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ANIMALS IN THE WORLD. SCIENCE + ENGLISH MINISTERIO DE EDUCACIÓN DE LA NACION MÁS TIEMPO MEJOR ESCUELA Prof. Leonor Corradi Mayo 2014. MAIN CHARACTERISTICS. TIMING: 12 classes of 80 minutes OUTCOME: Animal Encyclopaedia AIM: To produce an Animal Encyclopaedia for School Library
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ANIMALS IN THE WORLD SCIENCE + ENGLISH MINISTERIO DE EDUCACIÓN DE LA NACION MÁS TIEMPO MEJOR ESCUELA Prof. Leonor Corradi Mayo 2014
MAIN CHARACTERISTICS • TIMING: 12 classes of 80 minutes • OUTCOME: Animal Encyclopaedia • AIM: To produce an Animal Encyclopaedia for School Library • MAIN CONTENTS: • Description • Reading • Speaking • Writing • Listening • Looking for information • Animals • Verb to be/ to live/ have/ descriptive adjectives/ food items/ coordinating conjunctions • Reflexion on English and on English and Spanish and intercultural awareness
ORGANIZATION /SEQUENCE Animals and Encyclopaedias • Lead in: Introduce topic of animals (I had to help my ....to do some homework on animals. It is important students understand that to fulfil that task I had to look for information) Looking for information • Find out how familiar children are with encyclopaedias, what information? Where? Do they use them? Digital / paper/ do they have encyclopaedias at home? • Show sts encyclopaedias to check hypotheses (Spanish- English-digital.....) - Make it clear: It is important to know what to look for and how to record information (SP. If necessary)
Let´s see how information is organized in different encyclopaedias
After sts have checked several encyclopaedias, T conducts a general feedback orally slowly, paying attention to each item
OUR ENCYCLOPAEDIAElicit from students what type of information they think we need to construct an encyclopaedia on animals
NAMES OF ANIMALS • Introduce animals using pictures / video and ask sts if they would like to include them • http://animals.nationalgeographic.com/animals/photos/baby-animals • http://animal.discovey.com/animals/
ACTIVITIES • - Students can make drawings of the animals chosen / matching activity/ paste pictures of animals/ check orally • Repeat if correct • Miming different animals for the others to guess (could be in groups) • Clap if correct • Crosswords • With cut-outs of animals: Sequence them according to what you hear • Questions..Is this is.....? • Animals In envelopes with flaps cut out. Each flap has a number, students choose a flap and say / guess the animal. • Game: True / False. T shows animals to the class without looking at them, she guesses/ the class says T/F • Activities can then be conducted in small groups of pairs after modelling – Constant recycling • Importance of making the interaction meaningful, not a language practice activity
LANGUAGE POINT- LANGUAGE FOCUS-REFLEXION ON LANGAUGE • Make sts aware of difference between plural / singular nouns. T elicits from what happens when talking about animals in general (act1) and later. Zebras Shall we include zebras in our encyclopaedia?.. Is this a Zebra? (picture)- Reflect on the difference- Compare L1-L2 • Elicit a/ an difference by asking sts to look at examples • Practice: pictures / drawing dictation/ pictionary by drawing part of 1 or more animals. This can also help us to revise numbers. Matching activities
Let´s classify • How can we classify animals? Elicit from sts / check sts previous knowledge • Introduce reading • Make explicit reading strategy: Look for title, pictures, etc that help you predict what the text can be about • Check predictions • Complete a diagram • Orally: Classify animals selected (in groups) corrected orally /Keep in binders • T/ F oral – written Zebras are.... • Students take over to start producing • Reflect on language use: Plural verb to be : Zebras are... Vs This is a zebra
More criteria • Are there elephants in Argentina? Yes/No? • Make clear: living in the wild/ natural habitat • Origin: another possible category • Oral work: T/ F... Questions • Identify places on a map: elicit difference among names of continents/countries • Divide place names: continents/ cities • Record/ paste map in their binders • Place picture animals on the map • Written quiz: Yes/ No • Lions are from Africa • Elephants are from North America • Pumas are from South America - Intercultural reflection: what animals we find at zoos, what we consider an exotic animal, how we relate to animals/pets, animals and food/religion, etc.
More ..... • Students can write more sentences for other groups looking for information in encyclopaedias • http://www.sandiegozoo.org/animalbytes/ • Language focus: Elicit form students the idea that we are talking about origin and that this can be another classifying criteria • Connect to I am from / my mother is from... If sts have this knowledge a good comparison can be nationality for people, but origin of species for animals. Same structure but different concepts. • Elicit language form ---- are from (make it clear it is used to express origin) (compare with Spanish??)
