Task 2

25/02/2019 Sense comentaris

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Aqui teniu un llistat d’activitats per a fer durant l’estiu.

Si cliques sobre la imatge entraràs en un tutorial que t’explicarà una miqueta com es fan les diferents activitats.

	TO BE :(ser /estar) Affirmative CLICK HERE – Negative CLICK HERE – Interrogative CLICK HERE
	HAVE GOT ( tenir) Affirmative CLICK HERE – Negative CLICK HERE – Interrogative CLICK HERE
	THERE IS / THERE ARE ( hi ha / hi han) Affirmative CLICK HERE – Negative and affirmative CLICK HERE – Interrogative and affirmative CLICK HERE
	PRESENT SIMPLE AFFIRMATIVE 1.- Click here , 2.- Click here , 3.- Click here , 4.- Click here
	PRESENT SIMPLE NEGATIVE 1.- Click here , 2.- Click here , 3.- Click here, 4.- Click here
	PRESENT SIMPLE INTERROGATIVE 1.- Click here , 2.- Click here , 3.- ( affirmative, negative and interrogative) Click here
	TO BE PAST TENSE – WAS / WERE (era/ estava) 1.- Affirmative CLICK HERE , 2.- Negative CLICK HERE , 3.- Interrogative CLICK HERE

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GEP 1	Task 2: Reading, writing and Assessment in CLIL
Title of the lesson or topic	VAN GOGH. Post-impressionism
Author	Anna Lázaro and Antònia Graboleda
Course / year / age	6th and 5th graders
Number of sessions	3 hours
Collaboration with…	Gemma Pagès, Carles Cambras, Anna Boix and Emma Bonet
Main objectives of the sessions	– Be to write Van Gogh’s biography following a timeline. – Be able to describe a bedroom using prepositions. – Read loud and clear to make oneself undertood. Improve pronunciation. – Reproduce a picture following Van Gogh’s style. – Make an effort to undertand. – Have fun together while learning. – Realise one’s learning process.
Short description of the sessions	– 1st session: Van Gogh’s biography . – 2nd session: Describe Van Gogh’s bedroom. Picture dictation. – 3rd session: Hands-on activity: Starry night.

