martes, 9 de noviembre de 2010
http://www.mnemonic-device.eu/mnemonics/
Interesante página sobre Mnemon
Here you can find mnemonics: for the weather, time, school, study. But we've also got a lot of mnemonics for general daily use.Hundreds of mnemonics, some say memory devices, in an easily searchable collection. These memory tricks help you to memorize, learn, study and remember. Mnemonic devices as learning techniques can be a great homework help tool, for memorizing difficult things like pi or the colours of the rainbow. They can also be ideal for some people with a learning disability.
Here you can find mnemonics: for the weather, time, school, study. But we've also got a lot of mnemonics for general daily use.Hundreds of mnemonics, some say memory devices, in an easily searchable collection. These memory tricks help you to memorize, learn, study and remember. Mnemonic devices as learning techniques can be a great homework help tool, for memorizing difficult things like pi or the colours of the rainbow. They can also be ideal for some people with a learning disability.
martes, 14 de septiembre de 2010
Theater Teaching Tips
Reader's Theater Teaching Tips
Using the Scripts
You can make the performance as simple or elaborate as you wish. For quick oral practice, students can read their lines while sitting at their desks. You also may perform reader's theater in the classroom simply by having the readers stand in front of the class to deliver their lines. You can even create a full stage performance with costumes, props, and an audience of students, parents, and teachers.
You will need enough copies of the script for all students. Sharing scripts often leads to confusion and missed cues. Have students highlight their lines. It is also a good idea to review and pre-teach difficult vocabulary. Allow students plenty of opportunity to practice fluent delivery of their lines before performing reader's theater. A quick check of each student's reading will help you know when the cast is ready. Coach readers to occasionally look up from their scripts to make eye contact with the audience and other characters/readers as they read their lines.
It is always a good idea to allow more rehearsal time when applying extra touches, such as costumes or movement.
Due to the nature of character roles in the scripts, some roles will be larger than others. To evenly distribute lines, you may want to assign multiple small roles to one student or divide one large role between two or more students. Feel free to change character names to accommodate gender.
Staging the Play
A few dramatic techniques can add an element of flair and fun to a performance. Encourage students to think about expressions and movements characters might make. For example, have students think about how people look and move when they are mad, happy, angry, or nervous. Have students practice facial expressions. If the characters are animals, have students practice animal movements. Allow them to create a "voice" for their characters. Let them ham it up and play creatively with the script to increase the entertainment value of the performance. But keep in mind that the most important purpose of reader's theater is to teach and practice fluent reading of printed text.
You can use portions of the classroom or the entire classroom as a stage. Students can use the floor, tables, and desks. Of course, make sure that students are careful and safe.
Use these simple tips to keep the performance smooth and entertaining.
• Make sure a reader is positioned within view of all members of the audience. It is important that the audience can hear lines and see movements and expressions.
• If you choose to place all the readers in front of the audience at once, it is helpful to have them stand in a semicircle so that each reader can be seen by all the other readers and by the audience.
• Don't allow one reader to block the audience's view of another reader.
• Remind students to look at, talk to, and react to the other readers/characters. However, the narrator may face and speak to the audience.
• As an alternative to having all the readers stand together in the performance area, you may want to direct the performance by having readers enter from and exit to the side before and after delivering their lines. Having readers move in and out of the performance area will require more rehearsal time.
Extras: Costumes and Props
The face and head command the most attention, so a hat, mask, or makeup can work as an entire costume. Have students obtain permission before borrowing items from other people. It's best not to let them cut, paint, or modify any clothes unless you bring in special "costume clothes."
Students will have their scripts in hand while performing. Keep this in mind when choosing props; objects that require two hands may not be practical. Encourage student imagination as they transform everyday objects into props.
Using the Scripts
You can make the performance as simple or elaborate as you wish. For quick oral practice, students can read their lines while sitting at their desks. You also may perform reader's theater in the classroom simply by having the readers stand in front of the class to deliver their lines. You can even create a full stage performance with costumes, props, and an audience of students, parents, and teachers.
You will need enough copies of the script for all students. Sharing scripts often leads to confusion and missed cues. Have students highlight their lines. It is also a good idea to review and pre-teach difficult vocabulary. Allow students plenty of opportunity to practice fluent delivery of their lines before performing reader's theater. A quick check of each student's reading will help you know when the cast is ready. Coach readers to occasionally look up from their scripts to make eye contact with the audience and other characters/readers as they read their lines.
It is always a good idea to allow more rehearsal time when applying extra touches, such as costumes or movement.
Due to the nature of character roles in the scripts, some roles will be larger than others. To evenly distribute lines, you may want to assign multiple small roles to one student or divide one large role between two or more students. Feel free to change character names to accommodate gender.
Staging the Play
A few dramatic techniques can add an element of flair and fun to a performance. Encourage students to think about expressions and movements characters might make. For example, have students think about how people look and move when they are mad, happy, angry, or nervous. Have students practice facial expressions. If the characters are animals, have students practice animal movements. Allow them to create a "voice" for their characters. Let them ham it up and play creatively with the script to increase the entertainment value of the performance. But keep in mind that the most important purpose of reader's theater is to teach and practice fluent reading of printed text.
You can use portions of the classroom or the entire classroom as a stage. Students can use the floor, tables, and desks. Of course, make sure that students are careful and safe.
Use these simple tips to keep the performance smooth and entertaining.
• Make sure a reader is positioned within view of all members of the audience. It is important that the audience can hear lines and see movements and expressions.
• If you choose to place all the readers in front of the audience at once, it is helpful to have them stand in a semicircle so that each reader can be seen by all the other readers and by the audience.
• Don't allow one reader to block the audience's view of another reader.
• Remind students to look at, talk to, and react to the other readers/characters. However, the narrator may face and speak to the audience.
• As an alternative to having all the readers stand together in the performance area, you may want to direct the performance by having readers enter from and exit to the side before and after delivering their lines. Having readers move in and out of the performance area will require more rehearsal time.
Extras: Costumes and Props
The face and head command the most attention, so a hat, mask, or makeup can work as an entire costume. Have students obtain permission before borrowing items from other people. It's best not to let them cut, paint, or modify any clothes unless you bring in special "costume clothes."
Students will have their scripts in hand while performing. Keep this in mind when choosing props; objects that require two hands may not be practical. Encourage student imagination as they transform everyday objects into props.
High-Frequency Words
High-Frequency Word Book Strategies Bank
High-frequency words are the 100 or so most commonly used words in printed language. Though the English language contains millions of words, over 50 percent of all text is composed of these 100 words. These words often present a special difficulty to early readers. Many are phonetically irregular (there, not "theer;" could, not "cold"), and they tend to be abstract and have no visual correspondence, or even easily understood definitions. Yet these words are essential to reading. If students are to read quickly and fluently, they must have these high-frequency words memorized to sight; otherwise, decoding will take up much time and effort, frustrating the reader and blocking easy comprehension.
Recognizing high-frequency words by sight primarily involves memorization, and memorization comes most easily through repetition. Students need to read and write high-frequency words as often as possible. Reading A-Z's high-frequency word books will assist in word memorization since students can keep their own copies of the books to read repeatedly.
The English high-frequency word books have been translated into Spanish and French. Because of the nuances of each language, these translations cannot be literal word-for-word translations. In many instances, the number of high-frequency words in a translated version may be greater than the English version. When using the translated versions to introduce and teach Spanish and French high-frequency words, you may want to introduce and teach 2-3 words in different teaching sessions before giving students the books to read.
Follow these tips for successful high-frequency word instruction:
• Make sure students read text containing high-frequency words every day. Almost all text contains these words, but the most rewarding reading will come from books students can read easily. Reading A-Z's high-frequency word books, decodables, or leveled books with patterned text will provide students with exposure to these words. Since students can keep and use their own copies of the books, they can circle or underline the high-frequency words as they encounter them in the text.
• Create a word wall of high-frequency words. Add new words to the wall as they are introduced. Each day, students can chant or cheer the high-frequency words posted on the wall.
• Introduce words in small groups of six to eight words or fewer per week. It may be beneficial to present words in phonetic groups (this, that, they, the, those, there; big, but, by, best, both, etc.).
• Allow students to write the words as often as possible. They may practice individual words or write high-frequency word sentences such as "I like to _____," or "We go by the _____."
• Keep a checklist of high-frequency words. When a student has memorized a word, meaning he or she can read it without decoding or write it without seeing the word, check the word off and move on to the next word.
• Use everyday text, including textbooks, storybooks, poetry, articles, worksheets, and posters, to identify high-frequency words. Keep highlighters handy to practice while doing other lessons.
These activities can make learning high-frequency words engaging and fun.
Word Books
Each student can keep a word book at his or her desk. Folded and stapled construction or white paper, pencils, and crayons are all that is required. Students can write their names on the covers and decorate their books. As students encounter high-frequency words, they will add them to their books. They may use the books as a reference when reading new texts.
Word Detective
Invite students to be high-frequency word detectives. They can locate assigned words in the classroom or school environment and in print materials they encounter in their daily lives.
Timed Reading
Have students pair up. One reads a high-frequency word book while the other times the reader. Have students perform timed readings every day for one week, and you will see their reading rate and fluency improve.
Make and Break
Use plastic letters to make and break high-frequency words. Distribute the appropriate letters to all students in the group. Write the high-frequency word on the board and have students use it as a model to make the word with their plastic letters. Have students read the word. Then, erase the word from the board. Have students scramble their plastic letters and try to build the word again. Speak the word as they do so, separating it into phonemes if necessary. Have students read the word they have made to check that it is correct.
Word Games
Almost any simple game can be slightly modified to accommodate high-frequency word instruction. Bingo is a consistent favorite. Bingo cards can be downloaded from a link on the high-frequency word book pages (one set of 24 bingo cards for each set of books). While playing bingo, as you call out each word, monitor students to ensure that they recognize the high-frequency words and place chips on them when appropriate. Other simple games that can help teach words include common favorites like hangman.
Flashcard Activities
Create flashcards for the high-frequency words in your lesson. It may be helpful to create your word wall from these versatile, movable cards. Flashcards can accommodate any number of fun activities:
Louder and Louder: Have students begin reading the words on the word wall in a whisper. As they go along, have them gradually increase the volume until they are shouting by the last word.
"Jeopardy": Lay several high-frequency word cards face up on the floor. Have students sit in a circle around the cards. One student mentally chooses a word and gives a clue about it: "This word begins with a b." The student can continue to give clues ("It rhymes with tall.") until another student is the first to touch the correct card. He or she gets to give the next set of clues.
Memory: Create two of each high-frequency word card. Lay the cards face down on the floor. Students take turns trying to match identical words. The student with the most pairs wins.
Funny Voices: Flash the cards to students, and have each student read a word in a robot voice, an old voice, a squeaky voice, and a monster voice.
Swat!: Divide students into two teams, each standing on one side of the word wall. Give the first student in each team a flyswatter. Read a word from the word wall. The first team to swat the word gets a point. The swatter then passes the flyswatter to the next team member.
Making Sentences: Hand out one flashcard to each student. (You'll probably need to make several copies of the flashcards to have enough for the entire class.) Some students will get word flashcards and some will get picture flashcards. Encourage them to have fun as they play with standing next to each other in various combinations and arrangements in order to make sentences. Or come up with your own games using "human sentences."
Use your imagination to create simple, fun activities that will give students daily exposure to high-frequency words.
High-frequency words are the 100 or so most commonly used words in printed language. Though the English language contains millions of words, over 50 percent of all text is composed of these 100 words. These words often present a special difficulty to early readers. Many are phonetically irregular (there, not "theer;" could, not "cold"), and they tend to be abstract and have no visual correspondence, or even easily understood definitions. Yet these words are essential to reading. If students are to read quickly and fluently, they must have these high-frequency words memorized to sight; otherwise, decoding will take up much time and effort, frustrating the reader and blocking easy comprehension.
Recognizing high-frequency words by sight primarily involves memorization, and memorization comes most easily through repetition. Students need to read and write high-frequency words as often as possible. Reading A-Z's high-frequency word books will assist in word memorization since students can keep their own copies of the books to read repeatedly.
The English high-frequency word books have been translated into Spanish and French. Because of the nuances of each language, these translations cannot be literal word-for-word translations. In many instances, the number of high-frequency words in a translated version may be greater than the English version. When using the translated versions to introduce and teach Spanish and French high-frequency words, you may want to introduce and teach 2-3 words in different teaching sessions before giving students the books to read.
Follow these tips for successful high-frequency word instruction:
• Make sure students read text containing high-frequency words every day. Almost all text contains these words, but the most rewarding reading will come from books students can read easily. Reading A-Z's high-frequency word books, decodables, or leveled books with patterned text will provide students with exposure to these words. Since students can keep and use their own copies of the books, they can circle or underline the high-frequency words as they encounter them in the text.
• Create a word wall of high-frequency words. Add new words to the wall as they are introduced. Each day, students can chant or cheer the high-frequency words posted on the wall.
• Introduce words in small groups of six to eight words or fewer per week. It may be beneficial to present words in phonetic groups (this, that, they, the, those, there; big, but, by, best, both, etc.).
• Allow students to write the words as often as possible. They may practice individual words or write high-frequency word sentences such as "I like to _____," or "We go by the _____."
• Keep a checklist of high-frequency words. When a student has memorized a word, meaning he or she can read it without decoding or write it without seeing the word, check the word off and move on to the next word.
• Use everyday text, including textbooks, storybooks, poetry, articles, worksheets, and posters, to identify high-frequency words. Keep highlighters handy to practice while doing other lessons.
These activities can make learning high-frequency words engaging and fun.
Word Books
Each student can keep a word book at his or her desk. Folded and stapled construction or white paper, pencils, and crayons are all that is required. Students can write their names on the covers and decorate their books. As students encounter high-frequency words, they will add them to their books. They may use the books as a reference when reading new texts.
Word Detective
Invite students to be high-frequency word detectives. They can locate assigned words in the classroom or school environment and in print materials they encounter in their daily lives.
Timed Reading
Have students pair up. One reads a high-frequency word book while the other times the reader. Have students perform timed readings every day for one week, and you will see their reading rate and fluency improve.
Make and Break
Use plastic letters to make and break high-frequency words. Distribute the appropriate letters to all students in the group. Write the high-frequency word on the board and have students use it as a model to make the word with their plastic letters. Have students read the word. Then, erase the word from the board. Have students scramble their plastic letters and try to build the word again. Speak the word as they do so, separating it into phonemes if necessary. Have students read the word they have made to check that it is correct.
Word Games
Almost any simple game can be slightly modified to accommodate high-frequency word instruction. Bingo is a consistent favorite. Bingo cards can be downloaded from a link on the high-frequency word book pages (one set of 24 bingo cards for each set of books). While playing bingo, as you call out each word, monitor students to ensure that they recognize the high-frequency words and place chips on them when appropriate. Other simple games that can help teach words include common favorites like hangman.
Flashcard Activities
Create flashcards for the high-frequency words in your lesson. It may be helpful to create your word wall from these versatile, movable cards. Flashcards can accommodate any number of fun activities:
Louder and Louder: Have students begin reading the words on the word wall in a whisper. As they go along, have them gradually increase the volume until they are shouting by the last word.
"Jeopardy": Lay several high-frequency word cards face up on the floor. Have students sit in a circle around the cards. One student mentally chooses a word and gives a clue about it: "This word begins with a b." The student can continue to give clues ("It rhymes with tall.") until another student is the first to touch the correct card. He or she gets to give the next set of clues.
Memory: Create two of each high-frequency word card. Lay the cards face down on the floor. Students take turns trying to match identical words. The student with the most pairs wins.
Funny Voices: Flash the cards to students, and have each student read a word in a robot voice, an old voice, a squeaky voice, and a monster voice.
Swat!: Divide students into two teams, each standing on one side of the word wall. Give the first student in each team a flyswatter. Read a word from the word wall. The first team to swat the word gets a point. The swatter then passes the flyswatter to the next team member.
Making Sentences: Hand out one flashcard to each student. (You'll probably need to make several copies of the flashcards to have enough for the entire class.) Some students will get word flashcards and some will get picture flashcards. Encourage them to have fun as they play with standing next to each other in various combinations and arrangements in order to make sentences. Or come up with your own games using "human sentences."
Use your imagination to create simple, fun activities that will give students daily exposure to high-frequency words.
viernes, 14 de mayo de 2010
SEVEN BLIND MICE
Seven Blind Mice (CarmenG)
One day, seven blind mice found a Rare Thing next to your Lagoon.
What is this? Surprised screamed and ran home.
On MONDAY, RED Mouse went to investigate.
It was the first out.
Is a column, he said. Nobody believed him.
TUESDAY, GREEN Mouse went to investigate.
It was the second out.
Is a snake, he said.
On Wednesday, YELLOW Mouse, went to investigate.
It was the third to leave.
It is a spear, he said.
THURSDAY, PURPLE Mouse, went to investigate.
It was the fourth to leave
It is a rock, he said.
FRIDAY, ORANGE Mouse, went to investigate.
He was the fifth to leave.
It is a fan, he said. I felt moved.
SATURDAY, BLUE Mouse, went to investigate.
He was the sixth to leave.
It's just a string.
But others disagreed.
They began to argue:
- It's a snake!
- It's a string!
- It's a fan!
- It's a rock!.
Until Sunday, the WHITE Mouse came out to investigate.
It was the seventh to leave.
He went to the lagoon.
When he found a Rare Thing,
climb up one side and down the other.
He climbed to the top
and toured the Rare Thing from beginning to the end ..
Ah .... I know.
The Rare Thing is:
Strong as a COLUMN.
Flexible as a SNAKE
It has tip as a SPEAR
Great as a ROCK
Fresh as a FAN
Strong as a STRING
But all along ... the Rare Thing is ...
AN ELEPHANT
And when the other mice climbed on one side
And they went on the other
And walked the Rare Thing
From top to bottom
And from the beginning to the end
They agreed it was an elephant.
Now they also saw him.
Moral mousetrap:
If you only know one part
Always tell nonsense;
But if you can work with others
Speak with wisdom.
CLASSROOM SESSION: Seven Blind Mice
LEVEL: 2nd PRIMARY.
ACTIVITIES.
1-Read the story and answer the following questions.
2-Write the words that tell us how to call the days of the week.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3- Write the words that tell us the names of colors.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4- Three words that relate to shares.
…………………………………………………………………………………………………….…………………………………………………………………………………………………….
5- Write these words in alphabetical order.
lagoon snake
rock mouse
string
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6- Write a sentence with each word.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...
7- What is the main idea of this story?
8- Draw a picture representing where you do some work as a team.
Seven Blind Mice
One day, seven blind mice found a Rare Thing next to your Lagoon.
What is this? Surprised screamed and ran home.
On MONDAY, RED Mouse went to investigate.
It was the first out.
Is a column, he said. Nobody believed him.
TUESDAY, GREEN Mouse went to investigate.
It was the second out.
Is a snake, he said.
On Wednesday, YELLOW Mouse, went to investigate.
It was the third to leave.
It is a spear, he said.
THURSDAY, PURPLE Mouse, went to investigate.
It was the fourth to leave
It is a rock, he said.
FRIDAY, ORANGE Mouse, went to investigate.
He was the fifth to leave.
It is a fan, he said. I felt moved.
SATURDAY, BLUE Mouse, went to investigate.
He was the sixth to leave.
It's just a string.
But others disagreed.
They began to argue:
- It's a snake!
- It's a string!
- It's a fan!
- It's a rock!.
Until Sunday, the WHITE Mouse came out to investigate.
It was the seventh to leave.
He went to the lagoon.
When he found a Rare Thing,
climb up one side and down the other.
He climbed to the top
and toured the Rare Thing from beginning to the end ..
Ah .... I know.
The Rare Thing is:
Strong as a COLUMN.
Flexible as a SNAKE
It has tip as a SPEAR
Great as a ROCK
Fresh as a FAN
Strong as a STRING
But all along ... the Rare Thing is ...
AN ELEPHANT
And when the other mice climbed on one side
And they went on the other
And walked the Rare Thing
From top to bottom
And from the beginning to the end
They agreed it was an elephant.
Now they also saw him.
