Unit 6 ACE 3

3 Teachers Resource CD-ROM Oxford University Press Photocopiable 1

Unit 6 Story

1 Remember the story. Read and match.

1 Jill is a

2 She can do

3 On Monday morning, she

4 She helps people

5 She helps her friends

6 After school she

7 She washes the dishes

8 She doesnt need her

a at school.

b superhero.

c special things.

d with her mum.

e on the way.

f super powers now!

g is tired.

h goes to school.

2 Read and circle. Write. Then act.

get up / have a shower /wake up

has breakfast / feeds the dog / washes the dishes

wash the dishes / feed the dog / feed the fish

3 Draw Ace Boy. Write.

fly feed the dog run fast

e can

Narrator Its Tuesday morning and its a school day. Ace Boy is in bed.

Mum Ace Boy! Its time for breakfast!

Ace Boy I get up and then I .

Narrator Ace Boy gets dressed ... and then he gets dressed again.

Ace Boy Because Im a superhero! My names Ace Boy.

Narrator Ace Boy can do special things with his

superpowers. He and he ... at the same time!

Mum Can you please?Ace Boy OK, Mum!


Unit 6 Vocabulary and grammar 1

3 Look and write.

5

e goe home and then he washe the dishe.1

1 get up2 3 4 5 6 7 8

he2

3

4

1 Look and write.

2 Match. Then order the pictures for you.

I do my homework.

I go to sleep.

I go home.

I go to bed.

I go to school.

I wash the dishes.

f

b e

d

c

a

1

2 3 4

5 6 78


Unit 6 Vocabulary and grammar 2

1 Read and match.

f

g

h

b

e

d

c

a Its five oclock.

Its quarter past ten.

Its half past twelve.

Its quarter to seven.

Its half past nine.

Its quarter past eleven.

Its four oclock.

Its quarter to three.

3 Follow and write.

2 Write.

t 1 3

2 4

1 feed the fish at quarter to six.

2

3

4

5


Unit 6 Cross-curricular

- 6 - 5London

+ 2 + 4

Mexico City New York Cape Town Moscow

1 Its five to four in London. What time is it in Cape Town?

t five to six.2 Its twenty to ten in London. What time is it in Mexico City?

3 Its twenty-five past two in London. What time is it in Moscow?

4 Its ten to twelve in London. What time is it in New York?

5 Its ten past eight in London. What time is it in Cape Town?

t twenty-five past three.

1

2

3

4

2 Look, read and answer.

1 Write.

Learn more five past

ten past

twenty past

twenty-five pasttwenty-five to

twenty to

ten to

five to

63 Teachers Resource CD-ROM Oxford University Press Photocopiable

1 Watch and write.

Unit 6 DVD Cross-curricular Time zones

City: Country:

City: Country:

2

3

121

2

3

45

67

8

9

1011

121

2

3

45

67

8

9

1011

t six oclock in the morning. m getting up.

2 Watch again. Then draw and write.

3 Read. Then write. Imagine that you live in Shanghai, and your friend Paul lives in Cape Town.

Its twelve oclock at night. Im sleeping.

Its three oclock in the afternoon. Im

going home.

Its seven oclock in the evening. Im

having dinner.

Paul(Cape Town)

You(Shanghai)

1

at night sleeping in the morning light dark going to work

When its eight oclock in the morning in Shanghai, its two oclock in Cape Town.

In Shanghai, its , and in Cape Town, its .In Shanghai, people are InCape Town, people are .

21

Teachers Resource CD-ROM Oxford University Press 13

DVD STORY WORKSHEET NOTES There are two worksheets per unit for use after the children have watched the unit story on the DVD. The first worksheet consists of the story frames with just the pictures without the dialogue. The dialogue is given on a second worksheet which the children can cut up. When the children have cut out and stuck the pictures in their own mini book, from the types of books described here they will either need to: write the dialogue in speech bubbles and stick it on each

frame or write it as text below each frame.

Children who struggle more with English could cut out the dialogue from the worksheets and stick it on the mini book page. The rest of the class can copy the dialogue from the dialogue worksheets. If they are going to write out the text, they should do it first in pencil from memory and then compare what they have written with the page in the Class Book or the dialogue worksheet (when you give it out) to correct their work before finally writing it in pen.

