Primary 5/Unit 2: SettlementsPART III: Home Sweet HomeAppendix_LANGUAGE
Appendix_LANGUAGE
Activity 19:Planning
In this sequence Ss will discuss the meaning of rural and urban communities.
T will introduce the topic and help Ss predict what Part III will be about. Ss will write down their predictions forPART III.
Step 1- T will show Ss the videotape/DVD case and cover of‘The Town Mouse and the Country Mouse’. Ss will share their ideas about the possible setting, plot, characters, ...
T: Right, boys & girls. Eyes on me! I think you’re forgetting the rules, no talking while the others are talking. Ainhoa, don’t swing on your chair, that’s howaccidents happen. Please stop talking now. No more talking for a bit. Good, you lot. That is nice and quiet. You others… sh… sh. Calm down now. OK. That’s better. Now everyone is sitting really nicely… except for Unai! Unai, could you sit properly like the others please? Thank you. OK…
Today we’re going to do something special, can anybody tell us what we’re going to do?
S: Listen to a story.
T: No, we’re not going to do that, but you were quite close though.
S: See a movie.
T: That was a good answer. Excellent. That´s precisely what we’re going to do. Have a look at the movie. Now, who can tell me the name of the movie. Lots of hands raised. Excellent.
S: The Town Mouse and the Country Mouse.
T: Wow! Well done, Jone, say it again please.
S: The Town Mouse and the Country Mouse.
T: Yes it is.The Town Mouse and the Country Mouse. You’re getting much better at English. Now all together please.
Ss: The Town Mouse and the Country Mouse.
T: You’ve done it very well, don’t spoil it now. So what possible characters will we probably encounter in the movie? Yeah, come on! What main/important characters do you think will come up?
S: Me!
T: Yes, John.
S: Maybe two mice.
T: Called?
S: A town mouse and a country mouse.
T: Very good! So, when we see the movie, perhaps we’ll see a town mouse and a country mouse and their adventures. By the way, do you know that in English we say one mouse and two mice. We don’t say two mouses. We can say one car, two cars. But the plural of this word is different. The same happens with man/men, woman/women and child/children. They are irregular.
Step 2- Then, T will ask Ss to try and guess what this part of the unit could be about and some of the activities it will contain (plan, song, evaluation, corners, …).
T: What do you think we are going to talk about in this part of the Unit?
S: About mice, about towns and country…
T: Can you guess any of the activities we will be doing this time?
S: We are going to see the movie. We are going to sing a song. We are going to listen to a story, ….
T: That was great work.
Step 3- T will present the plan for Unit 2-PART III and then Ss will check out their predictions. H (or T) will write it in the Classroom Diary while Ss copy the plan in their diaries. Ss will also copy their learning objectives. These will help Ss evaluate their own progress and encourage them to take responsibility for their learning.
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 settlements.
-watch a video.
-read/listen to a story and write a sketch.
-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 concepts about settlements.
-compare life in a town and in the country.
-write dialogues for a play script.
-learn and perform a play.
Now children, please copy them in your diaries.
Activity 20:Songs ‘The Town Rap’ or ‘Little Boxes’
Ss will listen to a song a number of times, identify key words and ideas from the lyrics. Ss will then rearrange the different parts of the song in the right order, and sing along.
Step 1- Ss will listen to one of the songs proposed in the sequence. They can choose between ‘The Town Rap’, included in ‘The Town Mouse and the Country Mouse’, OUP video, or a hit of the 60’s called ‘Little Boxes’, written by Malvina Reynolds.
T: Children, eyes on me now! Belen! 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.
Step 2- While listening Ss will write down the words they can identify. H will write them on b/b. Ss will then try to guess what the song is about.
T: What’s the song about?
S: I think it’s about little boxes!
T: Very good! Well this song was written by Malvina Reynolds in 1962. It was a protest song from the 60s. She was an American songwriter born in San Francisco on August 23, 1900(19 hundred) and died in 1978 at the age of 77. The song says that all the homes in some places in America look just the same. She also described how everyone living in those houses all lived the same monotonous/boring life, doing the same things and how everything always ended up the same, just like the houses. Just imagine everybody doing the same things, wearing the same type of clothes, how boring!
Now then, any difficult word that you have come up with?
S: Ticky tacky.
T: Well this word is not so common but it means poor quality, shoddy, made of inferior or cheap material.(Made of Inferior or cheap material specially of a building or housing development). If a house is made of ticky tacky, it means the building materials are of very poor quality.
