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Cuaderno de trabajo
para 6° Año de Inglés
de Educación Primaria
Programa de Educación Plurilingüe
DIRECCIÓN GENERAL DE CULTURA Y EDUCACIÓN
UNIDAD DE COORDINACIÓN DE PROGRAMAS
Provincia de Buenos Aires
Gobernador
Dn. Daniel Scioli
Vicegobernador
Lic. Gabriel Mariotto
Directora General De Cultura y Educación
Dra. Nora De Lucia
Vicepresidente 1ro del Consejo General de Cultura y Educación
Dr. Claudio Crissio
Jefe de gabinete
Cdor Fernando Spinoso
Subsecretario de Educación
Dr. Néstor Ribet
Coordinadora Ejecutiva de Unidad Coordinación de Programas
Lic María Elena Patzer
Referente del Programa Plurilingue
Prof. Ana Cendoya
programasba.abc.gov.ar
© 2015, Dirección General de Cultura y Educación
Unidad de Coordinación de Programas
PRESENTACIÓN
Este cuaderno de trabajo dirigido al 6º año de Inglés de la Escuela
Primaria, fue pensado desde los parámetros de particularidad, practicidad y posibilidad esbozados por Kumaravadivelu en su Pedagogía
Post Método. El objetivo central es presentar a los alumnos de 6º año
de EP con un material que por un lado sea motivador, enriquecedor
y que les permita aprender inglés a partir de temas y situaciones que
partan de su contexto local pero que también les plantee la otredad
y viceversa. Por otra parte, el cuaderno intenta responder a las prescripciones curriculares para el nivel de la Pcia. de Buenos Aires desde
los contenidos y el enfoque de enseñanza que la publicación establece: Aprendizaje Integrado de Contenido y Lenguas Extranjeras.
El material está estructurado en tres unidades que giran alrededor del
tema integrador “Los cambios” el cual se aborda desde diferentes perspectivas. La lengua se presenta en situaciones reales de uso que pretenden conducir a la creación e interpretación de significados subsumidos en diferentes tipos de textos y variedades genéricas dirigidas a una
diversidad de interlocutores con diferentes propósitos comunicativos.
Las actividades propuestas se basan en un enfoque de resolución de
problemas, en línea con la propuesta curricular provincial, y pretenden crear condiciones áulicas que propicien un clima de trabajo favorable, de respeto y tolerancia para que así los alumnos experimenten con la lengua sobre temas de su interés en su propio contexto.
Programa de Educación Prurilingüe
Contents
Introducción .................................................................................. 5
Chapter 1: School ........................................................................... 6
Chapter 2: I change...Everything changes ...................................... 17
Chapter 3: You change, places change, the world changes ............ 37
© 2015, Dirección General de Cultura y Educación
Unidad de Coordinación de Programas
Equipo del Programa de Educación Plurilingüe: Lic Verónica Wolgeschaffen. Lic Ana M Otero.
Revisión de la publicación: Prof Griselda Beacon.
Equipo de producción: Programa Artes y Medios.
Coordinación: Adriana Vidal.
Diseño y Diagramación: Prof Florencia Peretti.
Ilustraciónes: Prof Florencia Peretti.
COORDINACIÓN DE PROGRAMAS
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Cuaderno de trabajo para 6° Año de Ingles
Introducción
INTRODUCCIÓN
“Enseñar es una tarea demasiado importante en sus dimensiones social,
cultural y humana como para optar por la simple aventura o confiar excesivamente en la pericia de un timonel. Como acción intencional, comprometida con propósitos de transmisión cultural, dirigida a sujetos concretos
en formación, el logro de resultados de aprendizaje, la enseñanza no puede ser improvisada. Por más creativo y experimentado que sea el docente, es necesario que programe previamente el desarrollo de las acciones”
“La planificación desde un currículum prescriptivo” DGCyE, 2009
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CHAPTER 1: SCHOOL
From Primary to Secondary School
TASK 1: Moving on…
Look at the picture and describe what is happening.