Moral mousetrap:
If you only know one part
Always tell nonsense;
But if you can work with others
Speak with wisdom.
CLASSROOM SESSION: Seven Blind Mice
LEVEL: 2nd PRIMARY.
ACTIVITIES.
1-Read the story and answer the following questions.
2-Write the words that tell us how to call the days of the week.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3- Write the words that tell us the names of colors.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4- Three words that relate to shares.
…………………………………………………………………………………………………….…………………………………………………………………………………………………….
5- Write these words in alphabetical order.
lagoon snake
rock mouse
string
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6- Write a sentence with each word.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...
7- What is the main idea of this story?
8- Draw a picture representing where you do some work as a team.
One day, seven blind mice found a Rare Thing next to your Lagoon.
What is this? Surprised screamed and ran home.
On MONDAY, RED Mouse went to investigate.
It was the first out.
Is a column, he said. Nobody believed him.
TUESDAY, GREEN Mouse went to investigate.
It was the second out.
Is a snake, he said.
On Wednesday, YELLOW Mouse, went to investigate.
It was the third to leave.
It is a spear, he said.
THURSDAY, PURPLE Mouse, went to investigate.
It was the fourth to leave
It is a rock, he said.
FRIDAY, ORANGE Mouse, went to investigate.
He was the fifth to leave.
It is a fan, he said. I felt moved.
SATURDAY, BLUE Mouse, went to investigate.
He was the sixth to leave.
It's just a string.
But others disagreed.
They began to argue:
- It's a snake!
- It's a string!
- It's a fan!
- It's a rock!.
Until Sunday, the WHITE Mouse came out to investigate.
It was the seventh to leave.
He went to the lagoon.
When he found a Rare Thing,
climb up one side and down the other.
He climbed to the top
and toured the Rare Thing from beginning to the end ..
Ah .... I know.
The Rare Thing is:
Strong as a COLUMN.
Flexible as a SNAKE
It has tip as a SPEAR
Great as a ROCK
Fresh as a FAN
Strong as a STRING
But all along ... the Rare Thing is ...
AN ELEPHANT
And when the other mice climbed on one side
And they went on the other
And walked the Rare Thing
From top to bottom
And from the beginning to the end
They agreed it was an elephant.
Now they also saw him.
Moral mousetrap:
If you only know one part
Always tell nonsense;
But if you can work with others
Speak with wisdom.
CLASSROOM SESSION: Seven Blind Mice
LEVEL: 2nd PRIMARY.
ACTIVITIES.
1-Read the story and answer the following questions.
2-Write the words that tell us how to call the days of the week.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3- Write the words that tell us the names of colors.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4- Three words that relate to shares.
…………………………………………………………………………………………………….…………………………………………………………………………………………………….
5- Write these words in alphabetical order.
lagoon snake
rock mouse
string
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6- Write a sentence with each word.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...
7- What is the main idea of this story?
8- Draw a picture representing where you do some work as a team.
Seven Blind Mice
One day, seven blind mice found a Rare Thing next to your Lagoon.
What is this? Surprised screamed and ran home.
On MONDAY, RED Mouse went to investigate.
It was the first out.
Is a column, he said. Nobody believed him.
TUESDAY, GREEN Mouse went to investigate.
It was the second out.
Is a snake, he said.
On Wednesday, YELLOW Mouse, went to investigate.
It was the third to leave.
It is a spear, he said.
THURSDAY, PURPLE Mouse, went to investigate.
It was the fourth to leave
It is a rock, he said.
FRIDAY, ORANGE Mouse, went to investigate.
He was the fifth to leave.
It is a fan, he said. I felt moved.
SATURDAY, BLUE Mouse, went to investigate.
He was the sixth to leave.
It's just a string.
But others disagreed.
They began to argue:
- It's a snake!
- It's a string!
- It's a fan!
- It's a rock!.
Until Sunday, the WHITE Mouse came out to investigate.
It was the seventh to leave.
He went to the lagoon.
When he found a Rare Thing,
climb up one side and down the other.
He climbed to the top
and toured the Rare Thing from beginning to the end ..
Ah .... I know.
The Rare Thing is:
Strong as a COLUMN.
Flexible as a SNAKE
It has tip as a SPEAR
Great as a ROCK
Fresh as a FAN
Strong as a STRING
But all along ... the Rare Thing is ...
AN ELEPHANT
And when the other mice climbed on one side
And they went on the other
And walked the Rare Thing
From top to bottom
And from the beginning to the end
They agreed it was an elephant.
Now they also saw him.
Moral mousetrap:
If you only know one part
Always tell nonsense;
But if you can work with others
Speak with wisdom.
CLASSROOM SESSION: Seven Blind Mice
LEVEL: 2nd PRIMARY.
ACTIVITIES.
1-Read the story and answer the following questions.
2-Write the words that tell us how to call the days of the week.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3- Write the words that tell us the names of colors.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4- Three words that relate to shares.
…………………………………………………………………………………………………….…………………………………………………………………………………………………….
5- Write these words in alphabetical order.
lagoon snake
rock mouse
string
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6- Write a sentence with each word.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...
7- What is the main idea of this story?
8- Draw a picture representing where you do some work as a team.
THE MUSICAL ENGLISH SYSTEM
THE MUSICAL ENGLISH SYSTEM (Rafael)
The musical english and American SYSTEM is represented by an abbreviation of the name of the notes representted with letters. The musical notes receive his name across letters and as Mnemonic rule could be:
• A = LA
• B = SI
• C = DO
• D = RE
• E = MI
• F = FA
• G = SOL
An alphabetic Score “Seikilos´s epitaph”
Like a CURIOSITY
An our System uses a five-line called staff. A staff (or stave, in British English) of written music generally begins with a clef ((((Clave)))) which indicates the position of one particular note on the staff as curiosity to stand out G clef was originally a letter G.
For example, The Evolution of the G clef
Notes in English British and English American:
We are going to do the practice – “IT GUESSES THE SONGS” -
The musical English system
I am going to explain to you the musical English system because it is quite different from ours.
The Practice:
Rhythm of the music: Crotchet – Quaver “Beams Notes” and Semiquaver (((with ball pen on the table))) --- two quavers and one Crochet (“We will rock you”):
Melody with musical English System
Campanitas del lugar
/// A – A - E – E – F- F- E ////
“Bells of the place”
Chocolate
/// G – G – A – G // G – G –A – G ////
“Chocolate, Mill”
Himno a la Alegría
/// B – C – D – D – C – B – A – G – G – A – B – B – A – A ////
“The Anthem to the Apiñes”
CUMPLEAÑOS FELIZ
/// C – C – D – C – F – E ////
“Happy Birthday“
Rafael Medina Sánchez
The musical english and American SYSTEM is represented by an abbreviation of the name of the notes representted with letters. The musical notes receive his name across letters and as Mnemonic rule could be:
• A = LA
• B = SI
• C = DO
• D = RE
• E = MI
• F = FA
• G = SOL
An alphabetic Score “Seikilos´s epitaph”
Like a CURIOSITY
An our System uses a five-line called staff. A staff (or stave, in British English) of written music generally begins with a clef ((((Clave)))) which indicates the position of one particular note on the staff as curiosity to stand out G clef was originally a letter G.
For example, The Evolution of the G clef
Notes in English British and English American:
We are going to do the practice – “IT GUESSES THE SONGS” -
The musical English system
I am going to explain to you the musical English system because it is quite different from ours.
The Practice:
Rhythm of the music: Crotchet – Quaver “Beams Notes” and Semiquaver (((with ball pen on the table))) --- two quavers and one Crochet (“We will rock you”):
Melody with musical English System
Campanitas del lugar
/// A – A - E – E – F- F- E ////
“Bells of the place”
Chocolate
/// G – G – A – G // G – G –A – G ////
“Chocolate, Mill”
Himno a la Alegría
/// B – C – D – D – C – B – A – G – G – A – B – B – A – A ////
“The Anthem to the Apiñes”
CUMPLEAÑOS FELIZ
/// C – C – D – C – F – E ////
“Happy Birthday“
Rafael Medina Sánchez
WARM-UP AND COORDINATION
PHYSICAL EDUCATION CLASS: WARM-UP AND COORDINATION (Inés)
First of all we have to do a warm-up, to prepare our body for the activity and to avoid injuries. We run for 5 or 10 minutes, and later we stretch. We’re doing the following exercises:
• Rotating the ankles: clockwise and anticlockwise.
• Stretching calves.
• Rotating knees: always together.
• Stretching thigh: the anterior, posterior and the inner thigh.
• Rotating the hips
• Rotating the trunk.
• Stretching the back.
• Rotating shoulders.
• Stretching arms.
• Rotating and stretching the neck.
We’re working today coordination, so you have to know what it’s this. Anybody knows the definition? Ok, it’s the ability to synchronize the muscular action, in the correct order, with adequate speed and intensity, to get effective movements.
Now we try to move the right arm in circles in our stomach and the left up-down over the head. We have to separate the movement of each arm, that it’s different. We change the arm.
Ok, we change the movement, now the right hand has a hammer and the left has a saw, you have to get the correct movement with each hand. And later we change the object to the other hand.
More difficult maybe, now your arm makes circles in one direction, and your leg in the opposite. Try not to confuse the movement, and not to do it in the same direction. Try with your right and with your left side.
We’re trying to aisle the movement of only one part of our face: try to move only your eyebrows, your nose, your ears…
And finally, we have to coordinate the movement of our fingers. This is an exercise for children, to get control and coordination. You have to move your thumbs to each finger, first of all in the same direction in each hand, try to do it quickly. Ok, and now much more difficult, in a different direction in each hand, you start in the opposite side, and finish in the opposite too, very quickly and not changing direction.
Ok, that’s all for today, thank you very much and see you on Wednesday. Bye!!
Inés Parra Martín
PALE B1, Talavera de la Reina
3/Mayo/2010
First of all we have to do a warm-up, to prepare our body for the activity and to avoid injuries. We run for 5 or 10 minutes, and later we stretch. We’re doing the following exercises:
• Rotating the ankles: clockwise and anticlockwise.
• Stretching calves.
• Rotating knees: always together.
• Stretching thigh: the anterior, posterior and the inner thigh.
• Rotating the hips
• Rotating the trunk.
• Stretching the back.
• Rotating shoulders.
• Stretching arms.
• Rotating and stretching the neck.
We’re working today coordination, so you have to know what it’s this. Anybody knows the definition? Ok, it’s the ability to synchronize the muscular action, in the correct order, with adequate speed and intensity, to get effective movements.
Now we try to move the right arm in circles in our stomach and the left up-down over the head. We have to separate the movement of each arm, that it’s different. We change the arm.
Ok, we change the movement, now the right hand has a hammer and the left has a saw, you have to get the correct movement with each hand. And later we change the object to the other hand.
More difficult maybe, now your arm makes circles in one direction, and your leg in the opposite. Try not to confuse the movement, and not to do it in the same direction. Try with your right and with your left side.
We’re trying to aisle the movement of only one part of our face: try to move only your eyebrows, your nose, your ears…
And finally, we have to coordinate the movement of our fingers. This is an exercise for children, to get control and coordination. You have to move your thumbs to each finger, first of all in the same direction in each hand, try to do it quickly. Ok, and now much more difficult, in a different direction in each hand, you start in the opposite side, and finish in the opposite too, very quickly and not changing direction.
Ok, that’s all for today, thank you very much and see you on Wednesday. Bye!!
Inés Parra Martín
PALE B1, Talavera de la Reina
3/Mayo/2010
LIGHT & COLOUR
The light and the color ( Pablo)
The light and the rainbow
One of the most attractive phenomenons of the nature is the rainbow. It is when the beams of the light of the Sun across the drops of rain.
The water drops it divides in seven lights of colors. The decomposition of the light in colors is a phenomenon that we know as refraction.
Slide nº1
The colors of the rainbow are seen always in the same order: red - violet, red, orange, yellow, green, blue and blue - violet. These colors constitute the called spectrum of the colors.
Slide nº2
How do we see the colors?
When the light illuminates an object, his surface absorbs everything or part of this light; this property is called absorption.
The part of light that is not absorbed by the surface of an object is rejected and changes his direction, and with it, his sensation of color. This property of the surfaces of rejecting part of the light is called reflection.
The light does not suffer any chromatic alteration when it crosses a transparent surface; this happens, for example, when we look for the crystal of a window. If the surface of the crystal is colored, some colors of the white light remain retained in the surface, and this one stops to spend only the lights that coincide with those of the color of the crystal. In this case, all the colors that we see across him are transformed. When the surfaces are translucent, as the screen of a lamp, the beams of light they multiply his directions blurring the color
To see the color of everything what surrounds us is necessary that it is by day or that the objects are illuminated. All the objects they transmit a sensation of color. It is because to the capacity that his surfaces have, on the one side of absorbing everything, or divides of the white light that illuminates them and for other one, of reflecting the light of color that we see.
Mixture of colors
Synthesis additive: primary colors
Slide nº3
Lights of colors
The lights of colors can be obtained separating into its elements the white light (making it happen for a prism or water drop) or to use filters of colors (putting a transparent screen of color in a lantern).
If instead of illuminating the objects with white light, we do it with lights of colors, these change his aspect because the lights of colors are mixed by the colors of the objects.
If the white light can decompose in the colors of the rainbow, the white light is obtained mixing all the lights of colors, but it is not necessary to use all light of rainbow to obtain it, since we will see later.
• Lights primary
They exist three primary lights, with all the lights of colors are obtained. They are the originals and cannot be obtaining from mixtures. These lights are: blue, red and green.
The white light also can be obtained mixing three primary lights: red + blue + green = white color.
• Lights secondary
They are known as secondary lights the lights that are obtaining when two primary lights are mixed: blue light + green light = cyan light; blue light + red light = light magenta; and red light + green light = yellow light.
The primary lights and the secondary constitute the lights of colors basic.
Synthesis subtractive: primary colors
Slide nº4
Pigments of colors
All the paintings that we know are composed by powders of colors mixed with a cementing agent. The cementing agent is a substance that joins the particles of color, turning this way the powders of colors into matters colorings. According to the class of cementing agent that is used we obtain different types of paintings: water-colors, waxes, pencils and felt-tip pens of colors, pastry, etc.
These powders of colors are named also pigments. The pigments have the characteristic of absorbing and reflecting part of the white light.
The black color is obtained on having mixed many different pigments, but it is not necessary to use all the colors to obtain it.
It is enough to mix three primary pigments
• Primary Pigments
As in the lights of colors, three primary pigments exist and they are: the cyan, the yellow and the magenta. They call this way because they cannot be obtained by mixtures, and because from them there are obtained all the colors that we know.
The primary and secondary pigments are known as basic pigments.
• Secondary Pigments
When we mix two primary pigments we obtain a secondary pigment. The cyan pigment + yellow pigment = green pigment, cyan pigment + pigment magenta = blue pigment and the pigment magenta + yellow pigment = red pigment.
The qualities of the color
The most correct way of defining a color is to describe it depending on his qualities. The qualities of the color are the tone, the value and the saturation. These terms indicate us the possibilities and variations that a color can have.
The tone
Slide nº5
The tone is the name with the one that is named every color, and is described by the colors that compose his mixture. When a tone is yellow and green simultaneously, we must define it as a yellow greenish or green yellowish tone, as approach more the yellow one or the green one respectively. To the tone it is possible to be call him also dye.
The value
Slide nº6
The value is the quality that is in use for describing the degree of brightness or darkness that has a tone, that is to say, the quantity of white color or of black color that has a tone in his composition. Tone magenta can be a very clear magenta, if in addition it contains whiter. The yellow tone is clearer than the cyan tone because it has more own value without adding white. To the value it is possible to be calling him also sheen or luminosity.
The saturation
Slide nº7
A very saturated tone is a very pure color, his mixture contains very few colors. The purest tones and the most saturated, they are the primary ones (yellow, cyan and magenta) because they are composed by an alone color. The secondary ones (green, red and blue) are something less saturated because they are composed by two primary colors. To the saturation it is possible to be calling him also intensity.
The chromatic circle
Slide nº8
To understand and to study the color, the basic colors are placed: magenta, cyan, yellow, red, blue and green in a wheel known by the name of chromatic circle. The chromatic circle is a way of arranging the basic colors depending on his changes of tone. It observes the placement of the colors in the chromatic circle:
- The colors numbered with the number 1
They are primary: magenta, yellow and cyan.
- The colors numbered with the number 2
They are secondary: green, blue and red.
- The colors numbered with the number 3
They are tertiary and are obtained mixing one
Primary with the secondary near one: yellow
+ Green = green yellowish. Cyan + Green = green cyan, yellow +Red = red yellowish, magenta +Red = red magenta (blunt), cyan + blue =
Cyan blue, magenta + blue = blue Magenta.
Finally, I want that you look at this color during a few minutes and later on having removed the image we will see the complementary color.
Slide nº9 >> Slide nº10
Slide nº11 >> Slide nº12
Slide nº13 >> Slide nº14
The light and the rainbow
One of the most attractive phenomenons of the nature is the rainbow. It is when the beams of the light of the Sun across the drops of rain.
The water drops it divides in seven lights of colors. The decomposition of the light in colors is a phenomenon that we know as refraction.
Slide nº1
The colors of the rainbow are seen always in the same order: red - violet, red, orange, yellow, green, blue and blue - violet. These colors constitute the called spectrum of the colors.
Slide nº2
How do we see the colors?
When the light illuminates an object, his surface absorbs everything or part of this light; this property is called absorption.
The part of light that is not absorbed by the surface of an object is rejected and changes his direction, and with it, his sensation of color. This property of the surfaces of rejecting part of the light is called reflection.
The light does not suffer any chromatic alteration when it crosses a transparent surface; this happens, for example, when we look for the crystal of a window. If the surface of the crystal is colored, some colors of the white light remain retained in the surface, and this one stops to spend only the lights that coincide with those of the color of the crystal. In this case, all the colors that we see across him are transformed. When the surfaces are translucent, as the screen of a lamp, the beams of light they multiply his directions blurring the color
To see the color of everything what surrounds us is necessary that it is by day or that the objects are illuminated. All the objects they transmit a sensation of color. It is because to the capacity that his surfaces have, on the one side of absorbing everything, or divides of the white light that illuminates them and for other one, of reflecting the light of color that we see.
Mixture of colors
Synthesis additive: primary colors
Slide nº3
Lights of colors
The lights of colors can be obtained separating into its elements the white light (making it happen for a prism or water drop) or to use filters of colors (putting a transparent screen of color in a lantern).
If instead of illuminating the objects with white light, we do it with lights of colors, these change his aspect because the lights of colors are mixed by the colors of the objects.
If the white light can decompose in the colors of the rainbow, the white light is obtained mixing all the lights of colors, but it is not necessary to use all light of rainbow to obtain it, since we will see later.
• Lights primary
They exist three primary lights, with all the lights of colors are obtained. They are the originals and cannot be obtaining from mixtures. These lights are: blue, red and green.
The white light also can be obtained mixing three primary lights: red + blue + green = white color.
• Lights secondary
They are known as secondary lights the lights that are obtaining when two primary lights are mixed: blue light + green light = cyan light; blue light + red light = light magenta; and red light + green light = yellow light.
The primary lights and the secondary constitute the lights of colors basic.
Synthesis subtractive: primary colors
Slide nº4
Pigments of colors
All the paintings that we know are composed by powders of colors mixed with a cementing agent. The cementing agent is a substance that joins the particles of color, turning this way the powders of colors into matters colorings. According to the class of cementing agent that is used we obtain different types of paintings: water-colors, waxes, pencils and felt-tip pens of colors, pastry, etc.
These powders of colors are named also pigments. The pigments have the characteristic of absorbing and reflecting part of the white light.
The black color is obtained on having mixed many different pigments, but it is not necessary to use all the colors to obtain it.
It is enough to mix three primary pigments
• Primary Pigments
As in the lights of colors, three primary pigments exist and they are: the cyan, the yellow and the magenta. They call this way because they cannot be obtained by mixtures, and because from them there are obtained all the colors that we know.
The primary and secondary pigments are known as basic pigments.
