Dosier

Activities.
History.
With this little history we want to address the theme of the professions of a different, entertaining and dynamic way. With this history we want to perceive your attention aiming her surroundings at a situation of event experienced in life than own, that they realize with frequency day by day.
This history serves us as introduction and benefit to present the activitiesthat we present from now on.
The boy comes across a series of people working. In her the boy starts a conversation with each one of them:
-I wait a letter.
- It´s here

-Why you stay with a pig?
-Because I am a farmer

-This cat need his help!
-Now I will help the cat.

-Why do you have thermometer?
-Because I am a nurse.

-Hi! Do you help people that´s ill?
-Yes, I am a doctor

-CanI help you, child?
-Yes, I want an orange juice.

-Why do you have a rake?
-Because I am a gardener.
-Can I cross the street?
-Yes you can.

Activity 1
Development:
This activity consists of having a first touchdown with what is intended to teach, in this case, they are the professions and all corresponding vocabulary.
In this activity we will have a map, where the different placeswhere the child usually spends to go to school are marked. In it is with people making each day a profession, as e.g. is sweeper or a firefighter or a police officer.
The activity consists in knowing what the child feels like to see these people get their jobs done. This feeling will be displayed with a series of faces registered in some flash-cards, children have to point out what happens to seeeach person to carry out his profession.
Resources: In order to accomplish this activity they will take them flash cards, and the map corresponding to the way that the boy to go to school realizes.
Objectives:
* Expressing of simple way, the feelings through own experiences, and to prepare it knowing the rest of companions.
* Exposing of organized and comprehensible way a succession ofdata, events, processes
* Expressing oneself and interacting orally of simple way using non-verbal procedures.
* Using different sources of communication.
* Showing interest to understand and to be done understanding.
* Interpreting simple structures using resources not linguistic in order that communication is easier and fluent.
Contents:
* Understanding of messages, pray tothem simple to accomplish tasks in the classroom.
* Understanding acquisition of everyday expressions.
* Listening-in and understanding of simple appropriate messages of different supports.
* Interpretation of the ideas expressed in texts, pray to them and papers from the own experiences and knowledge.
* Oral interaction in real situations or simulated through non-verbal interveninganswers the active participation in representations.
* Acquisition of vocabulary.
* Attitude of assessment and respect of the standards that rule the oral interaction.
Level: 2 Cycles, 3 of Primary Education.
Time:
Type of association: Place mat.
Inteligencies:
* Linguistic intelligence: They acquire vocabulary of simple and dynamic way with the intention of writing and talkingefficaciously.
* Interpersonal intelligence: Children should express what they feel, or as they are felt through caricatures that express different states of mind.
* Logical mathematical: The children by means of the reconocimiennto of models interiorized with more speed the content.
* Spatial intelligence: In the map that they encounter, they find the different places where the boy spendswhen going to school therefore this intelligence it gets worse.
* Intrapersonal intelligence: Children have the capacity to make discriminations between certain emotions and, finally, to put a name on them and to turn to them like means of interpreting and to guide the own conduct.
* Naturalistic intelligence: It is described like the competition to perceive the relations that exist...