Taken from: http://dancinginthedarkness.files.wordpress.com/2010/04/change.jpg
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CHAPTER 1:
Now read the dialogue:
A: Well, first day of our last year here …. I can´t believe it!
B: yes …. finally! I’ m so happy!
C: Me too
D: Mmmmm, I don´t know
A & C: Why?!
B: Next year we will be in secondary school! It’ll be great!
C: New subjects … new people ...
D: I don´t know …. we really don’t know what happens in secondary school. I´ve seen movies
and if you are new at school you don’t have a great time. Haven´t you seen all those American
movies?
A: Which ones?
D: “Diary of a Wimpy kid”, for example. It´s a movie and a book. I agree with GREG.
A Who´s Greg?
D: the main character . Look!
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CHAPTER 1:
Source: Wimpy Kid
Middle school= secondary school in Latin America
REFLECT: SO WHAT IS DIFFERENT ABOUT SECONDARY SCHOOL?
1. Work in groups and make your own predictions about Secondary School. You can start like
this:
“I think at secondary school….” or Secondary school will be….
2. Do you think the situation described in the cartoon is similar in the schools you know? How?
Complete the following graphic.
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TASK 2: Getting organised
1. Look at the TIMETABLE and compare it to your present/current one. Discuss with
the class about differences and similarities.
2. What other changes do you think might happen to you next year at school? Choose
from the ideas below and put a tick next to them. Add more of your own.
Classes may be larger
Bigger school environment
Subject specific teachers
Independent travel to school
Homework – greater volume and expectation
find your way around school
learn a new timetable
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CHAPTER 1:
get used to new school rules
be with older students
be bullied
3. Classify the previous ideas as positive or negative ones for your future. Discuss
with the class.
Positive
Negative
4. Analyze the following tips and decide which situations mentioned in 1) could be
improved with these pieces of advice. Can you add any other pieces of advice?
Manage your time well.
Be friendly and sociable.
Ask for help to an adult, tutor or teacher.
Have an agenda.
5. Have a look at the list and compare it to your own worries and justify your choices.
“I’m worried about…..because….”
FINAL TASK: Choose one of the following options
OPTION A: Design a leaflet about getting ready to transfer from Primary to High School. Select
the information you consider relevant in your product. Add images to make the ideas stronger
and clearer.
Look at the following example as a model:
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Ministerio de Salud Presidencia de la Nación: http://goo.gl/99R0Dn
Compare the previous leaflet to the following one and answer:
Do the leaflets share the same characteristics? Justify.
Debate with the class.
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CHAPTER 1:
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Now have a look at the leaflet below and analyse it taking into account the characteristics present
in the model example and the ones discussed with the class.
Taken from: https://skoolaide.wordpress.com/2013/08/22/does-your-high-school-experience-looklike-this/
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CHAPTER 1:
Once you have finished, make a new version of the leaflet about your own school. Remember to bear in mind all the characteristics discussed before.
OPTION B: Reflections on 6th year. Read the text and use it as a model to write about your
good memories from 6th Year.
OPTION C: Write a letter to your teachers and partners from 6th year and jot down the
happiest moments lived with them.
ONLINE TOOL
Letter generator: https://goo.gl/wyPvAb
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CHAPTER 2
CHAPTER 2: I CHANGE...EVERYTHING CHANGES.
Things are Changing!
The most visible changes are related to the changes which happen to your
bodies:
Boys and girls grow hair in their pubis, underarms, arms and legs. Their genitals
grow and mature. Pimples start popping up on their skin (teenage acne). Their
bodies sweat and start producing new body odors.
Girls’ hips widen, their breasts begin to enlarge and their nipples become noticeable, and therefore they start wearing a bra.
Boys’ shoulders widen, they grow a beard and a moustache, their voice pitch
changes.
These changes may happen more slowly or faster. Every boy and girl travels his
or her own road to get to have an adult body.
Taken from: http://goo.gl/bUwXdW
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TASK 1: Read the text and the chart to find information to fill in
the following table:
What changes?
