Actividades

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Actividades

  1. 1. Lesson 1 Pedagogical Apparatus Material: Learning Objectives (LO) - pedagogical At the end of this activity pupils will be able to: Apparatus - book “Colour Me - associate feelings with specific colours; Happy - talk about their feelings; - blank sheet - have a deeper understanding of the association of colours and feelings. 1. T takes to class the pedagogical apparatus and asks Ss to comment on what they see. 2. Ss talk about the exterior of the box and try to guess what is inside it. 3. T opens the box, takes out a sheet and puts it on the floor. 4. T and Ss explore the vocabulary on the sheet. 5. Ss talk about the feelings on the sheet and the colours they associate with them. Ss link the feelings with the colours. 6. Ss sit down on the sheet and listen to the story “Colour Me Happy”. 7. T asks Ss’ opinion about the story and discusses its theme with them. 8. Ss stand up and compare their feeling and colour association with the one from the book. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  2. 2. Activity 1 “What’s Your favourite colour?” Material: Learning Objectives (LO) - Colour paper At the end of this activity pupils will - Scissors be able to: - Glue - Show interest in other people’s - Cardboard likes and dislikes. - Count. - Represent results in a graph. 1. T sticks some flashcards on the blackboard and asks Ss to identify the colours that are represented in the flashcards. 2. T takes out the flashcard that represents the blue colour and says: “This is my favourite colour. What’s your favourite colour?” 3. T divides the class in several groups and says that they will have to talk about their favourite colour because they are going to make a collective survey about the favourite colour of the class. 4. T gives a small cardboard to each group and they will have to fill in with their preferences. 5. T asks a S from each group to come to the blackboard in order to show the class the results of his/her group. 6. T sticks a big cardboard on the blackboard with small squares drawn in columns and the S has to colour the square with the corresponding colour . 7. After all the groups have done this, they will see the class’ favourite colour on the cardboard. 8. The cardboard will be displayed in the classroom. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  3. 3. Activity 2 “I’m an alien. When I’m 1. weak …” Material: Learning Objectives (LO) - Body At the end of this activity pupils will be able to: - Objects in the classroom - Develop their kinaesthetic abilities by moving. - Foster their skills to respond to a command with a movement. - Develop their listening skills to follow commands. - Foster their memory skills. - Foster their body expression through body movements. 1. T tells Ss that they are in another planet, so they have to pretend they are aliens. 2. Ss will pretend they are aliens and they will have a tube or an arm through which they get energy from things. 3. T says: “I’m an alien. When I’m weak give me something blue” and the Ss will have to find something blue and suck energy from it. 4. T revises some vocabulary to make the game more challenging “I’m an alien. When I’m weak give me a pink bag/ a blue pen…” 5. Then, T adapts the game to the book and says “I’m a cute cat! When I’m sunny give me something yellow…” The students will have to move like a cat (not crawling) and find something yellow. 6. Then, T asks Ss to complete the sentences according to the book. For example “I’m a cute cat! When I’m sunny give me something…” and students will have to say “yellow” and find something yellow. 7. The T does the same for the other colours represented in the book. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  4. 4. Activity 3 “Miming the Story” Material: Learning Objectives (LO) - Body At the end of this activity pupils will be able to: - Paper - Cardboard - Develop their kinaesthetic abilities by moving. - Pencils - Foster their skills to express their feelings by using - Markers the body and facial expressions. - Crayons - Develop their skills to recall a story. - Glue - Foster their body expression through body - Scissors movements. - Paper colour - Develop their artistic and manual skills. - Paper - Develop their skills to follow the sequence of a story. - Foster their imagination and creativity. 1. T says Ss that they will listen the story “Colour Me Happy” again, but this time they will have to mime it. 2. T divides the Ss in two groups, one group will be responsible for the movements and the other one will be responsible for the props. 3. T begins:”When I’m sunny...” and the group responsible for the movements/facial expressions makes a sunny face or a sunny movement “...colour me yellow”, the group responsible for the props appears with yellow props: a sun, a flower, a star or simply a yellow circle. 4. At some point T asks a S to continue the story and the groups will do the same for the other colours. 5. When they have finished miming the story, they will tell it themselves in group, but this time they will have to adapt the language, for example: “When we are sunny (movement group) colour us yellow (props group). ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  5. 5. Activity 4 “Disappearing colours” Material: Learning Objectives (LO) - Cardboard (a circle) At the end of this activity pupils will be able - Colour paper to: - Pencil - Dividers - Predict - Glue - Motivate them to observe and conclude. - Develop their enthusiasm when learning. - Develop their abilities to test speed and its effects. 1. T tells Ss they are going to do a fantastic experiment with six colours. 2. T gives Ss a cardboard and asks them to do a circle. 3. T asks Ss to divide the circle in six triangles (like slices of pizza). Then they will have to fill in each triangle with different colours: red, orange, yellow, green, blue and purple (using colour paper) 4. T asks Ss to make a hole in the centre of the circle with a pencil and tells them that they have to leave the pencil there to spin the circle. 5. Ss spin the circle and they will observe the experiment, then they will take their conclusions. 6. Ss will see that when the circle is spinning fast they can't see the colours, but when the circle becomes slower they can see the colours separately. 7. T and Ss conclude that the speed influences the sight of things, and then they will write down those conclusions in a worksheet. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  6. 6. Activity 5 “Let’s Have a Different Twister Time” Material: Learning Objectives (LO) - Body At the end of this activity pupils will be able to: - Cardboard circles - Twister - Develop their imagination. - Develop the skills of using the body movements to represent an abstract concept. - Develop their skills to express feeling with the body movement. - Predict. - Develop their memory skills (recalling the story). 1. T tells Ss they will have a “Twister time”. 1. They will play the Twister in teams. They have to choose a leader that is going to the carpet and the other members of the team spin the clock in turns and then give the instructions to the leader. 2. Ss will play an adapted version of the Twister game. This version is adapted to the book. 3. Ss have to twist an arrow and the colours that the arrow points at are related to a feeling. 4. They will have to move to the circles of that colour expressing the feeling. For example, if they get pink and red (in the book pink is related to being funny and red to being angry), they will have to go to the pink circle being funny and then to red one feeling angry. 5. The other Ss have to tell how that student is feeling. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  7. 7. Activity 6 “Colours Apart” Material: Learning Objectives (LO) - A few “smarties” At the end of this activity pupils will be able to: - Coffee saucer - Predict. - Water - Develop their skills to express conclusions. - Blotting paper - Motivate them to observe and conclude. - Develop their enthusiasm when learning. - Make them aware of the colour combinations used to form another colour. 1. T brings “coloured smarties” to the class and asks Ss to identify the colour of some of them. 2. T asks Ss to choose some “smarties” from different colours. 3. Ss will have a few “smarties” from different colours (three orange, three purple or black, three green). 4. T asks Ss to put the “smarties” in a coffee saucer organised by colour and they will add some water and mix them to give colour to the water. 5. Ss will cut a strip of blotting paper and put one of the ends of the paper in the coffee saucer. They wait to see the results. 6. Ss conclude that in each coffee saucer there’s a different combination of colours that appear in the blotting paper. That combination makes the colour of the smartie 7. T asks Ss to tell them what they see and write down the conclusions in a worksheet. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  8. 8. Activity 7 “Preparing a Picnic” Material: Learning Objectives (LO) - Fruit At the end of this activity pupils will be able to: - Kitchen utensils - Bread - Foster the cooperation in tasks. - Milk - Develop the interaction between students. - Juice - Become aware of the safety procedures used - Cheese when cooking. - Share their work with the community. 1. T tells Ss they are going to have a picnic in the classroom. 2. They will have fruit (cut in Tupperware), bread, cheese and drinks (milk or juice). 3. T and Ss prepare the classroom for a picnic and at the same time revises vocabulary related to food and colours, for example: “the banana is yellow; the milk is white…” 4. Ss have previously made an invitation card in which they write the name of the S they are going to invite (guest). The card has also a place for the guest to write the food he/she would like to eat. 5. Ss put a big towel on the floor and put the food on a table ready to be served to the guests. 6. T calls a S and asks him/her to order the food they want. 7. Each guest asks the corresponding S for the food they want and after being served wait in the towel for the time to eat. 8. After all students are served they start eating and enjoying the moment. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  9. 9. Activity 8 “Look at the Flags. So many Colours!” Material: Learning Objectives (LO) - The web page At the end of this activity pupils will be able to: http://europa.eu/ab c/european_countri - be aware of some aspects of the world around them. es/index_en.htm - identify the flags of the EU countries. - Worksheet - be aware of other cultures’ symbols (namely the - Colour paper flags). - Scissors - counting. - Glue - Represent results in a graph. - Cardboard 1. T shows the flag of EU and asks Ss to identify the flag and its colours. 2. T tells Ss that they are going to do a research on the internet about the flags of EU countries in order to see which are the dominant colours. 3. Ss search on the website the flags of the EU countries. 4. T and Ss count the flags of the EU countries and talk about the differences between them. 5. T tells Ss that they are going to do a bar graph with the results. 6. Ss make a bar graph with the results of their research. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  10. 10. Activity 9 “Differences Between Languages” Material: Learning Objectives (LO) - Worksheet At the end of this activity pupils will be able to: - word cards - Flashcards - say some colours in English, Spanish and Portuguese; - make comparisons between these three languages; - use their manual skills; - use their creativity and imagination. 1. T takes out from a box three flags (a Portuguese, a Spanish and an English flag) and asks Ss to identify them, then sticks the flags on the board. 2. T takes out from the same box the colours flashcards, asks Ss to identify the colours and then sticks the colour flashcards on the blackboard. 3. T shows Ss a plastic bag with word cards (colours) and asks a Ss to pick up one and stick on the board according to the colour flashcard and the flag. 4. Then T asks Ss to say the colour in English, Portuguese and Spanish. 5. T tells Ss that they are going to do a leaflet with the colours in three languages: Their mother tongue, English and Spanish. 6. T and Ss talks about the differences between the three languages and compare them. 7. Ss make a leaflet with the colour in three languages. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  11. 11. Activity 10 “Portugal’s and Uk’s Transportation” Material: Learning Objectives (LO) - Web At the end of this activity pupils will be able to: - Cardboard - Glue - Search on the internet; - Colour pencils - be aware of transportation’s colour of Portugal and - Computer Uk; - associate colours with the different means of transportation; - cooperate with others; - share conclusions with others. 1. T brings to class an English taxi (toy) and asks Ss to identify it. 2. T tells Ss that they are going to do an internet research about the means of transportation of both Portugal and UK. 3. T asks Ss to compare the means of transportation of both countries and see the differences. 4. Ss compare the means of transportation and conclude about the differences. 5. T asks Ss to associate colours with different means of transportation. 6. Ss learn the difference between the colours in the means of transportation in the different countries. They will see that the colours have different meanings according to the contexts. 7. T asks Ss to make a poster do display in the classroom. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  12. 12. Activity 11 “Computer Game” Material: Learning Objectives (LO) - Computer At the end of this activity pupils will be able to: - play a computer game; - say and write same colours in three different languages; - identify flags of some EU countries - associate pictures with words (colours) 1. T asks Ss if they have enjoyed the book and all the activities that they have developed. 2. T tells Ss that they are going to play a computer game related to colours and feelings and other interesting things that they have learnt throughout this unit. 3. Ss play the game and consolidate knowledge about the unit. ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes
  13. 13. Activity 12 “Can you do a mosaic picture?”” Material: Learning Objectives (LO) - Magazines At the end of this activity pupils will be able to: - Newspapers - Leaflets - develop their manual skills. - White sheet of - develop their artistic skills. paper - Scissors - Foster their imagination and creativity. - Glue - Pencil - develop their skills to express an abstract concept (faces for feelings) 1. T takes to class a rainbow made with geometric shapes. 2. Ss identify the geometric shapes and the colour of the rainbow 3. T takes to class some magazines and gives them to Ss. 4. Ss rip or cut small pieces of paper in different shapes (from magazines, newspapers…) and then they will have to make a picture of an object by gluing the pieces together. 5. They could also make a face of the feeling of the colour according to the book (e.g. a red angry face, a blue sad face, etc). ____________________________________________________________________________ Carla Maria Guerrelhas Santos Lopes

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