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INEBI 5 UNIT 3: People Around the World Introduction

Lehen Hezkuntzako Ingelesa Edukien BitartezInglés a través de Contenidos en Educación Primaria

A Content & Language Integrated Learning Sequence forPrimary Education

Unit 3People Aroundthe World

Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua. 2005-06 ikasturtea


CONTENTS

1. Introduction Pages

1.1. Introduction and description 3-41.2. Objectives 5-61.3. Assessment and Evaluation 7-9

2. Summary of activities

2.1. Part I: World Festivals 102.2. Part II: World Recipes 112.3. Part III: World Stories 12

3. General activities

3.1. Reading 133.2. Diary 133.3. My Songs 13-143.4. Corners 143.5. Games 14-153.6 Video 153.7. ICT 16

4. Appendix

4.1. Mind Map 16-204.2. Audio Cover 21

5. Bibliography, resources and useful websites

5.1. Material for the Unit 225.2. Useful Internet Sites 22-24

Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua. 2005-06 ikasturtea 2


1. Introduction

1.1. Introduction and descriptionThis third unit of the syllabus for Primary 5 focuses on the knowledge of

some geographic and human aspects of different countries and people. It presents a main sequence of activities organised around the topics of festivals, food and stories. Activities around those topics will foster some research on country facts, languages, traditions and nutrition. Furthermore, other activities such as songs, dances, games, ICT… supplement the unit.

These are the main cross-curricular contents of the unit:- Different festive manifestations related to religious and earth

cycles.- Country facts: area, population, outstanding natural features,

buildings...- Food classification and cooking procedures.- Stories, dances and handicrafts related to different cultures.

MATHS

Numbers bigger than 1,000.GEOGRAPHY

Identification of flags, continents, countries. Search for particular features such as high mountains, long rivers,

currency, languages…ARTS&CRAFTS

Materials for a shadow theatre show. Crafts related to festivals.

LITERATURE Drama: ‘’Strong Magic”. Songs: ‘”Everybody Loves Saturday Night”, “Aiken Drum”,

“Kookaburra”.Work on those concepts is integrated in the following three parts:

- Part I: World Festivals. In this part of the unit work on five festivals (New Year, Carnival, Eid ul-Fitr, Harvest and May Day) is proposed. Simple research on five countries related to those



celebrations (China, Brazil, Morocco, Nigeria and UK) can also be carried out.

- Part II: World Recipes. The second part of the sequence switches to another aspect of world cultures: cooking. Here the Ss will learn about food and some of its nutritional values as well as about recipes, ingredients and cooking procedures. Final productions of Part I and II are finally used to organise a kind of multicultural fair.

- Part III: World Stories. This last part supplements the unit by working on a traditional story (‘Strong Magic’, an Australian legend on the origin of koalas) through a shadow theatre show and a traditional dance (May Pole dance).

Similarly to the proposal for Units 1 and 2 of Primary 5, work on some specifically linguistic contents has been included in this unit. The suggested activities are described in the “Language Awareness” sections of the teaching sequence and it must be borne in mind that these exercises can be used interspersed in the sequence depending on the appropriateness of the moment to make their practice meaningful.

The following linguistic concepts are proposed:LANGUAGE AWARENESS

Meaning, pronunciation and spelling of basic words in the unit. Reading and writing big numbers. Wh- questions. Instructive texts.

1.2. ObjectivesChart 1 (pages 5 and 6) shows the basic communicative language objectives, the

attitudinal objectives and the content objectives, all taken from the National Curriculum

Reform Blueprint (DCB-OCD) for Primary Education.


INEBI 5 UNIT 3: People Around the World IntroductionLEVEL: P5 UNIT 3: PEOPLE AROUND THE WORLD CHART 1: Objectives

Objectives Concepts Procedures Attitudes

1. BASIC COMMUNICATIVE LANGUAGE OBJECTIVES

1.1. To understand longer oral and written narrative, expository, argumentative and instructive texts.

1.2. To give opinions (likes, dislikes, preferences…), ask for information and talk about what they have learnt, when recalling the activities carried out in the unit.

1.3. To give oral information on tasks done and tasks to do.

1.4. To ask for information about the language they need to carry out the activities.

1.5. To tell the news (either related to general topics or to their own personal experience about the theme in the unit).