How ?
bones
grow
TASK 2: Complete the following graphic organizer with the changes you are experiencing as you grow up.
Share with the class.
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CHAPTER 2
TASK 3: Talk with your partners about the physical and emotional
changes you are experiencing. Use the info taken from text and the
graphics.
You may start like this:
My bones are growing.
My hair…
My voice….
My mood…
Sometimes I feel...
Information for Preteens: PUBERTY
WHAT IS HAPPENING TO MY BODY!!!??
Hair growing in unexpected places? You are growing smellier and moodier? That sounds like
puberty! Brainstorm a list of changes that occur during puberty. What causes these changes?
Which changes are the most difficult to deal with? Why do you think so?
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As you begin to go through puberty you grow taller, stronger, heavier, hairier, smellier, moodier
and you may get pimples! Other changes depend on whether you are a girl or a boy.
Girls’ changes
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CHAPTER 2
- Bodies become curvier and hip bones widen.
- There is weight gain, particularly on the hips. This does not mean you have to
start a diet to lose weight. In fact you would be unhealthy if you did not put on
some weight. It just means that you are getting a womanly shape. Just continue
to eat healthy foods and get regular exercise.
- Muscles get bigger and stronger, but they do not show up as much as boys’
muscles.
Breasts start to develop. First there is a small swelling under the nipples, and
then the whole breast area starts to get bigger.
- Menstruation starts.
- You may get some whitish jelly from your vagina before or in between periods.
(Don’t worry it’s just your body’s way of cleaning itself.)
TASK 4: Read the text to get the main idea. What is it about? Next
scan the text to find the changes mentioned. Underline them.
Now read about boys:
- Boys gain weight.
- Shoulders get wider.
- Muscles start to get bigger and stronger.
- You may notice that you are getting an ‘Adam’s apple’. Penis gets longer and
wider.
- Testes (or testicles) get larger.
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- Breasts look like they’re developing a bit! (Don’t worry this is quite normal and
usually goes away by the end of puberty. See our topic Boys’ breasts for more
information.)
Boys’ changes
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CHAPTER 2
a. Read the text and label the body parts in the boy’s image.
b. What changes in a girl’s body? And in a boy’s body? Make a list.
c. Make this foldable to help you compare and contrast yourself as a little boy/girl and the
actual you. Use comparative adjectives.
Taken from: McGraw, Hill (2008). Glencoe Science. Biology.Copyright The McGraw-Hill Companies, Inc.www.
glencoe.com
SHARE WITH YOUR PARTNERS.
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TASK 5: Let’s play a game!
Before the game here are some tips to take into account:
- We use comparative adjectives to describe people and things:
This watch is better but it’s much more expensive.
I’m feeling stronger now.
We need a bigger house.
- We use than when we want to compare one thing with another:
He is five years older than me.
Buenos Aires is much bigger than Tucuman .
Messi is a better player than Ronaldo.
Argentina is a bigger country than Uruguay.
- When we want to describe how something or someone changes we can use two comparatives
with and:
My muscles got bigger and bigger.
Everything is getting more and more expensive.
Grandmother is looking older and older.
- See more at:
http://goo.gl/cEY4T9
READY TO HAVE SOME FUN! Your teacher will propose some games to play.
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CHAPTER 2
Now that you know some rules about comparative adjectives, read the
text again and complete the chart.
ADJECTIVE
heavy
COMPARATIVE ADJECTIVE
heavier
Answering your questions
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1. Look at María and Ruben. Get in pairs and try to describe them.
2. They have questions and doubts about the changes their bodies are experiencing and they
want to know more! Look at chart below and add your own questions:
María
Rubén
When does Puberty stop?
What happens when your voice
‘breaks’?
How will I know when it is time for my
first period?
Why am I so much bigger than, or sma
ller than, other kids in my class?
1. Do you know the answers to these questions? What do you think those answers are? Get in
groups and try to guess.
2. Now explore the following websites to get the answers:
http://completelygorgeous.com.au/home.html
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=289&id=1774#4
3. Compare the answers to your own. Then share your conclusions with the class.
Read:
Not all the changes of puberty are physical. Some of the changes are in your mind! Puberty
hormones can make you feel overly emotional...mood swings are completely normal in puberty!
You will listen to a recording about emotional changes in puberty. But first, here are some
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CHAPTER 2
strategies to help you better understand the text.
BEFORE LISTENING
Predicting: These strategies help you organize what you will wait for in the recording. First,
you will make predictions about what will happen. What do you think this text will be about?
My Predictions:
Asking questions:
Asking questions before you listen to the text will help you listen carefully to find details. You
can ask yourself questions about the following elements: type of text, vocabulary, information given
My Questions:
WHILE LISTENING
Visualizing: Make pictures in your head about what is happening • Think about the questions
you wrote in the previous step. Do a Quick Draw or Quick Write on the back of this sheet while
you are listening.
Knowing how words work: Jot down any words you don’t know as you listen.
Words I’m not sure about…
AFTER LISTENING
- What helped you understand the story?
- What connections did you make to personal events
- How did you decode or understand unfamiliar words?
- How did you organize your Quick Writes and Quick Draws to help you remember key parts?
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You will listen to the recording two or three times:
The first time is to identify the main idea; listening for gist. Listening for gist: you
listen in order to understand the main idea of the text.
The second time, you may start focusing on words. Listening for specific information:
you want to find out specific details, for example key words.
The third time, you may listen for detailed understanding: you want to understand the
information the text provides.
Now you are ready to listen!
TASK 1: Listen to the text
TRANSCRIPT
Puberty hormones also have an emotional and mental effect on young girls and boys. Mood
swings are normal in this stage! One minute you feel happy and next you feel angry...What should
you do about it?
Listen to some useful tips:
- Take a deep breath and count down from ten to one to relax. Count slowly in your mind before
you open your mouth. Count another 10 if you are still feeling out of control. Stop and think
about what to do or say.
- Go for a fast walk or run somewhere safe until you feel calmer.
- Use your words to tell your feelings. Never hurt someone physically or verbally
- Say what you feel in a firm voice, do not shout eg “I feel angry/sad/upset because...”
Sometimes you need to do something to get those angry feelings out. Here are some
other ways of getting out the anger.
- Squeeze a pillow or a ball really hard.
- Listen to some music and dance really hard.
- Clean up your bedroom.
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CHAPTER 2
- Talk to someone you trust about how you feel.
What works for you? Talk with your teacher and partners about other emotions you
are experiencing.
TASK 2
BEFORE LISTENING
Read the title of the recording and predict:
- What do you think this text will be about?
- What words will be mentioned? Make a list.
WHILE LISTENING
1st LISTENING
- What is the text about?
- What words did you recognize? Take down notes
- Compare your answers with your predictions
2ND LISTENING
- Which puberty feeling is the text about?
- What tips are mentioned to deal with this feeling? Tick in the following list
Say what you feel in a firm voice
Shout really loud
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Hit someone
Listen to some music and dance really hard.
Talk to someone you trust
AFTER LISTENING
TASK 1
Work in small groups to talk about puberty mood swings.
Choose one emotion to work with: SADNESS, CONFLICTING THOUGHTS, PEER PRESSURE,
FEELING DIFFERENT, FEELING UNCOMFORTABLE WITH YOUR BODY
To start with this task, tick in the list the emotions you are experiencing yourself. Add two
more to the list.
- You feel overly sensitive and uncomfortable about your physical changes
- You feel different
- You feel uncomprehended
- You feel uncertain
- You have conflicting thoughts
- You experience mood swings: you are happy one minute, you are sad the next.
- You feel peer pressure
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CHAPTER 2
Discuss with the class strategies for dealing with your emotions. You may start like
this…
Taken from: http://clickalink.org/wp-content/uploads/2012/03/should.jpg & http://goo.gl/CWDAhQ
SHOULD/SHOULDN’T
- We use should and shouldn’t to give advice or to talk about what we think is right or
wrong.
