This document appears to be a worksheet asking for a name and then listing body parts in rhyming pairs across 8 lines, with spaces below the lines suggesting the parts should be matched with their number. It provides an activity for children to learn about basic human anatomy by matching body parts in rhyming pairs with their corresponding numbers.
The document describes various modes of transportation, including cars, buses, airplanes, ships, trains, helicopters, trucks, police cars, ambulances, bicycles, rockets, submarines, and taxis. For each vehicle, it provides key details like the number of wheels, how it travels, and what fuel source it uses. The purpose is to teach readers to identify different types of transport and whether they travel on land, sea, or air.
This document aims to teach about the days of the week by asking questions such as what day it is today, how many days are in a week, which days are weekends, and what day it will be tomorrow. It repeats the target of learning the days of the week multiple times.
The document describes several different wild animals that live in the jungle including elephants, hippos, zebras, giraffes, and rhinos noting characteristics like their size, color, and features. It also mentions other animals that live in other environments like woods for brown bears and trees for squirrels. The document concludes by briefly describing three common pets: dogs, fish, and hamsters.
This document lists the names of various wild animals under the category "Wild Animals". It includes mammals such as lions, tigers, leopards, elephants, giraffes and camels. It also includes other animals like kangaroos, hyenas, foxes, wolves, jackals, bears, rhinoceros, hippopotamus, crocodiles, gorillas and pandas. The document was created by Prashant Mahajan to share information about different wild animals that may be helpful for students and their parents.
Tiddler the Story Telling Fish is a children's book by Julia Donaldson and Axel Scheffler. The book is about a fish named Tiddler who loves to tell stories to his friends in the sea. In 3 sentences or less, the summary provides the high-level information that the document is a children's book about a storytelling fish named Tiddler.
This document appears to be a worksheet asking for a name and then listing body parts in rhyming pairs across 8 lines, with spaces below the lines suggesting the parts should be matched with their number. It provides an activity for children to learn about basic human anatomy by matching body parts in rhyming pairs with their corresponding numbers.
The document describes various modes of transportation, including cars, buses, airplanes, ships, trains, helicopters, trucks, police cars, ambulances, bicycles, rockets, submarines, and taxis. For each vehicle, it provides key details like the number of wheels, how it travels, and what fuel source it uses. The purpose is to teach readers to identify different types of transport and whether they travel on land, sea, or air.
This document aims to teach about the days of the week by asking questions such as what day it is today, how many days are in a week, which days are weekends, and what day it will be tomorrow. It repeats the target of learning the days of the week multiple times.
The document describes several different wild animals that live in the jungle including elephants, hippos, zebras, giraffes, and rhinos noting characteristics like their size, color, and features. It also mentions other animals that live in other environments like woods for brown bears and trees for squirrels. The document concludes by briefly describing three common pets: dogs, fish, and hamsters.
This document lists the names of various wild animals under the category "Wild Animals". It includes mammals such as lions, tigers, leopards, elephants, giraffes and camels. It also includes other animals like kangaroos, hyenas, foxes, wolves, jackals, bears, rhinoceros, hippopotamus, crocodiles, gorillas and pandas. The document was created by Prashant Mahajan to share information about different wild animals that may be helpful for students and their parents.
Tiddler the Story Telling Fish is a children's book by Julia Donaldson and Axel Scheffler. The book is about a fish named Tiddler who loves to tell stories to his friends in the sea. In 3 sentences or less, the summary provides the high-level information that the document is a children's book about a storytelling fish named Tiddler.
Short Story telling Activities - "Giraffes can't dance"Mari Montenegro
This document summarizes a mini-class on the short story "Giraffes Can't Dance" by Giles Andreae and Guy Parker-Rees. The class begins with warm-up questions about animals. Students are then given a brief summary of the story, which is about a giraffe named Gerald who cannot dance. A friend encourages and helps Gerald with his dancing. While reading activities include watching a video of the story twice and completing worksheet activities matching animals and body parts, listing adjectives, and identifying different animals' dances. For reflection, students are asked how Gerald was treated and what they would say to encourage him. The follow-up activity has students making a poster about their dream animal party.
Difference between domestic and wild animalssilvapato05
Domestic animals such as cows, pigs, sheep, dogs and cats live near or with humans, providing services like food, clothing materials, and companionship. Wild animals like elephants, giraffes and bears live independently in nature, surviving by hunting, fishing or gathering plants for food. Domestic animals rely on humans while wild animals live freely without human support or interaction.
The farmer's wife and the farmer are going to the market with their cart. Hefty Hugh and Lanky Len are planning to steal from the cart while the farmer and his wife are away. The clever Ladybird overhears their plan and hatches a scheme with her friend to trick the thieves and save the day.
The author wrote to the zoo requesting a pet. The zoo sent a series of animals that were each deemed unsuitable due to being too big, tall, fierce, grumpy, scary, naughty, or jumpy, so the author sent them back. Finally, the zoo thought hard and sent an animal that was perfect, so the author decided to keep it.
