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Music Intelillence
The teacher will give the children several rhythmic patterns. The teacher give
one eglish structure pattern (grammar) which fts with the rhythm. Then,
everyone in class have to repeat, again and again this gramar structure until
the children be able to reproduce that structure easily.
E.G The teacher gives the children a simple rhythmic structure !hort, !hort,
"ong I am #unny
In this e$ample, %I& would be short, %am& would be short, and %#unny& will be
It's better i# the teacher change the pitch in every (ord, creating a melodic
structure which is repeated over and over again.
This e$ercise will increase the children's accuracy when they use this pattern.
This e$ercise will be suitable with any grammar structure. The only thing we
have to do is try to match the correct melodic and rhythmic pattern with the
correct grammar structure.
)isual*!patial intelligence
The teacher will give the students a long range o# cards with some vocabulary
about, #or e$ample, clothes.
The children have to try to memori+e the most range o# cards they can. Then,
the teacher as, the students to pronounce the name o# the suitable clothes
which fts in the body's part he points at.
The children have to point at the same body's part. In that manner, everytime
the childrent touch #or e$ample the head, they will remember a lot o# clothes
which fts in that part o# the body.
It's a very simple activity, but has a lot o# possibilities, and, i promise, it wor,s.
Task 2 Have a look and ev!e" #o$ a En%l!s& 'ook
Te$t boo, ./G! 0
Editorial 2EI3EM133, 4556
I!.3 -5 -7505--8-5 9 I!.3 -:
The frst thing i was loo,ing #or is a cheap boo,, which didn't ma,e parents to
be hesitate with the boo,'s price. I thin, this one has the better cuality*price
I thin, it's very attractive #or children, because it's #ull o# #unny pictures. The
children #eel right with it.
It has a lot o# #unny oral activities, it has a fne se=uenced material and the
topics that the boo, covers, interest to the children.
It would be better #or me, i# the boo, had more cultural bac,ground. I thin, this
is one o# its wea,nesses.
The teacher have to fnd the way to develop the basic competences, because
the boo, doesn't have an appropiate input o# them.
>oor in #rasal verbs and collocations, but, in this stage, i thin, is better #or
children to learn the very basic grammar structures. ?or me, this is not a
@therwise, i thin, it's a very good boo,. The children learn a lot with it. 1nd
have #un everyday.
I thin, the more you repeat things, the more you will be able to remember
them, and this is the strongest point o# this boo,.
Aou can fnd the frst structure you learned in the begining o# the course, at the
end o# it, so, #or me, the repetitions the boo, has, is the better point #or me.
Bhildren remember things doing them. It's not a =uestion o# grammar study.
Task ( Cea)e a ICT a*)!v!)+
1d=uire the basic comunicative competence to e$press and understand easy
messages and #ollow an easy conversation.
"isten and spea, with basic oral competence, in a progressive comple$ way, as
in#ormal speeches, instructions and e$planations.
1ssesment criteria
To be able to listen easy messages and to e$tract its in#ormation.
To be able to spea, with some Duency in daily situations.
Every student must record a podcast with a script at home. The teacher must
give the scripts to the students.
In class, the pupils must be able to understand the podcast's content and to
evaluate its in#ormation.
Then in pairs or in small groups, the students must tal, about the podcast's
in#ormation, and i# possible, argue or give pros and cons about the in#ormation.
The whole class must give its impression about the activity, and argue about it.
The pupils must evaluate the activity with %I li,ed it& or %I didn't li,e it& and
must give reasons about their answers.