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GROUP 6: Jana Solà, Sònia Zurriaga, Martí Gamero i Francesc Sisteró 

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GROUP 6: Jana Solà, Sònia Zurriaga, Martí Gamero i Francesc Sisteró 

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“BODY EXPRESSION AND DRAMA PROJECT”

Content:

Act ir out:

Ripple playing

Parts of the play

Characters

Performance

What is it for? Say and imagine

Movement skills

Use of small equipment

Creativity

Body coordination

Shall we dance?

Dances: dance steps

Coordination

Form groups

Position/posture

Rhythm

In my dreams:

Animate/inanimate objects

Mood, feelings, ideas

Expressive body resources: body, face

Spontaneous gestures and affection

Communication:

Language of communication:

Glossary of PE terms

Key vocabulary of th topic

Key expressions of the topic

Language FOR communication:

Following instructions

Expressing questions and answers

Organitziting the terms, groups or roles

Presentating a play

Giving opinions

Expressins understanding and not understaning

Language THROUGH communication:

Questions that come across the lesson

Research in the ordinary English class

Cognition:

Perform

Act out

Memorize

Interpret

Show

Create

Invent

Imagine

Move

Culture:

Be conscious of the differences between classmates.

Understand fairy tales as plays.

Be interested in other tales and dances from other countries and cultures.

Be interested in watching some videos of a sports match, theatre play…

Be conscious of the range of games we can play with or without equipment.

Understand your body as a way to communicate things.

Appreciate things that we can learn when interacting with others.

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GROUP 5: Eli Català, Eli Flix, Neus Rodríguez, Cris Sala, Laia Sirera, Jana Torreblanca. 

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GROUP 5: Eli Català, Eli Flix, Neus Rodríguez, Cris Sala, Laia Sirera, Jana Torreblanca. 

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ROLE THE DICE!

Content

Understand what random, non
predictable and predictable
events are.

Communication

Language of:

Use of the simple future to express a hypothesis or a prediction.

Language for:

Making hypotheses:

Our hypothesis is that if we... we will... Because there are..../there is... We are very sure/We are not very sure We bet ... points.

Language through:

Feedback from teacher when asked in English should also be provided.

Cognition

Design simple experiments to prove hypotheses.

Culture

Understand that there’s not always a unique correct answer to a question or problem.

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Grup 3: Alba Bereño, Aina Guardiola, Aina Escolà, Marina Bosch i Laia Fo

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Grup 3: Alba Bereño, Aina Guardiola, Aina Escolà, Marina Bosch i Laia Fo

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Unit - Animals: Mammals, birds and fish

Content: Vertebrates; mammals, birds and fish; body parts.

Communication:

Language of learning: key vocabulary (mammals, birds, fish names)

Language for learning: language to classify (it's a... it goes to....)

Language through learning: language to carry out the sheets.

Cognition: Make choices in classifications.

Culture: Distinguish between wild and farm animals.

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GROUP 1: Abril Aguilera, Ares Martínez, Celia Segovia, Marta Pérez i Sara Vall.

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GROUP 1: Abril Aguilera, Ares Martínez, Celia Segovia, Marta Pérez i Sara Vall.

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DANCES AROUND THE WORLD

Content

Four dances around Europe.

Communication

Of learning:

Vocabulary: Catalonia --> "anthem, steps, join hand, form a circle")

Structures: Greece --> "Let's make a line!")

For learning:

Functions: "Describing the steps of four European dances."

Cognition

Classify information about dances.

Culture

Respect other countries, traditions and people.

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GRUP 4: Berta Culleré, Judit Vilaseca, Maria Milelire, Marina Bernades i Sokaina EL Hachimi

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GRUP 4: Berta Culleré, Judit Vilaseca, Maria Milelire, Marina Bernades i Sokaina EL Hachimi

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LESSON PLAN: PICASSO PIECES

UNIT 2: CUBISM & ‘LAS MENINAS’

Content: Cubism as a painting style.

Cognition: Comparing (Cubism and Realism)

Communication:

Vocabulary (Shapes: square, triangle, oval, rectangle, circle, star, diamond, semi‐circle, hexagon, sphere, cube, pyramid, cylinder, prism, trapezium.)

Communication structures (The… and the… are similar because they are… I’ve got a… Who’s got a…?)

Culture: Respect and value Art and classmates’ creations, opinions and feelings.

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GROUP 2: Judith Baraut, Chaimaa Bouallaga, Meritxell Matilla, Judit Pastó, Marisín Sanahuja i Núria Sans

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GROUP 2: Judith Baraut, Chaimaa Bouallaga, Meritxell Matilla, Judit Pastó, Marisín Sanahuja i Núria Sans

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Content:

Environmental issues: forest degradation, river pollution

Communication:

Vocabulary: paper mill, raw material, pulp, bank-note, handmade, mould, wrapping, soft, rough, thin, rolled, stationery, grammage, linen, cotton, rag, loans, beggars, watermarks, BC-AD...

Structures: Is it made of..., It ́s got..., It can be used for... How can you...? Has it got...?

Cognition:

Differentiating between different types of material and usages.

Culture:

Environmental issues: impact on nature, recycling.

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GROUP 7: Judith Jove, Patricia Serrano, Helena Niubó, Aran Perera i Noèlia Sánchez

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GROUP 7: Judith Jove, Patricia Serrano, Helena Niubó, Aran Perera i Noèlia Sánchez

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ART GALLERY

Content

To understand oral information about paintings and painters

Communication

Language of learning --> Key vocabulary: Real /abstract work.

Language for learning --> Describe paintings: Lines straight / curvy, thin/thick

Language through learning --> Feed back.

Cognition

To recognize famous artworks and artists’ style

Culture

To appreciate the artwork and the artist and its multiculturalism approach.