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Name
a planet:
Name
a living
being:
yourself:
Name
Name
most famous
painting
average
temperature
year of birth
nationality
composition
size
Favourite food
Number of
brothers
and sisters
Find the mistakes in the sentences on the board (To clarify key
concepts, spelling)
Ex. Plants perform photosynthesis to produce their own inorganic matter
Adaptation: The students could create their own sentences.
One student sits back to the board. The teacher writes a word on the
blackboard (a students name, a planet, a living being, a painter) and
he/she must guess it with clues from the classmates or asking questions to
them (raising hands, in order). It can be used for the review of the
previous class, just remembering some concepts from the other day.
The three YES (To start a lesson, to prepare students to pay attention)
Ask for 3 questions whose answer is going to be YES. Eg.: Who can count to
ten in English?, who knows the name of an animal? They move their body
(raising hands) and get ready to work.
Whats
Who in the world would
Whats
Lucy
John
s favourite possession?
most like to meet?
greatest wish?
Listening
Preparing students:
o Make sure that they have a reason to focus on the listening:
Show a picture to catch the interest, so that they know
what it is going to be about.
Give them the title and ask them to guess what it is
about.
Ask questions about something that they are going to
see in the video. Try to make a subject personal to the
children. Find a personal connection between child and
video. For instance: if the video is about an ecosystem in
Cuenca: Have you ever been in Cuenca?
Jigsaw listening (To help mixed ability classes, it takes up the pace of
the lesson, listening and speaking, to integrate listening and speaking skills,
to encourage collaborative learning)
o
The students can create their own questions and pass them to the
others.
True/false game in two rows with two chairs at the end (To
change the pace, to engage, to review, to form correct sentences)
There are two teams. Every member has a number. The teacher reads a
sentence aloud and says the number. Those students who have this number
have to run to one direction or the opposite (left or right) depending if the
sentence is true or false.
Adaptation to fewer space: The activity can be done 15 minutes
before the class finishes, going to the yard.
A and B students. They just read one part of the reading. They have
to trust their mates. There is one gist question first for everyone and
then some more specific.
It can be more complicated: Divide the students into A1, A2, B1 and
B2. As get the same part of the text. Bs get the other part. As discuss
their own questions. Bs discuss their own questions. Then, 1s go
together and 2s go together. They answer common questions
together everyone tells the information to the other.
Mix-match activity (To control the amount of words that we are going to
work on)
Words on the left, definitions on the right. Match them.
Review of vocabulary (after doing a mix-max)
In pairs. One student asks for one word of the list. The other has to explain it
without reading.
Connecting sentences
Memorize a sentence. Walk around. Keep saying your sentence to other
students until you find the partner who connects with your sentence.
TPS
Find your partner. 10 words + 10 definitions. Everyone has one word or
definition. We they find their partner they sit down together.
-
Wordle
In groups, brainstorming about something. Example: write 5 advantages of
CLIL in every group. Put the results in common. Write them in the Wordle.
The more often they write the word, the bigger it is.
Tell your partner your favourite type of music
Dancing and calling back (To reflect, to take a quick energy break
(brain breaks), Kinaesthetic learners)
Students dance around the room. When the music stops they have to say
something they have learned this week and explain its meaning.