year 1- tips and recommendations for summer

If you want to revise what we have done this year, or do any of the activities again, you can visit this section in my blog: https://natalialzam.wordpress.com/category/ies-parque-goya-students/british-year-1/

READING:

you can choose a book, online newspapers, magazines… Some useful links may be:

Some books you may read are:

  • Dahl, Roald. Boy (Tales of Childhood). (available at the school’s library)
  • Dahl, Roald. Charlie and the Chocolate Factory.
  • Dahl, Roald. The Witches (available at the school’s library)
  • Boyne, John. The Boy in the Striped Pyjamas. (available at the school’s library)
  • Dowd, Siobhan. The London Eye Mystery
  • Gaiman, Neil. Coraline
  • Morpurgo, Michael. Kensuke’s Kingdom.
  • Kerr, Judith. When Hitler Stole Pink Rabbit
  • Wilson, Jacqueline. The Story of Tracy Beaker.
  • Kinney, Jeff. Diary of a Wimpy Kid.
  • Enz, Tammy. Batman Science: The RealWorld Science Behind Batman’s Gear (Capstone Young Readers) 
  • Peet, Mal. Keeper (Paul Faustino 1) (about football)

WRITING:

  • Write a diary of your favourite 7 days of your summer holidays. Choose days when something exciting or different happened and explain how you felt. Write the date each day you write and use the past simple. You can include some drawings or pictures.
  • If you like creative writing, go to http://www.scholastic.com/teachers/story-starters/fantasy-writing-prompts/. Choose grade 4-6th.

LISTENING:

Try to watch television in English; you can also watch short videos on the Internet… Some useful links:

Listen to music and practice with the lyrics. You can use www.lyricstraining.com or any video with lyrics you find on youtube. You can also download Musixmatch (as an app for mobile devices or an extension to Chrome) to play your favourite music and have the lyrics to it, as if it was karaoke.

When you watch something, please pay attention to pronunciation!

GRAMMAR:

Practise the grammatical structures we’ve learnt this year. Especially the verbal tenses and how to form the affirmative, negative and interrogative form. You can use this website to revise online and do some exercises: http://www.perfect-english-grammar.com/

Other websites:

VOCABULARY:

Visit my blog to revise the vocabulary we’ve dealt with this year. 

You can also practise some vocabulary here:

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-exercises

As a game, you can test yourself: How many words do you know in English? http://testyourvocab.com/

project on literature- final products

If you want to have a look at all the final products out of our project on British and American literature, you can visit this google site:

https://sites.google.com/a/iesparquegoya.es/britishpg-literaturey1/home

 

 

literary classics year 1: step 2- infographics about books

The next step in our project is to get to know the basic elements of the book in hand (genre, themes, plot summary, characters), and to be able to summarise them in an infographic. These are two of the examples made by students (click on the picture for full size):

 

literary classics-year 1: plot summary

Robinson Crusoe, by Daniel Defoe:

Gulliver’s Travels, by Jonathan Swift:

Frankenstein, by Mary Shelley:

Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson:

Little Women, by Louisa May Alcott:

Lord of the Flies, by William Golding:

literary classics- year 1 project. Step 1: biography

The last project of the year has to do with literature. I wanted students to get to know a bit about canonical works of fiction in British and American literature. These are the novels we are working on:

  • Swift, Jonathan. Gulliver’s Travels.
  • Defoe, Daniel. Robinson Crusoe.
  • Carroll, Lewis. Alice’s Adventures in Wonderland.
  • Shelley, Mary. Frankenstein.
  • Alcott, Louisa May. Little Women.
  • Golding, William. Lord of the Flies.
  • Rowling, J.K. Harry Potter saga. (at one of my students’ insistence, and it’s a classic by now anyway, so…)

The first step in our literature project was to find out about the writers’ biographies. So, every group had to search for information to fill in a graphic organiser. I pre-selected some websites I wanted them to visit (to avoid Wikipedia), and I shared the links using QR codes for those groups using mobile devices, or shortened links to the only group who are using my laptop.

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Then, they had to explain their findings to the rest of the class using Explain Everything. Their explanation was recorded. You can find  two examples below:

Reading practice

If you want to practice reading for your reading test, you may visit these websites: