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Estefania Escobar Anna Pujol Isabel Ramos Anna Roura grup 71-B =THE CIRCUS =
 * 1) **Task title**: Let's do theatre!
 * 2) **Cycle / Age group:** eight to ten years
 * 3) **Topic / Starting point:** The Circus
 * 4) **Task justification:** We found it was a good oportunity to do this unit because a real circus has come to town and there is an excursion to go there. Also, it is a good chance to enforce the students english because the circus does it's show in that language.
 * 5) This didactic sequence is considered **CLIL**, because the subject knowledge of natural, social and cultural environment is done in English.


 * __OBJECTIVES__**

- To learn the vocabulary related to the circus. - To create a link between the school and the environment. - To encourage students to learn the use of the new technologies. - To improve the students linguistics skills: they must speak and write in English and listen native people talk in that language.

**Assigment 2 **
**LET'S DO THEATRE! **

**__Pre-task__**: (The teacher will do the introduction the day before starting the unit). To introduce the new task the students are going to be working on the teacher asks the children: “Have you ever been to the circus?” to motivate and activate the previous knowledge they might have of the subject. With that question they can start a debate in which they share their own experiences and anecdotes or maybe just do a comment about what they are thinking, related to the circus. With the excuse of the arrival of an ambulant circus to the city, the teacher can take a poster so her pupils can see it and talk about it. After, she can explain the shows they do, the people that work in it and the different jobs there are related to the circus, the animals that can appear in it… and that way she introduces new vocabulary.

**__Task preparation:__** The class is divided in small groups, three or four pupils per group. Each group has to do a small research of a topic related, in some way, with the circus: jobs, people or animals. Their topic could be given at random or they could choose it theirselves.


 * ** JOBS ** || ** PEOPLE ** || ** ANIMALS ** ||
 * Animal carer || Mims || Lion ||
 * Ticket seller || Acrobats || Snake ||
 * Host || Clown || Elephant ||

**__Task realization:__** Each group does a short performance in front of the class to show their classmates what their “topic” does at the circus and the others have to try to guess what is being represented.

To evaluate the activity we select in a random draw a group in charge of evaluating another group. That way children are more critics about their classmates and accept the errors faster. At the end of the performances each pupil of the group in charge to evaluate them has to do a little script of what they understood and what they liked and disliked of the performance. That is given to the teacher at the end of the session so she can evaluate her pupils (oral comprehension, level of vocabulary, written habilities…).

**__Post-task:__** What’s important with this activity is to learn the vocabulary related to the circus and realize the work that goes on behind the show. To end this session, the teacher could make the pupils fill in these activities:

What do the acrobats do? a) Take care of the elephants. b) Play the guitar. c) Walk on the tightrope.

How do the clowns paint their faces?

What do the elephants eat?

nuts bananas fish

=Assigment 3 =

** CREATE A POSTER! ** **__Pre-task__**: First of all, the teacher can ask the students: “How do the people who work in the circus make the other people go there?”. The teacher can also show the pupils real or virtual posters of many circuses around the world. It’s necessary that the teacher pays attention to the different parts of the poster: the name of the circus, the days that the circus is in the city, timetables, prices, things that people can see in it, photos... **__Task preparation:__** In groups, pupils do a sketch of the poster that they have to do. They have to search for some photos and information about the circus that is coming to the city to add on their poster. **__Task realization:__** Now, the students are ready to start the poster. They have to use the //Publisher// to do it. In the poster, they have to include photos, acts, timetables, etc., that is to say, the information about the show that they consider important to put on the poster. **__Post-task:__** Finally, the groups have to show their work to the other classmates. For this, they will use personal computer, projector and screen. As well, they have to do a little oral exposition about their poster. For this, they can use microphones, like a circus presenter. Once all the children have done their presentation, the pupils will be able to choose their favourite poster, which can be printed to put on show in the class.

=Assigment 4 =

** THINK ABOUT IT **

//(This session has to be done after going to the circus). //

__**Pre-task:**__ to be able to realize the activities designed for this session, it would be suitable that the teacher, with the participation of the pupils, did a small follow-up on how animals and people live at the circus.

__**Task preparation:**__ Students watch some fragments of videos in which you can see the day to day of the different people that are involved in the circus.

**__Task realization:__** After the children have had the chance of visiting the circus and living that experience and seeing videos, they can debate about this style of living.. They’d have to say if they would like living this way, if they’d be able to work as hard as they do, etc. also they would have to talk about the way the animals live, in what conditions.

http://www.youtube.com/watch?v=y7JvL2ap3Cg

__**Post-task:**__ each student must do a short composition on their final conclusion about everything they have been working during these sessions related with the circus. Finally, all the students, together, will do a mural where they explain everything they have learnt and talk about the activity that they have liked the most.

Power Point:

Estefania Escobar Anna Pujol Isabel Ramos Anna Roura grup 71-B