RecyclinG Activities!

One world Dialogue

Student A: Hungry?

Student B: Yes!

Student A: An Apple?

Student B: No

Student A: An Orange?

Student B: Yes!

1.

J   Justify why you opt for this activity.  

 

I have chosen this activity because in a very first moment I have think in very simple things where they can produce something in the silent period. It is important give to our pupils’ activities which make them protagonist of their activities and if we choose short dialogues which are easy for them, they will be the real protagonist of their learning. These types of activity are ideal for this propose. 

Choose the level 

I would choose this activity for the second or third stage of primary education because I have tough that it is between something easy and something they can do with teachers help.

3.     Decide the competencies to be approached.

Depending on how you are going to work this activity you can work with different competences, but in general the main competences you going to work are:

Competencia linguistica: Language is the tool which we communicate.

Competencia social: We create relations because we talk with our mates

Competencia aprender a aprender: Because pupils can be aware about their own mistakes and how to correct it.

4.     Decide the aims to be achieved and the contents to be developed.

The contents we are going to develop are: Vocabulary about food and likes or dislikes. Also we are going to try to introduce a little structure to use in conversation.

And the aims we are going to work are the following:

·         Learn and use some new vocabulary to increase their knowledge in the real world.

·         Take part in conversation participating in class group.

5.     Explain the classroom management and describe the activities step by step to follow (pre-, While-, post-...)

We are going to work at first with a big group and we are going to give them the new vocabulary, when they have revise the content, we give them an activity: “ pupils have images ( with vocabulary about food) in their hands, and they are going to looking for a partner who likes the image you have”

To do this activity we can divide this activity in three steps:

Pre- activity: pupils see the vocabulary, and after that, each pupil are going to draw one type of food. (They create the material)

While-activity: pupils are going to take part in short conversation practicing with the new vocabulary.

Post-activity:  When they finished conversation, they have to explain in big group the general conclusions they have learn.

The structures we can give to them can be:

For the conversation:  Angry? (Yes or no) A/AN (food) ?  Yes/No.

For the conclusion: Most of/some of /No one – Like/Hate (Food).

6.     Consider the diversity in the classroom.

As we know, not all the children learn at the same way and it is for that reason that we have to adapt our activities in classroom. At first, we have to think in different options for different levels (into the same group) maybe most of our pupils enjoy with this activity but maybe some of them doesn’t like it, and we can consider make changes in our objectives with them, adapting the steps. For example, if they have a higher level we can give them other step complementary.

7.     Explain your assessment/evaluation plan.

I propose make a self- assessment filling a survey for example when they have to demonstrate not only if they have learnt the content, they have to demonstrate that they have participated. Also, as teachers, we had to have a check list where we will follow our pupil’s progress and if it is necessary, explaining feedback

Adapting speaking activities

The development of the speaking skill is quite important in the learning of a Second Language. In this way, we as group have thought about different activities to be carried out in the different stages of the Primary Education and some of them will also be focused on promoting the oral interaction, which is essential for our pupils to communicate in the foreign language.

FIRST STAGE ACTIVITY

The first stage in the learning of the foreign language is quite important in order to introduce some new vocabulary that will be important for the development of their learning in the next stages. For this reason, we have decided that the use of flashcards in English lessons might be a good activity to introduce our pupils to the vocabulary of different topics.

                                                                                                                                                        
The teacher shows to children the vocabulary related to the  topic they are going to treat, such as school material, parts of the house, family members… The teacher shows every picture and pronounce every word. 

Then, pupils have to repeat each word so that they learn the pronunciation and memorize the different meanings at the same time teacher is showing flashcards. After that, the teacher has to guess which flashcard he is showing at the moment and pupils will help him to it. He will use the structure: Is it a/an…? Has it got…? Is it small/blue....And pupils should use: No it’s not/ Yes it is. Yes it has/ no it hasn’t.

At the end of the activity pupils randomly should have to stand up, go to the blackboard/whiteboard and write one word they remember from the previous flashcards.

SECOND STAGE ACTIVITY
At this stage it is important to consolidate the previous knowledge acquired and to get new vocabulary and structures in order to develop the speaking skill and as we said previously, to guide the way to a better oral interaction.

In order to work the speaking skill, sing a song could be a good activity because it’s entertaining, funny and a nice tool for our pupils to assimilate words and structures. In these days, as Christmas time is arriving, a possibility could be sing a Christmas song between all the pupils and the teacher, working specific structures and vocabulary related to this theme.

Afterwards, once given the structures such as at Christmas time I like doing… or at Christmas my family and I… our children can have a guided conversation in groups of four or five members, giving their opinion and agreeing or disagreeing with their classmates. Finally, each pupil will tell their opinions and statements to the whole class and the teacher.

THIRD STAGE ACTIVITY

At this stage our pupils are supposed to have a more extent previous knowledge than in others. For this reason, we expect from them a fluent speaking level in relation with the different aspects seen in the different lessons.

We have decided that a good activity for this stage is to create a drama play or a role-play in groups of five. For example, if we have been working in our lessons vocabulary and structures concerning to the market and the food, this kind of activity could be helpful to assimilate the vocabulary and some structures and understand them in the best way: putting them into practice. It could be used as a final product because it can be used to assess our pupils’ learning, taking into account that the plays are focused in a daily and common situation.

They will have to prepare a little script under the teacher guidelines and helping each other. Moreover, they can decorate the classroom so that it gets the appearance of a market with its different sections (fishmonger’s, butcher’s, greengrocer’s…) where they will have to do the shopping and to manage with money.

Aims of this activity:

At the end of this activity our aim will be that pupils get the following objectives:

To create and understand different messages about the topic, such as greetings (good morning, hello) food and courtesy vocabulary (thank you, I’d like, please…) and money management. 

To practice and get a fluent oral interaction through massages mentioned above, such as greetings, courtesy vocabulary and food vocabulary of the playing of fictional scenes including phonological aspects.

To create and expose a final product in a cooperative and participative way to the classmates, creating as well a good and warm atmosphere in the classroom so that pupils can feel comfortable and enjoy themselves.

Classroom management: 

While doing the activity (group participation and collaboration concerning the different tasks in order to get the final product) the classroom’s space organization will be the one which suits properly for this purpose. We think that sitting in little circles (each group) distributed in the class.

While exposing the final products to the classmates and the teacher, the audience will sit in a “U” shape so that watching and hearing is the best as possible.

 Pupils have to pay attention and to listen carefully to their classmates.

Pupils have to be quiet in order not to disturb the different plays.

In case of any interruption, the teacher will adopt a pertinent measure to aware pupils and to avoid them.

If pupils don’t stop talking between each play, the teacher must make them aware about how disrespectful it is towards they classmates

After each play, pupils will be able to ask the pupils who just acted different doubts that come to their mind in a polite way and raising their hands up.

The teacher and the pupils will give feedback to the children who act in a critical and constructive way, recognizing their labor without discouraging them.

Two or three minutes will be given to each group if necessary for decorating the classroom with the suitable appearances.