The so far untitled book

I leave it to you to name it after we read it

and talk about it

Intensive English Course and CLIL Gemma Vives 2023

for Teachers. Dublin 2022
Activating prior knowledge, activating schema

What do you see? What do you notice about the picture? A word for that is…
Activating prior knowledge, activating schema
Activating prior knowledge, activating schema
Activating prior knowledge, activating schema

people time
Verbs/actions
places In the past
S/He grew up
A girl Long time ago S/He wanted to be a
A boy In a village At the begining of fisherman/
A man By the sea the century baker/shopassistant
A family At the bakery Last century S/He
A woman In the beach A month ago liked/loved/hated
A village In a small town A few years ago S/He didn’t like
A fisherman At the sea front Yesterday S/He went
A baker The day after S/he had
Later on the week S/he hoped
S/he made
Students make word clouds around the main idea

Scaffold word types adjectives

Verbs

nouns

Finding your job

Linking words
What is the
In a sea frontbook
about?
village half a
adverbs
century ago.

scaffolding language
Make sentences and check they are correct

peer learning

She always eats green apples

You have 2 euros

Each piece (word) is 20 cts
Write as many sentences as they make sense
When you cannot use some words you can buy or sell words
Evaluate whether the sentences have meaning or not
Grup A reads a sentence and Grup B evaluates the sentence. If there are doubts,
the teacher comes in.
How many correct sentences did you make? How much money were you left with?
Can you suggest a title now? Have a guess!

The title you suggest is…

Before reading
1. Activate prior knowledge, schema
2. Provide a context, an idea (picture exercise)
3. Help to make predictions and connections with themselves
4. Elicit what they already know (vocabulary, language structures…)
5. Scaffold the language
6. Create from the top levels of Bloom’s taxonomy.
 Lets read the
book!

The baker by
the sea
Making predictions

● Scene 1 The bakery:

Questions:
Where is it? What can you see?
Who works there? What does s/he make?
What is the story about? How do I know? What makes me think that?

Vocabulary:
Bread loafs, blueberry jam, icing sugar, flour, buns, scones wooden spoons, chocolat muffins, piping hot buns
Visualizing
● Scene 2 If you keep walking over the hills... And across the fields... You will come to the edge, ...where the land meets the sea.

Questions:
How did we get there?
What kind of place is it?
Does it remind you of any known place or I place you have visited?
How do you imagine the place? Is it big? A small town?
What does people do to make a living?
Who works there? What does s/he make?
What is the story about?

Vocabulary:
Hills, bushes, trees, Up and down, forest, pine tree, cedar tree, etc...
Blue sky, Huge, fluffy clouds, cloudy, foggy,
Front line, beach, changing rooms, sand, sandy beach, waves, ocean, sea, light house
 ... Or find a reader
Lets read the book!

● Teacher read aloud...

● Choral reading
• Practice with some words
• Select a paragraph and
practice
• Raise students confidence

https://ttsreader.com/
Infer. Use context clues. Guess word meaning. Word study

● Scene 3 And on this edge, where the beach begins, lies a village.

Questions:
What does people do to make a living?
Who works there? What does s/he make? Definition Facts
What is the story about?
When do you think this story takes place? Why?
Look at the characters, their dressing, the streets, the buildings... word
Find someone who is wearing a hat/ an apron/ riding a bike...
Examples
Vocabulary: Picture it Non
Smoke, chimneys, boat, fisher boats, Fisher mongers examples
Fish&chips
The village: Little alleys, narrow streets
Workers
A boy on his bike
Fluency cards for individual and pair training

We get the sounds right

We gain confidence

We increase reading speed and

reading comprehension
During
The 9 reading strategies
Purpose
Fluency
Context
Background Knowledge
Questions
Monitoring
Connections
Inferring
Summarizing
After reading

● Retelling the story

● Making a book mark
● Writing a comic
● Informal talk. Tell me
● Playing short dialogues
● Reading circles
● Pair discussion
● Writing a letter
● Filming a tutorial (recipe)
From book images
Retelling the story

a. How did the story begin?

