| TopicReview | Session8 | LevelYear 5 | |
| TitleLet’s remind! | |||
| Key Competence:-Information handling and digital competence
-Autonomy, initiative and decision taking |
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| Transferable SkillsCommunicative (linguistic and audiovisual):
-To use specific communicative resources. Methodological (Information handling, digital competence and learning to learn): -To access and communicate information using different supports including ICT tools to learn. -To transform information into knowledge activating thinking skills in order to organize, relate and analyse. -Can handle effectively an array of resources to transform information into personal knowledge. Personal (Autonomy, initiative and decision taking) -To create, initiate and develop individual activities with creativity, confidence, responsibility and critical thinking. |
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| Aims:-To summarize all the content learnt in a Glogster. | |||
| Teaching Objectives | Learning Outcomes | Communication | |
| Content– Main characteristics of Glogster (To insert text, pictures, videos and sounds)
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Content– Use Glogster as a tool for communicate knowledge. | Language OF learningKey vocabulary:
All the language learnt in the previous sessions. Key structures: All the key structures learnt in the previous sessions. |
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| Cognition– To recall the previous knowledge learnt in all the previous sessions.
– To organize the knowledge.
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Cognition– Remind, organize and use previous knowledge to communicate it.
– Use new tools to express the knowledge.
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Language FOR learning-I don’t know how to …
-I need some help. I- don’t find… |
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| Language THROUGH learning– Language coming across when making the Glogster. | |||
| INITIAL ROUTINE | |||
| Grouping OptionsWhole class | Time5 minutes | Resources-Poem | |
| DescriptionTo start with the class, the teacher will pass the attendance sheet and she/he will ask some questions to pupils to practice with greetings such as: “Hello. How are you? What’s the weather like today? Where are you from? What is your favourite food?” and so on. Furthermore, we can also propose that students ask questions among them.
After that, pupils will recite the Egyptian poem that they learnt in the first session. Students know that after the poem the class begins and that they will start by developing activities and learning new content. |
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| ACTIVITY 1 | |||
| Grouping OptionsWhole class | Time10 minutes | Resources-Glogster of the session 1 | |
| DescriptionFirst of all, the teacher will show the glogster she did in the session 1 with their previous knowledge by projecting it. Students will observe it and the teacher will encourage them to compare the information of the glogster with what they actually know. They will analyze each topic; they will say new vocabulary, new information, new expressions and structures, and so on, in order to revise all what they have learnt.
Then, the teacher will show the students how glogster works. She will teach them how to insert images, videos and text. |
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| ACTIVITY 2 | |||
| Grouping OptionsIndividual work | Time40 minutes | Resourceswww.glogster.com | |
| DescriptionEach student will work with a computer in order to create his own glogster. Now that they know how glogster works (at least its main characteristics) they will have to do a glogster involving all what they have learnt. The teacher will provide to the students a username of the whole class to do it.
They will have to explain what they like most about what they have studied using the structures they have learnt. There is an example of what they would be able to do in the Annex 21. The objective is that they can show to the rest of the world what they know.
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| FINAL ROUTINE | |||
| Grouping OptionWhole class | Time5 minutes | Resources-Class glossary & songs | |
| DescriptionAt the end of the lesson, the teacher will ask to the pupils what they have learnt today and together with the whole class they will discuss and make decisions about what key vocabulary and grammar structures they should write in the class glossary. They have to take into account that they must write the important aspects that they have to remember. Furthermore, in the glossary they have to write the word in English, the translation into Spanish or Catalan and the pronunciation.
To finish with the class, they will listen to a song, where they can sing and make the actions and movements. With the song, pupils know that they have to pick up school material and that after the song the class finishes. It is not necessary that songs were goodbye songs. Here we have found two examples: http://www.youtube.com/watch?v=Xcws7UWWDEs http://www.youtube.com/watch?v=SEfhM3T4aV0
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| Assessment Criteria- Remind, organize, synthesize and apply the previous knowledge.
– Use Glogster as a new tool to communicate. |
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| Topic Review | Session 9 | LevelYear 5 | |||
| Title: How much do I know about the Ancient Egypt? | |||||
| Key Competence-Linguistic and audiovisual
-Learning to learn -Autonomy, initiative and decision taking |
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| Transferable SkillsCommunicative (linguistic and audiovisual)
-To interact with other people. -To relate observations, explanations, thoughts, emotions, give accounts of experiences, opinions and develop argument. -To interpret and understand the situations she/he will encounter in everyday contexts and beyond. Methodological (learning to learn) -To apply study skills that includes strategic thinking and cooperation and self-evaluation skills. Personal (Autonomy, initiative and decision taking) -To create, initiate, develop and assess individual or collective activities or projects with creativity, confidence, responsibility and critical thinking. |
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| Aims-To review all the contents they have learnt. | |||||
| Teaching Objectives | Learning Outcomes | Communication | |||
| Content-Summarize the contents of the project
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Content-Review the contents
-Work in groups |
Language OF learningKey vocabulary:
The same as in the other sessions. Key structures: All the key structures learnt in the previous sessions. |
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| Cognition-To remember important aspects about the Ancient Egypt.
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Cognition-To work together as a team. | Language FOR learningWhat is the correct option? What have you chosen? How many points has this group got? | |||
| Language THROUGH learningWords related to quiz as question, answer, options, result… | |||||
| INITIAL ROUTINE | |||||
| Grouping OptionsWhole class | Time5 minutes | Resources-Poem | |||
| DescriptionTo start with the class, the teacher will pass the attendance sheet and she/he will ask some questions to pupils to practice with greetings such as: “Hello. How are you? What’s the weather like today? Where are you from? What is your favourite food?” and so on. Furthermore, we can also propose that students to ask questions among them.
After that, pupils will recite the Egyptian poem that they learnt in the first session. Students know that after the poem the class begins and that they will start by developing activities and learning new content. |
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| ACTIVITY | |||||
| Grouping OptionsWorkgroups (5 students) | Time40 minutes | Resources-Quiz (Annex 22) | |||
| DescriptionPupils will have to answer nineteen questions about the Ancient Egypt. However, they are not going to do it by their own but in small groups. The teacher will project the questions one by one in the screen and will give four possible answers. Each group will have a worksheet where they will have to mark the correct answer. They will have two minutes for each question.
At the end, the teacher will correct the answers and the groups will have to count the number of questions they have done correctly and then see the comment above related with their score. |
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| FINAL ROUTINE | |||||
| Grouping OptionWhole class | Time5 minutes | Resources-Class glossary & songs | |||
| DescriptionAt the end of the lesson, the teacher will ask to the pupils what they have learnt today and together with the whole class they will discuss and make decisions about what key vocabulary and grammar structures they should write in the class glossary. They have to take into account that they must write the important aspects that they have to remember. Furthermore, in the glossary they have to write the word in English, the translation into Spanish or Catalan and the pronunciation.
To finish with the class, they will listen to a song, where they can sing and make the actions and movements. With the song, pupils know that they have to pick up school material and that after the song the class finishes. It is not necessary that songs were goodbye songs. Here we have found two examples: |
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| Assessment Criteria -Understand and remember the most important aspects about Ancient Egypt. | |||||