• Secondary Pigments
When we mix two primary pigments we obtain a secondary pigment. The cyan pigment + yellow pigment = green pigment, cyan pigment + pigment magenta = blue pigment and the pigment magenta + yellow pigment = red pigment.
The qualities of the color
The most correct way of defining a color is to describe it depending on his qualities. The qualities of the color are the tone, the value and the saturation. These terms indicate us the possibilities and variations that a color can have.
The tone
Slide nº5
The tone is the name with the one that is named every color, and is described by the colors that compose his mixture. When a tone is yellow and green simultaneously, we must define it as a yellow greenish or green yellowish tone, as approach more the yellow one or the green one respectively. To the tone it is possible to be call him also dye.
The value
Slide nº6
The value is the quality that is in use for describing the degree of brightness or darkness that has a tone, that is to say, the quantity of white color or of black color that has a tone in his composition. Tone magenta can be a very clear magenta, if in addition it contains whiter. The yellow tone is clearer than the cyan tone because it has more own value without adding white. To the value it is possible to be calling him also sheen or luminosity.
The saturation
Slide nº7
A very saturated tone is a very pure color, his mixture contains very few colors. The purest tones and the most saturated, they are the primary ones (yellow, cyan and magenta) because they are composed by an alone color. The secondary ones (green, red and blue) are something less saturated because they are composed by two primary colors. To the saturation it is possible to be calling him also intensity.
The chromatic circle
Slide nº8
To understand and to study the color, the basic colors are placed: magenta, cyan, yellow, red, blue and green in a wheel known by the name of chromatic circle. The chromatic circle is a way of arranging the basic colors depending on his changes of tone. It observes the placement of the colors in the chromatic circle:
- The colors numbered with the number 1
They are primary: magenta, yellow and cyan.
- The colors numbered with the number 2
They are secondary: green, blue and red.
- The colors numbered with the number 3
They are tertiary and are obtained mixing one
Primary with the secondary near one: yellow
+ Green = green yellowish. Cyan + Green = green cyan, yellow +Red = red yellowish, magenta +Red = red magenta (blunt), cyan + blue =
Cyan blue, magenta + blue = blue Magenta.
Finally, I want that you look at this color during a few minutes and later on having removed the image we will see the complementary color.
Slide nº9 >> Slide nº10
Slide nº11 >> Slide nº12
Slide nº13 >> Slide nº14
lunes, 10 de mayo de 2010
HUMAN BODY SYSTEMS
UNIT HUMAN BODY SYSTEMS (Angustias)
LESS0N The circulatory, digestive, nervous and respiratory systems
AIMS
1. To develop healthy habits to do with nutrition, the sense organs, hygiene and care of the body, highlighting the importance of sport for personal and social wellbeing.
2. To relate the circulatory, digestive, nervous and respiratory in humans to the function they perform, showing an attitude of acceptance of their own body and respecting different types of disability.
CONTRIBUTION TO COMPETENCES
Methodological Skills: Pupils will be able to...
1. To use different reference sources (encyclopaedias, magazines, ICTs) to build knowledge on health (1 Linguistic communication competence, 3 Knowledge and interaction with the physical environment, 4 Processing of information and digital competence).
2. To take part in different kinds of activity to do with the area, showing active willingness to co-operate, to solve conflicts and to help fellow pupils. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn).
3. To be autonomous and employ healthy habits in looking after themselves (food, physical exercise, rest, etc.), in their relationships with other people and in their interaction with the medium they live in. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn, 8 Autonomy and personal initiative)
LEARNING OUTCOMES
What learners will be able to do, to know or be aware of at the end of the lesson: COGNITION
English: Receptiveness to Language:
• Express and communicate reactions to what they have read.
• Write for a particular audience in mind.
• Competence and Confidence in using language
• Write about a specific topic for a sustained length of time.
• Compile a doctor's manual.
• Take part in co-operative writing activitie: project.
• Develop skills in the use of Information Technology.
Developing Cognitive Abilities through Language:
• Discuss different possible solutions to problems
• Discuss what they know of a particular topic or process as a base for encountering new concepts.
• Listen to a presentation by other groups and give their opinions.
• Use comprehension skills such as analysing, confirming, evaluating, synthesizing and problem solving.
• Support arguments and opinions with evidence from the text.
• Develop skills such as skimming, scanning, note-taking and summarising
Social, personal and health education (SPHE): Myself and my body:
• Learn more about myself and my body.
• Recognise and learn about the various types of bodily diseases.
• Build self- confidence and the ability to speak as a group before an audience.
Develop the ability to work as part of a team.
Food and Nutrition:
• Concept of balanced diet.
• Food value of different groups
Art: Design and make:
• Be able to design and create a papier maché model of a particular body organ.
• Draw various diagrams to aid in their presentation.
Science: Living Things- Human Life:
• Compare and contrast animal life forms, to become aware of a range of similarities and differences between themselves.
• Understand the functions of some major body systems.
• Research body systems using the links provided.
• Make use of scientific skills: (observing, asking questions, predicting, hypothesizing investigating, interpreting results and recording and communicating results).
Maths:
• Recording and interpreting data. Matching
Comparing
Classifying
Hypothesising / Imagining
Summarizing
Applying evaluation criteria.
Secuencing.
Skimming.
Scanning
CULTURE
Pupils will be able to…
Realise that different Countries have different habits related to health.
Know the importance of having a good the health system in our society.
LEARNING OPPORTUNITIES
Children will have the opportunity to work co-operatively and collaboratively within a team.
Locate necessary information on the internet to complete their mission.
Take on responsibilities and be actively involved at all times.
Have opportunities to enrich their knowledge of their own bodies and other animal forms.
Take on roles so that all areas of the project is given equal attention and is completed.
Present information confidently in a logical manner.
A chance to express their own feelings and opinions in relation to the work they have completed.
Use their creativity in designing and completing models and diagrams.
Carry out simple investigations and record their findings.
CONTENTS
The circulatory system. Organs and functions.
The digestive system. Organs and functions.
The nervous system. Organs and functions.
The respiratory system: Organs and functions.
Good health and illness.
Healthy habits.
Prevention and detection of health risks.
Classification of foods depending on whether they are from an animal, vegetable or mineral source.
Classification of foods according to the kind of nutrients.
Classification of foods using their own criteria.
Being autonomous and assuming small responsibilities concerning food and eating.
Location of the organs belonging to the digestive, respiratory, circulatory and nervous systems in prints, drawings, or three-dimensional materials.
Practising healthy habits which increase breathing capacity (the need for physical exercise)
Differentiation between inspiration and expiration movements.
Interest for learning the importance of having a healthy and balanced diet.
Progressive development of autonomy in undertaking small tasks related to food.
Appreciation of the importance of a complete, varied and balanced diet and the effect this has on their state of health.
Appreciation of healthy habits as regards respiration.
Appreciation of the need for physical exercise and sleep.
Acceptance of their own body.
COMMUNICATION
VOCABULARY AND STRUCTURES
Photograph / picture / photo, Daddy, Mummy, brother, moustache, tummy, pyramid, inside, intelligent, senses, life processes: nutrition, sensitivity, reproduction substances, changes, blood, bones, male, female, body systems: digestive, respiratory, circulatory, nervous, locomotor, reproductive, organs: lungs, heart, kidneys, stomach, brain, head, trunk, limbs, height, weight, teens, elderly, differences, slowly, strong, experiences, stages: childhood, adolescence, youth, adulthood, old age, project, average, height, measure, results, centimetre (cm)
Carry out functions, communicate, mime, look like, reason, take air, release gases, breathe, react
Language for Learning
Imperative: affirmative; Gerund; Present simple: Be; stop + gerund, learn to + inf; Can / can’t; Will,
• Describing processes.
• Describing abilities.
• Expressing facts.
ASSESSMENT CRITERIA
1. To analyse the most representative elements, general texts and texts specifically dealing with the contents of the area (social, technical, historical, narrative and artistic texts)and to summarise them in a clear and orderly way.
2. To orally express contents relating to the area in a clear and orderly manner, which show the comprehension of oral and written texts of a general nature.
3. To differentiate between the concepts of food and nutrient and feeding and nutrition, giving examples of each one.
4. To name the systems that are involved in the human being’s nutrition function and explaining the function they perform.
5. To locate the organs belonging to the circulatory, digestive, respiratory, and nervous systems on prints, drawings, or three-dimensional materials.
6. To practise suitable feeding, hygiene, physical exercise and sleep habits for their age, identifying some bodily manifestations as possible symptoms of illness.
ASSESSMENT PROCEDURES AND INSTRUMENTS
If assessment is a flexible process, the procedures employed will have to be varied. In order to collect data we will have to employ different assessment procedures:
* Observation of behaviour
* Interviews
* Tests configured as a synthesis of the most significant contents worked on in the teaching-learning process.
* Oral and written questionnaires.
The registry instruments available to the teacher or team may include assessment scales (for contents of an attitudinal or procedural nature) and control lists (for outcomes and contents linked to the command or mastery of concepts) and rubrics.
What is a Rubric?
Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" So a rubric for a multimedia project will list the things the student must have included to receive a certain score or rating. Rubrics help the student figure out how their project will be evaluated. Goodrich quotes a student who said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were supposed to do."
Generally rubrics specify the level of performance expected for several levels of quality. These levels of quality may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) which are then added up to form a total score which then is associated with a grade (e.g., A, B, C, etc).
Many rubrics also specify the level of assistance (e.g., Independently, With Minimal Adult Help; With Extensive Adult Help) for each quality rating.
Rubrics can help students and teachers define "quality". Rubrics can also help students judge and revise their own work before handing in their assignments.
WEBSITES
http://clil.wordpress.com/2009/04/25/enlaces-muy-interesantes-con-clil-para-primaria/
http://EnchantedLearning.com
http://www.primaryresources.co.uk/
http://www.sparklebox.co.uk/
http://www.mes-english.com/
http://cambridgeenglishonline.com/Flashcard_maker/
http://educanet2.ch/pechttp://www.richmondelt.com/spain/english/catalogue/content-based-primary/essential_science.htmhttp://irunenglish.blogspot.com/2009/04/clil-units.html
http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=45&Itemid=73
http://www.mariajordano.com/itc_tpd/cep_puertollano_2007_nov_4.html
http://www.mariajordano.com/itc_tpd/europa_2006.htm
http://www.scribd.com/doc/4415460/CLIL-Science-Worksheet-for-Primary-Nina-Lauder-August-2008?from_related_d
http://blocs.xtec.cat/clilpractiques1/category/others/
Pre-school http://clil.wordpress.com/infantil-ing/
http://www.xtec.cat/cirel/pla_le/nile/angels_mata/lesson_plans.pdf
http://www.xtec.cat/cirel/pla_le/nottingham/roser_gassio/living_moving_world/lesson_plans/at_home.pdf
http://storynory.com/
http://www.smprimaria.profes.net/
http://www.teachnet.ie/resources
http://rubistar.4teachers.org/
INTRODUCTION
Author: Mairéad Ní Chonghaile http://www.teachnet.ie/resources
________________________________________
Hey kids! Have you heard about Dr Hhhht? an unfortunate clumsy soul who accidentally walked into revolving doors while taking a patient into surgery? As a result he is suffering from memory loss, and really needs your help. He needs to regain his memory on how the body works in order to save this patient's life. You and your team-mates are on a mission to locate as much information as possible so that Dr Hibert will be able to fulfill his duties once again!!
*The best of luck on your mission*
For you to help Dr Hibert and complete your mission you will be divided into groups of four. Each group will be given a specific body system
(a) The Circulatory System,
(b) The Digestive System,
(c) The Nervous System,
(d) The Respiratory System.
While working with others you will do all that is in your power to help jog Dr Hhhh's memory, as you are locating information through travelling along the Internet Highway that will provide enough knowledge to accomplish this goal.
THE REDS
________________________________________
THE CIRCULATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Circulatory System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is this system important?
4. As an enquiry one member of the group has to monitor their pulse rate three times a day (on arriving in school, after lunch and just before going home) and record exactly what they were doing prior to taking the pulse on a line graph.
5. How often does the heart beat in an average lifetime?
6. Outline the functions of the four main chambers of the heart.
7. Why is blood also given the name "the fluid of life"?
8. What needs to be working for the Circulatory System to work Properly? (hint: 3 things)
9. What is the difference between red and white blood cells?
10. What is plasma, and why is it crucial for human existence?
11. What are platelets?
12. List and explain the three healthy ways to keep your heart healthy.
13. Can you think of any other ways of having a healthier heart?
14. Summarise your main findings on the Circulatory System
15. Draw a diagram of the various organs of the Circulatory System to help you create your own papier maché of the main organ of the Circulatory System.
16. List interesting facts you discovered about this system.
http://sln.fi.edu/biosci/heart.html
http://sln.fi.edu/biosci/blood/red.html
http://www.wsd1.org/LitOnline/heart3.htm
http://sln.fi.edu/biosci/blood/plasma.html
http://www.wsd1.org/LitOnline/heart9b.htm
http://sln.fi.edu/biosci/blood/platelet.html
http://www.wsd1.org/LitOnline/heart7.htm
http://infozone.imcpl.org/kids_circ.htm
http://www.wsd1.org/LitOnline/heart10.htm
http://vilenski.org/science/humanbody/hb_html/circ_system.html
http://www.wsd1.org/LitOnline/heart1.htm
http://www4.tpgi.com.au/users/amcgann/body/circulatory.html
http://www.innerbody.com/text/card03.html
http://sln.fi.edu/biosci/vessels/vessels.html
http://sln.fi.edu/biosci/blood/white.html
THE GREENS
________________________________________
THE DIGESTIVE SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Digestive System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is digestion important?
4. How long does it take to digest food?
5. Why is the tongue of great importance in the digestive process?
6. Describe the journey of the food once it enters the mouth.
7. What are the functions of the following organs in the Digestive System: the mouth, oesophagus, stomach, liver, small intestine, large intestine and the rectum?
8. How does food move through the digestive system?
9. What causes our stomach to growl?
10. Explain what the following are and what may cause them: (a) indigestion (b) diarrhoea.
11. Name the four food groups and give examples of each.
12. How many servings of each food group should we eat daily?
13. Draw a diagram of the various organs of the Digestive System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://kidshealth.org/kid/body/digest_noSW.html
http://tqjunior.thinkquest.org/5777/dig1.htm
http://hes.ucf.k12.pa.us/gclaypo/digestive_system.html#So what does the large intestin
http://infozone.imcpl.org/kids_diges.htm
http://www.viahealth.org/disease/digestive/howworks.htm
http://www4.tpgi.com.au/users/amcgann/body/digestive.html
http://infozone.imcpl.org/kids_diges.htm
http://www.digestioninfo.com/diarrhea.htm
http://www.medtropolis.com/VBody.asp
http://www.digestioninfo.com/indigestion.htm
http://www.nal.usda.gov:8001/py/pmap.htm
http://www.mypyramid.gov/kids/index.html
http://www.niddk.nih.gov/health/digest/pubs/digesyst/newdiges.htm#2
THE BLUES
________________________________________
THE NERVOUS SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Nervous System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is Nervous system considered the master control unit inside your body?
4. What is a neuron?
5. Every animal you can think of e.g. mammals, all have brains but the human brain is unique. Why?
6. "The larger the animal, the larger the brain". This does not mean that the animal with the largest brain is the smartest. Why?
7. What are the sense organs and what functions do they serve?
8. What is the function of the brain, nerves and the spinal cord?
9. What does the blood supply to the brain?
10. To protect and maintain a healthy brain list and give reasons for the ten guidelines given on the website: http://faculty.washington.edu/chudler/brainfit.html . Can you think of any more?
11. Describe in detail: (a) epilepsy (b) meningitis.
12. Complete the following activities http://faculty.washington.edu/chudler/chreflex.html , "Pupil to pupil", "Jump to it", "Knee jerk reflex" and record your findings.
13. Draw a diagram of the various organs of the Nervous System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://www.howstuffworks.com/brain.htm
http://faculty.washington.edu/chudler/brainfit.html
http://faculty.washington.edu/chudler/chsense.html
http://faculty.washington.edu/chudler/chreflex.html
http://www.medtropolis.com/VBody.asp
http://faculty.washington.edu/chudler/what.html
http://infozone.imcpl.org/kids_nerv.htm
http://faculty.washington.edu/chudler/brainsize.html
http://faculty.washington.edu/chudler/neurok.html
http://www4.tpgi.com.au/users/amcgann/body/nervous.html
http://uihealthcare.com/depts/childrenshospitalofiowa/healthtopics/brainnervoussystem/catbrai.html
THE YELLOWS
________________________________________
THE RESPIRATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Respiratory System.
2. List some questions you would like answered on this topic at the end of your project.
3. What is respiration and what is its value?
4. What is the Diaphragm? Where is it located? What happens to it as we breathe in and out?
5. Answer the following questions using this website: http://www.phila.gov/fitandfun/news/3_27_01/3_27_01.html About how many breaths do we breathe a day? About how many breaths per year? According to this site, how should we breathe correctly?
6. What gases are involved in the respiration process and how are they exchanged in the body?
7. Outline briefly the role of the following in the respiration process: (a) nose (b) throat (c) windpipe (d) bronchial tree (e) lungs.
8. Compare and contrast how we breath in relation to the following:
(a) plants (b) fish (c) birds (d) mammals.
9. Why is smoking bad for our health and how does it affect our lungs?
10. Summarise the following diseases of the respiratory system: (1) asthma (2) tuberculosis (3) emphysema.
11. What are hiccups? What makes us keep hiccuping? How can we stop the hiccups?
12. What is the primary gas that blood gets rid of?
13. Draw a diagram of the various organs of the Respiratory System to help you create your own papier maché of the organ you found most interesting in this system.
14. From the information you have learned so far on this system, do you know what part of the body serves to support and protect your lungs?
15. List some interesting facts you discovered about this system.
http://www.lung.ca/children/grades7_12/respiratory/respiratory_system.html
http://www.sk.lung.ca/content.cfm/kidsmoking
http://www.vilenski.org/science/humanbody/hb_html/respiratory.html
http://www.sk.lung.ca/content.cfm/health
http://infozone.imcpl.org/kids_resp.htm
http://www.fcps.k12.va.us/OakViewES/fred/respiratory.html
http://users.tpg.com.au/users/amcgann/body/respiratory.html
http://tqjunior.thinkquest.org/5777/resp1.htm
http://yucky.kids.discovery.com/noflash/body/yuckystuff/hiccup/js.index.html#
http://sln.fi.edu/biosci/systems/respiration.html
http://www4.tpgi.com.au/users/amcgann/body/respiratory_facts.html
PROCESS
1. Divide into groups of four.
2. You will be working with your partners to collect information and create a doctor's manual.
3. Each group will be working on a different body system and once all the contributions have been made, you will present your manual to Dr Hhhh as a group presentation, in class.
4. Work together to record important facts and make diagrams of the systems you are studying in order to re-jog Dr. Hibert's memory as best you can.
Remember everybody, that when you start working on a new project, sometimes we may need a helping hand. So don't forget to work as a team and help those who may be having some difficulty.
GENERAL RESOURCES:
http://www.kidshealth.org/kid
http://tqjunior.thinkquest.org/5777/tour.htm
http://www.yahooligans.com/content/ka/almanac/bodyfood/index.html
BOOKS:
World Book Encyclopedia on CD Rom.
Encarta Encyclopedia on CD Rom.
Inside the Body, Anita Ganeri, New York: Dorling Kindersley, 1996.
CONCLUSION
Hey Chaps! Well thanks a million everybody all the great work that that you have engaged in, in the past few weeks. You are almost an expert at this stage. Using your presentation of the manual you have succeeded in helping me regain my memory. This allowed me to proceed with my duties in the operating theatre, without upsetting my schedule. The patient sends her regards and is grateful for your contribution.
You should all be very proud of yourselves!!
*You were fantastic*
Isn't the body so interesting? Now we know just how important our body is and the need to take good care of it.
Well Done,
If I am clumsy again I know who to call.
The best of luck in the future,
Dr Hhhh.
EVALUATION
________________________________________
Now kids, you need to keep the following points in mind as you are working to accomplish your mission, to help Dr Hhhh as best you can!!