You may want the children to make the same type of mini book each time or you can let the children choose which one they want to make. Some of these types of mini book are more demanding cognitively so it would be a good idea to divide the children into small groups to combine their different skills so that they can support and help each other as they work. If all the pupils are making the same type of book, demonstrate how to make it in front of the whole class. If only one group is making a certain type of book, do a demonstration for this group. It is always a good idea to have a finished version available so that the children can look at it.

BookletFor each pupil you need: three pieces of A4 paper, scissors, stapler, felt-tips or pencils, glue, the story frames, the dialogue.1 Fold the pieces of paper in half horizontally down the

middle.2 Place the three pieces of paper one inside the other with

all their folds together and staple them down the fold.3 Stick the title frame on the cover of the booklet.4 Open the book. Stick each frame on a page.5 Write or stick the correct dialogue in the space beneath

the frame or next to it in speech bubbles.

Pop-up bookFor each pupil you need: four sheets of A4 paper, glue, scissors, the story frames and the dialogue.1 Fold one piece of paper in half vertically. Along the folded

edge near the bottom, make two short cuts the same length and about 12 cm apart. Make two more cuts like this at the top of the folded edge. Do the same with the other pieces of paper.

2 Pull out the pieces you cut so they stand out and stick each frame of the story onto one of these pop-ups. You will need to fasten the pages together back-to-back.

3 Write or stick the story dialogue below each frame.

4 Fold the final sheet of paper in half and stick the rest of the book inside it, using this last sheet as the cover. Stick the title frame to the cover and decorate it.

Zig-zag bookFor each pupil you need: a sheet of A3 paper, scissors, glue, the story frames and the dialogue.1 Cut the A3 paper into two long strips. Glue them together

and fold them into a zig-zag shape with eight sections.2 Stick the story frames onto the zig-zag paper.3 Write or stick the story dialogue below each frame.

Folding bookFor each pupil you need: a piece of A3 paper, scissors, felt-tips or pencils, glue, the story frames and the dialogue.1 Fold the A3 paper in half so it makes a long double strip

and make a good crease.2 Then open it up and fold it in half again to make a double

A4 sheet. Crease it and make another fold to make it A5.3 Open it up again to the A4 size. With the fold along the

top, cut half way down the middle.4 Open it up to A3 and fold it along the original crease. The

slit is in the centre of the top fold.5 With your thumb and first finger of each hand, hold either

side of the slit. Push so the slit gapes open (like a frogs mouth). Push your fingers towards each other till they touch and the pages can press into a small book format.

6 Stick each story frame in order on each page and write the dialogue below each frame. Make a separate cover if you like.

Activities with the mini booksHere are some ideas for activities that the children can do with their mini books once they have made them. Tell them that it is a good idea to look back at the stories from time to time to revise the language that they have learnt and to remind themselves of what happened in the stories.Where am I?Read a sentence from one of the story frames and ask the children to tell you as quickly as posible which frame it is. When they find the frame, they put up their hand, tell you the frame number and repeat the sentence that you said.

1 2

3

A4

Teachers Resource CD-ROM Oxford University Press 23

How many pages? Choose an object or character from the story and ask the children to count on how many pages they can find it or the character. In some story frames there are characters who arent mentioned in the story. The children will find it engaging to look for these details. Once you have demonstrated this activity, choose a child to replace you and ask e.g. How many lions? etc.Words I knowAsk the children to draw a circle in pencil around all the words in each frame that they know how to say in English. Go over the text with the class and write these words on the board. Count them and encourage the children with how much English they have learnt.Choose a storyPut those who finish an activity before the rest of the class into pairs to read the story to each other. Once they have made more than one mini book, they can choose which story they would like to read.

1Make a mini book.

By


1

3

6

4

7

5

8

2

Unit 6 DVD Story

Superheroschoolg rl


1

2

3

4

5

6

7

8

Unit 6 DVD Story dialogue

Mum: Jill! Its time to wake up!Jill: Thanks, Mum! I like Mondays!

Jill: Now Im Ace Girl the superhero Now Im Jill the school girl!

Mum: Can you feed the fish please, Jill?Jill: OK, Mum! No problem!

