Keith Haring

 

 

I have chosen this painter with this picture because I’m my opinion his pictures connect with the children´s pictures, these are very simple and clear. You can work different colours and actions with this picture. You could have some flashcards, which will write the actions that appear in the picture, the children should match right way, but you may have more flashcards with different actions than the actions which appear in the picture. I think you could do the same for working the colours.

Besides you could describe the different characters and later they should choose the character that you have described. Or sometimes the children could do it like a game.

They could also imitate to the characters of the picture, in this case you will be able to use TPR technique.

They could draw own character with the action what they want.



Mice

Activities about reading technique

Skimming

1.      How many kinds of mice is the text talking about?

 

                            three                           five                        two

 

2.      Which is the smallest kind of mice?
 

pygmy mouse               jumping mouse         harvest mouse         dormouse

 

Scanning

1.      The jumping mouse has______back feet.

short                               long                    narrow

2.      Small dormice sleep for seven______every year.

nine                             seven              five

3.      The harvest mouse can_____very well.

eat                                climb                 fly

 

Intensive reading

1.      Read again jumping mouse and later drawing it and its food.

Making inferences

1.      Who can sleep inside of a sock?

H_____         M______

 

2.      Which mouse can see a snowboarder?

H_____         M_______

 

3.      Who can touch the sky?

_______________

 

4.      If you were Julio Cesar which mice prefer to eat?

_______________

Predicting

Before reading the text we will ask some questions about mice:

1.What is a mouse?

Animal                        toy                             clothes

2.Have you ever seen some mouse? Where?

Film                 street                     home

3.How is it? (Length, colour,…)

4.Do you know some house mouse?  what kind of food do they eat?
where do they live? how are they? 

 

 

 

 

 

5.Do you know anohter object that is called mouse?

 

Contextual Guessing

1.      Match photos with words

Nest                      tail                  pets

 to Climb             back feet       to  eat

 

Other activities

 

1.      Match photos with words

 

Pygmy mouse                       jumping mouse

 

House mouse             harvest mouse          dormouse

Sandra González, Irene del Pozo, Patricia Dominguez y Cristina Vieco



 

stickpeople

draw  by Patricia Dominguez and write by  Patricia Dominguez and Cristina Vieco

Pre-listening

• What actions can you see on the picture?
•   Have you ever seen this place in your planet?
• How many aliens can you see?
• How many heads can you see?

While listening

1. Children should do the same moves or actions that they see in the tale. For example, if they see an alien who is reading a newspaper, the children have to do the same.

2. You could describe one character and the children should guess it and they should also answer this quetions: who is it? and where is it?

After listening

              1.Draw the aliens that you like more.

 2.Put in order the different letters of the words that appear in the story

DHEAà___ ___ ___ ___

PPLUREà___ ___ ___ ___ ___ ___

MARà___ ___ ___

DREà___ ___ ___

Cristina Vieco y Sandra González

Exercises about the Theories.

1. It has been said that the Grammar- Translation Method teaches students about the target language, but not how to use it. Explain the difference in your own words.

If you only translate the sentences that you want to use or you only learn the vocabulary in your own language. When you need say something all time you are thinking in your language so you tell to something you will be errors because it isn´t the same write what speak. And when you learn the vocabulary of the other language if you learn the means of the different words in the language that you are studying, it is better because you practice you new language and you will know to use these new words in different ways.

2. In the Grammar-Translation Method, grammar is treated deductively, in the Direct Method, grammar is treated inductively. Can you explain the difference between deductive and inductive treatments of grammar?

In deductive treatments of grammar the teacher explain all the things about the language and students don´t think different options. In inductive, the teacher don´t explain anything and the students learn by theirself. Deductive example: when the teacher shows a map and she says: “this is Italy” and she points to the country but if the teacher shows the map and she says: is Italy on the map? In this cause is Inductive Method.

3 Which of the following techniques follows from the principles of the Audio Lingual Method, and which ones don´t?

a.      The teacher asks beginning level students to write a composition about the system of transportation in their home countries. If they need a vocabulary word that they don´t know, they are told to look in a bilingual dictionary for a translation. (GRAMMAR TRANSLATION)

b.      Towards the end of the third week of the course, the teacher gives students a reading passage. The teacher asks the students to read the passage and to answers certain questions based upon it. The passage contains words and structures introduced during the first three weeks of the course.

c.       The teacher tells the students that they must add an `s` to the third person singular verbs in the present tense in English. She then gives the students a list of verbs and asks them to change the verbs into the third person singular present tense form.

Any answers are correct. Because in b when they read the passage, the students have to connect with their knowledge that they learn from the third week (this it is most connect with Audio Lingual). And in C you must say anything for being drills, and the teacher says something.

4. Asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?

·         Simple tense in imperative: is very use with children

·         To get a lot of input.

·         Learn with the actions and instructions

·         Imitation.

5. A lot of target language structures and vocabulary can be taught through the  imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.

You want to teach there are verbs that in Spanish you say (tener) but in English you say (soy), like I am cold, I am hungry, I am hot, am thirsty, I am six years old.

For example: “I am cold” you wear on a scarf or you say “I am thirsty” you drink water. The children have to make the same to learn the sentences.



Sara Murillo, Belen Lopez-Robles y Cristina Vieco

Songsheet

         1. Join  with arrows in correct order.

Raise                          your hands

Drink                          your toes

Clap                            three

Count to                    the sky

Touch                        the sea

Move                          five

Touch                        your hand

Count to                    your nose

2. Join each picture with its meaning

Sandra Gonzalez, Patricia Dominguez y Cristina Vieco