Rehearsal of "What do you want for Xmas?" by P5 A

What's your intelligence like?

INITIAL EVALUATION TASKS: presenting the topic
1 In pairs, answer these questions:

• What’s an intelligent person?
• What can an intelligent person do?
• According to the abilities you have noted down, how many types of intelligences do you think there are?

BEFORE WATCHING THE FILM TASKS
2 Look at the pictures and try to guess what kind of intelligence they are about. Compare your answers with your partner's.

WHILE WATCHING THE FILM TASKS for the 1st time
3 Write down the types of intelligence under the correct picture.

WHILE WATCHING THE FILM TASKS for the 2nd time
4 Watch it again and check your answers. How has your partner done?

AFTER WATCHING THE FILM TASKS
5 Group work. Each group has got a poster on the wall with as many empty columns as types of intelligence. You are only given the name of the intelligence. Complete the poster with the missing information:

a) definition

b) skills

c) possible compatible jobs

You will find the missing information in different coloured cards. Stand up and finish your poster!

6 Check your matchings with the other groups’. Contrast your guessings especially for those columns you have doubted. Now you have got the last chance to make changes.

7 Check your answers and write them down in your notebook.

8 Can you already say what type of intelligence is yours? Do you like any of the jobs suggested for that type of intelligence?

9 Do the online Multiple Intelligences test provided.

TEST 1- http://www.berghuis.co.nz/abiator/lsi/lsitest1.html
TEST 2 http://www.berghuis.co.nz/abiator/lsi/lsitest2.html

10 Do you agree with the tests? What about your classmates? Ask ten of them what their prevalent type of intelligence is? Take note and present the information in a pie or bar chart. Then explain the results and describe the most suitable types of English tasks for your class in small groups.

EXTENSION: Make a second chart with the jobs your classmates would like to have. Are there any mismatchings?

FOLLOW-UP
11 In pairs, open your portfolio each. What do you think it is? What must it be useful for?

12 Individually, fill in the questionnaire tittled “Activities carried out in English”. Then do the same with the “Aims and reflections on the English learning”

13 Now you all have enough input to start with “My learning diary section”

Taller d'animació, Jornades culturals 2008 al CEIP Les Fontetes, Cerdanyola - ANIMATION WORKSHOP AT A PRIMARY SCHOOL

Look at what can be done with just two pictures. The kids who made it possible were only aged 8 and 9. The song is Mr Sandman, by The Andrew Sisters.


This one is an 84-picture animation. The result is outstanding! The song is by Pete Seeger, Where Have All The Flowers Gone, a beautiful statement against mass crime, that's to say, wars.

Songs in English and stories in Catalan at Pere Calders School

Listen to what we've done with these groups at Pere Calders School:

• 1B (6-year-olds). Arts and crafts & oral expression in Catalan. Kids have made a figure with salt paste. They've described it and made up a story.
• 2A (7-year-olds): What's for breakfast chant.
• 2B (7-year-olds): Hello song.
  

'What's for breakfast' chant

The pupils of class 2A at Pere Calders school have sung this chant today!

Head, Shoulders, Knees and Toes

Language focus: Body Parts (head, shoulders, knees, toes, eyes, ears, mouth, nose).

Classroom benefits: The first super simple version of Head Shoulders Knees and Toes begins by first saying each of the body parts clearly and leaving room for the children to repeat as they touch/point to each part. When we begin singing in the second verse the children are able to better understand the linking of sounds and how words blend together, and they can generalize that skill to other listening activities.

Lyrics and actions:
(Speaking)
Head. (HEAD!) [Point to your head.]
Shoulders. (SHOULDERS!) [Point to your shoulders.]
Knees. (KNEES!) [Point to your knees.]
Toes. (TOES!) [Point to your toes.]

(repeat)

Eyes. (EYES!) [Point to your eyes.]
Ears. (EARS!) [Point to your ears.]
Mouth. (MOUTH!) [Point to your mouth.]
Nose. (NOSE!) [Point to your nose.]

Head. (HEAD!) [Point to your head.]
Shoulders. (SHOULDERS!) [Point to your shoulders.]
Knees. (KNEES!) [Point to your knees.]
Toes. (TOES!) [Point to your toes.]

(Singing, point to each body part.)
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.
Eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.

(From http://www.supersimplesongs.com/)

You can join our Google group

From now on, you can join our Google group.

What is it?
Well, it is a site for a reflection on the use of the English language. The teacher or any other member of the group can offer a challenge, ask a question or make a suggestion.

Self-evaluation and an open reflection on the teaching process will surely help everyone who wants to get involved.

There is already a debate: What I like the best and the least in the Englsh lessons.

Ask to join us, you will no doubt be welcome, especially if you are doing secondary education.

Likes and Routines Questions, by the GR2 students at IES Joan Oliver

Today the GR2 students at Joan Oliver Secondary School in Sabadell have asked each other a few questions about what they like and some habits.

Thanks for your willing collaboration, kids!


Now you can practise the simple present with these exercises: 1 2 3 4 5 6 7 8 9