Boy: Can you help me, please? My cat is under the car. Wow! Thank you, Ace Girl.Girl: Look! Its Ace Girl!

Girl 1: Can you help me, please? My kite is on the roof.Girl 2: Wow! Look! Its Ace Girl! Girl 1: She can fly!

Bus driver: Wheres my key? Can you help me, please?Jill: Its under the seat!Bus driver: Thank you, Ace Girl. Youre fantastic!

Mum: Jill, can you help me, please? Jill (thinks): Oh! Im very tired. OK! Im coming. Dont worry!

Mum: Can you help me wash the dishes, please? Jill: Oh!Jill: Of course I can, Mum!


Evaluation overview

Welcome to the evaluation and Key Competences section of this Teachers Resource CD-ROM for Ace! 3. This CD-ROM contains material that will help you to evaluate what your pupils have learnt. It includes: formative and summative evaluation suggestions for how to use the European Language

Portfolio with Ace! evaluation in terms of the Key Competences.

1 Formative and summative evaluationFrom the beginning of Primary education, evaluation should be integrated into the teachinglearning process, combining formative assessment with more formal summative evaluation. A proper evaluation requires observation and measuring tools, which combine to give both information about the pupils and an assessment of the evaluation process. As part of this process, we need to take into consideration the development of the Key Competences and the pupils own self-evaluation.

On this CD-ROM we offer three types of evaluation tool:

Formative evaluation gridsThese can be used to record the progress of each pupil, both in relation to the linguistic objectives of learning a foreign language and the non-linguistic objectives, such as classroom behaviour and development of the Key Competences.

SummativetestsIn terms of summative evaluation, there is an extensive range of tests, along with answers, transcripts and marking schemes.

Self-evaluationactivities(ActivityBook)In these activities children reflect on their own learning process, to help them plan their learning in the future. This introduces them to recording their language learning experience (see guidelines of the European Language Portfolio).

2 PortfolioAs a method of self-evaluation and a source of motivation for the pupils, we have included several photocopiable pages for the development of an Ace! Portfolio, personalized for each child.

3 Key CompetencesThe inclusion of the Key Competences in the curriculum is part of an attempt to integrate the formal learning specific to each subject area with less formal learning, allowing pupils to see the relationship between the different subjects and new skills learned in one area in different contexts.

The Key Competences have been defined as the putting into practice of acquired knowledge and content. In other words, they encourage the activation of resources and knowledge that the learner already has.

Foreign language learning contributes directly to the development of the competence in linguistic communication as it increases, enriches and complements the pupils communicative capacity. When language learning is based on the development of the four communicative skills (speaking, listening, reading and writing) it helps to develop this competence in the same way as the study of the pupils native language does.

In this section we have included a more detailed explanation of the Key Competences. In addition, there is a series of photocopiable worksheets, with activities designed to expand further on the competences most relevant to learning a foreign language in each unit.

Evaluat on


INTRODUCTION TO FORMATIVE AND SUMMATIVE EVALUATION

Evaluation for the teacher and pupils

Formative evaluation gridsThe evaluation grids are photocopiable and provide a detailed record of the pupils progress and any problems they might have.

Evaluation grid 1 is based on the criteria for evaluation of the second cycle. These criteria are generic, as we know that they vary in order and focus within the different Autonomous Communities. However, they reflect the spirit of the LOE in emphasizing the ability of the child to use the new language and pronounce it well, along with their ability to deal with different aspects of the unit, such as the songs and the stories.

Evaluation grid 2 concentrates on the behaviour of the child in the classroom and observations in relation to the development of the Key Competences for each child: Artistic and cultural, Processing information and the use of ICT, Learn to learn, etc.

The unit numbers follow each line, so that you can quickly make a note of how the child is doing in each area for that unit.

At the top of the evaluation grids, we have suggested some symbols that might help you to make notes quickly during the class and to recall quickly the progress of each child in a particular area throughout the year. At the end of each line, there is space for specific observations about that particular area. These evaluation grids should provide you with a document that reflects the progress of your pupils, is easy to understand and highlights any problems that the pupils might have. We recommend that you try to evaluate the pupils three times per year. To complete these evaluation grids, you might find it useful to concentrate on just a small group of pupils each day.

