Cel na ten rok? Oksymorony.
Działam, by usłyszeć słowa niemożliwe, wzajemnie się wykluczające: "fajna praca domowa", "poproszę o klasówkę", etc. Niemożliwe?
Wszystko zależy od tego, czy nauczyciel wczuje się w ucznia. Banał, wiem. I nie zawsze można odpuścić sprawdzian czy nudniejsze zadania z zeszytu ćwiczeń. Można za to przeplatać je projektami, zadaniami z fantazją i technologią.
W tym tygodniu z okazji drugiego webinarium w ramach projektu Erasmus Plus zajęłam się pracą zdalną, przygotowawszy zajęcia z użyciem technologii. Hitem okazał się Kahoot!, który gimnazjaliści i licealiści pokochali, a że pierwszy, testowy tablet już do nas jedzie, tylko czekać, kiedy pokochają go młodsi słuchacze. Już wkrótce relacja z zajęć ICT w naszej szkole językowej.
Relacja z drugiego webinarium również już niedługo na blogu, stronie i kanale YT
This is a lesson designed to prove that teaching about colours doesn't have to be limited to dictations, simple colouring or talking about your favourite ones. This CLIL lesson includes elements of Art, Music and Science.
I have to mention about my assistant, Ms Ewelina Stus, who is also a teacher in my school and eagerly engages herself into CLIL lessons and their planning. Most of the activities were designed by her.
Aims: Students can name three primary and four secondary colours. They can do an experiment with milk and food colouring, they can sing a song about colours.
Task 1
I talk to my students asking whether they know any names of colours in English. I ask them some simple questions asking to indicate examples of these colours in the classroom. Then, I explain that today we are going to do some colourful magic. They are always intrigued hearing that :)
Task 2
I show them a song by Sesame Street.
After watching it a few times depending on students' willingness, we talk about the colours presented in the song and the whole process - if they have noticed what happens when two colours are mixed.
The conclusions should be:
blue and yellow = green
red and yellow = orange
red and blue = purple
Variation! If you have time and an access to the IWB a perfect idea would be to ask students to become these colours (as the men in the song) and try to mime as it follows.
Task 3
I introduce notions: "a primary colour", "a secondary colour", "to mix". Now we can go straight to the experiment.
I show the instruments: a plate, a paintbrush, milk, food colouring in three primary colours, dish soap.
I explain that this is the part with magic and I will need their help. Giving all the instructions in English we go through all the steps:
1. Pour some milk into the plate.
3. Drop some food colouring in three different places of the plate.
5. Touch each spot of paint gently and see what happens.
6. When you have all three secondary colours on your milk, stir
everything up and see what colour you have now (brown as we get it when
red, yellow and blue are mixed).
1. Pour some milk into the plate.
2. Wait until the milk is still.
3. Drop some food colouring in three different places of the plate.
4. Pour some dish soap onto the paintbrush.
5. Touch each spot of paint gently and see what happens.
6. When you have all three secondary colours on your milk, stir everything up and see what colour you have now (brown as we get it when red, yellow and blue are mixed).
IMPORTANT! The milk should be fat about 3%. Less fat can result in the failure of the experiment.
If you have some time left or your experiment has failed - show this film.
Task 4
Especially for this lesson I bought some dry pastels in three primary colours. Each student gets three pencils and using only them they have to colour the worksheet according to the instructions. This is also a chance to show them how to use this kind of pastels, how they can mix colours using their fingers etc.
Sometimes they have to exchange pastels as the number of them is limited and it is a chance to practise asking for objects: "Blue, please", "Here you are", "Thank you".
This lesson was a first one in the 6th Grade. The topic was chosen by a coincidence. I just came across www.picassohead.com and simply knew I HAD TO make use of it.
AIMS:
To get to know some details of Picasso's life; understand notions like "cubism", "abstract", "angle", recognise the most important pictures of this author; prepare a Picasso-like painting online; give a short presentation;
Task 1
Ask students some LOTS and HOTS questions:
Who is a painter? What painters do you know? Who is your favourite one? Why do you like their masterpieces? Have you ever heard about Pablo Picasso? What do you know about him? What did he paint?
Asking these questions makes your students more attracted by the topic.
Explain the aims of the lesson.
Task 2
Show them a film without stopping, asking them about what is being painted (their answers were: bacteria, roses, a fish, a rooster/chicken). This film shows a real mastery of Picasso.
Task 3
Children are given copies of Picasso's biography. I simplified the text so that they had no bigger problems with understanding. Then they try to answer some of the questions concerning the contents of the text - discussion.
Ask them about more complicated vocabulary. Then they note down new words - both content and compatible ones.
Task 4
Divide students into groups of 3-4. Each group is given a set of 7 photos and their titles. Their task is to match them into pairs. This is a funny activity taking into consideration cubism ;) Sometimes they have problems to figure out the right position for the painting :)
Task 5
No teacher assessment again. Instead play this film:
Here they can find all of the paintings from the task. If there are any mistakes (and there always are) they correct them alone. Afterwards, you can discuss together the content of the pictures trying to recognise some characteristic elements.
Task 6 - homework
Each student has my email address and we also try to work online via Edmodo. This time their homework is to create a Picasso-like painting by means of www.picassohead.com and then send it to me. At the next meeting they will be asked to tell the rest of the group something about their project. Functional language used here - phrases to describe location plus body parts (mainly head).
