Primary 5/Unit 1:Weather& Climatepart III: Weather in Artappendix LANGUAGE
Primary 5/Unit 1:Weather& ClimatePART III: Weather in ArtAppendix_LANGUAGE
Appendix_LANGUAGE
Activity 19: Planning
In this part activities are linked to art and drama. Ss will write down the planning and the learning objectives of Part III.
Step 1- T will show Ss the painting “The Gale of Love” and will ask questions to help them make hypotheses about it (weather, country of origin, scene it represents…).
T: RightBoys and girls I want you to take a good look at the painting. Tryto take in every detail, imagining yourselves in that place. Now listen carefully to what I have to say.
This painting is called “The Gale of Love” It was painted between 1810 and 1820. It took ten years to paint it. It was painted by the Mandi School. This school was from India and it was active between the 17th and 19th century.
Let's analyse this painting. What do you see?Observe the painting and tell me if it is day or night?
Is the weather cold or warm? Do you think the sun is shining, or is it about to rain? What do you see in the painting that makes you think that? What kind of weather can you see in the painting?
Which colours seem to stand out and come forward? Which colours seem to be the background?
What do you think is the most important thing in the painting? What do you see in the painting? Animals? Landscape? People? …?
“It is windy in the painting and a storm is coming. The painting shows us 5 women (A group of women) preparing to move inside the house as a storm approaches. There is a woman in blue running to the house. There is a woman in orange and pink who is picking up a pillow. The woman in brown and pink is carrying a box. The woman in brown and green is carrying a big fan and the woman in blue and pink is pulling down the blind. In the distance, we can see these trees bending over to one side. This means that there is a strong wind. This brown area could be the wind blowing a cloud of dust. There are two white birds in the painting. The houses are white. The painting takes place in India”.
Step 2- Next, Ss will listen to a short poem or rhyme related to wind:
Clothes start flying.
Run, girls! Swim, ducks! Hide, birds!
Strong wind’s blowing now.
T will then asks Ss to spot in the painting some of the words mentioned in the poem.
T: Now listen to this poem. What is it about? Can you spot any of those word in the painting?
S: I can! The girls are here!
T: Excellent! What else can you see?
S: …
T: Now all together.
Step 3- T will show Ss a picture of a machine and Ss will say what they think the machine could be for.
T: Right! What can you see in this picture?
S: A machine!
T: You’re getting close. What is it for?
S: It’s the “Time Machine”!
T: No, but it’s a good guess though!
S: I know. It’s a “Weather Machine”.
T: Your answer was right on! (Right on the money! Your answer is right on the Mark! You were dead on! Your answer is spot on!)
What does it do?
S: It can change the weather.
T: What a great answer!
Step 4- T asks Ss to try to guess what this part of the unit could be about and some of the activities it will contain (planning, song, evaluation, corners…).
T: What do you think we are going to talk about in this part of the Unit?
Step 5- T will present the plan for Unit 1-PART III. H (or T) will write down PART III plan in the Classroom Diary. Ss will copy the plan in their diaries.
T:Let’s see what things we are going to do in Part III.
We are going to:
-sing a song.
-revise vocabulary related to weather and climate.
-paint a picture based on weather and/or write a short poem or caption.
-listen to a story and complete a drama script.
-rehearse and perform a play.
-work in “corners”.
-revise and evaluate what we did in the unit.
T: These are the activities that we are going to do in Part III. First we are going to… Second we are going to… And finally we are going to…
H:Boys and girls, copy the plan in your diaries, please!
T: Now boys & girls, listen carefully. We have just written down the things that we are going to do, but what about the things that we are going to learn during the following weeks?
Well, you have to have a very clear idea of what you’re going to learn so in order to find it out I’m going to write/hang on the b/b our learning objectives, which are:
Our learning objectives
We are going to:
-revise weather concepts.
-write short poems.
-write dialogues for a play script.
-learn and perform a play.
-learn some idioms.
Now children, please copy them in your diaries
Activity 20: Song, ‘Weather Report’
Ss willlisten, read and sing the song‘Weather Report’. Ss will also identify key words and change lyrics.
Step 1-Ss will listen to the song and then H will write down on b/b words Ss recognize. Ss will try to guess what the song is about.
T: Children, eyes on me now! Aritz! stop that nonsense, will you? Much better. I want you to listen carefully and see if you can pick up any word that sounds familiar to you. Remember, open your ears and don’t make any noise.
H: Kepa, any new words?
Kepa: ...
T: What is the song about?
S:I think it’s about The weather!
T: Very good!
Step 2- H will hand out lyrics and Ss will listen to the song while reading it. T will then elicit (or explain) what rhyme is. Ss will identify rhyme by trying to guess the words in the song that rhyme with snow, rain, get.