1.6. To interact in English with T and peers in contextualised situations.

1.7. To read and write the lyrics of songs and other simple texts.

1.8. To dramatize a story and/or presentations.

1.9. To analyse and produce instructive texts.

1.10. To reflect on language, infer language rules and practise grammar in context..

2. ATTITUDINAL OBJECTIVES

2.1. To develop autonomous learning strategies and awareness of learning process.

2.2. To be aware of the communicative value of English as a language.

2.3. To take part actively in individual tasks as well as in group work.

2.4. To show a positive learning attitude towards English.

2.5. To develop an open-minded attitude about other cultures.

1.1. Instructions, drama scripts, definitions, descriptions, explanations, opinions, decision taking, classroom language, language used in interactions…

1.2. I liked, I enjoyed, I didn’t like, most, least..., I think, in my opinion, because, What...? When...? Where...? Who?…

1.3. We went, played, read, wrote…, We’re going to…

1.4. What does… mean? How do you say …? How do you spell …?

1.5. Yesterday, this morning (past tense)…

1.7. Poetic texts: ‘Everybody Likes Saturday Night’, ‘Aiken Drum’, ‘Kookaburra’. Narrative text: ‘Strong Magic’.

1.8. ‘Strong Magic’1.9. Instructive texts: recipes.1.10. wh- questions, large numbers,

collocations related to recipes (measurements & ingredients, actions)....

1.1 Eliciting previous knowledge, making hypotheses and predictions, looking for the meaning of some words… Searching for and interpreting information in reference materials, following instructions to carry out an activity, following instructions in a recipe, giving opinions about work done, taking decisions when performing a task, sharing new knowledge through explanations, shared reading or cooperative work, performing stories…

1.2 Giving own point of view about planned activities and the activities done by others.

1.7. a) Reading: Making hypotheses on meaning. Linking oral and written forms of some words. Inferring meaning by context. Predicting words by context (filling in the gaps). Transferring knowledge of other languages. ….

b) Writing: Making hypotheses on spelling. Linking oral and written forms of some words. Checking spelling and correcting . Copying and/or writing simple texts. Filling in the gaps.

1.8. a) Following some dramatizing hints: intonation, pronunciation, speaking to an audience, learning the scripts by heart.

b) Preparing and rehearsing oral presentations.1.9. Reading recipes, analyzing their characteristics (format, vocabulary and common

expressions), making hypotheses about vocabulary, collocations and structure, using models to write own texts, checking spelling, cooperating and comparing with peers ...

1.10. Observing texts, focusing on target language, looking for patterns, inferring rules, applying rules, using large numbers when speaking about population or square kilometres, making hypotheses about vocabulary, collocations and structure of an instructive text …

2.1. Recording own work, opinions, self-assessment… in a diary. Working in corners. Taking decisions in individual and group work. Asking for peers’ help before addressing to T. Using video recordings for assessment. Foreseeing activities and giving opinion about them. Using self-assessment and peer-assessment for revision and to be aware of progress…

2.2. Using English in context when interacting with T and peers, by using materials created in English (the Internet, reference books…).

3.1. a) Using reading strategies to obtain main information from the text: Eliciting previous knowledge. Making hypotheses and predictions. Scanning to find info with the help of questions / headings.

1.1. Paying attention to T and peers. Showing respect for others’ points of view.

1.2. Expressing opinions politely.

2.1. Keeping folders and diaries tidy. Producing neat work.

2.2. Interacting in English with T and peers. Asking for things and thanking for them politely. Sharing info.

2.3. Participating actively in all the class activities, co-operating with peers, accepting other proposals.

2.4. Participating actively in all the class activities.

2.5. Showing interest and acceptance of cultural differences.



3. CONTENT OBJECTIVES : SETTLEMENTS

3.1. To understand more complex oral and written texts related to cultural aspects.

3.2. To memorize songs and learn a dance related to the unit.

3.3. To produce more complex oral and written texts related to countries, festivals and food, keeping in mind some basic grammar rules.

3.4. To learn information about different countries.

3.5. To learn about the diversity of the cuisine, celebrations… in the world.

3.6. To understand and use vocabulary and expressions related to special occasions (festivals) and recipes.

3.7. To revise food groups (the food pyramid) and nutrients.

3.1. Stories, reference books/texts related to geography, festivals and food around the world (Fact Finders, dossier, the Internet…), atlas, oral presentations…

3.2. Lyrics of songs. May pole dance.3.3. Expository texts (fact files,

descriptions, definitions, explanations...). Instructive texts (recipes).

3.4. Data about countries (location, languages, currency, facts…)

3.5. Celebrations in the world & world cuisine.

3.6. Festivals, time (months & seasons), clothes, ingredients, measurements, actions, adjectives related to taste and texture...