Intercultural Reflexion • - Have you ever visited zoos? Where? Why zoos? • Animals are treated /seen in different ways according to culture • E.g In india cows are sacred animals /We do not eat insects • The way we relate with animals and how we see them is cultural not natural (TP) • It is necessary and important to consider different perspectives/ viewpoints so as not to approach the world from our own (TP= • At this stage sts can check in their cards information covered
Our First Presentation • - Make sts aware of all the material / resources they have; cards, activities in their note-books, pictures, etc • With class complete information about one animal and describe it with the help of sts, while describing it write text on the board This is a llama. Llamas are vertebrates. They are mammals. And they are from South America Language awareness: What are we doing in 1? Is it generalization? How do you know? What are we doing in 2, 3? Why they? What do we use instead of llamas? They: no gender difference in English / compare to Spanish- Ask sts for masculine examples “elephants” Explicit the compulsory subject in English? What about Spanish? • Different groups / different animals • Group work: Prepare Presentations / Practice it • Tips for good presentations: Look at the audience/ voice loud enough/gestures can be used/ pictures enrich presentation _ Students present their animals, the others evaluate considering tips • General feedback
Describing Animals • Go back to card- Introduce new characteristic • What do we talk about when we describe animals? (color, size, etc) • Reading Activity: How do we approach a text? What can you see? • Revise / introduce colours using pictures • Sts read and match colour with animal • Students can classify animals according to colour • Drawing dictation/ Simon Says • Sts produce some sentences for the others to say T/ F • Matching cards/ description and picture • Text: Language awareness: How does text start? Are sentences generalizations?---compare with this parrot is red / a red parrot / red parrots • Make sts notice that adjectives are not gender/ number sensitive. What about Spanish? • Make sts notice the difference between: Elephants are grey or brown / Penguins are black and white
More details.... • Animals are different size: check in text • Small/ big/ medium size • Include some oral activities • Students complete their cards • What else can we talk about? Introduce parts of body • Think of same recognition activities • Mach animal part / word (binders)
Introducing a new Text • Look at the text: What can you see? Describe images/ Is this a poem? Story? Description? Where have I taken it from? What animals are being described • Sts check predictions • Students read and do 1 / read again and do 2 • Work orally with the description of other animals
Using the text • In the text students look for words that help them describe different body parts • Students can think of words to describe different animals • T / st describe a crocodile (binder) on the board • Students are given different descriptions to guess • Work with pictures orally asking yes / questions • Language focus: Analyse how text is organized/ order/ references/ punctuation/ capital letters/ use of adjectives/ verb to have for descriptions • Find ways to record new language, they can use pictures or drawings • Students produce short descriptions for their mates to guess what animal they are talking about • Teacher can give wrong information for students to correct: Crocodiles have long legs... Don´t have... Or have short (this can give us the chance to introduce negative form)
A Picnic for Animals • Ask children to go to first card (6) and ask what information is missing • Explain diet: what they eat • Introduce some food items with flashcards / video • Classify item people eat / animals eat (suggested items) • You can construct a Venn diagram by using questions • Conduct some oral / written activities for learners to remember vocabulary- students can prepare cards/ posters/ a supermarket catalogue
A New Text • Conduct some prediction activities: use the pictures / diagram / check predictions • Sts complete diagram. Make sure you ask sts why they have classified animals in that way • Online game: http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm
More.... • Work orally on different questions • Analyse text organization • Classify all the animals (pictures) they have been collecting and classify them according to their eating habits • Intercultural awareness: different cultures/ different eating habits- Relation between place where you live and eating habits • Students complete their cards with missing information • Language focus: eat / don´t eat • Prepare a worksheet about different animals’ diet for students to decide if they are T/F • Students correct wrong information • In groups sts can construct something similar • You can compare to eat/ to have negative form with isn´t –aren´t
Integrating everything we have learned • Go back to completed cards/ follow the card (22) • Ask questions about different animals • Sts complete the cards • Remind students of encyclopaedia organization (card) • Decide on the organization (topics/ alphabetical order), how it will be made public: school blog/ book for library/ posters • Make list of materials they will need • In groups students describe different animals (3-4): Construct a model on the board • Teacher corrects first version • Final version-add pictures • Reflect on writing as a process: the need to be clear, people need to understand our writing because we will not be there to explain • Students share their productions / mates write feedback by ticking a box with three faces (Teacher explains giving feedback is a common practice)
After ....... • Publish encyclopaedia • Talk about what they have learned: Summary of main “learnings” (systematization) • Self evaluation: Learning Log • Progress Evaluation: Check list • Summary evaluation: Sts´production • Criteria: Can you think of evaluation criteria for this sequence?
What about us? What theoretical considerations can you think of? Thank you!
Consideraciones Importantes • Se desea dejar constancia que la presentación fue realizada tomando como base el documento trabajado en el encuentro Más Tiempo Mejor Escuela, Mayo 2014 y elaborado por el equipo técnico de lenguas extranjeras (Prof. Leonor Corradi), y que en esta presentación se ha tenido como objetivo digitalizar el documento impreso para trabajarlo con los docentes. Al mismo se le han realizado adaptaciones y sugerencias teniendo en cuenta el contexto. • Rosana Glatigny, Septiembre 2014