Gerald was a tall giraffe who felt sad because he couldn't dance like the other animals at the annual Jungle Dance. A cricket told Gerald that different animals just need different music. When the cricket started playing violin music, Gerald discovered that he could dance, to the amazement of the other animals. Gerald realized that everyone can dance if they find the right music for them.
Short Story telling Activities - "Giraffes can't dance"Mari Montenegro
This document summarizes a mini-class on the short story "Giraffes Can't Dance" by Giles Andreae and Guy Parker-Rees. The class begins with warm-up questions about animals. Students are then given a brief summary of the story, which is about a giraffe named Gerald who cannot dance. A friend encourages and helps Gerald with his dancing. While reading activities include watching a video of the story twice and completing worksheet activities matching animals and body parts, listing adjectives, and identifying different animals' dances. For reflection, students are asked how Gerald was treated and what they would say to encourage him. The follow-up activity has students making a poster about their dream animal party.
Difference between domestic and wild animalssilvapato05
Domestic animals such as cows, pigs, sheep, dogs and cats live near or with humans, providing services like food, clothing materials, and companionship. Wild animals like elephants, giraffes and bears live independently in nature, surviving by hunting, fishing or gathering plants for food. Domestic animals rely on humans while wild animals live freely without human support or interaction.
The farmer's wife and the farmer are going to the market with their cart. Hefty Hugh and Lanky Len are planning to steal from the cart while the farmer and his wife are away. The clever Ladybird overhears their plan and hatches a scheme with her friend to trick the thieves and save the day.
The author wrote to the zoo requesting a pet. The zoo sent a series of animals that were each deemed unsuitable due to being too big, tall, fierce, grumpy, scary, naughty, or jumpy, so the author sent them back. Finally, the zoo thought hard and sent an animal that was perfect, so the author decided to keep it.
Gerald was a tall giraffe who felt sad because he couldn't dance like the other animals at the annual Jungle Dance. A cricket told Gerald that different animals just need different music. When the cricket started playing violin music, Gerald discovered that he could dance, to the amazement of the other animals. Gerald realized that everyone can dance if they find the right music for them.
1. Classe Prima – Lingua inglese
COMUNICAZIONE ORALE:ASCOLTARE E COMPRENDERE
CONOSCENZE ABILITA'
1. Ascoltare e comprendere le espressioni
usate dall'insegnante.
2. Ascoltare ed eseguire comandi.
3. Ascoltare, comprendere, ed interpretare
gestualmente canzoni, chants, filastrocche.
4. Ascoltare espressioni linguistiche riprodotte
con materiale audio e audiovisivo.
a. Sa riconoscere e discriminare suoni e
fonemi.
b. Sa discriminare ritmi ed intonazioni.
c. Sa ascoltare e comprendere comandi e
semplici frasi inseriti in un contesto
situazionale.
d. Sa ascoltare e comprendere semplici
strutture linguistiche.
e. Sa ascoltare e comprendere singole parole
riferite a strutture apprese.
COMUNICAZIONE ORALE:PARLARE ED INTERAGIRE
CONOSCENZE ABILITA'
1. Riprodurre singole parole e semplici
strutture.
2. Usare consapevolmente, in situazione
dialogica, parole e semplici strutture .
a. Sa riprodurre suoni e fonemi.
b. Sa riprodurre suoni e fonemi secondo una
data sequenza.
c. Sa riprodurre ritmi ed intonazioni.
d. Sa riprodurre singole parole.
e. Sa riprodurre semplici strutture linguistiche.
f. Sa utilizzare singole parole.
g. Sa utilizzare semplici strutture in un
contesto situazionale adatto.
2. COMUNICAZIONE SCRITTA:LEGGERE E COMPRENDERE
CONOSCENZE ABILITA'
1. Leggere immagini.
2. Abbinare immagini e parole.
3. Riconoscere singole parole già note
oralmente.
a. Sa associare parole ascoltate ad immagini.
b. Sa denominare oggetti raffigurati in
immagini.
c. Sa abbinare immagini a parole scritte.
d. Sa individuare la forma grafica della parola
ascoltata.
Ambiti lessicali
A- ESPRESSIONI DI INTERAZIONE:
Formule di saluto.
Espressioni per chiedere/dire il nome.
Formule di augurio.
B- ISTRUZIONI E PROCEDURE RELATIVE ALLA VITA DI CLASSE:
Comandi relativi a movimenti.
Comandi relativi a semplici giochi.
Comandi relativi all'uso del materiale scolastico.
C- LESSICO INIZIALE RELATIVO A:
Colori principali
Numeri fino a dieci
Oggetti di uso scolastico
Animali
Giochi e giocattoli
Parti del corpo
Famiglia
D- ELEMENTI CULTURALI:
Conte e filastrocche tradizionali
Semplici usi e costumi
Ricorrenze tipiche
3. Eventuali modifiche degli ambiti lessicali saranno determinate dalla programmazione
annuale delle attività dei singoli team.