3.7. Food groups and nutrients.

Looking for and understanding key words. Establishing relationships between meaning, pronunciation and written form of

words. Skimming to extract main ideas / relevant information. Putting headings to paragraphs. Classifying info. Listening and reading with teacher’s help to understand meaning (mimics,

explanations, underlining some words…). Individual reading. Shared reading. Selecting info from different sources. Cooking and tasting new dishes.

b) Sharing findings with group or class peers: cooperative works, oral presentations…c) Looking for specific information in oral interactions; asking questions; comparing

data…3.2. Singing it along, reading and writing it, doing activities with its lyrics, learning it by

heart, dancing …3.3. a) Developing writing strategies:

Listening to and reading different texts. Classifying information. Comparing structures. Restating information following language patterns. Writing captions for pictures and small texts with information related to

pictures. Using pictures to help understanding of vocabulary and processes. Using reference materials to produce an accurate text. Producing a written text taking into account its characteristics. Displaying information in a clear and attractive way

b) Producing short dialogues in a contextualized situation.c) Producing comprehensible output when presenting orally their products and work

done through out the unit; answering questions; using verbal and non-verbal communicative resources.

3.4. Using reference books (specific books, atlases, fact finders…), dossiers, flash cards, pictures, games... Interpreting pictures. Getting and selecting information to answer questions. Locating countries on a world map. Comparing data about different countries. Making posters. Producing correct questions based on expository texts. Understanding oral questions and providing answers based on previous reading work. Linking concepts worked on in previous units (climate, buildings, etc.) to the new topic ...

3.5. Reading, selecting information, making and answering questions...3.6. Using reading strategies (see 3.1 and 1.9), trying different dishes (blindfolded tasting

games), identifying ingredients and describing the dish by taste and texture. Making a class book of world recipes. Making posters on country facts and celebrations, organizing an international fair…

3.7. Eliciting previous knowledge, classifying food and recipe ingredients in a food pyramid, identifying main nutritional properties of dishes, making posters, …

3.1. Paying attention to and showing interest for peers’ oral and written productions.

3.4. Getting familiar with resources other than teacher.



1.3. Assessment and EvaluationThere are several tools designed to help Ts assess their work and to evaluate Ss’ progress. Chart 2 (pages 7 and 8) shows hints

for Ss’ evaluation: what, how, and when to evaluate, as well as which tool can be used for the purpose. Chart 3 (page 9) may be a useful tool, where the routines followed by each S throughout the unit can be recorded. Moreover, each part has its own evaluation chart to record language, content and attitudinal objectives achieved by each S.

LEVEL: P 5 UNIT 3: PEOPLE AROUND THE WORLD CHART 2: Hints for EvaluationINDICATORS

WHAT HOW TOOL WHEN(1.1.) Follows T’s (text or peers’) instructions and explanations/ shows understanding

of stories by participation. Shows understanding by interacting with T. T checks speakers and listeners’ understanding through questions. Listens and shows respect for others’ points of view.

Observation Register One S (any but helper) each day

(1.2.) Tells and/or writes the activities s/he liked best/least. Makes hypotheses and gives opinions. Says what s/he has learnt. Says what s/he did in the corners and gives opinion.

Revising diaries / Interviewing Diary/Individual or group interview

4 Ss per class a week / All Ss working on their ownWhen S is Helper

(1.3.) Says what s/he did (yesterday, last 2 weeks, in corners) and what we are going to do (today, next two weeks). Observation Register

4 Ss per class a week/All Ss working on their ownWhen S is Helper

(1.4.) Asks for language needed. Observation Register One S per day

(1.5.) Tells a piece of news. Revising class diary / Observation Class diary/Register Fortnightly/when relevant news appears.

(1.6.) (2.2.) Interacts in English with T and peers in specific situations. Observation Register One S per day(1.7.) Writes comprehensible short texts. Understands key words and main ideas.

Recognises words when reading or listening to them. Uses words from the same word field. Matches written forms, meaning and pronunciation.

Revising diaries, folders, My Songs book, …

Diaries, folders, My Songs book 4 Ss per class a week

(1.8.) Acts out with good intonation and pronunciation; speaks to an audience clearly and loudly, keeps eye contact with the audience and moves around the stage; uses pictures, posters and maps to help understanding.

