The document provides information about an activity being done with 10-12 year old children about the solar system. It will introduce key vocabulary about the solar system in English through a video and various listening, speaking, and comprehension exercises. The activity is designed to be fun and interactive for students, with the goal of developing their English language and other key competences around science, technology, citizenship and learning skills. It outlines the specific phases and exercises that will be used to engage students and assess their understanding.

1. LISTENING AND SPEAKING Aichane Agut Bueno Nazaret Aparicio Gutiérrez El Aid Belmamoun Sandra Bonilla Fernández Lucia Carmona Torrejón Ana Belén Gómez Ruiz David Rodríguez Borja 3 rd Teacher Training of Primary Education 2011/2012

2. INTRODUCTION (General Context) The activity is going to be done with children of 10-12 years old, about the solar system. This children belong to the third “primary” stage. The “primary” is divided in three stages: - The first stage (6-8) - The second stage (8-10) - The third stage (10-12) To introduce this activity, we have been guided by the book: Oxford University Press.

3. Through the contents of this book we are going to educate our pupils in education values, getting responsibility, effort, living together…and improve their English language. This content is located in sixth grade because its often quite complex for children before this age and they don’t posses evens the notion of space and time. Deal with this issue, the pupils can recognize their own planet and the situation of this, besides knowing the other planets of our solar system. What characterizes this issue is the largest participation by students, and the prominence to them. Therefore there is no better and more effective way for the introduction of students to foreign language that audio-visual media, as well as listen strengthens its pronunciation and spelling .

4. NAME OF THE DIFFERENT LAWS Organic Law of Education (L.O.E.) 2/ 2006 3rd may Decree 68/2007 of June 29, which established the curriculum of the Primary Education in the autonomous community of Castilla - La Mancha Key Competences

5. AIMS L.O.E. a) The full development of students’ personality and capacities. d) Education in individual responsibility and personal merit and effort. f) The development of the capacity of students to regulate their own learning, trust in their capacities and knowledge and develop their creativity, personal initiative and enterprising spirit. j) The capacity to communicate in the official and co-official language, where it exists, and in one or more foreign languages.

6. Decree 68/2007 NATURAL AND SOCIAL SCIENCE 2. Identify key elements of the natural environment, social, cultural and understand its characteristics from the analysis of its organization and interactions and progress in the domain of spatial areas increasingly complex. 5. Participate in group activities by adopting responsible behavior, constructive and supportive, respecting the basic principles of democratic functioning and rejecting any form of discrimination. ENGLISH LANGUAGE 1. Listen and understand oral messages in different communication contexts, and perform specific and different tasks adopting a respectful and cooperative attitude. 2. Orally express themselves properly, consistently and correctly in common situations integrating verbal and nonverbal procedures, using the phonetic aspects, rhythm, stress and intonation as basic elements of communication. 7. To express a receptive, interested and confident attitude in one′s own learning ability and use of the foreign language and use the knowledge and previous experiences with other languages ​​for a quickly, efficiently and independently acquisition of the foreign language.

7. KEY COMPETENCES Key competences represent a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfillment and development, inclusion and employment. These should have been developed by the end of compulsory schooling or training, and should act as a foundation for further learning as part of lifelong learning. Competence in linguistic communication Mathematical competence Competence in knowledge of and interaction whit the physical world Competence in progressing information and use of ITC Competence in social skills and cityzenship Cultural and artistic competence Learning to learn Autonomy and personal iniciative Emotional competence

8. KEY COMPETENCES Competence in linguistic communication: use of language as an instrument written and oral communication, representation, interpretation and understanding of reality, construction and communication of knowledge and self-regulatory organization and thinking, emotions and behavior. Mathematical competence: Is the ability to use and relate the numbers, their basic operations, symbols and forms of expression and reasoning mathematics, both to produce and interpret various types of information, to increase knowledge of quantitative and space of reality, and to solve problems related to life everyday and working life. Competence in knowledge of and interaction whit the physical world: ability to interact with the physical world, both in its natural as those generated by human action, so that possible to understand events, predicting consequences and activity aimed at the improvement and preservation of the lives of self, others and the rest of living beings.

