ingles cuentos

1. AT- 2nd MEETING
EP-EZEIZA
Lic. Stella Maris Saubidet Oyhamburu

2. PLANNING
Where shall I start?

3. Planning implies:
ProjectsProjects
TasksTasks
GamesGames
InteractivityInteractivity
Equilibrium between/among skillsEquilibrium between/among skills
InterlanguageInterlanguage
LiteratureLiterature

4. HOW??

5. Brainstorming.
My group
My school
Term
Curriculum Design
Material
Tasks
Topics
Linguistic
exponents
Contexts
School subjects
Prior knowledge
Ss’ intelligences
Project
Etc.

7. What do we plan?
A LESSON/CLASS
* Pretask
* Core task
* Follow up
A PROJECT
* Theme
* Topic
* Tasks
* Texts
* Transitions
* Threads
A YEAR
* Content
* Strategies
* Evaluation
* Time
* Terms

8. THEMES>>>Final Task
Natural changes
A powerpoint presentation to load on the school blog on natural changes
in different seasons (together with Natural Science teacher
Pets
Write a poetry book called: “our friends: the animals”
Magic Spells
Act out a mini play in English based on the story The Witches by Roal
Dahl (that students have read with the Spanish teacher)
Fears
Exhibition with Art teacher on famous horror film scenes
Students write down bilingual captions for each scene that they
reproduce through their own art work
Folk stories round the world
Write a book library of folk stories for other children to read (each child
will write and illustrate the story for other courses in the school to
read).

9. CONTENT is:

10. What CONTENT can you teach?

11. Ss read the poem with “secret
words”

12. More “secret words”…

13. And more…

14. ANIMALS ABC- a class frieze

15. AND IF OUR STUDENTS MAKE
THEIR OWN BOOKS?

16. SUBJECT AREA ACTIVITIES
PHYSICAL EDUC.
Composing sequences
Movement
COOKERY
Cooking
Tasting
Making recipies
ART/CRAFT
Making models/puppets,
masks
Painting
collage
ICT
Publishing
Recording
Web searching
SCIENCE
Experimenting
Testing
Growing things
MATHS
Measuring
Surveys
HISTORY
Drawing timelines
Comparing then and now
Finding out about people
GEOGRAPGHY
Finding out about places
Using maps
Making grids/charts
LANGUAGE

17. Adapting material. GRAMMAR

19. Dictation time!

20. Adapting material 2. PLURALS

21. Which SKILL?

22. Can you improve this??

23. ROUTINES and LANGUAGE
Analyse the following rhymes. In what
moments of the class could they be
used? What routines of the class are
they signposting?
It's time for a story.
One, two, three.
Are you ready?
Can you see?
Be very quiet.
Let´s open the book.
What´s going to happen?
Let´s have a look
Good morning.
Good morning.
How are you today?
l'm fine, thanks.
I´m fine, thanks.
And you how are you?
Point to the door
Point to the shelves
Point to the board
Point to ourselves!
Goodbye children
Goodbye children
Goodbye children
It´s time to say goodbye!
Goodbye teacher
Goodbye teacher
Goodbye teacher
It´s time to say goodbye!
No more wiggles
Look at me
I´'m as still
As still can be!

24. PIZZA!!!! YUMMY!!!

25. Pizza train chant
Mushrooms, mushrooms
Cheese, tomatoes, cheese, tomatoes
Sausages, bacon, sausages, bacon
Chicken and ham, chicken and bam
Chicken and ham, chicken and ham
Red and green peppers, red and green peppers
Olives, onions, olives, onions
Tu-u-una, tu-u-una
(C. Read and A. Soberón)

26. PIZZA (cont.)>>>SKILLS?
T draws the shape of a pizza in the air and asks children to guess the food.
T elicits things you can have on a pizza. She uses this activity to revise vocabulary.
T Asks focus questions: How many things are on the pizza? What are they?They
listen to the chant.
T checks the answers and sticks flashcards on the board in the order of the chant.
Children 'read' the flashcards and say the chant with the teacher
Children practise the chant in pairs,
Children write the chant using the flashcards as a prompt. They then check spelling in
pairs and with the whole class.
T gives out a handout with a picture of an empty pizza frame. Children secretly choose
three food items from the flashcards on the board and draw or write the names on the
pizza.
Pizza partner: Children find their pizza partner, ie someone with the same pizza
ingredients as themselves. They ask in groups eg Pl: Have you got bacon on your
pizza? P2: Yes, I have.
Once they've found their partner, children invent a name for their pizza, eg the Super
giant pizza and write or complete a simple description, eg The Super giant pizza has
got cheese, bacon and sausages. It's delicious!
The class make a class menu of all the different pizzas.
Children prepare and act out a role play in a pizza restaurant,
eg P1: Can I have a super giant pizza, please? P2: Yes, here you are. P1: Thank you.