Observation MAIN ACT. (rehearsals, performance and oral presentations)

Register/Video recording4 Ss during rehearsal , performance and oral presentations. When analysing video recording

(1.9.) Identifies characteristics of recipes. Pays attention to the characteristics of type of text and applies knowledge. Applies learned language in different situations. Revising diaries, folders Register, folders 4 Ss per week.

(1.10.) Recognises and produces correct phonemes. Gives hypotheses about language. Solves language activities based on reflection. Identifies, produces and understands the meaning of the vocabulary and expressions that T considers necessary. Makes grammatically correct wh- sentences. Can read and recognize numbers bigger than 100,000.

Observation MAIN ACT, revising diaries, folders (language awareness)

Register, folders 4 Ss when doing the activity / 4 Ss per week.

(2.1.) Records own work in the diary (planning, learning objectives and assessment, activities done, new words, opinions...). Works autonomously in corners. Keeps materials tidy and produces neat work. Participates in the activity showing interest in producing neat work. Assesses his/her own learning objectives. Takes part in the evaluation process.

Revising diaries, foldersInterviewing

Diaries, folders, group interview

One S per day / 4 Ss per class a week / All Ss working on their own



(2.2) Shares info, opinions... with T and peers. Tries to interact with T and peers in English while doing his/her work. Uses English for classroom communication. Observation MAIN ACT Register All Ss working in groups / All Ss in oral

presentations.(2.3.) Participates actively (includes asking for language). Takes part in decision

making. Helps organizing group work. Shows interest and concentrates in activity. Takes part in oral interaction. Fulfils tasks. Collaborates in task. Participates in the activity. Pays attention and produces questions if requested.

Observation MAIN ACT Register All Ss working on their own. All Ss working in groups

(2.4.) Participates actively in all activities. Observation Register One S per day.(3.1.) Follows procedure for reading. Obtains and selects information from simple

expository, instructive and narrative texts. Underlines known words. Pays attention and takes notes in oral presentations. Asks questions to check understanding. Fills in info file with appropriate information. Finds most of the information requested. Shows understanding when answering questions about the topic. Gives correct answers. Relates information from a written text to own general knowledge. Follows instructions in recipes. Gets information from different kinds of texts and shares it with classmates. Listen to and identify ingredients/recipes.

Observation MAIN ACTRevising diaries and folders

Register / Final products or diary All Ss working in groups / 4 Ss per day

(3.2.) Learns the song (part of the song) by heart. Sings the songs. Takes part in the dance. Observation MAIN ACT Register 1/4 Ss per activity / 4 Ss per class a

week(3.3.) Produces simple comprehensible oral and written texts (expository, instructive)

related to countries, festivals and food, using linguistic and non-linguistic resources. Shows interest in writing with the correct spelling. Presents work done throughout the unit orally. Takes part in group and class discussion. Organises and shows info in an attractive way. Uses reference materials autonomously to produce accurate texts. Applies learned language in different situations.

Observation MAIN ACT / Revising diaries, folders

Register / Final products or diary (posters, recipes)

4/6 Ss per activity / 4 Ss per class a week

(3.4.) Uses vocabulary related to previous topics (climate, buildings, etc…). Locates different countries on the map of the world. Knows specific information about different countries.

Observation MAIN ACT / Revising Ss’ products / Revising folders or diaries

Register / Diaries / Folder / Final products (posters)


(3.5.) Shows understanding when answering questions about festivals. Knows information about festivals and celebrations in other countries.

Observation MAIN ACT / Revising folders/Diary/Ss’ products

Register / Diaries / Folder /Final products (posters)


(3.6.) Identifies ingredients and cooking tools. Tries dishes and identifies ingredients. Uses adjectives related to taste and texture to describe dishes / food.

Observation MAIN ACT / Final products / Revising folders / Diary

Register / Final product / Diaries / Folder

1/4 Ss per activity / 4 Ss per class a week / All Ss while doing the activity

(3.7.). Classifies ingredients according to food groups. Identifies main nutritional property of a dish.

Observation MAIN ACT / Final products (posters) / Revising folders /Diary / Interviewing

Register / Final product (poster) / Diaries / Folder

1/4 Ss per activity / 4 Ss per class a week / All Ss while

doing the activity



CHART 3: Routines Register

CLASS: HELPER UNDER-STANDS ATTITUDE NEWS DIARY-FOLDER OTHER

ROUTINESS ays what we did and what we’re going to doU nit mind mapO thers

F ollows teacher’s instructions

P ays AttentionA sks for

languageP articipatesC ollaborates

Interacts in English with Teacher

(Interacts in English with Peers)

Tells a Piece of News

W rites the acts. best/least liked

R ecords own work

K eeps materials tidy

Name Date Yes With help No Yes With

help No 1 2 3 1 2 3 Yes With help No Yes With

help No Yes With help No



2. Summary of activities

2.1. Part I: World Festivals

Act. 1: PlanningT presents the unit by guiding Ss to guess the topic. Then Ss write down the plan for PART I and its learning objectives.