The descriptions of the activities below should contain: collaborative and cooperative activities instructions (including the timing and the language support) type of support, readings and writings planned, assessment tools materials used			Timing
S E S S I O N 1	Activity 1	Brainstorming. What do you KNOW about Van Gogh. Answer garden https://answergarden.ch/create/	10 ‘
	Activity 2	1. Comparing reading. 2. Pair work. (The youngest person living in your home – Students get into a line ranked in order of the age of the youngest person who lives in their home. The teacher then divides the line into pairs or groups). 3. Each student has a sample not completed of Van Gogh’s Biography and a time line. Student A reads by their own part of the biography. They’ve got a time line to help them to order the information. Student A explains to student B what he’s already read. Student B takes notes. 4. Then they change roles. WORKSHEET 1	20’
	Activity 3	Writing activity: Once they have Van Gogh’s time line biography completed they write together Van Gogh’s biography. They check their time lines and make sure they are similar. WORKSHEET 2	20’
	Activity 4	Assesment: check list. WORKSHEET 3	5’
S E S S I O N 2	Activity 5	Recap activity. Who wants to be a millionaire. https://www.superteachertools.us/millionaire/millionaire.php?gamefile=82791	10’
	Activity 6	Picture dictation. 1. Pair work. Words from the unit – The teacher selects words from the unit and writes each one on an individual piece of paper. The teacher gives one word to each student. Students get into a line in alphabetical order of the spelling of the words. The teacher then divides the line into pairs. Dictation. Each student has a half description of the famous Van Gogh’s room. Student A reads his part of description as a dictation to student B. Student B must put on the furniture according to the description. Then they change roles. At the end they have to have Van Gogh’s room fulfilled. WORKSHEETS 4 & 5	20’
	Activity 7	Writing activity: Once they have Van Gogh’s bedroom completly fullfiled they write together its description. At the end they colour the bedroom according to the original one. WORKSHEET 6	15’
	Activity 8	Rubric http://rubistar.4teachers.org/index.php WORKSHEET 7	10’
S E S S I O N 3	Activity 9	Listening activity : starry night song https://www.youtube.com/watch?v=oxHnRfhDmrk Group work. Last 2 digits of your phone number. Students get into a line ranked in order of the last 2 digits of their phone number. The teacher, then, divides the line into groups of four. Jigsaw activity. Each student fills their own part of the song while listening and with the support of visual vocabulary. Then they share the information with their partners (The original group made from the last 2 digits of their phone number). WORKSHEET 8 (1), (2), (3), (4)	20’
	Activity 10	Quizlet https://quizlet.com/_63i7qg	10’
	Activity 11	Hands on. Make your own creation of the Starry Night. (groups of 4) Material: wax crayons, A3 carboard, forks. Student A: takes notes about what they are goint to do: a tree, stars, hills, swirling sky, cruving contours, brush strokes. Student B: makes a sketch of their starry night Student C and D: colour the drawing following their partner’s advice. Each student has the opportunity to draw the swirling sky using forks. WORKSHEET 9	25’
	Activity 12	Self assessment WORKSHEET 10	5’
In terms of academic content, what are the students learning and what are they learning to do?		– Van Gogh’s biography – Van Gogh’s work and style – Produce swirlings as a visual effect
In terms of language, what are the students practicing or learning to do?		– Sharing reading informations – Writing following a timeline and visual support – Reviewing and learning more prepositions – Improving vocabulary
In what way is this lesson plan a good example of what we learnt in the GEP course session?		It contains: – ICT tools – Collaborative and cooperative learning – Reading and writing techniques – Assessment tools
Other important information		We have included a listening activity.
ANNEXES (materials, handout, pictures… if not possible to include in the activity section.)		SESSION 1: – Van Gogh’s biography into 2 parts. (to be laminated) – Worksheet 1: Timeline A ,B and solution – Worksheet 2 : Writing Van Gogh’s biography – Visual support (to be laminated) – Worksheet 3 : check list SESSION 2: – Van Gogh’s bedroom description (A and B) . (To be laminated) – Worksheet 4 : empty bedroom – Worksheet 5 : elements of that famous bedroom. – Visual support . Bedroom Vocabulary – Visual support : Prepositions. – Worksheet 6 : Writing . Describing the bedroom – Worksheet 7 : Rubric SESSION 3 : – Worksheet 8 (1), (2), (3), (4) . Song : Starry, starry night – Each part of the song has its own missing vocabulary support. : Part A 1 , part A 2, Part B 1 and Part B 2 – Worksheet 9 . Group work instructions – Worksheet 10 : self assessment.

Self assessment checklist

Task 2 : Reading, writing in CLIL and Assessment	YES/NO
1. Support is provided to help students read and understand texts.	Yes
2. Before-, during- and after-reading activities are prepared.	Yes
3. The materials use visuals to support comprehension.	Yes
4. The writing process takes place in joint collaboration with the teacher (modelling)	Yes
5. Support is provided to help students write (the students are provided with language patterns, language frames, vocabulary banks…)	Yes
6. The teacher uses different strategies to help students throughout the process of reading and writing	Yes
7. The teacher has previously predicted the language the students will need when carrying out the different tasks successfully and, therefore, is aware of the content-obligatory language.	Yes
8. At least the teacher uses 1 type of assessment (self-assessment, teacher assessment or co- assessment)	Yes
9. At least teacher used 1 type of designed assessment tool during the sessions (rubric, digital app, checklist, personal dossier…)	yes

This is to be laminated:

STUDENT A – VAN GOGH’S BIOGRAPHY

Vincent Van Gogh was born on March 30^th 1853. In 1866 he attended middle school in Tilburg. Here he learned how to draw.

In his adult life, after trying different jobs his brother Theo suggested Vincent to become a painter. His first major work was The Potato eaters.

When he was in Paris he found the Neo-Impressionism style, and that made him paint with bright colours and strong brush-strokes developing a unique style, recognizable all over the world.

In the last ten years of his life he had produced more than 2.000 paintings, drawings and sketches.

