During the Week of Press, students in Level 4 became interviewers. The task was to design of a questionnaire to interview someone older than them in order to find out their tastes and personal preference. Finally, using the information gathered , they wrote reports on their interviews and presented their works to the class. Furthermore, this type of activities offers an excellent opportunity for self- correcting, enhancing their knowledge and improving.
Durante a Semana da Prensa, os alumnos de 4º de Primaria convertíronse en entrevistadores. A tarefa consistía en diseñar un cuestionario para entrevistar a alguén maior ca eles para averiguar os seus gustos e preferencias persoais. Finalmente, coa información obtida, escribiron un informe sobre sobre as entrevistas e as presentaron a clase. Ademais, este tipo de actividades permite que sexan os propios rapaces os que se autocorrixan, afianzando os coñecementos e mellorando.
As my students in level 1 were learning how to describe landscapes, we decided to use our own landscape paintings to practise what we had learnt.First,we saw and described various paintings. Then, students imagined and painted their own master pieces inspired by what they had seen and finally,they used them to created simple lapbooks.
Como os meus rapaces de 1º estiveron aprendendo a describir paisaxes campestres, decidimos usar as nosas pinturas para practicar o que aprenderamos. Primeiro, observamos e describimos varios cadros. Logo, os rapaces imaxinaron e pintaron as súas obras maestras inspiradas nas que xa viramos para, finalmente, usalas para crear sinxelos “lapbooks”.
The end of the school year is around the corner and my students in level 5 are preparing their last works before holiday break. In this task, they have to choose two animals from an exercise they have already done in their activity books.
After describing the animals and using the information given in that exercise, they have to compare them.Finally, they will make an oral presentation.
O final do curso está a piques de chegar e os rapaces de 5º están a preparar os seus últimos traballos antes das vacacións. Esta vez teñen que escoller dous animais dun exercicio que xa fixeron no caderno de actividades. Despois de describilos, teñen que comparalos e presentar o seu traballo na clase.
Here you have the first ones/Aquí tendes os primeiros:
It took us several days (or it would be better to say several breaks) to have our postcards ready because we have just a computer for printing in the English classroom so my students had to create their postcards one at a time.It was worth the long wait!!
Levounos varios días( mellor dito varios recreos) ter as nosas postais preparadas xa que só contamos cun ordenador que nos permita imprimir na clase así que, os rapaces tiveron que traballar de un en un.Valeu a pena a longa espera!!
This is one of my favourite’s Eric Carle’s book. It’s a story about a chameleon who isn’t happy. Except for catching flies and changing colors occasionally, this chameleon doesn’t find life very exciting. One day, he visits the zoo and meets many different animals. He wishes to be like all the animals in the zoo and its wish comes true. He changes its size and shape as easily as its colour until in the end, he realizes he is much happier being just a chameleon.
Esta é un dos meus libros preferidos de Eric Carle. Vai dun camaleón qque sinte que a súa vida non ten nada de excitante, salvo cazar moscas e cambiar de cor. Un día visita o zoo e desexa ser como os animais que alí ve. O seu desexo faise realidade: cambia de tamaño e forma tan doadamente coma de cor pero, só é ao final cando se decata de que é moito màis feliz sendo un camaleón.
What I like about this book is that it gives teachers the opportunity to talk with children about how we are different, how we are special, and how others are special too!Besides it allows us to work a large amount of vocabulary(adjectives, colours, animals, parts of the body) and the grammatical structure It’s got the (blank) of a (blank).
O que máis me gusta deste conto é que brinda a oportunidade de falar cos alumnos das nosas peculiaridades e de cómo estas nos fan especiales e cómo fan de especiais aos demais. Ademais nos permite traballar cunha grande cantidade de vocabulario (adxectivos, cores, animais, partes do corpo) e a estructura gramatical It’s got the (blank) of a (blank).
After reading the story, we talk about:
*How the chameleon feels at the beginning of the story (bored, sad,…)
*What happens when the chameleon sits on a brown leaf or on a red rose
* The animals the chameleon sees
*What parts of the body the chameleon changes
*How the chameleon feels at the end of the story and why
*What happens at the end.
Despois de ler o conto, falamos sobre: como se sinte o camaleón ao comezo da historia;que sucede cando se senta sobre unah folla ou unha rosa;que animais ve; que partes do seu corpo muda; como se sinte ao final do conto e o por que e que sucede ao final.
Finally, they had to create their own Mixed-up chameleon.Here you have their productions. They are fantastic!!
Por último, cada un tivo que crear o seu propio Mixed-up Chameleon. Aquí vos deixo os seus traballos. Son fantasticos!!
During the Week of Press, students in Level 4 became interviewers. The task was to design of a questionnaire to interview someone older than them in order to find out their tastes and personal preference. Finally, using the information gathered , they wrote reports on their interviews and presented their works to the class. Furthermore, this type of activities offers an excellent opportunity for self- correcting, enhancing their knowledge and improving.
Our English Corner's Blog 