Your work will be graded by the teacher on the following points:
1. How well you worked as a team in gathering information from the Internet links. Content:
(a) Content related to tasks.
(b) Content included necessary information.
(c) Showed understanding of purpose of project.
(d) Does the content give readers an understanding of the topic.
2. How well you worked as a group in presenting all your work in the doctor's manual (final presentation) Teamwork:
(a) Worked as a team member.
(b) Helped others.
(c) Maintained positive attitude.
(d) Shared responsibilities of roles.
3. Looking at your final product Presentation:
(a) Is your work neat and in order.
(b) Are your diagrams and models clear and easy to understand.
(c) Have you given equal attention to all questions.
(d) Did you relate to the information to the best of your ability.
(e) Showed evidence of effort, creativity and enthuasiam.
As you can see you will be graded on your own work and how well you work with your teammates.
You will be marked according to four different categories outlined in the "Scoring Rubric".
http://rubistar.4teachers.org/
SCORING RUBRIC
Excellent Good Fair Poor
Thorough description of how the body system functions. Good description of how the body system functions. Partial description of how the body system functions. Unclear description of how the body system functions.
At least 10 specific interesting facts about the body system. At least 8 specific interesting facts about the body system. Less than 6 interesting facts about the body system. Less than 4 interesting facts about the body system.
All group members participate in the final presentation. All group members participate in the final presentation. Not all group members participate in the final presentation. One member from group participates in the final presentation.
Presentation of doctor's manual containing clear introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing a good introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing an introduction to the system, and information on the system. Presentation of doctor's manual not clearly put together, with lack of information asked.
Correct punctuation, complete sentences, grammar and spelling accurate. Mostly correct punctuation, complete sentences, grammar and spelling for the majority accurate. Containing numerous spelling mistakes, lack of grammar knowledge. Lacking in some sentence structures. Emphasis not placed on punctuation, too many spelling and grammar mistakes visible. Untidy presentation.
A clearly planned and completed papier maché model showing groups creativity. A planned and completed papier maché model. Papier maché model completed but showed a lack of planning. Shows no planning of the model and model is uncompleted.
Presentation well prepared from beginning to end. Presentation well prepared from beginning to end. Presentation showed evidence of some preparation. Demonstrated little understanding of presented material.
Works well with others and assumes responsibilities. motivates others to do their best, and co-operated with one another. Works well with others and assumes responsibilities. Shows some motivation and co-operation. Works fairly well with others most of the time. Lack of co-operation. Does not work well with others and prefers to work alone. no sharing of responsibilities, showed no motivation to co-operate with others.
Communicates ideas with enthusiasm, proper voice projection, appropriate language projection and clear delivery. Communicates ideas with proper voice projection, adequate preparation and some enthusiasm. Some difficulty in communicating ideas, due to lack of preparation or incomplete work. Great difficulty in communicating ideas due to lack of knowledge of the material as preparation wasn't satisfactory.
ANNEXES
The Life Pump
Science Factfile
o Red blood cells carry oxygen from the lungs to all the cells of the body.
o White blood cells are like soldiers protecting the body.
o ARTERIES are vessels that carry blood away from the heart.
o VEINS are vessels that carry blood back to the heart.
o Blood CIRCULATES--circles--all around your body in about one or two minutes.
o Inside the heart are four hollow chambers. Each chamber is a little pump. The pumping pushes blood all around your body.
The Food Factory
Science Factfile
o When you eat, your body digests the food so your cells can use it to make energy.
o Acids and enzymes eat away at the surface of food to break it down.
o The small intestine is where food is broken down into molecules tiny enough for the body cells to use.
o In the villi are tiny tubes that carry blood called VESSELS. Food molecules are taken into these blood vessels. Once the food is in the blood, it can travel all over the body.
The Control Center
Science Factfile
o The human brain is growing! In 1860 the average weight of a male brain was 3 lbs. Now a man?s brain weighs an average of 3 1/8 lbs.
o There are around 30,000 million nerve cells in the body.
o A nerve cell can transmit 1,000 nerve impulses each second.
The Air Bags
Science Factfile
o BREATH IN -- your body gets oxygen from the air. Rib muscles contract to pull ribs up and out. The DIAPHRAGM muscle contracts to pull down the lungs. Tissue expands to suck in air.
o BREATH OUT -- you get rid of other gases that your body does not need. Rib muscles relax. The Diaphragm muscle relaxes. Tissue returns to resting position and forces air out.
Picture Dictionary. Richmond Publising. Santillana, 1995, 1997
DOCTOR
THERMOMETER
HEADACHE
PATIENT
PRESCRIPTION
A COLD
SYRUP
PILLS
OINTMENT
To nurse
__________________________________________________________
To be sick
__________________________________________________________
To examine
__________________________________________________________
To cough
__________________________________________________________
LESS0N The circulatory, digestive, nervous and respiratory systems
AIMS
1. To develop healthy habits to do with nutrition, the sense organs, hygiene and care of the body, highlighting the importance of sport for personal and social wellbeing.
2. To relate the circulatory, digestive, nervous and respiratory in humans to the function they perform, showing an attitude of acceptance of their own body and respecting different types of disability.
CONTRIBUTION TO COMPETENCES
Methodological Skills: Pupils will be able to...
1. To use different reference sources (encyclopaedias, magazines, ICTs) to build knowledge on health (1 Linguistic communication competence, 3 Knowledge and interaction with the physical environment, 4 Processing of information and digital competence).
2. To take part in different kinds of activity to do with the area, showing active willingness to co-operate, to solve conflicts and to help fellow pupils. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn).
3. To be autonomous and employ healthy habits in looking after themselves (food, physical exercise, rest, etc.), in their relationships with other people and in their interaction with the medium they live in. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn, 8 Autonomy and personal initiative)
LEARNING OUTCOMES
What learners will be able to do, to know or be aware of at the end of the lesson: COGNITION
English: Receptiveness to Language:
• Express and communicate reactions to what they have read.
• Write for a particular audience in mind.
• Competence and Confidence in using language
• Write about a specific topic for a sustained length of time.
• Compile a doctor's manual.
• Take part in co-operative writing activitie: project.
• Develop skills in the use of Information Technology.
Developing Cognitive Abilities through Language:
• Discuss different possible solutions to problems
• Discuss what they know of a particular topic or process as a base for encountering new concepts.
• Listen to a presentation by other groups and give their opinions.
• Use comprehension skills such as analysing, confirming, evaluating, synthesizing and problem solving.
• Support arguments and opinions with evidence from the text.
• Develop skills such as skimming, scanning, note-taking and summarising
Social, personal and health education (SPHE): Myself and my body:
• Learn more about myself and my body.
• Recognise and learn about the various types of bodily diseases.
• Build self- confidence and the ability to speak as a group before an audience.
Develop the ability to work as part of a team.
Food and Nutrition:
• Concept of balanced diet.
• Food value of different groups
Art: Design and make:
• Be able to design and create a papier maché model of a particular body organ.
• Draw various diagrams to aid in their presentation.
Science: Living Things- Human Life:
• Compare and contrast animal life forms, to become aware of a range of similarities and differences between themselves.
• Understand the functions of some major body systems.
• Research body systems using the links provided.
• Make use of scientific skills: (observing, asking questions, predicting, hypothesizing investigating, interpreting results and recording and communicating results).
Maths:
• Recording and interpreting data. Matching
Comparing
Classifying
Hypothesising / Imagining
Summarizing
Applying evaluation criteria.
Secuencing.
Skimming.
Scanning
CULTURE
Pupils will be able to…
Realise that different Countries have different habits related to health.
Know the importance of having a good the health system in our society.
LEARNING OPPORTUNITIES
Children will have the opportunity to work co-operatively and collaboratively within a team.
Locate necessary information on the internet to complete their mission.
Take on responsibilities and be actively involved at all times.
Have opportunities to enrich their knowledge of their own bodies and other animal forms.
Take on roles so that all areas of the project is given equal attention and is completed.
Present information confidently in a logical manner.
A chance to express their own feelings and opinions in relation to the work they have completed.
Use their creativity in designing and completing models and diagrams.
Carry out simple investigations and record their findings.
CONTENTS
The circulatory system. Organs and functions.
The digestive system. Organs and functions.
The nervous system. Organs and functions.
The respiratory system: Organs and functions.
Good health and illness.
Healthy habits.
Prevention and detection of health risks.
Classification of foods depending on whether they are from an animal, vegetable or mineral source.
Classification of foods according to the kind of nutrients.
Classification of foods using their own criteria.
Being autonomous and assuming small responsibilities concerning food and eating.
Location of the organs belonging to the digestive, respiratory, circulatory and nervous systems in prints, drawings, or three-dimensional materials.
Practising healthy habits which increase breathing capacity (the need for physical exercise)
Differentiation between inspiration and expiration movements.
Interest for learning the importance of having a healthy and balanced diet.
Progressive development of autonomy in undertaking small tasks related to food.
Appreciation of the importance of a complete, varied and balanced diet and the effect this has on their state of health.
Appreciation of healthy habits as regards respiration.
Appreciation of the need for physical exercise and sleep.
Acceptance of their own body.
COMMUNICATION
VOCABULARY AND STRUCTURES
Photograph / picture / photo, Daddy, Mummy, brother, moustache, tummy, pyramid, inside, intelligent, senses, life processes: nutrition, sensitivity, reproduction substances, changes, blood, bones, male, female, body systems: digestive, respiratory, circulatory, nervous, locomotor, reproductive, organs: lungs, heart, kidneys, stomach, brain, head, trunk, limbs, height, weight, teens, elderly, differences, slowly, strong, experiences, stages: childhood, adolescence, youth, adulthood, old age, project, average, height, measure, results, centimetre (cm)
Carry out functions, communicate, mime, look like, reason, take air, release gases, breathe, react
Language for Learning
Imperative: affirmative; Gerund; Present simple: Be; stop + gerund, learn to + inf; Can / can’t; Will,
• Describing processes.
• Describing abilities.
• Expressing facts.
ASSESSMENT CRITERIA
1. To analyse the most representative elements, general texts and texts specifically dealing with the contents of the area (social, technical, historical, narrative and artistic texts)and to summarise them in a clear and orderly way.
2. To orally express contents relating to the area in a clear and orderly manner, which show the comprehension of oral and written texts of a general nature.
3. To differentiate between the concepts of food and nutrient and feeding and nutrition, giving examples of each one.
4. To name the systems that are involved in the human being’s nutrition function and explaining the function they perform.
5. To locate the organs belonging to the circulatory, digestive, respiratory, and nervous systems on prints, drawings, or three-dimensional materials.
6. To practise suitable feeding, hygiene, physical exercise and sleep habits for their age, identifying some bodily manifestations as possible symptoms of illness.
ASSESSMENT PROCEDURES AND INSTRUMENTS
If assessment is a flexible process, the procedures employed will have to be varied. In order to collect data we will have to employ different assessment procedures:
* Observation of behaviour
* Interviews
* Tests configured as a synthesis of the most significant contents worked on in the teaching-learning process.
* Oral and written questionnaires.
The registry instruments available to the teacher or team may include assessment scales (for contents of an attitudinal or procedural nature) and control lists (for outcomes and contents linked to the command or mastery of concepts) and rubrics.
What is a Rubric?
Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" So a rubric for a multimedia project will list the things the student must have included to receive a certain score or rating. Rubrics help the student figure out how their project will be evaluated. Goodrich quotes a student who said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were supposed to do."
Generally rubrics specify the level of performance expected for several levels of quality. These levels of quality may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) which are then added up to form a total score which then is associated with a grade (e.g., A, B, C, etc).
Many rubrics also specify the level of assistance (e.g., Independently, With Minimal Adult Help; With Extensive Adult Help) for each quality rating.
Rubrics can help students and teachers define "quality". Rubrics can also help students judge and revise their own work before handing in their assignments.
WEBSITES
http://clil.wordpress.com/2009/04/25/enlaces-muy-interesantes-con-clil-para-primaria/
http://EnchantedLearning.com
http://www.primaryresources.co.uk/
http://www.sparklebox.co.uk/
http://www.mes-english.com/
http://cambridgeenglishonline.com/Flashcard_maker/
http://educanet2.ch/pechttp://www.richmondelt.com/spain/english/catalogue/content-based-primary/essential_science.htmhttp://irunenglish.blogspot.com/2009/04/clil-units.html
http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=45&Itemid=73
http://www.mariajordano.com/itc_tpd/cep_puertollano_2007_nov_4.html
http://www.mariajordano.com/itc_tpd/europa_2006.htm
http://www.scribd.com/doc/4415460/CLIL-Science-Worksheet-for-Primary-Nina-Lauder-August-2008?from_related_d
http://blocs.xtec.cat/clilpractiques1/category/others/
Pre-school http://clil.wordpress.com/infantil-ing/
http://www.xtec.cat/cirel/pla_le/nile/angels_mata/lesson_plans.pdf
http://www.xtec.cat/cirel/pla_le/nottingham/roser_gassio/living_moving_world/lesson_plans/at_home.pdf
http://storynory.com/
http://www.smprimaria.profes.net/
http://www.teachnet.ie/resources
http://rubistar.4teachers.org/
INTRODUCTION
Author: Mairéad Ní Chonghaile http://www.teachnet.ie/resources
________________________________________
Hey kids! Have you heard about Dr Hhhht? an unfortunate clumsy soul who accidentally walked into revolving doors while taking a patient into surgery? As a result he is suffering from memory loss, and really needs your help. He needs to regain his memory on how the body works in order to save this patient's life. You and your team-mates are on a mission to locate as much information as possible so that Dr Hibert will be able to fulfill his duties once again!!
*The best of luck on your mission*
For you to help Dr Hibert and complete your mission you will be divided into groups of four. Each group will be given a specific body system
(a) The Circulatory System,
(b) The Digestive System,
(c) The Nervous System,
(d) The Respiratory System.
While working with others you will do all that is in your power to help jog Dr Hhhh's memory, as you are locating information through travelling along the Internet Highway that will provide enough knowledge to accomplish this goal.
THE REDS
________________________________________
THE CIRCULATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Circulatory System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is this system important?
4. As an enquiry one member of the group has to monitor their pulse rate three times a day (on arriving in school, after lunch and just before going home) and record exactly what they were doing prior to taking the pulse on a line graph.
5. How often does the heart beat in an average lifetime?
6. Outline the functions of the four main chambers of the heart.
7. Why is blood also given the name "the fluid of life"?
8. What needs to be working for the Circulatory System to work Properly? (hint: 3 things)
9. What is the difference between red and white blood cells?
10. What is plasma, and why is it crucial for human existence?
11. What are platelets?
12. List and explain the three healthy ways to keep your heart healthy.
13. Can you think of any other ways of having a healthier heart?
14. Summarise your main findings on the Circulatory System
15. Draw a diagram of the various organs of the Circulatory System to help you create your own papier maché of the main organ of the Circulatory System.
16. List interesting facts you discovered about this system.
http://sln.fi.edu/biosci/heart.html
http://sln.fi.edu/biosci/blood/red.html
http://www.wsd1.org/LitOnline/heart3.htm
http://sln.fi.edu/biosci/blood/plasma.html
http://www.wsd1.org/LitOnline/heart9b.htm
http://sln.fi.edu/biosci/blood/platelet.html
http://www.wsd1.org/LitOnline/heart7.htm
http://infozone.imcpl.org/kids_circ.htm
http://www.wsd1.org/LitOnline/heart10.htm
http://vilenski.org/science/humanbody/hb_html/circ_system.html
http://www.wsd1.org/LitOnline/heart1.htm
http://www4.tpgi.com.au/users/amcgann/body/circulatory.html
http://www.innerbody.com/text/card03.html
http://sln.fi.edu/biosci/vessels/vessels.html
http://sln.fi.edu/biosci/blood/white.html
THE GREENS
________________________________________
THE DIGESTIVE SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Digestive System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is digestion important?
4. How long does it take to digest food?
5. Why is the tongue of great importance in the digestive process?
6. Describe the journey of the food once it enters the mouth.
7. What are the functions of the following organs in the Digestive System: the mouth, oesophagus, stomach, liver, small intestine, large intestine and the rectum?
8. How does food move through the digestive system?
9. What causes our stomach to growl?
10. Explain what the following are and what may cause them: (a) indigestion (b) diarrhoea.
11. Name the four food groups and give examples of each.
12. How many servings of each food group should we eat daily?
13. Draw a diagram of the various organs of the Digestive System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://kidshealth.org/kid/body/digest_noSW.html
http://tqjunior.thinkquest.org/5777/dig1.htm
http://hes.ucf.k12.pa.us/gclaypo/digestive_system.html#So what does the large intestin
http://infozone.imcpl.org/kids_diges.htm
http://www.viahealth.org/disease/digestive/howworks.htm
http://www4.tpgi.com.au/users/amcgann/body/digestive.html
http://infozone.imcpl.org/kids_diges.htm
http://www.digestioninfo.com/diarrhea.htm
http://www.medtropolis.com/VBody.asp
http://www.digestioninfo.com/indigestion.htm
http://www.nal.usda.gov:8001/py/pmap.htm
http://www.mypyramid.gov/kids/index.html
http://www.niddk.nih.gov/health/digest/pubs/digesyst/newdiges.htm#2
THE BLUES
________________________________________
THE NERVOUS SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Nervous System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is Nervous system considered the master control unit inside your body?
4. What is a neuron?
5. Every animal you can think of e.g. mammals, all have brains but the human brain is unique. Why?
6. "The larger the animal, the larger the brain". This does not mean that the animal with the largest brain is the smartest. Why?
7. What are the sense organs and what functions do they serve?
8. What is the function of the brain, nerves and the spinal cord?
9. What does the blood supply to the brain?
10. To protect and maintain a healthy brain list and give reasons for the ten guidelines given on the website: http://faculty.washington.edu/chudler/brainfit.html . Can you think of any more?
11. Describe in detail: (a) epilepsy (b) meningitis.
12. Complete the following activities http://faculty.washington.edu/chudler/chreflex.html , "Pupil to pupil", "Jump to it", "Knee jerk reflex" and record your findings.
13. Draw a diagram of the various organs of the Nervous System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://www.howstuffworks.com/brain.htm
http://faculty.washington.edu/chudler/brainfit.html
http://faculty.washington.edu/chudler/chsense.html
http://faculty.washington.edu/chudler/chreflex.html
http://www.medtropolis.com/VBody.asp
http://faculty.washington.edu/chudler/what.html
http://infozone.imcpl.org/kids_nerv.htm
http://faculty.washington.edu/chudler/brainsize.html
http://faculty.washington.edu/chudler/neurok.html
http://www4.tpgi.com.au/users/amcgann/body/nervous.html
http://uihealthcare.com/depts/childrenshospitalofiowa/healthtopics/brainnervoussystem/catbrai.html
THE YELLOWS
________________________________________
THE RESPIRATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Respiratory System.
2. List some questions you would like answered on this topic at the end of your project.
3. What is respiration and what is its value?
4. What is the Diaphragm? Where is it located? What happens to it as we breathe in and out?
5. Answer the following questions using this website: http://www.phila.gov/fitandfun/news/3_27_01/3_27_01.html About how many breaths do we breathe a day? About how many breaths per year? According to this site, how should we breathe correctly?
6. What gases are involved in the respiration process and how are they exchanged in the body?
7. Outline briefly the role of the following in the respiration process: (a) nose (b) throat (c) windpipe (d) bronchial tree (e) lungs.
8. Compare and contrast how we breath in relation to the following:
(a) plants (b) fish (c) birds (d) mammals.
9. Why is smoking bad for our health and how does it affect our lungs?
10. Summarise the following diseases of the respiratory system: (1) asthma (2) tuberculosis (3) emphysema.
11. What are hiccups? What makes us keep hiccuping? How can we stop the hiccups?
12. What is the primary gas that blood gets rid of?
13. Draw a diagram of the various organs of the Respiratory System to help you create your own papier maché of the organ you found most interesting in this system.
14. From the information you have learned so far on this system, do you know what part of the body serves to support and protect your lungs?