27. Where is pizza from? SURVEY

28. SURVEY- MATHS- GEOGRAPHY
Ss go home and ask their family:
1. Where is PIZZA from?
2. Where is SPAGHETTI from?
3. Where are EMPANADAS from?
4. Where is XX from?
Ss bring the results to class
Ss roleplay dialoges in class
T completes/shares results
Ss draw charts
Ss complete school map with labels

29. GAME: Who stole the cookies…?

30. ANOTHER GAME.

31. AND ANOTHER GAME…

32. BUGS

33. MATHS. Count bugs’ legs and put
them in their cages.

34. SOME ART. Class 1

35. MOLINA CAMPOS WEB SITE

36. Molina Campos, an Argentine
painter.
Después de la lluvia
tormentoso.
Atardecer

37. MOLINA CAMPOS. Class 2
T refers to Molina Campos.
T asks ss about different members of their family. T refers to the
fact that Molina Campos is very well known because he painted our
landscapes in the province of Buenos Aires. T tells ss that Molina
Campos in his paintings painted first the sky and the land and then
he added the houses and trees and then the rest. T asks ss to
speculate about that. She asks them why they think he did that. T
refers to the landscape as very important to identify his pictures in
our land.
T posts pictures of landscapes by Molina Campos and asks ss to
describe them.
Después de la lluvia
Atardecer tormentoso
T elicits answers to the following questions:
1. What time of the day is it? (It´s the morning/ afternoon/ evening
/midday /dusk/dawn)
2. What´s the weather like? (It´s cold and sunny….)
3. What season is it? (It´s spring, summer, etc..)

38. MOLINA CAMPOS. Class 2 (cont.)
Then T elicits: Which one is your favourite? (My favourite picture
is…/ I really like…)
Then T starts referring to the people in the pictures showing some
more pictures (T recycles previous questions and asks for physical
descriptions) and then introduces speculating what the characters
are doing, introducing language as ss guess the actions.
Ss play a guessing game with the teacher: T covers the pictures,
she takes one and starts describing it, ss have to provide the title of
the picture. Then, the other way about: T provides the title and ss
have to guess what the character is doing.
Selected pictures: La siesta, Misia Duvige, el Mate y el amor,
Pampa mansa, A trabajar se ha dicho, el ranchito, noche de luna,
mateando, Va a salir lindo, el truco, a la escuela, Payada a
contrapunto, los cuentos del abuelo, el boliche del ombú, boleando,
el pericón.
As Homework T asks ss to draw their own pictures as if they were
Molina Campos. She provides them with a list of titles of real
pictures. The ss are expected to bring their own works next class
(these will be done in the Arts class since the Arts teacher is
involved in the project as well) The list of titles the teacher gives
are: El gato, Madre, El santo de la patrona, El payador

39. Class 3. Look at the pictures and
find the mistakes in the
description.
In this picture I can
see three men, two
are riding a horse
and one is standing
under a tree. The
weather is sunny
and hot. There are
two three horses.
One of the men is
drinking mate.

40. Match the sentences to the correct
picture to make a complete
description for each picture.
I can see a man.
There are two trees.
It´s late at night.
The sky is black
The man is riding a horse.
I can see a horse in the
distance.
He has got a guitar.
I can see stars in the sky.
There is a white house.
There is an orange house
on the left.
It´s cloudy and cold.
The door of the house is
open.

41. Colour each sentence in a
different colour. Add
punctuation.
INTHISPICTUREIC
ANSEEAMANRIDI
NGAHORSEONTH
ERIGHTICANSEE
ACANTEENANDO
NTHELEFTICANS
EEAHORSEUNDE
RABIGOMBUTRE
ETHEWEATHERIS
CLOUDYANDCOL
D.

42. Draw the picture according to the
description. Add what is missing
In this picture I can see two gauchos.
They are riding horses. One of the
horses is jumping in the air. One of
the men is playing a guitar. There are
two houses in the distance and a
tree. The weather is sunny and hot.

43. The Spanish Teacher takes the children to
the library and asks them to look for books,
magazines or any other publication that
talks about Gauchos and our traditions in
the countryside of the province of Buenos
Aires. They draw charts on the materials
they have found. T selects Martín Fierro
and Don Segundo Sombra to work with in
class. She selects some extracts from
Segundo Sombra in which the characters
depicted by Molina Campos will appear.

44. T works in class with the pictures. First, she helps
the children describe the characters imagining
what they think the characters looked like,
scaffolding language and revising vocabulary and
referring to the descriptions children know from the
novel. Then teacher shows the children Molina
Campos´ pictures and children play a guessing
game with the pictures. Then, they write in their
notebooks a description of another character in the
novel and they draw their own pictures.

45. La ARGENTINIDAD.

46. Work collaboratively!

47. "Si haces lo que siempre has hecho,
nunca llegarás mas allá de donde
siempre has llegado" - Mark Twain
See you next meeting
stella 