9. Competence in progressing information and use of ITC: is to have the skills to seek, obtain, process and communicate information, and to transform it into knowledge. It incorporates different skills, ranging from access to information up in different media transmission once treated, including use of information technologies and communication as essential to learn, learn and communicate. Competence in social skills and cityzenship: This competence makes it possible to understand social reality in which we live, cooperate, live and exercise democratic citizenship in a society plural, and a commitment to contribute to its improvement. Cultural and artistic competence: This competence is to know, understand, appreciate and value variety of cultural and artistic use as a source of enrichment and enjoyment and consideration as part of peoples' heritage.

10. Learning to learn: means having the skills to start learning and be able to continue learning more and more effectively and independently according to their own goals and needs. Autonomy and personal iniciative: This competence is concerned the acquisition of consciousness and implementation of a set of values and attitudes interrelated, such as responsibility, perseverance, self-knowledge and self-esteem, creativity, self-criticism, emotional control, the ability to choose, to calculate risks and face problems as well as the ability to delay the need for instant gratification, to learn from mistakes and take risks. Emotional competence: ability to defer the demands and rewards, to tolerate failure and not to show himself superior to the success.

11. METHODOLOGICAL PRINCIPLES Memory is activated through learner response. The students´ understanding of the target language should be developed before speaking. Student´s feelings of success and low anxiety facilitate learning. Correction should be carried out in an unobtrusive manner. Students must develop flexibility in understanding novel combinations of target language chunks. Novelty is also motivating. Language learning is more effective when it is fun. Students will begin to speak when they are ready. Language must be used in a real context. Being able to figure out the speaker´s intentions is part of being communicatively competent.

12. The target language is a vehicle for classroom communication. Students must learn about cohesion and coherence, those properties of language which bind the sentences together. Errors are tolerated and seen as a natural outcome of the development of communication skills. Teacher must establish situations likely to promote communication. Communicative interaction encourages cooperative relationships among students. Learning to use language forms appropriately is an important part of communicative competence. The teacher acts as an advisor during communicative activities. In communicating, a speaker has a choice not only about what to say, but also how to say it.

13. Classroom Desing This arrangement works for individual and whole class work, and you can easily do pairwork if half the class turn their backs to the teacher, or if half the pupils move their chairs over to their neigbour´s desk.

14. Classroom Language BEFORE THE EXPLANATION Good morning/afternoon! What are we going to do today? Today we ’ re going to … DURING THE EXPLANATION Can I …… , please? Sorry, I don´t know/don´t understand/can´t. What´s this called in English? / What does … . mean? / what ’ s the meaning of … ? Whose turn is it to … ? It´s my/ your/ his/ her turn. Pass the … , please! Please, listen! Please, pay attention to me / him / her / them.

15. Can you all see well? Come here, please! Quickly! Slowly! Sit down, please! Stand up! Show me your work, please! That ’ s fine/OK! Please, finish it! Have you finished? Wait a moment, please! Silence, please! AFTER THE EXPLANATION Goodbye! See you!

16. PHASES Warming Presentation Development Follow up

17. WARMING Activity: : Brainstorming. Teaching – student interaction. Aim: Listening: To develop listening comprehension. To identify some oral information and answer some questions about Solar System. Speaking: To talk and answer some questions about Solar system. To respect different opinions and norms of communication. Procedure The teacher introduces the unit “The solar System”. He will try to aroused the pupils interest by questions like: Who can tell me what is the solar system? , How many planets have in? , Why do you think that its name is “Solar System”, etc. To motivate the students we will present the lesson as a contest in pairs and every time they give a correct answer they will have a point. At the end of the class the pair with more points will win. Later, we collect the new ideas and some volunteers will perform the Solar Sistem movements. We´ll play the video and we look for the correct answers, and new vocabulary. Grouping: Whole class in pairs. Material: Video. Key Competences: Communicative and linguistic, Knowledge and interaction with the physical world, Information treatment, Social and citizen, Learn to learn, Autonomy and personal initiative and Emotional. Evaluation Criteria: The pupil takes an active part in brainstorming. The pupil shares his opinions.