T: H, would you please hand out these sheets of paper.
H: Group leaders come to the front of the class/ over here please. How many do you want?
T:Right boys & girls! These are the lyrics of the song. Now, let’s listen to it again. Very good! Let’s read the first stanza again. In most poems and songs, we can find words at the end of the lines that have a similar sound. D’you know how we call that? We say they rhyme. So rhyme is a repetition of identical or similar sounds in two or more different words and is most often used in poetry, songs. Here in this verse snow rhymes with know. Right! Any suggestions for this stanza?
Ss: …
Step 3- T and Ss will work on the first verse together by listening to some words and identifying those that have the same rhyme as the words of the song. Ss will explain the meaning and H will write them on the b/b. Ss will repeat the procedure with the rest of the verses.
T: Now, boys and girls eyes on me. You are now going to listen to some words. You will have to choose the ones that rhyme with snow. So listen carefully. Did you jot down any words? Peter how many?… Very good! Let’s check!
Asier! read the first word. Do you all agree? Repeat the word again, please? Can you spellit, please? Do you all know what it means? Ok! H write it on the b/b please.
Step 4- Ss will stick/copy the lyrics in their diaries or “My Songs” book and learn the song by heart. T and Ss will listen to the song again and sing it along.
T: Stick the lyrics in your diaries / songbooks, please. And now we are going to sing the song. You can draw a picture representing one of the stanzas.
Language awareness:
T: Today we are going to learn new expressions that we will be all able to use in class. The first one is ‘Learn by heart’. I think you already know this one. It means that when somebody says for instance that we have to learn the song by heart, s/he means that we have to memorise all the words.
Let’s see another one; ‘Give someone a hand’. This doesn’t mean that you must cut off your hand and give it to somebody. It means that you are going to help him/her. So instead of saying, ‘Can someone help me?’ you can say ‘Can someone give a hand?’
Activity 21:Revision: ‘Painting the Weather’
In this activity Ss will revise concepts and language by looking at some paintings.
Step 1- Ss, in groups or pairs, will analyze paintings (papers, computers, OHP) filling in a worksheet. Ss will be allowed to use dictionaries and other reference materials.
T:Right! Boys & girls. The other day we talked about this painting. Can anybody tell the name?
S: The name of the painting is “The Gale of Love”.
T: Very good! Now I’m going to stick the following questions next to the painting.
- Who painted it?
- When was he born?
- When did he die?
- How long did he live?
- What nationality was he?
- What’s the weather like in the painting?
- What season is it?
- What can you see?
Good. Now the other day we said that It was painted between 1810 and 1820. It took ten years to paint it and that it was painted by the Mandi School.
So can anybody answer the first question?
S: It was painted by the Mandi School.
T: Excellent! The second question?
S: I don’t know.
T: A very good answer, because it doesn’t say anything about that. There is no informationabout the painter. If we pay attention to the last question, it says what, can you see?. Well, you can start by using ‘I can see…’; or you can use There is… or there are….
Remember that when we want to describe one thing we use there is. For example: ‘There is a cat’. And when we want to describe a lot of things we use There are. For instance: ‘There are cats’.
Do you understand? Kepa! give us another example.
Kepa: ….
T: Let’s have a look at another painting.
Step 2- Ss will present their paintings and information to their peers.
S: Hello everybody. The name of this painting is … .It was painted by….. He was born in … and he died in … . Thank you very much for listening.
Activity 22:Art:‘Weather pictures and poems’
In this activity, Ss will paint a ‘different weather’ version of a famous picture and write a poem or caption related to it.
Step 1- T & Ss will revise the haikus they wrote for “My Family Scrapbook” or T will explain how to write a short poem.
T:Boys and girls, eyes on me now. Do you remember the haikus we wrote for our family scrapbook? What is a haiku? Who knows? It’s a short poem with three lines and 17 syllables.
Step 2- Ss will write a new name and a short poem (haiku) for “The Gale of Love” or other paintings related to weather.
Option A:
T will follow procedures stated in Appendix_22.
Option B:
Ss, after having chosen a painting, will draw it again, this time changing the weather. They will give it a new name and write a caption.
T: Let’s write one for ‘the Gale of Love’. We are going to become painters now. Choose a painting/take the painting you had yesterday and draw it again changing the weather.
Make up a new name for your picture and write a short poem/a sentence about it.
Activity 23: Story: ‘The Weather Machine’
In this activity, Ss will listen to a story and complete a play script based on it.
Step 1- T will read the name of the story so that Ss may make hypotheses about the plot, what they think will happen, ...
T: The weather machine. Now what do you think the story is about?
S: I think it is about ….
Step 2- T and Ss will read the script of the play and discuss what happens in each scene. T will explain the idiom that appears at the end of the story. Ss will record it in their diaries.