15. List some interesting facts you discovered about this system.
http://www.lung.ca/children/grades7_12/respiratory/respiratory_system.html
http://www.sk.lung.ca/content.cfm/kidsmoking
http://www.vilenski.org/science/humanbody/hb_html/respiratory.html
http://www.sk.lung.ca/content.cfm/health
http://infozone.imcpl.org/kids_resp.htm
http://www.fcps.k12.va.us/OakViewES/fred/respiratory.html
http://users.tpg.com.au/users/amcgann/body/respiratory.html
http://tqjunior.thinkquest.org/5777/resp1.htm
http://yucky.kids.discovery.com/noflash/body/yuckystuff/hiccup/js.index.html#
http://sln.fi.edu/biosci/systems/respiration.html
http://www4.tpgi.com.au/users/amcgann/body/respiratory_facts.html
PROCESS
1. Divide into groups of four.
2. You will be working with your partners to collect information and create a doctor's manual.
3. Each group will be working on a different body system and once all the contributions have been made, you will present your manual to Dr Hhhh as a group presentation, in class.
4. Work together to record important facts and make diagrams of the systems you are studying in order to re-jog Dr. Hibert's memory as best you can.
Remember everybody, that when you start working on a new project, sometimes we may need a helping hand. So don't forget to work as a team and help those who may be having some difficulty.
GENERAL RESOURCES:
http://www.kidshealth.org/kid
http://tqjunior.thinkquest.org/5777/tour.htm
http://www.yahooligans.com/content/ka/almanac/bodyfood/index.html
BOOKS:
World Book Encyclopedia on CD Rom.
Encarta Encyclopedia on CD Rom.
Inside the Body, Anita Ganeri, New York: Dorling Kindersley, 1996.
CONCLUSION
Hey Chaps! Well thanks a million everybody all the great work that that you have engaged in, in the past few weeks. You are almost an expert at this stage. Using your presentation of the manual you have succeeded in helping me regain my memory. This allowed me to proceed with my duties in the operating theatre, without upsetting my schedule. The patient sends her regards and is grateful for your contribution.
You should all be very proud of yourselves!!
*You were fantastic*
Isn't the body so interesting? Now we know just how important our body is and the need to take good care of it.
Well Done,
If I am clumsy again I know who to call.
The best of luck in the future,
Dr Hhhh.
EVALUATION
________________________________________
Now kids, you need to keep the following points in mind as you are working to accomplish your mission, to help Dr Hhhh as best you can!!
Your work will be graded by the teacher on the following points:
1. How well you worked as a team in gathering information from the Internet links. Content:
(a) Content related to tasks.
(b) Content included necessary information.
(c) Showed understanding of purpose of project.
(d) Does the content give readers an understanding of the topic.
2. How well you worked as a group in presenting all your work in the doctor's manual (final presentation) Teamwork:
(a) Worked as a team member.
(b) Helped others.
(c) Maintained positive attitude.
(d) Shared responsibilities of roles.
3. Looking at your final product Presentation:
(a) Is your work neat and in order.
(b) Are your diagrams and models clear and easy to understand.
(c) Have you given equal attention to all questions.
(d) Did you relate to the information to the best of your ability.
(e) Showed evidence of effort, creativity and enthuasiam.
As you can see you will be graded on your own work and how well you work with your teammates.
You will be marked according to four different categories outlined in the "Scoring Rubric".
http://rubistar.4teachers.org/
SCORING RUBRIC
Excellent Good Fair Poor
Thorough description of how the body system functions. Good description of how the body system functions. Partial description of how the body system functions. Unclear description of how the body system functions.
At least 10 specific interesting facts about the body system. At least 8 specific interesting facts about the body system. Less than 6 interesting facts about the body system. Less than 4 interesting facts about the body system.
All group members participate in the final presentation. All group members participate in the final presentation. Not all group members participate in the final presentation. One member from group participates in the final presentation.
Presentation of doctor's manual containing clear introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing a good introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing an introduction to the system, and information on the system. Presentation of doctor's manual not clearly put together, with lack of information asked.
Correct punctuation, complete sentences, grammar and spelling accurate. Mostly correct punctuation, complete sentences, grammar and spelling for the majority accurate. Containing numerous spelling mistakes, lack of grammar knowledge. Lacking in some sentence structures. Emphasis not placed on punctuation, too many spelling and grammar mistakes visible. Untidy presentation.
A clearly planned and completed papier maché model showing groups creativity. A planned and completed papier maché model. Papier maché model completed but showed a lack of planning. Shows no planning of the model and model is uncompleted.
Presentation well prepared from beginning to end. Presentation well prepared from beginning to end. Presentation showed evidence of some preparation. Demonstrated little understanding of presented material.
Works well with others and assumes responsibilities. motivates others to do their best, and co-operated with one another. Works well with others and assumes responsibilities. Shows some motivation and co-operation. Works fairly well with others most of the time. Lack of co-operation. Does not work well with others and prefers to work alone. no sharing of responsibilities, showed no motivation to co-operate with others.
Communicates ideas with enthusiasm, proper voice projection, appropriate language projection and clear delivery. Communicates ideas with proper voice projection, adequate preparation and some enthusiasm. Some difficulty in communicating ideas, due to lack of preparation or incomplete work. Great difficulty in communicating ideas due to lack of knowledge of the material as preparation wasn't satisfactory.
ANNEXES
The Life Pump
Science Factfile
o Red blood cells carry oxygen from the lungs to all the cells of the body.
o White blood cells are like soldiers protecting the body.
o ARTERIES are vessels that carry blood away from the heart.
o VEINS are vessels that carry blood back to the heart.
o Blood CIRCULATES--circles--all around your body in about one or two minutes.
o Inside the heart are four hollow chambers. Each chamber is a little pump. The pumping pushes blood all around your body.
The Food Factory
Science Factfile
o When you eat, your body digests the food so your cells can use it to make energy.
o Acids and enzymes eat away at the surface of food to break it down.
o The small intestine is where food is broken down into molecules tiny enough for the body cells to use.
o In the villi are tiny tubes that carry blood called VESSELS. Food molecules are taken into these blood vessels. Once the food is in the blood, it can travel all over the body.
The Control Center
Science Factfile
o The human brain is growing! In 1860 the average weight of a male brain was 3 lbs. Now a man?s brain weighs an average of 3 1/8 lbs.
o There are around 30,000 million nerve cells in the body.
o A nerve cell can transmit 1,000 nerve impulses each second.
The Air Bags
Science Factfile
o BREATH IN -- your body gets oxygen from the air. Rib muscles contract to pull ribs up and out. The DIAPHRAGM muscle contracts to pull down the lungs. Tissue expands to suck in air.
o BREATH OUT -- you get rid of other gases that your body does not need. Rib muscles relax. The Diaphragm muscle relaxes. Tissue returns to resting position and forces air out.
Picture Dictionary. Richmond Publising. Santillana, 1995, 1997
DOCTOR
THERMOMETER
HEADACHE
PATIENT
PRESCRIPTION
A COLD
SYRUP
PILLS
OINTMENT
To nurse
__________________________________________________________
To be sick
__________________________________________________________
To examine
__________________________________________________________
To cough
__________________________________________________________
martes, 27 de abril de 2010
martes, 20 de abril de 2010
A BALANCED USE OF ERROR CORRECTION
A well balanced use of error correction
There are many problems associated with error correction in the EFL classroom. For example, every student wants to improve their accuracy but not every student likes being corrected. Another common problem is that students and teachers often disagree on the amount of error correction that there should be in class. As should be clear from these two examples, for most teachers today it is not a case of deciding whether there should be error correction or not, but the much more difficult task of getting the amount of error correction just right for each individual level, age group, nationality, personality type, learning style etc. To help with this, below is a list of signs that you might not have the right balance of error correction in your classes yet and some hints on how to adjust your lesson planning accordingly.
Possible signs that you are correcting too many student errors
• 1. Students are losing their fluency when they speak because they are scared of making mistakes
• 2. Students keep stopping and correcting themselves
• 3. The accuracy of their speaking is improving much more quickly than their fluency, use of complex forms, speaking strategies etc.
• 4. Many of the errors you correct are things that won't come up in their classes for a long time or even until the next level
• 5. Many of the errors you correct are things they knew but were just slips of the tongue
• 6. Most of the errors you correct are things they would have stopped making errors with anyway eventually once their subconscious had fully dealt with the language
• 7. The amount of time you spend on student errors is cutting into the time you can spend on new language
• 8. Students who think they have done well at a speaking or writing task get depressed when you do error correction and they realise how many errors they have made
• 9. Feedback after a speaking or writing task means mainly error correction, with a lack of suggesting more complex language, making encouraging comments etc.
• 10. Written work is a mess of red ink when it comes back to students
• 11. You give them more corrections in one class than they can possibly learn before the next class
• 12. You correct the same language over and over, even though students' accuracy hasn't improved at all since the first time you corrected them
• 13. Students show with their facial expressions or body language that they are not open to correction
• 14. You are correcting because you feel you must, even though you have no confidence that it will have an effect on accuracy with that group of students
• 15. Students don't note down most of the errors you correct
• 16. There are more than one or two error correction stages in one class
• 17. There are more error correction stages in your lesson plan than there are on the lesson plan in the teacher's book
• 18. Students never have a chance to speak or write without correction
• 19. You never leave an error uncorrected to see if it disappears naturally
• 20. Students who particularly lack fluency and/ or confidence don't get less correction than other students
• 21. You correct well over 20% of all student errors
• 22. You correct over an average of 20 errors per class
• 23. You usually correct the whole list of errors you collect during pairwork and groupwork
• 24. Most of the errors you correct are ones that we know persist naturally in all kinds of people learning English, such as third person s
• 25. Your only idea on how to improve student accuracy is to correct their errors
Possible signs that you aren't correcting enough student errors
• 1. Students complain about the lack of error correction
• 2. Students don't see the value of speaking activities or just see them as games
• 3. Students say accuracy is their main priority but you haven't adjusted the way you teach to take that into account
• 4. Student accuracy is not improving
• 5. Students' fluency or use of more complex language is improving much quicker than their accuracy
• 6. Accuracy is what is holding students back from reaching the next level or getting a higher score in an EFL exam
• 7. Students have particular difficulty with error correction tasks in the textbook, workbook, progress tests or EFL exams
• 8. Students keep on making the same mistakes and you have never tried correcting those ones
• 9. Students make many false friend errors
• 10. You never correct a piece of grammar that you haven't studied in class yet, even when students try to use it all the time
• 11. You usually skip the error correction stage that is suggested in the teachers' book
• 12. You usually correct errors when students are speaking but rarely use them in an error correction stage
• 13. You always assume an error will disappear naturally
• 14. You have never tried error correction games such as a Grammar Auction
• 15. Students who need more accuracy such as someone giving an important business presentation or writing a job application cover letter do not get more correction than usual classes
• 16. You correct well under 5% of all student errors
• 17. You correct under an average of 5 errors per class
• 18. You have never used an error correction code
• 19. You are standing around doing nothing instead of noting down student errors during pairwork and groupwork
• 20. You have been leaving a persistent error uncorrected without a conscious decision to monitor whether it naturally disappears or to tackle it another way.
• 21. You don't correct errors but have no alternative ideas on how to improve your students' accuracy
Other possible signs that you haven't got the balance right
• 1. The amount of error correction you do does not depend on the class
• 2. The amount of error correction you do has not changed over the years
• 3. You don't consider which errors could lead to miscommunication before correcting them
• 4. You never experiment with different amounts of correction
Ways of making sure you use the right amount of error correction
• 1. Think about all your classes and put them in order of how much error correction you think they need, from the class most in need of error correction (e.g. students stuck on the Intermediate plateau or ones who will be writing dissertations in English) at the top of the list to the class that least needs it (students who pause for a long time before they speak or students who had lots of grammar but little speaking practice in their previous English lessons) at the bottom of the list.
• 2. Write error correction stages on your lesson plan
• 3. Have a gap at the top of your lesson plan that says "error correction stage(s)"
• 4. Set a target for how many errors you will correct, how many error correction stages you will have and how much time you will spend on error correction and write it at the top of your lesson plan
• 5. Make a list of error correction techniques you would like to try, e.g. getting students to bet on whether each sentence is right or wrong
• 6. Always monitor for student errors and write them down, especially during pairwork and groupwork when you are more free to do so
• 7. Write down your personal criteria for when you will correct errors
Copyright © 2008 Alex Case. Written by Alex Case for UsingEnglish.com
There are many problems associated with error correction in the EFL classroom. For example, every student wants to improve their accuracy but not every student likes being corrected. Another common problem is that students and teachers often disagree on the amount of error correction that there should be in class. As should be clear from these two examples, for most teachers today it is not a case of deciding whether there should be error correction or not, but the much more difficult task of getting the amount of error correction just right for each individual level, age group, nationality, personality type, learning style etc. To help with this, below is a list of signs that you might not have the right balance of error correction in your classes yet and some hints on how to adjust your lesson planning accordingly.
Possible signs that you are correcting too many student errors
• 1. Students are losing their fluency when they speak because they are scared of making mistakes
• 2. Students keep stopping and correcting themselves
• 3. The accuracy of their speaking is improving much more quickly than their fluency, use of complex forms, speaking strategies etc.
• 4. Many of the errors you correct are things that won't come up in their classes for a long time or even until the next level
• 5. Many of the errors you correct are things they knew but were just slips of the tongue
• 6. Most of the errors you correct are things they would have stopped making errors with anyway eventually once their subconscious had fully dealt with the language
• 7. The amount of time you spend on student errors is cutting into the time you can spend on new language
• 8. Students who think they have done well at a speaking or writing task get depressed when you do error correction and they realise how many errors they have made
• 9. Feedback after a speaking or writing task means mainly error correction, with a lack of suggesting more complex language, making encouraging comments etc.
• 10. Written work is a mess of red ink when it comes back to students
• 11. You give them more corrections in one class than they can possibly learn before the next class
• 12. You correct the same language over and over, even though students' accuracy hasn't improved at all since the first time you corrected them
• 13. Students show with their facial expressions or body language that they are not open to correction
• 14. You are correcting because you feel you must, even though you have no confidence that it will have an effect on accuracy with that group of students
• 15. Students don't note down most of the errors you correct
• 16. There are more than one or two error correction stages in one class
• 17. There are more error correction stages in your lesson plan than there are on the lesson plan in the teacher's book
• 18. Students never have a chance to speak or write without correction
• 19. You never leave an error uncorrected to see if it disappears naturally
• 20. Students who particularly lack fluency and/ or confidence don't get less correction than other students
• 21. You correct well over 20% of all student errors
• 22. You correct over an average of 20 errors per class
• 23. You usually correct the whole list of errors you collect during pairwork and groupwork
• 24. Most of the errors you correct are ones that we know persist naturally in all kinds of people learning English, such as third person s
• 25. Your only idea on how to improve student accuracy is to correct their errors
Possible signs that you aren't correcting enough student errors
• 1. Students complain about the lack of error correction
• 2. Students don't see the value of speaking activities or just see them as games
• 3. Students say accuracy is their main priority but you haven't adjusted the way you teach to take that into account
• 4. Student accuracy is not improving
• 5. Students' fluency or use of more complex language is improving much quicker than their accuracy
• 6. Accuracy is what is holding students back from reaching the next level or getting a higher score in an EFL exam
• 7. Students have particular difficulty with error correction tasks in the textbook, workbook, progress tests or EFL exams
• 8. Students keep on making the same mistakes and you have never tried correcting those ones
• 9. Students make many false friend errors
• 10. You never correct a piece of grammar that you haven't studied in class yet, even when students try to use it all the time
• 11. You usually skip the error correction stage that is suggested in the teachers' book
• 12. You usually correct errors when students are speaking but rarely use them in an error correction stage
• 13. You always assume an error will disappear naturally
• 14. You have never tried error correction games such as a Grammar Auction
• 15. Students who need more accuracy such as someone giving an important business presentation or writing a job application cover letter do not get more correction than usual classes
• 16. You correct well under 5% of all student errors
• 17. You correct under an average of 5 errors per class
• 18. You have never used an error correction code
• 19. You are standing around doing nothing instead of noting down student errors during pairwork and groupwork
• 20. You have been leaving a persistent error uncorrected without a conscious decision to monitor whether it naturally disappears or to tackle it another way.
• 21. You don't correct errors but have no alternative ideas on how to improve your students' accuracy
Other possible signs that you haven't got the balance right
• 1. The amount of error correction you do does not depend on the class
• 2. The amount of error correction you do has not changed over the years
• 3. You don't consider which errors could lead to miscommunication before correcting them
• 4. You never experiment with different amounts of correction
Ways of making sure you use the right amount of error correction
• 1. Think about all your classes and put them in order of how much error correction you think they need, from the class most in need of error correction (e.g. students stuck on the Intermediate plateau or ones who will be writing dissertations in English) at the top of the list to the class that least needs it (students who pause for a long time before they speak or students who had lots of grammar but little speaking practice in their previous English lessons) at the bottom of the list.
• 2. Write error correction stages on your lesson plan
• 3. Have a gap at the top of your lesson plan that says "error correction stage(s)"
• 4. Set a target for how many errors you will correct, how many error correction stages you will have and how much time you will spend on error correction and write it at the top of your lesson plan
• 5. Make a list of error correction techniques you would like to try, e.g. getting students to bet on whether each sentence is right or wrong
• 6. Always monitor for student errors and write them down, especially during pairwork and groupwork when you are more free to do so
• 7. Write down your personal criteria for when you will correct errors
Copyright © 2008 Alex Case. Written by Alex Case for UsingEnglish.com
CLASSROOM LANGUAGE
Classroom language when using the board
Useful classroom language for teachers while using the board
When you are using the board is a critical time to make sure you use lots of interesting and relevant language, as the students are often passive while the teacher is writing on the board and the teacher has their back to the class and so can't make eye contact with the students to get their attention and check that they are understanding. The fact you are doing something and speaking about it also means that students can understand what you are saying from the context and so should learn the language you are using by watching and listening.
Useful vocabulary connected to the whiteboard or blackboard
(A box of/ a piece of) chalk
Board marker/ board pen
Permanent marker (= the kind you mustn't use on the board!)
Blu tack/ sellotape
Reflection
Chalk dust
Board eraser/ board rubber
To erase/ to rub off/ to wipe off/ clean the board
Leave something on/ up
To run out
To wash off
Pen cap
Magnets
OHP (= overhead projector)
Projector
A/ one/ this/ that section/ part/ bit/ side
Top left corner/ bottom right corner (of the board)
The centre/ middle (of the board)
The top half/ bottom half (of the board)
The right hand side/ left hand side (of the board)
The right hand column/ left hand column/ middle column/ second column (from the left)
Before you start writing
"Okay, I'll write the answers for exercise B on the board (as we check them)"
"Shout out any adjectives you can think of, and I'll write them on the board"
"I'm only going to write the words I think are difficult, so please ask me if you have any other questions"
Explaining what you are writing
"The red pen is the meaning of the tense, the part written in black is the name of the tense, and the blue part is the typical mistake/ [If you always use the same colour code] What does the red part (always) mean? And the black part? Good!"
"The right hand column is the object, the middle column is the verb, and the column on the left is the subject"
"This symbol means 'not equal' and this symbol means 'opposite'"
"'Adj' stands for adjective"
"This upside down 'e' letter is called 'schwa'. It's the last sound in 'computer'"
"The part of the sentence in brackets is optional"
"The part in capital letters/ italics is the part of the sentence that needs to be corrected"
"The underlined part is the part that usually stays the same"
Eliciting things onto the board
"What's the next word?"
"Can anyone give me an example sentence?"
"What's this sound? Where is it on the phonemic chart poster?"
While you are at the board
"While I'm cleaning the board/ writing this up, can someone/ everyone take out your books/ move the tables back/ pass out these worksheets?"
Checking
"Can everyone read that? What about the people at the back?"
"Is my writing big enough?"
"Don't be shy. I know my handwriting is awful, so tell me if you can't read anything"
"Is that colour okay?"
"Please tell me if the reflection on the board is a problem"
"Do you know what this word means?"
"Can I wipe that off now?"
"Has everyone finished copying it down?"
"Have you finished with this part? Can I erase just this section?"
Adding extra information
"Let me give you an extra example."