He went to live in Arles, where he created his best known works. The Sunflowers, the postman portrait…

Because of his mental illness, he committed suicide on July 29^th, 1890. Six months later his brother Theo would die, too.

“………………………………………………………………………………………………………………………………………………

STUDENT B – VAN GOGH’S BIOGRAPHY

Vincent Van Gogh was born in a village in the southern Netherlands. In 1860 Vincent went to the Zundert village school, but after one year there, he continued his education at home with his sister Anna.

In his adult life worked as an art dealer and he also tried to follow his father’s steps being a priest in Belgium in 1879.

In the beginning of being a painter Van Gogh used dark colours, later he met the Neo-Impressionism and changed his style to a unique and recognizable style all over the world.

In February 1888 Van Gogh arrived at Arles. This is the most productive period. Some of his well-known paintings are: Starry Night, The Bedroom…

In the last two years of his life Van Gogh suffered mental illness. He committed suicide while he was having a walk in Auvers-sur-Oise.

WORKSHEET 1

STUDENT A – TIME LINE. Write the dates and facts student B says about Van Gogh.

Died

1850………………………………………………1860……………………………………………….1870………………………………………………….1880………………………………………….….1890

WORKSHEET 1

STUDENT B – TIME LINE . Write the dates and facts student A says about Van Gogh.

Died

SOLUTION – WORKSHEET 1

STUDENT A – TIME LINE

Died

WORKSHEET 2

WRITING – VAN GOGH’S BIOGRAPHY.

Write in pairs using your time line and the scaffolding vocabulary to write Van Gogh’s biography on your own. Minimum 50 words

VAN GOGH

………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………….

VISUAL SUPPORT 3

Draw	Painter	Bright colours
Sketches	Mental Illness	Southern
Priest	Walk	Dark colours
Brush-strokes	Dealer	Village

WORKSHEET

CHECK LIST .

Tick þ or cross ý… You did or didn’t…

1. Use visual support while reading
2. Explain Van Gogh’s biography following an order
3. Fulfill the time line according to all the information gathered
4. Say the years in pairs
5. Write Van Gogh’s biography using appropriate vocabulary
6. Write Van Gogh’s biography following the time line order
7. Write with correct spelling
8. Write with grammar accuracy (Past Tense)

SESSION 2

This is to be laminated

Student A

This is one of Van Gogh’s famous paintings.

It’s his bedroom.

There’s an old big bed on the right, next to the wall. At the end of the bed .There’s a door. It’s blue and it’s closed. There are four paintings hanging on the wall next to the bed. The two paintings above are portraits the other two paintings below are landscapes.

On the left side of the bed and under the window there’s a second chair. It is smaller than the one in front of the wardrobe, as this one it is farther. The chair is facing the bed. Behind it there’s a table. There’s a brush on it, just next to the jar.

“…………………………………………………………………………………………………………………………………

Student B

This is one of Van Gogh’s famous paintings.

It’s his bedroom.

On the left side of the bedroom there’s a big blue wardrobe. In front of it there’s a chair. Next to the wardrobe and hanging on the light blue wall there’s a towel.

At the end of the room there’s a window. It’s lightly opened. The window is between a mirror and a painting. The mirror is on the left and the painting on the right.

Below the painting and just behind the bed, there’s a wall coat rack with three jumpers on it. Under the window and the mirror there’s a table. There is a jar , a bottle and a glass on it . The table’s got a drawer in front.

BEDROOM VOCABULARY

Wardrobe	Chair	towel.
Window	Mirror	Painting
Bed	Wall coat rack	Jumpers
Bedside table	Jug	Bottle
Glass	Drawer	Brush
Portraits	Landscapes	Door

PREPOSITIONS

On	Behind	On the left
In	Above	between
Under	Below	Next to
In front of	On the right	Facing

WORKSHEET 6

Writing activity . Describe your Van Gogh’s bedroom. Use the picture vocabulary. Minimum 50 words.