SummativetestsThe tests on this CD-ROM reflect the target language of the course and the types of activities that the pupils usually do. They have also been developed in accordance with the Key Competences. You will find the tapescripts, marking scheme and answers for all activities in the test notes.

Elements of self-evaluation for the pupils

Self-evaluation(ActivityBook)Lesson 10 of each unit gently introduces the pupils to the concept of self-evaluation a key part of the learning process. It is important that the pupils realise that when they are evaluating themselves, you are not testing them. In these lessons, the pupils review the unit and remember what they have learnt. To finish, they colour the stars red, orange or green depending on how easy or difficult they found certain elements in the unit. In this way, they are able to keep a record of their own progress.


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Unit 6 Test

Teachers Resource CD-ROM Oxford University Press Photocopiable 1 3

Name 1 Listen and circle true or false.

1 true false

2 true false

3 true false

4 true false

5 true false

6 true false

2 Listen and tick () the box. 1 What time does Mia do her homework? 4 Whats the time in Moscow?

A B C A B C

2 What time does Ben wake up? 5 When does Zak feed the fish?

A B C A B C 3 Which is Kate? 6 When does Grace get dressed?

A B C A B C

3 Look, read and number.

get dressed

brush my

teeth wash the

dishes get up do my

homework go to sleep

Total: /15

1 2 3 4 5 6

CD4 40

CD4 41

1

Unit 6 Test

Teachers Resource CD-ROM Oxford University Press Photocopiable 2 3

Name 4 Look and read. Write yes or no.

1 He gets up at half past six. __________

2 He does his homework in the morning. __________

3 He goes to school at half past eight. __________

4 He has lunch at midday. __________

5 He feeds the fish in the evening. __________

6 He goes to sleep at quarter past ten. __________ [leader]

5 Look at the picture in activity 4. Write the questions.

1 ____________________________________________________________ He gets up at six oclock.

2 ____________________________________________________________ He goes to school at half past seven.

3 ____________________________________________________________ He has lunch at midday.

4 ____________________________________________________________ He feeds the fish at eight oclock.

5 ____________________________________________________________ He goes to bed at quarter past nine.

6 ____________________________________________________________ He goes to sleep at quarter to ten. 6 Write sentences.

1

____________________________________________________________

2

____________________________________________________________

3

____________________________________________________________

4

____________________________________________________________

5

____________________________________________________________

6

____________________________________________________________

Total: /15

no Morning Lunchtime Evening

hat time doe he get up?

he wake up at half past six.


INTRODUCTION TO THE PORTFOLIO

What is the European Language Portfolio?It is a way to keep a record of the experience of learning a language. Each pupil has their own Portfolio, which will accompany them throughout their learning.

The Portfolio consists of three parts: The Language Passport, which offers a general overview

of the linguistic ability of each child in one, or several, languages. It includes elements of self-evaluation along with assessment by the teacher.

The LinguisticBiography, which intends that the child reflects on their own learning process, to help them plan and evaluate their learning in the future.

The Ace!Box, which contains pieces of work that illustrate the achievements, ability and experiences of the pupil, as reflected in the two previous sections.

What is the Ace! Portfolio?The Ace! Portfolio is an English Portfolio that aims to familiarize the children with the notion of the European Language Portfolio. It represents a useful tool for teachers of subsequent levels, as it allows them to see what vocabulary and structures the children have already learnt.

Ace! 3 offers you the following photocopiable materials for the English Portfolio.

IcanstatementsThese pages form part of the Linguistic Biography. On the first page, the pupil writes the corresponding unit number in the star symbol if they know how to do what the phrase says. On the second page, the child puts a in each box if they know how to do what the phrase says.

VocabularychartsThese worksheets can form part of the Language Passport or, if the pupils complete them as self-evaluation, they could form part of the Linguistic Biography. The children colour the box or put a by each vocabulary item that they have learnt recently and can understand, say and read. Then they write the word in the last box.

Writing templatesThese templates can form part of the Language Passport. The pupils use each template to demonstrate their ability to write about themselves using the key language of the unit.

CoursecertificateThis can form part of the Language Passport.

