ANEP - CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA
138
ANEP - CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA
Transcript of ANEP - CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA
ANEP - CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA
INDEX
FUNDAMENTACIÓN ...................................................................................................................................................p.5
PROLOGUE – GUIDING PRINCIPLES ........................................................................................................................ p.7
PERFILES DE EGRESO ........................................................................................................................................... p.13
A2 LEVEL ..................................................................................................................................................................p.15
PERFIL DE EGRESO: 3° Y 6° GRADO .......................................................................................................................p.16
THEMATIC UNITS ................................................................................................................................................... p.17
ABOUT THE FOLLOWING THEMATIC UNITS AND SEQUENCES ........................................................................... p.19
CHAPTER 1 ............................................................................................................................................................. p.25
CHAPTER 2 ............................................................................................................................................................. p.37
CHAPTER 3 ............................................................................................................................................................. p.49
CHAPTER 4 ............................................................................................................................................................. p.61
CHAPTER 5 ............................................................................................................................................................. p.73
CHAPTER 6 ............................................................................................................................................................. p.85
EXTRA UNITS ......................................................................................................................................................... p.97
APPENDIX 1: CURRICULUM REVISION ............................................................................................................... p.105
APPENDIX 2: TEACHING ENGLISH AT PRIMARY SCHOOL ...................................................................................p.115
APPENDIX 3: STRATEGIES FOR EFL TEACHING ...................................................................................................p.125
APPENDIX 4: GAMES FOR THE EFL CLASSROOM ................................................................................................p.129
Administración Nacional de Educación PúblicaCONSEJO DIRECTIVO CENTRAL
PRESIDENTE: Prof. Robert SilvaCONSEJERO: Dr. Juan Gabito Zóboli
CONSEJERA: Prof. Dora GrazianoCONSEJERO: Mtro. Téc. Juan PérezCONSEJERO: Mtro. Oscar Pedrozo
CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA
DIRECTORA GENERAL: Dra. Mtra. Graciela FabeyroCONSEJERO: Mag. Mtra. Olga de la HerasCONSEJERO ELECTO: Mtro. Pablo Caggiani
INSPECCIÓN TÉCNICA DE CEIP
INSPECTORA TÉCNICA: Mtra. Selva Pérez StábileINSPECTOR GENERAL: Mtro. José Barrios
INSPECTORA GENERAL: Mtra. Ivonne ConstantinoINSPECTORA GENERAL: Mtra. Rosa Lezue
INSPECTORA GENERAL: Mtra. Graciela Caballero
DEPARTAMENTO DE SEGUNDAS LENGUAS Y LENGUAS EXTRANJERAS
DIRECTORA: Mtra. Insp. Lilián Etcheverry
COMISIÓN REDACTORA DE ESTE DOCUMENTO
Equipo Técnico del DL2LEMtro. Insp. Jorge Sapka
Prof. Gretel ArrarteProf. Rita Bardas
Prof. Nicolás BrianProf. Virginia CanabalProf. Cecilia de NavaProf. Leticia Franco
Prof. Florencia PérezProf. Andrea Rivero
Prof. Gerardin Segovia
Comisión FulbrightE.T.A. Nadia Hlebowitsh
EDICIÓN y COMPAGINACIÓNProf. Nicolás Brian
Prof. Cecilia de NavaProf. Andrea Rivero
Meeri Tiensuu
AGRADECIMIENTOS
A Mág. Irupé Buzzetti (Ex Directora General del C.E.I.P), Mtro. Héctor Florit (ex CONSEJERO del C.E.I.P), a la Comisión Fulbright en Uruguay, por su constante apoyo a las iniciativas de formación y perfeccionamiento de
los docentes uruguayos a través del intercambio educativo con EEUU y en particular para este documento por la participación de ETA Nadia Hlebowitsh en la redacción del mismo.
A todos los docentes presenciales de inglés del país, por haber sido partícipes directos y elaboradores conjuntos del presente documento, a través de diversas jornadas de análisis, reflexión y formación profesional.
Este libro es por y para ustedes.
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PREFACE
TEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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FUNDAMENTACIÓNEn consonancia con el Programa de Educación Inicial y Primaria (2008), las Políticas Educativas y las Líneas de Acción basadas en los principios de CALIDAD, INTEGRALIDAD, PARTICIPACIÓN e INCLUSIÓN, este documento oficial contiene una propuesta educativa que se conceptualiza en el marco del enfoque comunicativo de la lengua a través de la enseñanza por medio de contenidos.
El presente libro constituye un apoyo a docentes de inglés, producido en colaboración con los Directores Coordinadores del Departamento de Segundas Lenguas y Lenguas Extranjeras del CEIP (gestión 2015 y trienio 2016-2018), Coordinadores y Docentes del Área.En este documento se atiende a la secuenciación y frecuentación de actividades como componentes básicos del hacer didáctico.
Se apunta a la reflexión del docente como coproductor.
El centro de la enseñanza es el alumno, mirado desde su singularidad, itinerarios y trayectorias escolares, propiciando su activa participación. Se comparte lo planteado en la Circular N°1 del 18/3/2016 de la Inspección Técnica del CEIP, expresado por Antonio Bolívar, en cuanto a que “Deberíamos hacer de las escuelas lugares de aprendizaje no sólo para los alumnos, sino también para los docentes” (2011).
Se entiende al desarrollo cognitivo como asunto institucional y no solo individual, buscando enfatizar desde las unidades temáticas los procesos de construcción de conocimiento. Las actividades presentadas contemplan los ritmos y formas de hacer de cada niño (niveles de desempeño), de forma tal que impliquen la participación del alumno (Ley de Educación 18437, Artículo 9°), siendo, a la vez, suficientemente flexibles para permitir al docente seleccionar y adaptar las mismas a su realidad contextual (autonomía docente).
Se trata de contribuir a una educación de calidad, promoviendo la participación responsable, crítica e inclusiva, favoreciendo así que todos los actores educativos comprometan esfuerzos y compartan responsabilidades.
Para que un proceso educativo sea tal, no es suficiente cultivar saberes, sino que es necesario integrar actitudes y valores.
Inspectora Lilián EtcheverryDirectora
Departamento de Segundas Lenguas y Lenguas Extranjeras
Bibliografía:A.N.E.P. (2008) Programa de Educación Inicial y Primaria. Montevideo: Rosgal S.A.
CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA (URUGUAY) (2016). Circular N°1 del 18/3/2016, Inspección Técnica del CEIP.
CONSEJO DE EDUCACIÓN INICIAL Y PRIMARIA (URUGUAY) (2014). Orientación de Políticas Educativas del Consejo de Educación Inicial y Primaria. Montevideo.
MINISTERIO DE EDUCACIÓN Y CULTURA (URUGUAY) (2009). Ley General de Educación. Ley Nº 18437. Montevideo: IMPO.
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PROLOGUE
GUIDINGPRINCIPLESTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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Guiding Principles
1. Connections between the curriculum and communicativefocus.Firstly, it is essential to note that the basis of the work carried out at plublic schools by the Department of Second and Foreign Languages is the communicative focus.
This focus emphasizes interaction as both the medium and objective for teaching L2 and LE. In this context, activities should be meaningful and understandable. In order to teach languages, meaning is introduced through content within different knowledge areas of the school program.
“Language is not just a medium of communication but a medium of learning across the curriculum.” (Mohan, 1986, p.8)
According to Mohan, second language and foreign language teachers should further the development of productive abilities at an early age, by creating real and meaningful situations to do so. In this context, language is not just a vehicle for communication, but also a tool for learning new knowledge while acquiring a language. This approach implies teaching L2 and LE using content of different disciplines and knowledge areas.
To summarize the implications that this focus has on current Uruguayan education, we think pertinent to include some ideas that Helena Curtain (1994) analyzes:
“This method is receiving increasing attention because it allows schools to combine the goals of the second language curriculum and the regular curriculum, making language learning the vehicle for strengthening general skills and knowledge…Content-based classrooms are not merely places where a student learns a second language; they are places where a student gains an education.”
Teachers should therefore plan activities, selecting the language content, the communicative functions, the exponents, and the specific vocabulary.
Communicative functions represent the language required for expressing different communicative acts. They provide a specific purpose for the speaker in a given context (ex. asking permission, asking information, persuading, describing people, places and object, etc.)
Teachers engaged by the Department of Second and Foreign Languages should follow an integrated-skill approach. Receptive abilities (listening and reading) and productive abilities (speaking and writing) should be taught in an integrated way. That is, teachers should integrate four skills under their plan, but prioritize working on one or two daily.
Planning becomes fundamental and should take into account all previously mentioned aspects. The first part of making planning decisions relates to the appropriate selection of the language content and communicative functions which will be taught. Therefore, a crucial aspect of good planning, from the point of view of foreign language, is the idea of establishing priorities in the school program.
Planning, when teaching a foreign language, is demanding and implies aligning and integrating activities and evaluation, in order to create meaningful learning experiences for all students. This challenge implies not only fulfilling the prescribed requirements for learning a foreign language, but also an appropriate selection of content from different knowledge areas that make teaching language possible. For this reason, the Department has carried out, together with teachers being trained, the development of multi-grade units.
It is noteworthy that language teachers should cover, by the end of the school year, the content of foreign language knowledge areas. Therefore, each teacher should have worked with all the compulsory content of the syllabus, for listening, speaking, reading and writing, as well as the described communicative functions in the official curriculum for each grade.
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As part of the requirements that teachers should meet while planning, they must comply with the following:
∙ An annual plan∙ Thematic units∙ A weekly plan (daily sequence of activities for the week)∙ Assessment of the process, for each unit
Following the guiding principles of the communicative approach and the methodology of teaching language through content, our teachers should use different strategies and resources to make language understandable. All activities, both classroom activities and any other kind of interactive activities, should be conducted in the target language. Billboards, visual aids in any space of the school, reading corners, and others, should also be in the language being addressed. This promotes an environment of exclusiveness in different spaces for each language, necessary for achieving the best results in the learning process of a target language. All these aspects should be coordinated with Principals, Spanish Teachers and other colleagues of the institution, in order there is ample agreement on using every available space.
Teachers should speak the target language during the entire class hour, without exceptions, since teachers are models of language and mentors of language development; inputs should always be presented in the target language. Throughout the learning process, in the beginning students may respond nonverbally, but they will be progressively stimulated by the teacher to form verbal responses. Translation shall not be allowed. Students in early stages of acquisition are capable of understanding the general meaning of a message. As the exposure of language increases, students acquire knowledge to understand more complex assignments, and specificities about the features of the message.
As krashen (1985) establishes, on the acquisition of a language, students should be surrounded by language. As language is meaningful and understandable, the input that the child receives should be “input +1” (language should be just above the actual linguistic level of the students’ proficiency, to achieve cognitive challenge). Therefore, there will be a cognitive challenge to learn new content and the students themselves will be cognitively involved.
According to Curtain and Pesola (1994), language is taught through tasks. This enables students to perceive language while working in real life. In this sense, production (as much spoken as written) will be carried out in the target language. To achieve the mentioned objectives, students should have frequent exposure to the language, including ample opportunities to use it in specific and meaningful situations. Practice should be focused on students, not on the teacher. This encourages students in upper grades to refine their inner model of language, making learning possible with other companions with a superior level of production (ZPD, Vygotsky, 1978).
2. How are languages taught?The teaching of a language should be sequenced considering the communicative needs of the student. Language content is taught using different opportunities, taking into account previous knowledge, but also the new knowledge that will be introduced. Focus should be centered on the use of language, on what are the things students will be capable of doing as a consequence of instruction. For example, students will be able to make comparisons, give opinions based on facts, name objects in context, describe animals, people, places, etc. Based on these communicative functions, teachers will select the exponents to further refine and develop the function. For example:
∙ Function: To make comparisons° Exponent: It’s more…than
* Vocabulary: Bigger/smaller/taller/more interesting, etc.
Throughout the learning process, both teacher and student progressively change and refine language models, not only for academic language, but also for language necessary to carry out social interactions and activities with cultural purposes (to ask permission, clarify the meaning of something, and all language necessary to interact in groups).
In sum, communicative functions reflect the purpose for the use of language in context, and the content area of foreign languages establishes the specific aspects of language that should be taught in each grade. Other knowledge areas of the program offer optional vehicles for teaching a language, but quality and frequency are key aspects.
3. Role of the teacher in the school communityThe English teacher is part of the school community, and since 2013 has had the opportunity to compete for a tenure in public schools. This gives educational institutions stability regarding language teachers, and ensures continuity of the educational community in the school system.
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As part of the school community, the family has a central role in the process of student learning. Teachers provide families with feedback about the linguistic progress of each student, which indicates their achievement, not only regarding the learning process, but also related to their attitude and behavior in class. Teachers also organize open classes, expositions, school trips, theatre plays and all types of events that may involve the parents.
4. Multi-grade unitsThe use of content from other areas of the curriculum as a vehicle for language learning creates a natural and significant context for teaching language. Teaching focuses on the use of language for achieving meaningful purposes and objectives. Students will therefore discuss and analyze something that is relevant and motivating.
“…In content-based instruction, students become proficient in the language because the focus is on the exchange of important messages, and language use is purposeful. The language that students use comes from natural situations, such as a science unit on the solar system or a social studies lesson on the geography of a country…”
As Helena Curtain (1994) establishes in the above paragraph on curricular content, students become competent in a language because the focus is on the exchange of relevant messages and in this context, the use of language is meaningful. The language that students use comes from, and will apply to, natural and real situations. On the contrary, an unintegrated approach promotes the acquisition of language in isolated units.
“Caine and Caine (1991) indicate that facts and skills presented in isolation need more practice and rehearsal to be stored in the brain than does information presented in a meaningful context.”
Students will need more practice and repetition so that the aforementioned information is stored in the brain, in contrast to when the information is presented in a meaningful context. In this approach, multi-grade units have a fundamental role, offering a natural setting for the organization of task content (learning through making).
Another important aspect to mention is that multi-grade units involve students in real situations, using language in a variety of situations, forms and texts that allow the teacher to connect content, language and culture to a central theme.
“…Such an integrated, holistic approach is based on the premise that when students are engaged in meaningful activities they acquire language, including writing, as naturally as they learned to walk and talk…”
As Helena Curtain describes in the previous statement, an integrated and holistic approach like this one is based on the premise that, when students are involved in meaningful activities, they acquire language, including writing, in a way as natural as when they learn to walk or talk in their L1.
Research on the acquisition of second languages suggests many teaching strategies that can help the teacher provide the students with numerous opportunities to use meaningful language and negotiation. Teachers should sequence the communicative functions, the language content, and select the curricular content of the other knowledge areas that they will use as a vehicle for teaching language. The School Program (2008) is recursive; it was designed in a way that enables teachers to use language context from previous years or other grades, according to the levels of student achievement. This organization respects the personal characteristics of the students, their different learning styles, rhythms of learning, and other aspects.
In each unit, the theme is used in all grades (recursive characteristics of the school program where content appears in all grades, with different depth) as a vehicle for teaching a language and for a specific time period (suggested length is a month). They also include sequences to exemplify how the teachers can organize the unit during the week, and possible evaluations for each grade.
5. Roles of the Department of Second Languages and ForeignLanguagesThe Department is responsible for the selection and training of language teachers for public schools. To be able to work for the Department, teachers need a B2, C1 or C2 certified level of English/Portuguese. Additionally, they should pass an oral interview and a written test given by the coordinators of the Department. The experience and previous training of the teacher is also taken into account.
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Teachers receive a training course on the theoretical framework and practical considerations when teaching languages, which highlights the practices of the Department, strategies for teaching, and online materials to use as tools in the schools. Teachers are active participants during these sessions and help with the production of materials and resources for the classroom. The Department also guides and mentors teachers, while providing ongoing training throughout the year.
Teachers are also visited by the language coordinators of each Department. Coordinators monitor the way teachers work at school and support them to improve their teaching practices. To do that, they work collaboratively with regional inspectors in each language.
This book hopes to support the improvement of teaching processes.
Insp. Jorge SapkaMtro. Insp. Departamental de Rocha
ReferencesA.N.E.P. (2008). Programa de Educación Inicial y Primaria. Montevideo: Rosgal S.A.
Caine, R. N., & Caine, G. (1991). Teaching and the human brain. Alexandria: Association for Supervision and Curriculum Development.
Curtain, H. and Pesola, C. (1994). Languages and children: Making the Match (2nd ed.). NY: Longman.
krashen, S. (1985). The input hypothesis: Issues and implications. Laredo Publishing Co: California.
Mohan, B. (1986). Language and content. Reading, MA: Addison-Wesley.
Vigotsky, L. (1978). Pensamiento y Lenguaje. Buenos Aires: La Pléyade.
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PERFILES DEEGRESOTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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Expected Level of English Linguistic Proficiency (6th grade):
A2 LEVELin the Common European Framework of Reference for Languages (2011)
GENERAL DESCRIPTION:Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
LISTENING√ Can understand enough to be able to meet needs of a concrete type, provided speech is clearly and slowly
articulated.
√ Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.
SPEAkING√ Can give a simple description or presentation of people, living or working conditions, daily routines, likes/
dislikes, etc. as a short series of simple phrases and sentences linked into a list.
READING√ Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency,
everyday or job-related language.
√ Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
WRITING√ Can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’ and
‘because’.
√ Can write short, simple formulaic notes relating to matters in areas of immediate need.
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Perfil de Egreso: 3° y 6° Grado
(Programa de Educación Inicial y Primaria)
3° 6°
OralidadComprende y produce enunciados simples relacionados con animales, objetos, personas, dibujos animados y lugares.
Comprende y narra sucesos cotidianos relacionados con el ambiente escolar y actividades rutinarias. Comprende y narra historias personales (información básica personal, información familiar, etc.).
LecturaComprende y realiza predicciones sobre la idea general de un texto breve con soporte icónico.
Comprende y realiza predicciones sobre la idea general e información específica de textos adecuados al grado, cuentos, noticias y biografías.
EscrituraEs capaz de escribir enunciados utilizando conectores (“pero”, “y”, “porque”).
Es capaz de escribir un párrafo breve relacionado con su historia personal y/o actividades rutinarias.
Communication
* Qualifying things.* Expressing ability.* Performing and describing actions.* Communicating ideas using connectors.* Expressing preferences.
* Telling about daily routines expressing frequency.* Making comparisons.* Telling about past events.* Presenting information in a logical sequence.* Describing habits and lifestyles.
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THEMATICUNITSTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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About the following Thematic Units and Sequences:
The following chapters present six different models of Thematic Units for the organization of Language Content and Communicative Functions of the National Curriculum, plus sample activities that may be implemented daily for the sequencing and teaching of the aforementioned linguistic components. Far from being a compulsory path for teachers to follow, the Thematic Units and Sequences were designed with the following guiding principles in mind:
1) The sample Thematic Units and Sequences are examples for the organization of linguistic content at the time of teaching English at public schools. They are not compulsory. It is recommended and advisable for teachers to transform and make as many modifications as needed, to make these Units and Sequences their own, and adapt them to the unique characteristics of each school, grade and group of students.
2) These Thematic Units and Sequences assume as many years of real exposure to the language as the involved grade level, e.g., 5-6 years of English instruction for 5th grade (6 if the involved school has a k5 group, 5 if it doesn’t). This means that the teacher will have to adapt activities and/or use lessons from previous grade levels if the school has recently incorporated English instruction and groups do not have “real” years of exposure as the grade level would otherwise imply.
3) Teachers should feel free (and encouraged) to create their own Thematic Units and Sequences for teaching a language, and be ready to organize activities around meaningful themes and topics that care for the specificities of their assigned groups.
4) The following Thematic Units and Sequences were jointly created by English Teachers and Coordinators, during Professional Development Sessions, for their direct implementation in the classrooms. They may be used verbatim, if prospective teachers consider them to be appropriate for their reality and level of expertise.
5) Nevertheless, it is recommended that teachers who are just beginning to work at public schools, follow these Units and Sequences as closely as possible, in order to scaffold teaching progressively as familiarization with the specific features of Public Elementary School English Teaching increases.
6) The sequences were created taking into consideration linguistic progression around a central theme for eight classes. In the case of grades k5-3rd, these activities may last a whole month, while it is assumed that teachers will have to add extra activities for grades 4th-6th, to complete the sequences needed for four weeks (four series of three classes, twelve classes in total).
7) Therefore, teachers should feel free to add activities as needed, adapt lesson's length as suited (making some activities last longer or less than planned, extending them over sessions or collapsing them into a shorter span of time), according to the needs of students and results of formative and summative assessment.
8) Each activity or lesson of the sequence always implies recycling of previous linguistic items and/or content, in order to establish context before introducing the activity per se. Similarly, teachers are expected to consistently implement their own short routines for the beginning and end of the class, as needed. Throughout the class, the teacher will have to recycle linguistic items and activate schemata.
9) As a consequence, each unit/sequence only makes explicit the new linguistic items to be introduced while dealing with those lessons, implying constant recycling of language from previous classes.
10) No specific resources are included or made explicit, since teachers are encouraged to adapt and create their own materials for language teaching. However, suggestions and ideas for the selection of possible resources are included at the end of each grade sequence.
11) Finally, we should say it once more, make these Units and Sequences your own! Adapt and change them according to the needs of your students and the language content and functions from the National Curriculum for each grade, add more Units or create new Units as seen fit!
The following functions and language contents should be developed throughout the Units and Sequences implemented by each teacher. They were not explicitly included in the following chapters, but they should be addressed consistently in every Unit the teacher develops.
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Functions:
k5 - Telling memorized items of language. 1st - Asking for permission. Expressing possessions. 2nd - Asking questions to clarify understanding. Demanding and requesting.
Contents:
1st - La expresión oral de formas de cortesía en el contexto escolar. Los diálogos: pedidos. 2nd - Los fonemas específicos de la lengua extranjera: el abecedario. 3rd - La concordancia entre sujeto y verbo. 4th - Las inferencias a partir de elementos icónicos y verbales. 5th - La categorización de palabras. Las letras de las canciones.
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vita
tions
.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs
Desc
ribin
g pr
oced
ures
.
Expr
essi
ng
info
rmat
ion
in a
logi
cal
sequ
ence
.
Mak
ing
and
acce
ptin
g in
vita
tions
.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs
Loca
ting
plac
es.
Desc
ribin
g ge
ogra
phic
al
loca
tion.
Desc
ribin
g pr
oced
ures
.Ex
pres
sing
in
form
atio
n in
a lo
gica
l se
quen
ce.
Givi
ng
sugg
estio
ns.
Loca
ting
plac
es.
4th
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs
Telli
ng a
bout
pa
st e
vent
s.M
akin
g co
mpa
rison
s.M
akin
g co
mpa
rison
s.Te
lling
abo
ut
past
eve
nts.
Mak
ing
futu
re
plan
s.M
akin
g co
mpa
rison
sTe
lling
abo
ut
past
eve
nts
Telli
ng a
bout
pa
st e
vent
s
22
Expr
essi
ng
freq
uenc
y.Ob
tain
ing
spec
ific
info
rmat
ion
from
a te
xt
Obta
inin
g sp
ecifi
c in
form
atio
n fr
om a
text
.
Talk
ing
abou
t tim
e ta
bles
.
5th
Telli
ng a
bout
da
ily ro
utin
es.
Desc
ribin
g ev
ents
in th
e pa
st.
Mak
ing
requ
ests
an
d as
king
qu
estio
ns
to o
btai
n in
form
atio
n in
diff
eren
t co
ntex
ts.
Mak
ing
requ
ests
an
d as
king
qu
estio
ns
to o
btai
n in
form
atio
n in
diff
eren
t co
ntex
ts.
Givi
ng w
arni
ngs
and
advi
ceTa
lkin
g ab
out f
utur
e in
tent
ions
.
Desc
ribin
g re
cent
act
ions
an
d ch
ange
s.
Desc
ribin
g ev
ents
in th
e pa
st
Desc
ribin
g re
cent
act
ions
an
d ch
ange
s.
Desc
ribin
g ho
bbie
s.De
scrib
ing
rece
nt a
ctio
ns
and
chan
ges.
Mak
ing
pred
ictio
ns.
Desc
ribin
g pr
oces
ses
Mak
ing
requ
ests
an
d as
king
qu
estio
ns
to o
btai
n in
form
atio
n in
diff
eren
t co
ntex
ts.
6th
Expr
essi
ng
info
rmat
ion
in a
logi
cal
sequ
ence
.
Desc
ribin
g ha
bits
.Fi
ndin
g ou
t w
hat h
appe
ned
(bec
ause
, so)
Agre
eing
and
di
sagr
eein
g.Ag
reei
ng a
nd
disa
gree
ing.
Desc
ribin
g lif
esty
les.
Agre
eing
and
di
sagr
eein
g.Id
entif
ying
th
e ty
pe o
f te
xt in
volv
ed
(adv
ertis
emen
t, ar
ticle
, etc
.).
Desc
ribin
g ha
bits
.
Desc
ribin
g lif
esty
les.
Iden
tifyi
ng
the
type
of
text
invo
lved
(a
dver
tisem
ent,
artic
le, e
tc.)
Expr
essi
ng
oblig
atio
n.Id
entif
ying
th
e ty
pe o
f te
xt in
volv
ed
(adv
ertis
emen
t, ar
ticle
, etc
.)
Find
ing
out
wha
t hap
pene
d (b
ecau
se, s
o).
Desc
ribin
g lif
esty
les.
23
Lang
uage
Con
tent
s –
All t
he T
hem
atic
Uni
ts –
k5
to 6
thUN
IDAD
1UN
IDAD
2UN
IDAD
3UN
IDAD
4UN
IDAD
5UN
IDAD
6UN
IDAD
7UN
IDAD
8UN
IDAD
9Tr
ansv
ersa
l
K5
El d
iálo
go:
salu
dos.
La
mem
oriz
ació
n de
can
cion
es.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o.
La
dram
atiz
ació
n de
can
cion
es.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o.La
s co
nsig
nas
para
real
izar
ta
reas
y
acci
ones
.
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o.
La
mem
oriz
ació
n de
adi
vina
nzas
.
La
dram
atiz
ació
n de
can
cion
es.
La
mem
oriz
ació
n de
adi
vina
nzas
.
Los
jueg
os
cant
ados
que
in
volu
cran
m
ovim
ient
os
corp
oral
es.
La
mem
oriz
ació
n de
rim
as.
Las
cons
igna
s pa
ra re
aliz
ar
tare
as y
ac
cion
es.
1st
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y
figur
ativ
o.
La d
escr
ipci
ón
de p
erso
nas.
La d
escr
ipci
ón
de a
nim
ales
.La
des
crip
ción
de
obj
etos
.Lo
s cu
ento
s a
part
ir de
pi
ctog
ram
as.
La d
escr
ipci
on
de o
bjet
osLa
des
crip
ción
de
obj
etos
.Lo
s cu
ento
s a
part
ir de
pi
ctog
ram
as.
La d
escr
ipci
ón
de p
erso
nas.
La e
xpre
sión
or
al d
e fo
rmas
de
cor
tesí
a en
el c
onte
xto
esco
lar.
La
dram
atiza
ción
de
adi
vinan
zas,
rim
as y
poem
as.
Los
diál
ogos
: pe
dido
s.
2nd
El re
lato
de
rutin
as
rela
cion
adas
co
n la
vid
a co
tidia
na y
es
cola
r.
La
cara
cter
izac
ión
de s
eres
viv
os.
La
cara
cter
izac
ión
de s
eres
viv
os.
El re
lato
de
rutin
as
rela
cion
adas
co
n la
vid
a co
tidia
na y
es
cola
r.
La n
arra
ción
de
suc
esos
co
tidia
nos.
La
cara
cter
izac
ión
de p
erso
nas
de
la c
omun
idad
.
La
cara
cter
izac
ión
de lu
gare
s de
la
com
unid
ad.
El d
iálo
go e
n fu
nció
n de
la
narr
ació
n.
Los
text
os
desc
riptiv
os
incl
uyen
do
elem
ento
s pa
ralin
güís
ticos
.
Los
fone
mas
es
pecí
ficos
de
la le
ngua
ex
tran
jera
: el
abec
edar
io.
La d
escr
ipci
ón
de o
bjet
os.
Los
text
os
desc
riptiv
os
incl
uyen
do
elem
ento
s pa
ralin
güís
ticos
.
Los
text
os
desc
riptiv
os
incl
uyen
do
elem
ento
s pa
ralin
güís
ticos
.
Los
text
os
desc
riptiv
os
incl
uyen
do
elem
ento
s pa
ralin
güís
ticos
.
Los
text
os
desc
riptiv
os
incl
uyen
do
elem
ento
s pa
ralin
güís
ticos
.
Inte
rpre
taci
ón
de ro
les
3rd
La n
arra
ción
de
suc
esos
co
tidia
nos.
La d
escr
ipci
ón
de d
ibuj
os
anim
ados
.
La d
escr
ipci
ón
de d
ibuj
os
anim
ados
.
Los
text
os
info
rmat
ivos
si
mpl
es
(etiq
ueta
s,
men
saje
s,
post
ales
, ca
tálo
gos)
.
Los
text
os
info
rmat
ivos
si
mpl
es
(etiq
ueta
s,
men
saje
s,
post
ales
, ca
tálo
gos)
.
Los
text
os
info
rmat
ivos
si
mpl
es
(etiq
ueta
s,
men
saje
s,
post
ales
, ca
tálo
gos)
.
Los
text
os
info
rmat
ivos
si
mpl
es
(etiq
ueta
s,
men
saje
s,
post
ales
, ca
tálo
gos)
.
Las
inst
rucc
ione
s en
jueg
os y
re
ceta
s de
co
cina
.
Las
inst
rucc
ione
s en
jueg
os y
re
ceta
s de
co
cina
.
La c
onco
rdac
ia
entr
e su
jeto
y
verb
o.
24
Las
ficha
s te
mát
icas
con
ap
oyo
icón
ico.
Las
ficha
s te
mát
icas
con
ap
oyo
icón
ico.
La d
escr
ipci
ón
de lu
gare
s.
4th
El re
lato
de
rutin
as
rela
cion
adas
co
n la
vid
a co
tidia
na y
es
cola
r.
Los
rela
tos
hist
óric
os
con
sopo
rte
audi
ovis
ual.
Los
tem
as
cien
tífic
os
con
sopo
rte
audi
ovis
ual o
ic
ónic
o.
La e
xpos
ició
n de
tem
átic
as
con
apoy
o ic
ónic
o
La e
xpos
ició
n de
tem
átic
as
con
apoy
o ic
ónic
o.
La lo
caliz
ació
n de
info
rmac
ión
en e
l pár
rafo
.
Los
tem
as
cien
tífic
os
con
sopo
rte
audi
ovis
ual o
ic
ónic
o.
Las
narr
acio
nes
con
un s
uces
o.La
s na
rrac
ione
s co
n un
suc
eso.
Las
infe
renc
ias
a pa
rtir
de
elem
ento
s ic
ónic
os y
ve
rbal
es.
La lo
caliz
ació
n de
info
rmac
ión
en e
l pár
rafo
.
El m
apa
sem
ántic
o. L
a lo
caliz
ació
n de
info
rmac
ión
en e
l pár
rafo
.
Las
agen
das
de
activ
idad
es.
5th
La n
arra
ción
de
suc
esos
co
tidia
nos.
La n
arra
ción
de
his
toria
s pe
rson
ales
.
Las
ficha
s te
mát
icas
con
ex
plic
acio
nes.
La n
arra
ción
de
his
toria
s pe
rson
ales
.
La n
otic
ia:
la te
mát
ica
prin
cipa
l y
las
dife
rent
es
vers
ione
s.
La n
otic
ia.
La te
mát
ica
prin
cipa
l y
las
dife
rent
es
vers
ione
s.
La n
otic
ia:
la te
mát
ica
prin
cipa
l.
Los
cuen
tos
– la
tram
a a
trav
és d
e lo
s su
ceso
s.
El c
orre
o el
ectr
ónic
o y
el
chat
.
La
cate
goriz
ació
n de
pal
abra
s.
El u
so d
e es
trat
egia
s le
ctor
as p
ara
la o
bten
ción
de
info
rmac
ión
.
El c
orre
o el
ectr
ónic
o y
el
chat
.
Los
mito
s y
las
leye
ndas
pe
rten
enci
ente
s a
la le
ngua
m
eta.
Las
letr
as d
e la
s ca
ncio
nes.
El c
uest
iona
rio.
6th
El c
uest
iona
rio.
La e
xpos
ició
n co
n ap
oyo
de
esqu
emas
y
gráf
icos
.
La p
redi
cció
n en
text
os c
on
dife
rent
es
form
atos
a
part
ir de
pa
labr
as
clav
es, t
itula
res
y gr
áfic
os.
La e
xpos
ició
n co
n ap
oyo
de
esqu
emas
y
gráf
icos
.
La p
rese
ntac
ión
de te
mát
icas
es
tudi
adas
.
Las
biog
rafía
s.La
pre
sent
ació
n de
tem
átic
as
estu
diad
as
La p
redi
cció
n en
text
os c
on
dife
rent
es
form
atos
a
part
ir de
pa
labr
as c
lave
, tit
ular
es y
gr
áfic
os.
El re
lato
de
acon
teci
mie
ntos
en
la vi
da d
e un
per
sona
je
fam
oso.
La n
arra
ción
de
suc
esos
co
tidia
nos.
La c
ompr
ensi
ón
glob
al d
el te
xto.
In
form
ació
n ex
plíc
ita e
im
plíc
ita.
La c
ompr
ensi
ón
glob
al d
el te
xto.