"I'll write the phonemic symbols on to help you"
"Let me mark every syllable as well as the main stress. That should help"
Asking students to copy things down
"Can you copy (just) the table into your notebooks?"
"You don't have to copy everything down, just whatever you really think is important"
"The parts I have underlined/ circled will probably be in the exam, so I suggest you write those bits down"
"No translations! Copy the English explanations and examples from the board!"
"There's no need to copy this down, it's all in your books. (We'll have a look at it later)"
"I'll give you time to copy it all down later"
Referring to the board later
"We don't say 'He do', do we? Have a look at the examples on the board."
"You will probably have noticed that the answers to the first two questions are already on the board"
"The example sentences from earlier all refer to the pictures in your book. Match the pictures there with the sentences on the board"
"You can use the information on the board to fill in the table in your books/ to correct the sentences on the worksheet"
Dealing with people who can't see
"Can you see the board better when I turn this light off?"
"Do you think closing the blinds/ curtains might help?"
"Maybe if you sat nearer the front..."
"Is it better if I use a black pen instead of a red one?"
"Okay, I'll try to write bigger."
Drawing their attention to things you have written up when they weren't looking
"The answers to that exercise are written up on the board mixed up to help you."
"I've written the rules of the game up on the board"
"This bit up here is the instructions for the listening task. Please do this, and not the task in your books"
"Here are some useful phrases you can use while you are playing the game"
Dealing with other problems
"Whoops, (I) dropped my pen!"
"Oh dear, (I) didn't mean to erase that part!"
"Sorry, I've mixed up the two meanings of 'will'. This one is a prediction and this one is a spontaneous intention. Can you change that in your books?"
"I'll just check the spelling of that word in my dictionary."
"You're right! I always have problems spelling that word"
"Can someone go to the staffroom and get me some more pens/ chalk?"
"I've lost the board rubber/ pen cap. Did anyone see where I put it?"
"There doesn't seem to be a board eraser. Does anyone have any tissue I can borrow?"
"Some idiot has used permanent marker on the board. Sorry about his, but we'll just have to use the right hand side for today"
If students are using the board
"Don't worry; this kind of pen will wash right off"
"You've got pen on your fingers. Do you want to go to the bathroom and wash it off?"
"You've got chalk dust on the back of your skirt. There's just a little bit left. Can someone help her brush it off?"
"Sorry, can you write a little bit bigger? Some people at the back can't see."
"Can anyone help Janet spell that word?"
"Can you pass the pen to the next person?"
"A little bit higher/ lower/further to the right"
Classroom language to explain games that use the board
Game 1- Board Race
• "From here" [cutting between two people with two arms out straight in front of you and your palms together] "to here" [sweeping your right arm over the heads of the people to your right] "is team A. From here" [chopping in the same place] "to here" [sweeping your left arm over the heads of the people to your left] "is team B."
• [Draw a line down the centre of the board]. "I want team A to stand in a line in front of this half of the board" [standing facing team A in front of the half of the board on their left in the spot where you want the first person to stand, move both arms out in front of you to indicate the direction of the line they will stand in]. Okay? Understand? Right, stand up. Go! A bit more straight at the back. Good. Can the person at the front go a bit further forward? Great"
• "Now here" [standing in front of the half of the board on their left, facing team B] "I want...? That's right, team B, to stand in... Yes, a straight line. Got it? Okay, let's go."
• "So, this side of the board is... Good, team A" [write 'Team A' at the top of their half of the board] "And so this half must be...? You got it!" [write 'Team B' on the other half]
• "The blue pen is for team A" [give the board pen to the person at the front of the line] "and the green pen is for team B"
• "The first person writes one word at the top of the board" [pretend you are writing something there with their pen] "then passes the pen back" [mime actually passing the pen back over your shoulder to the next person in the line] "and then runs to the back of the line" [mime doing that] "Then the next person...? Good. The next person writes a word. And then? And then they pass. The word is 'pass'. Good. Pass the pen to the next person, and then? That's right. Run to the... What's the opposite of front? Behind? Good, that's also the opposite of front, but I need another word. What's this part of your body? That's right, back. So, the person runs to the... good, back of the line. And so on. Are you with me so far?"
• "So, can one person write many words?" [mime covering the whole board with writing] "That's right. No, they can't." [gesture for no, e.g. wagging finger or making cross sign with your arms] "How many words can they write? Good, one. The other people in the team can help you, for example by shouting out" [gesture for shouting, hands around wide open mouth]
• "Right. So the words I want you to write today are irregular simple past verbs. Can anyone give me an example? For example, give, mmmmmm, given. Gave! Good. Any more examples like that. Needed? Almost. That is the past, but because it's just plus ed we call it "regular simple past". Do you remember, we studied that last week? Yes, is it coming back to you now? Okay, so, give gave, see...? Saw, good. Any more? No, not wanted, that's regular. Went, perfect. Right, so I think you are ready. Have you got your pens? Ready, steady. Ah, wait for it! Go!"
Game 2- Blindfold joining on the board
On the whiteboard or blackboard the teacher has written some things that need to be joined up by lines, e.g. adjectives on the left and their opposites on the right or sentence beginning on the left and sentence endings on the right.
• "Can anyone tell me which one this word joins up with?" [hold the pen or chalk on the right of one of the words on the left] "Freezing? Here?" [start drawing a line that is going towards completely the wrong word] "No? Which direction? Up?" [move up, but too much in that direction] "No? Okay, what is this direction? Up, good. And what's the opposite of up, this way? Not quite, under in the opposite of on. What's the opposite of upstairs?" [mime your fingers walking up and down some stairs "Yup, downstairs. So, the opposite of up is...? Got it, down! So what's this way? This way? This way? This way?" [make a gesture for stop, e.g. open palm towards the students] "Stop! Good, so we've got up, down and stop so far. What about this way? Right, that's right! Right, that's right, ha ha! And the opposite is...? Good, left, but remember the difference between l and r that we studied before. What's the first letter of 'left'? L, good. So, flap your tongue. And the other word is, right, right! So, keep your tongue still. What's this?" [pointing at the light] "Light. L l l l l l light. And this direction? Rrrrrrrright. Like a dog growling. Great. So the four directions we learnt are up, down, left and ...? Right, that's right! Okay, I know, not funny. Sorry!"
• "Okay, any volunteers to join some of these words on the board together? No, okay. I'll close my eyes and spin round and the person who my finger is pointing at has to start. And that person is... Tomoko! Okay, Tomoko, stand up and come up here. Don't worry, everyone is going to help you. Okay, here's the pen. Do you want to start on this one here? Good. Make the pen touch the board next to that word and then just stop. Okay everyone, tell Tomoko which way to go to join that word to the correct one on the right. Left? No! Okay, shout out which way she should go. Right, right, I can't hear you! Good, good, got it! Let's give Tomoko a round of applause, clap clap clap clap."
• "Good, let's have a boy next. Alfonso? So, Alonso, I want you to do the same thing, but this time wearing... this!" [reveal one of those blindfolds that someone wears in a plane when they want to sleep, or anything else they can cover their eyes with such as a scarf] "Aha! Right, have you got it on properly? No looking! Good, take the pen."
• "Okay, everyone, what one do you want him to start with? This one. No? This one? Everyone agree? So, tell him how to get there. Up, up..."
• Etc.
Copyright © 2009 Alex Case. Written by Alex Case for UsingEnglish.com
Useful classroom language for teachers while using the board
When you are using the board is a critical time to make sure you use lots of interesting and relevant language, as the students are often passive while the teacher is writing on the board and the teacher has their back to the class and so can't make eye contact with the students to get their attention and check that they are understanding. The fact you are doing something and speaking about it also means that students can understand what you are saying from the context and so should learn the language you are using by watching and listening.
Useful vocabulary connected to the whiteboard or blackboard
(A box of/ a piece of) chalk
Board marker/ board pen
Permanent marker (= the kind you mustn't use on the board!)
Blu tack/ sellotape
Reflection
Chalk dust
Board eraser/ board rubber
To erase/ to rub off/ to wipe off/ clean the board
Leave something on/ up
To run out
To wash off
Pen cap
Magnets
OHP (= overhead projector)
Projector
A/ one/ this/ that section/ part/ bit/ side
Top left corner/ bottom right corner (of the board)
The centre/ middle (of the board)
The top half/ bottom half (of the board)
The right hand side/ left hand side (of the board)
The right hand column/ left hand column/ middle column/ second column (from the left)
Before you start writing
"Okay, I'll write the answers for exercise B on the board (as we check them)"
"Shout out any adjectives you can think of, and I'll write them on the board"
"I'm only going to write the words I think are difficult, so please ask me if you have any other questions"
Explaining what you are writing
"The red pen is the meaning of the tense, the part written in black is the name of the tense, and the blue part is the typical mistake/ [If you always use the same colour code] What does the red part (always) mean? And the black part? Good!"
"The right hand column is the object, the middle column is the verb, and the column on the left is the subject"
"This symbol means 'not equal' and this symbol means 'opposite'"
"'Adj' stands for adjective"
"This upside down 'e' letter is called 'schwa'. It's the last sound in 'computer'"
"The part of the sentence in brackets is optional"
"The part in capital letters/ italics is the part of the sentence that needs to be corrected"
"The underlined part is the part that usually stays the same"
Eliciting things onto the board
"What's the next word?"
"Can anyone give me an example sentence?"
"What's this sound? Where is it on the phonemic chart poster?"
While you are at the board
"While I'm cleaning the board/ writing this up, can someone/ everyone take out your books/ move the tables back/ pass out these worksheets?"
Checking
"Can everyone read that? What about the people at the back?"
"Is my writing big enough?"
"Don't be shy. I know my handwriting is awful, so tell me if you can't read anything"
"Is that colour okay?"
"Please tell me if the reflection on the board is a problem"
"Do you know what this word means?"
"Can I wipe that off now?"
"Has everyone finished copying it down?"
"Have you finished with this part? Can I erase just this section?"
Adding extra information
"Let me give you an extra example."
"I'll write the phonemic symbols on to help you"
"Let me mark every syllable as well as the main stress. That should help"
Asking students to copy things down
"Can you copy (just) the table into your notebooks?"
"You don't have to copy everything down, just whatever you really think is important"
"The parts I have underlined/ circled will probably be in the exam, so I suggest you write those bits down"
"No translations! Copy the English explanations and examples from the board!"
"There's no need to copy this down, it's all in your books. (We'll have a look at it later)"
"I'll give you time to copy it all down later"
Referring to the board later
"We don't say 'He do', do we? Have a look at the examples on the board."
"You will probably have noticed that the answers to the first two questions are already on the board"
"The example sentences from earlier all refer to the pictures in your book. Match the pictures there with the sentences on the board"
"You can use the information on the board to fill in the table in your books/ to correct the sentences on the worksheet"
Dealing with people who can't see
"Can you see the board better when I turn this light off?"
"Do you think closing the blinds/ curtains might help?"
"Maybe if you sat nearer the front..."
"Is it better if I use a black pen instead of a red one?"
"Okay, I'll try to write bigger."
Drawing their attention to things you have written up when they weren't looking
"The answers to that exercise are written up on the board mixed up to help you."
"I've written the rules of the game up on the board"
"This bit up here is the instructions for the listening task. Please do this, and not the task in your books"
"Here are some useful phrases you can use while you are playing the game"
Dealing with other problems
"Whoops, (I) dropped my pen!"
"Oh dear, (I) didn't mean to erase that part!"
"Sorry, I've mixed up the two meanings of 'will'. This one is a prediction and this one is a spontaneous intention. Can you change that in your books?"
"I'll just check the spelling of that word in my dictionary."
"You're right! I always have problems spelling that word"
"Can someone go to the staffroom and get me some more pens/ chalk?"
"I've lost the board rubber/ pen cap. Did anyone see where I put it?"
"There doesn't seem to be a board eraser. Does anyone have any tissue I can borrow?"
"Some idiot has used permanent marker on the board. Sorry about his, but we'll just have to use the right hand side for today"
If students are using the board
"Don't worry; this kind of pen will wash right off"
"You've got pen on your fingers. Do you want to go to the bathroom and wash it off?"
"You've got chalk dust on the back of your skirt. There's just a little bit left. Can someone help her brush it off?"
"Sorry, can you write a little bit bigger? Some people at the back can't see."
"Can anyone help Janet spell that word?"
"Can you pass the pen to the next person?"
"A little bit higher/ lower/further to the right"
Classroom language to explain games that use the board
Game 1- Board Race
• "From here" [cutting between two people with two arms out straight in front of you and your palms together] "to here" [sweeping your right arm over the heads of the people to your right] "is team A. From here" [chopping in the same place] "to here" [sweeping your left arm over the heads of the people to your left] "is team B."
• [Draw a line down the centre of the board]. "I want team A to stand in a line in front of this half of the board" [standing facing team A in front of the half of the board on their left in the spot where you want the first person to stand, move both arms out in front of you to indicate the direction of the line they will stand in]. Okay? Understand? Right, stand up. Go! A bit more straight at the back. Good. Can the person at the front go a bit further forward? Great"
• "Now here" [standing in front of the half of the board on their left, facing team B] "I want...? That's right, team B, to stand in... Yes, a straight line. Got it? Okay, let's go."
• "So, this side of the board is... Good, team A" [write 'Team A' at the top of their half of the board] "And so this half must be...? You got it!" [write 'Team B' on the other half]
• "The blue pen is for team A" [give the board pen to the person at the front of the line] "and the green pen is for team B"
• "The first person writes one word at the top of the board" [pretend you are writing something there with their pen] "then passes the pen back" [mime actually passing the pen back over your shoulder to the next person in the line] "and then runs to the back of the line" [mime doing that] "Then the next person...? Good. The next person writes a word. And then? And then they pass. The word is 'pass'. Good. Pass the pen to the next person, and then? That's right. Run to the... What's the opposite of front? Behind? Good, that's also the opposite of front, but I need another word. What's this part of your body? That's right, back. So, the person runs to the... good, back of the line. And so on. Are you with me so far?"
• "So, can one person write many words?" [mime covering the whole board with writing] "That's right. No, they can't." [gesture for no, e.g. wagging finger or making cross sign with your arms] "How many words can they write? Good, one. The other people in the team can help you, for example by shouting out" [gesture for shouting, hands around wide open mouth]
• "Right. So the words I want you to write today are irregular simple past verbs. Can anyone give me an example? For example, give, mmmmmm, given. Gave! Good. Any more examples like that. Needed? Almost. That is the past, but because it's just plus ed we call it "regular simple past". Do you remember, we studied that last week? Yes, is it coming back to you now? Okay, so, give gave, see...? Saw, good. Any more? No, not wanted, that's regular. Went, perfect. Right, so I think you are ready. Have you got your pens? Ready, steady. Ah, wait for it! Go!"
Game 2- Blindfold joining on the board
On the whiteboard or blackboard the teacher has written some things that need to be joined up by lines, e.g. adjectives on the left and their opposites on the right or sentence beginning on the left and sentence endings on the right.
• "Can anyone tell me which one this word joins up with?" [hold the pen or chalk on the right of one of the words on the left] "Freezing? Here?" [start drawing a line that is going towards completely the wrong word] "No? Which direction? Up?" [move up, but too much in that direction] "No? Okay, what is this direction? Up, good. And what's the opposite of up, this way? Not quite, under in the opposite of on. What's the opposite of upstairs?" [mime your fingers walking up and down some stairs "Yup, downstairs. So, the opposite of up is...? Got it, down! So what's this way? This way? This way? This way?" [make a gesture for stop, e.g. open palm towards the students] "Stop! Good, so we've got up, down and stop so far. What about this way? Right, that's right! Right, that's right, ha ha! And the opposite is...? Good, left, but remember the difference between l and r that we studied before. What's the first letter of 'left'? L, good. So, flap your tongue. And the other word is, right, right! So, keep your tongue still. What's this?" [pointing at the light] "Light. L l l l l l light. And this direction? Rrrrrrrright. Like a dog growling. Great. So the four directions we learnt are up, down, left and ...? Right, that's right! Okay, I know, not funny. Sorry!"
• "Okay, any volunteers to join some of these words on the board together? No, okay. I'll close my eyes and spin round and the person who my finger is pointing at has to start. And that person is... Tomoko! Okay, Tomoko, stand up and come up here. Don't worry, everyone is going to help you. Okay, here's the pen. Do you want to start on this one here? Good. Make the pen touch the board next to that word and then just stop. Okay everyone, tell Tomoko which way to go to join that word to the correct one on the right. Left? No! Okay, shout out which way she should go. Right, right, I can't hear you! Good, good, got it! Let's give Tomoko a round of applause, clap clap clap clap."
• "Good, let's have a boy next. Alfonso? So, Alonso, I want you to do the same thing, but this time wearing... this!" [reveal one of those blindfolds that someone wears in a plane when they want to sleep, or anything else they can cover their eyes with such as a scarf] "Aha! Right, have you got it on properly? No looking! Good, take the pen."
• "Okay, everyone, what one do you want him to start with? This one. No? This one? Everyone agree? So, tell him how to get there. Up, up..."
• Etc.
Copyright © 2009 Alex Case. Written by Alex Case for UsingEnglish.com
HISTORY AND GRAMMAR
Combining history topics and English grammar
Combining history topics and English grammar
These activities are suitable for English through History classes, CLIL classes, as supplementary activities when there are historical topics in an EFL textbook, or as grammar practice with classes who might find history an interesting topic.
Prepositions of position
• Not there, there!
Students read a text or listen to the teacher and mark the positions of people and equipment on a map of a battlefield. They then have to guess who won the battle or what happened next (e.g. what strategy Napoleon decided to take, which could also add prepositions of movement), and then read or listen and check. You can do something similar with drawing towns or areas of control of an empire on a map and guessing which was more successful.
• Coats of position
Students are given the elements of a coat of arms and have to tell the teacher or one person in their group where to put them to make the most impressive crest. They can then check with the original and see if they still think their design is better. Something similar can also be done with portraits with symbolic objects in them.
Prepositions of time
• At that point
Give students true sentences about history with the preposition taken out and replaced by a gap. Choose or write sentences where more than one preposition is grammatically possible but only one is true, e.g. "The Second World War ended _________ September 1945" (the correct preposition is "before", but "in" is grammatically possible). Students get one point if the preposition is grammatically possible and five points if it is the correct one. You can increase the fun by letting teams choose which one they want to answer next by how confident they are about it. This game can also be played as a Grammar Auction.
• Prepositions are your friends
Give students true sentences about history that are cut off after the preposition of time, e.g. "The 100 Years War really lasted for_______________" The endings of these sentences should be given mixed up somewhere else on the page. Choose sentences where each preposition of time is different, so that only one or two of the answers are grammatically possible each time. This will mean that students who are good at history and students who are good at English will have an equal chance of getting the answers right. This game can also be played as dominoes or pellmanism.
• Historical and prepositional errors
Take some sentences about history with prepositions of time in and change them all to make them incorrect, approximately half by making the grammar wrong, e.g. "People didn't used to have toilets in their homes in the 15th century", and half by making them factually wrong, e.g. "WWI started in 1915". Students get one point for spotting what kind of error each one is and 5 more points if they can correct the error. This game can also be played as a Grammar Auction, and could work with almost any other grammatical point.
Determiners
• Give me my article or give me death!
Students are given sentences with gaps that could be filled by different determiners grammatically but for which only one determiner gives the real historical answer, e.g. "Buddhism was ________ religion in India in 300 BC" ("a", because there were many religions)
Reference words (pronouns etc)
• Who me?
Students guess what is being referred to in sentences with "it", "he" etc. Give more and more sentences about the same thing until they guess.
• I don't think you mean me!
Give two sentences with the same reference word, e.g. "He lived in the 17th Century" and "He was a pilot", and students have to guess if the person is the same or different.
• Match me!
Students are given many sentences with words like "it" and "them", and try to match up the sentences that refer to the same person or thing and then guess what they are. They can then read or listen to texts about those people or things and check their answers.
Passives
• Was the king passive?
