BREAKFAST - Jump to it! (Nutrition game)

(Unit "Be in shape": healthy eating)

Dear 9B and 9C students:

A. Game.
1. Click on the link below and play this interesting game. You can even get a certificate! Notice the vocabulary used.

http://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities/BreakFAST-Jump-To-It.aspx

 

VOCABULARY:

cuts and scrapes = that's what you get when you cut yourself or when you fall down and get hurt
pick foods = choose foods
stay fit = be in good shape
do well at school = have good results at school
soda = soft drink; carbonated beverage
candy = a sweet confection made with sugar and often flavoured
balanced breakfast (also: balanced diet; balanced meal...)

Notice: you can play other games in the same page. See the menu on the left.

The Girl and the Fox (animated cartoon)

(Describing past actions)

 

Dear 8B, 8C, 9B and 9C students:

 

A. Writing

1. Watch the animated cartoon "The girl and the Fox", by Tyler J. Kupferer.

2. Notice these words. Check the ones you don't know in the dictionary.

 

- wood hut

- duck

- trail of footprints (trail; footprint)

- lantern

- go into the woods (go into; wood)

- bushes (bush)

- knife

- snow heavily (snow; heavily)

- freeze to death (freeze; death)

- tail

 

3. Write a text as if you were telling the story and hand it to me for correction. Don't forget to use text organisers and linkers: after that, then, some time later, when, finally; and, but, however, because...

 

Start your text like this: In a cold winter night, a girl...

 

Mind: this is extra practice - another opportunity to improve your writing skills and revise the Past Simple. It's not for evaluation!

 

4. If you prefer, you can comment on the following (use the "comments" box below):

 

Why did the girl decide not to kill the fox?

 

Logical deduction and memory

How many of you have never complained about your students' lack of studying skills, poor memory ability and the sort? In a world where the remote control and the keyboard are dominant tools, what could we expect? - Immediate disposable knowledge, of course!

This activity was intended to address that issue.

CONTEXT: after two lessons working on the topic Family (all the vocabulary had been worked before, except for the ...-in-law compounds, which were added as a challenge); delivered as a surprise activity at the beginning of the third lesson.

AIMS: developing studying skills; raising word formation awareness; reflecting on the amount of work done.

EVALUATION: The surprise element and the score control by the students engaged them; concentration levels seemed higher than normal; the scores mirrored the students' proficiency levels; they seemed to understand the need for organised vocabulary lists; more time was needed than previously expected (15 minutes, rather than 10).

REMARK: You don't need elaborate fashionable activities to help students improve their studying/ learning skills!

Dear student:

1. Click on the worksheet; enlarge the picture; copy and paste it on a Word document; print it and you're ready. 10-15 minutes will be enough to fill in the chart. Check the words you don't know in the dictionary.
2. Build other vocabulary lists. Organise them in a way that makes sense to you.
3. Notice any patterns (-tion, -er, -ment... as endings of nouns, for instance).