WORKSHEET 7

RUBRIC

Teacher Name

Student Name: ________________________________________

CATEGORY	4	3	2	1
Focus on Topic (Content)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. More information is needed.
Word Choice	Writer uses rich vocabulary and a large vaiety of words and phrases.	Writer uses vivid words and phrases , but occasionally the words are used inaccurately.	Writer uses words that communicate clearly, but there are some missing words.	There is a need of vocabulary to be used correctly, to help understand the text.
Sentence Structure (Sentence Fluency)	All sentences are well-constructed with varied structure.	Most sentences are well-constructed with varied structure.	Most sentences are well-constructed but have a similar structure.	Sentences lack structure and appear incomplete or rambling.
Capitalization & Punctuation (Conventions)	Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.	Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.	Writer makes more than 3 errors in capitalization and/or punctuation, that makes a hard understanding	Writer makes several errors in capitalization and/or punctuation that avoids to understand the text.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

SESSION 3

WORKSHEET 8 (1)

STARRY NIGHT

PART A – 1

Starry, starry night
Paint your palette blue and gray
Look out on a summer’s day
With eyes that know the …………………..in my soul
……………………on the hills
Sketch the trees and the ………………….
Catch the breeze and the winter …………….
In colors on the snowy …………….. land

Now I understand what you tried to say to me
And how you suffered for your sanity
How you tried to set them free
They would not listen, they did not know how
Perhaps they’ll listen now

Starry, starry night
Flaming flowers that brightly ………………
Swirling clouds in violet …………………
Reflect in Vincent’s eyes of china blue
Colors changing hue
Morning fields of amber grain
Weathered faces lined in pain
Are soothed beneath the artist’s loving hand

Now I understand what you tried to say to me
And how you suffered for your sanity
And how you tried to set them free
They would not listen, they did not know how
Perhaps they’ll listen now

STARRY NIGHT

PART A – 1 Missing vocabulary

haze = fog

Linen = bed clothes

Shadows = obscurity

chills = cold

blaze = flame

Darkness = obscurity

Daffodils = yellow flower

WORKSHEET 8 (2)

STARRY NIGHT

PART A – 2

Starry, starry night
Paint your palette blue and gray
Look out on a summer’s day
With eyes that know the darkness in my ………….

Shadows on the …………………..
Sketch the trees and the daffodils
Catch the ………………….and the winter chills
In colors on the snowy linen land

Now I understand what you tried to say to me
And how you suffered for your sanity
How you tried to set them free
They would not listen, they did not know how
Perhaps they’ll listen now

Starry, starry night
Flaming flowers that…………….. blaze
……………….clouds in violet haze
Reflect in Vincent’s eyes of china blue
Colors changing …………………….
Morning fields of amber grain
Weathered faces lined in pain
Are soothed beneath the artist’s loving hand

Now I understand what you tried to say to me
And how you suffered for your sanity
And how you tried to set them free
They would not listen, they did not know how
Perhaps they’ll listen now

STARRY NIGHT

PART A – 2 Missing vocabulary

Hue =tone, tint

Hills = small mountain

Swirling =rotating

Breeze =wind

Brightly = with a lot of light

soul = spirit, immortal part of a person

WORKSHEET 8 (3)

STARRY NIGHT

PART B – 1

For they could not love you
But still your love was true
And when no hope was left inside
On that starry, starry night
You ………………………………….as lovers often do
But I could have told you, Vincent
This world was never meant
For one as beautiful as you

Starry, starry night
Portraits hung in empty halls
…………………….heads on nameless walls
With eyes that watch the world and can’t forget
Like the strangers that you’ve met
The ragged men in ragged clothes
A silver…………………….., a bloody rose
…………….crushed and broken on the virgin snow

Now I think I know what you tried to say to me
And how you suffered for your …………………….