To make a storm in a teacup
T: At the end of the play, Professor Hurricane says: “They made a storm in a teacup”. What does he mean by that? Does anybody know?
Well, it means that they gave too much importance to a very small thing.
Do you think that the change of weather was important for people? And the things that happened? So, do you agree with Professor Hurricane? Did they make too much noise for a very unimportant thing?
Copy this idiom in your diaries, please.
OPTIONAL
Step 3- Ss could choose one of the scenes and write a new dialogue, add a new scene or change the end of the story. In this case, Ss should also propose props, setting, …
T: This is the play-script, but we will change some dialogues so we have to make up what that character would say in the play.
Step 3- Ss, after reading the script for the performance, will decide who will play each character.
H: Who’ll play Professor Hurricane?...
Activity 24:Drama Rehearsal:‘The Weather Machine’
In this activity, Ss will rehearse their part of the play.
Step 1- T will tell the story again. Ss will do the rehearsal with the audio of the performance script.
T: Children listen carefully, I’m going to tell you the story again.
Here are some aspects we have to pay attention to: intonation and pronunciation, voice pitch, movement, characters... Ready?
What do you like about this scene?
What’s Professor Hurricane like? Is he a sad person? Is he an enthusiastic person? a clever/dull person?...So how is he going to talk? ….
Step 2- A group of Ss will work on the programme for the performance. Invitation poster will be distributed and read before other groups a few days before the performance.
T: This group will draw an invitation poster for class .... . You’ll have to write the programme filling it with the date and place for the performance. Then, you will take the poster to class, read the programme and then hang it on the wall for them to know what it is going to be about.
Activity 25: Corners
Follow the guidelines in the Primary document.
Step 1- Ss will work in corners. If necessary, T/H will keep a record to control who does what in each particular corner session.
Step 2- T will ask Ss what they have done in the different corners.
T: Right children. Today we´re going to have corners. So I want each one of you to choose one. Helper, would you please continue?
H: OK! Who is going to choose the index card corner? Raise your hands please.
One, two,……, five, thank you.
T: You´ve got three minutes to finish what you´re doing/In three minutes I´ll order you all to stop.
H: Time´s up. Would you please stop what you´re doing? Thank you.
T: Now, let’s see what you´ve been doing in those corners.
H: Reading Corner. It´s your turn.
S: Well, I’ve read a book. It was about … . I think it was…
H: Game Corner. It´s your turn.
S: I have played noughts and crosses. It was a very interesting game. I played 6times and I won three out of six.
Activity 26: Performance: ‘‘The Weather Machine’
In this activity, Ss will perform ‘The Weather Machine’ in front of other groups.
Step 1- Ss will perform the play in front of another group. T can record the performance.
H: Good morning boys & girls. Are you ready for the show?
Step 2- T asks the audience about the performance.
T: What do you think about the performance?
S: I think it was a very good show. I have enjoyed it a lot.
T: What was your favourite part? What did you like best? Why?
S: Because it was funny/I understood it very well/better ...
T: Now boys and girls, we are going to watch the video recording to evaluate our work.
First of all, we will see scene one. Take a sheet of paper and draw a line with your pencil dividing it in two halves. On the left side you are going to write the things that were well done and on the right things we can do better next time.
What should we do better?
Can you understand what the actors say? Why?
SS: No, because we speak in a low voice.
T: So how should we do it?
Activity 27:Evaluation
In this final activity T and Ss will revise the plan of Unit 1, PART III and in their diaries Ss will tick the activities done. It must be taken into account that the main aim of this task is for Ss to reflect on the activities they have practised so far and to make use of the language learnt during the assessed part. That is, T should encourage Ss to look in detail at the materials handled and used, recall the structures and vocabulary practised during the period and use them as a tool to communicate with their peers and T in the context of the unit. At this stage, and taking into account that they are already trained and familiar with the activity, T should try to move further on and start eliciting from Ss reasons for their evaluation.
Interaction sample:
T: What are we going to do today?
H: Check the planning and evaluate the activities.
T: Fine, so let’s go through the planning. Please, everybody find activity X in your diaries/folder. Do you remember? H, what was it about? What did we do? Which materials did we use? (to the group) What is your opinion about it? Why? What did we learn/What information did we obtain in this activity? How did we work? (pairs, groups, individually).
Along with H, T should record opinions and reasons on the b/b or preferably on paper (A3 or A1 if possible). The opinions may be given in their mother tongue, T should translate and write them down. These opinion-giving structures and vocabulary can become a bank of language for specific purposes or function-oriented. Not only that, but T should use this activity as a starting point to develop some other learning strategies like reasoning, reflecting on their own points of view, showing respect to peers’ opinions, reflecting on one’s work, etc.