8 occupations: learn about some jobs in english. look as ... · body: name as many parts of the...

Multidisciplinary workshops: INHALE, EXHALE, DO

8 OCCUPATIONS: Learn about some jobs in English.

• Look as you listen to Baron BAPTISTE’s story My daddy is a Pretzel. Which two jobs appear among its illustrations but aren’t mentioned in an explicit way? Tick (✔) them in the list on the right part of the next activity.

• Visit and read “BBC - Digger and the Gang - Your Space - 9 - 11 years - I'd like to be…” at http://www.bbc.co.uk/schools/digger/7_9entry/careers/liketobe.shtml

• Use the Little Explorers picture dictionary linked to the following web page to answer the questions about jobs at “Occupations Quiz: Student Research Activity”. http://www.enchantedlearning.com/classroom/quiz/occupations.shtml

• Watch and listen. Try to guess Gilbert Stuart’s job before he lets you know.

_______________ Visit “Gilbert Stuart: Making Faces” at

http://www.metmuseum.org/explore/gilbert_stuart/what.html

What other jobs do they mention? ____________________________________

_______________________________________________________________

8 YOUR DREAM JOB: Complete. Then draw yourself working in your dream job.

— When I grow up, I’d like to be ____________________________ a pilotan astronaut

a buildera farmer

a gardenera clowna nurse

a doctora veterinarian

an architecta marine biologist

a repoter a journalist

a photographera teacher

a yoga teachera baker

an artista sportsman / a sportswoman

an explorera firefighteran inventora librarian

a musiciana meteorologista paleontologist

a policeman / policewomana politician

the president of …a zoologist

a tour leader a shop manager

a dentist a pop star a hairdresser

a private investigator— Why? a / an …— Because I like / enjoy ______________________________________________________

1Generalitat de Catalunya. Departament d’Educació. Llicències C 2005/-06. Gemma Trias

mailto:[email protected]

http://www.metmuseum.org/explore/gilbert_stuart/what.html

http://www.enchantedlearning.com/classroom/quiz/occupations.shtml

http://www.bbc.co.uk/schools/digger/7_9entry/careers/liketobe.shtml


YOGA POSES: Match.

AEROPLANE • • • •

TRIANGLE • •

• •

PRETZEL • • • •

TREE • • • •

LION • • • •

DOG • • • •

FISH • • • •

PLOUGH • • • •

BRIDGE • • • •

WORD CATEGORIES: Sort out the words above. You can use some of them twice. Which one/-s?

ANIMALS:

FOOD:

MEANS OF TRANSPORT: aeroplane

GEOMETRICAL SHAPES:

MUSICAL INSTRUMENTS:

FARMING EQUIPMENT:

BUILT STRUCTURES:

PLANTS:

2Gilart <[email protected]>



BENEFITS OF THE YOGA POSES: Fill in the gaps with the corresponding poses in CAPITAL LETTERS. You can find them in the box below:

The TREE pose (Vrksasana) The DOG pose (Adho Mukha Svanasana) The TRIANGLE pose (Trikonasana) The AEROPLANE pose (Dekasana) The BRIDGE pose (Setu Bandhasana) The PLOUGH pose (Halasana) The FISH pose (Matsyasana) The LION pose (Simhasana)

The PRETZEL / SEATED TWIST pose (Marichyasana)

POSES ( Asana s) :

• The _ _ _ _ _ _ _ _ pose (Trikonasana):

• The _ _ _ pose (Adho Mukha Svanasana):

• The _ _ _ _ pose (Vrksasana):

• The _ _ _ _ _ _ pose (Setu Bandhasana):

• The _ _ _ _ _ _ _ _ _ pose (Dekasana):

• The _ _ _ _ _ _ / _ _ _ _ _ _ _ _ _ _ _ pose (Marichyasana):

• The _ _ _ _ pose (Simhasana):

• The _ _ _ _ pose (Matsyasana):

• The _ _ _ _ _ _ pose (Halasana):

BENEFITS:

Teaches us to be strong, to build a foundation of support and to relax under pressure. _ _ _ _ _ _ _ _ s have three sides and three angles – just as we have three aspects: mind, body and spirit.

