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.
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TO BE :(ser /estar) 
Affirmative CLICK HERE – Negative CLICK HERE – Interrogative CLICK HERE |
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HAVE GOT ( tenir) 
Affirmative CLICK HERE – Negative CLICK HERE – Interrogative CLICK HERE |
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THERE IS / THERE ARE ( hi ha / hi han) 
Affirmative CLICK HERE – Negative and affirmative CLICK HERE – Interrogative and affirmative CLICK HERE |
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PRESENT SIMPLE AFFIRMATIVE 
1.- Click here , 2.- Click here , 3.- Click here , 4.- Click here |
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PRESENT SIMPLE NEGATIVE
1.- Click here , 2.- Click here , 3.- Click here, 4.- Click here |
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PRESENT SIMPLE INTERROGATIVE
1.- Click here , 2.- Click here , 3.- ( affirmative, negative and interrogative) Click here |
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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:
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Timing |
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E S S I O N
1 |
Activity 1
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Brainstorming. What do you KNOW about Van Gogh. Answer garden https://answergarden.ch/create/
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10 ‘ |
| Activity 2
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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
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Recap activity. Who wants to be a millionaire. https://www.superteachertools.us/millionaire/millionaire.php?gamefile=82791 | 10’ |
| Activity 6
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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
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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
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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
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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 |
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| 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 |
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| 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 |
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| 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.
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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 30th 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 29th, 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
1850………………………………………………1860……………………………………………….1870………………………………………………….1880………………………………………….….1890
SOLUTION – WORKSHEET 1
STUDENT A – TIME LINE
Died
1850………………………………………………1860……………………………………………….1870………………………………………………….1880………………………………………….….1890
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
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Painter | Bright colours |
| Sketches | Mental Illness | Southern |
| Priest
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Walk | Dark colours |
| Brush-strokes
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Dealer | Village |
WORKSHEET
CHECK LIST .
Tick þ or cross ý… You did or didn’t…
| 1. Use visual support while reading
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| 2. Explain Van Gogh’s biography following an order
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| 3. Fulfill the time line according to all the information gathered
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| 4. Say the years in pairs
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| 5. Write Van Gogh’s biography using appropriate vocabulary
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| 6. Write Van Gogh’s biography following the time line order
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| 7. Write with correct spelling
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| 8. Write with grammar accuracy (Past Tense)
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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.
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“…………………………………………………………………………………………………………………………………
| 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
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Jumpers |
| Bedside table | Jug
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Bottle |
| Glass | Drawer | Brush |
| Portraits | Landscapes | Door
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PREPOSITIONS
| On | Behind | On the left
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| In
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Above | between |
| Under | Below | Next to
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| In front of | On the right | Facing
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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
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blaze = flame | Darkness = obscurity
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| 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
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Hills = small mountain |
| Swirling =rotating
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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
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took your life = commited suicide | |||
| sanity = mental illness
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Thorn =spine | |||
| Lie = recline
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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
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Hope = desire |
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Portraits = painting of a person |
ragged men = very poor, not rich.
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| bloody = covered in blood (red fluid in body)
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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
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| I listened and worked quietly
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| I used Van Gogh’s style
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| I drew carefully
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| I added colour neatly and completly
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| I showed respect for others
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| Finish work on time |
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