Fair

ƒ

Invitations

ƒ

Preparing the Fair

ƒ

Preparing the Fair

ƒ

THE WORLD FAIR ƒ

Singing the songs ƒ Games from everywhere

6TH WEEK

ƒ

World celebrations

* ƒ

Singing the song ƒ Children around the world

Alex’s presentation

Singing the song ƒ About myself

ƒ

4TH SESSION

Preparing the Fair

* ƒ

Singing invitation

Self assessment

− When activities are worked on the first time, they appear in bold. − Sessions or activities marked with an * could be left out; they are not considered as minimum tasks to get to the final project.

© IKASTOLEN ELKARTEA – THE EXPLORERS 2

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© IKASTOLEN ELKARTEA – THE EXPLORERS 2

o To co-operate with classmates organising the fair and make the visitors feel welcome.

The world fair

Library work

REFLECTION ON LANGUAGE (C)

Children just like us

o To use English as the communication language in the classroom. o To memorise and reproduce oral literary referents. o To read and comment on different types of texts from the classroom library.

From Alaska to Australia

Alex’s presentation

o To reflect on and apply language rules.

WRITTEN PRODUCTION

From Alaska to Australia

(B1)

Making murals

(A2)

o To produce a simple written poster with information about oneself ,applying the language knowledge worked on and using correct spelling. o To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals.

(A1)

About myself

ORAL PRODUCTION

Preparing the fair

CONSTANTS

READING COMPREHENSION

Games from everywhere

o To produce a public oral presentation about oneself communicating the message with ease using different resources: poster support, body expression, voice, intonation, etc. o To produce a public oral presentation and answer questions about world celebrations using different resources: illustrated mural support, body expression, voice, intonation, etc. o To produce oral instructions efficiently to play games using different resources: voice, intonation, body expression, visual aid, etc. o To gain awareness about world geography and cultures using oral and written information texts.

o To obtain precise information from written text to fulfil a task.

o To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals.

o To obtain the required information from an oral text and share it with the group.

DIDACTIC OBJECTIVES

(B2)

LISTENING COMPREHENSION

World music

Finding out about other celebrations

An unfair world

About myself

Preparing the project

The world in our class

What do we know?

The world map

Games from everywhere

Making murals

World celebrations

Alex’s favourite celebration

Children around the world

Alex’s game: Shove Ha’ Penny

Alex’s presentation

Alex’s message

ACTIVITIES

THE WORLD FAIR

CONTINUOUS ASSESSMENT SHEET LITERARY COMPETENCE (D)

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ACTIVITY

SUMMARY

ALEX’S MESSAGE

This activity will stimulate interest in the project.

INTRODUCTION

THE WORLD FAIR

CONSTANT ORAL COMPREHENSION (A1) DIDACTIC OBJECTIVES - To obtain the required information from an oral text and share it with the group. - To use English as the communication language in the classroom. CONTENT BLOCKS

ATTITUDES

- Information text. - Conversation. - Phonology: native models. • Oral comprehension: Pre listening stage: Defining the purpose of listening. Activating prior knowledge. Making predictions. Listening stage: Identifying the main lexis. Interpreting the gist of the text. Retaining the important information by using different registering resources. Post listening stage: Using the information gathered to full fill a task. − Active and responsible participation. − Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − Alex’s message (Texts’ CD).

CONCEPTS

PROCEDURES

STEPS − Explain that it is time to start a new project! Tell the pupils they are going to listen to a message to see what the friends propose this time. − Tell the pupils to listen for: who the message is from, what sort of theme is proposed. − Play the message through once. − Tell the pupils to have a pencil and paper ready to take down any notes; words, phrases they hear. − Play the message through again. Ask what information they understood from the message. Help by linking the ideas on the board to give visual clues.

© GIPUZKOAKO IKASTOLEN ELKARTEA – THE EXPLORERS 2

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THE WORLD FAIR

ACTIVITY

THE WORLD MAP

© GIPUZKOAKO IKASTOLEN ELKARTEA – THE EXPLORERS 2

IN TR O

TAPESCRIPT: Dear friends, Happy New Year! Did you know that it is not New Year for everyone in our class? Malin is Chinese and she celebrates New Year in February and Daniel is Jewish and they celebrate New Year in September! In fact in our class we discovered that many pupils have families from different parts of the world. My dad is Turkish and Peggy’s grandparents came from Jamaica, and Sarah’s grandpa is Italian. Minesh’s mum is Pakistani, Michael’s granddad came from Senegal and Maria was brought from Peru when she was a baby. So we have been doing a project on different countries and their different celebrations, food, and games. I’m going to send you our project so you can do the same in your class. You will see my own description and my work about a British festival and game. Enjoy the project. Bye!

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SUMMARY

The pupils will locate countries on a world map.

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To gain awareness about world geography and cultures using oral and written information texts. - To use English as the communication language in the classroom. CONTENT BLOCKS

ATTITUDES

- Lexis: continents, countries. - Information text. - Social Science: World countries and cultures. • Oral production: Expressing the discourse: Expressing information. − Active and responsible participation. − Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION

Whole group

CONCEPTS

PROCEDURES

MATERIAL

− −

‘The World Map’ activity sheets. A World Map in English.

ACTIVITY

WHAT DO WE KNOW?

© GIPUZKOAKO IKASTOLEN ELKARTEA – THE EXPLORERS 2

INTROD UCTION

STEPS − Place a big English world map in front of the pupils and elicit the names of the continents in English. − Ask the pupils to think about Alex’s message and elicit the countries mentioned. Tell them that they are going to locate the mentioned countries on the map. − Make small groups and number the pupils from 1 to 3. Ask them to take the activity sheet with the empty map. − All number ones from different groups will stand up and go to the big map to look for the first country. Let them try, but give them clues if they can’t find it. − Once they have located the country and before they go to their own groups and dictate their partners the location, let them think and elicit the language needed. − They run to their places and dictate where the country is to their partners in English. − Then, number twos will look for the second country and so on. − When the seven countries have been located on the map, ask them to continue with the second part of the activity: writing the capitals and continents.

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SUMMARY

The pupils will gather general information about different countries.

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To gain awareness about world geography and cultures using oral and written information texts. - To use English as the communication language in the classroom. CONTENT BLOCKS - Lexis: nationalities, continents, countries. - Information text. - Conversation. - Social science: World countries and cultures. • Oral production: Expressing the discourse: Expressing ideas, information, and opinions. Listening attentively and assessing the contributions made by others, asking questions and making appropriate comments. Effective use of turn-taking. − Appreciation and respect for other languages, cultures and people. − Critical attitude towards the uneven distribution of wealth in the world. − Responsibility in the use of English.

CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − Souvenirs, photos, etc. from any country. − A World Map in English.

ACTIVITY

SUMMARY

THE WORLD IN OUR CLASS

The pupils will find out about classmates’ origins.

© GIPUZKOAKO IKASTOLEN ELKARTEA – THE EXPLORERS 2

INTRODUC TION

STEPS − Ask the pupils if they have been to any of the countries mentioned in ‘The World Map’ activity. Ask them which countries they have visited, if any. − Ask them if their parents have visited any of the countries you have talked about or have made any other trips abroad recently. − Ask pupils to bring some information from home about a different country. They could bring a souvenir or photo or other information to the classroom and explain what they found out. − Encourage all the pupils to participate. You could ask different pupils on different days. − Locate the countries on the map and decorate the classroom with all the souvenirs, photos etc.

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THE WORLD FAIR

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To gain awareness about world geography and cultures using oral and written information texts. - To use English as the communication language in the classroom. CONTENT BLOCKS - Lexis: nationalities, continents, countries. - Information text. - Conversation. - Social science: World countries and cultures. • Oral production: Expressing the discourse: Expressing ideas, information, and opinions. Listening attentively and assessing the contributions made by others, asking questions and making appropriate comments. Effective use of turn-taking. • Appreciation and respect for other languages, cultures and people. • Responsibility in the use of English.

CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − “The world in our class” activity sheet. − A World Map in English.

STEPS − Remind pupils of the different origins mentioned in the first activity and point them out on the map. e.g. Where does Sarah’s grandpa come from? Can you point to Italy on the map? − Ask the pupils to take the activity sheet home and find out about their own origins and their neighbours’ origins. Ask them to fill in the activity sheet with their parents’ help. − In the next class, pupils will give the information they have found. − Locate the mentioned countries, cities, towns, etc. on the map.

ACTIVITY

SUMMARY

FROM ALASKA TO AUSTRALIA

The pupils will decide which word is most appropriate to complete the song and learn the song.

© GIPUZKOAKO IKASTOLEN ELKARTEA – THE EXPLORERS 2

INTRODUCTION

Comments: - This activity can be linked to ‘What do we know’ activity.

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THE WORLD FAIR

CONSTANT LANGUAGE AWARENESS (C) LITERARY COMPETENCE (D) DIDACTIC OBJECTIVES - To reflect on and apply language rules. - To memorise and reproduce oral literary referents. - To use English as the communication language in the classroom. CONTENT BLOCKS • Phonology: Stress. Intonation. • Application of linguistic elements and rules: Using own knowledge to carry out a given task.

CONCEPTS

PROCEDURES

− A responsible attitude regarding their own learning process. − An aesthetic sensibility with regard to their own literary work. − Responsibility in the use of English.

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

Individual Whole group − “From Alaska to Australia” activity sheet. − Alaska to Australia (Songs and texts’ CD). − From Alaska to Australia (Reader, page 36).

ACTIVITY

SUMMARY

PREPARING THE PROJECT

The pupils will see Alex’s project on the poster and agree to do something similar.

© GIPUZKOAKO IKASTOLEN ELKARTEA – THE EXPLORERS 2

INTRODUCTION

STEPS − Write these words on the board: Alaska, Australia, World Fair. Tell the pupils they will work on a song talking about those things and elicit what the song might mention. − Ask the pupils to take the activity sheet and let them go on doing the activity individually. When they have finished, ask them to discuss their work in pairs. − Check the activity with the whole class by listening to the song and making all the necessary language reflection on the board. − Finally read the song from the reader and sing along with the song while playing the CD. − Teach the song as usual i.e. first speaking and back chaining any difficult lines, then adding the melody.

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THE WORLD FAIR

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To gain awareness about world geography and cultures using oral and written information texts. - To use English as the communication language in the classroom. CONTENT BLOCKS • Conversation: Agreement and disagreement: I agree/ I don’t agree/ do you agree? Giving opinion: In my opinion, I think… • Social science: World countries and cultures.

CONCEPTS

• Oral production: Expressing the discourse: Expressing ideas, information, and opinions. Listening attentively and assessing the contributions made by others, asking questions and making appropriate comments. Effective use of turn-taking. • Appreciation and respect for other languages, cultures and people. • Critical attitude towards the uneven distribution of wealth in the world. • Responsibility in the use of English.

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − −

Poster. Post box.

ACTIVITY

SUMMARY

ALEX’S PRESENTATION The pupils listen to the teacher presenting Alex’s poster and they fill in a chart.

CHILDREN JUST LIKE US

STEPS − Open the post box and take out the poster that Alex has sent. − Put it up where the pupils can see it and encourage them to look at it, describe the different sequences and try to think what kind of activities would be done at each stage. − Encourage them all to express their opinions and help them formulate what they want to say.

CONSTANT

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ORAL COMPREHENSION (A1) DIDACTIC OBJECTIVES - To obtain the required information from an oral text and share it with the group. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

• Information text. • Conversation. • Phonology: Native models. • Present simple: use of the 3rd person. • Oral comprehension: Pre listening stage: Defining the purpose of listening. Activating prior knowledge. Making predictions. Listening stage: Identifying the main lexis. Interpreting the gist of the text. Retaining the important information by using different registering resources. Post listening stage: Using the information gathered to full fill a task. • Application of linguistic elements and rules: Using own knowledge to carry out a given task. Methods to systematize and automatize metalinguistic concepts. − Active and responsible participation. − A responsible attitude regarding their own learning process. − Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION

MATERIAL

Individual − − − −

Alex (Reader, pages 38-39). “Alex’s presentation” activity sheet. Alex’s presentation (Texts’ CD). Alex (Texts’ CD).

STEPS Part 1 - Tell the pupils that they are going to listen to Alex talking about himself. - Hold up Alex’s pages from the reader. Play the CD and point at the pictures mentioned in the presentation. - Ask the pupils to take the activity sheet and run through the different headings: NAME, PLACE OF RESIDENCE, FAMILY MEMBERS, etc. - While listening to the Alex’s presentation, the pupils write in note form next to the appropriate heading. - Play Alex’s presentation again, pausing and giving them time to write notes. - Once pupils have written on their activity sheets, ask them to check the information they have written with a partner/s. If they disagree they can check with the pages from the Reader (38 – 39). - Check the information with the whole class, extending their notes to full sentences and emphasising the verbs you use.

