1st ESO





  Title: The sound collector  by Roger McGough
Year/s: 1st ESO
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.



 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.



Given that all of the poems feature rhyming words, perhaps we could add a part on how you would teach students rhyming basics so that they would have something to go on when they go to write their own poems.



Title:  Monday's child is fair of face, a classic nursery rhyme:
Year/s: 1st ESO (A2)
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.


Consider the following when planning this activity: 

  • 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:
-      Pleasure:
-      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. 







    Title:  Alice in Wonderland
Year/s: 1st ESO 
     Proposed by : Marta Sánchez








                                               http://www.open-bks.com/alice-73-74.html

       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 
     papers[ with the extract from Alice in Wonderland by Lewis Carroll 
     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…)

     show him/her how to get there. Vocabulary and  structures related 
      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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