Is It A Frog2003

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  • Is It A Frog2003

    1. 1. Is it a Frog? Ainhoa Moreno Miguel Literatura en la enseñanza del Inglés Curso 08/09
    2. 2. PART I INTRODUCTION <ul><li> MATERIALS: </li></ul><ul><ul><li>- Adaptation from the book “Is it a Frog? McMillan children’s reader” </li></ul></ul><ul><ul><li>- Adaptation from “¿Una rana?” Guido van Genechten” </li></ul></ul><ul><li> TARGET STUDENTS: 25 studens of 6–7 years old in an ordinary or multilingual model. </li></ul><ul><li> SESSIONS inside the topic “ANIMALS” introduced as “special animals” </li></ul>
    3. 3. <ul><li> OBJECTIVES: </li></ul><ul><ul><li>- Linguistic skills involved: mainly listening and speaking. </li></ul></ul><ul><ul><ul><li>. Vocabulary : frog, tadpole, egg, fish, beetle, pond, tiny, small, big and other names of animals. </li></ul></ul></ul><ul><ul><li>- Extra-linguistic: </li></ul></ul><ul><ul><ul><li>. Sciences: special animal that changes its shape. </li></ul></ul></ul><ul><ul><ul><li>. Artistic education. </li></ul></ul></ul><ul><ul><ul><li>. New tecnologies . </li></ul></ul></ul><ul><ul><ul><li>- Cross-curricular analysis: </li></ul></ul></ul><ul><ul><ul><li>. Cultural diversity and team work. </li></ul></ul></ul>
    4. 4. PART II TEXT EXPLOTATION  SESSIONS AND SESSION DITRIBUTION: - 3 Sessions inside the topic or proyect about animals.  CLASROOM MANAGEMENT: - They will work individually, in pairs or in big group dependig on the activity.  MAIN ACTIVITIES: - Presentation
    5. 5. 1. Warm-up activity: Introduction of the reading with Flashcards, pay special attention to the names of the main characteres of the reading. 2. Read the story “Is it a Frog?” SESSION 1
    6. 7. It’s spring. Fish is in the pond. Beetle is near the flowers. “Croak! Croak! Croak!” “Listen!” says Fish. “What’s that noise? “ It’s the frogs,” says Beetle. “Look under the flowers!”
    7. 8. “ Look! Lots of tiny eggs!” says Beetle. “ Wow!” says Fish. “Fantastic!” “ Here are our eggs!” say the frogs.
    8. 9. Two weeks later… “ Look!” says Fish. “ The eggs have got a head!” “ Yes,” says Beetle. “And a tail”
    9. 10. “ Look under the stone,” says Beetle.
    10. 11. “ They’re tadpoles now!” “ Hello. We’re little tadpoles!” “ Wow!” says Fish. “Fantastic!”
    11. 12. Soon there are lots of little tadpoles in the pond. “ I can see eighteen tadpoles!” says Fish. “ I can see twenty tadpoles!” says Beetle. “ Look under the leaf and count again!” 1 6 3 2 5 4 8 7 10 9 14 11 12 15 16 18 17 13
    12. 13. “ We love to swim and play!,” say the tadpoles. 1 6 3 2 5 4 8 7 10 9 14 11 12 15 16 18 17 13 19 20
    13. 14. The little tadpoles grow and grow. “ Look,” says Fish. “The tadpoles are big!”
    14. 15. “ Yes,” says Beetle. “And they’ve got legs and toes! Look under the plants!”
    15. 16. “ Look at our new legs and toes.” “ Wow! says Beetle. “Fantastic!”
    16. 17. Three weeks later… “ Look, Beetle,” says Fish. “ The tadpoles are nearly frogs.”
    17. 18. “ Yes,” says Beetle. “You’re right. Look under the leaf!”
    18. 19. “ I want to be a frog!”, says the tadpole. “ Wow!”, says Beetle. “Fantastic!”
    19. 20. “ Two days later…. “ Croak! Croak! Croak!” Listen!” says Fish. “What’s that noise?” “ Look under the flower!”, says Beetle.
    20. 21. “ The tadpoles are frogs!” says the Beetle. “ Hello! We’re frogs!” “ Wow!” says Fish. “Fantastic!”
    21. 22. The frogs jump and play by the pond. Fish looks at Beetle and smiles. “ And next spring the story starts again?” “ Yes,” says Beetle. “ Wow!” says Fish. “Fantastic !”
    22. 23. THE END
    23. 24. <ul><li>FROG </li></ul>TADPOLES
    24. 25. SESSION 2 3. Let’s talk with flashcards: Focusing on vocabulary
    25. 27. 4. Complete the circle with the missing words:
    26. 29. SESSION 3 <ul><li>5 Other magic animals: </li></ul><ul><ul><li>- The teacher presents the story: </li></ul></ul><ul><ul><li>- Working on new vocabulary: </li></ul></ul><ul><ul><li>- Student’s time </li></ul></ul>
    27. 30. EVALUATION  POSITIVE POINTS: - Motivational materials for the students. - Teacher can use creativity.  NEGATIVE POINTS: - Sometimes it’s difficult to create appropiate new materials . - Teacher spends lot of time in the process of creation .
    28. 31. <ul><li> SUGGESTIONS FOR VARIATION: </li></ul><ul><li>- Other activities: </li></ul><ul><li>. Practice pronunciation listening the reading at home or in the computer room using an audio-recording while they are reading the story. </li></ul><ul><li>. They can make their own leaflets of animals in a session of artistic education in English or even in other languages that they know. </li></ul><ul><li>. Other interesting activity could be to feed silk catterpillar in class to see how they change their shapes. </li></ul>

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