Title: The
sound collector by Roger McGough
Proposed by: Hilda Villa
The Sound Collector
A stranger
called this morning
Dressed all
in black and grey
Put every
sound into a bag
And carried
them away
The whistling
of the kettle
The turning
of the lock
The purring
of the kitten
The ticking
of the clock
The popping
of the toaster
The
crunching of the flakes
When you
spread the marmalade
The
scraping noise it makes
The hissing
of the frying pan
The ticking
of the grill
The
bubbling of the bathtub
As it
starts to fill
The
drumming of the raindrops
On the
windowpane
When you do
the washing-up
The gurgle of the drain
The crying
of the baby
The
squeaking of the chair
The
swishing of the curtain
The
creaking of the stair
A stranger
called this morning
He didn't
leave his name
Left us
only silence
Life will
never be the same
Activities to do:
1.
Gap-filling exercise. Listen to the poet himself reading the text (https://vimeo.com/20373107).
2. Divide
the class into groups of four, and make them perform the text. They should
perform certain actions as the recite the poem.
3. Create a
quartet with sounds they hear in their daily life or in the school.
4. Once
each group has created their own quartet, join all the class, each group would
recite their quartet one after the other, as if it was a poem.
5. Record
the students reading their own quartet and play it as to hear themselves.
6. Each
group would create a PPT with suggestive images combining it with the record of their own quartet.
Competences:
Linguistic
|
Cultural
|
Social
|
ICT
|
Timing: 2 sessions
of 50 minutes.
Use of ICT:
Use the
mobile phone to record the voices of the students and then use the Computer to work
with the PPT and to show it afterwards to the rest of the class.
Cross curricular subjects:
It could be
a good idea to work with the music teacher in order to play some music while
they read the poem. Each group could play a different percussion instrument
while reading The Sound Collector;
in that way they would be training the rhythm;
since English is a rhythm-based language, this activity would be a great
exercise to practise different intonation patterns (rise-fall; fall rise…)
Group 1: Claves Group
2: cymbals Group 3: maracas
Group 4: Wood block Group 5: Triangle Group
6: Guiro
LOVE POEMS FOR ST VALENTINE
Some Things Go Together by Charlotte Zolotow
Pairs of things that go
together.
Pigeons with park
Stars with dark
Sand with sea
and you with me.
… Hats with heads
Pillows with beds
Sky with blue
and me with you.
Your Personal Penguin by Sandra Boynton
I like you a lot.
You're funny and kind.
So let me explain
What I have in mind.
I want to be your personal penguin.
I want to walk right by your side.
I want to be your personal penguin.
I want to travel with you far and wide.
You're funny and kind.
So let me explain
What I have in mind.
I want to be your personal penguin.
I want to walk right by your side.
I want to be your personal penguin.
I want to travel with you far and wide.
From Disney's Sleeping
Beauty
"I know you, I walked
with you once upon a dream
I know you, the gleam in your eyes is so familiar a gleam
Yet I know it's true that visions are seldom all they seem
But if I know you, I know what you'll do
You'll love me at once, the way you did once upon a dream"
These poems
can be read in the classroom aloud and all together. The topic is LOVE;
therefore they are perfect for St Valentine’s Day.
OBJECTIVES:
-to bring poetry closer to our students through these simple and sweet poems.
-to
practice rhythm and rhyme reading aloud.
-to
practice some expressions and vocabulary related to love.
-to enjoy poetry
while learning.
-to let
students write their own love poems by following these simple ones.
-to develop
good relationships and a nice atmosphere in the classroom.
TASKS:
- First of all the poems are given to the students and we explain to them that they are love poems for children with simple rhymes.
- Students read the poems aloud focusing on the vocabulary, then we ask students to write all the new words in their vocabulary lists.
- We discuss the poems together and make sure they all understand the meaning. We can start a debate about the topic LOVE and St Valentine…
- Finally, we ask our students to write their own love poems and present them on nice, colourful sheets to give them to their classmates at random.
Title: Monday's child is
fair of face, a classic nursery rhyme:
Proposed by: Francisco Edua Robles
1.
Read the following traditional rhyme, it tells
you about the personality of people born on different days of the week:
2.
Listen to the poem:
(Start
listening at 0:28) https://www.youtube.com/watch?v=Ly-299qDTq0
3. In pairs:
· Practice reading
aloud to your partner
· What can you tell about the rhyme?
· By any chance, do you know the day
of the week were you born on?
· Do you have the same opinion as the
rhyme?
· Does the description fit you?
4. Writing:
· Work in groups of seven – each
person in the group is assigned one day
of the week to write a sentence
describing the characteristics of people
born on that given day e.g., Monday’s child is quite alright.
· Once the sentence is written the
group puts the sentences together to
form a rhyme – Every student in the group
writes down the poem and
reads aloud one sentence each.
· When you have finished your teacher
will tell you when to form new groups so as to share the rhymes with other
groups
- o O o -
-
Activity
to be used at an elementary level group
-
This
activity can be used with a higher level group using other poems such as Days by Michael Swan.
- How would you assist their understanding of the rhyme? Some students may find some of the vocabulary a bit challenging (grace, woe).
- What preparatory or additional work would you do here to assist their creations of the rhymes? Students at A2 level find it difficult to create rhymes in a second language.