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Talk about any other information they found on the text. If pupils want to know more about Alex, encourage them to read all the information in the reader while listening to the CD. SCRIPT: Hello, I’m Alex Tasgit. I’m eleven years old and I live in Morchester in England. In Morchester there is a famous car factory. This is my mum, her name is Sylvia and she works in a shoe shop. This is my dad, his name is Erkan and he works in the car factory. My dad is Turkish and we always go to Turkey in the summer holidays. This is my sister, her name is Miria and she is only four. Look at this house: I live on the first floor. I have to share my bedroom with my sister. I help at home. I clean the canary cage, make my bed and play with my sister. This is Mortimer, my canary. I teach him songs. And these are my friends: Peggy, Nick, Lucy, David and Sarah. Lucy is a special friend. This is my school. I walk to school: it only takes ten minutes. I like Geography and I’m good at P.E. I take a packed lunch to school; a sandwich, a packet of crisps, an apple, a drink and a chocolate bar. When I grow up I want to be a Formula One racing driver. Part 2 - You have already talked through the sentences orally while checking the first notes they took while listening. Now ask the pupils, individually, to write their notes into sentences (over the page). - Do an example with them and then let them try by themselves. - Go around observing what difficulties the pupils might be having. - Ask them to check their answers in pairs or small groups. - Clear up any final uncertainties. -

ACTIVITY

SUMMARY

CHILDREN AROUND THE WORLD

The pupils will scan written information about children from around the world and relay the information to a partner.

CHILDREN JUST LIKE US

COMMENTS: It may be a good moment to reflect on some of the aspects of the language being used and get the pupils to take notes in their notebook. e.g. 1. Use of ‘is’ with age. Alex is eleven. 2. Negation. Alex doesn’t live in Manchester. He lives in Morchester. Alex isn’t twelve. He’s eleven. 3. ’s Sylvia’s son is called Alex (= the son OF Sylvia) Sylvia’s a manageress in a shoe shop (= Sylvia IS a manageress)

CONSTANT READING COMPREHENSION (A2)

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DIDACTIC OBJECTIVES -

To obtain precise information from written text to fulfil a task. To use English as the communication language in the classroom.

CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION

MATERIAL

• Information text. • Social science: World countries and cultures. • Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to full fill a task. − A responsible attitude regarding their own learning process. − Responsibility in the use of English.

Pair work − “CHILDREN JUST LIKE ME” by Barnabas & Anabel Kindersley. Dorling Kindersley. − Photocopies, in colour and laminated if possible, of the following pages: - Omar (16-17), Ari (26), Bogna (28-29), Houda (4041), Esta (42-43), Tadesse (44-45), Guo Shang (4849), Sarala (58-59), Michael (60-61), Suchart (6869). − “Children around the world” activity sheets for each pair. A or B.

STEPS − Put the copies of the pages about Michael, Ari, Tadesse, Sarala and Guo Shang up on one side of the room. − Put the copies of the pages about Omar, Bogna, Esta, Suchart and Houda up on the other side of the room. − Divide the class in half. Each half will be working with one set of pictures. Show them their pictures. Then divide each half into pairs. − Give each pair a set of questions. (There is more than one model so that they do not all start with the same questions) The scanning questions relate to the children on one side of the room OR the other (i.e. 5 of the 10 posters.) − Model the activity. − Tell the pupils to look at the questions together with their partner. They have to look at a question and work out what it is asking and which poster it relates to. Then one of them goes and looks for the answer. When s/he has found the answer, s/he comes back and tells the partner who writes down the answer. They take it in turns to do the running and the writing. − Set a time limit (or when the first pair finishes) to stop. − Tell them to look through their information and choose one or two pieces of information that they found interesting. Give an example. Give them a few minutes to prepare how they can phrase that information orally to tell the other half of the class, who had different information.

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They could write a piece of information they found interesting in their notebooks.

QUESTIONS AND ANSWERS Omar How old is Omar? (8) What does Omar and his family often eat? (Tacos – tortillas filled with meat and vegetables) Which is Omar’s favourite subject at school? (Maths) What is the name of Omar’s tortoise? (Gertrudis) Michael Who wears a kippah? (Michael Fiman) What is the Jewish holy book called? (Torah) What does Michael’s mum do? (She works for a local newspaper) Where does Michael live? (Jerusalem) Ari Who wears reindeer boots? (Ari) What languages does Ari speak? (Finish & Saame) What happens from November until January where Ari lives? (No sun) What is Ari’s dream? (To play for an ice hockey team) Bogna What city is the capital of Poland? (Warsaw) Who lives in house painted blue and yellow? (Bogna) How does Bogna get to school? (Tractor & trailer) What does ‘Bogna’ mean? Esta Why does Esta have to walk six kilometres every day? (To fetch water) How do you say ‘3’ in Swahili? (Tatu) What animals live in the savannah around Esta’s home? (Lions, leopards, elephants, rhinos) Who has a name, which means ‘the girl child who is loved most by her parents’? (Esta) Tadesse Where does Tadesse live? (In an orphanage in Addis Ababa, Ethiopia) What is the soup ‘shorba’ made from? (Potatoes, peas & lentils) How many children live in the orphanage with Tadesse? (100) Who has a best friend called Adissu? (Tadesse) Guo Shang How many people live in Guo Shuang’s house? (5) What is the population of Beijing, the capital of China? (More than 10 million) Why does Guo wear a red scarf? (Because she belongs to a children’s organization called the Young Pioneers) At what time does Guo start school? (7 a.m.) Sarala What is Sarala’s father’s job? (Fisherman) What is the name of the traditional Indian dress, like Sarala’s mum is wearing? (Sari) Who has a pet goat? (Sarala) What food does Sarala’s family NOT eat? (Meat) Suchart Who lives in a temple? (Suchart) At what time does Suchart eat breakfast and lunch? (7 & 11) In what year was Suchart born in Buddhist years? (2524) What toys does Suchart have? (No toys) Houda What is the Muslims’ holy book called? (Koran)

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ACTIVITY

SUMMARY

ABOUT MYSELF The pupils will write an autobiographical description, prepare an illustrated poster and present it to the class.

CHILDREN JUST LIKE US

What does Houda want to be when she grows up? (A teacher of Arabic) What’s Houda’s favourite food? (Chicken and chips) How many brothers and sisters does Houda have? (2 brothers and 2 sisters)

CONSTANT WRITTEN PRODUCTION (B2) LANGUAGE AWARENESS (C)

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ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To produce a simple appropriate written poster with information about oneself, applying the language knowledge worked on and using correct spelling. - To produce a public oral presentation about oneself communicating the message with ease using different resources: poster support, body expression, voice, intonation, etc. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION

MATERIAL

• Correct spelling. • Present simple: use of the 1st Person: I like, I live, I am, I go… • Expressing personal likes: my favourite food/hobby is, my best friends are, • Talking about family members: there are four of us in my family. • Formulating wishes: I want to be a … when I grow up. • Oral presentations: Fluency Accuracy • Uses of verbal and non verbal resources. • Written production: Contextualising: Defining the aim. Choice of paper, pictures, photographs… Planning the text: Selecting and organising the poster content. Textualisation: Development of the information applying linguistic elements and rules: o Analysing the model. o Manipulating texts, sentences and words. o Producing texts, sentences and words. Revision: Selective reading and use of own resources to correct own mistakes. • Oral production: Expressing the presentation: Simulating the presentation and clearly expressing the information in the poster. Rehearsing and dramatising the memorised text. • A responsible attitude regarding their own learning process. • Interest in tidiness and the appropriate presentation of one’s work. • Self-esteem. • Responsibility in the use of English.

