Bear Hunt

TEACHING UNIT: “WE’RE GOING ON A BEAR HUNT” CURS 10-11

SUBJECT

TASK

LENGTH

th

4 graders

English PERFORMING THE STORY We're going on a bear hunt" 5 lessons CONNECTION TO OTHER SUBJECTS: Science JUSTIFICATION METHODOLOGY The United Nations declared 2010 to be the International Year of Biodiversity. Therefore This didactic unit is task based (TBL). That means that in the context of achieving a this academic course it is worth to take action to safeguard the variety of life on earth: relevant task for students, they get across to some specific language and its meaning. TBL biodiversity. A good way to do it is to deal with biodiversity in class, with a particular focus is a communicative approach that allows students to learn foreign language in a on endangered animals, such as bears. contextualised, functional and meaningful way. During the didactic unit individual, pair work and group work are combined to promote different kinds of interaction, and thus, communication. Assessment will be integrated in the teaching and learning process and will be global and continuous. Assessment will be carried out trough systematic observation in classroom during the development of the teaching and learning activities. The proposed activities are open and flexible enough to allow students to do them according to their interests, capacities and needs. ASSESSMENT CRITERIA BASIC COMPETENCES Communicative, linguistic and audio-visual basic competence

Basic competence of knowledge and interaction with the physical world

OBJECTIVES

CONTENTS At the end of the didactic sequence the student: Performs, with audio-visual support, the story “We’re going on a bear hunt”.

1. To perform a short and easy story related to bears, that students previously dealt with.

Story “We’re going on a bear hunt”.

2. To understand globally and learn a short and easy story related to bears, in order to perform it.

Story “We’re going on a bear hunt”.

Has understood and learnt, with audio-visual support, the story “We’re going on a bear hunt”.

3. To learn about bears, in the meaningful context of a story.

- Geographic location, habitat, feeding and habits of bears.

Knows about geographic location, habitat, feeding and habits of bears.

Communicative, linguistic and audio-visual basic competence

4. To learn some vocabulary related to bears and its customs, with help of audio-visual support and in the meaningful context of a story.

- Related to bears’ parts of the body: furry ears, black nose, big mouth, brown eyes. - Related to bears’ location: American, Europe and Asia. - Related to bears’ habitat: green forest, dark caves. - Related to bears’ feeding: vegetation, fish and small animals, mother’s milk, water. - Related to bear’s habits: to drink water and catch fish from cool rivers, to hibernate in dark caves. - Others: baby bears cubs, hot months, winter, spring, summer, autumn, long wavy grass, oozy mud, goggly eyes, gloomy cave.

5. To recognise some linguistic structures, with - Wh-questions: Where do bears live?, What help of audio-visual support and in the meaningful do bears eat?, … context of a story. - Answers to Wh-questions: Bears live in/ eat/ … - Prepositions: over, under, through. - Expressions: what a beautiful day, we’re not scared. Information processing and digital basic competence

6. To make use of ICT for searching information on Internet about bears and broadcasting the storytelling performance.

- Use of ICT for searching information on Internet about bears and broadcasting the storytelling performance.

Knows vocabulary related to bears and its customs, with help of audio-visual support and in the meaningful context of a story: - Related to bears’ parts of the body: furry ears, black nose, big mouth, brown eyes. - Related to bears’ location: American, Europe and Asia. - Related to bears’ habitat: green forest, dark caves. - Related to bears’ feeding: vegetation, fish and small animals, mother’s milk, water. - Related to bear’s habits: to drink water and catch fish from cool rivers, to hibernate in dark caves. - Others: baby bears cubs, hot months, winter, spring, summer, autumn, long wavy grass, oozy mud, goggly eyes, gloomy cave. Recognises some linguistic structures, with help of audio-visual support and in the meaningful context of a story: - Wh-questions: Where do bears live?, What do bears eat?, … - Answers to Wh-questions: Bears live in/ eat/… - Prepositions: over, under, through. - Expressions: what a beautiful day, we’re not scared. - Makes use of ICT for searching information on Internet about bears and broadcasting the storytelling performance.

LESSON

DIDACTIC SEQUENCE DEVELOPMENT

1

2

2/3

3

ACTIVITATS

PRE-TASK ACTIVITY 1: GUESS THE ANIMAL?: Before class, distribute the 6 face bear part cards by taping them to the back of 6 different chairs around the room. Students then enter the class. Start class by asking students to check the back of their chairs. Those that have pieces should say what they have. Teacher prompt students to guess what the animal is, a bear. ACTIVITY 2: BINGO! Hand out bingo cards. Teacher calls the different 6 face bear parts in random order. First student to fill their card calls bingo. Repeat the game several times. TASK PREPARATION ACTIVITY 3: BEAR FACTS Students predict what they will listen to – that is, what do they know about bears that they think you will tell them. Students listen to you read the information to complete the first part of their handouts. Hand out the bear facts worksheet alternating between A and B versions along rows. Students listen to you read the information to complete the first part of their handouts individually. Students now unfold their sheets and speak to their partner to get the rest of the information. Project a ppt with the text about bear facts and allow students to read to check.

SOCIAL ORGANISATION OF THE CLASS

MATERIALS AND RESOURCES NEEDED

Whole group

6 face bear part cards

Whole group

Bear part bingo cards

In pairs Individually In pairs Whole group

Worksheets “Bear facts” (versions A and B) Text “bear facts” Ppt with the text “bear facts” to project

ACTIVITY 4: LISTENING TO THE STORY "We're going on a bear hunt" Tell students you are going to tell them a story about some children who are looking for a bear. Tell them the story twice using the provided video. Check for comprehension, making special emphasis on the new vocabulary, making use of visual support, if needed. With help of audio-visual support, perform the story together with students so that they learn it.

Whole group

Video “We’re going on a bear hunt”.

ACTIVITY 5: SEARCHING ON THE INTERNET FOR INFORMATION ABOUT BEARS! Tell the students to look for information at home on the Internet about bear facts and to bring to class the information they found the following lesson. On the following lesson, hand out the Internet “bear facts worksheet” alternating between A and B versions along rows. Students complete the task in pairs using the information they gathered. Then revise and comment the activity with the whole group. ACTIVITY 6: LISTENING AND PERFORMING THE STORY We're going on a bear hunt" Listen to the story again "We're going on a bear hunt" and perform it together with students several times so that they learn it.

Individually In pairs Whole group

OBSERVATIONS

You will need to make use of Internet in this lesson.

PPT with pictures to go through the new vocabulary.

Whole group

You can also ask the informatic teacher to dedicate one of his lessons to do the Internet search on bears. Video “We’re going on a bear hunt”.

4

TASK ACTIVITY 7: PERFORMING THE STORY We're going on a bear hunt" Performing the story "We're going on a bear hunt" for 3rd graders students.

Whole group

You can make use of audio-visual support to help the students to perform the story “We’re going on a bear hunt”. It’s recommended to carry out this lesson in a big class, such as the gym.

5

POST- TASK ACTIVITY 8: BROADCASTING THE PERFORMANCE OF THE STORY We're going on a bear hunt" Together with the students, gather and select the different audio-visual materials from the performance of "We're going on a bear hunt" (photos, videos, ...). Upload them in the school's blog, so that the educational community can have a look at them and comment them.

Small groups Whole group Small groups

It’s recommended to carry out this lesson in a computers class.