Redhen

THE LITTLE RED HEN

CEIP MARE DE DÉU DE MONTSERRAT (SÚRIA)

Concepció Azorín

M. Roser Casas

ENGLISH PROJECT P-5

THE LITTLE RED HEN

THE LITTLE RED HEN

VOCABULARY

THE FAIRY TALE

COOKING

SONGS

GAMES

FLASH CARDS

MASKS

ROLE-PLAY

ARTS AND CRAFTS

ENGLISH PROJECT IN P5 Story: THE LITTLE RED HEN Main Objectives: - To introduce new vocabulary: food, animals, actions … - To listen and understand the story. - To answer orders and commands physically (TPR activities) about the story vocabulary. - To repeat and to learn the new words. - To participate in a role-play and complementary activities. - To promote interest of sharing and helping the others. - To enjoy learning English. Contents: - Vocabulary: food ( wheat, flour, bread); animals (hen, chick, cow, horse, sheep, dog, cat, mouse) actions (plant, cut, make,

eat…). Basic structures: “Can you help me?“, “No, I’m busy” Farm work. Activities: - Vocabulary introduction (flash-cards and masks to introduce the characters). - Storytelling by a Big Book: Children are sitting on the carpet. - Arts and Crafts: Kids can cut out, colour and stick some different masks to create their own character. Children built a mill

with a construction kid. - Short story repetition : Kids repeat the names of vocabulary and animals they can remember. Then the teacher repeats the

story again in a short way and gives to the kids the animals masks. Every child has to stand up every time she/he listens the name of the animal he/she has got.

- Song: “Old MacDonald had a farm” (adaptation). Children are standing singing and dancing the song (TPR activity). - Games: 1.- The boys and girls have to simulate the animals sounds with the masks answering the teacher’s question: “What

does the cow say?” “It says Muuu!” 2.- In groups, with teacher helping, they have to order the story sequences and hang the story posters on the blackboard. 3.- Jigsaw with some animals pictures of the story. - Role-Play: Children act out the story with the masks they have made practising the main structure used in the tale: “Can

you help me?” “No, I’m busy”. Cooking: Children and teacher make some little pancakes and eat them . Material : Big Book ; ROSE, Gerald: The little red hen. Cambridge Storybooks. G. SM. Madrid 2006 . Flashcards, masks, songs, games, cooking staff, camera.

Time Routines (8’) Activities (20’) Material Grouping Routine (2’)

SESSIÓN 1 30 min. Warm-up (8’): -Greetings: Good morning, Good afternoon -Hello song -Weather -Date

Vocabulary and basic structures introduction showing the flashcards. Children have to repeat them. -animals (hen, chicks, cow, ,horse, sheep, dog, cat, mouse). -actions (plant, cut, make, eat). -food (wheat, flour, bread) -Structures: “Can you help me”, No I’m busy”

Flash cards Individual and big group

Goodbye Song (2’)

SESSION 2 30 min Warm-up (8’): Good morning, Good afternoon -Hello song -Weather -Date

Listening to the story: The teacher tells the story with the Big Book Kids repeat the vocabulary again.

Big Book Big Group Goodbye song (2’)

SESSION 3 30 min Warm-up (8’): -Greetings: Good morning, Good afternoon -Hello song -Weather -Date

Arts and crafts: making the masks. Children make their own masks (cutting, colouring and sticking) to do different activities and games.

Masks worksheets Crayons, glue, scissors

Individual Goodbye song (2’)

SESSION4 30 min Warm-up (8’): -Greetings: Good morning, Good afternoon -Hello song -Weather -Date

Story repetition: The teacher repeats the story again. While he/she is telling it, the children have to stand up with their mask on the face every time the teacher says the name of the animal they have got. This activity can be done only one time with the diferent animals or saying every time all the animals names.

Own Masks Individual and big group

Goodbye song (2’)


Song: “Old Mcdonald had a farm” (adaptation) Children sing and dance together doing a TPR activity. They act and imitate the animals. Game 1: Simulate animal sounds. Boys and girls answer the teacher’s question: “What does the ….. (each animal) say?” using the masks.

-Song -Masks

Big group Goodbye song (2’)


Game 2: order the story sequences They have to order the story in the correct sequences. They have to been helped by the teacher and hang the posters on the blackboard. Then they have to repeat the actions, names of animals and food pointing on the poster.