Individual − Alex (Reader, pages 38-39). − “Alex’s presentation” activity sheet. − “About Myself” activity sheet. − Photographs, card, colours, scissors, glue, etc.

STEPS − Explain that now the pupils have heard and read about Alex, and about other children

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THE WORLD FAIR

− − − − − − −

-

around the world, now they are going to prepare their own presentation pages. Ask them to bring photographs from home, related to the topics they want to write about in their own posters. First they are going to write a draft of the text about themselves. Remind them of the chart they filled in for Alex’s presentation; in notes and in full sentences. Take the activity sheet ‘About Myself’ and explain that this time they must write full sentences directly onto the sheet. Go through one or two examples. Then let them get on by themselves. (They have various models to help). Go around observing and helping with any problems. Carry out a reflection on any language structures that the group (as a whole) seems to be having problems with. E.g: o FAMILY MEMBERS: ƒ There are four of us in my family. ƒ There are four members in my family: my mum, etc. These structures will be wrong: ƒ We are four in my family. ƒ My family members are… o HOBBIES: ƒ I like playing the piano. ƒ My favourite hobby is playing basketball. ƒ My favourite hobbies are skiing and dancing. o WISHES: ƒ I want to be a football player (when I grow up). ƒ I wish I could be a doctor. When their descriptions are ready, get them to think about how they are going to make up the posters: o What part of the description goes where? o What photos or pictures could illustrate the texts? o What colours and letter types should they use? o What new text they should write for the photos or pictures they have brought from home? Ask them to write a new draft of the poster where they decide what texts they are going to use for the poster. Check the drafts of the new texts; highlighting the mistakes the pupils can correct themselves and giving them language they are unable to correct by themselves. Give out the pieces of card and give them time to prepare their posters. (Could be homework) Next, get them to think about their oral presentation. Get them to practise speaking loudly and clearly, showing and explaining their posters. The aim is not to memorise the text and regurgitate it meaninglessly. Don’t do all the presentations on one day, but tell the pupils which day they will present on, so that they don’t have to wait nervously. During the presentation encourage the pupils to ask questions. Tell them to pay attention because you are going to quiz them on the information at the end. The teacher should take notes about different pieces of information from each pupil. Then you can play a quiz with the information after all the presentations have been done. o e.g., Who has got three brothers? o What pet does Jon have? o Name me three pupils who have mummies that are teachers. Etc. depending on the information in each group.

ACTIVITY

SUMMARY

AN UNFAIR WORLD The pupils will read and discuss about the uneven distribution of wealth in the world.

CHILDREN JUST LIKE US

CONSTANT ORAL PRODUCTION (B1)

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THE WORLD FAIR

READING COMPREHENSION (A2) DIDACTIC OBJECTIVES - To gain awareness about world geography and cultures using oral and written information texts. - To obtain precise information from written text to fulfil a task. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

• Information text. • Conversation: Agreement and disagreement: I agree/ I don’t agree/ do you agree? Giving opinion: In my opinion, I think… • Social science: World countries and cultures. • Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to full fill a task. • Oral production: Expressing the discourse: Expressing ideas, information, and opinions. Listening attentively and assessing the contributions made by others, asking questions and making appropriate comments. Effective use of turn-taking. • Appreciation and respect for other languages, cultures and people. • Critical attitude towards the uneven distribution of wealth in the world. • Responsibility in the use of English.

Individual Whole group − An Unfair World (Reader, page 37). − An Unfair World (Songs and Texts’ CD). − Alaska to Australia (Songs and Texts’ CD).

STEPS − Ask pupils to read and listen to the “An Unfair World” page from the Reader at home and think about the information before hand. − In pairs let the pupils read the “An Unfair World” page from the Reader. Give explanations if necessary. Ask the pairs to tell the group which item impressed them the most and to comment on this. − Ask them if they know of any other ‘unfair’ situations around them or in the world. − You could work on the last verse of the song “Alaska to Australia” after this activity. COMMENTS: This activity should be discussed later on by the tutor in the first language, so that the topic can be treated in more depth.

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ACTIVITY

SUMMARY

ALEX’S FAVOURITE CELEBRATION

The pupils read and order a text about the English celebration of Bonfire Night.

CELEBRATIONS

THE WORLD FAIR

CONSTANT

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READING COMPREHENSION (A2) DIDACTIC OBJECTIVES - To obtain precise information from written text to fulfil a task. - To use English as the communication language in the classroom.

CONTENT BLOCKS • Information text. • Social science: World countries and cultures.

CONCEPTS

• Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to full fill a task. A responsible attitude regarding their own learning process. Responsibility in the use of English.

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

Individual − “Alex’s favourite celebration” activity sheets. − Bonfire Night (Reader, pages 40-41). − Bonfire night (Texts’ CD).

ACTIVITY

SUMMARY

WORLD CELEBRATIONS

The pupils will find the partners who have parts of text about the same celebration.

CELEBRATIONS

STEPS − Set the atmosphere by talking about festivals or celebrations they know in the Basque country or in other countries. − Then, ask them to take “Alex’s favourite celebration” activity sheet. As usual, Alex has mixed everything up! − Let the pupils find the right order to be able to read the text. Let them work in pairs and then ask them to check it with the pages in the Reader. − Ask them to glue the information in order onto the activity sheet. − Finally, read the information again while listening to the CD, comment on the celebration and sing the song that children from England sing. Pupils will love it. The tune is to ‘Oh my darling Clementine’.

CONSTANT

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READING COMPREHENSION (A2) DIDACTIC OBJECTIVES - To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

• Information texts: Headline: the name of the celebration. Paragraphs: where, who, how, when, what. • Social science: World countries and cultures. • Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to full fill a task. • Co-operation with classmates. • Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION

Individual Group work

MATERIAL

World celebrations (Extra handout for the teacher).

STEPS − From now on, the pupils will work in Continent or Community groups. This activity will allow you to make the groups. Decide on the members of the groups thinking about mixed ability, mixed sex, etc. Assign one world continent or community to each. ƒ Diwali - India ƒ Hanukkah – Jewish community ƒ Eid Ul Fitr – Muslim community ƒ Bedu masquerade - Africa ƒ Chinese New Year (Yuan Tan) - Asia ƒ The Day of the Dead - Mexico (America) − Cut up the parts of the different celebrations, and give out the texts to the pupils as you have planned. − The pupils will read their card and walk around the classroom talking to each other trying to find the people with the same topic to assemble the whole text. Model the language they might need. − When they have all the paragraphs of their text together, the group will order the text. − The group will become the representative for the region / community mentioned in the celebration for the rest of the Project. COMMENTS: Since most celebrations are related to religion, we’ve tried to have a variety of samples. For the Middle East we offer two celebrations related to the two main religions in the region: Jewish and

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Muslim.

ACTIVITY

SUMMARY

MAKING MURALS

The pupils will read information, match pictures and prepare murals about celebrations around the world.

CELEBRATIONS

Each group will have to present their celebration to the others through a mural in another activity. You can find more information on celebrations or post information about own celebrations on the following Web pages: www.kidlink.org/KIDPROJ/MCC www.dkonline.com/epals

CONSTANT READING COMPREHENSION (A2) WRITTEN PRODUCTION (B2)

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DIDACTIC OBJECTIVES - To summarise and rewrite given information about celebrations with correct structures and spelling in order to make illustrated murals. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION

MATERIAL

• Correct spelling. • Information texts: Headline: the name of the celebration. Paragraphs: where, who, how, when, what. • Social science: World countries and cultures. • Written production: Contextualising: Defining the aim. Choice of paper, pictures… Planning the text: Summarising and organising the mural. Textualisation: Development of information. Applying grammatical and spelling rules. Revision: Selective reading and use of own resources to correct own mistakes. • Co-operation with classmates. • Interest in tidiness and the appropriate presentation of group’s work. • Responsibility in the use of English.

Group work − Making murals (Extra handout for the teacher). − World Celebrations (Extra handout for the teacher). − Cards. − Bonfire night (Reader, pages 40-41).

STEPS − Remind the pupils that all the information they have read about their own celebration should be presented to the rest of their classmates and to the visitors at the World Fair. − Making murals will help them prepare for this presentation. − Print the illustrations from the web and hang them on the wall. − Ask the pupils to identify the ones belonging to their own celebration.

CELEBRATION PARAGRAPHS AND PICTURES THE BEDU MASQUERADE 1. Map; arrow pointing to Ivory Coast in Africa. 2. Cutting chunks from kapok roots and carving. 3. A woman painting masks. 4. Dancing with the masks. CHINESE NEW YEAR 1. Chinese calendar. 1999 highlighted. 2. Chinese house with Chinese writing and flowers.

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3. Dragon procession. 4. Firecrackers and people holding their ears. 5. Children eating moon cakes and opening money envelopes. DIWALI 1. Diwali lamps and other lights. 2. King Rama and his wife Sita. 3. Goddess and elephant god Ganesh. 4. Receiving Diwali cards. DAY OF THE DEAD 1. Mexico on the map 2. Altars with candles and sugar skulls and flowers. 3. Families waiting in the cemeteries. HANNUKAH 1. Temple in Jerusalem 2. A candle burning in the temple 3. An eight-branch candlestick burning in a house window. 4. Children playing dreidl. EID UL-FITR 1. Mosque 2. A hungry child thinking of giving his money to charity. 3. Family eating a big breakfast. 4. Eid cards.

Once they have identified their illustrations, they cut them out and stick them all on a piece of card. Ask each group to prepare the draft texts for the mural. They have to be as short and clear as possible. The pupils should write one or two sentences for each illustration with only the most important information from the corresponding paragraph. Tell them to look at Alex’s model in the reader as an example. Check and correct the drafts with each of the groups while the pupils make the murals, organising texts, illustration and headlines to the best of their abilities.

ACTIVITY

SUMMARY

CHILDREN JUST LIKE US

The pupils will listen to the song and choose if they want to identify and copy in the lines, or complete the missing lines.

CELEBRATIONS

CONSTANT LITERARY COMPETENCE (D)

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DIDACTIC OBJECTIVES - To memorise and reproduce oral literary referents. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

• Phonology: Stress. Intonation. • Oral production: Reproduction of oral literary referents by memorising and reproducing the text. − An aesthetic sensibility with regard to their own literary work. − Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION

MATERIAL

Whole group Individual − “Children just like us 1” activity sheet. − “Children just like us 2” activity sheet. − Children just like us (Reader, page 42). − Children just like us (Songs and Texts’ CD).

STEPS − Play the song once. And talk about the meaning by asking some questions. e.g. Some of the celebrations we’ve just learned about are mentioned. Which ones? − Then, ask the pupils to choose which activity they want to carry out and take the appropriate activity sheet. − Play the song again and ask the ones finding and copying the missing lines from the box to write numbers at the beginning of each line. And ask the ones filling in the missing lines, just to take notes of words, bits of sentences they recognise. − Listen to the song as many times as the pupils doing the more challenging version need to complete the notes. You could stop at the end of each missing line to give them time to think and write. − Finally, let them check their work by reading the song from the reader. − Read the song from the reader and sing along the song while playing the CD. − Break down and / or back chain any difficult lines.

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ACTIVITY

SUMMARY

FINDING OUT ABOUT OTHER WORLD CELEBRATIONS

The pupils will find out about and share information about world celebrations.

CELEBRATIONS

THE WORLD FAIR

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To produce a public oral presentation and answer questions about world celebrations using different resources: illustrated mural support, body expression, voice, intonation, etc. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS PROCEDURES

ATTITUDES

• Oral presentations: Uses of verbal and non verbal resources. • Oral production: Planning the text: Rehearsing the presentation. Expressing the presentation: Clearly expressing the information in the mural. Ensuring the comprehension of the visitors by answering to their questions. • Active and responsible participation. • Appreciation and respect for other languages, cultures and people. • Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION

Group work Individual

MATERIAL

− −

Celebrations’ murals. Notebook.

STEPS This activity follows World Celebrations (finding other members of the group) and Making Murals. By making posters, the pupils should have internalised the information more thoroughly. Now we want them to share their information with the others. −

In their groups, give them a little time to prepare what they are going to tell their peers about: o the name of the celebration. o where it is celebrated, who celebrates. o how it originated, why there is a celebration. o when it is celebrated. o what the people do. Brainstorm what questions they will need to ask their peers for this information. o What is the name of your celebration? o Where do they celebrate? Who celebrates?

