READER: THE UGLY DUCKLING

THE UGLY DUCKLING

It was summertime and in an old farm some ducks popped out of the eggs, except one big and dark.

The small and the big ducks started looking at the strange egg. From the big and dark egg popped out an ugly dark duck. All the animals of the farm wanted that the ugly duckling went out of the farm, because he was ugly.

So he went out of the farm and started walking up to he saw a lake with wild ducks. Maybe I can go with them he thought. He approached them but they saw him and they told him to go because he was very ugly.

The ugly duckling decided to continue walking up to an old cottage, where he decided to sleep.

The next morning, the old lady of the cottage saw the ugly duckling, and she said that if he put eggs he could stay. The little ugly duckling could not, so the old lady throws him out of her cottage.

It was winter and the ugly duckling was shivering and all covered of snow. While he was walking he saw a set of an old badger and he decided to sleep near the badger.

The ugly duckling woke up from his long slumber. He went out of the set.

He feels strange because while he was sleeping his lungs have grown and have become stronger.

The ugly duckling saw a lake and he went inside to swim.

He was going to go in when he looked at the water and he saw the reflect of what he was, A BEAUTIFUL WHITE SWAN!

Art in class

The teacher will show these paintings to the children, in which the topic is traditional games. It is a good way to show them how culture was in their country in the past. That will help them to be aware of the changes that have happened in their country. Making a comparison between how the came was in the past and how is it nowadays.

Now, all the children will play to “Gallinita Ciega” and “Cinquillo”. In the first game, one child will cover his/her eyes with a blinker and all the kids have to move around in order to be catch. If the “hen” grabs on of his/ her classmates, he /she would have to figure out who that person is. In the second game, the children will have to put the card number five on the table, and then they will have to follow the numbers up and down. The winner is the one that runs out of cards first.

 

La gallina ciega. Francisco Goya          Los jugadores de naipes. Francisco Goya

 

MICE

1.Skimming:  how many tipes of mice does the text talk about? Can you named them?

2.Scanning: write true (t) or false (f).

• The pygmy mouse is the biggeste mouse.
• The jumping mouse can sleep seven month in the year.
• The harvest mouse doesn´t life with people.
• The dor mouse sleeps 9 month every year.

3.Reading between lines:

• Does the Pygmy mouse life in Spain?
• Are they nice pets?

4.Predicting:

• what do you thing the text is about?

• can you tell me something about  mice? 

5. Intensive reading: match the lines.
-Pygmy mouse                                                    -It can climb
-Jumping mouse                                                  -It lives about three years.
-House mouse                                                     -It is the smallest one.
-Harvest mouse                                                   -It eats seed, worms and bettles.
-Dormouse                                                          -It is a popular pet.

6.Guessing meaning from context:
Find the synonymous of these words in the text:

• domestic animal.
• rodent
• in every place
• large
• little.

MEG´S EGGS (storytelling)

                                                     






I choose this book to read in class to my partners because I think it has got eassy vocabulary ( some words are new for them but they will learn them) and grammar for infant education.
The sentences aren´t long and it appears one per page.
The layuot of the book is also useful because I think you can follow the book just looking at the pictures.

I have also work this book with one girl of years old, and when we finished reading it she said that she loved it.

Here there are some activities that you can do before, while and after reading:

-Before reading:

• Flashcards with different shapes.
• We can also show them the cover of the book and the teacher can ask things. F.e: if they had ever seen a witch.

• We can talk about witches, it can be useful to introduce Halloween.

-While reading:

• while the teacher is reading we can stop and make the children predict things such as what would come out of Meg´s cauldron?
• the teacher can also ask how many cabbage does the dinosaur ate? so we can also work with numbers.

- After reading:

• they can create a dinosaur.
• they can look for the shapes we had worked before in the pictures.

Activity after the song I can´t hear you

I CAN´T HEAR YOU

After listening the song about routines. The teacher will give a paper with some pictures of routines that appears in the song.
The children have to colour the ones that they usually do. For example:


                                                                                              

The very hungry caterpillar

Activities (before, while and after) – The very hungry caterpillar

1. Excursion to Faunia to see the butterflies from all around the world.

1. 2.    Life-cycle of the butterflies: The teacher brings to the class some caterpillars. In this way we can see the life-cycle.

1. 3.    The numbers´ song (1-10).

1. 4.    Maths: We can work shapes (circle, rectangles, triangles) to create a caterpillar.

1. 5.    Arts and Crafts: We can create a collage of a caterpillar.

1. 6.   ICT: Find some activities on the internet about healthy food.

1. 7.    Bingo to recognice differents types of food.

activities

1- It has been sais that the Grammar- Translation Mtehod teachesabout the target language, but not how to use it. Explain the differences in your own words.

The Grammar - Translation Method teachs you how to translate (grammar, just language learning) english but not how to use it in a normal conversation in youyr life.
With this method you only lear grammar and trasnlation.
The important thing is to develop comunicative competence.

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

In the inductive you start using particular set of facts or ideas and you finish in a general principe (with the input that you get you learn the grammar).
And in the deductive you start in a general principle and you finish with particular ideas.

3-Which of the following techniques follows from the principes of the Audio -Lingual Method, and which ones don´t? Explain the reasons for your answer.

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.
No. It could be connected to Grammar Translation Method.

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 to answer certain questions based upon on it. The passage contains words and structures introduced during the first three weeks of the course.
Not at all. One part yes, the teacher gives something to read that contains words and structures introduced during the three first weeks of course.

c. The teacher tells the students that they must add an `s´ to third person singular verbs in the present tense in English. She then gives the students a list of verbs and aks them to change the verbs into the third person singular tense form.
No. In the Audio-Lingual Method you don´t say you have to use the `s´ for the third person singula, you just use it.

4-Asher believes that foreing language insturction can and should be moddelled on native language acquisition. What are soma characteristics of TPR that are similar to the way children acquire their native language?

• At the beginning children do not day anything they just recieve input and learn the commands.
• In general they imitated a lot, it is really important.
• To have an enviroment where children feel comfortable. 

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

For example, we are going to teach the present continouos.
Teacher says: everyone touch something blue, children have to touch something blue.
Teacher says: everyone touch something green, children have to touch something green.