Act. 2: My Songs: ‘‘Everybody Loves Saturday Night’Ss listen to the song and do a translation activity. They work in pairs and memorize the song. Finally they sing it.

Act. 3: Reading: Festivals Around the WorldSs read texts about five festivals from different parts of the world. They fill in a file on a particular festival.

Act. 4: Info Search: CountriesSs use atlases and other reference books to find extra information about countries related to the festivals seen in the previous activity.

Act. 5: Language Awareness: Reflecting on languageSs work specifically on some language items used in this part of the unit: vocabulary related to festivals and countries, reading and saying big numbers and identification of wh- interrogatives.

Act. 6: Writing: Country postersSs, in groups, display all their info on festivals and countries on a poster. They also make cards with questions to ask the rest of the class after their presentations.

Act. 7: CornersSs work at different learning centres.

Act. 8: Presentation: Country postersGroups of Ss present their posters to the rest of the class. Listeners, in teams, ask them questions.

Act. 9: EvaluationSs give their opinion of the activities done in PART I and review and assess what they have learnt.



2.2. Part II: World Recipes

Act. 10: PlanningT and Ss talk about dishes and play a game matching dishes and countries of origin. T helps Ss guess the activities which make up Part II. Ss copy plan of activities and learning objectives.

Act. 11: Song: ’Aiken Drum’Ss listen to, read and sing the song. They identify key words, and make up new verses by replacing words in the song.

Act. 12: Reading: World CuisineSs work on an instructive text, the recipe, analysing its format and language.

Act. 13: Classifying ingredients: Food PyramidSs revise concepts about food groups and classify their recipe ingredients. They make posters for the final task, an International Fair.

Act. 14: Language awareness: RecipesThe class reflects on the language used throughout this part of the unit: food vocabulary and recipe structure.

Act. 15: Writing: Our RecipeSs write their own recipe with the aid of the scaffolding they produced in previous activities.

Act. 16: CornersSs work in learning stations in order to finish tasks or reinforce practice on contents worked on throughout parts I and II.

Act. 17: Hands On: Let’s CookThe class prepares different dishes following instructions.

Act. 18: EvaluationSs give their opinion of the activities done in PART II and review and assess what they have learnt.



2.3. Part III: World Stories

Act. 19: PlanningT introduces the topic and helps Ss to guess what Part III will be about. Ss write down the planning of PART III.

Act. 20: Song: ‘Kookaburra’Ss listen to a song, identify certain words, complete a handout and learn part of the lyrics by heart.

Act. 21: Storytelling: Strong MagicT elicits knowledge about koalas from Ss and tells them a traditional Australian story.

Act. 22: Shadow Theatre Rehearsal: Strong MagicSs read, rehearse and prepare a performance of ‘Strong Magic’ story.

Act. 23: Language Awareness.The class reflects on the language used throughout the unit. Ss practise different skills.

Act. 24: Shadow Theatre Performance: Strong MagicSs perform their shadow theatre shows.

Act. 25: CornersSs work in corners.

Act. 26: Work display and presentation: International FairEach group organises a stall displaying work done throughout the unit.

Act. 27: Dance and EvaluationSs end the unit by dancing a version of May Pole dance. Next, they give their opinion of the activities done in PART III and review what they have learnt.



3. General Activities

3.1. Reading

Apart from some activities in the sequence, which specifically deal with reading skills, the series of Celebration books (Non-Fiction Oxford Literacy Web, OUP) can be used in different ways:

- As reference materials to find relevant information to carry out some tasks (scanning).

- As a resource for reading out several excerpts (thorough reading focusing on oral skills, especially rhythm, intonation, stress and pronunciation).

- As a resource for reading for pleasure, browsing through the book and extracting some data about topic, number of pages, author…

3.2. Diary

As stated in previous units, two types of diaries are proposed: a classroom diary and individual notebooks where each student will keep a series of drafts, texts, planning and evaluation activities, comments on preferences, likes and dislikes, self-assessment, new vocabulary…

As usual, at the end of every unit the contents of the diary can be discussed. That allows the class to do some revision of contents (in group), either using the classroom diary or the individual ones.