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− − − −

− −

o Why do they celebrate? What do they celebrate? o When is the celebration? o What do they do at the celebration? Give each person in the group a letter A; B; C; D; (E) Regroup, so that all the As, Bs etc. are together. This means that all the groups now represent all the celebrations. In turns, they answer questions about their celebration. i.e the group starts questioning person A, who has information about DIWALI. When the pupils have finished their questions, and the presenter has no more information to add, they take their notebooks and write down the main ideas they remember about that celebration. Make sure the presenters do not dictate the information. This is not a writing activity. Then they ask person B about his / her celebration etc. When they have finished, or interest is diminishing, bring the groups together again to talk about what information they understood about the different celebrations. Talk about the interesting facts, which ones they prefer, etc.

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ACTIVITY

SUMMARY

WORLD MUSIC

The pupils will listen to different excerpts of music and identify their origins.

CELEBRATIONS

THE WORLD FAIR

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To gain awareness about world geography and cultures using oral and written information texts. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

• Conversation: Agreement and disagreement: I agree/ I don’t agree/ do you agree? Giving opinion: In my opinion, I think… • Social science: World countries and cultures.

ATTITUDES

• Oral production: Expressing the discourse: Expressing ideas, information, and opinions. Listening attentively and assessing the contributions made by others, asking questions and making appropriate comments. Effective use of turn-taking. • Appreciation and respect for other languages, cultures and people. • Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − World music (Texts’ CD).

PROCEDURES

STEPS − Remind pupils that one very important element of any celebration is music. Ask them about their own knowledge about different countries’ music. − Tell them that they are going to hear different types of music and that they will have to guess which regions or countries of the world they come from. − Play the CD, let them listen and note down where they think the music comes from. − Let them compare their opinions with their partner/s − Play the music again and ask what they wrote down. − Ask their opinion about the different types of music, the instruments used etc. Musical excerpt 1: Musical excerpt 2: (Mexico) Musical excerpt 3: Musical excerpt 4:

ASHA BHOSLE: “Yuhn Na Thi” (India) MARIACHI GUADALAJARA (Cortazar): “Ay! Jalisco no te rajes” TIAN JIN: “Raindrops Pattering On Banana Leaves” (China) FARAFINA: “Bolamakote” (Burkina Faso)

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Musical excerpt 5: Musical excerpt 6:

Arab music Jewish music

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ACTIVITY

The pupils will listen to the instructions of a traditional English game on the CD and play the game.

GAMES

SUMMARY

ALEX’S GAME: SHOVE HA’ PENNY

CONSTANT ORAL COMPREHENSION (A1) DIDACTIC OBJECTIVES - To obtain the required information from an oral text and share it with the group. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

• Instructions. • Conversation. • Phonology: Native models. • Social science: World countries and cultures. • Oral comprehension: Pre listening stage: Defining the purpose of listening. Activating prior knowledge. Making predictions. Listening stage: Identifying the main lexis. Interpreting the gist of the text. Retaining the important information by using different registering resources. Post listening stage: Using the information gathered to full fill a task. − Active and responsible participation. − Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − −

Alex’s game: Shove Ha’ penny (Texts’ CD). “Alex’s game: Shove Ha’ penny” activity sheet.

STEPS − Explain to the pupils that they are going to learn a traditional British game. Alex is going to explain it to them so they have to pay attention. − Play the first part of the CD and ask some questions: o What’s the name of the game? o Is it an old or new game? o What is the aim of the game?

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− − − − −

o What do you need for the game? Ask them to take the activity sheet of what the shove ha’ penny board should look like. (Or get a picture from the Internet)

Ask them to guess how the game is going to be played. Give them time to prepare their boards in pairs or small groups. (Most desk surfaces would be adequate but it depends on your type of desks and whether you can find anything to mark the desk that won’t stain.) When they are ready, listen to Alex giving the instructions on the CD. You may need to listen various times or stop the CD. Ask someone who has understood how the game is played to give a demonstration. Let them play. Go around helping and encouraging.

G A M

Tape script: Hello, it’s me Alex. I’m going to explain to you how to play a traditional British pub game. It’s called ‘Shove ha’ penny’. You can tell it is an old game because we don’t have ha’ pennies (or half pennies) any more. But you can use any money or coins for this game. By the way ‘shove’ means ‘push’ so in the game you have to push a coin in between lines on a board or table to score points. Let me tell you what you need. Are you ready? Well, you need a ‘shove ha’ penny’ board. You can make one easily by marking a smooth surface with 11 lines. If you can’t use your desks you could use a piece of card instead. And you need five coins to fit between the lines. It’s better if the coins are all the same. Have you made the board? Good. O.K. Now listen to the instructions to play the game. You can play with 2 or more players. Put the coins behind the starting line. You prepare each coin so that part of it is over the side of the table or board. Then using the part of your hand at the base of your thumb, you shove or push the coin from the side of the table towards the lines. You repeat the process and do the same with the other four coins. Then you see how many coins have landed between lines (without touching the lines) and you score (by putting your name initial in the score column) for each coin that has landed between the lines. The aim is to get a coin between all the lines. So if you get two coins in the same line it doesn’t count. Then the next player has a go and shoves the five coins. You continue taking turns to shove the coins between the lines and marking the scores. The first player to get a coin between every line and have their 10 initials in the score column is the winner. It’s quite simple really. Have fun! Bye.

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ACTIVITY

SUMMARY

GAMES FROM EVERYWHERE The pupils will play games from different continents. They will learn to explain them and play them with younger pupils.

CONSTANT READING COMPREHENSION (A2) ORAL PRODUCTION (B1) LANGUAGE AWARENESS (C) DIDACTIC OBJECTIVES - To obtain precise information from written text to fulfil a task. - To produce oral instructions efficiently to play games using different resources: voice, intonation, body expression, visual aid, etc. - To use English as the communication language in the classroom. CONTENT BLOCKS CONCEPTS

PROCEDURES

ATTITUDES

• Oral presentations: Fluency Uses of verbal and non verbal resources. • Instructions: Imperative forms: sit in a circle, toss the stones up, spin the top, move one piece, drop/throw/catch the stones… Interaction formulae: It’s my/your turn, don’t cheat, go on, I’m the winner… • Social science: World countries and cultures. • Reading comprehension: Pre-reading stage: Defining the purpose of reading. Reading stage: Recognising the most important information depending on the purpose of reading. Reconstructing the gist of the text. Post-reading stage: Using the information gathered to full fill a task. • Oral production: Planning the text: Analysing the steps to play the game Producing the instructions for those steps. Revision: Simulating the game Expressing the game: Clear instructions. Use of linguistic resources. Effective appropriate use of prosodic gestural elements. Ensuring the comprehension of the visitors using verbal and non verbal resources. • Co-operation with classmates. • Knowing how to lose and win. • Respect for the rules of games and interaction. • Appreciation and respect for other languages, cultures and people. • Responsibility in the use of English.