Teaches us to be humble and accept our bodies as they are, because almost anyone can practice it, and as with anything, practice makes progress.

Teaches us to support ourselves with strong roots, so that we can reach high and remain stable, yet be flexible, at the same time.

Teaches us to remain strong as we move from one life stage to the next, but also to be flexible, so that we don’t break when the winds of change are fierce.

Teaches us to believe in ourselves so that we can soar through life. Practice this posture on both sides and don’t worry if you wobble!

Helps us release all kind of tensions. It lets go of unnecessary thoughts and worries. You become confident, open and alert.

Encourages us to feel and express our power and courage. It challenges us to be bold and overcome our fears.

Teaches us how to relax and accept the flow of life that carries and supports us on our journey –don’t struggle upstream, jump in and just go with the flow, even in turbulent times.

Teaches us that overturning old ways of seeing things sets the ground for inner growth. If we plough well, we can sow well, and then reap the rewards of what we have planted.




Which word means the same as POSE? Find it: _ _ _ _ _ _ _




THE SAME OR THE OPPOSITE?: Decide whether the following pairs express opposite(≠) ideas or the same (=). Write the corresponding sign between them.

• pose posture

• to relax to release tensions

• courage fear

• our journey our life

• to see things in old ways to overturn old ways of seeing things

• to support ourselves with strong roots to remain stable

• to let go of unnecessary thoughts and worries to get rid of unnecessary thoughts and worries

• to let go of unnecessary thoughts and worries to stick to unnecessary thoughts and worries

• to wobble to remain stable

• to set the ground to plough

• to struggle upstream to go with the flow

• to accept the flow of life to go with the flow

=




• to reach high to sour through life STAGES OF CULTIVATING THE SOIL: Choose from the box below. Complete the sentences according to the logical sequence. Draw.

sow plough grow up harvest the crop take care of the plants: weed, fumigate, etc.

1. Firstly, farmers must plough. 2. Secondly, they have to ________________________ 3. Next, they have to ___________________________

_____________________________________________

4. Meanwhile, the plants _______________________________________________ 5. Finally, farmers reap their reward: They __________________________________




STAGES OF LIFE: Think thoroughly and number the stages of each sequence in a chronological order.

• _1 childhood _5_ old age _3_ adolescence _4_ adulthood _2_ preadolescence

• ___ death _1 conception ___ birth ___ growth ___ growth ___ reproduction

• ___ inner growth, maturity (SPIRITUALITY, PERSONALITY) ___ immaturity (SPIRITUALITY, PERSONALITY)

• ___ flower ___ immaturity (FRUIT) ___ ripeness (FRUIT)

THE CIRCLE OF LIFE: Choose a suitable sequence in the former activity to fill in the gaps. Draw the different stages in the comic strip.

1. The first stage of human life is the moment of __________________, that is to say, when a woman’s egg is fertilised by a spermatozoon inside her body so that she becomes pregnant.

2. During the period of pregnancy, it is the foetus’ _______________ period.

3. After nine months of pregnancy –or less— a mother gives ____________to a child. That is the reason why the day when you were born –that you celebrate year after year, when you become one year older— is called your birthday.

4. Your _______________ keeps on taking place throughout your childhood, preadolescence and adolescence.

5. Some people conceive their own children. It is the __________________ stage of their lives. Other people skip it and have no children at all and/or may decide to adopt children previously conceived by other parents (the biological ones) as their own.

6. The end of life is called _______________

1st 2nd 3rd 4th 5th 6th




EXPRESS YOUR OPINIONS: Is it positive, good (+) or negative, bad (-) for your three aspects (spirit, mind, body) or for you as a whole, as a human beeing? If you think that it depends on the circumstances, use both signs at a time (+/-).

Useful expressions:

to start with: to express nuance: to end up with:

· to make progress

· to be strong

· to be flexible

· to be bold

· growth

· inner growth

· to relax

· pressure

· to go with the flow

· to release unnecessary thoughts and

worries

· to accept our bodies as they are

• In my opinion, making progress is absolutely positive for your spirit.

for you / me as a whole.

for your body.for your mind.for your spirit / soul.

