Part II: Dr. Dog Part II



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Primary 3 Unit 1: The Body PART II: Dr. Dog



PART II: DR. DOG

-To become aware of different types of illnesses and their remedies

-To identify the parts of the body

-To interact with the teacher and peers

-To develop autonomous learning strategies

-To memorise the songs

-To write simple texts

-To understand oral and written expository and instructive texts

-To take part in a performance


OBJECTIVES
ACTIVITIES

Songs:Hokey Cokey’, Oranges and Lemons, OUP / The Singing Kettle Video. ‘When Little Peter Dances’, Big Red Bus 1, Heinemann



-13-
Evaluation

+

Planning



-14-
Story Telling
‘Dr. Dog’


-15-

Rehearsal


-16-
Performance



-17-

Sing & Say

‘Hokey Cokey’





-18-
Booklet I

My Health Book




-19-

Booklet II

My Health Book




-20-
Reading
‘Your Amazing Body’


-21-
Mind Map

‘Your Amazing Body’




-22-
Games


-23-
Corners


-24-
Song

When Little Peter Dances’





ACTIVITY 13

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Evaluation

+
Planning



L

S



R

W

L



S

R

W



BG


BG


Diary


b/b

1- T and Ss have a look at the plan of PART I and Ss tick the activities that they have been done in their diaries.

2- T asks Ss to write down their opinion about each activity (T writes down a range of opinions on the b/b).
3- Ss write down the best activity for them and what they learnt.

4- Finally Ss write down something they learnt in Part I.

4- T presents the plan for PART II.
5- H (or T) writes down PART II plan on the Classroom Diary.
6- Ss copy the plan in their diaries.
7- As a follow up activity T and SS sing and act out the Song ‘Hokey Cokey’.



-Did we talk about…?

-Did we write in our Book of S&S?

-Did we sing a song/say a rhyme?

-Did we ...?

-Excellent / Very nice / Nice / Not so nice / Bad

-Which has been the best activity for you?

-The one I liked best was…

-My favourite activity was…

-In this activity I learnt...

-Now I know...

PART II planning

We are going to:



-sing two songs

-listen to a story

-perform the story

-make a booklet

-read ‘Your Amazing Body.

-complete a mind map

-play games

-write in the Sing & Say Book

-work in corners

SUMMARY

Ss give their opinion of the activities done in PART I and write down the planning of PART II.



OBJECTIVES

-To interact in English with the T. (9)

-To memorize a song. (12)

-To become aware of one’s own body and be able to identify its parts. (13)



ASSESSMENT CRITERIA

-Interacts in English with the T. (9)

-Sings the song. (12)

-Names and describes parts of the body. (13)






ACTIVITY 14

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Story Telling
‘Dr. Dog’

S

L


BG


Storybook ‘Dr. Dog’



1- T shows the cover of the storybook and asks Ss if they can find the title of the book and the author. Ss make hypotheses about what the story is going to be about.


2- Ss sit comfortably in a circle and listen to the story. When finishing, Ss check their hypotheses.
3- T asks Ss if they’ve enjoyed the story or not and if they want to listen to it again. If so T retells the story trying to involve the Ss in the story telling.

4- H writes the names of the characters of the story on the b/b. Ss choose one of them for the performance.


-Script of the story.


-Was it a story about (Ss’ hypotheses)?

-Did (Ss’ hypotheses) happen?

-…

-Now, you are going to choose one character for the performance.



SUMMARY

Ss listen to a story and choose the characters for the performance.




OBJECTIVES

-To take part while telling the story. (10)




ASSESSMENT CRITERIA

-Participates actively in telling the story. (10)






ACTIVITY 15

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION

Rehearsal
‘Dr. Dog’

S

L



R

BG
BG

SG


Storybook ‘Dr. Dog’

Dramatizing hints

Hand Out_15


1- T tells the story again.

2- Ss rehearse the story (see dramatizing hints) using the performance script (Hand Out_15). They will decide when to perform the role by heart.
3- T can hand out a tape with the performance script recorded so that the Ss can work on it at home.

-Script of the story.


-Dramatizing hints.

-Performance script.



SUMMARY

Ss work on the performance script and rehearse it.




OBJECTIVES

-To dramatize a story. (7)

-To participate actively in the performance. (10)


ASSESSMENT CRITERIA

-Performs the story: intonation, pronunciation, movement... (7)

-Participates actively in the performance. (10)




ACTIVITY 16

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION

Performance
‘Dr. Dog’

S

L


BG


Video camera.


