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Communicative skills: To use language as object of analysis and as a part of the game (rules, communication with the group and with others). Methodological skills: To access and communicate information using different supports including the dictionary.
Personal skills: To initiate activities with creativity and critical thinking. Living together and in the worlds skills: Take care of the rest of the group, work together and learn from others.
Aims:
On the completion of this lesson/session most pupils will be able to:
- Follow written instructions to find the treasure hidden. - Work in groups to achieve the common goal and share with the rest of the class the treasure and the experience.
Session: 2 Time: 45 min. No of tasks: 1 Teaching objectives Learning outcomes (what is planned to (What pupils will be be taught) able to do) Content: Content:
Simple instructions: - to move around the school: Go downstairs/upstairs...; find; return; look for. - Need of a dictionary (and how to use it) - Follow simple commands to continue playing. - Look the unknown vocabulary up in the dictionary. - Discover that they are able to finnish the game by themselves (in group).
No of activities: 2 Communication
Key structures:
- First..., secondly..., finally... - Orders and commands: go...; look for...; find...; return...
Cognition:
- To integrate new concepts of the school to previous learning - To expand knowledge autonomously by giving them simple written commands and useful materials (dictionary)
Cognition:
Is it on/under/in/next to/behind...? We think that __ is..., We are not really - Follow simple instructions sure but __ could be..., We dont know in order to finish the game. - Establish logical sequences what it is, __, Is the...? Yes, it is/No, it isnt, Can you...? Yes, I can/No, I cant according to previous experiences with certain instructions
Task: 1
Activity 1 Introduction
Type of Whole class interaction: Tim Description e:
10 min Short guessing game. Give children something to hide. Then, I cover my eyes while they hide it in the classroom. Ask 15 questions to find out where it is, like Is it in the cupboard? Children can answer only yes or no.
Pair work
Individual work
Is it in, on, under, behind, next to, in front of... classroom vocabulary (window, desk, computer, blackboard, chair...)?
Special needs
Take them into account so they join the game like others. Make each pupil ask something (a question per child).
Pair work
Individual work
Special needs
They join the faster team where someone will help them to join and enjoy the game