In my opinion, … From my point of view, … I think that …I believe that …

veryreally

absolutelysometimes …

but other times, instead, …


MIND

BODY

SPIRI

+


BODY: Name as many parts of the body as possible from head to foot, inside out. Can you start with the ones in the next activity? What’s their right order?

BODY LANGUAGE: In My Daddy is a Pretzel, “tubulent times” or “when the winds of change are fierce” are expressions meaning “when you feel troubled”. Look at this list of actions expressing emotions. Draw suitable emoticons or any other sort of pictures by each feeling. Have a look at the next exercise if you need to inspire yourself.

ACTION PART OF THE BODY SHOWS THAT YOU ARE… PICTUREto bite your lips nervousto clench your fist angry, agressiveto click your fingers trying to remember sth.to click your tongue annoyedto drum, to tap your fingers impatientto hang your head ashamedto lick your lips nervous / anticipating sth. good to nod your head agreeingto purse your lips disapprovingto raise your eyebrows inquiring, surprisedto scratch your head puzzledto shake your head disagreeingto shrug your shoulders doubtful / indifferentto stamp your foot angryto wrinkle your nose feeling dislike or distasteto wrinkle your forehead puzzled

EMOTICONS: Can you match each icon to its corresponding meaning?

:-) • • unhappy, sad

:-( • • happy, glad, pleased; joking

;-) • • crying

:-D • • laughing

:-Q • • kiss

:’-( • • winkling

:- | • • bored, indifferent

:-* • • I don’t understand, puzzled

:-O • • My lips are sealed (I won’t tell anyone)

:-X • • surprised

CREATE EMOTICONS: Can you try to create new emoticons meaning other feelings? First, think: Does the given item represent the eyes, the nose, the mouth or something else? Finish and write about their meaning. Then, practice on a keyboard to check that you can really produce what you are intending to.

:-?Inquiring, because of the question mark. /

/ Rude, because the round shape of the question mark looks like a tongue out.

?

8

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EMOTICONS AND PUNCTUATION: How do you make some of the emoticons or symbols representing faces?

e.g.:— How do you make a smiley (i.e. the emoticon representing a smiling face)?— You use a colon for the eyes, a hyphen for the nose and a closing bracket for the mouth.

How do you make a surprised face / a crying face / the face of somebody you can rely on because she can keep a secret?

Talk in pairs: — How do you make …?— You use...

You need to know the PUNCTUATION in English:

. full stop

, comma

: colon

; semicolon

? question mark

! exclamation mark

‘ apostrophe

- hyphen

— dash

… dots

/ slash

‘’ “” quotation marks

( ) brackets

[ ] square brackets

RIDDLES: Choose a different emoticon, explain how to create it and let others guess.




EMOTIONARY: Now, play this guessing game in groups.

You need: · A pack of 20 emocards (i.e. cards containing words of feelings and emotions).· Scrap paper and a pencil.· A stopwatch, a sandglass or any countdown timer.

Rules:1. Sit in groups of 4 or 5.2. Shuffle the cards and put the whole pack of them upside down in a pile.3. Chant a counting out rhyme to decide who starts (One potato …, Eeny meeny …,

etc.) 4. Take turns to take a card from the pile. Do not show it to anybody and read it

silently. Choose either to draw and/or mime the corresponding feeling.5. Take turns to become a secretary, as well. Use a stopwatch, a sandglass or a

countdown timer to control that the guessing time does not exceed 1 minute. 6. If after a minute or less, someone in the group guesses the word, leave it right side

up in a new pile. If not, put it back at the very bottom of the pile upside down. It is the next person’s turn clockwise to have a go. You take on the secretary’s role.

7. The group will score as many points as cards are in the pile right side up when the teacher asks you to stop.

8. The winner group will be tested by the rest. They will take turns to read out the words you guessed and all the group will have to mime what every word means, if you do not want to loose some points!

Useful language:

- Let’s shuffle the cards . Why don’t we chant Eeny Meeny… ? Do you agree if we

- Whose turn is it now?to be the secretary?to have a go now?