Example:
- You look tired. You should go to bed.
When you feel upset you should count down from ten to one to relax.
When you feel uncomfortable about your body you shouldn’t feel embarrassed. It’s
NORMAL!
TASK 2
Use the information from the previous task, the texts and audio to write a leaflet
about PUBERTY including some tips and pieces of advice to deal with different
emotions.
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GROWING UP...
TASK 1: Look at the pictures and read the poem
POEM
My legs are getting longer
My feet are growing too
I’m starting to get pimples
I’m glad that you are too!
The boys are talking ‘six packs’
The girls discussing bras
Make-up, fashion, friendships
Boys are mad on cars.
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CHAPTER 2
Confusing and exciting
The self I feel and see
I guess that I am changing
Into an adult me.
BH
Taken from http: //www.cyh.com/HealthTopics/HealthTopicDetailsKids.apx?p=335&np=289&id=1774#3
TASK 2:
How do you feel about the poem? Identified? How? What connections can you make to
yourself? Discuss with the class.
TASK 3:
Relate the images with the corresponding line of the poem. Underline the words that helped
you make your choices.
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CHAPTER 2
LANGUAGE FOCUS
FINAL TASKS:
- Write a poem about how you are changing.
- Create a glossary with the equivalent content words that best describe changes in boys and
in girls.
Grammar tips to remember!
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Taken from: http://goo.gl/eEV6cs
ROUND OFF TASK
What is, in your opinion the happiest moment/experience in adolescence? What about the
saddest? the most interesting? Describe what, when and where in a few lines.
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CHAPTER 3
CHAPTER 3: YOU CHANGE, PLACES CHANGE, THE
WORLD CHANGES….
THE BIG QUESTION:
What may change in a neighbourhood, a town, a city, a province, a country?
Think about changes you remember. Describe the present in comparison to the
past.
What other aspects may change? How?
Look at the following photographs and describe the changes you can see
You can start like this:
In the past there were/was….
Nowadays there are/is….
Or you can use these sentences as a trigger:
In the past women used to wear long dresses and they did not use cell phones.
Nowadays women wear short skirts and they use cell phones.
PICTURE DESCRIPTION TIPS
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WHAT ELSE TO INCLUDE…
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CHAPTER 3
Look at the example:
Taken from: http://goo.gl/dw2tN2
Picture directions:
1. ‘In the top left corner...’
2. ‘In the top left corner...’
3. ‘In the bottom right corner...’
4. ‘In the bottom left corner...’
5. ‘In the middle...’
6. ‘In the foreground...’
7. ‘In the background...’
8. ‘In the middle on the right...’
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Now choose one of the following photos and describe it taking into account
the tips above:
You may also include other details of the photo/image such as:
Information on artist and year and origin
… (image title) is a painting/drawing/cartoon by … (artist), painted in … (year). … (artist)
painted … (image) in … (year).....in (source)
This (image) was published in …..(year) and extracted from ….....(source)
Describing the scene
The picture was taken in/at/near … (place). / the scene takes in.....
The photo was taken in/at/during....(time) The picture depicts/ shows / … (scene).
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CHAPTER 3
What can you see?
The picture is composed of …...(number) parts. … (position: on the left/right/…) there is / are
… / we can see.... … is … (position: on the left/right/…) In this picture, the character is (Vb)-ing
…../ the characters are (Vb)-.ing ..
Now choose another photograph and include the details mentioned above to complete the
description.
Now let´s analyse a sample
http://writefix.com/?page_id=443
The picture shows a family visiting their new baby in hospital. It’s the evening, because the
light is on, so the father must have brought his children after work or school.
There are two children beside the baby, a boy and a girl. The boy is a little older than his sister.
He’s about six or seven. He looks proud. The girl looks very excited to have a new sister.
The father has his arm around his children. He looks proud as well. The mother is sitting at the
left. She looks happy but a little tired.
