broad areas of learning

MELS Working Document – Updated Version, 2013

Broad areas of learning

health and well-being

environmental awareness and consumer rights

and responsibilities

x

personal and career planning

citizenship and community life

media literacy

Focus of development: LEARN CLOTHING VOCABULARY RELATED TO TRAVELLING AND BE ABLE TO USE IT IN AUTHENTIC CONDITIONS.

Cross-curricular competencies

INTELLECTUAL METHODOLOGICAL PERSONAL AND SOCIAL COMMUNICATION RELATED

To use information

To adopt effective

work methods

To construct his/her

identity

To communicate

appropriately

x x x

To solve problems

To use information and communication technologies

To cooperate with

others

x x

To exercise critical judgment

To use creativity

ESL Competencies and key features

TO ACT ON UNDERSTANDING OF TEXTS TO COMMUNICATE ORALLY IN ENGLISH

Explores authentic texts orally Listens to messages

x

Uses knowledge from texts Transmits simple messages

x x

Monitors own learning Monitors own learning


TITLE: DISCOVERING NEW VOCABULARY

Description: STUDENTS WILL LEARN NEW VOCABULARY ITEMS THAT ARE RELATED TO CLOTHING. IN EVERY CLASS, THEY WILL LEARN 5 NEW WORDS, FOR A TOTAL OF 25 VOCABULARY WORDS AFTER 5 WEEKS. THEY

WILL HAVE VARIOUS WORKSHEETS TO LEARN THE WORDS AND PLAY THE “I AM GOING ON A VACATION, IN MY SUITCASE I PUT […]” GAME AS A WRAP UP.

Cycle: ONE Duration: 5 WEEKS

Cross-curricular competencies ESL competencies

Evaluation Criteria

- Cooperates with others - Uses information - Solves problems - Adopts effective work methods - Communicates appropriately

To communicate orally in English: Listens to messages

- Listens and looks at speaker - Focuses on visual cues,

familiar words, cognates - Adjusts understanding - Develops a repertoire of words

and short expressions Transmits simple messages

- Takes risks - Responds verbally - Initiates response - Draws upon personal language

repertoire - Combines words and simple

expressions - Uses compensatory and

learning strategies To act on understanding of texts: Monitors own learning

- Reflects on use of learning strategies

- Reflects on participation

Evaluation means

PERSONAL PASSPORT THAT THE STUDENTS WILL COMPLETE ALONG THE FIVE WEEKS OF THE

PRACTICUM.


Essential Knowledge: The symbols used below refer to the Progression of Learning document. They show, for each

element of learning, what is expected by the end of the school year. The Cycle One student: constructs new knowledge by gradually becoming aware of new language, strategies,

language conventions, text components and cultural elements

CONTEXTUAL LANGUAGE

Routines: - Common inquiries and statements - Instructions and responding to instructions

Repertoire of words and short expressions: - Uses basic expressions of courtesy - Describes people/objects - Uses expressions during team work

STRATEGIES

A. Compensatory strategies - Asking for help/clarification

B. Learning strategies

- Directed attention - Use of prior knowledge - Practice - Using resources (material targeted for the task) - Cooperation - Risk-taking

Discovers CULTURAL ELEMENTS through:

THE NOTION OF TRAVELLING OPENS THEIR MIND TO THE WORLD AND, HOPEFULLY, SATISFIES THEIR NEED FOR

DISCOVERIES. IT INTRODUCES THEM TO THE CONCEPT OF TRAVEL AND GOING ON A VACATION, WHICH IS A MEAN

TO DISCOVER NEW CUSTOMS EVERYWHERE IN THE WORLD. ALSO, ROLE-MODEL (TEACHER).

Materials needed

For the teacher:

USB Key w/ pictures of travel

PowerPoint file

Passports

Flashcards

Activity Sheets 1* & 2**

Image Sheets**

Envelop with vocabulary words *This activity sheet requires preparation time before class. **To be copied for the students. For the students:

Scissors

Glue stick

Pencil & eraser


CLASSROOM ACTIVITY STEP 1: PREPARING THE TASK (10 MIN.)

Role of the students Role of the teacher

Students should… - Listen to the teacher’s instructions. - Respond to greetings/questions. - Physically respond to the yes/no questions. - Take risks to answer.

1. Greet the students 2. Tell the students that they will be working on a new

theme: Travel. With that theme, they will learn about clothing (Relevant pictures?)

3. Ask the student if they know the name of any given clothing piece. Collect the information verbally.

4. Tell the students that they will learn five new vocabulary items each week, for a total of 25 words.

5. Show the flashcards to the students (as an introduction) and tell them that they are going to use them a lot to complete the different activities. Also tell them to use resources if necessary and to ask questions.

6. Distribute the passports to the students. Tell them to clearly write their name and their group on the cover page and that they will hand it in at the end of each class for correction. If they correctly identified the object (i.e. participated well in the correction, they get a star). Tell the students that they will use it in a moment.

7. Introduce the new vocabulary items (5 per week), using the flashcards. Start by showing only the image and ask if anyone knows what the name is.

8. Ask specific yes/no questions about the item (e.g. Do you wear X when it is cold/in class/etc.).

(The following class, review the vocabulary items that were seen using the flashcards. Call on different students so they can guess what the name of the item is, or allow them to look in their passport and let them answer out loud.)

STEP 2: CARRYING THE TASK (30 MIN.)


Students should… - Listen to the teacher and follow the

instructions. - Try to give answers (Take risks). - Participate and work well if they work in teams. - Work in silence if they work alone. - Be on task at all time.