Additional ideasThe children can organize their Portfolios into sections, such as About me, My vocabulary, (Linguistic Biography), My work in class and I can statements (Language Passport). They can also make an Ace! Box using a shoe box. They can write their name, the name of their class and the name of their teacher on a label and attach it to the top of the box. Encourage the children to include in their box the pieces of work of which they feel especially proud.

Encourage the childrens parents to take an interest in the experiences of their children. They could help them find English objects for their Portfolios (Linguistic Biography) such as stamps and labels. You could create an English corner in your classroom and encourage the children to bring in things related to English-speaking countries.


I can talk about festivals in

Great Britain.

I can say the date and the time.

I can use the

bilingual dictionary in the

Activity Book

I can repeat words

and sentences with good

pronunciation.

I can evaluate my

own work.

I can spell words.

I can read and

understand a story.

I can act out a story.

I can sing

a song.

I can understand

the teacher and ask and answer

questions.

I can do pairwork

activities with a friend.

I can memorize

new words and phrases.

I can read and

understand texts.

I can write sentences or short texts.

I can talk about the

cross-curricular topic in

lesson 6.

I can talk about the

cultural topic in lesson 8.

My portfolio I can statements


My portfolio I can statements: All units

2

I can:

I can:

I can:

I can:

I can:

I can:

I can:

I can:

I can:

I can:

4

6

8

1

3

5

7

9

Ssay when my birthday is.

name classroom objects.

talk about playing/ doing sports.

use other words/phrases related to sport.

name zoo animals.

name animal habitats.

describe my daily routine.

tell the time.

name places in a town.

give directions/describe where places are.

describe what people look like.

describe what people are like.

name jobs.

name a doctors equipment.

name different foods.

talk about meal times.

name different types of transport.

use words related to giving basic directions.

name camping places and equipment.

name rules of the country code.

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My portfolio Writing: Unit 1

1 Draw two friends. Write.

Examples Unit 1: egotfreckle/glasse/curlyhair/abeard/amoustache/eyebrow.hegotafringe/earring/aponytail/aplait/straighthair/wavyhair.

egot

hegotehasntgot

hehasntgot



1 Draw two friends doing different activities. Write.

Examples Unit 2: elikerunning/playingfootball/surfing/sailing/ridingahorse/playingbasketball.helikeswimming/fishing/playingtenni/dancing/walking/ridingabike.

elike

helike



1 Draw a friend. Write.

Examples Unit 3: e/hecanspeaknglish/rollerblade/playthepiano/useacomputer/paint/cook.e/hecantspeaknglish/rollerblade/playthepiano/useacomputer/paint/cook.

e/hecan

e/hecant



1 Draw your two favourite zoo animals. Write.

Examples Unit 4: heyliveinforest/injungle/onland/inwater/indesert/incave.heydontliveinforest/injungle/onland/inwater/indesert/incave.

heydontlive

heylive



1 Draw yourself and a waiter. Write.

Examples Unit 5: wouldlikesomepea/biscuit/toast/meat/sausage/potatoe/onion/carrot/fish/chip/burger/bean.

wouldlike



1 Draw three things that you do on a school day. Write. Draw the time.

Examples Unit 6: wakeup/getup/haveashower/getdressed/brushmyteeth/feedthefish/gotoschool/gohome/domyhomework/washthedishe/gotobed/gotosleepatoclock/quarterpast/quarterto/halfpast.

at



1 Draw yourself and some friends going to school. Write.

Examples Unit 7: gotoschoolbytrain/byhelicopter/bytaxi/byplane.egoetoschoolbyhot-airballoon/bylorry/bybu/bymotorbike.hegoetoschoolbytandem/byboat/onfoot/bybike.

gotoschool

egoetoschoolhe



1 Draw where you were on Saturday. Draw where a friend was on Saturday. Write.

Examples Unit 8: waatthelibrary/sportcentre/park/hospital.ewaattheswimmingpool/townhall/caf/shop.hewaatthesupermarket/cinema/policestation/school/square.tnear/infrontof/behind/oppositethe

wa

e/hewat



1 Draw what you did last summer. Write.

Examples Unit 9: climbedatree/lookedaroundthecamp/jumpedoutofacave/walkedtoawaterfall/cooked/fished/painted/played.