Posters or Flashcards



Game 3: Make a Jigsaw. Kids have to cut and build a jigsaw about the animals of the story. When they have finished to build it, can change the picture and make another animal.

Flash-cards or posters

In pairs or individually.

Good-bye song (2’)


Role –play: They act out the story with the masks reproducing the structure worked: “Can I help you? No, I’m busy”

Masks Tools and accessories


SESSION 9 Warm-up (8’): -Greetings: Good morning, Good afternoon -Hello song -Weather -Date

Cooking: Children and teacher make pancakes and they eat them to finish the didactic unit

Cooking stuff Individually with all the group.

Good-bye

FLASH CARDS

VOCABULARY

WHEAT

FLOUR

BREAD

ACTIONS

THE BIG BOOK

THE LITTLE RED HENLOOK, IT’S WHEAT!

WE PLANT THE WHEAT.

CAT, CAN YOU HELP ME? NO, I’M BUSY.

DOG, CAN YOU HELP ME? NO, I’M BUSY.

SHEEP, CAN YOU HELP ME?NO, I’M BUSY.

COW, CAN YOU HELP ME?NO, I’M BUSY.

HORSE, CAN YOU HELP ME?NO, I’M BUSY.

WE WATER THE WHEAT.

CAN YOU HELP ME?NO, I’M BUSY.

WE CUT THE WHEAT.

WE GO TO THE MILL.

WE MAKE THE BREAD.

THE BREAD IS READY.

NO, YOU CAN’T.

THE BREAD IS FOR MY CHICKS AND I.

CAN WE EAT SOME BREAD?

ARTS AND CRAFTS:MAKING THE MASKS

COLOURING CUTTING

THE MASKS

THE POSTERS AND THE MILL

STORY REPETITION

SONGOLD MACDONALD HAD A FARMOLD MACDONALD HAD A FARM, EE I EE I OH!AND ON THAT FARM HE HAD SOME HENS,EE I EE I OH!

OLD MACDONALD HAD A FARM, EE I EE I OH!AND ON THAT FARM HE HAD SOME CATS,EE I EE I OH!

OLD MACDONALD HAD A FARM,EE I EE I OH!AND ON THAT FARM HE HAD SOME DOGS,EE I EE I OH!

OLD MACDONALD HAD A FARM, EE I EE I OH!AND ON THAT FARM HE HAD SOME SHEEPS,EE I EE I OH!

OLD MACDONALD HAD A FARM, EE I EE I OH!AND ON THAT FARM HE HAD SOME COWS,EE I EE I OH!

OLD MACDONALD HAD A FARM, EE I EE I OH!AND ON THAT FARM HE HAD SOME HORSES,EE I EE I OH!

OLD MACDONALD HAD A FARM, EE I EE I OH!AND ON THAT FARM HE HAD SOME CHICKS,EE I EE I OH!

GAME 1WHAT DOES IT SAY?

GAME 2. SEQUENCES

GAME 3: JIGSAW

ROLE-PLAYING

PLANT CUT GO TO THE MILL MAKE THE BREAD

Let’s make pancakes K-5 TEACHING OBJECTIVES

To name food, cooking utensils, actions and adjectives ( related to food-pancakes) To follow the oral instructions. To observe the process.

LEARNIG OUTCOMES: children will be able to COGNITIVE SKILLS CONTENT CULTURE

Recognizing new vocabulary Make pancakes Try the pancakes and judge them Sequencing the recipe

Use the School kitchen Food and ingredients to make pancakes School material to decorate our pancake: papers ( different colours, crayons, glue. Sequencing page (children drawings)

Show interest about cooking pancakes Learn where the pancakes come from Interest of sharing and helping other children/ adults Interest of know and try know about other recipes Interest to participate in School activities

COMUNICATION Language of learning Language for learning Language through

learning Key vocabulary: Food: water, milk, egg, sugar, flour, oil, syrup, chocolate Kitchen utensils: cup, pan, plate, spoon Action: mix

How to use appropriate vocabulary How to follow simple instructions

Key sentences needed: Let’s make pancakes,…

Dictionary use for vocabulary extension: For the teacher: Dictionary, Recipes ( books and internet) Videos ( internet) The Red Hen( previous work) Pancakes, Pancakes ( Eric Carle) Pancakes for breakfast by Tomi De Paola I you give a pig a pancake by Laura Joffe Numeroff and Songs (internet)

PANCAKES

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