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Key activities include identifying costume images, a “guess who” game that uses physical appearance and clothing descriptions, and a concluding discussion comparing Halloween with related celebrations such as 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--- | --- | --- | --- | --- | --- |\n| Nivelleducatiu | ESO | Curs | 2nd Course Special Needs |  | Idioma | English |\n| Centre | INS Joan Amigó i Callau |  |  | Municipi | L'Espluga de Francolí |  |\n| Codi centre | 43006617 | AT | Tarragona |  |  |  |\n| Nom auxiliar | Katy Laing |  | Nom tutor/a | Raquel Gelonch |  |  |\n\n\n| OBJECTIUS | \u003Cbr>\u003Cbr>De convivència, sensibilització i interculturalitat | To introduce the students to an important cultural celebration in which is also becoming more present in the Spanish culture.\u003Cbr>To engage students in both group work and independent work.\u003Cbr>To find comparisons and differences between the British and the Spanish culture. |\n| --- | --- | --- |\n|  | \u003Cbr>\u003Cbr>De comunicació iaprenentatge lingüístic | To introduce and revise Halloween vocabulary.\u003Cbr>To ask questions and therefore attempt to use the correct structures. To practice vocabulary related to clothes and physical appearance |\n\n\n| METODOLOGIA | Seqüència didàctica (pas a pas) | STEP 1\u003Cbr>The teacher outlined the plan for the lesson and explained that I, the assistant, would tell the students about an important cultural celebration followed by an activity.\u003Cbr>STEP 2\u003Cbr>I started with a PowerPoint presentation and asked the students if they knew when Halloween is, where it is celebrated and how it is celebrated, before revealing the text which answered the questions.\u003Cbr>Next, I asked if the students were aware of any British traditions before revealing a list of traditions and some pictures.\u003Cbr>The next focus was on pumpkins and jack-o-lanterns. I explained what people do with pumpkins and how jack-o-lanterns are made, followed by asking if any of the students had ever made a jack-o-lantern or carved a pumpkin. This made it more interactive and after their answers, I revealed a personal photo of a pumpkin I had made to make the whole concept more realistic.\u003Cbr>The next tradition to discuss was “trick-or-treat”, where the students were asked if they were aware of the tradition before showing the description. The students were then briefly asked about their experiences or if they would like to do it in the future. Costumes was the next topic and before revealing any information, we asked the students what “costumes” meant because it is a false friend and a lot of students get confused with “costumbres”. After explaining the meaning and tradition, it was time to move onto the main activities.\u003Cbr>STEP 3\u003Cbr>The students were shown a series of pictures of typical British Halloween costumes. Their task was to say what the costume was. This allows them to practice and revise Halloween vocabulary. This task was for the whole class and they simply raised their hand if they knew the answer.\u003Cbr>STEP 4\u003Cbr>The next activity was a game of “guess who”. On the powerpoint there were all of the pictures of the costumes from the previous activity and the students then worked individually to compete against one another. One student chose a costume and described the clothes and the physical appearance in order for the other students to guess which costume they were thinking of. The person who guessed correctly then had a go of describing a costume. Before the lesson, the students had been working with descriptions of physical appearance, clothes etc. Therefore they had a handout to refer to when participating in the game which included key vocabulary and structures.\u003Cbr>STEP 5\u003Cbr>To conclude the lesson, we had a brief class discussion on the differences between the British celebration of Halloween and the Spanish celebration of both Halloween and Castanyada and which they believed to be the better celebration. Also celebrations in Brazil, Poland and Colombia were discussed because some students are from these countries. They were then also able to ask me questions about personal opinions and previous celebrations. |\n| --- | --- | --- |\n","cbCair2gjD2WFE9W","https://ap.wps.com/l/cbCair2gjD2WFE9W","pdf",19843,"English","# OBJECTIUS\n## De convivència, sensibilització i interculturalitat\n## De comunicació iaprenentatge lingüístic\n# METODOLOGIA\n## Seqüència didàctica (pas a pas)\n# COMPETÈNCIES\n# ORGANITZACIÓ ALUMNAT\n# RECURSOS\n# ACTIVITAT i DURACIÓ","[{\"question\":\"What is the main theme of the activity sheet?\",\"answer\":\"The activity focuses on “Halloween in England,” introducing students to the celebration and relevant cultural aspects.\"},{\"question\":\"How does the lesson support language learning?\",\"answer\":\"Students revise Halloween vocabulary, practice question structures, and use descriptions of clothes and physical appearance in interactive tasks.\"},{\"question\":\"What activities are included besides vocabulary review?\",\"answer\":\"The lesson includes identifying costume pictures as a whole class and a “guess who” game where students describe costumes for others to guess.\"}]","FITXA D’ACTIVITAT PROGRAMA D’AUXILIARS DE CONVERSA - 2011-2012 - Halloween in England | PDF"]