1- Ss perform the story in front of another group.


2- T asks the audience about the performance.
3- T or classroom T can record the performance.
4- T can use the video recording to evaluate the use of linguistic and non linguistic resources of each S, using the evaluation chart.

-Performance script.


-What do you think about the performance?

-It was interesting!

-…

SUMMARY

Ss perform the story in front of an audience.



OBJECTIVES

-To dramatize a story. (7)

-To participate actively in the performance. (10)


ASSESSMENT CRITERIA

-Performs the story: intonation, pronunciation, movement... (7)

-Participates actively in the performance. (10)



ACTIVITY 17

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION

ORAL & WRITTEN PRODUCTION

Sing & Say

Hokey Cokey’

L

S



R

W


P

SG


I
BG




Scrap paper


Individual ‘Sing & Say’ book


b/b

1- In pairs or small group Ss write the beginning of the song ‘Hokey Cokey’ in a scrap paper, the way they think it is.


2- T writes the first verse on the b/b.
3- Ss check their written production.
4- T and Ss follow the same procedure with the rest of the song.
5- Ss copy the corrected version in their ‘Sing & Say’ book
6- T and Ss say and write some other words which have the same sound:

-Shake, make, gate, tail, wait.

-Ear, near, hear, beard, beer.

-Girl, bird, shirt, turn, fur.

-Hokey, cokey, hotel, boat, hello.

-Pen, desk, dress, head, ready.

6- T and Ss learn and practice the following tongue-twister:
Fabulous, fabulous, fabulous.


-Lyrics of the song



SUMMARY

Ss write the corresponding song in their Sing & Say book.



OBJECTIVES

-To write simple texts. (6)


ASSESSMENT CRITERIA

-Writes the lyrics of the song and checks. (6)







ACTIVITY 18

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Booklet I

My Health Book

L

S



W

R

BG


Dr. Dog’ story book
App. 18 or App. 22_C

1- T asks Ss about missing children and why they are not at school (routines).


2- T asks them about the illnesses they can remember from the story and H writes them on the b/b.

3- Ss talk about the illnesses they have suffered from and the different remedies. T introduces some illnesses that don’t appear in the book (chickenpox, earache…). H sticks the cards (Appendix_18 or Appendix_22_C) on the b/b.
Note: if Ss mention a different illness and/or remedy, T will write them on the b/b.

4- T elicits pieces of advice on what Ss should/shouldn’t do according to each illness and H sticks them on the b/b.



-Who’s missing today? Is s/he sick? What has s/he got?

-S/he has a cold/ the flu /earache…

-Do you remember Dr. Dog?

-What did the Gumboyles have?

-They had cough, lice…
-Illnesses: chickenpox, cold, earache, tummy ache, tonsillitis, worms, lice…

-Remedies: tablets, a mixture, an injection, chamomile, lemonade, boiled rice, talcum powder, smelly shampoo, vinegar, aspirin, worm medicine, eardrops…



-Have you ever had a cold/ lice/ worms…?

-Yes, I had…./ No, I didn’t.

-What did the doctor/mum/dad give you, tablets, a mixture, an injection, chamomile, lemonade…?

-The doctor/mum/dad/he/she gave me some tablets…
-I have lice. Do you want to use my comb?

-If you have lice, what should/shouldn’t you do?

-Don’t swap combs and brushes.

SUMMARY

Ss talk about illnesses and remedies.



OBJECTIVES

-To ask for language information. (4)

-To be aware of communicative value of English to interact with T and mates. (9)

-To take part actively. (10)

-To identify childhood illnesses and remedies. (16)


ASSESSMENT CRITERIA

-Asks for language needed. (4)

-Interacts in English with T and mates (9)

-Participates actively. (10)

-Identifies illnesses and remedies. (16)




ACTIVITY 19

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Booklet II

My Health Book

L

S



W

R

BG

I

SG



SG

T’s booklet

Hand Out 19_A
Hand Out 19_B

Ss’ booklets


1- T shows her/his own booklet already done in A3 size. T tells Ss of her/his own childhood illnesses and asks about a remedy and a piece of advice for each one. They check it by opening the flap.


2- T invites Ss to make their own booklet.
3- H gives out a blank booklet prepared by the T in advance (Hand Out 19_A).
4- Ss choose three illnesses they’ve suffered from and their corresponding remedies and pieces of advice (Hand Out 19_B).
5- Ss colour and cut out the necessary flaps and build up the booklet.
6- Ss write/stick and complete (according to their ability) the proper text for each illness, remedy and piece of advice.
Notes:
  • This activity can be done interacting T and Ss following the instructive text (Hand Out 19_B). Ss get in groups, T works with one group at a time, while the others do corner work.


  • Ss can use the flaps and texts (illnesses, remedies and pieces of advice) provided by the T or they can make up their own models according to the information given by their parents.

7- Ss, in groups, use their booklets to compare their Health History.





-Look at my booklet!

-When I was 6 I had chicken pox. Oh, it was itchy! What do you think my mum told me?

-Don’t scratch!

-That’s right! Don’t scratch!

-Who’s had chickenpox? Was it itchy? Did you scratch your spots? And what we should do?
-Now you are going to make your own booklet. You have to choose three illnesses you’ve suffered from. You can make a free booklet or use the templates H can provide you with.
-What illnesses have you chosen?

-Childhood illnesses: a cold, worms, chickenpox, earache, tummy ache, tonsillitis, lice…


-What do/did the doctor/your mum give you: …?

-The doctor/my mum/he/she gives/gave me some tablets…

-Remedies: tablets, a mixture, an injection, chamomile, lemonade, boiled rice, talcum powder, smelly shampoo, vinegar, aspirin, worm medicine, eardrops…


-What do/did they tell you?

-Don’t scratch!


-I’ve had….

-Me too! And have you had…?

SUMMARY

Ss make a booklet about their own illnesses.



OBJECTIVES

-To understand instructive texts. (1)

-To ask for language information. (4)

-To be aware of communica-tive value of English to inter-act with T and mates. (9)

-To take part actively. (10)

-To identify childhood illnesses and remedies. (16)



ASSESSMENT CRITERIA

-Follows T’s instructions. (1)

-Asks for language needed. (4)

-Interacts in English with T and mates. (9)

-Participates actively. (10)

-Identifies illnesses and remedies. (16)






ACTIVITY 20

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Reading

Your Amazing Body’

L

R



BG

SG


My Amazing Body’ book

1 copy of the book per pair.

1- T makes sure all Ss have got a book or a copy of the book (two Ss may share the same book or copy).


2- T asks questions about the title, the writer and the organisation of the book. T explains briefly what the text is about.
3- T reminds Ss to look at the pictures to help comprehension.
4- Ss read one chapter in silence. When they finish, T asks about already known vocabulary.

5- T reads the text aloud to establish sight-sound correspondence while Ss follow in their books.

6- T explains difficult words referring to pictures and/or using mime and gestures (T only uses translation as the last resort).
7- Second reading: Step 5 is repeated (this time T and Ss) to familiarize Ss with the new language in both its spoken and written forms.
8- Repeat the same procedure with the rest of the chapters.



-Have you got your book/ book copy?

-What’ s the title?

-What’s the writer’s name?

-How many chapters / parts has the book got?

-This book is about our body and how it works.
-Look at the pictures to understand the text better.

SUMMARY

T and Ss read ‘Your Amazing Body’ to make clear the comprehension of the book.



OBJECTIVES

-To understand instructive texts. (1)

-To take part actively. (10)

-To understand simple oral and written texts related to the body. (11)




ASSESSMENT CRITERIA

-Follows T’s instructions. (1)

-Participates actively (includes asking for language). (10)

-Follows procedure for reading. Gets information from simple expository and descriptive texts. (11)





ACTIVITY 21

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION

ORAL & WRITTEN PRODUCTION

Mind Map

‘Your Amazing Body’

L

R



W

BG

SG


BG


My Amazing Body’ book


Hand Out_21

Appendix_21


1- Comprehension work: T explains the Ss they have to fill in the mind map. T exemplifies what they have to do (Hand Out_21 and Appendix_21 in A3.).

2- Ss in groups of four get Hand Out 21.
3- Ss read silently and comment their answers with their classmates in order to fill in the mind map. T circulates to help with any problems.

4- Class check: T goes over the answers with the class and refers to the text when necessary.




-Now you have to fill in this mind map with these pictures and the words and expressions in these bubbles.

-We are going to start doing one all together.

-Look, there are six arrows. They refer to the six parts of the book.

-Let’s pick up this picture. What is it about?

-So the title is... which of these expressions refers to that?

-Read your book silently to find it out.

-Let’s see. What have you got here?

-Let’s read it again.

