Let’s talk about food !!!!

Sandra MaasMatilde Olives

Ruben RodríguezEmma Torrallardona

BASED ON TWO STORIES

I WILL NEVER NOT EVER EAT

A TOMATO

THE VERY HUNGRY

CATERPILLAR

Experimentació amb el gest i el moviment, dansant, jugant ...

Escolta i comprensió de narracions curtes, cançons i situacions comunicatives.

Comprensió del llenguatge no verbal com a expressió de les emocions.

Ús d’estratègies per comprendre els altres quan s’expressen verbalment

Sensibilitat i interès per l’escolta.

Participació i escolta activa en situacions habituals de comunicació.

-         Entendre les daily routines.-          Saber cantar les cançons apreses.-          Reconèixer i fer servir formes bàsiques de relació social.-          Reconèixer i dir el vocabulari bàsic relatiu a les fruites.-          Reconèixer i dir els números de l’1 al 10.-          Reconèixer el vocabulari bàsic relatiu als colors i la mida. -          Reconèixer el vocabulari relatiu a les parts de la cara.-          Seguir les ordres de relaxació.-          Entendre les accions de : run, jump, walk, stand up, sit down, stop, listen.-          Reconèixer el vocabulari del material de la classe i de psicomotricitat en anglès. Tenir una actitud participativa a la classe

Aims / Objectives

                                                  

• Stories sessions (2/3 each).• Unit: 10 sessions.• Corners• day: 2/3.• Group work: whole group while listening to the stories (first

sessions), working in pairs, individually, small group, etc. for the rest of the activities.

Content distribution and Classroom organization

CORNERS’ DAY!

PDI activities

                                          

This project work focuses on the similarity and difference of a tale. Students compare the story “The Three Little Pigs” and “The Three Little Wolves and the Big Bad Pig” by Eugene Trivizas.Students will work collaboratively in small heterogeneous groups to apply strategies for comprehension and vocabulary.Grade: 6th year

Objectives:•The learner will develop and apply strategies and skills to comprehend text that is read, heard and viewed.•The learner will apply strategies and skills to create oral, written and visual texts.•Listen to familiar stories told or read and identify elements of a story following direct instructions.•Read familiar patterned text and respond orally by answering factual comprehension questions using one or two responses (who, what, when, where, how).•Write labels or phrases for drawings related to a story with instructional support and some assistance.

Contents:•Explore specific vocabulary words needed to relate to the story.•Answer questions orally that are relative to the story.•Use imagination to determine what might have happened before the story began.•Understanding the use of descriptive words to retell the story.

Session 1:Brainstorming of the traditional tale: “The Three Little Pigs”. Give to the students the new version title “The Three Little Wolves and the Big Bad Pig” and make another brainstorming. The teacher will read and discuss the story of “The Three Little Wolves and the Big Bad Pig”.

Session 2: The teacher will show the images of the story in a ppt and the children will say a sentence for each picture. Summary of the story.The teacher will give sentences of the stories “The Three Little Pigs” and “The Three Little Wolves and the Big Bad Pig” and classify the similarities and differences between the two stories by using a Hula Hoop Venn Diagrams in small heterogeneous groups.

Session 3:In pairs the students are going to write a sequel of the story. A sequel is a book that is published after the first book has enjoyed success among readers.

Session 4:Presentation of the sequel. Read the text aloud.

Optional work:Role-play of the story “The three little wolves and the big bad pig”