18. DESIGN OF ACTIVITY

19. PRESENTATION Activity: Listen and learn Aim: Listening: To recognize word about the solar system To develop listening comprehension Speaking: To develop short oral information Procedure The teacher shows some flash cards with vocabulary of the solar system. Pupils listen the video again and they must identify words which are in the wall and order it. Material : flash cards and video Grouping: whole class Key Competences: Communicative and linguistic, Knowledge and interaction with the physical world, Information treatment, Social and citizen, Learn to learn, Autonomy and personal initiative, Emotional. Evaluation criteria: The pupil learns and uses correctly new sound of words.

20. Design of Activity…

21. DEVELOPMENT Activity: : Listen and tick Aim: Listening: Find differences between true and false in listened sentences. To recognize the learned vocabulary. Speaking : To check and to discuss with classmates about their answers. Procedure Teacher will give a shit of paper to his pupils, and they must tick the correct sentences, while they listen the video. Material : Photocopies with the sentences. Video. Grouping: whole class Key Competences: Communicative and linguistic, Knowledge and interaction with the physical world, Information treatment, Social and citizen, Learn to learn, Autonomy and personal initiative, Emotional. Evaluation Criteria : The pupil finds true sentences. The pupil discusses respectfully his opinions with other classmates.

22. Development: Listen and tick: A voyage about/around the Solar System How many moons/much has Mars got? There´s a display of the solar system over there. May we can find the answer there. Which planet is Mars? Mars is the red /best planet. But we can´t / can see the moons. Look at that poste r /monster.. The Mars Experience. The answer must be in there somewhere. Oh, no! the Cool Greens are ahead for us. Oh, no it´s closed! We can´t get in. Follow me, team. I´ve got an idea. What would you do if you saw a real/break alien? I´d say hello! If I saw a real alien, I´d run away! Welcome to the Voyage/system . This is unbelievable. Look at the view of the world/game ! Isn´t Earth beautiful? That´s Mars and there are the moons/ pounds . One, two! Mars has got two moons. That´s the correct answer. The other teams are still looking/ runing for the answer. Great. We must be first!

23. DEVELOPMENT Activity: : Listen and complete Aim: Listening: To develop listening comprehension. To identify some oral information about Solar System. To know new information about Solar System. Procedure : Four options will be given to the students to complete different sentences about the Solar System after listening video. Material : Photocopies with the sentences Video Grouping: whole class Key Competences: Communicative and linguistic, Knowledge and interaction with the physical world, Information treatment, Social and citizen, Learn to learn, Autonomy and personal initiative, Emotional. Evaluation Criteria: The pupil learns new information about Solar System The pupil improves oral comprension The student should be competent in understanding short oral information

24. activity: 1 st sentence: The Earth is a ________ 2 nd sentence: You can look at stars with a ________ 3 rd sentence: People use _____ to fly into space. 4 th sentence: Mars has got ______ moons. 5 th sentence: The blue planet is _______ 6th sentence: The winner team´s colour is ________ Listen and complete

25. FOLLOW UP Activity: The solar system’s quiz and a short performance Aim: Listening: To assimilate some oral information about Solar System. Speaking: To swap opinions with his classmate. Procedure: The teacher says some questions about the solar system, which the students have to answer. The group which more correct answers guess will be the winner. Finally, pupils work in pairs. They have to do a short performance where they will be aliens. Material : a sheet and a pen for each gruop. Gruoping: groups of two Key competences: Communicative and linguistic, Knowledge and interaction with the physical world, Information treatment, Social and citizen, Learn to learn, Autonomy and personal initiative, Emotional. Evaluation Criteria : The pupil knows the worked information about Solar System. The pupil speaks respectfully with his classmate .

26. DESIGN OF ACTIVITY

27. Webgraphy and Bibliography http://elt.oup.com/student/incredibleenglish/level6/stories/unit8?cc=global&selLanguage=en LARSEN-FREEMAN, D. (2011) Techniques and Principles in language children. Oxford American English. SCOTT, W. and YTREBERG, L. (2002) Teaching English to children. Longman.