And how you tried to set them free
They would not listen, they’re not listening still
Perhaps they never will

STARRY NIGHT

PART B – 1 Missing vocabulary

Frameless = no rigid structure

took your life = commited suicide

sanity = mental illness

Thorn =spine

Lie = recline

WORKSHEET 8 (4)

STARRY NIGHT

PART B – 2

For they could not love you
But still your love was true
And when no …………..was left inside
On that starry, starry night
You took your life as lovers often do
But I could have told you, Vincent
This world was never meant
For one as beautiful as you

Starry, starry night
……………….hung in empty halls
Frameless heads on nameless walls
With eyes that watch the world and can’t forget
Like the strangers that you’ve met
The …………………….. in ragged clothes
A silver thorn, a …………………rose
Lie crushed and broken on the virgin snow

Now I think I know what you tried to say to me
And how you suffered for your sanity
And how you tried to set them ………………….
They would not listen, they’re not listening still
Perhaps they never will

STARRY NIGHT

PART B – 2 Missing vocabulary

Free = at liberty

Hope = desire

Portraits = painting of a person

ragged men = very poor, not rich.

bloody = covered in blood (red fluid in body)

WORKSHEET 9 – cooperative group work

Members of my group : …………………………………………………………………………………………………………………

Secretary : (takes notes) …………………………………………………………………………………………………………………

What do we need :

Material :

…………………………………………………………………………………………………………………

Parts of the painting:

…………………………………………………………………………………………………………………

Procedure:

First : draw a sketch

Second : colour using wax crayons

Third : draw the swirlings with a fork.

WORKSHEET 10 – self assessment.

	Very good	Good	Not bad	Need to improve
I followed directions
I listened and worked quietly
I used Van Gogh’s style
I drew carefully
I added colour neatly and completly
I showed respect for others
Finish work on time

Hola, món!

09/09/2015 1 comentari

FATHER AND SON (BY Cat Stevens / Yusuf Islam)

It’s not time to make a change,
Just relax, take it easy
You’re still young, that’s your fault,
There’s so much you have to know

Find a girl, settle down,
If you want you can marry
Look at me, I am old, but I’m happy

I was once like you are now, and I know that it’s not easy,
To be calm when you’ve found something going on

But take your time, think a lot,
Why, think of everything you’ve got
For you will still be here tomorrow, but your dreams may not

How can I try to explain, when I do he turns away again
It’s always been the same, same old story

From the moment I could talk I was ordered to listen
Now there’s a way and I know that I have to go away
I know I have to go

It’s not time to make a change,
Just sit down, take it slowly
You’re still young, that’s your fault,
There’s so much you have to go through

Find a girl, settle down,
If you want you can marry
Look at me, I am old, but I’m happy
All the times that I cried, keeping all the things I knew inside,
It’s hard, but it’s harder to ignore it
If they were right, I’d agree, but it’s them you know not me

Now there’s a way and I know that I have to go away
I know I have to go

What do you want to do ?

New mail

Activitats online per repassar el temari d’anglès. ALL ABOUT US.

Tareas y trabajos para entregar | Orientación Vocacional para todos Quan vegis aquest dibuix és feina VOLUNTÀRIA per entregar en el drive : agrabole@escolapladedalt.cat . Qualsevol dubte passa’m un email. D’acord?

———————————————————————————-

UNIT 0 – ALL ABOUT MY FAMILY.

Like / love + Ving tutorial. Youtube Tutorial

Learn English Kids – British Council – Grammar lesson and activities online and in pdf.

English Exercises.org – a like / love test.

To learn English.com – a like/love test. Remember I / you / we / they like… . But : he /she likes…

Describing people tutorial – Youtube tutorial Agenda web –

Tareas y trabajos para entregar | Orientación Vocacional para todos

Hi ha moltíssimes activitats online per fer descripcions. Intenta fer-les totes. Un cop les hagis fet, ara, descriu a tots/es els que esteu a casa teva. Fes-ho en un full i guarda’l. Tan aviat com ens veiem, m’encantaria veure’l.

Always – usually – sometimes – never tutorial – Youtube tutorial

Oxford University Press- Elementary activities En aquest exercici RECORDA que quan parlem de HE, SHE o IT el verb acaba en -S.

Adverbs of frequency Agenda Web – Trobaras un munt d’exercicis per anar repassant.

Learn English Kids – British Council – T’expliquen una miqueta aquests adverbis (always, sometimes, never) i després tens dos jocs i exercicis per imprimir i fer.

