ANIMALS IN THE WORLD

1. ANIMALS IN THE WORLD SCIENCE + ENGLISH MINISTERIO DE EDUCACIÓN DE LA NACION MÁS TIEMPO MEJOR ESCUELA Prof. Leonor Corradi Mayo 2014

2. MAIN CHARACTERISTICS • TIMING: 12 classes of 80 minutes • OUTCOME: Animal Encyclopaedia • AIM: To produce an Animal Encyclopaedia for School Library • MAIN CONTENTS: • Description • Reading • Speaking • Writing • Listening • Looking for information • Animals • Verb to be/ to live/ have/ descriptive adjectives/ food items/ coordinating conjunctions • Reflexion on English and on English and Spanish and intercultural awareness

3. ORGANIZATION /SEQUENCE Animals and Encyclopaedias • Lead in: Introduce topic of animals (I had to help my ....to do some homework on animals. It is important students understand that to fulfil that task I had to look for information) Looking for information • Find out how familiar children are with encyclopaedias, what information? Where? Do they use them? Digital / paper/ do they have encyclopaedias at home? • Show sts encyclopaedias to check hypotheses (Spanish- English-digital.....) - Make it clear: It is important to know what to look for and how to record information (SP. If necessary)

4. Let´s see how information is organized in different encyclopaedias

5. After sts have checked several encyclopaedias, T conducts a general feedback orally slowly, paying attention to each item

6. OUR ENCYCLOPAEDIAElicit from students what type of information they think we need to construct an encyclopaedia on animals

7. NAMES OF ANIMALS • Introduce animals using pictures / video and ask sts if they would like to include them • http://animals.nationalgeographic.com/animals/photos/baby-animals • http://animal.discovey.com/animals/

8. ACTIVITIES • - Students can make drawings of the animals chosen / matching activity/ paste pictures of animals/ check orally • Repeat if correct • Miming different animals for the others to guess (could be in groups) • Clap if correct • Crosswords • With cut-outs of animals: Sequence them according to what you hear • Questions..Is this is.....? • Animals In envelopes with flaps cut out. Each flap has a number, students choose a flap and say / guess the animal. • Game: True / False. T shows animals to the class without looking at them, she guesses/ the class says T/F • Activities can then be conducted in small groups of pairs after modelling – Constant recycling • Importance of making the interaction meaningful, not a language practice activity

9. LANGUAGE POINT- LANGUAGE FOCUS-REFLEXION ON LANGAUGE • Make sts aware of difference between plural / singular nouns. T elicits from what happens when talking about animals in general (act1) and later. Zebras Shall we include zebras in our encyclopaedia?.. Is this a Zebra? (picture)- Reflect on the difference- Compare L1-L2 • Elicit a/ an difference by asking sts to look at examples • Practice: pictures / drawing dictation/ pictionary by drawing part of 1 or more animals. This can also help us to revise numbers. Matching activities

10. Let´s classify • How can we classify animals? Elicit from sts / check sts previous knowledge • Introduce reading • Make explicit reading strategy: Look for title, pictures, etc that help you predict what the text can be about • Check predictions • Complete a diagram • Orally: Classify animals selected (in groups) corrected orally /Keep in binders • T/ F oral – written Zebras are.... • Students take over to start producing • Reflect on language use: Plural verb to be : Zebras are... Vs This is a zebra

11. LET´S CLASSIFY

12. More criteria • Are there elephants in Argentina? Yes/No? • Make clear: living in the wild/ natural habitat • Origin: another possible category • Oral work: T/ F... Questions • Identify places on a map: elicit difference among names of continents/countries • Divide place names: continents/ cities • Record/ paste map in their binders • Place picture animals on the map • Written quiz: Yes/ No • Lions are from Africa • Elephants are from North America • Pumas are from South America - Intercultural reflection: what animals we find at zoos, what we consider an exotic animal, how we relate to animals/pets, animals and food/religion, etc.

13. More ..... • Students can write more sentences for other groups looking for information in encyclopaedias • http://www.sandiegozoo.org/animalbytes/ • Language focus: Elicit form students the idea that we are talking about origin and that this can be another classifying criteria • Connect to I am from / my mother is from... If sts have this knowledge a good comparison can be nationality for people, but origin of species for animals. Same structure but different concepts. • Elicit language form ---- are from (make it clear it is used to express origin) (compare with Spanish??)