In
form
ació
n ex
plíc
ita e
im
plíc
ita.
La re
aliz
ació
n de
ent
revi
stas
so
bre
tem
as
cotid
iano
s.
La p
rese
ntac
ión
de te
mát
icas
es
tudi
adas
.
25
CHAPTER 1
HELLOAGAIN!TEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
27
Unit
1: H
ELLO
AGA
IN!
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
K5
To te
ach
stud
ents
gr
eetin
gs,
clas
sroo
m o
bjec
ts
and
com
man
ds.
Gree
tings
.
Iden
tifyi
ng c
lass
room
obj
ects
.
Follo
win
g co
mm
ands
.
El d
iálo
go: s
alud
os.
Las
cons
igna
s pa
ra re
aliz
ar
tare
as y
acc
ione
s.La
dra
mat
izac
ión
de
canc
ione
s.
Hel
lo, h
ow a
re yo
u? B
athr
oom
, ple
ase.
Wha
t’s
this
? W
hat c
olor
is it
? Co
me
here
, ple
ase.
I’m
… It
’s…
Is it
…?
Yes,
it is
. No,
it is
n’t.
Wal
k an
d to
uch.
.. Lo
ok fo
r som
ethi
ng (y
ello
w).
Hel
lo. G
ood-
bye.
Tha
nk yo
u. T
each
er.
Colo
rs: r
ed, b
lue,
yello
w, g
reen
, or
ange
, vio
let.
Boar
d. C
hair.
Doo
r. W
indo
w. T
able
. Sit
dow
n. S
tand
up.
W
alk.
Tur
n ar
ound
. Jum
p. R
un.
1st
grad
e
To id
entif
y an
d na
me
clas
sroo
m
obje
cts.
Nam
ing
obje
cts
in c
onte
xt.
Iden
tifyi
ng c
lass
room
obj
ects
.
La n
omin
ació
n de
obj
etos
co
n ap
oyo
conc
reto
y
figur
ativ
o.
It is
a p
enci
l. H
ow m
any
penc
ils a
re th
ere?
Is
it a
penc
il? Y
es, i
t is.
No,
it is
n’t.
Wha
t’s yo
ur
nam
e? M
y na
me
is...
... C
an yo
u le
nd m
e…?
Wha
t’s th
is?
Poin
t to.
.. Le
t’s c
ount
! Col
or th
e pe
ncil
(blu
e).
RECY
CLE:
Pen
cil,
rubb
er/e
rase
r, no
tebo
ok, s
choo
l bag
, pen
cil c
ase.
N
umbe
rs (1
-12)
.
2nd
grad
e
To re
view
ex
pres
sion
s re
late
d to
eve
ryda
y la
ngua
ge in
the
clas
sroo
m c
onte
xt.
To q
ualif
y ob
ject
s.
Aski
ng fo
r per
mis
sion
.
Qual
ifyin
g th
ings
.
El re
lato
de
rutin
as
rela
cion
adas
con
la v
ida
cotid
iana
y e
scol
ar.
La d
escr
ipci
ón d
e ob
jeto
s.
May
I go
to th
e ba
thro
om?
Can
you
repe
at, p
leas
e?Ex
cuse
me.
How
do
you
say..
..in
Engl
ish?
How
ar
e yo
u? I’
m fi
ne, t
hank
you,
and
you?
Sit d
own
prop
erly.
Say
hel
lo. M
ake
a ci
rcle
. Ap
proa
ch th
e bo
ard.
Ope
n/Cl
ose
your
no
tebo
ok. W
rite…
Rea
d… L
iste
n to
… P
ut
ever
ythi
ng a
way
. Cle
an th
e bo
ard.
Bor
row
a…
Ca
n I…
? Ye
s, yo
u ca
n. N
o, yo
u ca
n’t.
RECY
CLE:
Num
bers
(13-
30).
Mor
e co
lors
: sky
blu
e, p
ink,
bro
wn,
bla
ck,
whi
te, g
rey.
Mor
e sc
hool
obj
ects
: ru
ler,
pen,
mar
kers
, peg
.
3rd
grad
e
To re
port
dai
ly
rout
ine
activ
ities
. Te
lling
abo
ut d
aily
rout
ines
.La
nar
raci
ón d
e su
ceso
s co
tidia
nos.
In th
e m
orni
ng I
go to
sch
ool.
In th
e af
tern
oon
I pla
y so
ccer
.In
the
even
ing
I go
to b
ed.
Do yo
u ge
t up
at 7
.00?
Yes,
I do
. No,
I do
n’t.
Do yo
u ha
ve...
?
RECY
CLE:
Day
s of
the
wee
k. G
et u
p,
was
h m
y fa
ce, b
rush
my
teet
h, h
ave
a sh
ower
, get
dre
ssed
, go
to s
choo
l, ha
ve b
reak
fast
/lunc
h, g
o ho
me,
w
atch
TV,
pla
y w
ith v
ideo
gam
es, g
o to
bed
. Sub
ject
s: P
hysi
cal E
duca
tion,
M
usic
, Art
s.
28
Unit
1: H
ELLO
AGA
IN!
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
4th
grad
e
To re
cogn
ize
and
talk
abo
ut d
aily
ro
utin
es.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs.
Expr
essi
ng fr
eque
ncy.
El re
lato
de
rutin
as
rela
cion
adas
con
la v
ida
cotid
iana
y e
scol
ar.
I…an
d…
I…bu
t I d
on’t.
...Sh
e...a
nd…
She…
but s
he d
oesn
’t…H
ow o
ften
do yo
u go
to s
choo
l? O
n M
onda
y, I/
she
…
I usu
ally.
..but
I ne
ver…
Does
she
…?
Yes,
she
doe
s. N
o, s
he d
oesn
’t.
Wha
t tim
e do
you/
does
she
...?
Wha
t’s yo
ur
favo
rite
subj
ect?
RECY
CLE:
Dai
ly ro
utin
e ac
tiviti
es:
go to
wor
k, w
ait f
or th
e bu
s, g
o sh
oppi
ng, h
ave
dinn
er, d
o ho
mew
ork,
sl
eep.
Num
bers
(up
to 6
0). O
’clo
ck.
Conn
ecto
rs: b
ut, a
nd. A
dver
bs:
usua
lly, s
omet
imes
, nev
er.
5th
grad
e
To re
vise
vo
cabu
lary
and
ex
pres
sion
s re
late
d to
dai
ly
rout
ines
.
Telli
ng a
bout
dai
ly ro
utin
es.
La n
arra
ción
de
suce
sos
cotid
iano
s.Do
you…
? W
hat d
o yo
u…?
I go/
don’
t go…
Doe
s sh
e…?
Wha
t doe
s sh
e…?
She
goes
/doe
sn’t
go…
The
re is
/are
. Whe
n do
yo
u ha
ve...
? W
hat d
oes…
mea
n in
Spa
nish
? H
ow d
o yo
u sp
ell..
. ? I
need
a...
Wha
t pag
e?
RECY
CLE:
Dai
ly ro
utin
e ac
tiviti
es:
exer
cise
, go
for a
wal
k, g
et b
ack
hom
e, d
o ch
ores
, vis
it a
frie
nd, c
omb/
dry
hair,
sha
ve, w
ash
the
dish
es,
clea
n.
6th
grad
e
To te
ll ab
out d
aily
ro
utin
es a
nd m
ake
ques
tions
abo
ut
them
.
Expr
essi
ng in
form
atio
n in
a
logi
cal s
eque
nce.
El c
uest
iona
rio.
La n
arra
ción
de
suce
sos
cotid
iano
s.
Wha
t/Whe
re/W
hen/
How
/How
man
y/W
hat
time/
Who
do
you.
..?I g
o to
sch
ool a
t 8.0
0. T
hen
I hav
e br
eakf
ast.
How
ofte
n ...
?
RECY
CLE:
Que
stio
n w
ords
(wha
t, w
here
, whe
n, h
ow, h
ow m
any,
wha
t tim
e, w
ho).
NOTE
: Uni
t 1 is
a re
visi
on o
f the
lang
uage
cont
ents
and
func
tions
taug
ht in
pre
viou
s ye
ars
(with
the
exce
ptio
n of
K5)
.
Cont
ent A
rea:
Soc
ial S
tudi
es.
Disc
iplin
e: H
isto
ry.
Cont
ent:
La d
urac
ión
del t
iem
po: p
erio
dici
dad
del t
iem
po e
n la
vid
a co
tidia
na. L
as c
ostu
mbr
es fa
mili
ares
en
el d
ía y
en
la s
eman
a.
29
k5UNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3Students make a circle on the floor. Students sing “Hello song.” The teacher passes a ball. The student who gets the ball says his/her name (I’m …). Then, the teacher models calling the roll, picking up a name tag from a box. Students say “Present!” when they hear their name. The teacher puts the tag on the students’ chest. Afterwards, students follow commands to play a T.P.R. game: “Robot.” Students pretend to be robots. The teacher says, e.g., “Robot: stand up/sit down/walk.” Students follow commands. Students sing “Good-bye.”
Students sing “Hello song.” The teacher calls the roll using the name tags that he/she has in front of him/her (they were returned last class). When called, the teacher assigns the tag to the student. The teacher hangs tags on students’ chests. Then, the teacher explains the game “Simon Says.” The class plays it, using simple commands. Video: “Hello.” (*) Students mimic the video’s choreography, then they sing the song. Students play the “Robot” game using the commands of last class, and then they sing “Good-bye.”
Students watch the video: “Hello.” (*) They sing along and repeat the choreography of Activity 2. The teacher plays a new video: “Actions.” (**) Students listen and follow the commands. The teacher models. After several times watching the video, students follow the commands on their own. Then, students make a circle on the floor. They watch the video “Actions” (**) and sing along the “Good-bye” song.
Activity 4 Activity 5 Activity 6Students sing “Hello song” and make a circle on the floor. The teacher shows flashcards with “chair/table/door/window.” When called out loud, volunteers stand up and touch the corresponding objects. The teacher names them, and students repeat. The teacher introduces colors through T.P.R. The teacher asks, using flashcards, e.g.,”What color is the chair?” Volunteers find those colors in the classroom, touch the corresponding objects and name them. Students sing “Good-bye.”
Students sing “Hello song.” The teacher reviews colors using flashcards. Students listen and point to colors in the classroom. Then, a volunteer says a color and the other students point to them. The teacher divides the class into four groups and assigns a color to each team. Students take turns to collect objects of the given color. The teacher checks understanding by picking up an object and asking, e.g., “Is it a...?”. Video: “Colors.” (***) Students listen to the song and touch classroom objects of that color. Students sing “Good-bye.”
Students sing “Hello song.” The teacher calls the roll with tags, the same as Activity 2. Then, the teacher reads a story related to vocabulary introduced the previous lessons. (****) The teacher asks, e.g., “What color is the table/chair?” Students answer and point, e.g., “It is...” or “It’s …” The teacher models complete answers. Game: the teacher shows flashcards with classroom objects while giving commands: e.g “Walk and touch the chair.” Students sing “Good-bye.”
Activity 7 Activity 8 RESOURCESStudents sing “Hello song.” Students watch a video: “Colors” (***). The teacher recalls the story and students order the story sequence, with flashcards or drawings. Then, students play a color hunt, looking for different colors in the class. The teacher says, e.g., “Look for something yellow...” Students play a guessing game, e.g., “Is it yellow?”, “Yes, it is/No, it isn’t.” Students sing “Good-bye.”
Assessment: divide the group into three learning centers. The teacher models the task for each student. Learning Center 1: students classify blocks by color. Learning Center 2: students listen to an audio file and color the corresponding objects in a given handout. Learning Center 3: “Bingo game” - a volunteer takes random colored bottle caps and classroom objects (real or flashcards) from a bag. Students have bingo cards with colors and objects. They complete the bingo cards as elements are called. The teacher should be monitoring this center. The students go to different learning centers.
• (*) Any video with simple introductions, e.g: “What’s your name?” • (**) Any video with simple language related to actions, including commands for saying good-bye. • (***) Any video with simple language related to colors. • (****) Any story with school vocabulary. • Colored blocks (materials used in the Spanish class): - bottle caps - flashcards - real objects (realia) • Bingo game: colors and objects.
30
1stUNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher sings “Hello,” along with students. Students make a circle on the floor. The teacher introduces herself/himself orally. Then he/she writes on the board “My name is ...” The teacher passes a ball so that students say “My name is...” Students write down their names on a piece of paper and draw themselves. This activity can be posted on the bulletin board. Video: simple introductions (*). Finally, the teacher introduces a T.P.R game using simple commands. Students follow the instructions and play the game, exchanging roles with the teacher. Students sing “Good-bye” song.
The teacher and students sing “Hello.” The teacher reads a story (k5 – activity 6) and reviews vocabulary. The teacher asks: “Is it a table?” Students answer: “Yes, it is/No, it isn’t.” The teacher provides students with classroom objects and asks them to order those objects according to the story. Game: “Apple Pass.” Students sit in a circle, and toss a fake apple (or a ball) to one another. The student who receives the apple should say a word in English. The student then throws the apple to another student and says a different word in English from the chosen category, in this case, “school objects.” Students sing “Good-bye” song.
The teacher and students sing “Hello.” The teacher displays a poster related to classroom objects, and names them. Students point to the objects and say their color; e.g: “It’s blue.” The teacher asks: “How many chairs are there?” Students draw some objects in their notebooks and write their names. Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher and students sing “Hello.” Video: Colors (**). The teacher shows pencils of different colors and asks: “What’s this?,” “What color is it?” Students display their colored pencils on their tables. Students listen to the teacher and pick up the corresponding pencil. Afterwards, students take turns performing the teacher’s role. Finally, the group counts pencils. The teacher hands out a photocopy where students have to color the objects as they listen. Students sing “Good-bye” song.
The teacher and students sing “Hello.” Guessing game: the teacher brings a bag with colored pencils. One student comes to the front and with his/her eyes closed picks a pencil from the bag. He /she asks: “Is it a blue pencil?.” The class answers: “Yes, it is” or “No, it isn’t.” This procedure is repeated until the student says the color of the pencil. The teacher provides students with a picture of classroom objects. Students name and write simple sentences about them; e.g: “It’s a pencil”. Students sing “Good-bye” song.
The teacher and students sing “Hello.” Group work: students are given cards with different colored objects. A student keeps the cards faced down. The others ask, e.g., “Can you lend me a blue pencil?” If the student with the cards has it, he/she answers “Yes!,” and gives the card to the one who guessed. The winner is the student who has more cards. Students play a Bingo Game (with objects). Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher and students sing “Hello.” Then, the teacher displays a poster related to classroom objects. Students name and count objects. The teacher provides students with labels of classroom objects. Volunteers stick the labels in the correct place. Game: two students go out of the classroom. The rest place a label in the wrong place. Those students outside try to find the mistake and make the correction. The teacher gives out a photocopy in order to make a matching activity. Students sing “Good-bye” song.
Assessment: students read and match word+object. Then, they follow the teacher’s oral instructions, e.g., “Color the pencil blue/color the eraser red.” Game: students follow commands, e.g., “Touch the chair.” Next time, a student picks up a paper from a bag and his/her classmates carry out the action written on the paper. Students sing “Good-bye” song.
• (*) Any video with simple introductions (e.g: “What’s your name?”). • (**) Any video with simple language related to colors. • Hello song (any song for starting the class). • Good-bye song (any song for wrapping up all activities). • Colored pencils. • Poster related to classroom objects. • Cards with different-colored objects. • Object labels. • Bingo (objects).
31
2ndUNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher and students introduce themselves. Game: students roleplay everyday greetings, changing roles with the teacher. Students write down their names and draw themselves. The teacher asks students to show school objects, and asks about their color. Game: “Passing the Ball”. Students sit in a circle on the floor and toss the ball to one another. The receiving student should say a word in English. Then, he/she throws the ball to another classmate and has to say a different word from the same category (school objects and/or colors). Students sing “Good-bye” song.
The teacher shows flashcards including different actions that take place during the English class, e.g., “Say hello/sit down properly/make a circle/come to the board/open your notebook.” Students listen, repeat and perform the actions. The teacher chooses a flashcard and models the implied action, e.g., “Can I (cut the paper)?” Students ask for permission to perform simple actions, using different flashcards. A student takes the role of the teacher and answers, e.g., “Yes, you can/No, you can’t.” If the answer is “Yes,” the student who asked the question performs what he/she asked for. Students sing “Good-bye” song.
The teacher displays labels with actions on the board and students perform those actions. Volunteers match those actions with flashcards. Joint correction. Guessing game: a student secretely chooses a flashcard with an action from activity 2. The other students ask, e.g., “Can I (stick/cut)?” The one with the flashcard answers, e.g., “Yes, you can/No, you can’t.” Two students go outside of the room while volunteers mix up the flashcards and labels on the board. When the students who are outside enter the room, they should notice the mistakes and make the necessary corrections. The teacher repeats this activity as many times as possible. Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6Ask students to identify the actions of the previous day (cut/read/close...) and possible new actions to be included in the routine of the class (call/write/go...). Then, students should stick corresponding flashcards on the board. The teacher asks students to order the images according to the class routine of that day. The teacher provides students with labels to match them with flashcards. Students write down in their notebooks their routines in the English class. Students sing “Good-bye” song.
The teacher revises vocabulary related to school objects by asking students, e.g., “Can I borrow a...?” (same exponents from activity 1). The teacher models: “What color is it?” Students answer and ask similar questions to a partner. Students choose an object, name and describe it in their notebooks, e.g., “It’s a pencil. It’s blue.” The teacher models the sentences first, writing down on the board all necessary key vocabulary. Students sing “Good-bye” song.
The teacher shows an opaque bag with school objects, and asks a student to pick one, with his/her eyes closed. He/she asks his/her classmates, e.g., “What’s this?/What color is it?” Repeat this procedure till the bag is empty. Students complete a worksheet including images of school objects. Students name and color them, according to the teacher’s instructions. Finally, students name and describe the objects in their worksheets, e.g., “It’s a pencil/It’s big.” Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESGroup work: each group has a set of cards/labels with activities. One member of the group has all the cards/labels and answers his/her classmates’ questions, e.g. “Can I (write)?” The one who guesses gets the card/label, and scores a point in the game. The game is repeated, but each group is now given cards with objects. First, students should look at the cards, name and describe the objects. Then, the group plays the same game. Students sing “Good-bye” song.
Assessment: the teacher sticks actions related to the daily classroom routine on the board. Students read them aloud. The teacher gives out a copy of the scrambled actions to students and asks them to order them according to their daily classroom routine. Then, the teacher plays an audio file (*) related to actions, and asks students to answer Yes/No statements related to classroom routines. Finally, the teacher asks students to write missing words on given sentences, e.g., “____ the door.”
• (*) Any audio file related to actions. • Flashcards (actions, classroom objects, chunks of language, etc.).
32
3rdUNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces herself/himself and students roleplay greetings. The teacher reviews days of the week and tells students the days when they have English classes. A volunteer writes the information on the board. All together, on a big piece of paper, students make a schedule of the different activities they have at school. Then, the teacher asks, e.g., “Do you have Physical Education classes on Monday? Yes, I do.” Students copy the schedule in their notebooks and answer related questions. Students sing “Good-bye” song.
The teacher shows flashcards with daily routine activities and writes them on the board. Volunteers match images with words, and then the teacher asks, e.g., “Do you get up early? Do you have breakfast at home?” Pairwork: students write down and ask their pairs three questions. Volunteers ask and answer the questions in front of the class. Game: a student mimes a daily routine activity, and the rest of the class should guess it. Students sing “Good-bye” song.
The teacher sticks daily routine images on the board. Pair work: students choose from those images and ask questions to their pairs. As they interact, the teacher writes some of the activities mentioned by students on the board, e.g., “Do you have breakfast in the morning?” When pair-work finishes, students should match the image with the activities the teacher wrote. Then, students must write down three questions for the teacher. Song: “I wake up.” (*) Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6Divide the board into three sections: morning, afternoon, evening. Students stick flashcards in the correct place. Two students go out of the classroom. Volunteers mix up some flashcards, placing them into different columns. Afterwards, the students who were outside come back and detect the mistakes and correct them. The teacher models complete sentences, using the information in the chart, e.g., “In the morning I get up at 7:00.” Volunteers say similar sentences. Then, students choose an activity from each column and write complete sentences, e.g., “In the morning (I brush my teeth).” Students sing “Good-bye” song.
The teacher provides students with a text about daily routines. Students should read the text, while the teacher checks comprehension orally. Afterwards, students answer True or False statements related to the text. Then, the teacher introduces a Gouin series: “I wake up in the morning. I wash my face. I brush my teeth. I have a shower. I get dressed. I have breakfast. I go to school.” Students mime the actions and say them out loud. Students sing “Good-bye” song.
The teacher reviews the text of the previous class and places mixed-up sentences related to the text on the board. Then, students should unscramble those sentences on their own. The teacher uses this as a model for students to write independently about their own daily routines. The teacher repeats the Gouin series on daily routines from the previous activity. Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESStudents play a memory game: the teacher places flashcards and phrases of daily routines face down on the board, all mixed up. Students take turns picking up and turning pairs of cards. If the cards match (image-phrase), the pair is removed from the game. Then, the student scores a point and scores an extra point if they say a complete sentence that uses the selected picture and phrase. The teacher provides students with a list of daily routine activities. Students listen to an audio file (**) describing a routine and tick the activities they hear. Joint correction. Students sing “Good-bye” song.
Assessment: students listen to an audio file (***) describing routines. Then, the teacher asks students to answer True/False statements. Afterwards, students should read statements related to daily routines, and answer simple questions. Finally, students must write three activities related to everyday routines, e.g., “In the morning I brush my teeth/I brush my teeth and wash my face.”
• (*) Song (T.P.R): “I wake up” - from Uruguayeduca • (**) Any audio file describing a routine, that may even be recorded using a cell phone. • (***) Any other audio file describing a routine, that may even be recorded using a cell phone. • Image flashcards (daily routine) • Flashcards with sentences related to routines. • A big piece of paper
33
4thUNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher and students introduce themselves. Students name the different activities they have at school and write their timetable on the board. Game: information gap activity. The teacher gives pairs a school timetable with information. Students ask each other questions about it, to complete the chart. e.g., “Do you have... on Monday?” Students report to the whole class, e.g, “On Monday, I have (Physical Education)”. The teacher writes some of those sentences and asks: “What’s your favorite subject?” Then, the teacher models “I like... but I don’t like...” Volunteers say sentences and write them down. Students sing “Good-bye” song.
The teacher shows daily routine flashcards and places them on the board. Students name the implied activities while the teacher writes them on the board. The teacher makes a chart with two columns: one with a tick and the other with a cross. The teacher tells students orally what a child does according to his/her own routine. Then, volunteers stick the corresponding flashcards in the correct column. The teacher models, e.g., “She goes to school but she doesn’t play the guitar.” The teacher asks students to give examples orally. Students write down other examples in their notebooks. Bingo: daily routine activities. Students sing “Good-bye” song.
The teacher asks “How often do you go to school?,” by using daily routine flashcards. The teacher models appropriate sentences. The teacher presents on the board a chart with activities and frequencies.
Usually Sometimes NeverGo to schoolDrink coffee
Volunteers tick the cells according to frequency. Pairwork: ask and answer questions using the chart, e.g., “How often...?” Then, the teacher models with a student, e.g., “I usually...but I never…” After some examples, students write down similar sentences, according to their own routines. Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6Guessing game: a student chooses a daily routine activity. His/her classmates ask: “Do you (usually) (drink milk)?” The teacher models, e.g., “Does she (drink coffee)?” The teacher provides students with a list of activities a certain character does. Students listen and tick the activities the character does on Saturdays. Students write down complete sentences related to that routine, e.g., “He/She...but he/she doesn’t...” Game: one student mimes a daily routine action and the rest guess it. Students sing “Good-bye” song.
The teacher provides students with a short text about daily routines including the time in which each activity is conducted. Students predict the content of the text from title and picture. The teacher reads the text and checks understanding orally. The teacher asks students to circle the different instances of time expressions they find in the text and asks them to say the time aloud. The teacher models on the board, e.g., “He/She goes to school at 8:15.” Students write sentences about their activities, including when they carry them out (time). Bingo: numbers. Students sing “Good-bye” song.
The teacher uses TPR to revise vocabulary. Then, the teacher recalls the story from the previous class. Students answer questions orally, e.g., “What time does she have breakfast?”. Students answer True or False statements, e.g., “She goes to school at 8 o’clock.” Students exchange notebooks and correct their classmates. Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher provides students with a chart with times. Students say the time aloud. The teacher models, e.g., “I get up at 7 o’clock.” Students make similar sentences. Pairwork: the teacher distributes a handout with clocks. Students write sentences about daily routines next to those clocks and read them aloud. Game: the teacher distributes image flashcards and sentence flashcards (related to the images). Students walk around the classroom and find their partners, matching pictures with words. Students sing “Good-bye” song.
Assessment: Pairwork: students create a word search with daily routine activities. Then, they exchange papers. They have to use some of those words to write sentences about themselves, including connectors, e.g., “I get up at 8 o’clock and I have breakfast at 8:30.”
• Image flashcards (daily routines) • Flashcards with sentences related to those daily routines. • Bingo (daily routines): students divide a notebook page in four. They should write a different daily routine in each space. Then, another student takes turns picking random daily routine flashcards. The first one to complete the daily routine bingo card, wins the game. • Bingo (numbers): instead of daily routines, use numbers (same procedure as previous bingo).
34
5thUNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher and students introduce themselves (name, age, nationality). Students name the activities they do at school. The teacher writes them on the board and asks, e.g., “When do you have English classes?” Students make a schedule. The teacher models, e.g., “On Monday, I have English classes.” Volunteers say similar sentences. Students make the front cover of the notebook. It may include personal information, language gambits, e.g., “How do you say... in English?” and everyday language. Students sing “Good-bye” song.
The teacher recalls daily routine activities by showing flashcards and asking students to name them. Students describe the images, e.g., “There is/are...” Volunteers come to the front and order activities, according to daytime, in three columns: morning, afternoon, evening. Students say the sentences orally. The teacher writes activities on the board. Volunteers match images. Pairwork: students write sentences about their own daily routines. The teacher models first. After finishing, volunteers read aloud. Students sing “Good-bye” song.
The teacher provides students with a simple text about a certain character’s routine, e.g., “In the morning, he goes to school.” Students predict what the text is going to be about from title and image. They circle verbs in the text and write them down in a list. From a variety of examples, the teacher helps students identify the difference between first and third person singular. Students complete the chart and write sentences about a friend’s routine. Finally, they exchange notebooks to make corrections. Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher recalls the text of the previous class. Students answer True or False statements about that text. Pairwork: students write True or False sentences. Then, they exchange papers with other pairs and make corrections. Afterwards, volunteers read the corrected sentences aloud and the whole class answers True or False orally. Students sing “Good-bye” song.
The teacher provides students with a chart with daily activities and people who perform them:
Anne Paul Partner´s NameGo to schoolDrink coffee
The teacher reads the chart aloud. Students listen to an audio file (*) of those people talking about what they do in a day and tick or cross the chart. Afterwards, students report those activities to the class. The teacher models first. Then, students write sentences using the chart. Pairwork: students ask their partners if they carry out the activities in the chart and fill an extra column according to their answers. Finally, they report the answers. Students sing “Good-bye” song.
Students watch a video (**) about someone who introduces him/herself. The teacher checks general comprehension and provides students with incomplete sentences about this person, e.g., “Paul goes to school at...” Students watch the video again and complete the missing parts. The teacher plays the video one more time to check students’ answers. Finally, volunteers report the activities they completed. Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher reviews the video students watched (activity 6). Volunteers read aloud the sentences they completed in the last activity. The teacher asks questions using similar exponents, that now are related to students’ activities. Students write down complete sentences about themselves and volunteers read aloud. Students sing “Good-bye” song.
Assessment: students unscramble mixed daily activities of a certain character. Then, students answer True or False questions about that routine, and listen to an audio file (***) of a certain person’s activities, and connect the person to the corresponding activity. Finally, students write about their daily routines.
• Daily routine flashcards. • (*) Any audio file of people talking about daily routines. • (**) Any video of a certain character introducing him/herself • (***) Any audio file of a certain person or group of people talking about daily routines.
35
6thUNIT 1 – HELLO AGAIN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher and students introduce themselves (name, age, nationality, favorite things, preferences). Students name the activities they do at school and write them on the board. Then the teacher asks, e.g., “When do you have English classes?” Students make a schedule and the teacher models, e.g., “On Monday, I have English classes.” Volunteers write sentences on the board. Other students read aloud. Students make the front cover of the notebook. It may include personal information, language gambits, e.g., “How do you say... in English?” and everyday language. Students sing “Good-bye” song.
The teacher recalls daily routine activities by having students name the activity flashcards. Students describe those images, e.g., “There is/are...” The teacher writes those activities on the board. Students come to the front and stick flashcards next to them. The teacher models daily routines, including: “in the morning, in the afternoon, in the evening.” Then, students write individually. Finally, the teacher writes sentences with mistakes on the board and volunteers make corrections. Then, students check their own sentences. Students sing “Good-bye” song.
The teacher provides students with a text about a certain character’s routine. Students predict what the text is going to be about from title and image. Students scan the text in order to find specific information about the character. The teacher checks comprehension orally. Afterwards, the teacher writes questions on the board with the corresponding question words missing. Then, together with students, the teacher reviews how and when question words are used. Finally, students complete the questions. Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher recalls the text of the previous class and corrects the questions. The teacher copies some of those examples on the board and tells students to ask and answer each other those questions. Then, the teacher helps volunteers roleplay the situations implied in the questions. Students sing “Good-bye” song.
The teacher provides students with a chart including people and daily activities, and an extra column for days of the week. Students listen to each person’s routine and match the day of the week, the activities and the people who perform them.
On Monday John takes a shower.On Tuesday Peter gets up at 7:00.
Students make sentences, e.g., “On Tuesday, John gets up at 7:00.” Students say similar sentences describing their own routines. The teacher models first. Students sing “Good-bye” song.
The teacher provides students with two versions of the same text, each one having different missing information. Pairwork: each student reads his/her version of the text individually, in silence. Then, each student should take turns asking each other questions to complete the text. The teacher models first. Joint correction. Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher provides students with the mixed-up sentences of the text of the previous class. Then, students choose one of those sentences, which should be written on a separate piece of paper. They read it aloud and stick it on the board. When all of the sentences are on the board, students have to order them correctly. Afterwards, students use the original text to make corrections. Finally, students write about their own routines using the text as a model. Students sing the “Good-bye” song.
Assessment: the teacher provides students with a text describing the routine of a certain character. Then, students answer questions related to the text. Afterwards, they listen to an audio file (*) describing the routine of another character and order the scrambled sequence of activities, e.g., “She goes shopping/She plays tennis.” Finally, students write sentences about their own daily routines.
• Daily routine flashcards. • (*) Any audio file of people talking about daily routines.
37
CHAPTER 2
COUNTON METEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
39
Unit
2: C
OUN
T ON
ME
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
K5
To in
trod
uce
othe
rs
and
expr
ess
feel
ings
.In
trod
ucin
g on
esel
f and
ot
hers
.
Expr
essi
ng fe
elin
gs
La m
emor
izac
ión
de
canc
ione
s.
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
La m
emor
izac
ión
de
adiv
inan
zas.
Wha
t’s h
er/h
is n
ame?
Who
is h
e/sh
e?
This
is...
How
do
you
feel
? I
am …
He
is...
She
is
…M
othe
r is
happ
y/tir
ed.
Are
you
happ
y? Y
es, I
am
. No,
I´m
not
.To
uch.
..
Fam
ily m
embe
rs: f
athe
r, m
othe
r, br
othe
r, si
ster
. Fee
lings
: hap
py,
sad,
ang
ry, g
ood,
sic
k, o
k, s
care
d,
surp
rised
.Co
mm
ands
: wal
k, ju
mp,
run.
1st
grad
e
To p
rodu
ce s
hort
si
mpl
e de
scrip
tions
of
ones
elf a
nd o
ther
s.
Qual
ifyin
g th
ings
.
Iden
tifyi
ng p
eopl
e
La d
escr
ipci
ón d
e pe
rson
as.
I am
tall.
He/
she
is…
I hav
e (g
ot)…
John
has
(got
) bro
wn
hair.
Phys
ical
cha
ract
eris
tics:
long
, tal
l, sh
ort,
fat,
thin
.Fa
mily
mem
bers
: ste
p, h
alf.
Body
par
ts: n
ose,
ear
s, m
outh
, hai
r, ey
es.
2nd
grad
e
To id
entif
y pe
ople
’s
char
acte
ristic
s an
d m
ake
shor
t de
scrip
tions
abo
ut
them
.
Desc
ribin
g fa
ces
and
body
pa
rts.
La c
arac
teriz
ació
n de
ser
es
vivo
s.
Los
text
os d
escr
iptiv
os
incl
uyen
do e
lem
ento
s pa
ralin
güís
ticos
.
She
has
(got
)(lon
g)(b
row
n)...
hai
r. I h
ave
(long
) hai
r and
(bro
wn)
eye
s. P
oint
to…
Phys
ical
cha
ract
eris
tics:
youn
g, o
ld,
pret
ty, u
gly.
Body
par
ts: f
eet,
legs
, che
st, a
rms,
ha
nds,
sho
ulde
r, ne
ck, f
ace,
frec
kles
, be
ard,
mou
stac
he.
3rd
grad
e
To id
entif
y an
d de
scrib
e ch
arac
ters
in
cont
ext.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs.
Expr
essi
ng in
form
atio
n in
a
logi
cal s
eque
nce.
La d
escr
ipci
ón d
e di
bujo
s an
imad
os.
Las
ficha
s te
mát
icas
con
apo
yo
icón
ico.
He/
she
is w
earin
g...
Wha
t is
he
wea
ring?
He
is w
earin
g...
and
she
is
wea
ring.
.. I a
m w
earin
g...b
ecau
se it
’s
hot.
Clot
hes:
sho
es, s
ocks
, pan
ts, s
kirt
, sh
orts
, t-s
hirt
, sw
eate
r, ja
cket
, dre
ss,
scar
f, ha
t, ra
inco
at, s
wim
suit.
Conn
ecto
rs: b
ecau
se, a
nd.
4th
grad
e
To re
port
pas
t eve
nts.
Telli
ng a
bout
pas
t eve
nts.
Obta
inin
g sp
ecifi
c in
form
atio
n in
a te
xt
Los
rela
tos
hist
óric
os c
on
sopo
rte
audi
ovis
ual.
La lo
caliz
ació
n de
info
rmac
ión
en e
l pár
rafo
.
Last
Sat
urda
y, I..
.I/h
e/sh
e pl
ayed
...Di
d sh
e pl
ay in
the
park
?Ye
s, s
he d
id. N
o, s
he d
idn’
t. In
the
mor
ning
/afte
rnoo
n/ e
veni
ng, .
..
Actio
ns in
the
past
: wen
t, pl
ayed
, vi
site
d, w
atch
ed te
levi
sion
, ate
an
ice-
crea
m, r
ead
a bo
ok, h
ad a
pic
nic,
pr
actic
ed s
port
s, ro
de a
bik
e.Ga
mes
: tag
, hop
scot
ch, b
oard
gam
es,
card
s.
40
Unit
2: C
OUN
T ON
ME
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
5th
grad
e
To id
entif
y an
d ex
pres
s ch
arac
teris
tics
and
rout
ines
.
Desc
ribin
g ev
ents
in th
e pa
st.
Desc
ribin
g ho
bbie
s.
Mak
ing
requ
ests
and
as
king
que
stio
ns to
obt
ain
info
rmat
ion
in d
iffer
ent
cont
exts
.
La n
arra
ción
de
hist
oria
s pe
rson
ales
.
El u
so d
e es
trat
egia
s le
ctor
as p
ara
la o
bten
ción
de
info
rmac
ión.
El c
uest
iona
rio.
He/
she
ate,
dra
nk, h
ad b
reak
fast
, got
up
, wor
e...
He/
she
felt.
.. I f
elt..
. W
hat d
id h
e/sh
e/th
ey e
at?
Whe
re d
id
she/
they
go?
I lik
e… in
my
free
tim
e.
Stat
es o
f bei
ng: C
omfo
rtab
le/
unco
mfo
rtab
le, e
xcite
d, s
urpr
ised
, bo
red,
tire
d, s
leep
y.Fa
mily
mem
bers
: cou
sin,
aun
t, un
cle,
gr
andf
athe
r, gr
andm
othe
r, ni
ece.
Leis
ure
activ
ities
: pla
ying
bas
ebal
l, sk
atin
g, p
layi
ng w
ith th
e co
mpu
ter,
read
ing,
dra
win
g, ta
king
nap
s,
sing
ing,
dan
cing
, lis
teni
ng to
mus
ic.
6th
grad
e
To m
ake
and
answ
er
ques
tions
abo
ut
peop
les’
live
s an
d ro
utin
es in
the
past
.
Desc
ribin
g ha
bits
.
Desc
ribin
g lif
esty
les.
La e
xpos
ició
n co
n ap
oyo
de
esqu
emas
y g
ráfic
os.
La c
ompr
ensi
ón g
loba
l del
te
xto.
Info
rmac
ión
expl
ícita
e
impl
ícita
.
La p
rese
ntac
ión
de te
mát
icas
es
tudi
adas
.
I/he/
she
didn
’t go
...W
hat t
ime
did
she
go...
?Di
d yo
u go
..?W
hat d
id h
e do
?I p
laye
d...w
ith...
.I w
ent..
..at s
even
.Ye
ster
day;
I...
Ques
tion
wor
ds: w
ho, w
hat,
whe
n,
whe
re, w
hy, h
ow m
uch,
how
man
y, ho
w.O’
cloc
k.N
umbe
rs.
Room
s in
the
hous
e: k
itche
n, li
ving
-ro
om, d
inin
g-ro
om, b
athr
oom
, ga
rage
, yar
d.Qu
aliti
es: s
hy, b
rave
, sm
art,
love
ly,
talk
ativ
e.
NOTE
: exp
onen
ts a
nd v
ocab
ular
y pr
evio
usly
taug
ht n
eed
to b
e re
cycl
ed w
hen
nece
ssar
y fo
r cur
rent
act
iviti
es.
CONT
ENT
AREA
: SOC
IAL
STUD
IES
DISC
IPLI
NE: C
ONST
RUCC
IÓN
DE
CIUD
ADAN
ÍA/D
EREC
HO
CONT
ENT:
El d
erec
ho a
tene
r una
fam
ilia.
41
k5UNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher shows the cover of a book about a family (*). Students predict the contents of the book from images and title. The teacher reads the book while students listen to the story. The teacher checks comprehension by asking simple questions. Then, the teacher shows flashcards with the most important parts of the story, asks questions about them and places them on the board in the wrong order. Volunteers order the sequence according to what they remember of the story. Joint correction. Students sing “Good-bye” song.
The teacher displays the flashcards of the previous class, in the wrong order. Then, she/he elicits the main idea of the story , and asks students to order the flashcards accordingly. Afterwards, the teacher shows a video about a family (**). After playing it once, the teacher plays the video again and pauses it in different scenes, asking, e.g., “Who is she?” Students name the family members in that scene. Afterwards, the teacher sticks flashcards with family members on the board and asks volunteers to touch the corresponding flashcard while listening to instructions, e.g., “Stand up and touch ‘mother’.” Finally, students draw and name their family members. Students sing “Good-bye” song.
The teacher introduces feelings with gestures and students follow commands, e.g., “You are happy; now, sad” (everybody makes the corresponding gestures). The teacher writes feelings, e.g., “sad”, “happy”, on a big white paper and shows pictures in which they are shown (happy and sad faces, etc.). Volunteers stick those faces on the corresponding area, above the correct word. Game: volunteers come to the front and show how they feel, according to the teacher’s instructions. The rest of the class guesses the feeling by asking, e.g., “Are you happy?” The ones at the front answer, e.g., “Yes, I am/No, I’m not.”. Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher provides four students with different labels (mother, father, sister, brother). Then, students sing a song about families (***). The teacher tells them how each family member feels by showing a picture and modelling, e.g., “Mother is happy/Father is angry.” Volunteers say how each member of the family feels. This procedure is repeated several times. Students sing “Good-bye” song.
The teacher plays a video about feelings (****). While playing it again, the teacher pauses the video in different scenes, showing different feelings. Students perform those feelings. Then, the teacher provides students with faces (happy, sad, angry). Students color them according to the teacher’s instructions. The teacher has students choose a face according to what they are feeling at that time. At the same time, he/she models, e.g., “I am...” Students say how they feel. Students sing “Good-bye” song.
The teacher reviews the exponents related to feelings taught last class. Then, he/she shows students the cover of a book (*****), and has them predict its content from images and title, e.g., “Who is he/she?” Students listen to the story and the teacher checks comprehension. Then, students are given a set of separate images of the story. Students stick the sequence on the board in the correct order. Joint correction. Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher reviews the story of the previous class by showing the separate images of the book. Students sing the family song. Game: listen and point. The teacher sticks the images and words of family members on the board, all mixed up. Then, he/she asks volunteers to match names with family members, by listening and pointing first. Afterwards, students complete on their own the same exercise, on paper. The teacher monitors students’ progress and provides support when necessary. Students sing “Good-bye” song.
Assessment: vocabulary revision by using T.P.R., e.g., “Walk with the mother/Put the father on the board/Jump with ‘Happy’.” The teacher puts the flashcards on the board and the students have to listen and point to the correct flashcard, answer Yes/No questions, etc. Then, the students complete a similar activity, on a photocopy, e.g., “Match the word with the image.”
• (*) Any book describing different family members. • (**) Any video showing family members and naming the corresponding relationship. • (***) Any song describing families. • (****) Any video in which feelings are characterized and emphasized. • (*****) Any (other from *) book describing different members of a family. • Flashcards (family book/images/names). • Labels for “feelings” and “family members”.
42
1stUNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher shows the cover of a book about families (*). Students describe it and predict its content from images and the title. Then, the teacher reads the book and students answer Yes/No questions, e.g., “Mother is happy/Father is angry.” Finally, joint correction on the board. Students sing “Good-bye” song.
The teacher reviews the story from the previous class and introduces adjectives that describe physical characteristics. Then, he/she asks students to describe the characters of the story and writes key vocabulary on the board, e.g., “tall/short/old/young”. Afterwards, the teacher models short sentences using those qualities and the exponents needed to make descriptions, e.g., “My mother is tall.” Then, the teacher describes herself and asks students to describe themselves orally. Finally, students select one of those sentences, copy it in their notebooks and draw themselves. Students sing “Good-bye” song.
The teacher writes the following words: happy, sad, angry, sick, good. Above these words, the teacher draws empty faces. Then, the teacher asks volunteers to complete the faces according to the words written below. Afterwards, the teacher removes the faces and replaces them with new empty faces. Students show how they feel by saying the corresponding exponents orally, e.g., “I am happy.” Then, the teacher plays a video about feelings (**). While playing it again, the teacher pauses it in different scenes exemplifying feelings. Students perform those feelings and draw themselves showing their characteristics and feelings in their notebooks, e.g., “I am happy. I am tall.” Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher shows a poster with children and asks students to suggest names for them. The teacher describes a child, e.g., “Paul is tall. He is happy.” Students identify the child without being told their names but relying on his/her features, e.g, “He is tall and happy - He is Paul.” Students should write down the name that matches the description. The teacher places those descriptions on the board and volunteers write their names. Students sing “Good-bye” song.
The teacher shows the poster from the previous class and describes the characters, including body parts, color of hair and eyes, e.g., “John has brown hair.” The teacher describes himself/herself, e.g., “I am tall. I have brown hair.” Students write down sentences describing themselves. A word bank should be available on the board while conducting this activty. The teacher models the activity first. Students sing “Good-bye” song.
The teacher provides students with an image of children with their names. Pair work: students match two columns, “names” and “physical characteristics”, e.g., brown hair - blue eyes. Joint correction on the board. Afterwards, the teacher models a complete sentence, e.g., “John has brown hair.” Students write down complete sentences, choosing one of the characters in the poster. Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher provides students with a short simple description. Then, students are asked to read from the board. Group work: each group is given a different description. Students read and draw. Then, groups exchange pictures with one another and write sentences about the drawing they received. This production may be posted on the bulletin board. Students sing “Good-bye” song.
Assessment: students listen to the teacher and draw what is being described (child’s description: hair, eyes). Then, the teacher provides students with a short description. Students read it and answer “Yes/No” questions. Finally, students are asked to complete a writing task: “About me: my name is ... I am tall/short. I have....hair and...eyes”.
•(*) Any book describing different members of a family. • Flashcards (physical characteristics). • (**) Any video in which feelings are characterized and emphasized. • Labels of feelings and family • Poster of children
43
2ndUNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3Students sing the song “Head and Shoulders.” (*) Game: “Simon says” – the teacher gives a command and the students perform it, e.g., “Simon says: touch your...” If the teacher doesn’t start the command with the expression “Simon says,” students are not supposed to perform the action. Then, the teacher draws empty faces on the board and asks volunteers to complete them, according to the teacher’s instructions. Students draw the faces in their notebooks and name the parts, making complete sentences, e.g., “She has blue eyes.” Students sing the “Good-bye” song.
Students sing the song “Head and Shoulders.” (*) On a big piece of paper, students take turns to draw different parts of a body, following the teacher’s instructions, e.g., “Draw two brown eyes and a small nose.” Then, students name and place the words in their corresponding area. Students draw themselves in their notebooks and write complete sentences using different body parts, e.g., “I have green eyes.” Game: “Simon says.” Students sing the “Good-bye” song.
Students sing the song “Head and Shoulders.” (*) The teacher shows images of different people and displays them on the board. Then, he/she models a short simple description, e.g., “She has long brown hair.” Students take turns touching the picture that matches the description. Pair work: students match written descriptions and images. Game: “The Telephone Game: Body Parts.” Students make a line, the last student whispers something to the ear of the next-to-last student, who has to repeat what he/she heard to the next student, etc. The last student has to say the whispered word aloud. Students sing the “Good-bye” song.
Activity 4 Activity 5 Activity 6Students sing the song “Head and Shoulders.” (*) Then, the teacher provides students with two short written descriptions. Group work: students read those descriptions and circle body parts and colors. Afterwards, students choose one of the texts and draw the described character. Students sing the “Good-bye” song.
Students sing the song “Head and Shoulders.” (*) Game: “Guess who?” The teacher describes a student of the group, and they guess who that student was. Then, one student describes a classmate and the others guess, e.g., “She has blue eyes/She has long brown hair.” Afterwards, the teacher models her/his own written description on the board, e.g., “My name is... I am tall. I have... hair and … eyes.” Then, students write a description of themselves. Students sing the “Good-bye” song.
Students sing the song “Head and Shoulders.” (*) The teacher shows the cover of a book about monsters (**). Students describe it and predict its content from images and title. Then, the teacher reads the book and students answer simple questions. Students describe orally the main character of the story (monster). Afterwards, the teacher writes the description of the monster, with the students’ help, on the board. Students copy and draw the monster. Students sing the “Good-bye” song.
Activity 7 Activity 8 RESOURCESStudents sing the song “Head and Shoulders.” (*) The teacher provides students with an image of a monster’s body. Students listen and complete it following the teacher’s instructions. Students color the monster’s body according to the teacher’s instructions, e.g., “He is short. He has … hair and... eyes.” Volunteers describe the monster orally. The teacher writes the description on the board with missing words. Volunteers complete the empty spaces. Students sing the “Good-bye” song.
Assessment: students listen to the teacher’s descriptions in order to complete an empty monster’s body. Then, the teacher asks students to write information about themselves, e.g., “My name is... I am tall/short. I have... hair and... eyes.” Finally, the teacher provides students with a short text, and students read and answer “Yes/No” questions.
• (*) “Head and Shoulders” song. • (**) Any book describing different monsters. • Images of people. • Poster of children. • Flashcards of body parts.
44
3rdUNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher shows the cover of a book about families. (*) Students describe it and predict its content from images and title. Then, the teacher reads the book and students answer simple questions. Students describe orally the main character of the story, while the teacher writes the description on the board. Then, volunteers describe the other characters, using the model on the board. Game: “Bingo: Physical characteristics.” Students sing the “Good-bye” song.
The teacher reviews the story of last class and introduces clothes through images and vocabulary, sticking flashcards on the board. Vocabulary game: “Missing words.” The teacher removes some of those flashcards out of the board, while students close their eyes. Then, he/she asks for the missing words. Then, students choose a character from the story and make his/her fact file: name, physical appearance, mood, hair color, eye color, clothes. The teacher models first. Afterwards, all together, they identify mistakes and make any necessary corrections. Students sing the “Good-bye” song.
Students watch a video about families (**). The teacher checks comprehension by asking questions. Pair work: students order a sequence of events. Together with the teacher, the students make any necessary corrections. Then, the teacher models a description about one of the characters, e.g., “She is wearing...” Afterwards, students describe orally what other people in the story are wearing. Students sing the “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher helps students recall the story from the previous class. Then, the students describe what the characters were wearing. Volunteers write some sentences on the board. The teacher asks students what they are wearing. Students answer orally, then they write those sentences in their notebooks and draw themselves, e.g., “I am wearing...” Students sing the “Good-bye” song.
Students sing a song about “Clothes”(***). Teacher introduces connectors by modeling sentences, e.g., “I am wearing … because it’s hot.” Group work: the teacher provides groups with a picture of a boy or a girl. Students write down what he/she is wearing, explaining why and using connectors. Then, the teacher collects the pictures and places them on the board. Each group reads the written sentence aloud. The other groups identify the boy/girl according to what they have heard. Students sing the “Good-bye” song.
The teacher revises connectors by showing pictures of different people, and models descriptions, e.g., “John is wearing … and Clara is wearing...” The teacher provides students with a picture of people wearing different clothes, in black and white. Students match the images of clothes with the corresponding words. Then, students listen to the teacher’s instructions and color the clothes accordingly. Group work: students write sentences using connectors. Students sing the “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher shows flashcards with children wearing different clothes according to the weather. The teacher models on the board, e.g., “John is wearing a raincoat because it is rainy.” The teacher distributes a text including information about children wearing different clothes according to the weather (****) Then, students describe orally what children are wearing and why. Afterwards, students complete a fact file including: name, clothes, season. Students sing the “Good-bye” song.
Assessment: the teacher plays an audio file describing what different children are wearing, according to weather conditions. Students listen to the description and, in a piece of paper with pictures of the described children with empty spaces for their names, identify and write the name of the described characters. Afterwards, students complete a fact file, similar to the one used in activity 7. Finally, students write down what they are wearing themselves and why (weather conditions).
• (*) Any book describing different members of a family. • (**) Any video describing families. • (***) Any song about Clothes. • (****) Any text describing children and their clothing according to weather conditions. • Bingo: Physical Characteristics. • Flaschards: physical characteristics. • Flaschards: children wearing different clothes.
45
4thUNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces vocabulary before watching a video about a family on holidays (*) through the game “Read from nothing”: as students read the key vocabulary from the video, the teacher erases some of the words from the board and asks students to “read” them anyway. At the end of the game, students say all the words without actually reading them, because they were erased. Then, students watch the video. Afterwards, the teacher provides students with a list of activities. Students tick the ones that appear in the video. Finally, the teacher models sentences about the family. Pair work: students write sentences using the words from the list. Students sing the “Good-bye” song.
The teacher recalls information about the video of the family (*) by asking, e.g., “Did John...?” Students answer, e.g., “Yes, he did/No, he didn’t.” Pair work: students make a chart including Yes/No questions about the family of the video. The teacher models first. Students exchange papers with classmates to be completed with a tick or a cross. Each pair makes the necessary changes to the questions to make them about themselves. Then, students ask each other those questions. Students sing the “Good-bye” song.
The teacher provides students with a text about a family on their holidays (**) and asks them to make predictions about its content from pictures, title and format. The teacher writes some of those predictions on the board while students are saying them. Students read the text and identify the main topic. All together, they verify the predictions. Then, students scan the text and circle events in the past. Students use those examples to say something about themselves, e.g., “I went to the zoo on Friday.” Finally, students answer “True/False” statements related to the things the family of the text did on their holidays. Students sing the “Good-bye” song.
Activity 4 Activity 5 Activity 6The teacher provides students with a word bank with actions. Students use those words to write about their weekend routines, e.g., “On Saturdays, I go to the park”. The teacher models first. Volunteers write sentences on the board. Together with the teacher, the students make any necessary corrections. Students make a second draft including, e.g., “In the morning/In the afternoon/In the evening I...” The teacher writes some examples on the board. Students sing the “Good-bye” song.
The teacher provides students with key vocabulary related to an audio file of a character talking about past events (***). Students complete a file card about the audio file. After that, the teacher asks students for specific information about the event. Then, the teacher models sentences related to past events. Students write sentences about a similar event they have experienced. Students sing the “Good-bye” song.
The teacher displays a poster showing people in the park. Students brainstorm activities that appear in the poster. The teacher explains that the picture was taken the day before and asks students to describe orally what each person did. Then, students write down the sentences in their notebooks. Finally, they make a whole-class correction. Students sing the “Good-bye” song.
Activity 7 Activity 8 RESOURCESThe teacher provides students with scrambled sentences with missing words related to what a group of people did on the weekend. Students order the sentences and complete the missing words. They exchange papers with their partners to check their answers. Then, they listen to the teacher reading the complete sentences and in the correct order. Game: “What did he do?”: a volunteer comes to the front and mimes an action. The rest of the class guesses the action using complete sentences, e.g., “He played soccer.” Students sing the “Good-bye” song.
Assessment: the teacher provides students with a text that describes what someone did last weekend. Students read it and answer simple questions about the text. Afterwards, students listen to an audio file (****) about past events and tick or cross statements about that audio. Finally, students write a similar text about their weekend, using that model.
• (*) Any video about families and holidays. • (**) Any text about families describing holidays. • (***) Any audio file describing an event in the past. • (****) Any audio file about past events.
46
5thUNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher asks students to describe a poster with children doing different activities. The teacher writes key vocabulary on the board. Students describe what they like to do in their spare time (hobbies) by using the word bank of key words on the board. Students make a list of their favorite activities and write examples in their notebooks. The teacher models first. Students follow the end-of-class routines established by the teacher.
The teacher elicits information about the poster with children doing different activities from last class. Then, students listen to an audio file (*) and identify the places where the children are from in a world map. Afterwards, students listen again and complete a chart.
NameOriginHobby
Then, the teacher asks volunteers to complete the chart on the board in order to check answers. Students follow the end-of-class routines established by the teacher.
The teacher provides students with a text about a family doing different activities during the previous weekend. Then, the teacher asks students to find information in the text: names, family members, adjectives and leisure activites. Afterwards, the teacher checks comprehension (orally) and asks students to make complete answers. Finally, students answer True/False statements. Students follow the end-of-class routines established by the teacher.
Activity 4 Activity 5 Activity 6The teacher recalls information from the text that was read last class, by asking questions and expecting students to answer using full sentences. Then, the teacher writes a couple of questions, as a model, on the board. Pair work: students write a set of questions based on the activities each family member did. Then, students roleplay the dialogue and volunteers act it out. Students follow the end-of-class routines established by the teacher.
The teacher shows the picture of a famous person and images about his/her likes and hobbies. Then, the teacher asks students to brainstorm possible questions to interview that person and writes them on the board. Pair work: students are given the biography of the famous person previously mentioned. They have to identify information in order to answer the questions. Afterwards, the teacher monitors and helps with full answers if necessary, while students interview each other. Finally, volunteers perform the interview for the whole class. Students follow the end-of-class routines established by the teacher.
The teacher recalls information of the famous person from activity 5, by asking questions. Pair work: students answer the same questions, but now about themselves. Then, volunteers report the information to the whole class. Students follow the end-of-class routines established by the teacher.
Activity 7 Activity 8 RESOURCESThe teacher models a short text about herself using the information from the questionnaire that was completed last class. Then, students write about themselves. Afterwards, students exchange their drafts to identify mistakes and rewrite sentences. Students follow the end-of-class routines established by the teacher.
Assessment: students unscramble questions, e.g., “Did/what/eat/she.” Then, the teacher asks students to write similar questions to ask to their partners. Listening activity (**): students listen to an interview (at least twice), take notes and write down what the person did on his/her holidays, e.g.,“She went to ...”
• (*) Any video about children from different places, doing different activities. • (**) Any audio file about an interview of a man/woman. • Images of famous people and their hobbies. • Poster of children doing different activities.
47
6thUNIT 2 – COUNT ON ME – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher gives students a letter where someone introduces his/her family. Students predict its content from text format. They scan the text and circle words according to a color code: red-occupations, blue-family members, green-adjectives. Students brainstorm and classify words according to type of description, appearance and personality; e.g.: shy, brave, smart. Students use two words to describe a member of their family. Students follow the end-of-class routines established by the teacher.
The teacher and students review the adjectives that were used the previous class. The teacher models a description of his/her family. Students circle the adjectives in the description the teacher modelled. Students write about their family. Volunteers share their descriptions with classmates. Students follow the end-of-class routines established by the teacher.
The teacher reviews vocabulary related to daily routine activities (flashcards), writing the words/chunks on the board. Then, the teacher says she performed some of these activities the day before; e.g, “Yesterday I...”. Then, he/she asks students what they did the day before. Students answer using flashcards as a reference. Students listen to an audio file (*), numbering in order activities the characters of the audio did. Volunteers tell their answers. Students follow the end-of-class routines established by the teacher.
Activity 4 Activity 5 Activity 6The teacher asks students to write free-time activities on the whiteboard. Then, the teacher asks students what they did and didn’t do the day before, modelling from her own experience. Then, the teacher provides students with a text describing someone’s weekend routine, and checks comprehension by asking questions. Students write a similar text about themselves, following the model. Students follow the end-of-class routines established by the teacher.
The teacher displays flashcards of the rooms of a house. Students name them. The teacher reads a story about a person and the activities he/she did in different rooms of a house (**). Then, the teacher provides students with two lists: (1) the activities mentioned in the text and (2) the rooms of that house. Students match activities and rooms. Students tell what they usually do in different rooms of a house, checking similarities with the character of the story. Students follow the end-of-class routines established by the teacher.
The teacher shows a poster of a family in a house. Students describe the members of that family and talk about the house chores. Then, the teacher tells them which of those chores were done the day before by the family of the poster. Students write similar sentences about themselves, naming the chores they did and where they were done. The teacher models first. Volunteers present their sentences to the rest of the class. Students follow the end-of-class routines established by the teacher.
Activity 7 Activity 8 RESOURCESThe teacher reviews information related to the family poster (Activity 6.) Group work: each student is given a role in a family: mother, father, etc. Each student, embodying their assigned role, writes down activities they did in their houses on the weekend. Then, they create questions to ask to other members of the family what they did the previous weekend. The teacher models expected questions and answers with one group. Students follow the end-of-class routines established by the teacher.
Assessment: the teachers distributes a photocopy with the picture of a house and its rooms. Students listen to an audio file (***) and draw what each member of the family did in the correct room. Then, they write sentences about the activities those people performed. Students read a short text about the same family and answer True /False statements.
• (*) Any audio file describing the routine of a character. • (**) Any story where someone’s activities in different rooms of a house are described. • (***) Any audio file describing the routine of a family, describing activities performed in different rooms. • Flashcards of the rooms of a house.
49
CHAPTER 3
LIVING CREATURESAROUND USTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
51
Unit
3: L
IVIN
G CR
EATU
RES
AROU
ND
USGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
K5
To in
trod
uce,
id
entif
y an
d na
me
anim
als.
Follo
win
g co
mm
ands
. Id
entif
ying
thin
gs.
La n
omin
ació
n de
obj
etos
con
apo
yo
conc
reto
y fi
gura
tivo.
Lo
s cu
ento
s y
fábu
las
con
sopo
rte
audi
ovis
ual.
Lo
s ju
egos
can
tado
s qu
e in
volu
cran
m
ovim
ient
os c
orpo
rale
s.
It is
a li
on. I
t is
big
and
oran
ge.
The
lion
can
run.
Wha
t´s
this
? It’
s a(
n) ..
. W
hat c
olor
is it
? (J
uan)
, run
!
Anim
als:
lion
, mon
key,
fish,
bird
, el
epha
nt.
Actio
n ve
rbs:
run,
wal
k, s
wim
, fly,
clim
b.
Co
lors
. Si
zes:
Big,
sm
all.
N
umbe
rs: 1
to 1
2.
1st g
rade
To m
ake
a sh
ort s
impl
e de
scrip
tion
of a
n an
imal
, inc
ludi
ng
abili
ties.
Qual
ifyin
g th
ings
. Ex
pres
sing
abi
lity.
Gi
ving
com
man
ds.
La d
escr
ipci
ón d
e an
imal
es.
La d
ram
atiz
ació
n de
adi
vina
nzas
, rim
as y
poe
mas
.
Can
it…?
Yes,
it c
an. N
o, it
can
’t. It
ca
n...
Wha
t’s th
is?
Is it
a …
.? Y
es, i
t is
. No,
it is
n’t.
Is it
big
/ sm
all?
Wha
t an
imal
is it
? J
ump
like
a fr
og!
Anim
als:
frog
, sna
ke, k
anga
roo,
bea
r.
Actio
n ve
rbs:
jum
p, c
raw
l, si
ng, h
op, e
at.
Size
s: m
ediu
m.
Num
bers
: up
to 2
0.
2nd
grad
e
To m
ake
a sh
ort
desc
riptio
n in
clud
ing
size
, co
lor,
body
pa
rts,
abi
lity
and
loca
tion.
Loca
ting
obje
cts.
De
scrib
ing
face
s an
d bo
dy p
arts
.
La c
arac
teriz
ació
n de
ser
es v
ivos
. Lo
s te
xtos
des
crip
tivos
incl
uyen
do
elem
ento
s pa
ralin
güís
ticos
.
Whe
re is
the
lion?
Th
e lio
n is
nex
t to
the
elep
hant
. W
hat’s
your
favo
rite
anim
al?
My
favo
rite
anim
al is
…
It is
/ has
(got
)/ ca
n…
Prep
ositi
ons
of p
lace
: nex
t to,
in, o
n, u
nder
. Bo
dy p
arts
: eye
s, n
ose,
mou
th, e
ars,
legs
, tr
unk,
tail.
Ac
tion
verb
s: s
leep
, bar
k, d
ig.
3rd
grad
e
To m
ake
shor
t or
al a
nd w
ritte
n de
scrip
tions
of
char
acte
rs u
sing
co
nnec
tors
.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs
(and
, but
).
Mak
ing
and
acce
ptin
g in
vita
tions
.
La d
escr
ipci
ón d
e di
bujo
s an
imad
os.
Las
ficha
s te
mát
icas
con
apo
yo
icón
ico.
The
lion
can
run,
but
it c
an’t
fly.
The
lion
can
run
and
wal
k. W
here
do
es …
live?
Wha
t is
the
mai
n ch
arac
teris
tic o
f….?
How
man
y …
does
it h
ave?
Let
’s (g
o th
e m
ovie
s)!
Body
par
ts: w
ings
, sca
les,
face
, paw
s, ta
il,
whi
sker
s, fu
r. Co
nnec
tors
: but
, and
. Hab
itats
/hom
es:
wat
er, f
ores
t, de
sert
, far
m.
52
Unit
3: L
IVIN
G CR
EATU
RES
AROU
ND
USGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
4th
grad
e
To c
ompa
re a
nim
als
usin
g se
man
tic
map
s.
Mak
ing
com
paris
ons.
Los
tem
as c
ient
ífico
s co
n so
port
e au
diov
isua
l o ic
ónic
o.
El m
apa
sem
ántic
o.
The
lion
is s
tron
ger t
han
the
rabb
it.
The
lion
is m
ore
dang
erou
s th
an th
e ra
bbit.
Adje
ctiv
es: d
ange
rous
, fas
t, sl
ow, d
irty,
clea
n, u
gly,
soft,
hea
vy, b
eaut
iful;
less
; m
ore/
-er.
Anim
als:
pan
da b
ear,
leop
ard,
rh
ino,
gor
illa,
hip
po.
Enda
nger
ed, i
n da
nger
of e
xtin
ctio
n, h
unt,
kill.
5th
grad
e
To o
btai
n in
form
atio
n by
as
king
que
stio
ns.
Mak
ing
requ
ests
and
as
king
que
stio
ns to
ob
tain
info
rmat
ion
in
diffe
rent
con
text
s.
Las
ficha
s te
mát
icas
con
ex
plic
acio
nes.
Does
... li
ve in
the
wat
er?
Are
sea
lions
mam
mal
s? W
hich
is th
e bi
gges
t aq
uatic
ani
mal
on
Eart
h? W
hy a
re
(wha
les)
end
ange
red
anim
als?
Reas
ons
for e
xtin
ctio
n: o
verh
untin
g,
dest
ruct
ion
of h
abita
t, po
llutio
n. h
unt,
kill,
pre
serv
e, fe
ed. A
nim
als:
dol
phin
, sea
ho
rse,
oct
opus
, sea
lion
, se
a tu
rtle
, oce
an,
sea.
6th
grad
e
To p
redi
ct a
nd
iden
tify
diffe
rent
ki
nd o
f tex
ts.
Find
ing
out w
hat
happ
ened
(bec
ause
, so
) Id
entif
ying
the
type
of
text
invo
lved
(a
dver
tisem
ent,
artic
le, e
tc.)
La p
redi
cció
n en
text
os c
on
dife
rent
es fo
rmat
os a
par
tir
de p
alab
ras
clav
es, t
itula
res
y gr
áfic
os.
(Pan
da b
ears
) are
ani
mal
s in
dan
ger
of e
xtin
ctio
n, b
ecau
se…
Sci
entis
ts
belie
ve th
at ..
. H
ow a
re e
ndan
gere
d an
imal
s pr
otec
ted?
How
man
y en
dang
ered
an
imal
s ar
e in
the
wor
ld?
Wha
t can
w
e do
to m
ake
a di
ffere
nce?
Anim
als:
ora
ngut
an, s
outh
Chi
na ti
ger,
blue
wha
les.
Crit
ical
ly e
ndan
gere
d,
vuln
erab
le.
NOTE
: exp
onen
ts a
nd v
ocab
ular
y pr
evio
usly
taug
ht n
eed
to b
e re
cycl
ed w
hen
nece
ssar
y fo
r the
curr
ent a
ctiv
ities
. CO
NTEN
T AR
EA: S
CIEN
CEDI
SCIP
LINE
: BIO
LOGY
CONT
ENT:
Los
ani
mal
es. L
a pr
otec
ción
de
flora
y fa
una.
53
k5UNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
The teacher introduces the animals of a story through flashcards, using T.P.R. Students identify them and say their color. Then, they count them up. Afterwards, students act as these animals in nature. The other students guess the animal. Students sing “Good-bye” song.
Students play “Hokey Pokey.” The teacher recalls the names of the animals of the previous class, and shows a book about them. (*) Students predict its content from title and images. Then, the teacher tells the story. Students look at the images and say each animal’s name and color. Afterwards, the teacher retells the story. Students confirm if their predictions were right. Students sing “Good-bye” song.
The teacher recalls the story of the previous class. Students describe the animals mentioned there. Then, the teacher names an animal and the students act as if they were that animal, imitating its movement and/or abilities. Students match animal flashcards with action flashcards. The teacher checks answers with the book. Students play “Hokey Pokey.” Students sing “Good-bye” song.
Activity 4 Activity 5 Activity 6Game: “Seven Up” (to review vocabulary). The teacher provides students with images of the main characters of the story from the previous class. Students describe the pictures. The teacher sticks words (animals and actions) on the board. The teacher reads those words aloud and students take turns to identify and touch them. The teacher asks volunteers to match the animal pictures with the words on the board. Game: following commands; e.g., “touch the tiger.” Students sing “Good-bye” song.
The teacher shows students a poster with animals from the story (Activity 2). Students name them and say their color. Then, the teacher introduces the idea of big/small. Students listen to the teacher and imitate the movements of big/small animals. Volunteers give commands to the rest of their classmates. Video: “Rock, Scissors, Paper” (**). Students identify big and small animals in the video. Then, students identify and count big and small animals in a worksheet. Students sing “Good-bye” song.
The teacher reviews animals with flashcards. Group work: an animal is assigned to each group. The teacher asks, e.g., “Can you walk/fly?” Students answer and the other groups try to guess the animal they were assigned. The whole class listens and performs the actions animals can do, e.g., “Elephants can walk” (students walk as elephants). If possible, students give commands to each other. Students play “Hokey Pokey.” Students sing “Good-bye” song.
Activity 7 Activity 8 RESOURCESStudents play TPR with actions. The teacher makes a chart with these words: walk, swim, run, fly. The teacher asks students what can animals do. The teacher models the activity first. Students stick flashcards in the correct column (walk, etc.). After completing the chart, the teacher models, e.g., “The elephant can walk/The tiger can run.” The teacher asks students to produce similar sentences. Students sing “Good-bye” song.
Assessment: the teacher provides students with an incomplete image of an animal. Students guess the animal and make a simple oral description of its color, size, and abilities. Then, students listen to the teacher and touch the animals. Students color the animals and match them with the corresponding word. Students sing “Good-bye” song.
•(*) Any book describing different animals. • (**) Video “Rock, Scissors, Paper” • Animal flashcards. • Action flashcards. • Game: “Seven Up”. Volunteers receive animal flashcards and the rest close their eyes and put their thumbs up. The volunteers choose one student, touching them, and they have to put their thumb down, without opening their eyes. The students who were touched then guess the animal that touched them.
54
1stUNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
Students review vocabulary from the previous grade by having volunteers pretend to be different animals. The other students name the animal. The teacher recycles vocabulary related to animal movement. Then, volunteers give commands to their partners. Afterwards, the teacher asks students what their favorite animal is. Students write in their notebooks, e.g., “My favorite animal is...” Volunteers read aloud. Students sing “Good-bye.”
The teacher introduces animal riddles. Guessing game: “What animal is it?” A volunteer is secretely shown the image of an animal. His/her peers ask, e.g, “Is it a lion?” The student at the front answers, e.g., “Yes, it is/No, it isn’t.” Then, students recycle commands with partners. Group Game: similar to the previous game, with students taking turns in groups to ask characteristics of an animal to guess which one it is, e.g., “Is it big/small/yellow?” Students sing “Good-bye.”
The teacher plays a video: “Rock, Scissors, Paper,” (*) pausing it to ask students to name the animal. Then, the teacher asks about its color and size. The teacher writes the names of the mentioned animals on the board. Students sort those animals according to their order of appearance in the video. Joint correction. Students play “Hokey Pokey.” Students sing “Good-bye.”
Activity 4 Activity 5 Activity 6The teacher shows a fable, poem, rhyme or riddle. (**) Students predict its content from title, images and/or format. After reading the text, the teacher asks questions, e.g., “What animal is it? What color is it? Is it a..?” Then, students imitate the movement of the mentioned animals, and afterwards the teacher models a short simple description of an animal. Pairwork: students choose an animal and write its description, following the model. The teacher reads aloud those texts, without naming the animal. The other students guess the described animal. Students sing “Good-bye.”
The teacher reviews action verbs by having students listen to commands and follow them. The teacher introduces more actions. Then, the teacher asks, e.g., “Can you walk?”, and students answer. Students take turns giving commands. The teacher asks orally, e.g., “Can a fish walk?” Students write complete answers to those questions in their notebooks. Game: listen to commands and follow them. Students sing “Good-bye.”
The teacher makes a chart on the board, placing action flashcards in the first row of each column. As students name those actions, the teacher writes those words underneath the flashcards. Then, students locate animals in the corresponding columns, according to their abilities. The teacher models, e.g., “A lion can walk.” Volunteers say similar sentences. Finally, students write sentences in their notebooks, e.g., “The horse can.../The horse can’t...” Students sing “Good-bye.”
Activity 7 Activity 8 RESOURCESThe teacher places flashcards with key exponents on the board, as a reference to make oral sentences, e.g., “It is a/an (animal)/It is (color) and (size)/ The (animal) can (action).” The teacher writes some of those complete sentences on the board. Group work: the teacher provides students with short simple written descriptions without the name of the animal. Students read and write down the name of the animal. Students sing “Good-bye.”
Assessment: students read a text in order to match an animal with its description. Students listen to an audio file describing animals (***) and sort them according to the moment in which they were mentioned. Finally, the teacher asks students to write sentences, e.g., “It is a/an (animal)/It is (color) and (size)/ The (animal) can (action).”
• (*) Video “Rock, Scissors, Paper.” • (**) Any poem, rhyme, fable or riddle that includes simple animal descriptions. • (***) Any audio file describing animals and their basic characteristics (size, color). • Animal flashcards. • Action flashcards.
55
2ndUNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
The teacher reviews vocabulary related to animals, using flashcards or posters. Then, the teacher recycles vocabulary related to body parts. Students make short simple oral descriptions of those animals, using a word bank of the vocabulary on the board. Then, they write those sentences in their notebooks. Song: “Head and Shoulders.” Students sing “Good-bye.”
Game: “Seven Up” (animal vocabulary). When guessing the animal, students ask questions about its characteristics, e.g., “Does it have____ legs? Yes, it does/No, it doesn’t.” This procedure is repeated until the person who was selected guesses who touched him/her. Pair work: students write similar questions for their partners in their notebooks. Then, they exchange notebooks and guess. Students sing “Good-bye.”
The teacher provides students with a short written description of an animal, without the animal’s name. Volunteers read aloud the text. The teacher asks questions to check understanding. Pairwork: Students read and guess the animal described in the text. The teacher writes scrambled sentences on the board about animal characteristics., e.g., “frog/jump/can/the.” Students unscramble the sentences in their notebooks. Students sing “Good-bye.”
Activity 4 Activity 5 Activity 6The teacher shows students a fable (*), and asks them to predict its content from title and pictures. The teacher reads aloud the fable and checks understanding. The teacher describes where the animals are placed, e.g., “The lion is next to the snake/The fox is under the tree.” Then, the teacher asks students to answer in their notebooks the following question: “What is your favorite animal in the story?”. Students answer and describe the chosen animal, using a word bank. Students sing “Good-bye.”
The teacher provides students with an image of different animals, e.g., animals at the zoo. Then, the teacher describes where those animals are, e.g., “The lion is next to the elephant.” Students answer whether that statement was True or False. Finally, students look at the picture, read the statements that were written on the board, copy them in their notebooks and answer whether they are True or False. Students sing “Good-bye.”
The teacher reviews action verbs and prepositions of place, introducing new ones if needed. Then, he/she makes a chart on the board placing those verbs in the first row of each column. Then, students write animal names in the corresponding column, according to their abilities. Then, the teacher plays a video: animal abilities (**) The teacher models sentences about the video, e.g., “The lion is next to the dog. It can run.” Students write in their notebooks similar sentences on their own. Students sing “Good-bye.”
Activity 7 Activity 8 RESOURCESAll together, the teacher and students write a short description of different animals on the board, including color, size, body parts, ability and location. Pairwork: students choose their favorite animal and describe it. Then, they make a poster of that animal for the bulletin board. Students sing “Good-bye.”
Assessment: students match animals with their abilities and complete sentences about them, e.g., “The lion can run.” Then, the teacher places a poster with animals on the board and students listen to the teacher describing where animals are located. Afterwards, students write down in their notebooks whether those statements were True or False. Finally, students choose one animal of the poster and write a short simple description of it.
• (*) Any fable with animals. • (**) Any video describing the abilities different animals have. • Animal flashcards. • Action flashcards. • Game: “Seven Up”. Volunteers receive animal flashcards and the rest close their eyes and put their thumbs up. The volunteers choose one student, touching him/her, and he/she has to put his/her thumb down, without opening his/her eyes. The students who were touched then guess the animal that touched them.
56
3rdUNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
The teacher places animal flashcards on the board. Game: a volunteer secretely selects an animal flashcard and answers questions until the rest of the students guess the animal. The teacher makes a chart with different actions and asks which animal can do those actions. Students stick flashcards in the correct column. The teacher models, e.g., “The lion can run but it can’t fly.” Volunteers say similar sentences. Students write complete sentences in their notebooks. Students sing “Good-bye.”
The teacher introduces key vocabulary of a fable. (*) Students predict the topic from cover and image. The teacher reads the fable and checks comprehension. Then, the teacher asks; e.g., “What is your favorite animal in the fable?” Afterwards, the teacher asks questions about the appearance of the animal and writes related vocabulary on the board. Students write sentences describing their favorite animal in the fable. Students sing “Good-bye.”
The teacher recalls the fable previously read and makes a fact file on the board, to complete together with students, e.g.: - NAME: _____ - COLOR: ____ - SIZE: ______ - BODY: ________ - HOME: _______ - IT CAN ______ - IT CAN’T ________ Pairwork: Students complete a similar fact file with information about the other animals of the fable. Students sing “Good-bye.”
Activity 4 Activity 5 Activity 6The teacher introduces animal cartoons; e.g., ‘Bugs Bunny’, with flashcards. Students describe them orally. The teacher models an invitation related to the cartoon, e.g., “Let’s watch a movie” (related to those cartoons). Students watch a short video with the characters (**). Group work: students choose a cartoon and make a similar invitation for another group. Afterwards, students roleplay invitations to their partners, and then make a fact file of the cartoon chosen to be exposed on the class bulletin board. Students sing “Good-bye.”
The teacher describes a fact file of a cartoon character, without telling its name. Students listen and guess what cartoon it is. The teacher models, e.g., “... can walk but he/she/it can’t run fast.” Students say similar sentences. The teacher writes scrambled sentences related to cartoon characters on the board, e.g., “Mouse/can/run/Mickey/fast.” Students unscramble some of them together, and afterwards unscramble the rest of the sentences in their notebooks. Joint correction. Students sing “Good-bye.”
The teacher shows a written invitation. Students predict its content, analyzing the format of the text. The teacher highlights key words and chunks, writing those expressions on the board for students to have as a reference when making their own invitations. Pair work: in pairs, students write invitations for each other, using the key vocabulary on the board, e.g., “Let’s go to the movies!/Perfect!” Students roleplay those invitations. Students sing “Good-bye.”
Activity 7 Activity 8 RESOURCESThe teacher writes an invitation to a virtual visit to a zoo, on the board. The whole class accepts the invitation. Then, students make that virtual visit to the zoo (***). Pairwork: students take turns inviting each other to see different animals, e.g., “Let’s go see the elephant!” They choose one of those animals, complete a fact file about it and then describe it orally. The teacher models first. Each pair reads their description without naming the animal. The students try to guess the animal. Students sing “Good-bye.”
Assessment: students read a text with information about an animal and complete a fact file. Then, they listen to an audio of a cartoon description (****) and order images of those characters on a piece of paper, according to what they listen. Afterwards, students write a simple description of one of those characters. Finally, each student accepts or refuses an invitation the teacher writes on the board. Finally, students write invitations of their own.
• (*) Any fable with animals. • (**) Any movie related to the selected cartoon characters. • (***) Any online virtual visit to a zoo. • (****) Any audio file describing cartoon characters. • Animal flashcards. • Cartoon flashcards. • Action flashcards
57
4thUNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
Students follow beginning-of-the-class routines. The teacher draws an empty semantic map on the board and explains its purpose, elements, and the way it is supposed to be completed. Students brainstorm names of animals and complete the semantic map all together, related to a chosen animal. Then, the teacher models comparisons by using animal flashcards and asks volunteers to compare them. Pairwork: students write sentences in their notebooks. Students follow the end-of-class routines established by the teacher.
Students follow beginning-of-the-class routines. The teacher provides students with a text and images related to animals in danger of extinction. Students predict its content from title and images. Then, they circle the animals mentioned in the text and compare them orally. Afterwards, students read the text. The teacher checks comprehension, providing students with a multiple choice exercise to be solved in pairs. Students follow the end-of-class routines established by the teacher.
Students follow beginning-of-the-class routines. Guessing game: flashcards or labels with names of animals. The teacher shows animal flashcards (words and images) and models questions on the board about them. A volunteer comes to the front and secretely chooses one of those animals. The others ask questions comparing animals, in order to guess. Group work: students fill in missing words in a semantic map partially completed with information about an animal. Then, students ask questions to the other groups to guess the animal they have, e.g., “Is it slow/big/tall?”
Activity 4 Activity 5 Activity 6Students follow beginning-of-the-class routines. Pairwork: students choose an animal from the text of last class and make a semantic map including: name, size, color, body parts, where it lives, reason for extinction. The teacher models on a chart paper a short text with information from the semantic map. Then, the teacher asks students, in pairs, to write a similar text about other animals. Students follow the end-of-class routines established by the teacher.
Students follow beginning-of-the-class routines. The teacher presents a semantic map, similar to the one created last class. Students answer True or False questions about that animal, finding the evidence to support their answers in the semantic map. Then, students write similar sentences on their own in their notebooks. Students follow the end-of-class routines established by the teacher.
Students follow beginning-of-the-class routines. The teacher introduces key vocabulary about animals in danger. Students listen to an audio file with related information(*) and answer questions orally. Then, they complete a semantic map. Students use the information in that semantic map to write complete sentences. The teacher models first. Students follow the end-of-class routines established by the teacher.
Activity 7 Activity 8 RESOURCESStudents follow beginning-of-the-class routines. Each student is given an image with an animal in danger of extinction and writes a fact file about that animal. Then, students exchange fact files and write complete sentences about the animal they received. Joint correction. Students follow the end-of-class routines established by the teacher.
Assessment: students listen to an audio file (**) describing animals in danger and complete a semantic map about them. Then, the teacher provides students with a complete fact file that includes comparisons of other animals. Students compare those animals orally, and then write some of those sentences in their notebooks.
• (*) Any audio file describing animals in danger. • (**) Any other audio file describing other animals in danger. • Animal flashcards (images) • Animal flashcards (words)
58
5thUNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
Students follow beginning-of-the-class routines. Then, they brainstorm animal names. Volunteers circle on the board those that live in the water. The teacher provides students with a text related to sea life. Students predict its content from title and images. Students scan the text and circle sea creatures. Students answer True or False statements and highlight or underline the evidence in the text that supports their answers. Joint correction on the board. Students follow end-of-class routines.
The teacher reviews information from the previous class using a video (*) and shows one of the animals of the text. The teacher models a sample file card, with written explanations, on chart paper. The teacher analyzes its elements, explaining the meaning and processes involved in creating such a file. All the students together, complete a file card of a specific animal. Group work: students unscramble sentences and place them in the correct order in the explanation file card. Students follow end-of-class routines.
The teacher recycles information related to the topic and to the explanation file card. The teacher divides the class into six groups and distributes three texts, each one about a different animal, so two groups are going to be working with the same text. Each group has to read the text, being ready to answer the questions of other groups. Groups are also expected to ask questions of their own, in order to complete different file cards, that each pairing of same-text groups will be assigned. Students follow end-of-class routines.
Activity 4 Activity 5 Activity 6Students follow beginning-of-the-class routines. Group work: the teacher provides students with a flashcard of a sea creature and an explanation file card. The teacher asks students to read it and brainstorm ideas, writing vocabulary on the board. Students write a short description about a different sea animal, based on an explanation file card. Students share their work with the other groups. The other students ask questions to obtain specific information and guess the animal described. Students follow end-of-class routines.
Students follow beginning-of-the-class routines. The teacher introduces key vocabulary and exponents of an audio file related to two sea creatures. (**) The teacher asks questions about those animals to check comprehension. Then, students complete two fact files with the information of the audio file. Joint correction. Pairwork: students write sentences looking for similarities and differences of the animals from the audio, and the reasons for extinction they may face. Students follow end-of-class routines.
Students follow beginning-of-the-class routines. The teacher provides students with explanation fact files about different sea animals in danger of extinction. Group work: students write down a complete description of the animal they were assigned. The other groups take turns asking another group questions about the animal they described. Afterwards, the group reads the description of the assigned animal. Students follow end-of-class routines.
Activity 7 Activity 8 RESOURCESLearning Stations: 1 – Students read a text about animals in danger of extinction and answer True or False. 2 – Students read a text about sea animals in danger of extinction and complete an explanation file card. 3 – Students write a short description of a sea animal. 4 - Students listen to an audio file (***) describing sea life and complete a questionnaire. Groups work on each station, taking turns in order to complete the activities of all centers, rotating among them. Students follow end-of-class routines.
Assessment: students read a text describing two sea animals and complete an explanation fact file. Then, the teacher provides students with a different completed fact file, and students write a short paragraph based on the given information. Finally, students listen to an audio file (****) about sea life and circle the correct answer to questions, according to what they have listened.
• (*) Any video about sea animals in danger of extinction. • (**) Any audio file describing two types of sea creatures. • (***) Any other audio file describing sea life. • (****) Any other audio file describing sea life. • Animal flashcards.
59
6thUNIT 3 – LIVING CREATURES AROUND US –
Sample sequence of activitiesActivity 1 Activity 2 Activity 3
The teacher asks students to brainstorm ideas related to animals in danger of extinction, and writes key vocabulary on the board. Each student receives a text related to the topic and predicts its content from title and images. The teacher asks questions in order to identify the type of text involved. Students analyze the format and all together with the teacher write main ideas and elements related to the type of text (scientific article) on a chart paper to be displayed on the Bulletin Board. Students register in their notebooks the main elements of the text.
Students review vocabulary related to animals in danger of extinction and the format of scientific articles. The teacher gives out an article related to the topic to different groups. Students make predictions and read the text. All together, they analyze the layout of scientific articles, e.g., “What kind of text is this?”, “Does it use formal or informal language?”, “What is the purpose of this kind of text?”, “What are its main elements?” Students add more elements to the analysis they conducted the previous class. Students register these elements in their notebooks.
The teacher elicits information from previous lessons related to animals in danger of extinction and the format of scientific articles. Students brainstorm ideas related to the topic. The teacher gives out scrambled paragraphs for students to order, and models on the board first. The teacher must emphasize relationships of cause and effect and the usage of “because” and “so”. Students order the text and share their ideas with the rest of the groups.
Activity 4 Activity 5 Activity 6The teacher reviews key concepts related to animals in extinction by watching a video with students. (*) The teacher provides students with a text with graphs about two animals. Students predict its content from title and images. Students scan the text to circle information required by the teacher. Pairwork: students answer True or False questions and find the evidence for their answers in the text. Joint correction.
The teacher recalls information about the animals in the text analyzed in the previous class. The teacher draws the outline of an empty fact file on the board that shows relationships of cause and effect related to animals in danger of extinction. The teacher and students complete the fact file orally, all together. Pairwork: students complete the fact file in their notebooks and write complete sentences about those issues, and share with the rest of the class.
The teacher reviews the layout of a scientific article and recycles vocabulary related to animals, introducing key vocabulary if needed. Students listen to an audio file (**) about animals in danger of extinction, in order to complete an article with missing words and expressions about the topic. Joint correction on the board. Students use the information of the article to write a short description, including connectors and relationships of cause and effect, of the animal in danger of extinction.
Activity 7 Activity 8 RESOURCESThe teacher reviews information from previous lessons about connectors, main topic, cause & effect and the layout of scientific articles and asks each student to write down in secret the name of an endangered animal. Pairwork: students take turns asking questions to guess their partner’s animal. Then, students write individually a short description of their chosen animal. Volunteers read it to the class. All descriptions will be displayed on the class bulletin board.
Assessment: students read a text with animal information and answer related questions. Then, students listen to an audio file (***) about endangered animals and complete an article with missing words and expressions. Finally, the teacher provides students with the image of an animal, and students write a description of it.
• (*) Any video about animals in danger of extinction. • (**) Any audio file describing animals in danger of extinction. • (***) Any other audio file describing animals in danger of extinction. • Animal flashcards.
61
CHAPTER 4
ENJOYYOUR MEALTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
63
Unit
4: E
NJO
Y YO
UR M
EAL!
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
K5
To id
entif
y an
d na
me
food
and
dr
inks
.
Nam
ing
obje
cts
in
cont
ext.
Iden
tifyi
ng th
ings
.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y fi
gura
tivo
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
La m
emor
izac
ión
de ri
mas
.
Wha
t’s th
is?
It’s
a/an
...
Wha
t col
or is
it?
How
man
y ...
..are
ther
e?
Days
of t
he w
eek.
Ca
terp
illar
, coc
oon,
but
terf
ly, le
af.
Colo
rs.
Appl
e, s
traw
berr
y, pe
ar, p
lum
, ora
nge,
ice-
crea
m, c
upca
ke, c
hees
e. N
umbe
rs (1
-20)
. Si
zes.
1st
grad
e
To re
cogn
ize,
na
me
and
clas
sify
fo
od it
ems.
To
mak
e si
mpl
e de
scrip
tions
abo
ut
food
.
Clas
sify
ing
item
s.
Qual
ifyin
g th
ings
. Co
untin
g ob
ject
s.
La d
escr
ipci
ón d
e ob
jeto
s.
Do yo
u ea
t/drin
k..?
Yes
, I d
o. N
o, I
don’
t. I e
at/ d
rink.
..
How
man
y...?
Is
it b
ig/m
ediu
m/s
mal
l? Y
es, i
t is/
No,
it
isn’
t.
Food
and
drin
kss:
pea
ch, w
ater
mel
on,
tom
ato,
pot
ato,
chi
cken
, spa
ghet
ti, s
oup,
co
ffee,
tea,
eat
, drin
k, w
ater
, milk
, sod
a.
Num
bers
(1-5
0).
2nd
grad
e
To d
escr
ibe
food
ite
ms
and
thei
r lo
catio
n.
Loca
ting
obje
cts.
Id
entif
ying
pla
ces.
Te
lling
the
time.
Te
lling
abo
ut d
aily
ro
utin
es.
El re
lato
de
rutin
as re
laci
onad
as
con
la v
ida
cotid
iana
y e
scol
ar.
Los
text
os d
escr
iptiv
os in
cluy
endo
el
emen
tos
para
lingü
ístic
os.
Wha
t do
you
have
for b
reak
fast
/lunc
h?
I hav
e...f
or b
reak
fast
. At w
hat t
ime
do
you
have
bre
akfa
st?
Whe
re is
the.
..?
Ther
e is
... T
here
are
... D
o yo
u ha
ve...
fo
r bre
akfa
st?
I hav
e br
eakf
ast a
t 8:0
0 o’
cloc
k. W
ould
you
like.
..?
Food
and
drin
ks: s
andw
ich,
egg
s, c
erea
l, sa
lad,
mea
t, br
eakf
ast,
stew
, ora
nge
juic
e,
cake
, bre
ad, y
oghu
rt, c
hees
e.
Mea
ls: l
unch
, din
ner,
brea
kfas
t. Pr
epos
ition
s: n
ext t
o, b
ehin
d.
Room
s of
the
hous
e: k
itche
n, li
ving
room
, be
droo
m, s
ittin
g ro
om. T
ime,
o’c
lock
.
3rd
grad
e
To e
xpre
ss li
kes
and
disl
ikes
abo
ut
food
item
s.
Expr
essi
ng
pref
eren
ces.
Co
mm
unic
atin
g id
eas
usin
g co
nnec
tors
.
Los
text
os in
form
ativ
os s
impl
es
(etiq
ueta
s, m
ensa
jes,
pos
tale
s,
catá
logo
s).
Wha
t do
you
like.
..?
I lik
e...b
ut I
don’
t lik
e...
Can
I hel
p yo
u?
Yes,
I w
ant..
. H
ow m
uch
is it
? H
ere
you
are.
Tha
nk yo
u. I
like
eatin
g/dr
inki
ng...
Do
you
like.
..? I
can
buy
(food
) in
the
(sho
p).
Shop
s: re
stau
rant
, caf
eter
ia, s
uper
mar
ket.
Men
u.
Food
and
drin
ks: l
ollip
op, c
hoco
late
, chi
ps,
appl
e pi
e, s
ugar
, ice
cre
am, r
ice,
coo
kies
, ho
t cho
cola
te, m
uffin
s.
But,
and,
bec
ause
. N
umbe
rs (p
rices
).
64
Unit
4: E
NJO
Y YO
UR M
EAL!
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
4th
grad
e
To id
entif
y di
ffere
nt
type
s of
food
and
pl
aces
. To
com
pare
and
lo
cate
pla
ces.
Mak
ing
com
paris
ons.
Ob
tain
ing
spec
ific
info
rmat
ion
in a
text
.
La e
xpos
ició
n de
tem
átic
as c
on
apoy
o ic
ónic
oW
here
is th
e ca
fete
ria?
Whe
re c
an
you
buy..
.? W
hen
does
it o
pen?
Wha
t ca
n yo
u ea
t/drin
k th
ere?
I c
an e
at/d
rink.
.. Th
e ca
fete
ria is
sm
alle
r tha
n th
e re
stau
rant
. Th
e re
stau
rant
is m
ore
expe
nsiv
e th
an th
e ca
fete
ria.
I can
buy
… in
/at t
he …
RECY
CLE:
foo
d an
d dr
inks
; siz
es;
mea
ls.
Chea
p, e
xpen
sive
, pop
ular
, hea
lthy,
unhe
alth
y. Pr
epos
ition
s: n
ear,
far,
oppo
site
, on
the
corn
er.
Shop
s: c
offe
e sh
op, i
ce-c
ream
sho
p,
kios
k, b
aker
y.
5th
grad
e
To d
escr
ibe
lifes
tyle
s an
d ro
utin
es.
Mak
ing
requ
ests
and
as
king
que
stio
ns to
ob
tain
info
rmat
ion
in
diffe
rent
con
text
s.
Desc
ribin
g re
cent
ac
tions
and
cha
nges
.
La n
arra
ción
de
hist
oria
s pe
rson
ales
. W
hat d
id yo
u ea
t/drin
k?
Wha
t tim
e di
d…?
In
the
mor
ning
I/he
/she
get
s up
/got
up
...
In th
e af
tern
oon/
even
ing.
Wha
t do
you
have
for b
reak
fast
? W
hat d
o yo
u do
on
Sund
ays?
Get u
p/go
t up,
hav
e/ha
d, e
at/a
te, d
rink/
dran
k, g
o/w
ent,
take
/took
. Fo
od it
ems
from
text
s (c
ultu
ral f
ood,
eg
.: tu
rkey
, Tha
nksg
ivin
g fo
od, m
ashe
d po
tato
es, p
umpk
in p
ie).
6th
grad
e
To e
nact
sho
rt
dial
ogue
s re
late
d to
rest
aura
nt
orga
niza
tion.
Agre
eing
and
di
sagr
eein
g.
La e
xpos
ició
n co
n ap
oyo
de
esqu
emas
y g
ráfic
os.
La c
ompr
ensi
ón g
loba
l del
text
o.
Info
rmac
ión
expl
ícita
e im
plíc
ita.
Let’s
...or
der/
eat/g
o to
. I a
gree
/di
sagr
ee b
ecau
se...
it’s
hea
lthy/
chea
p/gl
uten
-fre
e. I
don’
t agr
ee w
ith
(ser
ving
mea
t-on
ly b
ased
) mea
ls.
It ha
s ve
geta
rian/
... o
ptio
ns. O
ur
rest
aura
nt s
erve
s...
food
.
Mai
n co
urse
/dis
h, d
esse
rt, d
rinks
. Bi
ll, c
lient
, wai
ter,
bart
ende
r. Ju
nk
food
, pric
es, v
eget
aria
n, g
lute
n-fr
ee,
mea
t-ba
sed.
NOTE
: exp
onen
ts a
nd v
ocab
ular
y pr
evio
usly
taug
ht n
eed
to b
e re
cycl
ed w
hen
nece
ssar
y fo
r the
curr
ent a
ctiv
ities
. CO
NTEN
T AR
EA: S
CIEN
CEDI
SCIP
LINE
: Bio
logy
CONT
ENT:
La
nutr
ició
n hu
man
a. E
l am
bien
te y
la s
alud
.
65
k5UNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3Students follow beginning-of-the-class routines. The teacher introduces vocabulary related to the book “The Very Hungry Caterpillar,” by Eric Carle, using flashcards and T.P.R. Game: “Musical Game.” Students sit down in a circle on the floor. Flashcards are passed around as music plays and, when the music stops, the student who holds the flashcard has to say “It is a …” This procedure is repeated many times, with all the flashcards. Then, students sing the “Caterpillar Song,” performing the movements the song involves. Students sing “Good-bye.”
Students sing the “Caterpillar Song.” Then, the teacher shows the book “The Very Hungry Caterpillar.” Students make predictions about the topic of the book from its images and title. Students predict what the caterpillar will eat. After reading the book, students check those predictions. The teacher places flashcards of food items on the board, and asks, e.g., “What’s this? It is a.../What color is the…? It is…” Students take turns coming up to the board and touching only the flashcards that were present in the book. Students sing “Good-bye.”
Students sing the “Caterpillar Song.” The teacher reviews vocabulary with a caterpillar puppet, asking, e.g., “What’s this?/It is a.../What color is the...?/It is…” Learning centers: the teacher divides the class in three groups. Group 1: students roleplay greetings, using puppets/flashcards. Group 2: students identify and name photocopies with fruits and color them. Group 3: students complete a Dot to Dot activity, joining numbers and guessing the secret type of food. Students take turns to go to different learning centers. Students sing “Good-bye.”
Activity 4 Activity 5 Activity 6Students sing the “Caterpillar Song.” Students review vocabulary by playing “Seven up.” Then, the teacher gives out an empty Bingo card for the students to draw food items. Afterwards, the teacher asks for specific food items, e.g., “Who has an apple?” Students take turns saying what they have on their bingo cards. Finally, students play Bingo with the food items. Students sing “Good-bye.”
Students sing the “Caterpillar Song.” The teacher introduces more vocabulary related to the book. Students roleplay dialogues, e.g., “What’s this? It is a…?/What color is it?” Then, students identify food items in a photocopy, name them and say their beginning letter. The teacher asks students to match the word with the correct picture in the photocopy. Finally, volunteers come up to the board and match the words with the flashcards. Students sing “Good-bye.”
Students sing the “Caterpillar Song.” The teacher recycles vocabulary related to the days of the week with flashcards and places them around the classroom. Then, the teacher gives out flashcards of food items. The teacher reads the story again and students who have the corresponding flashcard stand up, go to the correct day and name it. Students sing “Good-bye.”
Activity 7 Activity 8 RESOURCESStudents sing the “Caterpillar Song.” Students play the “Seven up” game. Then, the teacher places six food flashcards on the board. Students look at them. Afterwards, the teacher removes one of the flashcards and asks students to say which one is missing. Group work: Memory game, repeating the procedure matching food item with the beginning sound of the word. Students sing “Good-bye.”
Assessment: the teacher divides the class in three Learning Centers: Group 1: the teacher places food flashcards on the table. Students listen to the teacher and touch the correct type of food. Then, the teacher says riddles, e.g., “I’m a fruit. I’m red. Who am I?” Students guess the food items. Group 2: students connect the number with the correct picture. Group 3: the teacher gives out a photocopy to review days of the week and food items according to the book.
• Food flashcards. • Game: “Seven Up”. Volunteers receive animal flashcards and the rest close their eyes and put their thumbs up. The volunteers choose one student, touching him/her, and he/she has to put his/her thumb down, without opening his/her eyes. The students who were touched then guess the animal that touched them. • Caterpillar puppet (hand-puppet, finger-puppet, flashcard-puppet). • Bingo (food items).
66
1stUNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3Students sing a song related to food and drinks. (*) Then, they follow a TPR activity with the vocabulary from the song. The teacher displays flashcards and asks students to classify the items in two categories (food/drinks) and count them up. Students listen to the commands of the teacher and point to the corresponding flashcard. Volunteers come up to the front to touch the correct flashcard, when the item is called. Game: “Musical Game.” Students sit down in a circle on the floor. Flashcards are passed around as music plays and, when the music stops, the student who holds the flashcard has to say “It is a…”
Students sing the song from the previous lesson, while the teacher reviews vocabulary with TPR. Then, the teacher displays the food and drinks flashcards (or use realia) and asks students about the number of food and drink items, their color and sizes, introducing new vocabulary if necessary. Group work: the teacher gives each group a set of cut-out foods and drinks for them to classify. First, students name the images, and then they classify them, according to these categories: foods/drinks.