Right! now, we are going to listen to the song once more but this time you are going to listen very carefully and try to write down the words that sound familiar to you. For instance, if you hear the word house you jot that word down very quickly in your notebook. Later on, I’ll give you some time to check the spelling and compare your answers.
Right! I’ll give you a couple of minutes to check out the spelling. Now regarding the spelling, I would like to remind you all, that you can either ask your partner or somebody else in class or look it up in the dictionary. If you’re asking somebody what would the question be?
S: How do you spell ….?
T: Very good! That’s the question. How do you spell (whatever word you like)?Is it clear?
S: Yes, it is.
T: Izaskun, how many d’ye write down?
S: 5.
T: That was good. And you?
(…): ...
T: Ok, let’s see how many words do we know.
S: Green, yellow, blue, university, golf,…
T: Well done! H, I want you to write them on the b/b.
H: Olatz!
S: Green!
H: How do you spell green, please?
S: G-r-e-e-n
H: Thank you.
T: Let’s say the words again.
Step 3- T will play the song a third time while Ss rearrange the lyrics of the song. They will be given a worksheet/strips that correspond to the song they will be working on. In groups, what they will have to do is put the different parts in order. For self-correction: all the strips could be numbered in the order that they should be placed. The S could then look on the back of the strips to see if s/he has placed them in the right order. Each line could also be on a separate piece of paper. Ss would be given strips of a cut up song and they would have to "rebuild" it.
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! Now look at the lyrics, please. Eneko! That’s enough! Perhaps I should remind you what Rule nº1 says: No talking while others are talking. So please stop talking now. No more talking for a bit. Good! That is nice and quiet.
Step 4- T and Ss will read the song aloud and use different techniques to find the meaning of any unknown word (inferring the meaning from the context, looking it up in a dictionary, ...).
T: Let’s read the song. H!
H: Kepa will you start please.
T: Any word that you don’t understand?
S: lawyers
T: Anybody knows the word?
H: Olatz! Look it up in the dictionary.
Step 5- Ss will stick/copy the lyrics in their diaries or in “My Songs” book and learn the song by heart.
T: Right boys and girls! I want you to stick the song in your diaries. And, as we are going to sing the song everyday, don’t worry because we’ll all end up learning it by heart. So for tomorrow I want you to read the first stanza again for homework. Ok?
Activity 21:Video, Comparing rural and urban settlements
Ss will see “The Town Mouse and the Country Mouse” on TV and compare rural and urban settlements.
Step 1- Ss will see “The Town Mouse and the Country Mouse” and do some of the activities suggested in the “Notes and Activities” booklet.
T: Now, I don’t want to hear any playground noises in the classroom while we’re seeing this movie. H, would you mind pressing the play button. Thank you.
T: Did you enjoy it? What do you think of the movie?
S: I think it was very interesting.
S: I think it was nice.
S: I think it was a bit too long but funny.
S: I think it was boring.
T: Why do think that?
S: Because it was not funny.
T: Right! The other day we said that the movie was going to be about the adventures of a town mouse and a country mouse. Were we right?
S: Yes.
T: Of course we were. The story is about the adventures of a town mouse when he visits the country mouse and the other way round, the adventures of the country mouse when he goes and visits his friend, the town mouse.
OK, we need to be quieter to hear what everyone is saying.
Step 2- T and Ss using a graphic organizer, Venn Diagram,will compare and contrast the characteristics of rural and urban communities: Things I can do in the town / Things I can do in the country; Things I can find in the country versus things I can find in a town. T will ask Ss where they go on holidays (to a city, a town, to the country, ...) to elicit previous experience and knowledge about life in towns and country. Ss will name an activity they are able to do in each environment.
T: Where do you usually go on holidays?
S: To Benidorm.
T: Is it a big or small town?
S: It’s big.
T: Has it got a cinema? Has it got a swimming pool?
(…)
T: Where do you go?
S: To my granny’s.
S: To my dad’s home town.
T: And where’s that?
S: In the countryside. It’s a small village.
T: Has it got a cinema?
S: No, there’s no cinema.
T: What do you do?
S: We play football in the fields.
T: Where do you go?
S: To the countryside. We go to the bush.
S: I stay at home.
T: Good. So you stay here. What things do you do?
S: I ride my bike.
T: That’s nice. What else?
S: Watch TV.