SUMMARY

Ss fill in a mind map with pictures and main information, according to the text.

OBJECTIVES

-To understand instructive texts. (1)

-To take part actively. (10)

-To understand simple oral and written texts related to the body. (11)



ASSESSMENT CRITERIA

-Follows T’s instructions. (1)

-Participates actively (includes asking for language). (10)

-Follows procedure for reading. Gets information from simple expository and descriptive texts. (11)






ACTIVITY 22

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Games

L

S



R

SG


Appendix_

22_A


Appendix_

22_B
Appendix_

22_C

1- Ss play different games:




  • Card Games (Appendix 22_A)

    • Snap:

a- You need two sets of picture cards or two sets of word cards.

b- Shuffle the cards together (pictures or words).

c- Ss take turns to turn over a card from the pack and say the word or the name of the picture.

d- If both words are the same, the first player to say ‘Snap’ is the winner and keeps the cards and the bundle underneath.


  • Pelmanism or Memory Game:

a- You need two sets of picture cards or two sets of word cards.

b- Turn all the cards face down on the table.

c- Ss take turns to turn over two cards at a time.

d- If they are the same, keep the pair.

e- If they are different, put them down again in the same place. It’s next S’ turn.


  • Dominoes (Appendix 22_B)

Ss in pairs/threes… match the pictures and words by the same end.

  • Happy Families (Appendix 22_C)

Each family consists of 4 cards: name of illness, illness picture, remedy picture, piece of advice. Ss, in turns, have to ask for their missing cards one by one, until they complete a family.

  • Simon Says.

  • Bingo




-Today we are going to play some games that you might already know.
-Do you remember how to play Snap / Pelmanism / Dominoes / Happy Families / …?

-Noooo!

-Well, don’t worry and let’s go over the games again.

-…

SUMMARY

Ss play different games.



OBJECTIVES

-To understand instructions related to games. (1)

-To interact when playing games, using specific language. (9)

-To participate actively in the games. (10)

-To develop awareness about the value of games: co-operation, fairness, … ( )



ASSESSMENT CRITERIA

-Follows the instructions in order to play the game. (1)

-Interacts in English with T and mates using appropriate language for games. (9)

-Participates actively in the games. (10)

-Plays games with fairness. ( )




ACTIVITY 23

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION


ORAL & WRITTEN PRODUCTION
Corners

S

L



R

W

SG

BG


Corner materials


List of Ss in each corner

1- Ss go to a corner in pairs or small groups. If necessary, T/H keeps a record in order to take turns in each one.


2- T asks some Ss what they have done in the different corners.
Note: suggested corners:
-Reading

-Computers

-Index Cards

-Games (Bingo, Pelmanism, Snap, …)

-Handicrafts

-Pending Tasks (Diary, Sing & Say Book, …)


-…



-What have you done in the different corners?

-I’ve read a book. It was about …

-We’ve listened to a story. It was about …

-We’ve played a game called …

-I’ve drawn a picture. It’s a …

-…
-What do you think of it?

-I think it was …

-What did you learn?

SUMMARY

Ss work in corners.



OBJECTIVES

-To give information and opinions on work done. (3)

-To be able to work autonomously in corners. (8)

-To interact with T and mates. (9)




ASSESSMENT CRITERIA

-Says what s/he did in the corners. (3)

-Keeps materials tidy. (8)

-Interacts in English with T and mates in the corners. (9)





ACTIVITY 24

LANGUAGE

SKILS

INTER

ACTION

MATERIALS

DESCRIPTION

ORAL & WRITTEN PRODUCTION

Song

When Little Peter Dances’

S

L



BG


Lyrics
Audio CD P3-U1



1- T and Ss stand up in a circle.


2- Ss holding hands move around in the circle imitating T’s movements while listening to the song.
3- Ss sing the song and dance.

-Lyrics of the song


-Now, we are going to sing a new song.

-Get in a circle and copy the movements I do while we listen to the song.

-H, give the start, please!

-Ready, steady, go!
-This time we are going to sing the song and dance.

SUMMARY

Ss listen and sing the song.



OBJECTIVES

-To memorize the song. (12)

-To identify and locate parts of the body. (13)


ASSESSMENT CRITERIA

-Sings the song. (12)



-Names parts of the body. (13)





Eusko Jaurlaritza. Hezkuntza Saila. Ingelesa Edukien Bitartez. LMHko 3. Maila. 2003-04 ikasturtea.





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