1. Distribute activity sheet and explain what they have to do (see below).

2. Correct activity sheet (Project it on the screen) 3. Tell students to take their scissors and to show

them to you. When the activity is done…

1. Distribute images sheets to the students. 2. Tell students that they have two minutes to cut

the first row of the sheet (5 images). 3. Circulate in the class to monitor progress. 4. Tell students to stop, put away their scissors

and listen to you. 5. Allow some time for students to glue their

images and write the names of the items in their passport. Circulate in the class as they do so.


Students should… - Listen to the instructions. - Be on task. - Work efficiently in teams. - Try their best to answer and collaborate

with their teammate.

ACTIVITY SHEET 1 (WEEKS 1-3-5): 1. Tell students that they will work in teams for this activity. 2. Explain the activity to the student and make sure everyone understands (ask a student to retell the instructions in French if necessary). 3. Circulate in the class while the students are working. Estimated time to carry out the activity: 10-12 minutes. CORRECTION: 1. Open the file Correction clue sheets.ppt and display it on the screen. 2. Invite students to give their answer. 3. Show the designated flashcard as the students answer and make sure everyone is correcting. 4. Congratulate the students for their good work.

Students should… - Listen to the instructions. - Be on task. - Work efficiently in teams. - Try their best to answer and collaborate

with their teammate.

ACTIVITY SHEET 2 (WEEKS 2-4): 1. Tell students that they will work individually for this activity. 2. Explain the activity to the student and make sure everyone understands (ask a student to retell the instructions in French if necessary). 3. Circulate in the class while the students are working. Estimated time to carry out the activity: 5-10 minutes. CORRECTION: Open the file Word association wk X.doc and display it on the screen. 3. Show the designated flashcard as the students answer and make sure everyone is correcting. 4. Congratulate the students for their good work.


STEP 3: ASSIMILATION-TRANSFER OF LEARNING (20 MIN.)


Students should… - Listen carefully to the instructions. - Ask questions if they do not understand. - Try to answer (Take risks).

1. Explain the rules of the “I am going on a vacation” game to the students. 1.1. Write the key sentence on the board. 1.2. Ask the students to repeat the sentence with you. 2. Tell them that they can refer to their passport at any time. 2.1. WEEK 1 WARNING!!! Tell the students that they cannot use the word Luggage and explain why. 3. Model the activity by giving the first element (e.g. I am going on a vacation, in my suitcase I put a toothbrush) 4. Call on different students to say the sentence out loud and add the elements they have learned. *Tell the students that they must give their passports back to you so you can correct them and put a star so they can be allowed to do the next activity the following class.

Template by Marilyn Lassire, Commission scolaire des Affluents and Anne Millette, Commission scolaire de Sorel-Tracy

Travel Vocabulary Travel Vocabulary 6 7

Travel Vocabulary Travel Vocabulary

8 5


4 9


10 3


2 11


12 1

13 Travel Vocabulary

Vocabulary list:

Backpack

Boots

Camera

Cap

Coat

Hat

Jacket

Luggage

Mittens

Pants

Sandals

Scarf

Shirt

Shoes

Shorts

Sleeping Bag

Socks

Sunglasses

Sunscreen

Sweater

Tent

Toothbrush

T-Shirt

Underwear

Wallet

Clue #4 (1 points)

The French word is: Baggages. You can now use a dictionary.

Clue #3 (2 points)

The last letter is “E”

Clue #2 (3 points)

The second letter is “U”

Clue #1 (4 points)

The first letter is “L”

Clue #4 (1 points)

The French word is: Lunettes de soleil. You can now use a dictionary.

Clue #3 (2 points)

The last letter is “S”

Clue #2 (3 points)


Clue #1 (4 points)

The first letter is “S”

G E U G A G L S S G U A N S L E S

ITEM #1 ITEM #2

Clue #4 (1 points)

The French word is: Chapeau. You can now use a dictionary.

Clue #3 (2 points)

The second letter is “A”

Clue #2 (3 points)

The last letter is “T”

Clue #1 (4 points)

The first letter is “H”

Clue #4 (1 points)

The French word is: Crème Solaire. You can now use a dictionary.

Clue #3 (2 points)

The last letter is “N”

Clue #2 (3 points)


Clue #1 (4 points)

The first letter is “S”

T H A N S U C E R E N S

ITEM #3 ITEM #4

Clue #4 (1 points)

The French word is: Chandail à manches courtes. You can now use a dictionary.

Clue #3 (2 points)

The last letter is “T”

Clue #2 (3 points)

The second letter is “–“

Clue #1 (4 points)

The first letter is “T”

Answer sheet

Item # Name of the item (What is it?)

Points (1, 2, 3, 4, or 5)

1

2

3

4

5

TOTAL

Your names:

I R T S T H –

ITEM #5

Name : Group : Travel Vocabulary

Instructions: Draw a line to connect the following pictures with the correct word.

Pictures: Words:

Mittens

Shorts

Sweater

Shoes

Coat



Pictures: Words:

Sunglasses

T-Shirt

Luggage

Hat

Sunscreen



Pictures: Words:

Socks

Camera

Pants

Backpack

Scarf



Pictures: Words:

Toothbrush

Underwear

Tent

Sleeping Bag

Wallet



Pictures: Words:

Cap

Jacket

Sandals

Shirt

Boots

Luggage

Sunglasses

Sunscreen

T-Shirt

Sweater

Mittens

Shorts

Backpack

Camera

Sleeping Bag

Wallet

Toothbrush

Underwear

Sandals

Jacket



Pictures: Words:

Mittens

Shorts

Sweater

Shoes

Coat



Pictures: Words:

Toothbrush

Underwear

Tent

Sleeping Bag

Wallet

Name: Group:

T e s t T r a v e l v o c a b u l a r y

7

2 8

3 9

4 10

5 11

6 12

1

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broad areas of learning

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