3.3. My songs

The songs proposed for this unit share the common objectives of working on the meaning of their lyrics and singing them out to practise pronunciation. They differ in the types of supplementary activities that accompany them:

- A translation activity for ‘Everybody Likes Saturday Night’ in Part I.

- Creation of new lyrics for ‘Aiken Drum’ in Part II.- Identification of words for ‘Kookaburra’ in Part III.



3.4. Corners

Corner work promotes learner autonomy because Ss are allowed to choose the activities they like best (or the T assigns) while working at their own pace. At the same time it fosters cooperative learning since some of those activities must be done in pairs or in groups. In this unit some sessions are devoted to do corner work. T will decide which corners will be organized according to the materials and the facilities available in the school: computer corner, craft corner, reading corner, listening corner, board games corner, pending tasks corner (see the Document for English Language in Primary Education).

3.5. Games

These are some games to be used as warmers or round-off activities. This time, all the games are popular and the children play them in one or more regions of the world. They have been chosen taking into account their appropriateness for the classroom (i.e. not too long, procedure easy to understand…).1. “OKOSO” (A spinning game from Nigeria). Source: “Ebele’s Favourite.

A book of African games”, by Ifeoma Onyefulu. Frances Lincoln Publisher.

For this game you need at least two players and an old-fashioned spinning top. To win, you have to keep the top spinning longer than anyone else. In the classroom the children can play the game in threes or fours and measure the time by counting numbers (from a given number forwards) or calling out the alphabet.

2. “KPU KPUN KPU OGENE” (Oranges and Lemons). Source: “Ebele’s Favourite. A book of African games”, by Ifeoma Onyefulu. Frances Lincoln Publisher.

For this game, you need an even number of players, lined up in pairs with their hands joined and raised making a “roof”. To win, each pair takes it in turns to try and walk under the roof to the end of the row without touching anyone. While the children are playing, they sing the following rhyme:



Igbo English

Kpu kpun kpu ogene

Ogene ogene nta

Onye na cho ogene

Ogene ogene nta.

Let’s crawl through the passage,

A tiny, tiny passage,

Who is looking for the passage?

A tiny, tiny passage

3. “SCISSORS, STONE AND PAPER”This is a fast-moving hand game from Japan, originally named Jan

Ken Pon, meaning paper, sword, fist. The aim of this game for two is for each player to beat the other in a quick show of hands.

Two players sit opposite each other. Both players clench a fist and chant Jan Ken Pon or Scissors, Stone and Paper. On the last word both players display a hand in one of the following three positions:

A clenched fist represents stone. Two fingers represent scissors. A flat hand represents paper.

Stone defeats scissors; scissors defeat paper; paper defeats stone.

3.6. Video

A video clip with children from different countries singing ‘Everybody Loves Saturday Night’ can be used for revising the song and listening to it in further languages.



3.7. ICT (Information and Communication Technologies)

Some suggestions to integrate ICT in this unit:-CD-ROMs. ‘Become a World Explorer’ published by Dorling

Kindersley.-Word Processors or software for presentations can be an

alternative to pen and paper in the activities that require writing and displaying pictures.

-World Wide Web. Ss may find information and pictures on the Internet; some interesting websites are mentioned in the “Useful Web Sites” section of this document.

4. Appendix

4.1. Unit Mind Map

The Unit Mind Map aims to give Ss an overview of what they have been doing.

Procedure:

Start from the centre of the page and work out. Make the centre a clear and strong visual image that depicts the

general theme of the map. Create sub-centres for sub-themes. Use arrows, icons or other visual aids to show links between

different elements. Remember that anything that stands out on the page will stand

out in Ss’ mind.




PEOPLE AROUND THE WORLD

17



PlanningI

Evaluation

ReadingFestivals Around

the World

Corners

LanguageAwareness

My Songs‘Everybody

Likes Saturday Night’

WritingCountry posters

Presentation

Country posters

Info SearchCountries

18



Hands OnLet’s Cook

Language Awareness

Song’Aiken Drum’

ClassifyingingredientsFood Pyramid

PlanningII

Evaluation

ReadingWorld Cuisine

WritingOur Recipe

Corners

19



Shadow Theatre Rehearsal

‘Strong Magic’

PlanningIII

Evaluation

Storytelling‘Strong Magic’Song

‘Kookaburra’

Corners

Shadow Theatre

Performance‘Strong Magic’