METHODOLOGY

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MAIN INTERACTION

MATERIAL

Group work − Basket game (Reader, pages 44-45). − Dreidl (Reader, pages 46-47). − El-Quirkat (Reader, pages 48-49). − Jacks (Reader, pages 50-51). − Mancala (Reader, pages 52-53). − Spillikins (Reader, pages 54-55).

STEPS Step 1: − You need to have the games already prepared: 1 set of each game and 2 sets of Jacks. (If you want to make an attractive coloured Mancala, it takes a long time. But the other ones are easy and quick to prepare) − Remind the class of Alex’s game. Explain to the pupils that they are going to learn other traditional games from different countries. − Ask them to read the instructions from the Reader: o SPILLIKINS, the group responsible for China. o BASKET GAME, the group responsible for Mexico (America). o DREIDL, the group responsible for the Jewish community. o JACKS, the group responsible for India (Asia). o EL-QUIRKAT, the group responsible for the Muslim community. o MANCALA, the group responsible for Africa. − In groups, they read the instructions and try to play the game. Mancala is not an easy game, so go and help the African group. − Once they have understood the game, they work out how they are going to give instructions orally to the others to play the game, and they practise the instructions. Go round helping with their difficulties and making suggestions. It is important to work on the language the pupils need to play the games if we want them to do it in English. − Elicit the general language: − The aim of the game is to … − Who will start? / I will start/ You start − It’s my go (turn) / It’s your go (turn) / Whose turn/go is it? − Go on. − Bad luck / Sorry / Good luck. − Don’t cheat. − I won / You won / I lost − Etc. Elicit the specific language to play − Basket game: o The aim of the game is to collect eight sticks. o I toss the stones up and catch them in the basket. o Let’s look at the scoring o Two paws and two crosses! I take one stick / One stick for me/ o Three paws and one cross! Bad luck! o I’ve got 8 sticks, I won. o Etc. − Dreidl: o The aim of the game is to collect the most sweets. o Let’s take 10 sweets each / 10 sweets for you / 10 sweets for me o Let’s put one sweet in the middle o Spin the top o Let’s look at the scoring o An “N”, take none of the counters, so nothing. o A “G”, take all the counters, so all the counters for me. Great! o An “H”, take half of the counters, so I take 3 counters. Good luck! o An “SH”, put half of the counters, so I put 4 counters. Bud luck! o I’m lucky, I won 21 sweets.

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o I lost all my sweets. o Etc. El – Quirkat: o The aim of the game is to collect the opponent’s pieces. o Let’s put the pieces in their places. o Sorry, but this piece is for me. o I don’t know where to move. o I’m going to move this piece here and take your piece for me. Sorry. o But now I take your piece for me. o This piece is for me because you didn’t realise that you could take it for you. Sorry. Jacks: o The aim of the game is to pick up as many stones as you can. o Let’s put the stones on the floor. o Throw one stone and pick up a stone from the floor and catch the one in the air. o It’s very difficult. o Now you have to try and pick up two stones… o Etc. Mancala: o The aim of the game is to collect the opponent’s marbles. o I take the marbles and drop one marble in each cup. o I have another go because I dropped the last marble in my mancala. o All these marbles are for me because my last cup was empty… o We have finished. Let’s count the marbles. o I won because I’ve got more marbles than you. o Etc. Spillikins: o The aim of the game is to take as many sticks as possible without moving the other sticks. o Sorry, but you move that stick. o Let’s look at the scoring. o I scored 42 points o How many points did you score? o Etc.

Step 2: − Give a number from 1 to 4 to each pupil from the same continent/community. So in a class of 24, there will be six pupils with number 1. But they will belong to different continents or communities. CHINA-SPILLIKINS MEXICO-BASKET GAME JEWISH-DREIDL INDIA-JACKS MUSLIMSELQUIRKAT AFRICA-MANCALA

1

2

1

2

1

2

1

2

1

2

1

2

3

4

3

4

3

4

3

4

3

4

3

4

Regroup the pupils again depending on their number. All number ‘ones’ will join together, in order to form 4 groups of 6 pupils. So, each member will get to know a different game.

1 − −

2

3

4

Give out a game to each group, at random. The pupil who knows that game explains how to play it to the others and they have a go at playing it. Each group is playing a different game. After a certain time, the games are rotated. The games are handed on to another group and another pupil takes over the responsibility for explaining the new game.

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ACTIVITY

PREPARING THE FAIR

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THE WOR LD

Step 3: optional If you want the pupils to make the handicrafts for the games: − You can ask them to make them for homework. Ask volunteers from each continent/community to make the handicrafts for their own games at home. − You could ask the Art teacher for help and prepare the handicrafts in her/his class. − If you have time to spend two sessions preparing them in your English classes: o Each continent or community prepares their own handicrafts for their game. o Make sure they have all the material they need. o Ask them to read the instructions and follow them. Remember there are different reading strategies and of course in this type of activity the pupils will read the pictures. o Don’t spend more than two sessions making the handicrafts. If they don’t finish them, ask them to finish at home.

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SUMMARY

The pupils will plan and prepare the World Fair.

CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To co-operate with classmates organising the fair and make the visitors feel welcome. - To use English as the communication language in the classroom.

CONTENT BLOCKS CONCEPTS PROCEDURES

ATTITUDES

• Information text. • Instructions. • Oral production: Planning the text: Structuring the text. Expressing the discourse: Clear information and instructions. Use of linguistic resources. Effective appropriate use of prosodic gestural elements. • Co-operation with classmates and visitors. • Knowing how to lose and win. • Respect for the rules of games and interaction. • Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION

Whole group

MATERIAL

“Checklist for the World Fair” activity sheet.