Students sing the food & drinks song. Then, they play a TPR game to reactivate specific vocabulary. The teacher draws a refrigerator on the board, labeling one shelf FOOD, and the other DRINkS. Then, he/she picks a flashcard and says, e.g., “It’s a (food)/It’s (size) and (color)/I eat (food)/I drink...”, sticking the flashcard on the corresponding shelf. Students do the same with the other flashcards, and count them up. Pairwork: the teacher gives out cut-out foods & drinks to students, who take turns picking up an image and saying, e.g., “It’s a/an.../I eat...or I drink…”. Finally, they write similar sentences on their own.
Activity 4 Activity 5 Activity 6Students sing the food & drinks song. The teacher places food and drinks word cards on the board. Then, he/she asks students, e.g., “How many ... are there?/Is it big or small?/What color is it?” Afterwards, the teacher shows a riddle on a big piece of paper, e.g., “I’m a fruit/I’m red and small/Who am I?” Students guess the food item. The teacher follows the same procedure for the rest of the food items.
Students watch a video about food & drinks. (**) The teacher tells food and drinks riddles, e.g., “It’s a type of food/It’s orange and small” and students guess the item. Then, the teacher writes on the board two riddles and reads them with students. Together, they guess the answer. Group work: the teacher gives each group a flashcard. Students create a riddle, following the model on the board, for the others to guess. Students copy the riddles from the board and answer them.
Students watch the video from the previous class. The teacher tells food and drinks riddles and students guess the answers. Pairwork: students write new riddles using the models from the previous class. Then, they exchange notebooks to guess the answers. Students read their riddles, and partners try to guess.
Activity 7 Activity 8 RESOURCESStudents watch the video from the previous class. The teacher tells food and drinks riddles and students guess the answers. Students play a game in order to recycle vocabulary related to food items. Students should be encouraged to use, e.g., “I eat/drink.../It’s...” Then, the teacher gives out different food & drink items to students and displays flashcards on the board, writing, e.g., “It is red and big. I eat/drink it”. Students guess the answers and then create riddles orally for the others to guess.
Assessment: the teacher divides the class into four Learning Centers. Group 1: Students play “Ludo” with 2 dice, one with numbers and one with food items. In order to move forward on the board, students have to use the appropriate exponents, e.g., “I eat/drink...” Group 2: Memory Game - students have to match images/ words and/or words/words, depending on the level of the students. Group 3: puzzles, with pieces being just the image, images and words, or only words. Group 4: Bingo (food & drinks).
• (*) Any song about food & drinks. • (**) Any video about food & drinks. • Food & drinks flashcards. • Cut-out food & drinks. • Word cards about food items. • Ludo boardgame with dice (a number dice and a food dice). • Puzzles (food & drinks). • Bingo (food & drinks). • Memory game (food & drinks).
67
2ndUNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces a song about Food (*) and reviews vocabulary related to fruits using flashcards. He/she writes two columns on the board: BIG & SMALL. Volunteers come up to the board, choose a fruit flashcard and classify it according to its size. The teacher models, e.g., “The apple is red and small.” Pairwork: the teacher provides pairs with the picture of a fruit. Students describe it orally and write complete sentences in their notebooks. Pairs exchange pictures and read those sentences.
Students sing the Food song from the previous class. The teacher reviews vocabulary related to breakfast and lunch with flashcards. The teacher introduces the concept of “o’clock” and the time of the day in which we have each meal. Students classify food and drinks according to the time of the day they are more suited to. The teacher models, e.g., “I have (food) for breakfast. I have (food) for lunch. I have (meal) at 12:00 o’clock. I have (meal) at 8:00 o’clock.” Students say similar sentences and write them in their notebooks.
The teacher shows a chart divided into “Breakfast” and “Lunch” with types of food located in the wrong place and/or wrong time of the day. She/he asks, e.g., “Do you have hamburgers for breakfast at 8:00 o’clock?” Group work: students put the misplaced flashcards in the correct column and make sentences. Guessing game: a volunteer secretely chooses a food flashcard. The other students ask questions about that food item, e.g., “Would you have (food item) for (breakfast)? Would you have (food item) at 7:00 am?” The student answers accordingly, and the rest of the students guess.
Activity 4 Activity 5 Activity 6The teacher shows a poster with different parts of a house and food items hidden in each room. Then, the teacher asks, e.g., “Where is the apple?” The students answer, e.g., “In the living room.” The teacher asks back, e.g., “Where do you have breakfast/lunch? At what time of the day?” Game: “Guess the object.” Volunteers describe the location of different objects in the poster, e.g., “It is in the living room. It is between the apple and the orange. It is red. What is it?” Students guess the object.
Students review vocabulary related to the parts of a house. They describe the kitchen, e.g., “There is/are...” The teacher models first. Then, the teacher distributes to the students a diagram with an empty kitchen. Students listen to the descriptions the teacher makes and draw objects accordingly, e.g., “The apple is next to/behind the...” The teacher places key vocabulary on the board and students write sentences describing those food items and their relative location in the kitchen.
The teacher draws an empty refrigerator on the board, with shelves and compartments. Students listen to the teacher’s descriptions and draw what she/he says, on the fridge. Group work: the teacher provides students with written instructions to complete a refrigerator with drawings. Students read the descriptions and draw the items in their notebooks, e.g., “There are two apples next to the bottle of milk.” Groups exchange their drawings to make corrections.
Activity 7 Activity 8 RESOURCESGuessing game: students ask a volunteer, who secretely chooses a type-of-food flashcard, if he/she would have that type of food for different meals. The volunteer answers accordingly. Group work: students draw two meals, with their corresponding food and drinks, on a big piece of paper, labelling each one “breakfast” and “lunch.” Then, groups exchange papers. Students have to write a description of what their classmates drew for each meal.
Assessment: students are given different types of food. They have to classify them, according to the meal they belong to/are more suited to, and write the corresponding descriptions, e.g., “At (8) o’clock I have breakfast/For breakfast, I have (pancakes).” Then, students are given an empty fridge diagram and they have to listen to the descriptions of the location of different food items in the fridge, and draw what they hear.
• (*) Any song about Food. • Food & drinks/meals flashcards and/or pictures. • “o’clock” flashcard. • Cut-out food & drinks. • Word cards about food items. • Poster with labeled rooms of the house. • Flashcards of parts of the house.
68
3rdUNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher reviews food and drinks with flashcards and displays them on the board. Students classify the items in two categories: food and drinks. Then, the teacher models, e.g., “I like.../I don’t like...” Students make similar sentences. Group work: a member of each group has a set of cards with foods and drinks. The other members ask, e.g., “Do you like...?” If the first student has the card, the one who asks gets a mark, if not, another member asks. This procedure is repeated until someone guesses and tally up marks.
The teacher asks what students like eating/drinking. Then, he/she introduces places where food can be bought with flashcards. Students classify foods and drinks according to the place where they are sold and make sentences, e.g., “I can buy (food/drink) at the (shop).” Afterwards, students play Bingo with places.
The teacher provides students with a worksheet with words and pictures related to food and drinks. Students read, match and say, e.g., “I like... but I don’t like...” The teacher models the activity, on the board, first. Then, students classify those items according to the place where they are sold, in their notebooks. Finally, students write complete sentences in their notebooks, e.g., “I like... but I don’t like...”
Activity 4 Activity 5 Activity 6The teacher shows a menu with the categories Food and Drinks. Students ask, e.g., “How much is (food/drink)?” The teacher answers and a volunteer writes the price on the board. Pairwork: each pair receives a paper with food items and drinks. Students write the different prices of the products. Then, each pair joins another pair and asks each other, e.g., “How much is ...?” The other pair answers according to the prices they were given. Students register the dialogues in their notebooks.
The teacher reviews information about the elements to be included in a menu on the board. Pairwork: students create a menu for a cafeteria. Afterwards, students write a short dialogue at the cafeteria, e.g., “Can I help you?/ Yes, I want (food/drink)/ Here you are/ Thank you/ How much is it?/ It’s …/ Thanks.” Then, students roleplay the dialogue. Volunteers act out their dialogues in front of the class.
The teacher draws an empty chart including, in the first row, family members, and in the first column, types of food. Students listen to an audio file describing what different members of a family like eating and the place where they like having different meals at. (*) Students complete the chart in their notebooks. Joint correction, in pairs. Finally, students write individually complete sentences about that family, e.g, “Paul’s brother likes eating hamburguers at the restaurant.”
Activity 7 Activity 8 RESOURCESThe teacher provides students with a dialogue at a restaurant. Students read the text and share main ideas about types of food and drinks that are served there. Then, the teacher asks students for specific information, e.g., where the restaurant is located, the price of different types of food. Afterwards, students complete a written dialogue with missing parts related to the information that was shared before. Finally, students roleplay the situation.
Assessment: students read a text about a conversation at a restaurant and circle the correct answer for specific questions, e.g., “Where is the restaurant located?/How much does (type of food) cost?/What is (someone) eating?” Then, students listen to an audio file about someone’s preferences related to food (**) and circle those preferences in a worksheet with different types of food. Afterwards, students write about their own food likes and dislikes.
• (*) Any audio describing food likes and dislikes about family members. • (**) Any other audio describing food likes and dislikes of a person. • Food and drinks/meals flashcards and/or pictures. • Shop flashcards. • Bingo (places). • Word cards about food items.
69
4thUNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher reviews vocabulary related to food, drinks and shops with flashcards. Students classify those flashcards according to the places (shops) where they can be bought. Then, the teacher models complete sentences, e.g., “I can buy (food) at the (shop).” Afterwards, students choose different food items and write their own sentences. Finally, volunteers read aloud their sentences.
The teacher provides students with pictures of different food items and drinks. Students name those items and say which ones they like and dislike. Then, the teacher models comparisons, e.g., “Cereal is healthier than pizza/ Water is cheaper than soda/ Hamburguers are more popular than sushi.” Students make similar sentences orally, comparing food items. Afterwards, students write some of those sentences in their notebooks. Finally, students exchange notebooks in order to make the necessary corrections between partners.
The teacher reviews places where food is found/sold and asks, e.g., “Where can you buy...?” Then, he/she provides students with a map. Students listen to the teacher, locate and name the places in it. Then, the teacher asks, e.g., “Where is the bakery?” Volunteers answer, e.g., “The bakery is next to the park.” Afterwards, students correct the activity by completing a big version of the map on the board.
Activity 4 Activity 5 Activity 6The teacher provides students with a text about someone who works in a cafeteria. Students predict from title and image. Students, in pairs, scan the text and make comparisons between all of the activities this person does in a work-day. The teacher checks comprehension. Game: Bingo (making comparisons between people/characters).
The teacher provides students with a list of food and drink items and tells students they are going to listen to a conversation at a coffee shop. Students listen and circle the food items they hear in blue and the drinks they hear in red. Afterwards, the teacher asks students to make comparisons between those items, e.g., “Rice is cheaper than sushi/ A salad is healthier than chips.” Students write similar sentences in their notebooks.
The teacher asks students about different types of food that may be eaten as snacks. The teacher asks, e.g., “Which one is healthier?” Then, the teacher provides students with a chart including types of snack two friends have had throughout the week. Afterwards, the teacher models comparisons, e.g., “John ate healthier/cheaper snacks than Sarah on Monday.” Students make similar sentences on their own, in pairs, and write some of those complete sentences in their notebooks.
Activity 7 Activity 8 RESOURCESThe teacher shows a book about meals, types of food or celebrations (**). Students describe its cover and predict its contents. Then, the students write some of those predictions on the board and after they listen to the teacher reading the book, they check whether their guesses were correct . Finally, students complete a chart comparing characters of the story and their eating habits. Individually, they write sentences about those habits in their notebooks.
Assessment: the teacher provides students with a text about food and eating habits of different people. Students read and answer True or False statements. Afterwards, students listen to an audio file about food & drinks (***). Then, they identify types of food & drink and shops where they are sold. Finally, students write sentences comparing eating habits of different people, e.g., “Soup is healthier than hamburgers/ I can buy … at ...”
• (*) Any audio file describing likes and dislikes about family members. • (**) Any book about meals, types of food or celebrations. • (***) Any audio file about food & drinks and shops where they are being sold. • Food & drinks flashcards and/or pictures. • Shop flashcards. • Meals flashcards.
70
5thUNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher reviews daily activities using flashcards and writes them on the board. Students match the flashcards with the corresponding expressions. The teacher models sentences about her/his own routine and asks students to make similar sentences. Pairwork: students complete a chart with a pair’s information regarding meals, e.g., “What did you eat yesterday?/ At what time did you...? I ate hamburgers for lunch.” Each student writes sentences about their partner’s information in their notebooks. Game: volunteers take turns to mime an action. Students guess and make complete sentences, e.g., “She gets up at 7 o’clock.”
The teacher asks questions related to routines, e.g., “What do you do in the mornings? What do you do on Sundays?” Students write answers on the board and stick the flashcard next to the correct sentence. Then, the teacher asks students, e.g., “What did you have for breakfast?” and models the answers. Students say similar sentences. Afterwards, students write about their own routines in their notebooks. Bingo game: students choose activities to place in their bingo cards. Before playing, students describe their own bingo cards by making complete sentences about recent actions, e.g, “I ate hamburgers yesterday”.
The teacher reviews vocabulary from previous lessons. Students make semantic maps related to breakfast and lunch. Then, the teacher introduces new vocabulary with T.P.R. Game: students have a minute to read all the vocabulary on the board. Then, the teacher erases some of those words from the board. Students have to recall and write, in groups, as many words from the board as they remember. Finally, students choose some of those words and write complete sentences. The winner is the group who has recalled more words and written more correct sentences.
Activity 4 Activity 5 Activity 6The teacher displays a book related to food (*). Students predict its content from the title and cover image. Then, they write predictions on the board and, after listening to the story, check them. Students complete a chart with book information including: title, author, main characters, setting, events, beginning, problem and resolution of the story. Finally, students check their answers in pairs.
The teacher provides students with a text related to a cultural celebration and associated types of food, e.g., Thanksgiving, Carnival, etc. Students predict its contents from title, images and layout. They skim the text and answer general questions. The teacher checks comprehension asking True or False questions. Students have to scan the text to answer specific questions, and talk about their preferences regarding the celebrations and types of food mentioned.
Students write on the board the types of food that were mentioned in the previous text about cultural celebration. Students listen to an audio file, describing another cultural celebration (**), and circle correct types of food and routines during the celebration in a handout. Afterward, students make sentences describing their own experiences during a similar event, in their notebooks. The teacher invites volunteers to share some of those narrations.
Activity 7 Activity 8 RESOURCESThe teacher displays flashcards with daily meals. Students classify different types of food according to the corresponding meal, and write on the board sentences related to routines connected to those meals, e.g., “On Saturdays, I have lunch at my grandparents house and we eat pasta.” Afterwards, students write similar sentences in their notebooks. Pairwork: students exchange notebooks to correct their partners’ work.
Assessment: the teacher provides students with a text describing a cultural celebration. Students answer True or False statements about that text. Then, students listen to an audio file (***) and complete a chart. Finally, students write individually complete sentences about their own daily routines.
• (*) Any book related to food. • (**) Any audio file describing a cultural celebration. • (***) Any other audio file describing any other cultural celebration. • Daily routine flashcards.
71
6thUNIT 4 – ENJOY YOUR MEAL! – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher provides students with a text about a famous restaurant. Students predict from images and title what the text is going to be about. Students scan the text and circle the food offered in the restaurant. Students classify those food items on the board into: main courses/dishes, desserts and drinks. Finally, students write complete sentences in their notebooks, e.g., “The main dish of the restaurant is pasta.”
The teacher recalls information from the previous class. Students complete a chart related to the famous restaurant that was analyzed last class, including: name, type, main courses/dishes, desserts, service, opening hours, recommendation. The teacher models an oral presentation of the restaurant using the chart. Group work: students complete a similar chart of an imaginary restaurant, and use it to take turns to talk about the restaurant.
The teacher provides students with a text describing a restaurant (jigsaw reading: different restaurants for different groups) Group work: students complete a chart, similar to the one in activity two, about the given restaurant. Each group talks about the given restaurant features. Students make sentences and groups compare restaurants, give opinions and agreeing or disagreeing with the choices they made orally, e.g.,“ I don’t agree with serving only meat-based dishes.”
Activity 4 Activity 5 Activity 6The teacher provides students with a menu. Students listen to an audio file of a conversation held at a restaurant (*) and circle the food they hear in a handout, in order to revise the vocabulary that was introduced in the previous lessons. Group work: students create a similar conversation at a restaurant. Volunteers roleplay those conversations in front of the rest of the students.
The teacher recalls foods and drinks of the restaurants mentioned in previous lessons. Pairwork: Students create a menu for a restaurant, including main courses, desserts, drinks, healthy/junk food, prices. Each pair discusses benefits of each feature, e.g., healthy/junk food, cost, vegetarian options, gluten-free options. Afterwards, pairs, in turns, come up to the board and show the menu they created. The rest of the students agree or disagree with the choices they made.
The student pairs who didn’t have the opportunity to present their menues in the activity from the previous class come up to the front of the class to present it, while the rest of the students agree or disagree with their choices (see previous activity). Afterwards, students write sentences agreeing or disagreeing with the menus their partners presented and choose their favorite. Joint correction.
Activity 7 Activity 8 RESOURCESGroup work: the teacher provides students with scrambled sentences related to a short dialogue held at a restaurant. Each group has to unscramble the sentences and put them in a logical order. Joint correction on the board. Finally, students roleplay the dialogue at the restaurant, using the menu they created as a resource.
Assessment: the teacher provides students with a text on the features and choices of a restaurant. Students have to agree or disagree with the provided menu features and overall description, and provide written alternatives to the elements they disagree with. Finally, students listen to a conversation at a restaurant and complete a handout, circling correct answers from multiple choices.
• (*) Any audio file of a conversation held at a restaurant • (**) Any audio file of another conversation held at a restaurant. • Restaurant flashcards (main course, meals, desserts, etc.)
73
CHAPTER 5
OURWORLDTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
75
Unit
5: O
UR W
ORLD
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
K5
To re
cogn
ize
and
nam
e ite
ms
rela
ted
to n
atur
e.
Nam
ing
obje
cts
in
cont
ext.
Iden
tifyi
ng th
ings
.
La n
omin
ació
n de
obj
etos
con
apo
yo
conc
reto
y fi
gura
tivo.
H
ow’s
the
wea
ther
? It’
s...s
unny
/clo
udy.
Wha
t’s th
is?
Wha
t col
or is
it?
How
m
any..
.?
It’s
a re
d an
d ye
llow
flow
er.
RECY
LE: w
eath
er.
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y, cl
oudy
, sno
wy,
win
dy, r
ainy
, dry
. Fl
ower
s, tr
ees,
gra
ss, p
ark,
wat
er.
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rabb
it.
1st
grad
e
To id
entif
y an
d na
me
seas
onal
ac
tiviti
es.
Perf
orm
ing
actio
ns.
Expr
essi
ng a
bilit
y.
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cuen
tos
a pa
rtir
de p
icto
gram
as.
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hat’s
the
wea
ther
like
? It’
s...
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t ca
n yo
u do
at t
he b
each
/if it
is s
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? I c
an/c
an’t.
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s su
nny.
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he b
each
) I c
an...
(Joh
n) c
an ri
de a
bik
e at
the
park
. Can
you
ride.
..?
RECY
LE: w
eath
er.
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, bea
ch, c
ity, f
ores
t. Ac
tiviti
es: e
at, t
ake
phot
os, r
ide
a bi
ke,
danc
e, p
lay
socc
er, p
lay
com
pute
r gam
es,
play
spo
rts,
wal
k, ru
n, s
wim
.
2nd
grad
e
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entif
y th
e se
ason
s an
d de
scrib
e su
itabl
e se
ason
al
activ
ities
.
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ng a
bout
dai
ly
rout
ines
. Te
lling
the
time.
La n
arra
ción
de
suce
sos
cotid
iano
s.
Los
text
os d
escr
iptiv
os in
cluy
endo
el
emen
tos
para
lingü
ístic
os.
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t’s th
e w
eath
er li
ke in
(sum
mer
)?
In s
umm
er, i
t is
hot.
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t can
you
do
in...
(sum
mer
/ su
nny/
rain
y / h
ot d
ays/
m
orni
ng/)?
Alw
ays/
som
etim
es/ n
ever
/ ...
times
a w
eek.
Wha
t can
we
do...
? In
th
e af
tern
oon
I...
In a
utum
n, I.
..
RECY
CLE:
sea
sons
.
Ac
tiviti
es:
wat
ch T
V, re
ad a
boo
k, d
o ho
mew
ork,
pla
y hi
de-a
nd-s
eek,
go
to th
e be
ach,
vis
it m
y gr
andp
a’s
hous
e, g
o to
the
cine
ma.
3rd
grad
e
To e
stab
lish
conn
ectio
ns
betw
een
seas
onal
cl
othi
ng a
nd
wea
ther
.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs.
Loca
ting
plac
es.
Los
text
os in
form
ativ
os s
impl
es
(etiq
ueta
s, m
ensa
jes,
pos
tale
s y
catá
logo
s).
Wha
t are
you
wea
ring?
I am
wea
ring.
.. Sh
e is
wea
ring
a (s
wim
suit)
bec
ause
it
is s
umm
er. I
n (c
ount
ry),
in (s
umm
er),
peop
le w
ear (
coat
s), b
ut in
(cou
ntry
), pe
ople
wea
r (t-
shirt
s).
RECY
CLE:
sea
sons
and
cou
ntrie
s.
Clot
hes:
sho
rts,
shi
rt, h
at, s
anda
ls, t
-shi
rt,
dres
s, s
wim
suit,
pan
ts, j
eans
, sho
es, s
kirt
, ja
cket
, coa
t, sw
eate
r, sc
arf,
glov
es, m
itten
s,
hat,
boot
s.
76
Unit
5: O
UR W
ORLD
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
4th
grad
e
To c
ompa
re
chan
ges
thro
ugho
ut p
erio
ds
of ti
me
in d
iffer
ent
envi
ronm
ents
.
Telli
ng a
bout
pas
t ev
ents
.La
exp
osic
ión
de te
mát
icas
con
apo
yo
icón
ico.
La
loca
lizac
ión
de in
form
ació
n en
el
párr
afo.
Toda
y, th
ere
is/ a
re...
In
the
past
, the
re w
as/ w
ere.
.. Pe
ople
sw
im/ s
wam
... D
id p
eopl
e sw
im..?
Ye
s, th
ey d
id. N
o, th
ey d
idn’
t. Pe
ople
di
dn’t
swim
...I r
euse
bot
tles
to g
row
ve
geta
bles
.
Coun
trys
ide,
city
. Po
llutio
n, c
lean
, di
rty,
prot
ect,
help
, air,
sm
oke,
ga
rbag
e, p
estic
ides
, ind
ustr
ial w
aste
, ch
emic
als,
land
/air/
wat
er, n
oise
, car
s,
smok
e, s
mog
.
5th
grad
e
To e
xpre
ss w
hat
hum
an b
eing
s ca
n do
to ta
ke c
are
of
the
envi
ronm
ent.
Givi
ng w
arni
ngs
and
advi
ce.
La n
otic
ia: l
a te
mát
ica
prin
cipa
l.Yo
u sh
ould
redu
ce th
e am
ount
of
garb
age.
You
sho
uldn
’t th
row
was
te o
n th
e flo
or. W
hat c
an yo
u do
to p
reve
nt
pollu
tion?
(Pol
lutio
n) h
appe
ns b
ecau
se…
W
e m
ust/h
ave
to...
Reus
e, re
cycl
e, w
aste
, red
uce,
thro
w
away
, pol
lute
, res
ourc
es, s
oil,
air
pollu
tion,
turn
off,
pre
vent
.
6th
grad
e
To u
se in
form
atio
n ab
out d
iffer
ent
envi
ronm
ents
to
expr
ess
agre
emen
t an
d ob
ligat
ion.
Agre
eing
or
disa
gree
ing.
Ex
pres
sing
ob
ligat
ion.
La p
rese
ntac
ión
de te
mát
icas
es
tudi
adas
.I t
hink
... W
hat d
o yo
u th
ink
abou
t...?
W
hat c
an w
e do
to h
elp?
I a
gree
/ I d
on’t
agre
e, b
ecau
se...
You
’re
right
. I d
on’t
thin
k so
. I to
tally
dis
agre
e.
You
mus
t/mus
tn’t/
have
to...
Wha
t liv
es
in th
e ra
info
rest
? H
ow d
o ra
info
rest
s he
lp u
s? W
hy a
re th
ey b
eing
des
troy
ed?
Wha
t can
you
do to
hel
p ra
info
rest
s?
Rain
fore
sts
are
enda
nger
ed b
ecau
se o
f (w
ater
pol
lutio
n).
Rain
fore
st, m
ount
ain,
rive
r, la
ke,
ocea
n, c
aref
ul, c
arel
ess,
resp
onsi
ble,
irr
espo
nsib
le, t
idy,
untid
y, pl
easa
nt,
unpl
easa
nt. C
ut d
own,
med
icin
es,
oxyg
en.
NOTE
: exp
onen
ts a
nd v
ocab
ular
y pr
evio
usly
taug
ht n
eed
to b
e re
cycl
ed w
hen
nece
ssar
y fo
r the
curr
ent a
ctiv
ities
.
CONT
ENT
AREA
/DIS
CIPL
INE:
Soc
ial S
tudi
es. G
eogr
aphy
.CO
NTEN
T: E
l tie
mpo
atm
osfé
rico
y la
s ac
tivid
ades
hum
anas
.Lo
s pa
isaj
es.
77
k5UNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher reads a book that describes a story that happens outdoors (*). Students identify and name the items that appear in the narrative. The teacher provides students with images of the story to order the pictures according to the sequence of the narrative. Group work: each group receives an image of the story. They take turns naming as many items of the image as possible. The group that names more items is the winner. Together, the teacher and the students retell the story.
Students watch a video related to the weather (**). Then, they use their bodies to represent the weather conditions. The teacher shows images of the book read in the previous class and asks about the weather in that story. Students listen to the teacher and point to the flashcards. The teacher provides students with the image of a natural item that was mentioned in the story (plant, flower, tree, etc.). Students listen the teacher’s instructions and color the image accordingly.
The teacher reviews vocabulary from the previous class. Guessing game: a volunteer represents a sunny day while the rest of the class says what the weather is like. The teacher shows a short video “The Lion and the Mouse” (***). Students identify and name characters and objects of the story. The teacher provides students with flashcards of the main events. Students order the images and together with the teacher, retell the story.
Activity 4 Activity 5 Activity 6The teacher reviews vocabulary from the previous class using flashcards. Students classify them according to different categories, e.g., living things, non-living things, weather. Then, the teacher writes those words, in any order, on the board, so students can match the flashcard to the corresponding word. The teacher shows students a poster, where they can identify and name some of the previous elements. Students repeat this procedure with a worksheet with a different image.
The teacher reviews vocabulary from the previous class, Afterwards, she/he displays a poster of an outdoor place. Students name some of the objects they see there. The teacher asks, e.g., “How many flowers are there?” The teacher provides students with an image containing several items that were introduced in previous classes. Those items are scrambled. Students circle with a specific color, count and write the corresponding number of each item.
The teacher shows students the poem “Mr. Sun” and reads it aloud. The teacher masks Mr. Sun every time he appears in the text. Students read the poem, including the missing words. Volunteers role play the actions in the poem. Then, students are given a copy of the poem, and draw and name different objects. Students match the words with the images of the poem.
Activity 7 Activity 8 RESOURCESThe teacher and students read the poem of the previous class. The teacher mixes up the verses of the poem. Students order them and say the poem again. Volunteers role play the poem. Group work: each group receives a set of cards with images related to items found in nature. Students listen to the teacher and pick up the one being said. Then, the teacher hands out the corresponding words to each group. Students play the same game.
Assessment: Learning Stations. Station 1: students are given flashcards and labels of words to play a memory game. Station 2: students are given an image with nature items to be counted. Station 3: students classify items according to different categories. Station 4: students read sentences and draw, e.g., “It’s sunny.” Station 5: the teacher shows students the image of a landscape, and students describe it.
• (*) Any book that describes a story that happens outdoors. • (**) Any video describing weather conditions. • (***) Video: “The Lion and the Mouse.” • Living and non-living flashcards. • Weather flashcards.
78
1stUNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher reads a short story that takes place outdoors: park, beach, city, forest (*). Students describe the images and identify different objects of the story. Then, volunteers make sentences with that vocabulary. Students complete a worksheet with questions.
The teacher reviews the story of the previous class. Group work: memory game. Images and phrases & sentences are placed faced down on the table. Students take turns to turn cards face up. If the image and that sentence match, that student gets a point. This procedure is repeated with the other members of the group. Finally, students write similar simple sentences in their notebooks.
Students listen to a video related to weather (**) and mime those weather conditions. Then, students watch the video. Afterwards, the teacher provides students with images of weather conditions. Students write down what the weather is like in each image and describe actions that someone can perform in that weather, e.g., “It’s rainy. We can watch TV.” The teacher models sentences on the board. Students receive an image and make similar sentences in their notebooks.
Activity 4 Activity 5 Activity 6The teacher displays images of different places, such as a beach, park, city, forest. Students talk about the weather in each place. The teacher describes things that can be done in those places. Game: “Simon says.” The teacher says an action, and students perform it only if the teacher says “Simon says” at the beginning of the command. Finally, students choose two of the places that where described and write simple complete sentences about them.
Guessing game: “What can you do if it is sunny/hot?” One student has a hidden flashcard with an activity. The rest ask questions to guess the activity, e.g., “Can you ride a bike?” If the answer is "Yes", the student who guesses the answer comes to the front. Afterwards, the teacher provides students with the images of the activities that were used for the previous game. Students label those activities under the correct image. Finally, students are given a worksheet where they have to match those activities with the corresponding sentences.
The teacher reviews vocabulary from the previous class with flashcards. Students listen to an audio file (***) about outdoor activities and people performing them. Afterwards, students complete a worksheet with True and False sentences about that audio file. Finally, they make similar complete simple sentences of their own, in their notebooks, describing activities they like to carry out outdoors.
Activity 7 Activity 8 RESOURCESThe teacher shows students a book (****). Students describe its cover and predict its content. The teacher reads the book and students check their predictions. Then, the teacher shows students images from the story and asks students to make complete sentences, e.g., “James can ride a bike in the park. It is sunny.” Finally, students choose an image from the book and write similar sentences in their notebooks.
Asessment: students listen to an audio file describing outdoor activities (*****) and complete a chart. Afterwards, students read a simple text about outdoor activities and answer True or False statements. Finally, students write sentences about their preferred outdoor activities, e.g., “I ride a bike in the park. It’s hot.”
• (*) Any story that takes place outdoors. • (*) Any video related to weather. • (***) Any audio file about outdoor activities and people performing them. • (****) Any other audio file describing outdoor activities. • Place flashcards (beach, park, city, forest) • Activities flashcards.
79
2ndUNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher displays a book showing the seasons (*) and asks students what the weather is like in each one. Students receive landscapes and the words corresponding to each season, and have to match landscape and season. The teacher asks students to talk about the weather conditions and the associated seasonal activities. The teacher models on the board, e.g., “In summer, it is hot. I go to the beach.” Pairwork: students write sentences referring to other seasons in their notebooks. Volunteers read aloud.
The teacher shows a poem about the seasons, including seasonal activities (**). Students read it aloud with the teacher, and volunteers point to the words that name the seasons. The teacher masks and covers some words and makes students read again the poem, asking them to remember those words. This procedure may be repeated several times. Students are given a copy of the poem with missing words, and they have to complete it and draw the associated scene.
The teacher reviews vocabulary related to seasonal activities with the images of the book of Activity 1. Then, she/he asks students if they can do different activities during the current season. Afterwards, the teacher asks students which activities can be conducted in different seasons. Volunteers make complete sentences. Pairwork: students write similar sentences in their notebooks, e.g., “In winter, I play inside.”
Activity 4 Activity 5 Activity 6The teacher asks, e.g., “In which season are we?/ Do you like (current season)? What kind of things can we do in (current season)/in the morning/in the afternoon/by night?” Afterwards, the teacher introduces daily routines with a book (***). Students play TPR games related to the flashcards.
The teacher reviews vocabulary related to daily routines through a guessing game: a student at the front of the class has a hidden flashcard with daily routines. The class asks that volunteer if he/she can perform that daily routine in a specific season and/or time of the day. The student who guesses the answer comes to the front and the procedure is repeated. Afterwards, students complete a crossword puzzle with daily routines. The teacher models sentences, e.g., “In autumn, I _____; in the morning, I______.” Volunteers say other sentences.
The teacher provides students with a short simple text about daily routines. Students read the text and classify the activities according to different times of the day. The teacher models sentences, e.g., “In the morning, I can...” Students choose an activity from the text and write sentences. Volunteers read aloud.
Activity 7 Activity 8 RESOURCESThe teacher provides students with a word bank of vocabulary related to seasonal activities, weather conditions and daily routines. Students complete with different activities a graphic organizer that includes: summer, autumn/fall, winter, spring and time of the day. Students make sentences about each season, using the provided vocabulary, e.g., “In the morning, I...” Students write those sentences in their notebooks.
Assessment: students read a simple text about the topic and students answer Yes/No or True/False questions. Then, students listen to the description the teacher makes of a seasonal landscape, and circle the correct images in a handout. Finally, students write sentences describing landscape, seasonal activities and time of the day, e.g., “In winter I... In the afternoon I...”