Tareas y trabajos para entregar | Orientación Vocacional para todos

Si fas aquest exercici exercici 1 , recorda guardar-lo que m’encantaria veure el que has fet. Mira si pots fer-ne una foto i me la comparteixes al drive . Sinó guarda-ho i m’ho dones quan ens tornem a veure. Ara que ja has acabat de repassar la UNIT 0, què tal una cançó?————————————————————————————–

UNIT 1 – MY ACTIVITIES PARTY

Sports vocabulary. Clica sobre el dibuix i podràs sentir i pronunciar bé aquests esports.Recorda que fem servir el PLAY en esports amb pilota (She plays football) / GO quan hi ha desplaçament (They GO cycling) / DO quan s’està estàtic o en un lloc tancat (We DO archery).

Present continuous Tutorial – Youtube Tutorial . T’explica quan es fa servir i de quina manera es construeix (verb To Be + Ving).

Present continuous QUESTIONS Tutorial – Youtube Tutorial – T’explica com fer les preguntes. Hauràs de fer servir el verb to be i posar-lo al davant. Es molt fàcil. Ja veuràs!.

Agenda Web – Present Continuous – Tens un gran ventall d’exercicis per anar practicant.

English grammar online – Test Present Continuous / Progressive. Hi trobaràs 6 exercicis senzillets per posar-te a prova.

Oxford University Press – Present continuous. Es un test d’un sol exercici. Però en aquest ets tu qui ha d’escriure la forma verbal sencera. Després pots comprovar en el “Score” com t’ha anat. Si no t’ha anat gaire bé, repeteix l’exercici.

Simple Present Tutorial – Youtube tutorial – T’explica quan fem servir aquest present, i de quina manera es construeix. Et recorda que en les 3eres persones el verb acaba en -s.

Simple Present DO/DOES Tutorial – Youtube tutorial – T’explica l’ús dels auxiliar DO i DOES tant per fer preguntes com per dir que no.

Agenda web – Simple present – Trobaràs tot un ventall d’activitats per anar practicant el present simple.

English Grammar Online – Simple Present Test Els 5 primers exercicis els podràs fer bé. El 6è, no t’hi amoïnis si et costa. Es normal. Es molt tècnic. Però… ho pots provar! no?

Really Learn English – Simple Present exercises Hi trobaràs 8 exercicis tipus test. Si cliques al “Hint” et donaran una pista, si cliques el “Check” ja saps que vol dir que ho comproves i et diràs si ho has fet bé o no.

ESL games world – Present simple tense – Juga al penjat practicant el present simple.

Resultado de imagen de simple present versus present continuous

Present Continuous vs Simple Present Tutorial – Youtube tutorial – Et donarà trucs per a poder distingir quan fem servir-ne un o altre. Es fàcil ! ja veuràs.

British Council – Present simple vs Present Continuous – T’explica una miqueta la diferència entre un verb i l’altre. Hi ha dos jocs per fer.

Tareas y trabajos para entregar | Orientación Vocacional para todos

Si poguessis fer la segona activitat en pdf, m’encantaria veure-la!. Guarda-la, eh?. Quan ens veiem me l’ensenyes. Aquí et torno a posar l’enllaç de la segona activitat.- Va! anima’t, prova de fer-la. Un cop feta fes-ne una foto i me la comparteixes en el drive, així et podré dir com ho has fet. Sinó, guarda la fitxa feta i me la dones tan bon punt ens tornem a retrobar.

Ja has acabat el repàs de la UNIT1. Ara una cançó. Clica sobre la imatge.

UNIT 2 – AT THE SAFARI PARK

Children learn wild animals (Full) - YouTube

Wild animals 1 – Learn English Kids British Council Llegeix, escolta i uneix la paraula amb el dibuix

Wild animals 2 – Learn English Kids British Council Llegeix, escolta i uneix la paraula amb el dibuix

Wild animals 3 – Learn English Kids British Council Llegeix, escolta i uneix la paraula amb el dibuix

Animal body parts 1 – Learn English Kids British Council Llegeix, escolta i uneix la paraula amb el dibuix

Animal body parts 2 – Learn English Kids British Council Llegeix, escolta i uneix la paraula amb el dibuix

ESL fun games. Wild animals Maze amb les fletxes del teclat mou-te pel laberint. Quan arribis a una tanca verda et sortirà una pregunta. Has de respondre T (True) o F (False). Pots escriure o pots anar amb el cursor a clicar sobre la resposta.