- It’s your turn. - Stop . It’s my turn. Wait a minute , please. his Hold on her

- Watch. How am I feeling?

- You’re feeling ashamed.

- Are you feeling puzzled? trying to remember something?

- Yes, I am. - No , I am not.that’s it! , sorry, that’s wrong.

that’s right! . Keep on watching.




INVENT A GAME: Invent and write different rules to play with the emocards. What do you need to play? Think of a new name for the game, too, if you want.

GAME: ------------------------------------------------------------------------------------------------------

YOU NEED: ------------------------------------------------------------------------------------------------

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RULES: -----------------------------------------------------------------------------------------------------

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PARALLEL THINKING: Let’s make the most of it! Edward de BONO invented a new system for discussing. He has explained the differences between the usual (‘traditional’) way of doing it and how the new method created by him works in several books. The following excerpts belong How to have a beautiful mind.

THE SIX THINKING HATS GAPS: Read and fill in the blanks. Check your answers when you are done.

1. CONFRONTATION: ‘In traditional argument each side prepares a case and then

seeks to defend that case and to _________________ the other case. Actual exploration

of the subject is limited.’

2. COOPERATION: ‘Parallel thinking replaces the battle of argument with a joint

exploration of the subject as _________________ parties think “in parallel” at any

_________________.’

3. PURPOSE, AIMS, TARGETS, GOALS: ‘The direction of thinking is indicated by six

coloured hats, each of which indicates a _________________ of thinking. At any

moment _________________ is ‘wearing’ the same colour of hat. That is what is meant

by “_________________ thinking”.’

4. DATA: ‘The white hat indicates a focus on information. What do we have? What do

we need? How are we going to _________________ the information we need?’

5. SENSIBILITY, EMOTIVITY: ‘The red hat gives full permission for the expression of

feelings, emotions and _________________ without any need to give reasons behind

the feelings.’

6. DANGER, THREATENS: ‘The black _________________ is for “caution” and the focus

is on faults, weaknesses, what might go _________________ and why something does

not “fit”. ‘

7. PROCEDURES, VALUES: ‘With the yellow hat the focus is on values,

_________________ and how something can be done.’

8. CREATIVENESS: ‘The green hat sets aside time, space and expectation for

_________________effort. Under the green hat everyone is expected to make such an

effort.’

9. ORGANISATION: ‘The blue hat is to do with the organisation of thinking. This means

setting up the focus and also putting together the _________________.’

Help: Beware of ‘false friends’!· to discuss: intercanviar opinions, parlar de· argument: discussió, baralla; argument, raó to argue

attack all moment case mode everyone parallel

intuition hat benefits get wrong creative outcome




THE SIX THINKING HATS MATCHING ACTIVITY: Draw each hat by its corresponding thoughts in parallel thinking.

I feel that it’s now or never. I think that we’ll miss this

opportunity if we don’t act quickly.

Why don’t we look it up in a bilingual dictionary? Not only

do they contain translations but also phonetics…

Let’s think… Where did we go wrong?

OK. I’ll go to the library and summarise what I can find. You can create a folder in Favourites. We could meet again in two hours’ time and make a graph with what we’ve

If you go to the library while I’m trying on the Internet it may be slower but we can get more and better information.

If we all try hard we can think of how to use the cards differently and invent a new game.




EXCERPTS FROM HOW TO HAVE A BEAUTIFUL MIND: Guess the right category. Make a display.

Each group needs:

· A laminated sheet with the name of the group (A, B, C, D, E, F or G), the category you are representing and its corresponding explanations.· Six laminated boards with the six categories left.· A lot of narrow stripes containing the Edward de Bono’s sentences for you to sort out.· Some Blu-Tack (or any other reusable adhesive) to attach them to the corresponding board.· A few wide stripes with the de Bono’s sentences corresponding to your category to make a display.· A large piece of cardboard, felt-tip pens and glue.

Groups: Categories:

(A) CONCEPTS

(B) ALTERNATIVES

(C) EMOTIONS AND FEELINGS

(D) VALUES

(E) OPINION

(F) INTERRUPTION

(G) ATTITUDE




Instructions:Work in groups of 3 or 4.

