Pre-Activity: Divination Class at Hogwarts


We are about to start Mission 2 in Level 3, but first, we will do a pre-activity. This will help students get ready, practice English, and prepare for the next challenge to find the clues needed to open the Chamber of Secrets.

Let’s go, future witches and wizards! 😊

Estamos a piques de comezar a Misión 2, pero antes de dar o seguinte paso, faremos unha actividade previa. Esta actividade axudaranos a entrar en situación, practicar inglés e prepararnos para o reto que nos permitirá avanzar na aventura e descubrir as pistas para abrir a Cámara dos Segredos.

¡Imos aló, futuros magos e magas! 😊

Context for Students:

Welcome to Divination Class at Hogwarts! Professor Trelawney has a fun challenge for us: we need to find out our classmates’ favorite days and subjects by asking questions in English.

“Let’s do the challenge and start Mission 2 to find the clues to open the Chamber of Secrets!”

Objectives of the activity:

  • Practice structures with questions and answers in English.
  • Promote oral interaction in a fun context.
  • Relate the content to the Harry Potter narrative to motivate the students.
  • Practicar estruturas con preguntas e respostas en inglés.
  • Promover a interacción oral nun contexto lúdico.
  • Relacionar o contido coa narrativa de Harry Potter para motivar ao alumnado.

Preparation

  1. Materials Needed:
  • Cards for each student with secret information:
    • Name: Harry Potter
    • Favourite day: Monday
    • Favourite subject: Potions
  • A large weekly timetable on the board with the days of the week and subjects.

2. Set up

  • Each student receives a card and must keep their information secret.
  • The timetable on the board will help students talk about the days and subjects.
  • Materiais necesarios:
    • Fichas para cada alumno/a con información secreta:
      • Name (Nome): Harry Potter
      • Favourite day (Día favorito): Monday
      • Favourite subject (Materia favorita): Potions
    • Un calendario grande na pizarra coas materias da semana
  • Organización:
    • Cada alumno/a recibe unha ficha e debe manter a súa información en segredo.
    • O calendario na pizarra serviralles para falar sobre os días e materias.

Activity Steps

Step 1: Whole-Class Practice (with Teacher Support)

  • The teacher models how to ask questions and respond using the timetable.

Step 2: Magic Conversations (Student Interaction)

  • Students walk around the classroom and interview each other using the questions:

“What is your favourite day?”

“What is your favourite subject?”

  • Each student answers based on their card and can use the timetable on the board for support.

Fase 1: Práctica en grupo (con apoio do mestre/a)

  • O mestre/a explica como facer as preguntas e responde aos alumnos usando o calendario e unha ficha.

Fase 2: Conversas máxicas (interacción entre alumnos/as)

  • Os alumnos/as camiñan pola clase e entrevístanse uns cos outros usando as preguntas:

“What is your favourite day?”

“What is your favourite subject?”

  • Cada alumno/a responde segundo a súa ficha e pode consultar o calendario da pizarra se é necesario.

Individual Reinforcement at the End of the Activity

Once the group activity ends, the teacher will give each student individual support to reinforce learning. Each student will answer the questions below alone:

  • “What day have you got your favourite subject?”
  • “What have you got on __?”

This final reinforcement will make sure all students understand and use the practiced structures. 😊

Unha vez rematada a actividade grupal, o profesor fará un refuerzo individual para consolidar a aprendizaxe. Cada alumno/a responderá, de maneira individual, ás seguintes preguntas:

  • “What day have you got your favourite subject?”
  • “What have you got on __?”

Este reforzo final permitirá comprobar a comprensión de todos os alumnos/as e consolidar o uso das estruturas traballadas. 😊

Additional Note:

The question “What time have you got…?” is optional and can be used depending on the students’ level or whether they have already worked on telling the time (o’clock and half-past). If the students are just starting to learn about time, this question can be adapted or omitted until they feel more comfortable with it. For more advanced students, it can be a good opportunity to reinforce vocabulary related to telling the time.

A pregunta “What time have you got…?” é opcional e pode usarse dependendo do nivel de cada alumno/a ou de se xa se traballaron as horas en punto e media no aula. Se os alumnos/as están empezando a aprender as horas, esta pregunta pode ser adaptada ou omitida ata que se sintan cómodos con ela. Para os máis avanzados, pode ser unha boa oportunidade para reforzar o vocabulario relacionado coas horas.

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