The baby is in the middle. I think it’s a girl, because she is wearing pink clothes. The baby is
sleeping despite all the noise and excitement.
http://goo.gl/ZjAODY
http://goo.gl/Dzv0yn
http://goo.gl/d2okgt
http://goo.gl/IHVC9o
What was it like for children in the Second World War?
Skim the text and answer: “ what does it consist of?”
How many parts can you identify?
Now read the text and answer: What are the parts about?”
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What was it like for children in the Second World War?
How did the War affect people’s everyday lives?
During the war life changed for everybody, including children. For most children, the war years
were a time of anxiety. For many, it was a period of family separation. For some, it was a time
of profound personal loss.
Many children had to grow up quickly during wartime. Many children had to look after
themselves and younger siblings while their mothers worked.
A. ______________
Nearly two million children were evacuated from their homes at the start of World War Two.
They were evacuated to the countryside to escape the bombing.
Children had labels attached to them, as though they were parcels. They stood at railway
station not knowing where they were going nor if they would be split from brothers and sisters
who had gathered with them. They felt scared about being away from their families and had to
adjust to new schools and make new friends.
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CHAPTER 3
B. ________________
Children lived in fear from the constant threat of air raids. They spent some nights living in
air raid shelters just in case German planes dropped bombs on their houses. Their fears came
true during the blitz. One in ten of the deaths during the Blitz of London from 1940 to 1941
were children.
C. ________________
The government thought that children under five would be scared of the gas masks so they
produced a specially designed Mickey Mouse gas mask. It was brightly coloured in red and blue.
D. ________________
Children had to take regular gas drills at school. They found these drills hard to take seriously,
especially when they discovered blowing through the rubber made ‘rude’ noises.
E. ________________
The war had an affect on the kind of rhymes children told and the games they played
How many of the games above do you recognise?
Adapted from: http://www.primaryhomeworkhelp.co.uk/war/children.htm
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These are the subtitles that were removed from the text about. Now, match the subtitles with
the different sections in the text.
games children played - air raids - school life - gas masks - evacuation
Taken from:
http://goo.gl/zuwtwG
Can you guess which church does the photograph shows?
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CHAPTER 3
DO YOU WANT TO CREATE YOUR OWN AUDIO-VISUAL DESCRIPTION? TRY THIS
OUT…
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http://content.etilize.com/user-manual/1023124619.pdf
Now write about yourself using the following sentences as a trigger:
When I was five, I had/ could….
Now I have/can…
For further practice: http://goo.gl/i7O5Hf
TIME CAPSULE
Make a time capsule to bury somewhere locally or, if that’s not possible, lock it up away in a
dark cupboard or attic until you finish secondary school.
The idea is to include things and information that show how you changed and evolved in your
secondary years.
Instructions: Putting together your own time capsule
Taken from: http://www.cityofslt.us/images/pages/N809/time_capsule_ideas.jpg
Work in small groups to share ideas.
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CHAPTER 3
You may include:
-
Description of your town/city
Current and significant events at national and international level
Your ambitions
A letter to yourself in the future
Favourite primary school memories
Favourite family memories
Other objects or information you consider significant for some reason
Brainstorm with whole class.
Some Tips for writing about your city:
- My city is located in …
- It is near…
- It is famous for/special because….
- …people live in my city / It has a population of….
- The governor/ major nowadays is….
- The main shops/industries/places of interest in my city are….
- The weather in summer/winter/autumn/spring is….
- The most popular place in my city nowadays is….
- People in my city….(entertainment/ everyday life)
- At weekends people usually….
- The best thing about living in my city is…
- The worst thing about living in my city is….
- I think that when I finish secondary school my city will (look like)….
- Draw a map of the city and write directions to locate your time capsule ( for example: your
house nowadays)
ASSESSMENT
Time to reflect. Think about this booklet
- What topics have you learnt?
- What have you learnt to do? Add more to the list
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Example:
1. Compare and contrast
2.
3.
What other changes would you like to know about?
1.
2.
3.
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