Title: Some Things Go Together by Charlotte Zolotow
Your Personal Penguin by Sandra Boynton
From Disney's Sleeping Beauty
Year/s: 1st ESO
Proposed by: Hilda Villa
Alice
in Wonderland by Lewis
Carroll
Read the first
page of this novel by the English writer Lewis Carroll and answer the following
questions:
a) Write the present form of the verbs from the text:
PRESENT
|
PAST
|
Was
|
|
Had
|
|
Made
|
|
Ran
|
|
Thought
|
|
Occurred
|
|
seemed
|
PRESENT
|
PAST
|
Took
|
|
Looked
at
|
|
Hurried
|
|
started
|
a) Tick the irregular verbs in the previous tables.
b) Translate all the verbs.
c) Translate these words from the text:
-
Bank:
-
Mind:
-
Remarkable:
-
Afterwards:
-
Actually:
-
Field:
d) Finish
the story with your own ideas. Use verbs in past tense. You must write about
100 or 120 words.
e) In
pairs. Look up information about the author in the Internet. Write down the
most remarkable aspects of his biography in a paragraph.
Most students will be familiar with the story of Alice in Wonderland and it gives
them the opportunity to learn more through researching Lewis Carroll and also
it encourages their own creative writing .Title: Matilda, by Roald Dahl
Year/s: 1st ESO, bilingual
Proposed by : Almudena Sánchez
Description of the activities:
1. After
reading the first chapter of Matilda, aloud in class with students, and
commenting on vocabulary and everything they do not understand, the first
activity I do is a Plickers to check
their comprehension and how much they remember from the story (a multiple
choice of 15 questions).
2. My
favourite (English) book: Then, students, individually, have to create a word
document about their favourite book. It can be an English book or any other
book they’ve liked. They must include a picture that represents the book,
either drawn or taken from the Internet, and a text which includes a short
synopsis of the story, and why that particular book is their favourite, or why
they like it.
All the documents will be emailed to
their teacher, who will print them and display them on the classroom walls for
everybody in class to look at and hopefully, to read some of the books!
3. The
last activity we’ll do related to the book is a competition or contest: I’ll
take my students to a computer room so that they look for quotes about Matilda.
They have to choose one quote they like. After that, they have to design a
bookmark with a picture of Matilda that they have drawn themselves and the
quote they’ve chosen. The best one will get a prize.
Year/s: 1st ESO
Proposed by : Marta Sánchez
ACTIVITIES
FOR STUDENTS IN THE FIRST YEAR OF SECONDARY
EDUCATION
|
|
ACTIVITY 1
TIME: 50 MINUTES
|
We split up the
class into groups of four students. We
turn in
the
and ask the students to read it
aloud making sure everyone in the
group participates in the reading task. The
teacher will help students
with the vocab using mimic strategies.
Students will be
asked to feel free to design a map of wonderland
(so they can figure out what
it would be like) using paper,
coloured felt pens, stickers and other
materials that can help to
express their creativity. We can show them
an example like this to
have a model in mind.
When the maps are finished, the teacher writes sentences
like on
the whiteboard:
I NEED TO GO TO SOMEWHERE WHERE I CAN EAT
I NEED TO GO TO SOMEWHERE WHERE I CAN HAVE MY HAIR
CUT
I NEED TO GO TO SOMEWHERE WHERE I CAN BREATHE FRESH
AIR
I NEED TO GO TO SOMEWHERE WHERE I CAN SWIM
And even the tricky ones like:
I NEED TO GO SOMEWHERE WHERE I CAN TAKE A PLANE
I NEED TO GO SOMEWHERE WHERE I CAN BUY A VIDEOGAME
I NEED TO GO SOMEWHERE WHERE I CAN PRACTISE PARACHUTING
(the expected
answer would be There isn't anywhere where you can
do this/that…)
to directions are supposed to have been explained
in
previous academic years. If not, we can review them in a short
time period
using a brainstorming diagram made by the whole class.
|
CROSS
-CURRICULAR
LINKS
|
ØCooperative work implies social and personal skills to show
leadership and companionship.
ØSocial awareness, responsibility and citizenship
create healthy
relationships with individuals and society.
Ø Creative thinking and arts skills are developed throughout the
activity.
|
ACTIVITY
2
TIME:
50 MINUTES
|
The teacher
displays several objects related to the book Alice in
Wonderland like a
clock, cupcakes, dishes, forks, knives and so on,
on a table All of them
have to be well arranged, in perfect order,
showing harmony and beauty.
The teacher will
ask the students to look carefully at the scene.
Three minutes
later, the teacher will change the
display moving
some objects, throwing some of them on to floor and even
ripping some napkins…The intention is to create an increasingly
tense
atmosphere.
Again three
minutes later, the teacher will change the setting for
the last time. This
time the table has to appear in complete
disorder. In addition, some fake blood has to appear in some
spots to show
that a murder may have happened. After
that, the
students in the groups have to produce a short story to relate what
has happened. Computers will be provided to help the students with
some
specific vocab.
At the end of the class, each group has to read their
own story
aloud for the audience.
|
CROSS-CURRICULAR
LINKS
|
Ø
Reflexive and creative thinking
Ø
Digital competence when using computers
Ø Approach to theater through some drama tecniques.
|
You may consider the following when planning this lesson: - As it focuses on an extract, would you do any preparatory work on what the students know about the story in order to set the context?
- Revising how to ask for and give directions would probably be helpful for most students before beginning the directions activity. You could even do so before introducing the sentences.
- In terms of the second activity, what preparatory work would you do to help the students write their stories? Brainstorming vocabulary and looking at story structure and tenses could be useful here.
- Detail the approach to theatre in the cross-curricular links.
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