Describing animals – Llegeix bé el que t’expliquen de cada animal.Et serà útil per després fer l’exercici de descriure un animal. Escriu-ne el nom.

Describing animals 1 | Tata bahasa inggris, Tata bahasa, Lembar kerja Comparatives and superlatives – COMPARATIVES youtube tutorial and SUPERLATIVES youtube tutorial

Agenda Web – Comparision – Com sempre, aquí trobaràs moltíssimes activitats per anar practicant els comparatius i els superlatius.

Oxford University Press – Comparatives and superlatives – Pots fer aquest test online, a veure què tal et va.

English Exercises: Comparatives- Superlatives – Consisteix en 3 exercicis online, estil test.

Tareas y trabajos para entregar | Orientación Vocacional para todos

Intenta fer la descripció d’un dels animals que tens a la fitxa de més amunt. Tria’n un : LION, BROWN BEAR, ELEPHANT o TIGER. Un cop feta la descripció, afegeix 2 frases comparant el teu animal amb un altre de les fitxes. Per exemple : Suposem que he fet el Brown Bear , doncs al final hi posaré : The brown bear is heavier than the lion. It is shorter than the tiger. Si et falta vocabulari pots utilitzar el WORD REFERENCE que tens a la pestanya de dalt de tot del web de l’escola, on diu TRADUCTOR Aquesta descripció me la pots compartir al drive (agrabole@escolapladedalt.cat) i així jo te la podré corregir. 😉

Mira el següent video i veuràs com es d’important pronunciar bé. Aquesta cançó tan bonica de l’Elvis Presley queda ben espatllada per la mala pronunciació.

UNIT 3 – GETTING AROUND TOWN

Vocabulari de la ciutat. Clica la imatge. Repassa el vocabulari.

Agenda web . Places in the city Trobaràs un munt d’exercicis per a repassar edificis de la ciutat, preposicions, i construccions de com arribar o trobar llocs. Fes tots els exercicis que puguis. Com ,és practiquis més milloraràs el teu anglès.

Donar i demanar informació de com arribar a un lloc Tutorial. YouTube tutorial

Agenda Web Asking and Giving directions Trobaràs un munt d’exercicis per anar practcant com moure’t per la ciutat.

Learning English teens. British council . LISTENING. En aquesta pàgina trobaràs una primera línea lila on diu PREPARATION, clica-hi per a repassar el vocabulari. Tots seguit trobaràs a sota del mapa el LISTENING, però abans de fer-lo prepara ja els dos exercicis que tenen les dues línees liles de més avall. La primera diu CHECK YOUR UNDERSTANDING. GAP FILL TYPING. Pots fer aquest exercici mentres escoltes el listening. La segona línea lila diu CHECK YOUR UNDERSTANDING. GAP FILL. També el pots fer mentres escoltes. Escolta i fes el listening tantes vegades com et calgui. El que és important és que ho intentis i no et rendeixis.

There is / there are tutorial. Youtube tutorial . T’explica quan fem servir THERE IS (= HI HA) i THERE ARE (= HI HAN)

There was / there were tutorial . Youutube tutorial .

Agenda Web . There is / there are exercises. Hi ha un munt d’exercicis per què vagis practicant el There is / There are en totes les seves formes. Intenta fer tants exercicis com puguis. Quants més ne facis, més milloraràs la teva agilitat en l’anglès.

Si ara has entès com és forma el There is / There are, ara prova-ho a fer en la seva forma epassada : THERE WAS / THERE WERE

Agenda Web. There was / There were. Igual que abans. Trobaràs molts d’exercicis. Procura fer-ne tants com puguis, així consolidaràs bé en què consisteix.