• (*) Any book showing the seasons. • (**) Any poem about the seasons, including seasonal activities. • (***) Any book describing daily routines.
80
3rdUNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher shows a poster with the four seasons. Students name the seasons and talk about the weather in each one. Students listen to the teacher talking about weather conditions. Students guess the season. The teacher describes one of the pictures orally and volunteers describe the others. The teacher models what her/his favorite season is and why. Students talk about the same topic and write down similar sentences in their notebooks.
The teacher asks students what clothes are they wearing and introduces vocabulary related to clothes. Then, the teacher shows flashcards with people wearing different clothes according to the season, and volunteers classify other clothes according to the same criteria. Group work: each group is given an image with people and they are asked to describe what they are wearing, e.g., “It’s winter. They are wearing jackets and hats.” Each group reads aloud what they have written.
The teacher reviews vocabulary from previous classes with flashcards. Then, she/he models sentences stating what the characters of different flashcards are wearing and why, e.g., “He wears a scarf because it is winter.” Volunteers say similar sentences and students write similar complete sentences in their notebooks, about what they are wearing at that time. Finally, students draw themselves according to what they have written.
Activity 4 Activity 5 Activity 6The teacher provides students with a short text describing what a family is wearing and a picture of that family. Students describe the picture and read the text. The teacher asks questions for general understanding, and related to seasonal clothing, and then asks students to find evidence for specific information. Finally, students write sentences in their notebooks justifying what the characters in different flashcards are wearing, according to the season, e.g., “She is wearing a swimsuit because it’s summer.”
Students are shown flashcards with people wearing different clothes in different places (Alaska and Rio). The teacher asks students to locate those places on a map. Students identify the season, describe the characters and say what they are wearing and why. Afterwards, the teacher provides students with a simple text describing seasonal temperatures in Norway and Ecuador (for example), and asks them to show those places on the map. Students read the text and write sentences describing what people wear in each place according to the season, e.g. “In Norway, in summer, people wear a scarf.”
The teacher reviews vocabulary from previous classes with flashcards and provides students with a short text about seasons in two different places. Students discuss images and title and read the text, in groups. Then, the teacher asks students to complete two columns on the board, describing elements that are similar in two countries experiencing the same season. Then, the teacher writes sentences related to the topic on the board, e.g., “In winter we wear gloves in Argentina and Uruguay”, and asks students to do the same in their notebooks.
Activity 7 Activity 8 RESOURCESThe teacher reviews vocabulary and information related to activities from classes 5 and 6 and draws a Venn diagram on the board:
Students complete the diagram and make simple sentences. Pairwork: students write connected sentences related to clothing and weather, e.g., “In summer, girls wear dresses in Uruguay, but in Norway they wear coats.”
Assessment: the teacher provides students with a text related to seasonal clothing in different countries. Students read the text and circle the correct answer to questions. Then, students listen to an audio file (*) and complete the required information, e.g., “In Norway, in winter, people wear hats.” Finally, students write sentences about a picture showing people in different seasons, e.g., “In winter, people wear gloves in Argentina and Uruguay/ In Uruguay, in summer, girls wear dresses, but in Norway they wear coats.”
• (*) Any audio file describing seasonal clothing in different countries. • Clothing flashcards. • Seasons flashcards.
81
4thUNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher shows an image of the impact of pollution in a place (present day) and introduces new vocabulary on the board. Students describe the picture orally. Then, the teacher asks students to match words with their definitions, e.g., “to take old materials and transform them into something new – recycle.” Pairwork: students conduct a similar activity with other words and definitions. Then, they use that vocabulary to write a sentence in their notebooks, e.g., “I reuse bottles to grow vegetables.” Volunteers read aloud.
The teacher shows an image of the same landscape of Activity 1, but in better environmental conditions, in the past. Students describe the picture orally. Pairwork: students write True or False sentences about the picture. Pairs exchange sentences and answer their partners’ questions. Students read aloud their answers, in order to make corrections.
The teacher displays the images of previous classes, side by side. Students identify the differences between the pictures and describe them orally. The teacher writes some of those sentences on the board. Students complete in their notebooks two columns of sentences based on the images, e.g., “Today, there is/are...; In the past, there was/were...” Volunteers read their sentences aloud and make corrections if necessary.
Activity 4 Activity 5 Activity 6The teacher provides students with a text about pollution in the city. Students predict its content from images and title. After reading the text, students verify their predictions and answer Yes/No questions. Students create similar questions for their partners, exchange them and answer them. Volunteers answer the questions orally.
The teacher provides students with the picture of a landscape with no discernable features. Students describe it orally. Then, students listen to an audio file (*) and complete the drawing according to the description they heard. Volunteers say sentences describing the new features of the landscape they drew after listening to the audio file. Students write similar sentences in their notebooks.
The teacher provides students with a picture showing a clean city in the past. Students make sentences about that city and the teacher copies some of those sentences on the board. Then, the teacher shows an image of the same city in the present, and when needed, turns the copied sentences into negative form. Afterwards, students choose some of those sentences and compare that city in the present and in the past, in their notebooks.
Activity 7 Activity 8 RESOURCESThe teacher shows flashcards of people of different ages and professions, with their names. Then, she/he provides students with speech bubbles from people expressing different ideas on environmental issues, without identifying the speaker. Students listen to short conversations (**) and match those speech bubbles with the different people shown at the beginning of the class. Joint correction.
Assessment: students read a text about pollution and environmental issues and answer Yes/No questions. Then, students listen to an audio file (***) and circle the correct answer to different questions. Finally, students write simple sentences describing a picture comparing changes in a given landscape, in the past and the present.
• (*) Any audio file describing a landscape with environmental issues and pollution. • (**) Any audio file of different people expressing themselves about environmental issues. • (***) Any other audio file describing a landscape with environmental issues and pollution. • People flashcards.
82
5thUNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher shows two pictures of the same landscape, one clean and the other one dirty. Students describe both pictures and the teacher makes a Venn diagram on the board. Students talk about the differences and similarities between the images, e.g., “There is/are...” Pairwork: students write as many sentences as they can describing the pictures. Volunteers read aloud. The rest of the class listens and checks whether they have similar sentences.
The teacher shows the pictures of the previous class again and revises vocabulary and exponents. The teacher models sentences referred to what people should and shouldn’t do when they visit open places. Group work: students pretend to visit a park in the city and write sentences saying what people should and shouldn’t do there. Each group makes a sign with advice regarding environmental behavior to post in the classroom.
The teacher provides students with a text with news about environmental problems and their possible solutions. The teacher asks volunteers for main ideas about the content and write them on the board. Students skim the text and then scan the text to identify specific vocabulary about the topic (problems and solutions). Students work in groups to answer questions. Each group has a different set of questions (information questions, Yes/No questions, True or False statements). When a group finishes, questions are exchanged. Joint correction.
Activity 4 Activity 5 Activity 6The teacher reviews vocabulary and concepts related to environmental problems. Then, she/he shows a chart that is meant to be completed after a listening activity. Students listen to the audio file (*) and complete the chart. Joint correction. Students give advice according to the different problems they heard. The teacher asks students about possible solutions for the problems they heard in the audio and students express different ideas to solve them, e.g., “You should reduce the amount of garbage.”
Students receive the picture of a landscape with no environmental problems, together with a short text with related news. Group work: students read the text and identify the main elements that can pollute that landscape. Students complete a chart with problems and solutions, e.g., “Problem: air pollution. Solution: walk/ride your bike to places. Problem: Litter. Solution: Recycling/ Reducing/ Reusing.” Volunteers present the activity to the class and place some of those ideas on the bulletin board, e.g., “What can you do to prevent pollution?”
The teacher reviews key vocabulary related to reusing, recycling and reducing of objects, and students brainstorm ideas on the board. Then, the teacher provides students with a text (piece of related news) about the topic. Students predict its content from images and title. Students read the text, scanning for specific information to answer multiple choice questions. Pairwork: students create True/False questions about the topic for their partners. Pairs exchange their questions and answer them.
Activity 7 Activity 8 RESOURCESThe teacher shows flashcards of people of different ages and professions, with their names. Then, she/he provides students with speech bubbles from people expressing different ideas about environmental issues, without identifying the speaker. Students listen to short conversations (*) and match those speech bubbles with the different people shown at the beginning of the class. Finally, the teacher asks students to write related sentences, e.g., “To prevent land pollution, you should/should’t...”
Assessment: students are given a handout where they have to match the environmental problem with the picture (relationships of cause-effect). Then, students receive a text describing an environmental problem and students write possible solutions. Afterwards, students read a text about this topic and circle the correct answers. Finally, students listen to an audio file (**) and answer questions.
• (*) Any audio file of different people expressing themselves about environmental issues. • (**) Any audio file about environmental issues.
83
6thUNIT 5 – OUR WORLD – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces vocabulary related to rainforests. Students receive a text on that topic and make predictions from images and title. Then, students brainstorm ideas on the topic. Afterwards, they read the text to check whether their predictions were right. Pairwork: students write a couple of sentences describing the rainforest using the vocabulary mentioned at the beginning of the lesson and the information from the text. Volunteers read aloud.
The teacher reviews concepts from the previous class. Then, she/he presents fragments of sentences related to the topic. Students look for the missing part of the sentence, match split sentences and make groups connecting their fragments to other students’ fragments, in order to make a complete, coherent sentence. Volunteers read aloud. Group work: students listen to an audio file (*) about rainforests and complete a chart. Answers are checked with a transcribed audio script on a big piece of paper.
The teacher reviews concepts from the previous class and introduces chunks related to agreeing & disagreeing, e.g., “I agree...You are right/I don’t think so/I totally disagree.” The teacher provides students with a text about environmental issues and the actions of human beings on animal-life, water purity, etc. plants. Group work: students are asked whether they agree with the effect different actions have on the enviroment, basing their answers on the given text, e.g., “Rainforests are in danger because of water pollution. Agree or disagree? I agree/ I disagree”. Students register those ideas in their notebooks.
Activity 4 Activity 5 Activity 6The teacher reviews concepts from the previous class and reactivates chunks. She/he distributes pictures of rainforests to different groups. Those groups are asked the following questions: a) What can you see in the picture?; b) How do rainforests help us?; c) Why are they being destroyed? Students answer the questions and share ideas orally. The other groups agree/disagree with their findings. Students write those opinions and ideas in their notebooks.
The teacher recalls the discussion held last class. Then, she/he introduces ways to express obligation, e.g., “We must...We have to...We mustn’t...” Then, the teacher asks: “What can you do to help save rainforests?” Students are divided into different groups and they have to discuss ways to help rainforests. Then, they have to take turns to present orally their discussion and the other groups have to agree or disagree with the things being said. Students write the main ideas in their notebooks.
Students listen to a recorded debate on the topic of rainforests (**). Students express orally whether they agree or disagree with the statements they heard, explaining why, and also providing with alternatives if they disagreed, e.g, “I agree/disagree with...because...; I disagree with...; People must/mustn’t...” Students write those statements in their notebooks.
Activity 7 Activity 8 RESOURCESStudents receive a brochure about what to do to take care of rainforests. Pairwork: students read and answer questions related to that brochure. Pairs exchange papers and correct their partners’ answers. Joint correction. Afterwards, students write individually in their notebooks statements detailing different actions we must take in order to save rainforests.
Assessment: students read a text related to rainforests and identify three reasons why rainforests are important and three reasons why rainforests are being destroyed. Then, students are asked to write individually whether they agree with those staments, stating the reasons why. Students are then asked to write three ways in which people can help reduce their impact on the environment. Students listen to an audio file (***) related to the topic, and answer True or False to the provided statements.
• (*) Any audio file about rainforests. • (**) Any recorded debate on the topic of rainforests. • (*) Any other audio file about rainforests. • Restaurant flashcards (main course, meals, desserts, etc.)
85
CHAPTER 6
TIME TOHAVE FUN!TEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
87
Unit
6: T
IME
TO H
AVE
FUN
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
K5
To n
ame
and
desc
ribe
elem
ents
fr
om fa
mou
s pa
intin
gs.
Nam
ing
obje
cts
and
char
acte
rs in
con
text
.
Iden
tifyi
ng th
ings
.
Follo
win
g co
mm
ands
.
La d
ram
atiz
ació
n de
can
cion
es.
La n
omin
ació
n de
obj
etos
con
apo
yo
conc
reto
y fi
gura
tivo.
Las
cons
igna
s pa
ra re
aliz
ar ta
reas
y
acci
ones
.
Wha
t col
or is
.....?
Wha
t’s th
is?
It’s
a bi
g…Th
is is
a/a
n...
Is it
a…
?Co
lor (
the
circ
le) (
blue
).
Recy
cle:
col
ors,
siz
es a
nd s
hape
s.
1st g
rade
To re
cogn
ize
and
nam
e ob
ject
s in
di
ffere
nt c
onte
xts.
Perf
orm
ing
actio
ns.
Qual
ifyin
g th
ings
.
Clas
sify
ing
item
s.
La d
escr
ipci
ón d
e ob
jeto
s.W
hat c
an yo
u se
e?I c
an s
ee...
Ther
e is
/ The
re a
re...
Is/A
re th
ere
..?It
is ..
. and
…Sh
e is
eat
ing.
..H
ow m
any
(girl
s) c
an yo
u se
e?
Actio
ns: e
atin
g, d
rinki
ng, r
unni
ng,
wal
king
, pla
ying
, tal
king
.Vo
cabu
lary
rela
ted
to th
e pi
ctur
es
used
.
2nd
grad
e
To d
escr
ibe
face
s,
body
par
ts a
nd
actio
ns in
pai
ntin
gs.
Desc
ribin
g fa
ces
and
body
pa
rts.
Desc
ribin
g ac
tions
.
La c
arac
teriz
ació
n de
per
sona
s de
la
com
unid
ad.
She/
he is
...Sh
e/he
has
(got
)...
His
/her
...W
hat i
s he
/she
doi
ng?
Ther
e is
a...
The
tree
s ar
e…
Recy
cle:
par
ts o
f the
face
and
bo
dyAc
tion
verb
s: s
it do
wn,
sta
nd u
p,
wal
k, lo
ok, t
ouch
, pai
nt, r
ead,
to
uch,
sho
ut, d
ance
.Pl
aces
: par
k, b
each
, squ
are,
sc
hool
.Co
mm
unity
mem
bers
: (ac
cord
ing
to p
ortr
aits
foun
d, c
an b
e: te
ache
r, pa
inte
r, ba
ker,
etc)
3rd
grad
e
To g
ive
and
follo
w
dire
ctio
ns.
Givi
ng d
irect
ions
.
Desc
ribin
g ge
ogra
phic
al
loca
tion.
Loca
ting
plac
es.
Los
text
os in
form
ativ
os s
impl
es.
La d
escr
ipci
ón d
e lu
gare
s (e
tique
tas,
m
ensa
jes,
pos
tale
s y
catá
logo
s)
Turn
righ
t. Tu
rn le
ft.Go
str
aigh
t ahe
ad.
Find
..Ex
cuse
me,
whe
re is
...?
How
can
I ge
t to…
? At
wha
t tim
e do
es it
ope
n?Th
e m
useu
m is
nex
t to
the
bus
stop
.Le
t’s…
Do yo
u w
ant t
o…?
Wou
ld yo
u lik
e to
…?
No,
than
ks. I
’d
love
to...
Recy
cle:
pla
ces
in to
wn,
sho
ps,
prep
ositi
ons
of p
lace
.
88
Unit
6: T
IME
TO H
AVE
FUN
GRAD
EOB
JECT
IVE
FUNC
TION
LANG
UAGE
CON
TENT
EXPO
NENT
SVO
CABU
LARY
4th
grad
e
To e
xpre
ss
futu
re p
lans
and
tim
etab
les
rela
ted
to c
ultu
ral a
ctiv
ities
.
Mak
ing
futu
re p
lans
(g
oing
to).
Talk
ing
abou
t tim
etab
les.
La lo
caliz
ació
n de
info
rmac
ión
en e
l pá
rraf
o.
Las
agen
das
de a
ctiv
idad
es.
Wha
t are
you
goin
g to
do
next
...?
Whe
re a
re yo
u go
ing?
Hel
lo, I
am
goi
ng to
... n
ext w
eeke
nd.
Whe
re is
it?
Let’s
go
to...
Recy
cle:
act
ion
verb
s.Cu
ltura
l act
iviti
es: c
inem
a,
conc
ert,
mov
ie, p
lay,
etc.
5th
grad
e
To e
xpre
ss fu
ture
in
tent
ions
.Ta
lkin
g ab
out f
utur
e in
tent
ions
.
Mak
ing
pred
ictio
ns.
La n
otic
ia.
La te
mát
ica
prin
cipa
l y la
s di
fere
ntes
ve
rsio
nes.
Will
you
visi
t...?
Yes,
I w
ill. N
o, I
won
’t.I w
ill...
bec
ause
...I w
on’t
visi
t...
I hav
e to
...
Recy
cle:
bec
ause
, que
stio
ns
wor
ds. L
ocat
ion,
priz
e, ti
cket
, co
st, c
heap
, exp
ensi
ve, c
hoic
e,
reas
on, a
udito
rium
, ind
oors
, ou
tdoo
rs.
6th
grad
e
To m
ake
and
answ
er
ques
tions
abo
ut
artis
ts’ l
ives
.
To id
entif
y an
d cl
assi
fy d
iffer
ent
type
s of
text
.
Desc
ribin
g lif
esty
les.
Iden
tifyi
ng th
e ty
pe o
f tex
t in
volv
ed.
Las
biog
rafía
s.
La re
aliz
ació
n de
ent
revi
stas
sob
re
tem
as c
otid
iano
s.
I was
bor
n...
Whe
n di
d he
sta
rt h
is c
aree
r?W
hen
did
he d
ie?
Wha
t are
you
fam
ous
for?
How
did
yo
u be
com
e a
sing
er?
Recy
cle:
4-d
igit
num
bers
(yea
rs);
sequ
enci
ng w
ords
(firs
t, th
en,
afte
r tha
t, ne
xt, s
ome
year
s la
ter,
etc.
).
NOT
E: e
xpon
ents
and
voc
abul
ary
prev
ious
ly ta
ught
nee
d to
be
recy
cled
whe
n ne
cess
ary
for c
urre
nt a
ctiv
ities
.
CONT
ENT
AREA
/DIS
CIPL
INE:
ART
/VIS
UAL
ARTS
.CO
NTEN
T: L
os c
olor
es e
n la
obr
a ar
tístic
a.El
leng
uaje
pub
licita
rio.
Las
man
ifest
acio
nes
esté
ticas
con
tem
porá
neas
.
89
k5UNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces a song or poem with strong cultural associations. Students listen to the song or read the poem from a transcription on a chart paper. Then, students listen or read again and express with body movement their understanding of the song or poem. Afterwards, the teacher introduces a famous visual artist, e.g., Andy Warhol, using flashcards. Then, she/he shows different paintings of the artist. Students name elements of the paintings and qualify them, e.g., “There is a circle, it’s big and red.”
The teacher recalls the song or the poem from the previous class. Then, she/he selects and shows a painting of the same artist from Activity 1. Students describe the painting. Afterwards, the teacher provides students with a reproduction of the painting. Students tell what colors the artist used. Then, they color a worksheet of a similar color-free painting according to the teacher’s instructions, e.g., “Color the circles red.”
Students begin the class saying the poem or singing the song from Activity 1. Then, the teacher organizes four learning centers: CENTER 1: a virtual visit to the Andy Warhol’s online museum. The teacher should be in this center, guiding students through the process. CENTER 2: Memory Game of images related to the paintings of the author. CENTER 3: Color a picture of a painting of Andy Warhol using his techniques. CENTER 4: of words and images related to the paintings of the author.
Activity 4 Activity 5 Activity 6Students begin the class saying the poem or singing the song from Activity 1. Then, the teacher organizes the same four learning centers of Activity 3, in order to take turns rotating through the remaining stations. All students should have rotated through the four centers once by the end of the class.
Students begin the class saying the poem or singing the song from Activity 1. Then, the teacher organizes four learning centers: CENTER 1: students match the words of the song or poem from Activity 1 with pictures. CENTER 2: students describe orally what they colored in the third center of Activity 3. The teacher should be in this center. CENTER 3: Bingo (colors and words from song/poem). CENTER 4: Bingo (sizes and objects from the paintings).
Students begin the class saying the poem or singing the song from Activity 1. Then, the teacher organizes the same four learning centers of Activity 5, in order to take turns rotating through the remaining stations. All students should have rotated through the four centers once by the end of the class.
Activity 7 Activity 8 RESOURCESAssessment: the teacher organizes four learning centers: CENTER 1: students read words/phrases and match them with images. CENTER 2: students listen to an audio file (*) and follow instructions to color objects accordingly. CENTER 3: students read simple words and circle the correct image. CENTER 4: students make very simple oral descriptions of a painting of the artist introduced in this unit. The teacher should be in this center.
The teacher organizes the same four learning centers of Activity 7, in order to take turns rotating through the remaining stations. All students should have rotated through the four centers once by the end of the class.
• (*) Any audio file with very simple instructions to color a drawing/picture/painting. • Painting flashcards. • Domino cards.
90
1stUNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces a famous visual artist, using flashcards. Then, she/he shows different paintings of the artist and writes exponents on the board, e.g., “Is there...? Are there...? There is/are.../ How many... can you see?” Aftewards, students name elements of the paintings and qualify them. Finally, students write similar sentences in their notebooks.
The teacher shows a painting of the same artist from Activity 1 and displays labels with the needed vocabulary (word- flashcards) and the corresponding image-flashcards. Volunteers come to the front to match words with images. Then, the teacher puts images away and leaves only the words. Students read the words and draw them in their notebooks. Afterwards, students use those words to make sentences. Finally, volunteers read aloud.
The teacher shows a different painting of the same artist from Activity 1. Students describe the painting. Then, the teacher shows another picture with people carrying out different actions. Volunteers identify, name and mime those actions. Afterwards, students write simple sentences on the board and choose some of them to make similar entences in their notebooks. e.g., “The girl is running.”
Activity 4 Activity 5 Activity 6The teacher shows a reproduction of the painting from the previous class. Then, she/he writes actions verbs on the board. Students describe that picture and complete sentence related to the image, e.g., “It is a … There is/are … The girl is (eating).” Then, students write similar sentences in their notebooks. Guessing game: the teacher secretly tells an action to a volunteer and she/he has to perform it. Students guess that action and make complete sentences, e.g., “He/she is walking.”
The teacher displays the pieces of a puzzle of a famous painting on the board, faced down. Students say, e.g., “A2”in order to turn one of the pieces at a time. As pieces are placed face-up, the teacher asks questions, e.g., “What can you see...? I can see … Is/Are there...? When all the pieces of the picture are facing up, students identify, name and describe elements in it.
A B C D1234
The teacher reviews descriptions from the painting of the previous class and write key vocabulary on the board. Then, students listen to an audio file (*) describing a different painting of the same artist. Students complete a worksheet where they answer Yes or No according to the audio file. Joint correction. Afterwards, students write similar sentences in their notebooks, and exchange them with partners for peer correction.
Activity 7 Activity 8 RESOURCESStudents receive descriptions of different paintings that were analyzed throughout the unit. Each description should have some words missing. Pairwork: students match the written descriptions with the corresponding painting and complete the missing words. Joint correction. Finally, students write similar sentences about those pictures in their notebooks.
Assessment: students look at a picture of a famous artist and answer Yes/No questions according to the teacher’s description. Then, students read a text with a description of a painting. Afterwards, the teacher hands out an incomplete picture. Students draw what is missing according to the instructions given by the teacher.
• (*) Any audio file with descriptions of a painting. • Images of paintings. • Word Flashcards. • Action Flashcards.
91
2ndUNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher presents a portrait and reviews vocabulary related to the parts of the body and face. Then she/he sings “Head, shoulders, knees and toes”, to reinforce that vocabulary. Then, the teacher sticks on the board images corresponding to the different parts of the body and face, and the associated words. Students come to the front to match words with images. Finally, students do a similar activity in their notebooks.
The teacher presents the same portrait of Activity 1 and reviews vocabulary. Then, she/he models a description of that portrait, focusing mainly on the parts of the face. Students touch the parts of their faces the teacher describes. Finally, students write simple sentences about a different individual portrait.
The teacher sticks four different portraits on the walls of the class. She/he gives each student a sentence that describes, partially, any of the four paintings. Students move towards the wall that has the corresponding painting and with the other members of the group they check their answers. Then, as a whole class activity, students put the description in order and stick it on a flip chart making a poster. Students repeat this procedure with each portrait. Finally, they choose one of those descriptions and copy it in their notebooks for future reference.
Activity 4 Activity 5 Activity 6The teacher shows paintings of people carrying out different actions. Volunteers act those actions out. Then, the teacher sticks all the paintings on the board and points to specific people in those pictures asking, e.g., “What is she/he doing?” Then, the teacher writes action words around the picture. Students receive copies of the pictures, so they can complete a similar activity with those images. Finally, students make simple sentences using action words, e.g., “She/he is running.”
The teacher displays the paintings from the previous class on the board and reviews action verbs. She/he models sentences using those action words, and invites students to make similar sentences about the paintings. Then, the teacher divides students in groups of 3 and assigns each group a picture, without the rest of the students knowing what the others got. Finally, students write sentences describing any of the actions in the painting they got, and the rest of the class guesses which picture they are referring to.
The teacher sticks on the board pictures of different parts of the face (mouth and lips, nose, ears, eyes, face, and hair). In a bag she/he puts words that describe these parts, e.g.: blue, big, curly, round, etc. Students take one adjective from the bag and then place it on the picture it describes. Then, they are given the same images, so they stick them on their notebooks and copy the corresponding words. Finally, students together with the teacher write similar sentences on the board. They select some of those sentences and copy them in their notebooks.
Activity 7 Activity 8 RESOURCESStudents take turns to secretly pick the name of a classmate from an opaque bag the teacher passes around. Then, they describe that person orally and the rest of the class guesses. Pairwork: students write similar descriptions of another student in their notebooks, and exchange them with their pairs, for them to guess the student who was described.
Assessment: students read the description of a painting and have to draw it. Then, they are given a portrait and have to write sentences to describe it. Finally, they take turns to describe those portraits to the rest of the students, who have to guess the portrait they chose to talk about.
• Images of portraits. • Word Flashcards. • Action Flashcards.
92
3rdUNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher provides students with a text about a famous museum (including visiting hours, tickets, address, etc.). Students are asked to find specific information about it, e.g., “At what time does it open? Where is it located? How can I get to...?” Finally, students answer multiple choice questions about the text in a given handout.
Students explore the online site of the museum described the previous class. Then, students listen to the teacher and answer True or False questions. The teacher asks, e.g., “Where is the...?/Find the...” Pairwork: students take turns asking their partners where different places of the museum are located, e.g., “Where is the Gift Shop?”
The teacher provides students with the map of the neighborhood where the museum that was described last class is located. The teacher models sentences describing where different shops and places are, related to the museum, e.g, “The museum is next to the bus stop.” Then, students make similar sentences about different places. Finally, students answer True or False statements by looking at the map.
Activity 4 Activity 5 Activity 6The teacher models with a student a possible conversation held on the street, using as a reference the map of Activity 3. Then, similar dialogues are written on the board, and different pairs of students act them out for the rest to hear. Pairwork: students write similar dialogues in their notebooks. Afterwards, volunteers act them out in front of the class.
Students review vocabulary and expressions from previous classes, e.g., “Where’s the teacher’s desk? It’s next to the window.” Pairwork: students create the map of a fictional museum, including pictures, statues, crafts, gift shop, restrooms, etc. Then, students write questions about that museum, e.g., “Where is the...? How can I get to…?” Finally, students read aloud their questions, and the rest of the class answers them orally.
Students continue reading the questions they wrote last class about the fictional museum they created. The rest of the class answers those questions. Joint correction. Volunteers act some of those questions out as a dialogue they may improvise in the museum.
Activity 7 Activity 8 RESOURCESThe teacher provides students with an empty map. Students listen to the teacher and locate places in the map. Then, students listen to the teacher’s directions and complete missing items accordingly, e.g., “Turn right, walk two blocks and draw a traffic light at the corner.” Joint correction. Pairwork: students take turns giving directions to be followed by their partners to find the place that was mentioned.
Assessment: students listen to the teacher’s directions and complete missing items on a map accordingly. Students read a paragraph to place remaining missing items on that map. Finally, students write sentences giving directions to go from one place to another, and/or describe geographical location.
• Map of the neighborhood of a museum. • Places/shops flashcards.
93
4thUNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher reviews vocabulary and expressions related to giving directions by using flashcards of places and asking students how to get there. The teacher models, e.g., “Excuse me, I am going to the museum. Where is it?” Volunteers answer accordingly. Pairwork: taking turns, students ask questions to each other for specific directions to different places.
The teacher provides students with a text about different cultural places of a famous city. Students scan the text and name the famous places. The teacher chooses a place that the teacher is going to visit in a few days, e.g., “Next week, I am going to visit...” Students answer how to get there accordingly. Then, they choose a place from the text and write sentences in their notebooks describing future plan for visiting those landmarks. Volunteers read those sentences aloud.
The teacher reviews information related to the text from the previous class. Then, students use that information to make an agenda of future plans in a worksheet provided by the teacher. Pairwork: students take turns to tell their partners the places they are planning to visit on following days, according to the agenda they created.
Activity 4 Activity 5 Activity 6The teacher reviews information related to the text about famous places that was used in previous classes.Then, she/he tells students that she/he is planning to invite a friend to a cultural event held at one of those famous places.The teacher models the conversation with a student. Pairwork: students invite their partners to a cultural event at the different famous places that were mentioned in the text, e.g., “Let’s go to an exhibition at the museum.” Volunteers perform their conversations for the whole class.
The teacher provides students with key words that describe a famous singer. Students make inferences from the given information and guess who the singer is. Then, they listen to an audio file (*) describing the singer’s activities the week before. Students complete the singer’s agenda according to the information given in the audio.
The teacher provides students with a text about a concert that took place in the city. Students scan the text to find who the artist involved was, where the concert was held, at what time it was, how much did tickets cost, etc. Pairwok: students pretend one of them went to the concert and the other one asks questions to gather information about it, e.g., “Where was the concert? At what time?” Afterwards, volunteers role play the conversation.
Activity 7 Activity 8 RESOURCESThe teacher provides students with a text with information on different activities that happened the previous month. Students complete a handout with an agenda, including information about these events. Joint correction. Group work: students write sentences making future plans about similar hypothetical events. Afterwards, they read those sententes to the rest of the group.
Assessment: students read and complete a chart with specific information related to a concert. Then, they listen to an audio file (**) and answer True or False statements about the time, date, activities and plans of the singer for the upcoming tour. Finally, students write sentences about their plans for the following weekend.
• (*) Any audio file describing a given singer’s activities in previous days. • (**) Any audio file describing the future tour of a given singer.
94
5thUNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher provides students with online news related to different events, shows, exhibitions, concerts, etc. Students predict the content by reading the title and images. Then, volunteers read aloud, so students can check those predictions. Afterwards, the teacher asks students to scan for specific information. Finally, students answer questions in their notebooks.
The teacher reviews information from Activity 1 and asks students to express their future intentions, e.g., “I will go to a concert.” Then, the teacher provides students with a short list of events. Students complete a chart with the days and the time. Afterwards, the teacher models, e.g., “Will you visit…on Saturday? Yes, I will/ No, I won’t.” Pairwork: students take turns to ask questions based on the chart.
The teacher introduces vocabulary related to a video (*) with news related to a cultural event and writes some questions about it, e.g., “Where is the concert? At what time?” Then, students watch the video and answer guided questions. Finally, students complete a chart using the information from the video and make sentences in their notebooks, e.g., “X will go to… because.../ X won’t visit...”
Activity 4 Activity 5 Activity 6The teacher reviews information from previous classes, related to cultural events. Group work: students create a piece of news about a cultural event to be exhibited on the class bulletin board. The teacher monitors group interaction and provides feedback and support when needed, throughout the process.
The teacher displays news related to different cultural events on the board. Students decide where to go and why, making oral sentences to justify their decisions, e.g., “I will go to...because...” Afterwards, students write down in their notebooks sentences describing their preferences and the reason why they make those choices. Joint correction.
The teacher provides students with handouts of different news related to cultural events. Students scan the text for specific information requested by the teacher. Then, students answer True or False questions and provide evidence for their answers. Joint correction.
Activity 7 Activity 8 RESOURCESThe teacher models questions about the different pieces of news related to cultural events from the bulletin board that were created as group work in Activity 4. Group work: students are given news about another cultural event that was written by another group and answer that group’s questions.
Assessment: students listen to an audio file about a cultural event (**) and circle the correct choice (day, time, place, event) from different options given in a handout. Then, students read a text about a different cultural event and answer True or False statements. Finally, students write about their future intentions regarding a cultural event of their choice.
• (*) Any video with news related to a cultural event. • (**) Any audio file about a cultural event.
95
6thUNIT 6 – TIME TO HAVE FUN – Sample sequence of activities
Activity 1 Activity 2 Activity 3The teacher introduces vocabulary and shows students the trailer of a contemporary film. Then, she/he asks questions, e.g., “What kind of film is it? Do you know the actor/actress?” Students describe the main actor/actress while the teacher writes key ideas on the board. Finally, students describe a character from the trailer in their notebooks.
