Learning Intention I am learning vocabulary for hot/mild weather.
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Transcript of Learning Intention I am learning vocabulary for hot/mild weather.
Learning Intention
I am learning vocabulary
for hot/mild weather
Success Criteria
I am familiar with and can correctly pronounce the 7 vocabulary words I have
learnt today
I can work successfully in a team to create songs to remember my vocabulary
Starter
• http://www.youtube.com/watch?v=WPboONnHd14
quel temps fait-il?
Écoutez
+
Répétez
il fait beau
It is nice
It is nice
il fait beau
il fait du soleil
It is sunny
It is sunny
il fait du soleil
il fait chaud
It is hot
It is hot
il fait chaud
il fait du vent
It is windy
It is windy
il fait du vent
il pleut
It is raining
It is raining
il pleut
il tonne
There is thunder
There is thunder
il tonne
il fait des éclairs
There is lightning
There is lightning
il fait des éclairs
Listening Activity
• Teacher calls out a weather phrase which children draw and translate into English on show me boards.
Group Activity
• Choose a famous jingle or make a jingle of your own and use the vocabulary you have learnt today and previously to compose lyrics. You will be peer assessed. WRITE DOWN YOUR FULL SONG ON THE PAPER PROVIDED.
• If your group finishes early, add music to your jingle, using the musical instruments or any other means (beat boxing).
Example
See if you can guess the jingle!!!!
il fait chaudil fait chaud
mais il fait des éclairsil tonne, il fait beau,il pleut il fait du vent
HEY
Jingle Bells!
It is hotIt is hot
But it is windyThere is thunder, it is nice, it is raining, there is lightning
HEY
Jingles
• Jingle bells• London bridge• Twinkle twinkle little star
• Chart hits/raps
• Compose your own tune
Remember
Syllables
syl la bles
Success Criteria for activity
• Use of at least 4 new vocabulary phrases
• Correct pronunciation of all words
Peer Assessment
Pair up with another group and take it in turns to perform your jingle.
Peer assess each others work:•Did they meet the success criteria?•Give them two stars and a wish
The Weather Song• Level: beginner / elementary
Aim: practicing listening skills, practicing vocabularyTime: 15 – 20 minutesLanguage skills: Types of learners: auditory, kinesthetic, visual, musical Materials for the students: none Materials for the teacher: noneClassroom management: whole class (in variation: groups)
• Steps of the game: 1. Take some well-known tunes which children already know, e.g. 'London Bridge', 'Old McDonald', 'Jingle Bells' or a tune from their course book (if the course is supported by a cassette).2. The lyrics of the song will be the vocabulary which was recently introduced, e.g. clothes or food. The lyrics are chosen by students – they suggest, and the teacher chooses suitable words according to the tune.3. Activities which are to be performed during the song are also chosen by the students, e. g. socks are presented as putting them on one's feet.4. The teacher sings along with the students and performs all the activities. The point of the game is not only in vocabulary, but in varying the speed of the song. This gets quite amusing with younger children!
• Variation 1: groups of 3 or 4 students are formed. They take the same tune, but change the lyrics. They perform this for the class. Variation 2: Young children like to draw. After the activity, they can draw the words form the song in the order they appear in the song (this can be done before singing with the children who do not read or write yet).
• Some possible lyrics:E.g. 'Jingle Bells': trousers, socks, jacket, jeans, we wear them every day,sweater, shoes, t-shirt, cap, I'm wearing those today.
• OR: 'London Bridge': a piece of pie, a glass of milk, sugar cane, chocolate bar,a cup of coffee, lemon juice, one big pizza.