1)· Take a plastic pouch.· Keep aside the laminated sheet where you can read the following items: the name of your group, a category and its corresponding explanation (key answers).· Empty the rest of your plastic pouch: the narrow and wide stripes with sentences by Edward de Bono.· Put the wide stripes aside, too. Put the narrow ones upside down and mix them up. · Sort them out. Take turns to read them and decide which category they belong to. Attach them to the corresponding board with a little Blu Tack (or any other sort of reusable adhesive).

2)· After that, read the laminated key answers sheet and try to help each other understand what it is about. Use a dictionary or ask your teacher for some help if necessary.· Then take a large piece of cardboard, some felt-tip pens, some sticks of glue and the wider stripes with sentences.· Copy the title from the laminated sheet onto the piece of cardboard with beautiful, big handwriting and arrange the sentences neatly to make a display about your category.

3)· When all the groups are ready, display the giant version of your category and read it out to let the others check their answers.· When you are done, tidy up. Remember to put the lids on the felt-tips and the glue sticks. Don’t forget to put the remaining laminated stripes and sheets back into your plastic pouch, after removing any trace of Blu Tack (or any other sort of reusable adhesive).




8 POEMS BY YOU ABOUT YOU: Read the two “I Am” poems by two native English speakers. Follow the instructions between brackets to write about who you are: What are you like? What do you feel? What do you dream about? You will probably need to use simpler language.

You need:· The hand outs of the two poems entitled “I Am”, by Ellie Tatum and Sandy Maas· The model including some hints between brackets.· An empty model where to copy one more sample, i.e. the poem created by the whole class.· An empty model where to write about you.




I AM

I am a carefree girl who loves horses.I wonder if there ever was a horse that could fly.I hear the stomping of a hundred mustangs on the desert in Arabia.I see a horse with golden wings soaring into the sunset.I want to ride swiftly over a green meadow.I am a carefree girl who loves horses.

I pretend to be an Olympic jumper.I feel the sky pressing down on me as I ride along a sandy shore.I touch the clouds on a winged horse.I worry that I'll fall off and become paralyzed.I cry when a colt dies.I am a carefree girl who loves horses.

I understand that I will not be able to ride every day of my life.I say, let all horses roam free.I dream about the day when I have a horse of my own.I try to be the best rider in the world.I hope to ride all my life.I am a carefree girl who loves horses.

by Elly TATUM

I AM

I am a nutty guy who likes dolphins.I wonder what I, and the world, will be like in the year 2000.I hear silence pulsing in the middle of the night.I see a dolphin flying up to the sky.I want the adventure of life before it passes me by.I am a nutty guy who likes dolphins.

I pretend that I'm the ruler of the world.I feel the weight of the world on my shoulders.I touch the sky, the stars, the moon, and all the planets as representatives of mankind.I worry about the devastation of a nuclear holocaust.I cry for all the death and poverty in the worldI am a nutty guy who likes dolphins.

I understand the frustration of not being able to do something easily.I say that we are all equal.I dream of traveling to other points on the earth.I try to reach out to poor and starving children.I hope that mankind will be at peace and not die out.I am a nutty guy who likes dolphins.

by Sandy MAAS




I AM (model)

FIRST STANZAI am (one or two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort about)I hope (something you actually hope for)I am (the first line of the poem repeated)

Help: Beware of ‘false friends’!· actual: real, de debò · actually: en realitat· to pretend: fer veure, imaginar




I AM (class)

FIRST STANZA

I am

I wonder

I hear

I see

I want

I am

SECOND STANZA

I pretend

I feel

I touch

I worry

I cry

I am

THIRD STANZA

I understand

I say

I dream

I try

I hope

I am

by _________________________




I AM

FIRST STANZA

I am

I wonder

I hear

I see

I want

I am

SECOND STANZA

I pretend

I feel

I touch

I worry

I cry

I am

THIRD STANZA

I understand

I say

I dream

I try

I hope

I am

by _________________________



8 occupations: learn about some jobs in english. look as ... · body: name as many parts of the...

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