Give students key words from sentences about history that could be written in the passive but have had all the grammar taken out, e.g. "Sir Walter Raleigh/ execute/ King James". Some of the sentences should be given with the agent as the subject and some with the agent as the object. Students have to say or write full passive or active sentences depending on which one they think is correct, e.g. "Sir Walter Raleigh executed King James" or "Sir Walter Raleigh was executed by King James", and get points for correct grammar and factually correct sentences. You can make it more challenging by adding sentences that they have to make negative to make them accurate, e.g. "Sir Walter Raleigh/ execute/ Queen Elizabeth".
• Passive inventions
Give the students split sentences in the passive, e.g. "Paper was invented" "by the Chinese". Students have to put the sentence halves together. If you print out the activity as a table of two or four columns, it is also possible to organise it as a jigsaw by cutting out several cards together rather than cutting them out individually. Alternatively, it is possible to rearrange the pieces in the table before you photocopy it and cut it out and turn it into dominoes. There is an example of this activity in one of the Reward Resource Packs.
Reported speech
• You reported what??
Students convert the quotes they have been given into reported speech and the people listening have to convert it back into direct speech and then guess who said it and/ or what the topic was.
• Reporting what wasn't there
Students imagine a conversation from the past, either one that really happened like the Potsdam conference or an imaginary one like Alexander the Great meeting Napoleon. They imagine they are telling the story of what people said, and so instead of role-playing the conversation they tell the whole thing as reported speech.
• That's what I would've said
Explain the situation behind a famous quote and see if students can guess how the person responded (telling you their ideas in reported speech), and then reveal the real response.
• You will report what I have said
Students read predictions of the future (written in reported speech) and guess whether they came true or not.
Present Perfect and Simple Past
• Listen to my graph
The teacher dictates a graph from the past (e.g. the population of the world) without saying what it is, and the students draw the shape they are hearing and try to guess what it represents. The first time you describe the graph, only explain how it goes up and down and don't give any figures or explain what the axes of the graph mean. If they can't guess, you can give them more clues, e.g. those things or continuing the graph up to the present (in the Present Perfect). Students can then research other graphs about the past and dictate them to each other and guess in the same way.
Past Continuous
• Walking side by side through history
Students try to find things that were happening at the same time, e.g. people who were contemporaries, e.g. "Was Charlie Chaplin making films when Elvis Presley was releasing records?"
• A dangerous thing to be doing bluff
Give students sentences about things people were doing when something happened to them but with the details wrong, e.g. "Abraham Lincoln was watching a movie in a theatre when he was shot". They have to spot the wrong word or phrase for one point, and can then give the correct version for five points. The students can then challenge each other by changing correct sentences you have given them to make them wrong and then reading them out to be corrected.
• History lining up
Students are given a cut up version of one of those timelines that shows things happening in different parts of the world at the same time, e.g. the dynasties in the great civilisations. They listen to the teacher saying things like "The Ottomans were just arriving in Turkey when the Vikings were coming to an end" and try to put the slips of paper representing those things into the right places.
Past Perfect
• Life running backwards
Type out a series of historical events (e.g. the development of agriculture or the life of George Washington) in a single column table, with one event in each box. Cut it into cards and give one pack of cards to each group or 3 or 4 people. The group should spread the cards along the table face up. Give the answer key to one student, who will be the referee of the game. The first person to play should take two cards and say which thing happened first using the Past Perfect, e.g. "When the Egyptians created the Sphinx, they had already built the first pyramid". If they are right, they get one point and the cards stay on the table in that order. The next student should then take one more card and place it in that sequence of events, saying which thing it happened before or after using the Past Perfect again, e.g. "When Christianity arrived in Egypt the Sphinx had already been built". If the position in the sequence and the sentence are both correct, the card stays there and they score one point. Students continue taking turns until the whole sequence is complete, maybe with hints from the referee to help them if they get stuck.
• Past past sequences
As in the game above, give students cards that represent a sequence of events such as the important events in the reign of Henry VIII. The students should work together to try to put them in order. When they think that they have finished, give one person in the group the answer key. They should then tell their partners what is wrong about their sequence using the Past Perfect, e.g. "When he met Anne Boleyn, he hadn't divorced his wife yet".
Present Perfect Continuous
• How long??
Students try to guess how long humans have been doing certain things and are told if it is longer or shorter until one person gets it right, "People have been making art for 5,000 years" "No, much longer". For the grammatical use to be correct, the events will have to be things that have been done continuously since that time and are still going on now, i.e. not hunting mammoths.
Past Perfect Continuous
• Extinctions
This is similar to the game above, but talking about things that are finished. Students try to guess how long things had been going on for when they came to an end, e.g. "The Dodo been living with humans for 200 years when it became extinct" "No, much shorter" or "The Japanese had been living more or less isolated from the world for 150 years when Commodore Perry and the Black Ships arrived" "No, quite a bit longer".
Used to
• We used to be stupid
Students look at a picture or scene from a film and try to spot anachronisms and describe them with the structure "(At that time) they didn't use to..." There is a version of this game in the book Play Games with English. As such pictures can be difficult to find, you could also show a present picture or sequence in a film and get students to spot things that weren't the same in the time in the past that you are studying. As a warmer or extension, they can look at something that is supposed to be the future, pretend they are living at that time, and make disparaging comments about people's lack of ability in 2009 (or whatever year it is when you are reading this).
• I used to know what time it was
Students are given a selection of different time periods and maybe places and describe what people did with "used to" and "didn't use to" until their partners guess which one they are talking about. This can also be played as 20 Questions.
• People used to be people
Students are given a list of particular people from the past, such as Roman slaves and apprentices in the Middle Ages, and have to describe one person's habits until the other students guess which one it is.
Will for predictions
• No they won't!
Students roleplay being a fortune teller and a client in the time in the past that they are studying. The fortune teller has to tell the client what the world will be like in 2009 (or whatever year you are reading this), with the client responding with disbelief to statements like "People will fly to different countries in big metal tubes" but just interest to things like "Most people will wear black jackets and trousers to work". If the fortune teller says too many "unbelievable" things, the client can refuse to pay because they think the fortune teller is a fraud. You can also do the same roleplay with someone who has come back from the future.
Second conditional
• A nice old fashioned dictator
Students try to think of reasons why they might reintroduce rules from the past such as branding or prohibition of alcohol, e.g. "I would reintroduce child labour if all the schools were closed for some reason", and get one point if no one else in their group can think of a better reason for doing it.
Third and mixed conditionals
• Rather him than me
Students are given a list of people in history who had difficulties. One student chooses one of the people without telling anyone which one and then says how they would have done things if they had been in their place (e.g. because they think it was a better idea or because they aren't as brave and intelligent as that person was). The other students have to try and guess who they were talking about.
• Alternative realities
One student starts a sentence about what would have happened if something had happened differently in the past, e.g. "If Hitler had invaded England, the Americans would have joined the war earlier". The next student then continues the same story, e.g. "If the Americans had joined the war earlier, they wouldn't have been ready". Continue until the consequences reach the present day (e.g. "...we would be living in an American colony now") or the set number of turns has finished. This can also be done as a writing task, and can be made more fun by folding over previous people's sentences so that people don't know which story they are continuing (= Consequences/ Chain Writing).
• Testing alternative explanations
Students take two or three alternative explanations for what happened in the past and take them to their logical conclusions to see which one more matches reality and so which explanation is more likely. For example, two (of many) explanations for the disappearance of Neanderthals are that they interbred with our ancestors or that our ancestors committed some kind of genocide. For the first explanation, students could create chains of sentences like "If Neanderthals had interbred with our ancestors, some children would have looked very different from other children" "If those children had looked very different, they would have been rejected from the tribe" etc until they reach the present consequence and then do the same for the other explanation.
• Impossible conversations
Students are told to imagine being able to say just one thing to a person in history, e.g. some encouragement, praise or advice, e.g. "If I could have met Marilyn Monroe, I would have told her to give her pills to someone else to keep safe". Students vote on their favourite of other people's ideas, with the person with the most votes winning.
• What went wrong?
Ask students to make choices on their way to achieve something like becoming a knight or joining a guild. Tell them at the end if they were successful or not. They then have to make true sentences about what would have happened if they had made other choices, e.g. "If I had gone looking for dragons I wouldn't have become a knight, because there was really no such thing as dragons".
• Life was a trial
Students read about a real trial from the past, e.g. an obvious mistrial like Galileo's, and discuss what other questions they would have asked, what witnesses they would have called, and what verdict they would have come to depending on what people said.
Linking words
• Split and link
Give students split sentences about history where the second part starts with linking words like "because", "then" and "unless". Students then use their knowledge of history and grammar to link the sentences together.
Infinitives of purpose
• To confuse people studying history
Students try to guess why people did strange things in the past such as duck women into lakes on special chairs.
Modals
Modals of obligation
• No more strange laws
Students read about strange laws in the past. Possibly tasks include choosing which ones are true, putting the right modal into them (weren't allowed to, could, didn't have to etc) and matching them to the country or historical period. The same things can be done with typical parenting and household rules, with school rules, prison rules, poor house rules, rules for soldiers or sailors, or with rules in factories.
• The best time to be a slave
Students read descriptions of conditions and rules for a particular group of slaves, serfs, agricultural workers or factory workers and try to guess the period. Try to include some texts that are very recent but students might first of all think are in the past, e.g. modern day slavery or sweatshop factories in the developing world.
• Guess how classy I am
Students read conditions and rules for particular classes such as merchants or peasants and try to guess the period, country and/ or class. Alternatively, the teacher can read out the description line by line and the first person who guesses correctly gets 10 points (with minus 1 point for each wrong guess).
Modals of ability
• Incompetent ancestors
Students try to guess what people could and couldn't do at a particular point in history, e.g. "Neanderthals couldn't make metal tools" or "In the First World War, people could fly planes". They then get points for correct answers, or read or listen and check.
• Machines that can't
Students predict what machines in the past could and couldn't do, e.g. whether cars at the turn of the century could drive in reverse or not.
• He really could
Students are told they have to undergo a challenge such as a difficult journey and are given a choice of mythical creatures, real or fictional heroes, Greek gods etc that they can take with them on their journey. As they reach each challenge, if they can say which ability their person or monster had that could help them at that point, they can pass. This works particularly well if you set it up as a board game with dice and the challenges on particular squares on the board. Similar games can be played with students describing a race or fight between their characters (a bit like Pokemon).
• I would've told you not to
Students are given different stories of comically unsuccessful attempts in history, such as early attempts at flight. They tell their partners what that person could have done, should have done, shouldn't have done or needed to do until their partners guess what the attempt was about.
• He couldn't look this stupid!
Students mime an ability or lack of ability of Neanderthals and people try to guess what they are miming, e.g. walking or not speaking (maybe by having their mouth tightly closed or making a cross in front of their mouths with their hands)
Comparative adjectives
• People from history Top Trumps
Students are given cards with details about famous people from history such as their height, weight, length of reign, number of husbands and wives etc. The student whose turn it is tries to guess which thing is better on their card than on their partner's (meaning both people's cards at the front of their packs- they can't choose which card), e.g. "I think my person was richer than your person". They then compare the numbers on their card, and the person with a larger number wins the other person's card. Continue until one person has all the cards.
• The usual used to suspects
The students try to put pictures of the ancestors of modern humans in chronological order, then the teacher explains what is wrong using comparatives like "The third person's head should be bigger"
• Bring me up to date, please
On a computer graphics programme, students change a picture of very distant ancestor of humans to a more recent one using a written or spoken comparison. They can then look at the original picture to check.
• Bigger better faster more
Students are each given a period of history and have to argue why theirs was a better time to live in than their partner's, e.g. "Cities were less polluted then"
• Surprisingly primitive (Yes, we are)
Students try to make comparative sentences about Neanderthals and modern humans and then read or listen and check. There are some nice surprises for them in this, such as Neanderthals' bigger brains!
Copyright © 2009 Alex Case. Written by Alex Case for UsingEnglish.com
Activities and topics about the Middle Ages for ESL classes
Interesting activities and topics about the Middle Ages for ESL classes
Gargoyles
Students design gargoyles for modern buildings, e.g. metal ones for Guggenheim in Bilbao
Armour
Students design armour for a present policeman, solider, American football player or teacher in a rough school using medieval technology
Pilgrimage
Students play a board game on taking a pilgrimage, role-playing difficult situations such as meeting bandits and pirates
Humane inhumanity
Students roleplay a lord and someone who is trying to persuade him to improve the treatment of suspects and prisoners. They have to come to a compromise position, e.g. still using the rack but stopping when you have stretched someone by two centimetres
Just like a jester
Students redesign a jester's costume using modern technology like flashing lights and a jet pack
War of the Ages
Students imagine that a medieval army is being attacked by a small band of modern soldiers and have to think up the tactics and weapons the older army could use to win without using any technology that didn't exist at that time
Modern apprenticeships
Students draw posters advertise medieval apprenticeships they have designed for modern jobs, e.g. for supermarket shop assistant you sleep in the shop and only get bed and board for the first 7 years but after 20 years you can take over the whole supermarket, or for diving instructor you spend the first 5 years just polishing the equipment without even going underwater but by the end of your career you have a monopoly on the whole reef
Which witch?
Students draw posters on how to spot a witch in the modern world, e.g. a car that has spoilers that are actually little wings that means it can fly when no one is looking or a black automatic pencil that is really a wand
Which witch? 2
Students accuse each other of being witches, making up evidence
Trial by Playstation
Students design updated versions of trial by combat, e.g. trial by mental arithmetic or trial by Wii Fit
Other topics that students might find interesting
• Medieval torture and punishments, e.g. the rack
• Medieval foods
• Food that hadn't been "discovered" yet
• Banquets
• Medieval music and/ or dance
• Pilgrimages
• The lives of rich people and/ or poor people
• Famous bandits
• How difficult overland travel was
• Strange laws and rules, e.g. trial by combat
• Weapons and warfare
• Training to be a knight
• Fairytales set in that period
• The Crusades
• The story of King Arthur, and the possible truth behind it
• The story of Robin Hood, and the possible truth behind
• The Silk Road
• The plague, leprosy etc
• The Vikings
• Guilds
• The mixing of German and French to make the English language
• Medieval sports, e.g. jousting at tournaments and early forms of tennis and football
• How carpenters, glassblowers etc did their jobs
• The lives of apprentices
• Witches and witch trials
• Women's roles
• Religion and superstitions
• Monsters and mythical creatures
• Ghost stories
• The Mongol Empire, and what technology spread from Arab countries and China in that time
• Sumptuary laws
• Lives of the saints
Prehistory and ancient history for ESL classes
Interesting activities and topics about prehistory and ancient history for ESL classes
What on earth came out of the earth?
Students speculate on what archaeological finds they are given photos of were or were for, perhaps using past modals of probability and possibility
Digging
Students read texts about how to spot archaeological fakes and then choose the photos of the ones they think are real and bid for them. The team that bought the most valuable real antiques for the most money are the winners
Spotting and digging
Students read a description of an archaeological dig and try to identify the place as accurately as they can on a map (probably with some guesswork involved). The team who are closest to the exact spot win
Drawing into the past
Students read a description of where a now disappeared Ancient Roman building, e.g. the old city walls of London, was and try to draw it on a modern map. The class that are closest to the real outline win. This can also be done as a treasure hunt outside or in the school building, with an imaginary buried structure if there isn't a real one.
Ruined but not forgotten
Students are given a picture of a Greek or Roman ruin as it now stands and a description of how it used to look and have to draw the missing part. They can then look at an artist's impression or computer reconstruction and check. Something similar can be done with adding the colours to a now pure stone sculpture or building.
Not as Neanderthal as you'd think!
Students try to make comparative sentences about Neanderthals and modern humans and then read or listen and check. There are some nice surprises for them in this, such as Neanderthals' bigger brains!
I guess we're in Greece
Students guess which list of vocabulary links to which ancient or prehistoric period, e.g. javelin, Marathon and Sparta for Ancient Greece. This can be done as a word by word dictation, with the most obscure or not clearly tied to one period words first and students guessing as soon as they are sure but losing points if their guesses are wrong.
Toto, I don't think we're in Rome anymore
Students try to spot the vocabulary or descriptions of technology that don't match the period, e.g. toilets with flowing water, baths and central heating are okay for Ancient Rome but cannons aren't
Neanderthals couldn't play miming games
Students mime an ability or lack of ability of Neanderthals and their team try to guess what they are miming, e.g. walking or not speaking (maybe by having their mouth tightly closed or making a cross in front of their mouths with their hands)
The usual prehistory suspects
Students put pictures of the ancestors of modern humans in chronological order, then the teacher explains what is wrong, using sentences like "The third person's head should be bigger"
Bringing cavemen up to date
Using a computer graphics programme, students change a picture of a very distant ancestor of humans to a more recent one with information from a written or spoken comparison
Still cavemen after all these years
Students discuss how the world would be different now if Neanderthals hadn't died out
They don't make flint like they used to
Students write a story of a Neanderthal who came to the present day in a time machine and all the problems doing modern day things he or she had
Love through the ages
Students write a love story between a Neanderthal woman and a modern man
Slices of history
Cut pictures of people from different ages and places so that each piece is a horizontal slice of a person, e.g. just their legs or just their head and shoulders. Give each student one piece and they have to go around describing that they have and asking questions until they have found all the other bits of their picture.
Where's your humanity?
Students roleplay a Neanderthal trying to persuade the chief of a human tribe to help them survive
What would the Romans ever do for us?
One student is a Roman general and the other is a "barbarian" chief. The chief has to try and persuade the Roman not to invade and the Roman general has to try and persuade the chief that they'd have a better life if they just joined the Empire anyway
Peace in our ancient time
One student is a Roman official and the other student is a representative of a warlike people on their border such as the Germans or the Picts. They have to negotiate a peace contract and then write it up in an official looking way.
How human are humans?
Students imagine that a village of Neanderthals has just been found living somewhere and debate whether they should be given full human rights or not
Less blood, more sports
Students try to think of replacements for people being killed in public in gladiator fights and Christians being thrown to the lions, and then roleplay trying to convince the Roman Emperor that it is a good idea
Other topics that could be interesting for students:
• Roman toilets
• Roman baths
• The different theories on why Neanderthals disappeared
• The differences between Neanderthals and modern man
• How Egyptians made mummies (pulling their brains out of their noses with a hook!)
• What hieroglyphs meant
• Stories of the Greek and Roman gods
• Stories of monsters and mythical creatures from those times
• The movie "300" and the real history behind it
• The movie "Gladiator" and the real history behind it
• The movie "Troy" and the real history behind it
• The Disney cartoon "Hercules" and the real history and "real myths" behind it
• Weird Roman foods
• The original Olympic games (competing in the nude etc)
• Trade in ancient times (Cornish tin going to Greece etc)
• The evolution of alphabets
• The story of Alexander the Great
• The story of Cleopatra
Combining history topics and English grammar
These activities are suitable for English through History classes, CLIL classes, as supplementary activities when there are historical topics in an EFL textbook, or as grammar practice with classes who might find history an interesting topic.
Prepositions of position
• Not there, there!
Students read a text or listen to the teacher and mark the positions of people and equipment on a map of a battlefield. They then have to guess who won the battle or what happened next (e.g. what strategy Napoleon decided to take, which could also add prepositions of movement), and then read or listen and check. You can do something similar with drawing towns or areas of control of an empire on a map and guessing which was more successful.
• Coats of position
Students are given the elements of a coat of arms and have to tell the teacher or one person in their group where to put them to make the most impressive crest. They can then check with the original and see if they still think their design is better. Something similar can also be done with portraits with symbolic objects in them.
Prepositions of time
• At that point
Give students true sentences about history with the preposition taken out and replaced by a gap. Choose or write sentences where more than one preposition is grammatically possible but only one is true, e.g. "The Second World War ended _________ September 1945" (the correct preposition is "before", but "in" is grammatically possible). Students get one point if the preposition is grammatically possible and five points if it is the correct one. You can increase the fun by letting teams choose which one they want to answer next by how confident they are about it. This game can also be played as a Grammar Auction.
• Prepositions are your friends
Give students true sentences about history that are cut off after the preposition of time, e.g. "The 100 Years War really lasted for_______________" The endings of these sentences should be given mixed up somewhere else on the page. Choose sentences where each preposition of time is different, so that only one or two of the answers are grammatically possible each time. This will mean that students who are good at history and students who are good at English will have an equal chance of getting the answers right. This game can also be played as dominoes or pellmanism.