The teacher reviews information from the trailer seen in Activity 1. Then, she/he provides students with the biography of the main actor/actress. Students scan the text and find specific information the teacher asks for. Afterwards, students answer questions, e.g., “When did he/she start his/her career?” Pairwork: students write down True or False statements about the actor/actress. Pairs exchange those sentences in order to answer if they are True or False. Volunteers read aloud. Joint correction.
The teacher reviews the information related to the biography presented the previous class. Students analyse the logical sequence of the biography and underline specific information about the actor/actress. Then, students order the biography’s main events in a timeline. Finally, students share the activity and make a timeline in their notebooks.
Activity 4 Activity 5 Activity 6The teacher reviews information from previous classes. Pairwork: a student receives information of a famous singer/ actress/ football player. The other student asks interview questions, e.g., “What are you famous for? When did you start your career?” Then, students organize and order the information using the layout of a biography. Volunteers share those biographies with the rest of the class and place them on a bulletin board.
The teacher reviews the information related to biographies from previous classes. Pairwork: students choose a famous actor/ actress/ singer/ football player in order to complete a kWL chart. Then, students look for the information with their computers and complete the column corresponding to “What I would like to know.” Afterwards, pairs organize the information using any graphic organizer for biographies. Finally, volunteers share the information.
The teacher reviews information about interviews from previous classes. Students listen to an audio file (*) with an interview to an actor/actress. Then, the teacher asks questions about it. Afterwards, students receive a handout with a script in disorder. The teacher plays the audio again, so the students can put the questions and answers in order. Pairwork: students write questions and answers for an interview to a famous actress/actor. Finally, students role play their interviews with their partners.
Activity 7 Activity 8 RESOURCESThe teacher invites volunteers to role play the interview from Activity 6 in front of the class. Then, students complete a graphic organizer related to one of the famous people they chose when completing the chart in Activity 5. Afterwards, students write a biography based on the graphic organizer they completed. Volunteers read the biographies they wrote and place them on the bulletin board.
Assessment: student read a biography and answer questions. Then, students write a timeline with main events of their own lives. Finally, students listen to an audio file (**) about an interview of a famous person and answer True or False statements.
• (*) Any video with an interview to an actor/actress. • (**) Any other audio file with an interview of a famous person.
97
EXTRAUNITSTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
99
Unit
7: T
ECH
NOL
OGY
& C
OMM
UNIC
ATIO
NGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
K5
To id
entif
y an
d na
me
diffe
rent
mea
ns o
f co
mm
unic
atio
n.
Iden
tifyi
ng th
ings
.
Nam
ing
obje
cts
in
cont
ext.
La n
omin
ació
n de
obj
etos
con
ap
oyo
conc
reto
y fi
gura
tivo.
Wha
t’s th
is?
It is
(siz
e) (c
olor
)…Is
it a
…?
Yes,
it is
.N
o, it
isn’
t.
Recy
cle:
colo
rs a
nd s
izes
: big
, m
ediu
m, s
mal
l.Ne
w v
ocab
ular
y: c
ell-
phon
e,
com
pute
r, di
gita
l cam
era,
em
ail,
mp3
pl
ayer
, Int
erne
t, ta
blet
.
1st g
rade
To m
ake
sim
ple
desc
riptio
ns o
f di
ffere
nt m
eans
of
com
mun
icat
ion.
Expr
essi
ng a
bilit
y.
Qual
ifyin
g th
ings
.
La d
escr
ipci
ón d
e ob
jeto
s.Th
ey a
re/a
ren’
t…I c
an s
ee…
You
can…
with
…
New
voc
abul
ary:
Tal
k, w
rite,
take
ph
otos
, lis
ten
to m
usic
, sen
d em
ails
, m
essa
ges,
pla
y ga
mes
.
2nd
grad
e
To id
entif
y, na
me
and
loca
te o
bjec
ts.
Loca
ting
obje
cts.
La c
arac
teriz
ació
n de
luga
res
de
la c
omun
idad
.W
here
is...
?W
here
can
you
buy..
.?Re
cycl
e: p
repo
sitio
ns o
f pla
ce.
New
voc
abul
ary:
lapt
op, h
eadp
hone
s,
gam
es c
onso
le, w
ebca
m, e
lect
roni
c st
ore.
3rd
grad
e
To m
ake
sim
ple
oral
and
w
ritte
n in
vita
tions
.
To d
escr
ibe
a pr
oced
ure.
Mak
ing
and
acce
ptin
g in
vita
tions
.
Desc
ribin
g pr
oced
ures
.
Los
text
os in
form
ativ
os s
impl
es
(etiq
ueta
s, m
ensa
jes,
pos
tale
s,
catá
logo
s).
Let’s
…Do
you
wan
t …?
Wou
ld yo
u lik
e...?
At w
hat t
ime?
Sure
, tha
nks.
No,
than
ks.
Firs
t,…N
ext,…
Then
, ...
Recy
cle:
day
s of
the
wee
k.Ye
ster
day,
tom
orro
w, to
day.
Actio
n ve
rbs.
New
voc
abul
ary:
birt
hday
par
ty,
cine
ma,
par
k, s
hopp
ing
cent
er, s
tree
t m
arke
t, re
stau
rant
, the
atre
, pla
y ou
tsid
e, p
lay
vide
ogam
es.
Inst
ruct
ions
/rul
es, m
ater
ials
, ste
ps.
100
Unit
7: T
ECH
NOL
OGY
& C
OMM
UNIC
ATIO
NGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
4th
grad
e
To c
ompa
re a
nd
cont
rast
adv
anta
ges
and
disa
dvan
tage
s of
te
chno
logy
.
Mak
ing
com
paris
ons.
Los
tem
as c
ient
ífico
s co
n so
port
e au
diov
isua
l o ic
ónic
o.Te
chno
logy
is n
ot a
s…as
……
is m
ore…
than
…Te
chno
logy
has
pos
itive
effe
cts
beca
use…
… is
the
mos
t ...
New
voc
abul
ary:
Fac
eboo
k,
YouT
ube,
sm
artp
hone
s, m
oder
n,
new,
com
mun
icat
ion,
dig
ital
wor
ld, p
ositi
ve, n
egat
ive
effe
cts,
cr
eativ
e, c
lose
inte
ract
ion,
fa
cetim
e vs
scr
eent
ime,
cy
berb
ully
ing
5th
grad
e
To d
escr
ibe
a pr
oces
s.
To w
rite
emai
ls.
Desc
ribin
g re
cent
act
ions
an
d ch
ange
s.
Desc
ribin
g pr
oces
ses.
La n
otic
ia: l
a te
mát
ica
prin
cipa
l.
El c
orre
o el
ectr
ónic
o y
el c
hat.
Last
cen
tury
, ...
Som
e tim
e ag
o, …
Firs
tly,…
Sec
ondl
y, …
The
n,…
Fi
nally
, ...
Hop
e yo
u ar
e w
ell.
Best
wis
hes.
All
the
best
. Lov
e,
… R
egar
ds,..
. I’m
writ
ing
to …
H
ugs
and
kiss
es. D
ear..
.
New
voc
abul
ary:
pro
s/co
ns,
hand
s-on
tim
e, fa
ce-t
o-fa
ce
inte
ract
ion,
sed
enta
ry ti
me,
ac
cess
to in
form
atio
n, la
zine
ss,
exci
ting,
mot
ivat
ing.
Emai
l add
ress
, sub
ject
, gre
etin
g,
emoj
is, c
lose
, sig
n, s
end.
Sc
reen
, scr
een
time.
6th
grad
e
To e
xpre
ss a
gree
men
t or
dis
agre
emen
t abo
ut
tech
nolo
gy.
Agre
eing
or d
isag
reei
ng.
La p
rese
ntac
ión
de te
mát
icas
es
tudi
adas
.I a
gree
/dis
agre
e be
caus
e..
From
my
poin
t of v
iew.
..I d
on’t
thin
k so
.Yo
u ar
e rig
ht.
I thi
nk th
at…
In m
y op
inio
n...
New
voc
abul
ary:
bro
aden
m
inds
, fun
, ina
ppro
pria
te
cont
ent,
soci
al p
robl
ems,
mot
or
and
lear
ning
ski
lls, s
ocia
l in
tera
ctio
n.
NOTE
: exp
onen
ts a
nd v
ocab
ular
y pr
evio
usly
taug
ht n
eed
to b
e re
cycl
ed w
hen
nece
ssar
y fo
r cur
rent
act
iviti
es.
CONT
ENT
AREA
: SOC
IAL
STUD
IES
DISC
IPLI
NE: G
eogr
aphy
CONT
ENT:
Los
uso
s de
las
tecn
olog
ías
en m
edio
s y
vías
de
com
unic
ació
n. L
as te
cnol
ogía
s de
la in
form
ació
n y
la c
omun
icac
ión.
101
Unit
8: R
EADI
NG
IS F
UNGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
K5
To id
entif
y an
d na
me
obje
cts.
To id
entif
y m
ain
char
acte
ristic
s in
na
rrat
ive
text
s.
Nam
ing
obje
cts
in
cont
ext.
Los
cuen
tos
y fá
bula
s co
n so
port
e au
diov
isua
l.
La m
emor
izac
ión
de a
divi
nanz
as.
Wha
t’s th
is?
It is
a re
d flo
wer
.It
is a
big
lion
.W
hat’s
the
wea
ther
like
?It
is s
unny
and
war
m.
Recy
cle:
col
ors,
num
bers
, wea
ther
, si
zes;
fron
t/bac
k co
ver,
auth
or’s
na
me,
illu
stra
tor.
Begi
nnin
g,
prob
lem
, res
olut
ion.
1st g
rade
To d
escr
ibe
char
acte
rs in
co
ntex
t.
Nam
ing
char
acte
rs in
co
ntex
t.Lo
s cu
ento
s a
part
ir de
pi
ctog
ram
as.
Whe
re d
oes
the
stor
y ta
ke p
lace
?W
ho is
..? W
ho’s
this
?Is
he/
she
happ
y or
sad
? Is
it..?
Are
th
ey...
? H
ow is
he?
Recy
cle:
tall,
sho
rt, p
arts
of t
he
body
, fee
lings
, boy
, girl
. Par
k,
fore
st, o
cean
, mou
ntai
n, b
each
. Fa
mily
mem
bers
.
2nd
grad
e
To lo
cate
and
de
scrib
e ch
arac
ters
.
To p
rodu
ce s
hort
di
alog
ues
and
role
pl
ay.
Desc
ribin
g fa
ces
and
body
par
ts.
El d
iálo
go e
n fu
nció
n de
la
narr
ació
n.
Inte
rpre
taci
ón d
e ro
les
She
has
(siz
e) (c
olor
) hai
r/ey
es.
Her
/his
hai
r is
...H
er/h
is e
yes
are…
Wha
t do
you
do?
I (pl
ay th
e gu
itar)
.Ca
n yo
u te
ll m
e…?
Can
you
expl
ain
som
ethi
ng to
me?
Whe
re is
...?
... is
in th
e fo
rest
.
Recy
cle:
bod
y pa
rts,
adj
ectiv
es
desc
ribin
g pe
ople
, col
ors,
act
ion
verb
s, p
lace
s.
3rd
grad
e
To u
nder
stan
d an
d pr
oduc
e in
stru
ctio
ns.
Com
mun
icat
ing
idea
s us
ing
conn
ecto
rs.
Expr
essi
ng
info
rmat
ion
in a
lo
gica
l seq
uenc
e.
Las
inst
rucc
ione
s en
jueg
os y
re
ceta
s de
coc
ina.
Wha
t are
you
goin
g to
do?
How
man
y/m
uch…
?Fi
rst,
peel
...
Nex
t, cu
t ...
Then
, add
...Fi
nally
, put
...
Recy
cle:
conn
ecto
rs, f
ood
item
s.Ne
w v
ocab
ular
y: in
gred
ient
s (d
epen
ding
on
the
reci
pe),
mat
eria
ls (r
ecip
e), g
oal.
Actio
n ve
rbs:
mix
, cut
, add
.
102
Unit
8: R
EADI
NG
IS F
UNGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
4th
grad
e
To d
escr
ibe
actio
ns
in c
hron
olog
ical
or
der.
Telli
ng a
bout
pas
t ev
ents
.La
s na
rrac
ione
s co
n un
suc
eso.
Once
upo
n a
time,
One
day,
Paul
wen
t to.
.. be
caus
e...
Sudd
enly,
...
Ther
e is
/was
...Th
ere
are/
wer
e...
Recy
cle:
verb
s: w
ent,
play
ed, h
ad;
first
, the
n, a
fter t
hat,
beca
use,
but
;tim
e m
arke
rs: a
go, y
este
rday
.
5th
grad
e
To d
escr
ibe
actio
ns
and
chan
ges.
To id
entif
y m
ain
char
acte
ristic
s of
diff
eren
t typ
es
of te
xts
(myt
hs,
lege
nds,
etc
.)
Desc
ribin
g ev
ents
in
the
past
.Lo
s cu
ento
s –
la tr
ama
a tr
avés
de
los
suce
sos.
Los
mito
s y
las
leye
ndas
pe
rten
ecie
ntes
a la
leng
ua m
eta.
It ha
d....
bec
ause
...…
The
mor
al is
….
.....
beca
use.
..…Th
e pr
oble
m w
as…
At th
e en
d, …
.
Recy
cle:
bec
ause
, but
, and
, act
ion
verb
s.Ne
w v
ocab
ular
y: g
ood
and
evil
char
acte
rs, h
eroe
s, ri
ght,
wro
ng.
Lege
nds,
myt
hs, f
ictio
n, n
on-f
ictio
n.
6th
grad
e
To m
ake
pred
ictio
ns
in d
iffer
ent t
ext
form
ats.
To id
entif
y an
d pr
oduc
e sp
ecifi
c ty
pes
of te
xt
(adv
ertis
emen
t, ar
ticle
s).
Iden
tifyi
ng th
e ty
pe
of te
xt in
volv
ed
(adv
ertis
emen
t, ar
ticle
, etc
.).
Find
ing
out w
hat
happ
ened
(bec
ause
, so
).
La p
redi
cció
n en
text
os c
on
dife
rent
es fo
rmat
os a
par
tir d
e pa
labr
as c
lave
, titu
lare
s y
gráf
icos
.
Scan
the
text
and
....
Find
...
Wha
t is
it ab
out?
Doe
s it
refe
r to.
...?
Wha
t hap
pene
d/ha
ppen
s w
hen…
?
Recy
cle:
Titl
e, h
eadi
ngau
thor
, writ
er,
evid
ence
, ver
bs in
the
past
, co
nnec
tors
.
NOTE
: exp
onen
ts a
nd v
ocab
ular
y pr
evio
usly
taug
ht n
eed
to b
e re
cycl
ed w
hen
nece
ssar
y fo
r cur
rent
act
iviti
es.
103
Unit
9: C
ELEB
RATI
NG
WRI
TIN
GGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
K5To
iden
tify,
nam
e an
d de
scrib
e ob
ject
s.N
amin
g ob
ject
s in
co
ntex
t.La
nom
inac
ión
de o
bjet
os c
on
apoy
o co
ncre
to y
figu
rativ
o.It
is...
Wha
t col
or is
it?
Is it
big
, med
ium
or s
mal
l? W
hat’s
th
is?
The…
is…
Recy
cle
voca
bula
ry: c
olor
s,
size
s, o
bjec
ts.
1st g
rade
To p
erfo
rm a
bilit
ies
and
expr
ess
them
th
roug
h w
ritin
g.
Expr
essi
ng a
bilit
y.
Perf
orm
ing
actio
ns.
La d
escr
ipci
ón d
e pe
rson
as.
Wha
t is
he/s
he d
oing
?H
e/sh
e is
read
ing.
Don’
t jum
p. D
o…H
e/sh
e ca
n’t…
Tom
and
Mar
y ar
e...
Can
they
...?
Tom
is ta
ll an
d th
in.
Recy
cle
voca
bula
ry: a
ctio
n ve
rbs,
phy
sica
l app
eara
nce
adje
ctiv
es.
2nd
grad
e
To w
rite
desc
riptio
ns
rela
ted
to p
lace
s.Lo
catin
g ob
ject
s.
Iden
tifyi
ng p
lace
s.
Los
text
os d
escr
iptiv
os in
cluy
endo
el
emen
tos
para
lingü
ístic
os.
Whe
re is
…?
I can
see
... a
nd...
The
… is
...
It is
(siz
e) a
nd (c
olor
).Th
ere
is/a
re…
Recy
cle
voca
bula
ry: p
repo
sitio
ns
of p
lace
, col
or, s
izes
, pla
ces,
ob
ject
s.
3rd
grad
e
To m
ake
inst
ruct
ions
fo
r a g
ame.
To g
ive
sugg
estio
ns
to c
hoos
e an
d se
lect
ga
mes
.
Expl
aini
ng p
roce
dure
s.
Givi
ng s
ugge
stio
ns.
Las
inst
rucc
ione
s en
jueg
os y
re
ceta
s de
coc
ina.
Firs
t,…Th
en, .
..Af
ter t
hat,
...Fi
nally
, ….
You
shou
ld/s
houl
dn’t.
.. W
hy d
on’t
we
play
...?
I rec
omm
end
play
ing
(gam
e).
Take
turn
s.
Recy
cle
voca
bula
ry: w
in, g
ame,
in
stru
ctio
ns, p
laye
rs, t
ime,
pla
ce,
dice
, boa
rd g
ame,
mem
ory
gam
e,
twis
ter,
card
s, s
crab
ble,
sta
rt,
finis
h lin
e.
104
Unit
9: C
ELEB
RATI
NG
WRI
TIN
GGR
ADE
OBJE
CTIV
EFU
NCTI
ONLA
NGUA
GE C
ONTE
NTEX
PONE
NTS
VOCA
BULA
RY
4th
grad
e
To w
rite
shor
t sto
ries.
Telli
ng a
bout
pas
t eve
nts.
Las
narr
acio
nes
con
un s
uces
o.On
ce u
pon
a tim
e, …
The
follo
win
g da
y, ...
Then
, …Su
dden
ly, …
Man
y ye
ars
ago,
…On
ce, t
here
was
a …
who
…
Recy
cle
voca
bula
ry:
actio
n ve
rbs
in th
e pa
st, t
ime
mar
kers
, co
nnec
tors
; titl
e, s
ettin
g,
begi
nnin
g, m
iddl
e, e
nd,
char
acte
rs, p
robl
em, s
olut
ion.
5th
grad
e
To w
rite
an e
-mai
l.De
scrib
ing
rece
nt a
ctio
ns
and
chan
ges.
El c
orre
o el
ectr
ónic
o y
el c
hat.
Wha
t did
you
do…
?La
st m
onth
, …Ye
ster
day
mor
ning
I …
Hop
e yo
u ar
e w
ell.
Best
wis
hes.
All
the
best
. Lov
e, …
Re
gard
s,...
I’m
writ
ing
to …
Hug
s an
d ki
sses
. Dea
r...
Recy
cle
voca
bula
ry: n
ever
, al
way
s, s
omet
imes
; em
ail
addr
ess,
sub
ject
, gre
etin
g,
emoj
is, s
end,
mes
sage
, fro
m, t
o,
forw
ard;
verb
s in
the
past
.
6th
grad
e
To w
rite
desc
riptio
ns o
f fa
mou
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APPENDIX 1
CURRICULUMREVISIONTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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GRADE LEVEL: K5 CEFR LEVEL: A1I) Function
GreetingIntroducing oneself and othersTelling memorized items of languageFollowing commandsExpressing feelingsIdentifying thingsIdentifying classroom objectsNaming objects in context
II) Language Content III) SkillsList. Sp. Read. Wri.
1) El diálogo: saludos X X2) Los juegos cantados que involucran movimientos corporales X X
3) La nominación de objetos con apoyo concreto y figurativo X X X
4) Las consignas para realizar tareas y acciones X X5) La memorización de canciones X X6) La memorización de rimas X X7) La memorización de adivinanzas X X8) La dramatización de canciones X X9) Los cuentos y fábulas con soporte audiovisual X X X
Examples of possible Function + Language Content combinationsGreeting + 1, 2, 5, 6, 8Introducing oneself and others + 1, 2, 9Telling memorized items of language + 1, 4, 5, 6, 7Following commands + 1, 2, 4, 5, 6, 7, 8Expressing feelings + 2, 5, 6, 7, 8Identifying things + 3,9Identifying classroom objects + 3,4Naming objects in context + 2, 3, 5, 6, 7, 9
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GRADE LEVEL: 1st Grade CEFR LEVEL: A1I) Function
Asking for permissionExpressing abilityClassifying itemsCounting objectsExpressing possessionsQualifying thingsPerforming actionsGiving commandsIdentifiying peopleNaming characters in context
II) Language Content III) SkillsList. Sp. Read. Wri.
1) La expresión oral de formas de cortesía en el contexto escolar X X
2) Los diálogos: pedidos X X X3 ) La descripción de objetos X X X4) La descripción de animales X X X X5) La descripción de personas X X X X6) La dramatización de adivinanzas, rimas y poemas X X7) Los cuentos a partir de pictogramas X X X
Examples of possible Function + Language Content combinationsAsking for permission + 1,2Expressing ability + 4, 5, 6Classifying items + 3, 4, 5Counting objects + 3,4Expressing possessions + 3, 4, 5Qualifying things + 3, 4, 5Performing actions + 3, 4, 5, 6Giving commands + 3,6Identifiying people + 5,7Naming characters in context + 4, 5, 7
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GRADE LEVEL: 2nd Grade CEFR LEVEL: A1I) Function
Asking questions to clarify understandingDemanding and requestingTelling about daily routinesExpressing frequencyIdentifying placesLocating objectsTelling the timeDescribing faces and body partsDescribing actions
II) Language Content III) SkillsList. Sp. Read. Wri.
1) Los fonemas específicos de la lengua extranjera: el abecedario X X
2) El relato de rutinas relacionadas con la vida cotidiana y escolar X X X
3) El diálogo en función de la narración. Interpretación de roles X X X
4) La caracterización de seres vivos X X X X5) La caracterización de personas de la comunidad X X X X6) La caracterización de lugares de la comunidad X X X7) Los textos descriptivos incluyendo elementos paralingüísticos X X X X
8) La narración de sucesos cotidianos X X
Examples of possible Function + Language Content combinationsAsking questions to clarify understanding + 2, 3, 4, 5, 6, 7Demanding and requesting + 2, 3, 7
Telling about daily routines + 2,8, k5 (1) (IMPORTANT: Content1 2nd Grade – Function C k5)
Expressing frequency + 2,8Identifying places + 2, 6, 7Locating objects + 5, 6, 7Telling the time + 2, 3, 86Describing faces and body parts + 4, 5, 6, 7Describing actions + 2, 3, 5, 7
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GRADE LEVEL: 3rd Grade CEFR LEVEL: A1I) Function
Communicating ideas using connectorsExpressing information in a logical sequenceExpressing preferencesDescribing proceduresDescribing geographical locationsLocating placesGiving suggestionsGiving directionsMaking and accepting invitations
II) Language Content III) SkillsList. Sp. Read. Wri.
1) La concordancia entre el sujeto y el verbo X X X X2) Los textos informativos simples (etiquetas, mensajes, postales, catálogos) X X X
3) La descripción de dibujos animados X X X X4) La descripción de lugares X X X X5) Las instrucciones en juegos y recetas de cocina X X X6) Las fichas temáticas con apoyo icónico X X X
Examples of possible Function + Language Content combinationsCommunicating ideas using connectors + 1, 2, 3, 4, 5, 6Expressing information in a logical sequence + 1, 2, 5Expressing preferences + 3,4Describing procedures + 5Describing geographical locations + 4Locating places + 2,3Giving suggestions + 1, 3, 4Giving directions + 4Making and accepting invitations + 1, 2, 4
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GRADE LEVEL: 4th Grade CEFR LEVEL: A1I) Function
Obtaining specific information in a textMaking comparisonsMaking future plansTelling about past eventsTalking about timetablesExpressing obligation
II) Language Content III) SkillsList. Sp. Read. Wri.
1) La localización de información en el párrafo X2) Las inferencias a partir de elementos icónicos y verbales X X
3) Los temas científicos con soporte audiovisual o icónico X X X
4) El mapa semántico X X X5) La exposición de temáticas con apoyo icónico X X6) Las agendas de actividades X X X X7) Los relatos históricos con soporte audiovisual X X X X8) Las narraciones con un suceso X X X X
Examples of possible Function + Language Content combinationsObtaining specific information in a text + 1, 2, 3, 4, 6Making comparisons + 3, 4, 5Making future plans + 6,8Telling about past events + 7,8Talking about timetables + 6Expressing obligation + 3,6
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GRADE LEVEL: 5th Grade CEFR LEVEL: A2I) Function
Making requests and asking questions to obtain information in different contextsDescribing hobbiesDescribing processesDescribing recent actions and changesDescribing events in the pastGiving warning and adviceTalking about future intentionsMaking predictions
II) Language Content III) SkillsList. Sp. Read. Wri.
1) La categorización de palabras X X2) La narración de historias personales X X X X3) La noticia: la temática principal X X X X4) Las fichas temáticas con explicaciones X X5) Los mitos y las leyendas pertenencientes a la lengua meta X X X
6) Los cuentos – la trama a través de los sucesos X X7) El uso de estrategias lectoras para la obtención de información X
8) Las letras de las canciones X X X X9) El correo electrónico y el chat X X10) El cuestionario X X X X
Examples of possible Function + Language Content combinationsMaking requests and asking questions to obtain information in different contexts + 2, 3, 4, 7, 10
Describing hobbies + 1, 2, 9, 10Describing processes + 3, 4, 7Describing recent actions and changes + 2, 4, 6, 9Describing events in the past + 2, 5, 6, 7Giving warning and advice + 2, 5, 6, 8Talking about future intentions + 2, 3, 8, 9, 10Making predictions + 3, 5, 6
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GRADE LEVEL: 6th Grade CEFR LEVEL: A2I) Function
Describing habitsDescribing lifestylesIdentifying the type of text involved (advertisement, article, etc.)Finding out what happened (because, so)Agreeing or disagreeingExpressing obligation
II) Language Content III) SkillsList. Sp. Read. Wri.
1) La presentación de temáticas estudiadas X X X2) La exposición con apoyo de esquemas gráficos X3) La realización de entrevistas sobre temas cotidianos X X X X
4) La comprensión global del texto: Información explícita e implícita X X
5) La predicción de textos con distintos formatos a partir de palabras clave, titulares y gráficos X X
6) El relato de los acontecimientos en la vida de un personaje famoso X X X X
7) Las biografías X X X X
Examples of possible Function + Language Content combinationsDescribing habits + 3, 6, 7Describing lifestyles + 3, 6, 7Identifying the type of text involved (advertisement, article, etc.) + 2, 4, 5
Finding out what happened (because, so) + 1, 2, 6, 7Agreeing or disagreeing + 1, 2, 6Expressing obligation + 1,6
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APPENDIX 2
TEACHING ENGLISHAT PRIMARY SCHOOLTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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Teaching Young LearnersAs Brown states,
“Learning a second language is a long and complex undertaking. Your whole person is affected as you struggle to reach beyond the confines of your first language and into a new language, a new culture, a new way of thinking, feeling, and acting. Total commitment, total involvement, a total physical, intellectual and emotional response are necessary to successfully send and receive messages in a foreign language.” (Brown, 2007)
Young learners acquire a foreign language effortlessly. They need to be motivated in order to get engaged in the lesson, but once their motivation is high, they work spontaneously without being afraid of making mistakes. Motivation should be therefore the first priority for teachers. When children are not intrinsically motivated to learn the language, it is the duty of the teacher to create a warm and relaxing atmosphere where they feel confident and capable of dealing with the activities successfully.
One way of increasing motivation is by changing the activity after a short period of time. Children are often reluctant to work on the same activity for too long. Flashcards, videos, songs and games provide them with the necessary input to keep working. Teachers should plan a set of short activities or tasks, plus some transitions that will help students get concentrated in the following activity. Poems, rhymes or songs are perfect tools for transition between activities.
Young children are used to learning by doing. In fact, hands-on activities have proven to be very suitable as they allow children to perform and take actions. Conducting experiments, cooking, doing research on a specific topic and role-playing are good examples of learning by doing.
Learning by doing reaches its highest potential when developed cooperatively. Cooperative learning has an extraordinary impact on the minds of children, since it helps them become more aware of their strengths and weaknesses, it increases motivation and creativity and it enables students to understand the outcomes of a task carried out in cooperation. Besides, when working cooperatively, students are strengthening their Zone of Proximal Development, so every individual is able to perform better than in isolation.
A very enjoyable way of developing cooperative work is by creating “Learning Centers” or “Corners” in which students have to perform an activity autonomously in small groups after the modelling of the teacher. They may include, for instance, a reading corner monitored by the teacher, where they have to complete reading files or recommend books. Another way of developing cooperative work is by arranging groups of helpers to tidy up the classroom, to distribute or collect materials, and others.
For young learners the room arrangement is crucial. They need to be surrounded by language to learn successfully, so bulletin boards, charts, posters and all kinds of visuals should be arranged strategically, enabling students to access information whenever they need to. In addition, room arrangement should match the type of activity being carried out (sitting in pairs, small groups, horseshoe sitting, and others).
Young learners need to follow certain routines. They need to know that everything is predictable in the class and that they will follow a plan which has been carefully designed by the teacher. In the lower levels, the class should always start with a “hello song”, plus other songs they have learned before. Young children enjoy singing and they do not mind repeating the same song for several days. After that, talking about weather conditions before actually starting with the lesson is another possibility. Besides, this offers students the chance to revise vocabulary related to days, months, weather, seasons and the date. This can be done with flashcards or a pocket chart, where they can manipulate small cards.
In the upper grades, routines may take a little longer but they should not take more than fifteen minutes. They may also include a memory game about favorite things, a bingo or another resource which may help them remember what they did the previous class.
keeping a schedule of each class is always recommendable. Students may see on the board what they are expected to accomplish in each lesson and as they manage to accomplish such target, they can make a corresponding tick. A schedule allows students to be more relaxed and confident, since they know in advance what is coming next. For the little ones, a schedule may just be a series of pictures or icons to help them identify the activities, even if they have not learned how to read yet.
Language teachers have to consider all kinds of learners with their specific learning style. According with krashen and Terrell’s Natural Approach theory, a teacher’s main responsibility is to make instruction comprehensible. In order to help teachers with this responsibility, the authors outline the stages learners typically pass through and the kind of activities appropriate for each of them.
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STAGE MAIN CHARACTERISTICS ACTIVITIES / LESSON FOCUSPre-production Students have very few oral
skills. They are encouraged to communicate using non-verbal means like gestures and actions.
Listening comprehension, build receptive vocabulary. Yes/No questions, point, touch, nodding, draw, TPR.
Early Production Students listen with greater understanding and can produce a limited number of words, phrases, and simple sentences.
Either/or questions, the vocabulary needed to answer is contained in the question. Expand learners receptive vocabulary.
Speech Emergence Students have better comprehension and produce simple sentences. They make usual pronunciation errors and use repetitive language patterns.
Teacher models correct structures, rephrases, etc.Creating charts, graphs and tables.Stating predictions, expressing feelings, likes and dislikes.
Intermediate Fluency Students demonstrate increased levels of accuracy, and are able to speak using longer phrases and complete sentences.
Students can engage in short conversations and produce some connected narrative.Outlining, webbing and mapping.Compare and contrast.
Advanced Fluency Students produce language utilizing varied grammatical structures and vocabulary.
Analyzing/ interpreting data.Brief oral discussions.Use complex statements, speak at length.
The use of visuals should be as important as the use of recordings, movement and senses. The aim of a successful language class is to incorporate all learners to an active conversation. Teachers need to plan a range of activities in order to provide a rich diet of learning experiences, making students work individually and in small groups.
“Foreign language learning is viewed not just as a potentially predictable developmental process but also as the creation of meaning through interpersonal negotiation among learners” (D. Brown: 2007).
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Teaching foreign languages in k5Most public schools where English is being taught through the “Departamento de Segundas Lenguas y Lenguas Extranjeras” include kindergarten level. Teachers who have to face students of this age may wonder how to motivate them and what kind of resources may best meet their interests.
When teachers develop lesson plans for this level, they need to take into consideration which resources can be used, such as puppets, songs, flashcards (including words in capital letter), images, posters, and big pieces of white paper.
One of the many challenges teachers face when teaching k5 is that of developing speaking skills in a foreign language. To achieve this goal with all its complexity, children need to dominate phonemes, accent, intonation and rhythm. It is crucial to present good models of pronunciation, that include slower repetition first and usual speed later. Teaching how to speak means training to express meaning through determined sound structures. At k5 level, practices have to be systematic. Class-deliverance rhythm should be kept flexible, through simple questions, substitution (nouns), transformation (affirmative sentences into negative ones), and others. All in all, controlled exercises are essential at this stage.
Stories and descriptions in a foreign language provide an opportunity to train oral skills. Games and songs are ideally suited to the end of the class. Games played at this level should gather certain characteristics, mainly those that ensure the use of the spoken language as a requirement. These games should be simple to understand and implement, and their main purpose should be language development.
Children at this age imitate sounds naturally, through processes that evoke the acquisition of their mother tongue. Communicative competence extends the possibility of having access to a wider range of knowledge. It is important for students to know how to say something or to describe it with some given characteristics. However, the goals of language instruction at this level must be realistic, since the main achievement teachers should strive towards, is the development of an appropriate sensitivity as regards language.