STEPS This procedure will take 4 or 5 sessions. − Explain that you will be using these sessions to plan the World Fair and the presentation of each group’s country/community. − Explain and write the plan on the board. You can use the idea below or discuss with your pupils how to organise it. o GREETINGS AND INTRODUCING THE FAIR (what they are going to do) o PRESENTING MUSIC FROM DIFFERENT COUNTRIES/COMMUNITIES o PRESENTING THE CELEBRATIONS o SHOWING TH·E STANDS FROM DIFFERENT COUNTRIES/COMMUNITIES o TEACHING AND PLAYING GAMES o CLOSING THE FAIR − Talk about the place where the Fair will be celebrated and where the stands and visitors will be placed. The visitors could sit in the middle of the room on chairs making a circle for the first part of the presentation (Greeting and Listening to music) and sit down on the floor in front of the stand for the second part (Visiting different stands) − If you follow the plan written above, encourage your pupils to tell you what they want to say in the way of a greeting and to introduce the fair. Write it on the board. Ask who would like to be the presenter and ask him/her to copy the text from the board and prepare it for the

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− −

− − −

fair. Talk about how you are going to organise the music part and the presentation of the celebrations. Possible suggestions: o Play the different songs at random on the CD-player and ask the visitors to guess where the music comes from. Then, different groups present and talk about different celebrations in turns. o Play a song on the CD-player and ask the visitors to guess where the music comes from. Then, the group responsible for that country or community presents their celebration. Play another song and go on in the same way until all of them have been listened to and presented. Encourage your pupils to tell you how to present the music listening time and the language needed for the presentations of the different songs and questions. Write it on the board. Ask who would like to be responsible for this and ask him/her to copy the text from the board and prepare it for the fair. Another pupil can take responsibility for introducing the presentations of the celebrations. Then, explain that the visitors will be already grouped with different names. So at this moment of the fair someone has to tell the visitors to go to the different stands. Encourage your pupils to tell you what to say in that situation, write it on the board and ask a volunteer to copy it and prepare it for the fair. Finally, the pupils have to prepare their own presentations. So, give out the checklist, talk about it and ask them to follow it. Go round helping and making suggestions. During the fair you should control that the visitors rotate round the different stands after a certain time.

ACTIVITY

SUMMARY

SINGING INVITATION

THE WORLD FAIR

The pupils will learn a song to sing to the visitors as an invitation to the

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World Fair.

CONSTANT LITERARY COMPETENCE (D) DIDACTIC OBJECTIVES - To memorise and reproduce oral literary referents. - To use English as the communication language in the classroom. CONTENT BLOCKS • Phonology: Stress. Intonation. • Oral production: Reproduction of oral literary referents by memorising and reproducing the text. An aesthetic sensibility with regard to their own literary work. Responsibility in the use of English.

CONCEPTS

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − −

Party of the World (Reader, page 43). Party of the World (Songs and Texts’ CD).

ACTIVITY

SUMMARY

INVITATION The pupils will write a personal invitation in order to invite the visitors to the Fair.

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THE WORLD FAIR

STEPS − Explain that the visitors need inviting to the World Fair and motivating too. The students are going to learn a song to sing in the invited pupils’ class. − Teach the song two weeks before the Fair. Teach it line by line as a chant, with pupils repeating after you. − Play the song on the CD and have them sing along. − Tell them to memorise the first verse as homework and test them on it the next class. Go on adding more verses until you make sure they have learnt it. You may choose not to sing the whole song for the invitation. − Tell pupils that they have to think of actions and prepare choreography to go with the song. Encourage them to prepare it in their playground time, but give them the chance to rehearse it for 10 minutes in your class. − Two or three sessions before the Fair, go to a fifth level class (or whoever is invited) and invite them by singing and dancing. − Give out the invitation for the whole class with the activity sheet for the Fair. (See Procedure for “Invitations” activity).

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CONSTANT WRITTEN PRODUCTION (B2) DIDACTIC OBJECTIVES -

To use English as the communication language in the classroom.

CONTENT BLOCKS CONCEPTS

Invitation.

PROCEDURES

Written production.

ATTITUDES

Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION MATERIAL

Whole group − Observation cards (Document).

STEPS − Explain to the pupils they have to write an invitation for the 5th class (or whoever is invited) to come to the World Fair. Talk about all the information they have to give the visitors for the fair and write them on the board: o The date, place and time of the Fair. − Ask for a volunteer to write the text for the invitation on the board. − Encourage your pupils to dictate a possible invitation text for the volunteer to write. − Check and correct the written text with the whole class. − Finally, ask a volunteer to copy the text neatly on a card. − Give out all the invitation and the observation cards when singing the invitation.

ACTIVITY

SUMMARY

THE WORLD FAIR

The pupils will celebrate the World Fair.

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THE WORLD FAIR

N.B. The 5th year teacher has to prepare the students for the Fair. 1. The 5th years have to be in 6 groups. So decide who should be with whom and give them a number or name. 2. Brainstorm the types of questions they might need to ask the 6th years for information or clarification. e.g. What’s this / that? What’s this for? Can you repeat please? I don’t understand 3. Explain to the pupils how the observation card should be filled in.

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CONSTANT ORAL PRODUCTION (B1) DIDACTIC OBJECTIVES - To co-operate with classmates organising the fair and make the visitors feel welcome. - To use English as the communication language in the classroom.

CONTENT BLOCKS • Information text. • Instructions. • Social science: World countries and cultures.

CONCEPTS

• Oral production: Expressing the discourse: Clear information and instructions. Use of linguistic resources. Effective appropriate use of prosodic gestural elements. • Co-operation with classmates and visitors. • Knowing how to lose and win. • Respect for the rules of games and interaction. • Responsibility in the use of English.

PROCEDURES

ATTITUDES

METHODOLOGY MAIN INTERACTION

Group work Individual

MATERIAL

Props and decorations.

ACTIVITY

SELF ASSESSMENT The pupils will reflect on their work and progress during the project.

THE WORLD FAIR

STEPS − Find a large space like the gym to celebrate the World Fair. We suggest an afternoon or a 2 hour session Fair: the first half an hour to set up the stands, 1 hour for the celebration and the last half an hour to tidy everything up. − Set up everything (first half an hour). Place the chairs and desks as you have decided. Decorate the stands and stick posters and photos on the wall. − Welcome the visitors and start the celebration. Follow the plan prepared in “Preparing the presentation”. − In the second part of the Fair, before you ask the visitors to rotate to other countries or communities, give them some minutes to fill in their notes on the invitation card.

SUMMARY

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CONSTANT ORAL PRODUCTION (B1) WRITTEN PRODUCTION (B2) DIDACTIC OBJECTIVES - To use English as the communication language in the classroom.

CONTENT BLOCKS CONCEPTS PROCEDURES ATTITUDES

− −

A responsible attitude regarding their own learning process. Responsibility in the use of English.

METHODOLOGY MAIN INTERACTION MATERIAL

Individual Whole group − “Self-assessment” activity sheet. − All material from the project.

STEPS - Remind the pupils of the self-assessments they did for the previous projects. They have to follow the same procedure here. Let them fill in the sheet on their own. - Go around and help the less autonomous pupils. - Once you have finished, you can have a general discussion of how the project went, with the whole group. - If someone has videoed the Fair, it is obviously an excellent tool for self-assessment. You can also ask the visiting class (and / or their teacher) for feedback on the Fair. - It is a good moment, at the end of a project, to have a look through their work in the files to help you with your assessment of their progress.

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The World Fair: Teacher's guide