• Historical and prepositional errors
Take some sentences about history with prepositions of time in and change them all to make them incorrect, approximately half by making the grammar wrong, e.g. "People didn't used to have toilets in their homes in the 15th century", and half by making them factually wrong, e.g. "WWI started in 1915". Students get one point for spotting what kind of error each one is and 5 more points if they can correct the error. This game can also be played as a Grammar Auction, and could work with almost any other grammatical point.
Determiners
• Give me my article or give me death!
Students are given sentences with gaps that could be filled by different determiners grammatically but for which only one determiner gives the real historical answer, e.g. "Buddhism was ________ religion in India in 300 BC" ("a", because there were many religions)
Reference words (pronouns etc)
• Who me?
Students guess what is being referred to in sentences with "it", "he" etc. Give more and more sentences about the same thing until they guess.
• I don't think you mean me!
Give two sentences with the same reference word, e.g. "He lived in the 17th Century" and "He was a pilot", and students have to guess if the person is the same or different.
• Match me!
Students are given many sentences with words like "it" and "them", and try to match up the sentences that refer to the same person or thing and then guess what they are. They can then read or listen to texts about those people or things and check their answers.
Passives
• Was the king passive?
Give students key words from sentences about history that could be written in the passive but have had all the grammar taken out, e.g. "Sir Walter Raleigh/ execute/ King James". Some of the sentences should be given with the agent as the subject and some with the agent as the object. Students have to say or write full passive or active sentences depending on which one they think is correct, e.g. "Sir Walter Raleigh executed King James" or "Sir Walter Raleigh was executed by King James", and get points for correct grammar and factually correct sentences. You can make it more challenging by adding sentences that they have to make negative to make them accurate, e.g. "Sir Walter Raleigh/ execute/ Queen Elizabeth".
• Passive inventions
Give the students split sentences in the passive, e.g. "Paper was invented" "by the Chinese". Students have to put the sentence halves together. If you print out the activity as a table of two or four columns, it is also possible to organise it as a jigsaw by cutting out several cards together rather than cutting them out individually. Alternatively, it is possible to rearrange the pieces in the table before you photocopy it and cut it out and turn it into dominoes. There is an example of this activity in one of the Reward Resource Packs.
Reported speech
• You reported what??
Students convert the quotes they have been given into reported speech and the people listening have to convert it back into direct speech and then guess who said it and/ or what the topic was.
• Reporting what wasn't there
Students imagine a conversation from the past, either one that really happened like the Potsdam conference or an imaginary one like Alexander the Great meeting Napoleon. They imagine they are telling the story of what people said, and so instead of role-playing the conversation they tell the whole thing as reported speech.
• That's what I would've said
Explain the situation behind a famous quote and see if students can guess how the person responded (telling you their ideas in reported speech), and then reveal the real response.
• You will report what I have said
Students read predictions of the future (written in reported speech) and guess whether they came true or not.
Present Perfect and Simple Past
• Listen to my graph
The teacher dictates a graph from the past (e.g. the population of the world) without saying what it is, and the students draw the shape they are hearing and try to guess what it represents. The first time you describe the graph, only explain how it goes up and down and don't give any figures or explain what the axes of the graph mean. If they can't guess, you can give them more clues, e.g. those things or continuing the graph up to the present (in the Present Perfect). Students can then research other graphs about the past and dictate them to each other and guess in the same way.
Past Continuous
• Walking side by side through history
Students try to find things that were happening at the same time, e.g. people who were contemporaries, e.g. "Was Charlie Chaplin making films when Elvis Presley was releasing records?"
• A dangerous thing to be doing bluff
Give students sentences about things people were doing when something happened to them but with the details wrong, e.g. "Abraham Lincoln was watching a movie in a theatre when he was shot". They have to spot the wrong word or phrase for one point, and can then give the correct version for five points. The students can then challenge each other by changing correct sentences you have given them to make them wrong and then reading them out to be corrected.
• History lining up
Students are given a cut up version of one of those timelines that shows things happening in different parts of the world at the same time, e.g. the dynasties in the great civilisations. They listen to the teacher saying things like "The Ottomans were just arriving in Turkey when the Vikings were coming to an end" and try to put the slips of paper representing those things into the right places.
Past Perfect
• Life running backwards
Type out a series of historical events (e.g. the development of agriculture or the life of George Washington) in a single column table, with one event in each box. Cut it into cards and give one pack of cards to each group or 3 or 4 people. The group should spread the cards along the table face up. Give the answer key to one student, who will be the referee of the game. The first person to play should take two cards and say which thing happened first using the Past Perfect, e.g. "When the Egyptians created the Sphinx, they had already built the first pyramid". If they are right, they get one point and the cards stay on the table in that order. The next student should then take one more card and place it in that sequence of events, saying which thing it happened before or after using the Past Perfect again, e.g. "When Christianity arrived in Egypt the Sphinx had already been built". If the position in the sequence and the sentence are both correct, the card stays there and they score one point. Students continue taking turns until the whole sequence is complete, maybe with hints from the referee to help them if they get stuck.
• Past past sequences
As in the game above, give students cards that represent a sequence of events such as the important events in the reign of Henry VIII. The students should work together to try to put them in order. When they think that they have finished, give one person in the group the answer key. They should then tell their partners what is wrong about their sequence using the Past Perfect, e.g. "When he met Anne Boleyn, he hadn't divorced his wife yet".
Present Perfect Continuous
• How long??
Students try to guess how long humans have been doing certain things and are told if it is longer or shorter until one person gets it right, "People have been making art for 5,000 years" "No, much longer". For the grammatical use to be correct, the events will have to be things that have been done continuously since that time and are still going on now, i.e. not hunting mammoths.
Past Perfect Continuous
• Extinctions
This is similar to the game above, but talking about things that are finished. Students try to guess how long things had been going on for when they came to an end, e.g. "The Dodo been living with humans for 200 years when it became extinct" "No, much shorter" or "The Japanese had been living more or less isolated from the world for 150 years when Commodore Perry and the Black Ships arrived" "No, quite a bit longer".
Used to
• We used to be stupid
Students look at a picture or scene from a film and try to spot anachronisms and describe them with the structure "(At that time) they didn't use to..." There is a version of this game in the book Play Games with English. As such pictures can be difficult to find, you could also show a present picture or sequence in a film and get students to spot things that weren't the same in the time in the past that you are studying. As a warmer or extension, they can look at something that is supposed to be the future, pretend they are living at that time, and make disparaging comments about people's lack of ability in 2009 (or whatever year it is when you are reading this).
• I used to know what time it was
Students are given a selection of different time periods and maybe places and describe what people did with "used to" and "didn't use to" until their partners guess which one they are talking about. This can also be played as 20 Questions.
• People used to be people
Students are given a list of particular people from the past, such as Roman slaves and apprentices in the Middle Ages, and have to describe one person's habits until the other students guess which one it is.
Will for predictions
• No they won't!
Students roleplay being a fortune teller and a client in the time in the past that they are studying. The fortune teller has to tell the client what the world will be like in 2009 (or whatever year you are reading this), with the client responding with disbelief to statements like "People will fly to different countries in big metal tubes" but just interest to things like "Most people will wear black jackets and trousers to work". If the fortune teller says too many "unbelievable" things, the client can refuse to pay because they think the fortune teller is a fraud. You can also do the same roleplay with someone who has come back from the future.
Second conditional
• A nice old fashioned dictator
Students try to think of reasons why they might reintroduce rules from the past such as branding or prohibition of alcohol, e.g. "I would reintroduce child labour if all the schools were closed for some reason", and get one point if no one else in their group can think of a better reason for doing it.
Third and mixed conditionals
• Rather him than me
Students are given a list of people in history who had difficulties. One student chooses one of the people without telling anyone which one and then says how they would have done things if they had been in their place (e.g. because they think it was a better idea or because they aren't as brave and intelligent as that person was). The other students have to try and guess who they were talking about.
• Alternative realities
One student starts a sentence about what would have happened if something had happened differently in the past, e.g. "If Hitler had invaded England, the Americans would have joined the war earlier". The next student then continues the same story, e.g. "If the Americans had joined the war earlier, they wouldn't have been ready". Continue until the consequences reach the present day (e.g. "...we would be living in an American colony now") or the set number of turns has finished. This can also be done as a writing task, and can be made more fun by folding over previous people's sentences so that people don't know which story they are continuing (= Consequences/ Chain Writing).
• Testing alternative explanations
Students take two or three alternative explanations for what happened in the past and take them to their logical conclusions to see which one more matches reality and so which explanation is more likely. For example, two (of many) explanations for the disappearance of Neanderthals are that they interbred with our ancestors or that our ancestors committed some kind of genocide. For the first explanation, students could create chains of sentences like "If Neanderthals had interbred with our ancestors, some children would have looked very different from other children" "If those children had looked very different, they would have been rejected from the tribe" etc until they reach the present consequence and then do the same for the other explanation.
• Impossible conversations
Students are told to imagine being able to say just one thing to a person in history, e.g. some encouragement, praise or advice, e.g. "If I could have met Marilyn Monroe, I would have told her to give her pills to someone else to keep safe". Students vote on their favourite of other people's ideas, with the person with the most votes winning.
• What went wrong?
Ask students to make choices on their way to achieve something like becoming a knight or joining a guild. Tell them at the end if they were successful or not. They then have to make true sentences about what would have happened if they had made other choices, e.g. "If I had gone looking for dragons I wouldn't have become a knight, because there was really no such thing as dragons".
• Life was a trial
Students read about a real trial from the past, e.g. an obvious mistrial like Galileo's, and discuss what other questions they would have asked, what witnesses they would have called, and what verdict they would have come to depending on what people said.
Linking words
• Split and link
Give students split sentences about history where the second part starts with linking words like "because", "then" and "unless". Students then use their knowledge of history and grammar to link the sentences together.
Infinitives of purpose
• To confuse people studying history
Students try to guess why people did strange things in the past such as duck women into lakes on special chairs.
Modals
Modals of obligation
• No more strange laws
Students read about strange laws in the past. Possibly tasks include choosing which ones are true, putting the right modal into them (weren't allowed to, could, didn't have to etc) and matching them to the country or historical period. The same things can be done with typical parenting and household rules, with school rules, prison rules, poor house rules, rules for soldiers or sailors, or with rules in factories.
• The best time to be a slave
Students read descriptions of conditions and rules for a particular group of slaves, serfs, agricultural workers or factory workers and try to guess the period. Try to include some texts that are very recent but students might first of all think are in the past, e.g. modern day slavery or sweatshop factories in the developing world.
• Guess how classy I am
Students read conditions and rules for particular classes such as merchants or peasants and try to guess the period, country and/ or class. Alternatively, the teacher can read out the description line by line and the first person who guesses correctly gets 10 points (with minus 1 point for each wrong guess).
Modals of ability
• Incompetent ancestors
Students try to guess what people could and couldn't do at a particular point in history, e.g. "Neanderthals couldn't make metal tools" or "In the First World War, people could fly planes". They then get points for correct answers, or read or listen and check.
• Machines that can't
Students predict what machines in the past could and couldn't do, e.g. whether cars at the turn of the century could drive in reverse or not.
• He really could
Students are told they have to undergo a challenge such as a difficult journey and are given a choice of mythical creatures, real or fictional heroes, Greek gods etc that they can take with them on their journey. As they reach each challenge, if they can say which ability their person or monster had that could help them at that point, they can pass. This works particularly well if you set it up as a board game with dice and the challenges on particular squares on the board. Similar games can be played with students describing a race or fight between their characters (a bit like Pokemon).
• I would've told you not to
Students are given different stories of comically unsuccessful attempts in history, such as early attempts at flight. They tell their partners what that person could have done, should have done, shouldn't have done or needed to do until their partners guess what the attempt was about.
• He couldn't look this stupid!
Students mime an ability or lack of ability of Neanderthals and people try to guess what they are miming, e.g. walking or not speaking (maybe by having their mouth tightly closed or making a cross in front of their mouths with their hands)
Comparative adjectives
• People from history Top Trumps
Students are given cards with details about famous people from history such as their height, weight, length of reign, number of husbands and wives etc. The student whose turn it is tries to guess which thing is better on their card than on their partner's (meaning both people's cards at the front of their packs- they can't choose which card), e.g. "I think my person was richer than your person". They then compare the numbers on their card, and the person with a larger number wins the other person's card. Continue until one person has all the cards.
• The usual used to suspects
The students try to put pictures of the ancestors of modern humans in chronological order, then the teacher explains what is wrong using comparatives like "The third person's head should be bigger"
• Bring me up to date, please
On a computer graphics programme, students change a picture of very distant ancestor of humans to a more recent one using a written or spoken comparison. They can then look at the original picture to check.
• Bigger better faster more
Students are each given a period of history and have to argue why theirs was a better time to live in than their partner's, e.g. "Cities were less polluted then"
• Surprisingly primitive (Yes, we are)
Students try to make comparative sentences about Neanderthals and modern humans and then read or listen and check. There are some nice surprises for them in this, such as Neanderthals' bigger brains!
Copyright © 2009 Alex Case. Written by Alex Case for UsingEnglish.com
Activities and topics about the Middle Ages for ESL classes
Interesting activities and topics about the Middle Ages for ESL classes
Gargoyles
Students design gargoyles for modern buildings, e.g. metal ones for Guggenheim in Bilbao
Armour
Students design armour for a present policeman, solider, American football player or teacher in a rough school using medieval technology
Pilgrimage
Students play a board game on taking a pilgrimage, role-playing difficult situations such as meeting bandits and pirates
Humane inhumanity
Students roleplay a lord and someone who is trying to persuade him to improve the treatment of suspects and prisoners. They have to come to a compromise position, e.g. still using the rack but stopping when you have stretched someone by two centimetres
Just like a jester
Students redesign a jester's costume using modern technology like flashing lights and a jet pack
War of the Ages
Students imagine that a medieval army is being attacked by a small band of modern soldiers and have to think up the tactics and weapons the older army could use to win without using any technology that didn't exist at that time
Modern apprenticeships
Students draw posters advertise medieval apprenticeships they have designed for modern jobs, e.g. for supermarket shop assistant you sleep in the shop and only get bed and board for the first 7 years but after 20 years you can take over the whole supermarket, or for diving instructor you spend the first 5 years just polishing the equipment without even going underwater but by the end of your career you have a monopoly on the whole reef
Which witch?
Students draw posters on how to spot a witch in the modern world, e.g. a car that has spoilers that are actually little wings that means it can fly when no one is looking or a black automatic pencil that is really a wand
Which witch? 2
Students accuse each other of being witches, making up evidence
Trial by Playstation
Students design updated versions of trial by combat, e.g. trial by mental arithmetic or trial by Wii Fit
Other topics that students might find interesting
• Medieval torture and punishments, e.g. the rack
• Medieval foods
• Food that hadn't been "discovered" yet
• Banquets
• Medieval music and/ or dance
• Pilgrimages
• The lives of rich people and/ or poor people
• Famous bandits
• How difficult overland travel was
• Strange laws and rules, e.g. trial by combat
• Weapons and warfare
• Training to be a knight
• Fairytales set in that period
• The Crusades
• The story of King Arthur, and the possible truth behind it
• The story of Robin Hood, and the possible truth behind
• The Silk Road
• The plague, leprosy etc
• The Vikings
• Guilds
• The mixing of German and French to make the English language
• Medieval sports, e.g. jousting at tournaments and early forms of tennis and football
• How carpenters, glassblowers etc did their jobs
• The lives of apprentices
• Witches and witch trials
• Women's roles
• Religion and superstitions
• Monsters and mythical creatures
• Ghost stories
• The Mongol Empire, and what technology spread from Arab countries and China in that time
• Sumptuary laws
• Lives of the saints
Prehistory and ancient history for ESL classes
Interesting activities and topics about prehistory and ancient history for ESL classes
What on earth came out of the earth?
Students speculate on what archaeological finds they are given photos of were or were for, perhaps using past modals of probability and possibility
Digging
Students read texts about how to spot archaeological fakes and then choose the photos of the ones they think are real and bid for them. The team that bought the most valuable real antiques for the most money are the winners
Spotting and digging
Students read a description of an archaeological dig and try to identify the place as accurately as they can on a map (probably with some guesswork involved). The team who are closest to the exact spot win
Drawing into the past
Students read a description of where a now disappeared Ancient Roman building, e.g. the old city walls of London, was and try to draw it on a modern map. The class that are closest to the real outline win. This can also be done as a treasure hunt outside or in the school building, with an imaginary buried structure if there isn't a real one.
Ruined but not forgotten
Students are given a picture of a Greek or Roman ruin as it now stands and a description of how it used to look and have to draw the missing part. They can then look at an artist's impression or computer reconstruction and check. Something similar can be done with adding the colours to a now pure stone sculpture or building.
Not as Neanderthal as you'd think!
Students try to make comparative sentences about Neanderthals and modern humans and then read or listen and check. There are some nice surprises for them in this, such as Neanderthals' bigger brains!
I guess we're in Greece
Students guess which list of vocabulary links to which ancient or prehistoric period, e.g. javelin, Marathon and Sparta for Ancient Greece. This can be done as a word by word dictation, with the most obscure or not clearly tied to one period words first and students guessing as soon as they are sure but losing points if their guesses are wrong.
Toto, I don't think we're in Rome anymore
Students try to spot the vocabulary or descriptions of technology that don't match the period, e.g. toilets with flowing water, baths and central heating are okay for Ancient Rome but cannons aren't
Neanderthals couldn't play miming games
Students mime an ability or lack of ability of Neanderthals and their team try to guess what they are miming, e.g. walking or not speaking (maybe by having their mouth tightly closed or making a cross in front of their mouths with their hands)
The usual prehistory suspects
Students put pictures of the ancestors of modern humans in chronological order, then the teacher explains what is wrong, using sentences like "The third person's head should be bigger"
Bringing cavemen up to date
Using a computer graphics programme, students change a picture of a very distant ancestor of humans to a more recent one with information from a written or spoken comparison
Still cavemen after all these years
Students discuss how the world would be different now if Neanderthals hadn't died out
They don't make flint like they used to
Students write a story of a Neanderthal who came to the present day in a time machine and all the problems doing modern day things he or she had
Love through the ages
Students write a love story between a Neanderthal woman and a modern man
Slices of history
Cut pictures of people from different ages and places so that each piece is a horizontal slice of a person, e.g. just their legs or just their head and shoulders. Give each student one piece and they have to go around describing that they have and asking questions until they have found all the other bits of their picture.
Where's your humanity?
Students roleplay a Neanderthal trying to persuade the chief of a human tribe to help them survive
What would the Romans ever do for us?
One student is a Roman general and the other is a "barbarian" chief. The chief has to try and persuade the Roman not to invade and the Roman general has to try and persuade the chief that they'd have a better life if they just joined the Empire anyway
Peace in our ancient time
One student is a Roman official and the other student is a representative of a warlike people on their border such as the Germans or the Picts. They have to negotiate a peace contract and then write it up in an official looking way.
How human are humans?
Students imagine that a village of Neanderthals has just been found living somewhere and debate whether they should be given full human rights or not
Less blood, more sports
Students try to think of replacements for people being killed in public in gladiator fights and Christians being thrown to the lions, and then roleplay trying to convince the Roman Emperor that it is a good idea
Other topics that could be interesting for students:
• Roman toilets
• Roman baths
• The different theories on why Neanderthals disappeared
• The differences between Neanderthals and modern man
• How Egyptians made mummies (pulling their brains out of their noses with a hook!)
• What hieroglyphs meant
• Stories of the Greek and Roman gods
• Stories of monsters and mythical creatures from those times
• The movie "300" and the real history behind it
• The movie "Gladiator" and the real history behind it
• The movie "Troy" and the real history behind it
• The Disney cartoon "Hercules" and the real history and "real myths" behind it
• Weird Roman foods
• The original Olympic games (competing in the nude etc)
• Trade in ancient times (Cornish tin going to Greece etc)
• The evolution of alphabets
• The story of Alexander the Great
• The story of Cleopatra
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