14. Intercultural Reflexion • - Have you ever visited zoos? Where? Why zoos? • Animals are treated /seen in different ways according to culture • E.g In india cows are sacred animals /We do not eat insects • The way we relate with animals and how we see them is cultural not natural (TP) • It is necessary and important to consider different perspectives/ viewpoints so as not to approach the world from our own (TP= • At this stage sts can check in their cards information covered

15. Our First Presentation • - Make sts aware of all the material / resources they have; cards, activities in their note-books, pictures, etc • With class complete information about one animal and describe it with the help of sts, while describing it write text on the board This is a llama. Llamas are vertebrates. They are mammals. And they are from South America Language awareness: What are we doing in 1? Is it generalization? How do you know? What are we doing in 2, 3? Why they? What do we use instead of llamas? They: no gender difference in English / compare to Spanish- Ask sts for masculine examples “elephants” Explicit the compulsory subject in English? What about Spanish? • Different groups / different animals • Group work: Prepare Presentations / Practice it • Tips for good presentations: Look at the audience/ voice loud enough/gestures can be used/ pictures enrich presentation _ Students present their animals, the others evaluate considering tips • General feedback

16. Describing Animals • Go back to card- Introduce new characteristic • What do we talk about when we describe animals? (color, size, etc) • Reading Activity: How do we approach a text? What can you see? • Revise / introduce colours using pictures • Sts read and match colour with animal • Students can classify animals according to colour • Drawing dictation/ Simon Says • Sts produce some sentences for the others to say T/ F • Matching cards/ description and picture • Text: Language awareness: How does text start? Are sentences generalizations?---compare with this parrot is red / a red parrot / red parrots • Make sts notice that adjectives are not gender/ number sensitive. What about Spanish? • Make sts notice the difference between: Elephants are grey or brown / Penguins are black and white

18. Re organizing our card

19. More details.... • Animals are different size: check in text • Small/ big/ medium size • Include some oral activities • Students complete their cards • What else can we talk about? Introduce parts of body • Think of same recognition activities • Mach animal part / word (binders)

20. Introducing a new Text • Look at the text: What can you see? Describe images/ Is this a poem? Story? Description? Where have I taken it from? What animals are being described • Sts check predictions • Students read and do 1 / read again and do 2 • Work orally with the description of other animals

22. Re-organize card

23. Using the text • In the text students look for words that help them describe different body parts • Students can think of words to describe different animals • T / st describe a crocodile (binder) on the board • Students are given different descriptions to guess • Work with pictures orally asking yes / questions • Language focus: Analyse how text is organized/ order/ references/ punctuation/ capital letters/ use of adjectives/ verb to have for descriptions • Find ways to record new language, they can use pictures or drawings • Students produce short descriptions for their mates to guess what animal they are talking about • Teacher can give wrong information for students to correct: Crocodiles have long legs... Don´t have... Or have short (this can give us the chance to introduce negative form)

24. A Picnic for Animals • Ask children to go to first card (6) and ask what information is missing • Explain diet: what they eat • Introduce some food items with flashcards / video • Classify item people eat / animals eat (suggested items) • You can construct a Venn diagram by using questions • Conduct some oral / written activities for learners to remember vocabulary- students can prepare cards/ posters/ a supermarket catalogue

25. A New Text • Conduct some prediction activities: use the pictures / diagram / check predictions • Sts complete diagram. Make sure you ask sts why they have classified animals in that way • Online game: http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm

27. More.... • Work orally on different questions • Analyse text organization • Classify all the animals (pictures) they have been collecting and classify them according to their eating habits • Intercultural awareness: different cultures/ different eating habits- Relation between place where you live and eating habits • Students complete their cards with missing information • Language focus: eat / don´t eat • Prepare a worksheet about different animals’ diet for students to decide if they are T/F • Students correct wrong information • In groups sts can construct something similar • You can compare to eat/ to have negative form with isn´t –aren´t

28. Integrating everything we have learned • Go back to completed cards/ follow the card (22) • Ask questions about different animals • Sts complete the cards • Remind students of encyclopaedia organization (card) • Decide on the organization (topics/ alphabetical order), how it will be made public: school blog/ book for library/ posters • Make list of materials they will need • In groups students describe different animals (3-4): Construct a model on the board • Teacher corrects first version • Final version-add pictures • Reflect on writing as a process: the need to be clear, people need to understand our writing because we will not be there to explain • Students share their productions / mates write feedback by ticking a box with three faces (Teacher explains giving feedback is a common practice)

29. After ....... • Publish encyclopaedia • Talk about what they have learned: Summary of main “learnings” (systematization) • Self evaluation: Learning Log • Progress Evaluation: Check list • Summary evaluation: Sts´production • Criteria: Can you think of evaluation criteria for this sequence?

30. What about us? What theoretical considerations can you think of? Thank you!

31. Consideraciones Importantes • Se desea dejar constancia que la presentación fue realizada tomando como base el documento trabajado en el encuentro Más Tiempo Mejor Escuela, Mayo 2014 y elaborado por el equipo técnico de lenguas extranjeras (Prof. Leonor Corradi), y que en esta presentación se ha tenido como objetivo digitalizar el documento impreso para trabajarlo con los docentes. Al mismo se le han realizado adaptaciones y sugerencias teniendo en cuenta el contexto. • Rosana Glatigny, Septiembre 2014