T: So from what all of you have said we can say that some of you stay here, others go to a town, some others go to a small village in the countryside. So we have urban and rural areas. Now, H is going to give you this paper where you can write down some of the things you do. Therefore, I want you to think very carefully. For example those of you who go to Benidorm will be able to write “I go to the beach everyday”. Those of you who go to the countryside will be able to write “I play with my friends in the meadows” or “I climb trees”. You can also write downelements you can find in your area. For instance, in the town you can find traffic lights. In the country or rural areas you can find animals, a few cars and so forth.
Step 3- Ss, in pairs, will write 5 things they are able to do in the country and in the town. Using a Venn Diagram T & Ss will sort out and fill in the graphic organizer. Finally, Ss will decide what settlement they like best.
T: H, will you please hand out these papers, please? Thank you.
H: Group leaders come to the front of the class, please.
H: Let’s read the instructions.Unai start reading please.
H: Time’s up. Pencils on the desk and fold your arms please. Thank you.
Maria, will you stop please.
T: Maria! What’s the matter with you today? Come on, let’s get on.These two groups are doing an excellent job. Thank you for being quiet. And now we are waiting for Ane. I am really cross, you should be listening.Aintzane, would you mind reading what you have written down. First of all, is it an urban or rural area?
S: Rural area.
T: And what do you usually do down there?
S: I play with animals. I play in a treehouse. Sometimes I sleep in a tent. I climb up trees. I swim in a river. I milk the cows with my grandma. We go on a picnic once in a while.
T: That’s really nice. Let’s write all that down.
Kepa, urban or rural?
K: Urban!
T: What do you do?
S: I swim in the swimming pool. I go to the cinema. I play with my computer. I’ve got a playstation 2 and I play Fifa 2006. I go to English summer camps. I go to McDonald’s to eat hamburgers.
T: That sounds great. Now let’s right all that on the b/b.
T: It seems that we have a huge list of things that we do. Now, for instance, John read the fist activity please.
S: I swim in a river.
T: Where would this go? Only in the country, only in the town or in both of them.
S: Country.
T: Only in the country.
S: Only in the country.
T: Do you all agree?
S: Yes.
T: Right! Next please. Oh come on! Everybody sit up straight, please. If you don’t, you’re going to have back problems later on. Much better!
S: I go to McDonald’s to eat hamburgers.
T: Where would this go?
S: Only in the town.
T: Can we go to a McDonald’s in the country?
S: No.
T: Of course not. We’re quite lucky so far because there aren’t any McDonald’s in a little village. So we would put this here. H, would you please?
H: Next one please, Belen!
S: I usually go to Eroski, a commercial center.
T: Now, having classified the things you usually do, I want you to go through each section and then choose the one you like best. If you like doing all these activities then you would write the following: “I like the things we can do in the country”. If you like doing these activities then you would write “I like the things we can do in town”. But if you like the ones in the area where the circles overlapthen you like both. So read carefully and decide.
T: Alazne, tell us what you like best.
S: I like the things we can do in the country, such as playing in a treehouse.
Activity 22: Reading & Writing “The Country Mouse and the Town Mouse”
Ss will listen to a story and write a sketch for one of the scenes.
Step 1- After reading/telling the story, T & Ss will discuss the differences between the story and the movie.
T: Right boys and girls. Did you like the story? Well what things did you find different in the story?
Step 2- Ss in small groups, will choose a scene in the book and write and perform a sketch. They could also write a scene that could have happened. The group will be able to use the script of the story while writing the dialogues or make them up. Extra characters could also be added. T will monitor and provide help as needed.
T: Right, now we´re all going to stand up and play a little game. I’m going to play some music and when it stops I’ll say a number. So very quickly without pushing one another you are going to find other partners to complete the group. Is it clear? I´ll give the start.
Fours.
Very good. Once again.
Fours.
Excellent, now sit where you are. Yes, on the ground. Please stop talking now. No more talking for a bit. Good, you lot. That is nice and quiet. You others… sh… sh. Calm down now. OK. That’s better.Aitor, turn round and face the front.
Now, put on your listening ears. Each group is going to choose a scene in the book. Then, write a dialogue and finally perform the sketch. It’s a bit tricky but I am sure marvellous things will come out. But first, H is going to hand out this worksheet.
H: Group leaders come over here please.
T: Thank you, H. Now let’s find out what the paper says. Planning our sketch.