3Name

Signed (pupil)

Signed (teacher)

has completed

Cer t f cate

My favourite unit was Unit 1 Unit 2 Unit 3 Pop stars Sports day Lift-off! Unit 4 Unit 5 Unit 6 Animal fun Lights, camera, action! Superheroes Unit 7 Unit 8 Unit 9 Fun transport day Around town Summer camp


INTRODUCTION TO KEY COMPETENCES

What are the Key Competences?Using the terminology from a proposal to the Council of Europe, in the context of a European-wide initiative, the Spanish Primary Curriculum defines eight Key Competences: Competence in linguistic communication Competence in social skills and citizenship Artistic and cultural competence Learn to learn Autonomy and personal initiative Competence in processing information and the use of ICT Mathematical competence Competence in interaction with the physical

environment.

Each subject area of the curriculum contributes to the development of different competences and, at the same time, each of the competences is achieved as a consequence of activities in various subject areas.

According to the Spanish Primary Curriculum, each Autonomous Community, each school department and even individual teachers in the classroom can interpret and extend the Key Competences as they see fit. In the following section we will look at the aspects of the eight Key Competences that can most easily be developed within the subject area of foreign languages, and specifically in English.

Key Competences in the foreign language classroomSix of the Key Competences have been identified as being especially suitable for development in the foreign language classroom.

1 CompetenceinlinguisticcommunicationCommunication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue. They are both based on the ability to understand, and to express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing). Communication should take place in an appropriate range of contexts, such as at home, leisure or school, according to the pupils wants or needs.

Throughout the six levels of Ace!, language is presented in contexts familiar to the pupils and there are many opportunities for dialogues and communication games, both with fellow pupils and with the teacher. Practically all the activities in the Class Book and Activity Book have a communicative outcome of some kind.

2 CompetenceinsocialskillsandcitizenshipAce! presents pupils with different everyday situations in which they need to communicate using the foreign language. The games and pairwork activities throughout the course encourage the development of social skills and recognition of the need to adhere to the rules.

The Jeb says feature (Class Book, lesson 9s) also helps pupils to think about values in society and learn about social norms in Britain.

3 ArtisticandculturalcompetencePupils develop an awareness of cultural and artistic aspects through participation in activities such as music, singing and arts and crafts in the classroom, and through learning about the culture of English-speaking countries around the world. Pupils have a chance to demonstrate their creativity, producing their own versions of the stories from the Class Book, and to express themselves though the cut-out activities.

4 Learn to learnThis competence involves the development of skills that help pupils to continue learning outside the classroom with efficiency and autonomy. Pupils need to learn to ask for and find information through direct questions, or through the use of reference materials, setting achievable goals. Self-evaluation activities are very important in this competence, as pupils can see their own progress, and understand where they need to make more effort. At the same time, pupils can review and evaluate the classroom activities and begin to reflect on their personal learning style. All the levels of Ace! have reference materials, which the pupils compile themselves throughout the course in the form of picture dictionaries. These materials vary as the pupils get older.

5 AutonomyandpersonalinitiativeThis competence is related to the competence Learn to learn and develops values and attitudes such as perseverance, self-esteem and the capacity to calculate risks and confront problems. Pupils learn to appreciate and learn from their own errors. Many of the communicative activities in Ace! contribute to the development of this competence, with pupils working in pairs or groups. These activities require cooperation and organizational skills, such as time-management and flexibility.

6 CompetenceinprocessinginformationandtheuseofICTThis competence is developed through the Ace! digital components. Pupils become familiar with the use of new technologies through interactive games and exercises which, at the same time, reinforce the language content of each topic in the course. At the beginning of the course pupils learn about the mechanics of information processing, and as they get older they begin to understand the practical use of English in the realm of the Internet and other new technologies.

OthercompetencesAlthough Mathematical competence, Competence in interaction with the physical environment and other competences specific to certain Autonomous Communities are not normally included in the objectives for foreign languages, given the nature of materials created for the teaching of this subject, there are many opportunities to develop these competences as well.


The Key Competences worksheetsThe Key Competences worksheets are designed to complement the Ace! material. They provide opportunities for further development of certain competences, and teachers can also use these worksheets as a means of evaluating a pupils ability in each relevant competence.