Tareas y trabajos para entregar | Orientación Vocacional para todos

Amb tot el que has repassat. Fes un escrit de 50 paraules comparant la teva ciutat (Olot) en el pasat (IN THE PAST) i ara (NOW). Fes-ho en un document word i comparteix-lo amb mi al drive (agrabole@escolapladedalt.cat). Et dóno un exemple tot seguit de com ho has der fer:

Hello. My name is Antònia. I live in Olot. My town is big and sorrounded by volcanoes. In the past there was a train station. Now, there isn’t a train station , but there is a new bus station. In the past there were 4 cinemas. Now there is one big cinema. …………………………….

Va! anima’t i prova-ho de fer. Ja en varem fer un a classe, tot i que aquest canvia el “in 1940” per “in the past”.

M’encantarà veure el teu escrit. Si no el pots penjar al drive, guarda’l i tan aviat com ens veiem , me’l dones a mà.

Hem acabat la UNIT 3 . Espero que t’agradi aquesta cançó.

UNIT 4 . AT THE JOB FAIR

Primer fem un repàs del vocabulari. Clica a la imatge.

English Club Game. Jobs descriptions Hi ha molts d’exercicis per anar practicant i ampliant oficis.

Games to learn English . Jobs . Es un joc per a repassar oficis. Has de moure l’ofici cap a la imatge que li correspon.

English Irregular Verbs List: List of 50 Popular Irregular Verbs in ...

Quan utilitzem el Passat Simple tutorial. Youtube tutorial

Com utilitzar l’auxiliar DID per fer preguntes en el passat tutorial. Youtube tutorial. Malgrat que dura 10 mints, val molt la pena, perquè també repassa l’auxiliar DO/DOES del present.

No confonguis el DID auxiliar amb el DID que és el passat del verb fer (= to do). Mira’t aquest tutorial per no confondre-ho. Youtube tutorial

Agenda Web – Past Simple Regular verbs – Trobaràs molts d’exercicis per fer i practicar el passat amb els verbs regulars (que són els que el seu passat acaba en -ED). Intenta de fer-ne tots els que puguis. Com diuen en anglès : “Practice makes perfect”.

Agenda Web – Past Simple Irregular verbs – Fes aquest exercici, a veure què tal se’t dona l’afimrativa i la negativa del passat dels verbs irregulars

Agenda Web – Exercicis del passat simple fent servir els verbs regulars i irregulars – Hi ha un munt d’exercicis per anar practicant. Procura fer-ne tants com puguis. Els exercicis estan barrejats amb verbs regulars i irregulars.

Learn English Kids – Past Simple sentences Hi trobaràs una mica d’explicació, dos jocs i exercicis per fer. La segona activitat que hi ha en format pdf és interessant que la intentis fer.

Tareas y trabajos para entregar | Orientación Vocacional para todos

Si pots, imprimeix aquesta segona activitat del web del British Council, intenta-la fer. Recorda que hi ha verbs regulars (que el seu passat acaba en -ED) i verbs irregulars (que el seu passat canvia totalment. Aquí tens un link d’una llista). Si fas aquest exercici, guarda’l i me l’ensenyes tan bon punt ens retrobem. M’encantaria veure’l. O bé, si vols o pots, me’l comparteixes al drive (agrabole@escolapladedalt.cat).

Tareas y trabajos para entregar | Orientación Vocacional para todos

Explica’m què feies o no feies quan eres petit/a. Escriu un màxim de 50 paraules. Fes -ho en un document word. Si pots, comparteix-lo en el teu drive (agrabole@escolapladedalt.cat) . En cas que no puguis, guarda’l i me l’entregues quan ens veiem. M’encantarà veure eñl que feies o no feies quan eres petit/a. 😉 .

Pots seguir aquest exemple

Hello. My name is Antònia. I’m 11 years Old. when I was 2 I lived in Banyoles. I didn’t go to school. I played with my twin brother. When I was 5 I went to school. I liked to play with my friends. I din’t go swimming…. etc.

Ara que has acabat aquest UNIT 4, a veure si pots cantar junt amb en Lukas Graham. La cançó està plena de verbs en passat.

P. What Mannequin Challenge 5A Mannequin Challenge. 5B SING ALONG I WAN

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