Work display & presentationInternational Fair

LanguageAwareness

20

INEBI 5 UNIT 2: Settlements Introduction

4.2. Audio Cover


Track 1. Part I. Song: Everybody Loves Saturday Night

Track 2 Part I. Ap-3A: Carnival 1Track 3 Part I. Ap-3A: Carnival 2Track 4 Part I. Ap-3A: Carnival 3Track 5Part I. Ap-3A: Carnival 4Track 6Part I. Ap-3A: Carnival 5Track 7 Part I. Ap-3A: Carnival 6Track 8 Part I. Ap-3B: New Year 1Track 9 Part I. Ap-3B: New Year 2Track 10 Part I. Ap-3B: New Year 3Track 11. Part I. Ap-3B: New Year 4Track 12 Part I. Ap-3B. New Year 5Track 13 Part I. Ap-3B: New Year 6Track 14 Part I. Ap-3C: Harvest 1Track 15 Part I. Ap-3C: Harvest 2Track 16 Part I. Ap-3C: Harvest 3Track 17 Part I. Ap-3C: Harvest 4Track 18 Part I. Ap-3C: Harvest 5Track 19 Part I. Ap-3C: Harvest 6Track 20 Part I. Ap-3D: May Day 1Track 21 Part I. Ap-3D: May Day 2Track 22 Part I. Ap-3D: May Day 3Track 23 Part I. Ap-3D: May Day 4

Track 24 Part I. Ap-3D: May Day. 5Track 25 Part I. Ap-3E: Eid Ul-Fitr. 1Track 26 Part I. Ap-3E. Eid Ul-Fitr. 2Track 27 Part I. Ap-3E: Eid Ul-Fitr. 3Track 28 Part I. Ap-3E. Eid Ul-Fitr. 4Track 29 Part I. Ap-3E.: Eid Ul-Fitr. 5Track 30 Part I. Ap-3E.: Eid Ul-Fitr. 6Track 31 Part I. Lang. Aw. Pron.:

Festivals and Countries.Track 32 Part I. Lang. Aw. Pron.:

Numbers.Track 33 Part II. Song: “Aiken Drum”.Track 34 PII. Ac. 12. World Cuisine.Track 35 Part II. Ac. 14. Recipes 1Track 36 Part II. Ac. 14. Recipes 2Track 37 Part II. Ac. 14. Recipes 3Track 38 Part II. Ac. 14. Recipes 4Track 39 Part II. Lang. Aw. Food.Track 40 Part II. Lang. Aw.

Measurements.Track 41 Part II. Lang. Aw. Actions.Track 42 Part III. Song: “Kookaburra”.Track 43 Part III. Shadow Theatre Script:

“Strong Magic”.Track 44 Part III. Story. “Strong Magic”.

21


5. Bibliography, resources and useful websites

5.1. Material for the Unit

Recommended materials: Celebrations, Oxford Literacy Web, Non-fiction (pack) ISBN 0199157030. Kids Around the World: Celebrate. John Wiley and Sons, Inc. ISBN:

047134527X. Children Just Like Me. Celebration! DK, ISBN: 0751356506 (included in

the materials for P1, Unit 2). The Picture Atlas of the World, Dorling Kindersley, ISBN 075135774X.

Optional: Oxford Literacy Web, Non-fiction. Teacher’s Guide 2 ISBN 0199172838. Kid’s Multicultural Cookbook. Williamson Books. ISBN: 0913589918. The Usborne Internet Linked Children’s World Cookbook ISBN:

0746042183. Some books published by Frances Lincoln

(http://www.franceslincoln.com), especially from the following series: ‘From Dawn to Dusk’ (for instance, Bongani’s Day. ISBN: 0711219346); ‘Alphabets’ (for example, A is for Africa. ISBN: 0711210292); or some others about children’s favourites (e.g. Ebele’s Favourite, A Book of African Games. ISBN: 0711214719) or based on numbers such as Emeka´s Gift (African Counting Story) ISBN 0-7112-1255-4) (15 € each +-).

Become a World Explorer CD-ROM (included in the materials for P4, Unit 3)

5.2. Useful Internet Sites

COUNTRY FACTS:THE WORLD FACTBOOK

http://www.odci.gov/cia/publications/factbook/index.html Webpage managed by the CIA with info files about all the countries in the world.

MOTHERLANDNIGERIA http://www.motherlandnigeria.com/kidzone.html Plenty of

information about Nigeria and Africa in general. Easy to use.AFRICAN NET

http://www.african.net/index.htm Information on festivals and recipes.