The worksheets are divided into the three separate cycles and cover the four competences of: Artistic and cultural competence Learn to learn Autonomy and personal initiative Competence in processing information and the use of ICT.As with most of the activities in Ace!, the worksheets help practise and develop more than one competence at a time. You can also look for opportunities for extra development of the competences by extending the worksheets. The Teachers Book contains some top tips on how to do this.


Key Competences 1 Artistic and cultural

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Key Competences 2 Learn to learn

1 Stick pictures to represent 10 words from the unit. Write the words. Play the game.


Key Competences 3 Autonomy and personal initiative1

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Key Competences 4 Processing information and the use of ICT

2 What is your favourite website? What do you like about it? Tick ( ) the sentences that are true for you.

I like it because

Its fun.

Its got good games.

Its got music/songs.

Its got lots of interesting information.

Its easy to use.

My favourite website is

1 Visit websites and answer the questions.A Choose a video clip.

Whats the name of the video clip?

Do you like it? Yes, very much.

Its OK.

No, I dont.

B Choose a game.

Whats the name of the game?


Its OK.

No, I dont.

C Choose a song.

Whats the name of the song?


Its OK.

No, I dont.


KEY COMPETENCES WORKSHEETS

Worksheet notes

Key Competences 1: Artistic and culturalThis activity encourages pupils to develop an awareness of different literary genres, to reflect on the content of different stories, summarise plot, and develop an ability to critique different stories.

1 Completethereview.The pupils can complete this worksheet for the unit story or for any other story they read in the English classroom. Pupils should highlight any adjectives they think apply to the story and cross out any they feel are not applicable. They should also add one of their own. Assist the children by reviewing the adjectives to describe the book, and helping them to form simple sentences in English to summarise the storyline.

If appropriate, lead a class discussion comparing the views of different children on the same story.

Key Competences 2: Learn to learnThis activity provides another method of learning vocabulary, thereby developing the pupils range of learning strategies.

1 Stickpicturestorepresent10wordsfromtheunit.Writethewords.Playthegame.Pupils make a memory game with words from the unit they are studying. Tell them to choose ten words from the unit vocabulary and then find and cut out images representing the words in magazines. If they cant find appropriate images they can draw them, or if you prefer they can be photocopied from the Class Book or Activity Book and then cut out. When they have the images, they can stick them in the larger boxes, and write the words in the smaller boxes. When they have finished, they cut out all the images and all the words, shuffle them and lay them out face down on the table. They then try to make pairs of images and words.

Key Competences 3: Autonomy and personal initiativeThis worksheet requires pupils to create a worksheet for their partner to complete. It requires the pupils to consider their audience and plan accordingly, and then to work collaboratively to complete each others worksheet.

1Writetheword.Thenwritetwowordsincodeforyourfriendtocomplete.Pupils decipher the word using the code and write the word on the leader line. They then write two words in code and pass their worksheet to their partner for their he/she to decipher.

2 Inventyourowncode.Writesixwordsincodeforyourfriendtocomplete.Pupils now invent their own code, allocating a symbol or number of their choice to each letter of the alphabet. They then write six words in their new code and pass their worksheet to their partner to decipher. Pupils can choose vocabulary items from the unit you are working on, or use any language of their choice.

Key Competences 4: Competence in processing information and the use of ICT

1 Visitwebsitesandanswerthequestions.Choose a couple of suitable websites. Tell the pupils that they are going to share their opinions with the rest of the class. Write the website addresses on the board for the pupils to copy into their toolbar. They should explore these sites, working in pairs or on their own, depending on the equipment at your disposal. They click on links to videos, games and songs. They then tick the statements that they agree with on the worksheet. Finally, they talk about their opinions of the websites researched.

Some appropriate sites are listed below but you may wish to choose your own.

www.bbc.co.uk/cbbc

www.kids.yahoo.com/learn

www.kids.nationalgeographic.com

2Whatisyourfavouritewebsite?Whatdoyou likeaboutit?Tick()thesentencesthataretrueforyou.The pupils write the address of their favourite website. They then tick the statements that they agree with.

Unit 6 ACE 3

Documents

Transcript of Unit 6 ACE 3