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Language and content activities

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This is a summary of the different activity types shown by Keith kelly in his book "Science" in Macmillan Vocabulary Practice Series

This is a summary of the different activity types shown by Keith kelly in his book "Science" in Macmillan Vocabulary Practice Series

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  • 1. WORKING THE LANGUAGE WITHIN THE SUBJECT CONTENT(based on Keith kellys work “Science” , Macmillan Vocabulary practice Series)1.- Building up a dictionary for each lesson following this pattern: Word (with Definition Example Translation transcription)A) Working with words: 1. write these words in the correct place on the word map 2. Label the diagram with these words. There is one word you don’t need to use 3. label the picture with these words… 4. Label the diagram (picture…)with these words and phrases 5. look at the diagram and put these labels into the correct places 6. underline the correct option (word) in each sentence (ex.: igneous rock is formed when magma…-climbs/ calms/ cools- down.) 7. underline the correct words in the text (inside the sentence two options are provided between brackets) 8. Complete the sentences/text with these words… 9. match the words and phrases with their explanation (their meaning) 10. read the text. Some of the sentences contain incorrect words. These are underlined. Replace them with one of these words (below the text the list of incorrect words with room for the replacement next to each is provided) 11. match the phrases with the definitions 12. label the pictures with these words and phrasesB)Working with sentences 1. put the phrases in the correct order to make sentences 2. put the sentences in the correct order. Use the picture/diagram to help you. 3. Read the texts and sort them into the correct place on the diagram 4. match these words (and/or phrases) with the correct paragraph 5. match the beginning and ending of the sentences 6. match the beginning and ending of the sentences. There is one ending you don’t need to use. 7. underline the incorrect word in each sentence. Write the correct word next to the sentence. There is one word you don’t need to use. 8. read the sentences and put them in the correct place on the map 9. put the sentences and phrases in the correct order (temporary order) 10. Read the text. Then match the words for resources with their uses to make sentences in the table. Resources can have more than one use and vice versa. 11. put the sentences in the correct place on the picture 12. look at the picture (diagram/map/table with data/charts/map and table…). Decide which sentences are true and which are false. 13. label the picture/diagram with these sentences/phrases 14. read the text and make notes in the framework below (framework/table with headings and the beginning of sentences to describe characteristics) 15. read the sentences and sort them into the correct column in the correct order 16. read the sentences and choose the best ending
  • 2. 17. read the sentences and sort them into the correct order in the grid (tabla de doble entrada with headings in both sides) 18. read each sentence. Some are correct, but some have a word which should not be there. Tick (symbol)each correct sentence. If a sentence has a word wichi should not be there, write it next to the sentence. 19. the text describes how you organize … (whatever). The steps have been mixed up. Place these sentences in the correct order on the diagram. 20. read the sentences and put them in the correct place on the diagram. Some sections contain more than one sentence.C) working with texts 1. read the text, look at the map and write collide, separate or slide (subject concepts we are interested in) next to each letter below (a, b, c, d, e, f…) 2. look at the picture. Then read the sentences and sort them into the correct section (A)Crust B)Mantel C)Core) 3. read the text and put the words in the correct place in the diagram/chart 4. read the text and sort the sentences into the correct columns (so, text, a set of sentences describing something and a table with, at least, a couple of items are required) 5. read the text and make notes on the benefits and problems of … 6. the sentences describe …. and ...... (two items) but the texts have been mixed up. Put the sentences in the correct order in the table (a table with both items is provided) 7. read the text and sort the information into the correct columns. Some words and phrases can be used more then once (so, text, a set of words/phrases and a table with different sections/features are required) 8. read the text and sort the information into the table (the table is partially filled in with some info that can help the Ss sorting out the characteristics given in the grey box) 9. read the text and make notes using the frame provided (the frame/table has headings related to each paragraph and numbers to give clues about the amount of sentences for each item) 10. read the text and make notes in the diagram 11. the text below has been mixed up. Place the sentences in the correct order on the diagram 12. read the phrases and sort them into the correct place in the table (the table is partially filled in with headings and some info that can help the Ss sorting out the characteristics given in the grey box) 13. read the information and sort it into the grid to make short texts (the beginning of some statements is provided and the Ss have to add reasons, examples… extracted from the text above) 14. read the text and make notes on the problem of… (a table with the sections from the text and some words as guidelines is provided) 15. read the text and sort the arguments for and against … (topic) into the correct column. 16. read the arguments about… (topic) and sort them into the correct columns, for and against (tabla de doble entrada with issues about the topic and for/against) 17. read the sentences and place them in the correct section below in the correct order.
  • 3. 18. put the text in the correct order. Use the diagram to help you (the diagram is a graphic organizer on the structure and content of the text)