ORGANIZATION OF AMERICAN STATES http://www.oas.org/children/membros.html Brief and clear

information about all OAS member states.Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua. 2005-06 ikasturtea 22

http://www.oas.org/children/membros.html

http://www.african.net/index.htm

http://www.motherlandnigeria.com/kidzone.html

http://www.odci.gov/cia/publications/factbook/index.html

http://www.franceslincoln.com/


GEOGRAPHY IQ http://www.geographyiq.com/ GeographyIQ is an online world atlas

packed with geographic, economic, political, historical and cultural information. In addition, GeographyIQ brings together a number of other resources including maps, flags, currency conversion as well as climate and time zone information.

UNITED NATIONS http://www.un.org/pubs/cyberschoolbus/ Info about nations, cities of

the world, human rights. There also some quizzes.ENCARTA

http://encarta.msn.com/encnet/features/home.aspx Encarta on line, dictionary, maps.

COUNTRY REPORTS http://www.countryreports.org/ Country information from around

the world. Flags, anthems, history, …ABOUT.COM

http://geography.about.com/library/misc/blenglish.htm Countries where English is spoken.

FLAGS http://www.flags.ndirect.co.uk/ World flags and other country facts

database.COUNTRIES

http://www.cantonpl.org/youth/country/index.html This page gives access to different websites with world recipes, flags, general information about countries…

USBORNE QUICKLINKS HOMEPAGE http://www.usborne-quicklinks.com/ Well organised file of websites

for easy access. It contains updated links to the recommended sites from the Internet-linked series of books published by Usborne, among them “Peoples of the World”.

LANGUAGES:SAY HELLO TO THE WORLD

http://www.ipl.org/div/kidspace/hello/ Ways of saying hello in 30 languages.

ALTAVISTA BABEL FISH TRANSLATION http://babelfish.altavista.com/babelfish/tr Simple translator engine

from several languages into English and vice versa.FOREIGN LANGUAGES FOR TRAVELLERS

http://www.travlang.com/languages/index.html Glossaries of basic words, numbers and vocabulary related to shopping and dining, travel, directions, places, times and dates. Words in some languages can also be heard.

FESTIVALS AND CELEBRATIONS:KIDLINK

http://www.kidlink.org/KIDPROJ/MCC/ Holidays calendar where you can learn how kids celebrate their country's holidays and festivals.


http://www.kidlink.org/KIDPROJ/MCC/

http://www.travlang.com/languages/index.html

http://babelfish.altavista.com/babelfish/tr

http://www.ipl.org/div/kidspace/hello/

http://www.usborne-quicklinks.com/

http://www.cantonpl.org/youth/country/index.html

http://www.flags.ndirect.co.uk/

http://geography.about.com/library/misc/blenglish.htm

http://www.countryreports.org/

http://encarta.msn.com/encnet/features/home.aspx

http://www.un.org/pubs/cyberschoolbus/

http://www.geographyiq.com/


The entries might contain recipes for holiday foods, historical background, significance of the holidays and the special ways in which these days are observed.

SONGS:MAMALISA CHILDREN’S SONGS

http://www.mamalisa.com/world/index.html Children’s songs and rhymes from all over the world.

STORIES:CHILDREN’S STORIES

http://www.k12.hi.us/~gta/hawaii/stories/stories/stories.htm Multicultural stories written and illustrated by school children in Hawaii.

THE LION AND THE MOUSE http://www.xtec.net/recursos/cultura/contes/lleo/conte.htm A short

story that can be read in different languages.MATH CATS

http://www.mathcats.com/explore/reallybignumbers.html This page translates any number stated in figures into its written form (American system).

CBBC NEWSROUND http://news.bbc.co.uk/cbbcnews/hi/newsid_4290000/

newsid_4298800/4298881.stm Quiz on China.

WH- QUESTIONS:QUIA: RAGS TO RICHES GAME

http://www.quia.com/rr/9433.html An interactive multiple choice game with short texts and wh- questions related to them.


http://www.quia.com/rr/9433.html

http://news.bbc.co.uk/cbbcnews/hi/newsid_4290000/newsid_4298800/4298881.stm

http://news.bbc.co.uk/cbbcnews/hi/newsid_4290000/newsid_4298800/4298881.stm

http://www.mathcats.com/explore/reallybignumbers.html

http://www.xtec.net/recursos/cultura/contes.htm

http://www.k12.hi.us/~gta/hawaii/stories/stories/stories.htm

http://www.mamalisa.com/world/index.html

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