Treball dels Vikings de les classes de quart

1. VIKINGS
EVIDENCES
Ana I. Fernández León

2. SESSION 1 Learning about longships and writing a rap to
remember vocabulary and actions on board!

3. SESSION 2 Scaffolding and getting ready for the video about
Vikings. Flashcards with key words and matching
pictures that will help to understand the video.
Screenshots of the video were handed
out to get familiar with what they will see
in the video.
Watching video for the 1st time
to help make sense of the
screenshots.

4. SESSION 3 Watching the video for the 2nd time and ordering
screenshots according to the video. At this point,
students had grasped the general message of the
video.
After that they matched the screenshots to the video script sentences. Students
felt really proud that they could grasp the meaning of the sentences even if they
did not know all the words. We watched the video one more time to double check
our work and discussed about the information on the video.

5. SESSION 4 AND 5
Each group was in charge of a topic about Vikings: clothes, houses and ships,
Gods and inventions. We used the internet to do our research.

6. SESSION 4 AND 5Each group created a mind map with the
information and presented it to their
classmates.
Students prepared their presentation with
some guidance from the teacher. As their
English is very basic they would ask for
help to prepare their work.

7. WHAT WENT WELL
• Students really enjoyed working in groups , they found it less stressing
and felt quite confident to make suggestions and give ideas for their
group work.
• They found the project excitingly challenging. They found it was hard
because it was in English but they loved learning about Vikings.
• Pupils were very proud of their mind map and the raps, they were amazed
at how much information they were able to understand.
• I was impressed and surprised with the amount of information that
students grasped from the video after using flashcards, screenshots and
the video script.
• Presentations were a great way to motivate them to speak English. At first,
they were very worried, but after some guidance explaining that the most
important thing was the information and not so much the accuracy of their
speech, they relaxed a bit.

8. OOPS, NOT SO WELL
• Some bits were changed from the original project to help pupils with
understanding the topic and to motivate them:
• I played the video once after working with the vocabulary flascards and
before working with the screenshots to give them some general idea of
what the video was about.
• Pupils got the longship vocabulary really fast and did not need to review it
with the activities I had suggested so we went straight to the rap for the
longships.
• When making the mind maps, I gave each group a topic because Vikings
topic is too broad and they needed some topics to focus on.
• Each group was given a word document with links to sites related to their
topic as I realized it was too difficult for them to research with no tips.