Many useful strategies should be considered at this level, in order to foster the development of language skills. For instance, an English corner including some material related to the foreign language such as pictures, maps and other material; Learning Stations for instruction; playing games that naturally involve risk-free meaningful situations, such as role-playing, conversations relevant topics, etc. Besides, poems, songs and riddles are interesting and motivating for kids. Teachers should select the appropriate resources taking into consideration their length, pronunciation flexibility, as well as use and demand of everyday words.
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How to teach vocabularyTeaching vocabulary implies more than the explanation of meaning. It focuses on individual and socio-cultural differences that enrich students as human beings in the acceptance and respect of others. The main goals when teaching vocabulary are facilitating comprehension of oral and written texts and widening the vocabulary to be used in oral and written productions.
It may be possible to teach words based on their morphological features (e.g., prefixes, suffixes) and/or semantic groups (e.g., means of transportation, family members, and others).
It is difficult for a teacher to predict all the words a student will have to know to be able to communicate in the foreign language. Therefore, teachers may regularly face varied questions from students related to vocabulary, such as how to say a word in English or what the meaning of a word is. Some strategies to answer this type of questions are giving a definition of the word, providing students with a sample sentence including the word, showing an image of the word, using realia, making a demonstration, and saying a synonym or antonym for the chosen word. Translation should be used exceptionally and as a last resource, not to interrupt the flow of the class, but avoiding as much as possible instilling the notion in children that understanding every word of a message implies translating unnecessary vocabulary.
In upper levels, a more autonomous way of learning may take place, if deduction by context or the use of a dictionary is regularly taught.
When teaching vocabulary, teachers should devote a specific period of the lesson to deal with lexis, introducing words in context, using the dictionary as much as possible, and encouraging students to develop strategies that will help them deduce meaning.
Some factors that facilitate the acquisition of vocabulary while helping students in the acquisition of meaning are frequency, providing students with the opportunity of using and trying words in context, and contextualization.
Other techniques for introducing vocabulary, include giving short explanations, using several examples, relating the new word with prior knowledge, making it meaningful and associating it with feelings. At the time of internally incorporating vocabulary, it is recommendable to check comprehension, using the new word in practice and recycling it as much as possible.
Finally, while considering what type of vocabulary to teach, it is suggested to concentrate on teaching high-frequency vocabulary (classroom expressions, actions, routines), essential vocabulary for communication and incidental vocabulary (words in determined contexts that appear spontaneously).
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Error correction in the English Classroom
In Applied Linguistics, an error is a deviation from the accepted rules of a language made by a learner of a second or foreign language. Such errors result from lack of knowledge of the learner of the correct rules of the target language. In this sense, the analysis and treatment of errors is considered a core component in the second and foreign language acquisition process. In fact, Brown (2007) suggests that the process of learning a target language is not very different from the process of learning a first language, and the feedback a language learner gets when making errors benefits the language learner in developing the target language knowledge.
Alongside with the popularity of communicative language teaching in English as a Foreign Language (EFL) contexts and the understanding of “interlanguage” (Selinker, 1972), the role of error correction has evolved. Errors are considered natural products in language learning and in fact reflect the patterns of developing interlanguage system. Therefore, appropriate correction and feedback is a staple of the EFL classroom.
Teachers should decide whether to offer correction in each class. It may well happen that the student is trying to apply rules from his native tongue to English. Perhaps the student has taken a previously studied English rule and has extended it to a new and unacceptable situation, or has watched a TV program in English the night before and is trying to use a word or phrase from that TV program. In any case, they all represent hints of the process that a learner is going through regarding linguistic proficiency development.
Above all, it is important for teachers to internalize the concept that not all errors need to be corrected right after they are made. In fact, it all depends on the purpose of the lesson.
Some errors are not frequent and may be slips of the tongue. These errors can be mostly corrected by the students themselves. As for persistent errors, especially those shared by most students, teachers should correct them consistently, modelling and providing examples. Moreover, teachers need to discern global errors, which interfere with understanding, from local errors, which may not hinder comprehension. Generally speaking, global errors should be corrected to further clarify speakers’ intentions. In addition, the timing of correction depends on the purpose of the classroom activities. If the goal is to have students express themselves, it is better if the teacher does not interrupt communication fluency immediately to concentrate on accuracy.
Another key fact to consider concerns students' individual reactions towards error correction. Teachers should not only know when to treat errors but also how to carry out error correction. Positive affective feedback should be offered first, to encourage students and to decrease the tension caused by error correction. In order to avoid a potential risk of discouraging students, self-correction of students, with the aid of the teacher or peers, are excellent strategies. By doing so, students are provided with more opportunities to accomplish their task and thus to obtain a sense of achievement. This kind of approach has the added benefit of promoting a friendlier atmosphere.
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Thematic Units in the Foreign Language Classroom
According to the National Curriculum (2008), teaching a foreign language implies an integral conception of education. This refers to a communicative approach whereby the knowledge of different disciplines contributes as a useful tool to learn the foreign language itself. Furthermore, teaching a foreign language supports a social and cultural approach, as well as an open attitude toward differences. All these factors promote the personal enrichment of students.
Teaching English as a foreign language involves a specific methodology. That is to say, meaningful activities organized around topics and/or units from where teachers foster the critical reflection on linguistic issues. The first contact with the language is oral. Throughout time, the contact with the written language becomes gradual. The starting point is comprehension (listening and reading skills), which evolves gradually towards production (speaking and writing skills), in time.
Learning a foreign language within the framework of Communicative Language Teaching implies instruction that is focused on a theme, rather than on vocabulary lists or grammar. Through the use of thematic units, the teaching of Linguistic Functions and Skills may be integrated with different curricular content areas, such as Sciences, Math, Social Studies, and Art. These other curricular areas may be used as possible (but not mandatory) vehicles for contextualizing language teaching. These areas, with added emphasis on cultural reflection, make a perfect combination to develop a big idea, always taking into account that the sole purpose of teaching, in the case of English teachers, is the teaching of language.
In other words,
“Thematic units are frameworks for organizing content and learning experiences around topics or themes that cross curricular boundaries.” (Cooper, 1997).
Thematic units provide students with a meaningful context for learning the target language. Vocabulary is not learned in isolation, and as a consequence, prior knowledge is activated while learning new linguistic items. In this way, language is used to achieve meaningful goals, allowing students to have access to a wide range of knowledge and a better understanding of the theme. Therefore, themes introduced with a variety of perspectives enhance student understanding.
Students develop their communicative skills in the language through functions, such as expressing likes and dislikes, arguing, describing, etc. Including cultural topics provides the foreign language lesson with enriched communicative experiences for students, allowing them to know more about the cultures being studied. Moreover, the activities involved in a thematic unit engage students in problem-solving situations that require a more complex use of the target language (reading poetry, stories, having conversations, exchanging information, etc.) All sorts of resources, within this type of framework, should be included in lesson plans, from print and non-print texts, computer-based resources, posters, flashcards, songs, and others.
By putting events and/or ideas in a logical order, time is divided in what it is needed to be done first, second and last. This organization allows teachers to sequence activities that spring from the thematic unit into daily and weekly plans. Sequences thus planned provide students with a better understanding of them overall, and help them reinforce the concepts to be acquired. They also aid teachers accomplish the purposes set at the beginning of those sequences.
Working with thematic units and sequences allows students to go beyond learning lists of vocabulary to a more powerful experience with the target language. Therefore, better results and goals are achieved through this type of organization of language instruction.
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Project-based PlanningA communicative approach based on tasks, such as the one the Department follows, is an excellent framework to plan project-based work. This type of instruction organization focuses on an objective that goes beyond learning vocabulary or grammar. Intermediate tasks are used to reach that goal and are centered in real situations. While describing Project-Based Learning goes beyond the scope of these articles, essential elements may be referred to, at the time of integrating this type of methodology with the syllabus being taught by English teachers.
Some key elements to be considered when planning projects are: the project itself, its content and procedures (or intermediate tasks), the roles of students and teachers in the process, the expected outcome, and the public impact it will have.
By working within the boundaries of this type of project, the curriculum should be divided in thematic units that ensure continuity in the development of the project and the development of communicative competences; through project-based tasks, knowledge of the language is re-integrated. Dividing the class in small groups allows students to work with autonomy, since the teacher can assign different tasks to different groups, according to different levels of knowledge. Sequencing contents this way makes the plan flexible and enables students to work in consonance with their needs.
A sample project planning may follow and complete the elements in this chart:
Theme Project Intermediate tasks Expectations Contents
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BibliographyA.N.E.P. (2008). Programa de Educación Inicial y Primaria. Montevideo: Rosgal S.A.
Banfi, C. (2010). Los primeros pasos en las lenguas extranjeras. En Colección La Educación en los Primeros años. Ediciones Novedades Educativas. Buenos Aires, Argentina.
Brown, H. Douglas (2007). Principles of Language Learning and Teaching. USA: Longman.
Cooper, R. k. (1997). Applying emotional intelligence in the workplace. Training & Development. New York: Grosset/Putnam.
Dulay H., krashen, S. (1982). Language Two. Oxford: Oxford University Press.
Ellis, R. (2008). The Study of Second Language Acquisition. New York: Oxford University Press.
Freeman Y. & Freeman D. (1998). ESL/EFL Teaching: Principles for Success. Portsmouth, NH: Heinemann.
krashen, S. & Terrell T. (1983). The Natural Approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
National Network for Early Language Learning (2008). Thematic Units in the Elementary Foreign Language Classroom. NNEL Home & School Connection, 11 pág. 1-2.
Paz, G., Quintero, M. (2009). Construyendo puentes hacia otras lenguas. Buenos Aires: La Crujía.
Phare Programme. European Union (2004). Project Management Manual.
Phillips, Sara. YOUNG LEARNERS. En Colección Resource Books for Teachers. Oxford University Press (1993). Malta.
Roe, B; Ross, E. (2005). Integrating Language Arts through Literature and Thematic Units. Boston: Pearson.
Selinker, L. (1972). Interlanguage, IRAL, International Review of Applied Linguistics 10, 3:209-231; in Richards, J.C. (Ed.) (1974) Error Analysis. Perspectives on Second Language Acquisition. London: Longman (Applied Linguistics and Language Study) pág. 31-54; Traducción de M. Marcos, Liceras, J.M. (Comp.) (1992). La adquisición de las lenguas extranjeras. Hacia un modelo de análisis de la interlengua. Madrid: Visor. pág. 79-101.
Titone, R. (1975). Bilingües a los tres años. Colección Biblioteca de Cultura Pedagógica. Editorial kapeluz. Traducción de Maria Celia Eguibar. Buenos Aires, Argentina.
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APPENDIX 3
STRATEGIES FOREFL TEACHINGTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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Strategies for Foreign Language Teaching
∙ How to use AUDIO FILES FOR ENGLISH TEACHING – Audio files and songs are excellent resources for practicing listening and exposing students to linguistic referents other than the English teacher. They may provide students with the opportunity to work with authentic material (resources that were not created for language teaching, but for real communication). Just as with any other resource and/or lesson, teachers should consider developing appropriate pre-, while and post-listening activities in order to give students the necessary input and scaffolding to support language acquisition. While preparing students for listening to the selected piece, they may predict content before playing the audio file. During the listening activity, teachers may pause it as many times as necessary to check comprehension and understanding of general or specific items of language. Audio files may be reproduced as many times as needed. After listening, students may be asked to complete writing activities, fill-in-the-blanks exercises, have discussions related to the characters, setting, location or plot of the audio, or related tasks. While selecting the type of audio to play, teachers must consider its appropriateness.
∙ How to GROUP STUDENTS – Teachers must implement student-centered activities that foster cooperation, allow them to interact with each other, and maximize opportunities for language use. Students should be assigned different roles, according to their level of English expertise, e.g., low-proficiency students could be language monitors, who regulate English use in each group. This allows them to control production with limited expressions, such as “English, please!” Other roles that may be assigned are: monitor, secretary, timekeeper, etc. At the time of grouping students, teachers must implement different strategies, sticking to the one that is most effective for distribution, e.g., counting up to a certain number (5, 6) and asking students to group with same-numbered students. Students’ proficiency in the language, the Zone of Proximal Development (Vygotsky), neurodiversity and special needs, should also be taken into account while designing cooperative activities.
∙ How to INTRODUCE VOCABULARY – Vocabulary should be introduced (or recycled) when necessary. In order to work with new vocabulary, teachers may use T.P.R., flashcards, games, songs, etc. Vocabulary acquisition is a lifelong process, and teachers should never assume immediate familiarity with specific terms when dealing with different topics. Meaningful repetition aids and favors vocabulary retention. Teachers should also bear in mind the different stages children undergo when acquiring vocabulary, like the silent period, or the difference between receptive and productive vocabulary. Introducing vocabulary implies meaningful repetition dozens of times, before students solidify lexical knowledge in their linguistic systems. Production should not only involve repetition of isolated words, since students should move forward towards the mastery of phrases, sentences, texts and discourse.
∙ How to use JIGSAW ACTIVITIES (listening, reading, etc.) - Jigsaw activities are those in which, in order for completion and getting non-fragmented information, students have to pair up or get together in groups, piecing together divided information. Students should have different portions of the same text/piece of news/information, and the task itself must demand children to get together to negotiate meaning and answers through discussion and contrast of each given piece.
∙ How to use KWL CHARTS – kWL (what I Know, what I Want to know, what I Learned) charts are useful tools for dealing with new content. The first column includes what students actually know about the topic. Then, students complete the second column with their main interests regarding the topic, adding possible related questions. Finally, after having dealt with the content, students write the new concepts in the final column.
∙ How to use LANGUAGE GAMBITS – Language gambits are preset chunks of language that allow communication to flow naturally. They have little semantic impact, while allowing exchanges not to stall because of communicative gaps in real-time interaction. They may be used to initiate interactions, clarify opinions, demand rephrasing and repetition ; e.g., “Could you please repeat that?”, “Excuse me”, “I’m sorry to hear that”, and others.
∙ How to implement LEARNING STATIONS – Learning stations are a strategy used for the organization of different areas in the classroom, with simultaneous activities being conducted for and by students. The teacher organizes different areas with specific activities, with varied levels of complexity. Groups have a few minutes to work on each station and they take turns in order to complete the activities of all centers, rotating among them. The teacher should make sure that tasks are doable for students on their own, while participating in the learning station that is more linguistically demanding, or where the task itself demands mediation from the teacher.
∙ How to PLAY GAMES – Games allow students to process language use through fun and hands-on activities. They demand concentration on the nature of the task being performed, while ensuring lasting language retention. Before implementing any type of game in the classroom, teachers should plan beforehand how to introduce
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it to students, making sure to explain and model any needed instructions with volunteers, in front of the rest of the group. These explanations should be repeated until the whole class understands what to do and how to perform it. Games in the English classroom should have a linguistic purpose. Teachers should make sure to present students with any needed resources for the game being played beforehand. Finally, teachers should be ready to repeat instructions in the following classes when planning to play the same game, until students finally internalize the game instructions and flow.
∙ How to READ A BOOK – When reading a story, the teacher should ideally develop and implement pre-, while and post- reading activities. While preparing for the reading itself, the teacher should analyze the cover of the book (images and title) together with students, in order to activate schemata (previous knowledge) and make hypothesis on the nature and content of the story (making predictions, that should be checked afterwards). While reading the story, the students should be able to follow the flow of the narrative, with teachers pausing and rephrasing with the aid of paralinguistic elements. Afterwards, students may be asked to work on: identifying elements of story grammar (setting, plot, characters), and/or specific linguistic features present in the story; retelling the story with the aid of added support and resources, and other activities. Depending on the nature of the book that is being used for reading, students may be exposed to the language either through reading (by following the text alongside classmates and following the teacher) or listening, if the text is not suitable for on-the-spot reading. It is recommended to use Big Books for this type of activity gathering students in a specific area of the classroom (a “reading corner”).
∙ How to USE PARALINGUISTIC ELEMENTS IN THE CLASSROOM – Paralinguistic aspects of language are all non-verbal elements of communicative utterances such as gestures, miming, body language, tone, pitch, etc. They are used to get meaning across and ensure students are able to decode the overall intention and contents of messages. Miming actions, using flashcards to support comprehension, using T.P.R., exemplifying concepts with realia (real-world objects), and all forms of non-verbal support of communication should be used to avoid translation.
∙ How to USE GOUIN SERIES – The teacher follows a procedure, stating explicitly what is being done, in first person singular, for students to mimic and follow, e.g., “I pour flour in the bowl”; “I mix ingredients with a spoon”; etc. Students, through a combination of left- and right-hemisphere processes, have higher chances of long-term retention of the language involved.
∙ How to USE TECHNOLOGY FOR LANGUAGE TEACHING – Laptop computers may be used to search for information through guided and monitored browsing of the web. Realia may be easily accessed through online visits and analysis of web resources. Students may also experience first-hand cultural events and/or items that are of relevance for linguistic development.
∙ How to USE T.P.R – Total Physical Response is a method for the teaching of languages developed by James Asher in the 70’s, that emphasizes the importance of right-brain processes in the acquisition of second languages, inherently a left-hemisphere process. T.P.R. procedure implies:
1) giving an instruction in English, mimicking the expected behavior, e.g., “Jump!”, while the teacher jumps; “Turn to the left”, while the teacher turns to the left. At the same time, the teacher should encourage students to perform the implied action (listen-watch-imitate, repeatedly);2) repeating the same procedure many times;3) removing, when students are ready, all physical movements that illustrate the action. Students have to follow directions only by listening to the teacher’s instructions.
∙ How to USE VIDEOS FOR ENGLISH TEACHING – Working with videos has all the benefits above- mentioned for audios. Pre, while and post watching activities may be developed for their effective use. While selecting the type of video to show, teachers must consider its length (short clip, movie trailer, documentary, film, etc.), the associated linguistic demand for students and their needs in terms of cognitive and language development.
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APPENDIX 4
GAMES FOR THEEFL CLASSROOMTEACHERS’ HANDBOOk FOR URUGUAYAN PRIMARY SCHOOLS
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30 GAME IDEAS FOR THE EFL CLASSROOM
1- Roll and Play Board Game Materials:
- Plush cube and 48 game cards.- Game cards. There are six colors:
∙ Red: Action Cards. Example: Do a silly dance.∙ Yellow: Emotions. Example: Make a sleep face.∙ Purple: Body Parts. Example: Rub your belly.∙ Green: Animal Sounds. Example: Roar like a lion.∙ Orange: Counting. Example: Clap your hands eight times.∙ Blue: Colors. Example: Find something blue.
The teacher tosses a large plush die with a different color on each side. Each student then chooses the corresponding color of card and must perform the action described in that card.
2- Memory game This type of game provides excellent cognitive exercises for children, helping to sharpen focus, memory,
and concentration. In memory games, kids take turns looking under cards in order to find matching pairs of pictures. This is a challenging mental game making kids remember their own and opponents’ previous turns and recall this information when needed.
3- Asking and answering questions about people You will need several large pictures of interesting-looking people (from magazines). Tell the students you
are playing an imagination game, and they have to make up the answers. You hold up a picture and ask, “What’s her name?” Elicit an answer from the students. “Where is she from?”, “What does she do?”, “What does she like to do?”, “Is she married?”, “How old is she?”, “Does she have any pets?”, “Does she play any sports?”, “What kind of music does she like?” and other similar questions. The students take turns providing the answers. Then hold up a new picture. Ask them to get a partner. One partner asks the questions and the other answers. When they have finished, hold up a third picture and have them change roles.
Variation: If the class is very small, you can go around the circle and make the students take turns asking the questions.
4- Famous Name Game Tape a famous person’s name to a volunteer´s back and make the volunteer try to guess who she/he is, with
the class providing the answers. This game allows you to use any questioning patterns that you want to teach or review, e.g., Yes/No answers, “I’m famous, aren’t I?” and others. Start with 3-4 volunteers and make them ask questions in turn. The first one to figure out who the famous person is, wins. It is even funnier when you throw in a name of a classmate every once in a while, since the students really love this type of variation. Names are easy to find because every country has its own celebrities, and there are standard names that everyone seems to know.
5- Comparison game This game works really well for practicing comparisons: taller than, tallest, and others. First, divide the class
into four-six teams. Have the kids name as many adjectives as they can and write them all on the board. Then, ask them to name eight-ten countries (write those on the board, too). Give the students ten minutes to make sentences using the adjectives and the countries, e.g., “Canada is colder than Japan”, “Russia is the biggest country”, and similar sentences. It is better if only one student writes the team’s sentences so they actually work as a team. At the end of those ten minutes, each correct sentence scores a point for that team. If you want to encourage originality, tell them that the other teams cannot have the same sentence as them. Then switch it up, ask students to name animals, famous people, food, etc.
Since this activity is highly motivating, kids who hardly ever talk, usually end up yelling out adjectives that teachers don’t even know they had learned, and the competition factor really gets the whole class interested.
6- Blow that fish This is a great game to play with large classes. Make teams according to the rows; tell each row to make a
paper fish; place each fish between the rows. They should all be at the back, facing the front. They should also be in the same position. Using the tiles on the floor you can line them up at the starting line. Then, you ask questions; when a student answers the question correctly he gets a chance to blow on his team´s fish. The team that is able to move their fish to the front of the room wins the game.
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7- Bang Bang - A Vocabulary Game Divide the group into two teams. Explain that they are cowboys and they are involved in a duel. One student
from each team comes to the front. Get them to pretend to draw their pistols. Show them a picture and ask, for example: “How do you say...?”, or use a definition, as “What do you call the large gray animal with a long nose?”. The first child to give the answer and say “bang, bang!”, pretending to shoot his opponent, is the winner. He remains standing and the other one sits down. Give one point for the right answer and five extra points if they manage to defeat four opponents in a row.
8- Describing Appearances & Characteristics of People Each student needs one sheet of paper. One student sits at the front of the class. He/she describes a person
and the rest of the class draws the person being described. This activity is more interesting if the person being described is known by everyone. Once the student has finished describing that person, then he/she reveals who that person is and each student shows his/her drawing. The impressions tend to make the character in question look funny.
9- Sentence Race This is a good game for large classes and for reviewing vocabulary.
1. Prepare a list of vocabulary words to be reviewed. 2. Write each word on two small pieces of paper. This implies writing the word twice, once on each paper. 3. Organize the pieces like bundles: two bundles, two sets of identical words. 4. Divide the class into two teams. Get students to make creative team names. 5. Distribute each list of words to both teams. Every student on each team should have a paper. Both
teams have the same words. 6. When you call a word, two students should stand up, one from each team. The students must then run
to the blackboard and race to write a sentence using their word. The winner is the one with a correct and clearly written sentence. This is always a hit with kids. For more advanced students, use tougher words.
10- Fold-over Stories Give each student a sheet of blank paper. Write the following words on the board in a vertical line: WHO,
WHAT, HOW, WHERE, WHEN, WHY. Explain that everyone will be writing a story, a sentence at a time. Write an example on the board and explain, asking for suggestions. 1. Tell the students to write someone’s name at the top of their paper, i.e., their own, a classmate’s, the
teacher’s, a famous person that everyone knows; fold the paper over once so no one can see it, then pass the paper to the person on their right.
2. Write on the received paper what the subject did (suggest funny or outrageous actions), fold it over and pass it on to the right.
3. Continue to write one line, how they did it (adverbs), fold and pass; where-pass; when-pass; and last of all, why (because...) and pass it one more time.
4. Have the students unfold their stories, and read them silently. Help anyone who cannot read what the others wrote, or does not understand.
5. Ask one student at a time to read “their” story aloud, or turn the stories in for the teacher to read.
11- Flip a Card Materials: Standard deck of playing cards. This game aids students to develop vocabulary and, at higher levels, practice proper word order by forming
sentences. For each card from ace to king, assign two letters of the alphabet, and write these on the board. Assigning letters can be done at random, but it is logical to have some sort of order, e.g.:
A 2 3 4 5 6 7 8 9 10 J Q k A B C D E F G H I J k L M N O P Q R S T U V W X Y Z
For beginners: Flip a card. The student must think of a word beginning with one of the letters that the card represents. If, for example, the card is a 3, the student must say a word beginning with C or P.
Variation: the word must fit a category, e.g., animals, occupations, weather conditions, objects, etc. For higher-beginners and intermediate students: flip a certain number of cards, for example, seven. Each
student must write down a sentence using words beginning with the given letters, in order. Variation: the students can work in small groups. Students then read their sentences aloud. Joint correction. For advanced students: Taking turns with each card flipped, students must say orally grammatically and
syntactically correct sentences. For example: Cards: A, Q, k, Q, 6, 8, 7, 5, 4, 4, 10, 2, k, 2, 2, 8, 9, 7. Sample sentence: A lovely monkey laughed, for his green elephant drank quickly while orange
zebras brought over hungry, intelligent, giraffes.
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12- Think Fast This is a game for revision. It also works well for the last 5 minutes of class. The teacher prepares a list of items for revision, e.g., word fields, grammar, facts. Three to five volunteers
leave the classroom and wait till their turn comes. The teacher appoints a student to point out the exact time and another to put a tick for every correct answer. No repetitions! (Set up or negotiate rules beforehand). Then the first player is called in.
Teacher: “You have 20 seconds to name as many things as come to your mind. Your topic: Parts of the body/ healthy food/ places in a town/ traffic signs/ weekend shopping-list/and others. Ready, steady, go!” Once all volunteers have done their part, award a small prize, e.g., a sticker, to the winner of the round. Then
ask the class for additions before you pick the next item. Afterwards, pick the next item. Give more time (30 or 40 seconds) for longer answers, e.g., “What have you done so far today?/ What did you do last weekend?/ School rules: What should students do? What are students not allowed to do?” and similar questions. If this game is played in groups, then groups should be evenly balanced.
13- Missing words (for example, prepositions game) Prepare a text that contains prepositions. Take out the prepositions and print them on a separate piece of
paper, then cut this sheet so that each preposition is on a piece of paper. Put all of them in an envelope. Divide the class into groups and give each group an envelope. Tell the students that you are going to read a text and whenever you raise your hand they should bring a suitable preposition and put it on your desk and that the fastest team will get points. Read the text with each groups’ order and cancel a point for each mistake. Finally read the text with correct prepositions. You can play this game with adjectives as well as “a, the, and, an” and other.
14- Simon Says The person chosen as “Simon” stands in front of the classroom and issues commands. The rest of the class
follows these commands, only if prefixed with the words “Simon says”. If someone follows a command not prefixed by “Simon says”, he is out of the game. The last person remaining becomes the next “Simon”. Some examples of commands are: stand up, sit down, touch your left ear, say “yes.”
15- Spot the Difference Divide the group in pairs. For this activity you should get two apparently equal pictures. You can get these
pictures in puzzle books or the Internet. Give one of the pictures to a student and the other picture to his/her partner. Make the students sit far from his/her partner in order to describe the picture without looking at the other picture. The purpose of the game is to detect the differences without using body language or looking at the partner’s picture. The team that finds all the differences first is the winner. This activity is especially good for those students who are reluctant to speak.
16- Ball Game Students stand up in a circle around the teacher. A ball is tossed to a student and the teacher asks a question,
e.g., “Say a color.” The student then responds and throws the ball back to the teacher. The teacher then throws the ball to another student and asks another question. This is a fast game, and it is great for reviewing vocabulary. The teacher should prepare in advance a list of questions according to the topic.
17- Add a Word One student begins a sentence by saying only one word. A second student must say a word which continues
the sentence. A third must continue, and so on, until someone says a word that does not fit syntactically or grammatically. If the sentence comes to a logical end without error, the next student may say “period” and begin a new sentence with a new word. The teacher may suggest a topic to get things started. What the students say may also be either written on the board or recorded and played back, so the class can discuss the error that stopped the sentence.
Example: Teacher: The topic is ‘pets’. First student: “My . . .” Second student: “. . . dog” Third student: “. . . has . . .” Fourth student: “. . . spots . . .” Fifth student: “. . . brown . . .”
The sentence would stop here. The teacher would ask the students why, expecting someone to explain that the adjective “brown” should come before and not after the noun “spots”.
18- Spin Zone Choose a topic. Divide the class in pairs. Each set of partners receives a spinning top. One student says as
many sentences or words as he can before the top stops spinning. His partner counts. Then they exchange
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roles. The student who says the most words/sentences wins. For further refinement, winners may end up competing in semi-finals and finals.
19- Name Six This game is fun and challenging at the same time. It can be adapted for any grade level. It allows students to
review what they have learned. Arrange six chairs in a circle and choose one person, the teacher or another student, to stand outside the circle. Give someone in the circle a stuffed animal, the funnier the animal the better. The person outside the circle states a group or category from which the person holding the animal has to name six elements. The player must name six of the objects before the animal gets back to him or her. For example, let’s say that you are working a unit on animals. The person standing outside the group may say something like: “Name six animals that have fur.” The person sitting in the circle begins naming six animals and at the same time, the stuffed animal is being passed around the circle. If the player cannot name six animals with fur by the time the stuffed animal reaches him, he has lost and it is his turn to stand outside the group and stunt the other students.
20- Hangman Divide the class into two teams. On the blackboard, draw spaces for the number of letters in a word. Have the
players guess the letters forming the word, alternating between the teams. If a letter is guessed correctly, the teacher writes it into the correct space. If a letter, which is not in the word, is said, the teacher draws part of the man being hanged. The team which can guess the word first, receives a point; then the game starts again.
21- Name the Place Prepare a list of places (about twenty) on separate pieces of paper and then divide the students into groups
of four-six. One member of the group chooses a piece of paper and the group prepares a dialogue or mini-theatre play based on the place written on the piece of paper. Give the groups ten minutes to prepare the activity.
When all the groups have prepared their work, they take turns to read or play them out and the other students have to guess the name of the place where the action is taking place. A time limit can be based on the level of the students. This game works very well with students who do not have enough confidence to speak without preparation.
22- Animals for a Day Show the students a photocopied list of many different animals (mammals, amphibians, etc., and ask
them to choose, individually and without speaking, an animal they would like to be for a day. Then get the students to write a few sentences about their day, or their thoughts, but as the animal they have chosen. For example: “I am a bear and I live with my friends in a mountain. I am happy, but when I see a hunter I attack him, and when I see a tourist I shout at him”; “I am a dolphin, but I am sad because they had put me into a pool, where I cannot move like before...” Afterwards, students read/tell their story, adding in extra bits as they go along.
23- Show and Tell “Show-and-tell” is a usual expression about showing an audience something and telling them about it. It
is a common classroom activity at early elementary school in which children show an item to the class and talk about it. Some possible topics: pets, favorite toy, photo reportage, nature box, collections, etc.
24- Back Write One student “draws” letters, words, numbers, shapes, etc. on the back of another student (use a piece of
paper for this activity) and the student whose back was used to write has to guess what it was written there. This procedure can be done in pairs, or using a chain of students.
Variation: instead of saying their guess aloud, they have to write it on the board.
25- Beep Game The first student must begin counting up from 1, and each student in turn calls out the next number.
However, every 4th number must be replaced by the word “beep” (or buzz etc.). Following a “beep”, the next student must call out the next number, and not the number that has been replaced. For example, 1, 2, 3, beep, 5, 6, 7, beep, 9 etc. If a student hesitates too much or makes a mistake, he/she must sit down, so eventually only one student remains. Whenever a student sits down, begin from 1 again. See how far you can get!
26- Crazy Story This activity will make your students speak in class and be creative. Ask students to write a word on a piece
of paper and tell them not to show it to anyone. This word should be a verb (or whatever you would like to review). The teacher starts telling a story, then stops and chooses a student. That student will continue the
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story and must use his/her word. This student then chooses the next student to continue the story. The last student must end the story. After the story is over, the students try to guess what words each student has written on his/her paper. The student who guesses more words wins the game.
27- Cut-Up Sentence “Kabadi” Prepare some cut up sentences about the topic area you have been working on and place them on a table at
the front of the class. Arrange the students into teams, standing behind a line or marker. They have to run to the table and arrange the words into correct sentences; however, they are not allowed to breathe in. To prevent this, the students have to repeat “kabaddi” over and over again. If they stop saying the word, they have to return to their teams. The first team that correctly arranges all their sentences is the winner.
28- Guess the Letter on Your Back Divide students into groups and ask them to stand in line. Give the students in the front of the line a marker
to write on the board. Then, write with your finger a letter on the back of the students at the end of the line. They must do the same with the student in front of him/her and so on. The students with the marker tries to guess the letter and write any word that begins with that letter on the board.
29- “Tic Tac Toe” or “Noughts and Crosses” This is a good game for a revision or for a reader’s discussion. Divide the class into two groups. Draw a grid
of nine squares on the board and write a number on each square (from 1 to 9). Prepare nine questions and set one question for each number. The groups call out the numbers and if they answer the question correctly, they get the point. The goal of the game is to make a line (either horizontal, vertical or diagonal).
30- Whispering Game Divide the class into two teams. Line up the players. If there is an odd number of players, one can be the
teacher’s “helper.” The teacher or his helper whispers a message to the first person in both group A and group B. The game only starts when both players know the message. Then, each player whispers the message to the next player in his group, until the last player gets the message. The team which repeats the correct message first, receives a point. Start the game again with the second student of each group becoming the first ones in line.
ReferencesGames adapted from:
∙ https://www.thinkfun.com/∙ https://learnenglishkids.britishcouncil.org ∙ https://www.activityvillage.co.uk/games∙ http://www.english-4kids.com/games.html∙ https://www.thinkfun.com/∙ https://learnenglishkids.britishcouncil.org ∙ https://www.activityvillage.co.uk/games∙ http://www.english-4kids.com/games.html