b. Who was the story about?
c. What happened at the beginning?
d. When did the story happen?
e. Where did the story happen?
f. What happened next?
g. What did ___________ do next?
h. How did the story end?

http://applefortheteach.blogspot.com/2014/03/roll-and-retel
l-building-summarizing.html
Retelling the story
Retelling bookmarks
Informal talk. Tell me.
● Basic Questions
Was there anything you liked about this book?
Was there anything you disliked?
Was there anything that puzzled you?
Were there any patterns – any connections – that you noticed?
● General Questions
Have you read any other books like this one?
Has anything that happened in this book ever happened to you?
● Special Questions
How long did it take for the story to happen?
Who was telling – who was narrating – the story? Do we know?
How do we know?
In order to help students to respond to the questions...
● Responses to the questions need not be in sentences
● Act as a model for the students by providing your own responses
● Allow time for students to consider their responses
● Build up the kind of language that will support the students to engage in the discussion.
○ Caracters, setting, plot, narrator
○ Structures such as:
■ I think
■ I was’nt sure why...
■ It made me think of...
■ I liked the way ...

● Language to express possibility or certainty: perhaps, maybe, definitely,

● Provide some reference lists o visuals to support discussion. For example: list of characters, vocabulary that describes the
characters or setting, illustrations from the text.
Language support

https://www.teacherspayteachers.com/Product/Reading-Response-Sentence-Starters-761421
Vocabulary clouds Bakery
Bread buns biscuits
Verbs: add
Flour sugar icing sugar
berries scones cap cakes rub stir mix
Sea side Apron hat wooden spoons grease line place
baking sheets ,
village cottages clouds, top sprinkle
Verbs: add
blue sky fields beach
rub stir mix grease line bake
sandy beach waves tree place top sprinkle bake
lines ocean sea front

Boy girl woman

man mother father Linking words
First, then, next, after
Jobs that, in the end
On the right /left In the beginning,.. in the
On the right/left hand side fish merchant baker
butcher fish smoker middle… in the end
Far in the distance... In this chapter, then
As we approach... grocer cafe maker
basket maker fish girl at the end of the book
Along the beach... After, afterwards
On the street... shopkeeper teacher
By the sea... On this cafe owner blacksmith
edge... sail maker
What are they talking about?

● Imagine the dialogue that these characters are having in the picture
reading circles
Compare these two pictures:
wind
● sunny. thunder
● bright.
● unclouded.
storm
● sunshiny. high waves
● clear. thunderstorm
● balmy. heavy rain
● fair.
● temperate. cloudy
low temperature
dark
rough sea
 Discuss and write a blurb for the book…

Read the section about the author that is included in the flap inside the back cover and
at the bottom of the recipe.
Talk about why Paula’s grandad Percy might have felt guilty for not being a fisherman.
Identify the ways that the baker supports the community.
Write a blurb for the book…
 model writting
Model writing the beginning of a blurb:

This is a tender story of a sea-side community where everyone plays their

part in the fishing industry. A child observes the brave fishermen and
dreams of joining them. But why is his father “just” a baker? Surely
that’s not as important as being a fisherman?

The curious boy learns that a baker is so important because…

If there was no bread, then…

Adapted from A Writing Root for The Baker by the Sea by Paula White. Literacy Tree
 TOPICS DISCUSSION STUDENT A- STUDENT B
JOBS DISCUSSION
Student A’s QUESTIONS
(Do not show these to student B)
1. What kind of jobs do you like? For example?
2. Are there many good job vacancies for you in your
country?
3. What is your dream job?
4. What jobs do you do at home?
5. Are there jobs that are only for women or only for
men?
6. How many jobs do you think you’ll have in your
life?
7. Are there any jobs you would refuse to do,
regardless of the pay?
8. Is being a rock star or sports star a job?
9. What do you think the job of being a teacher is
like?
10. Who has the best job in the world? Why do you
think so?
https://esldiscussions.com/j/jobs.html
Student B’s QUESTIONS
(Do not show these to student A)
1. Can you think of any jobs that you like best?
2. Do you often see jobs ads in newspapers or on
the Internet?
3. What kinds of jobs interest you most and least?
4. Is the job market in your country growing?
5. What are the toughest jobs in the world?
6. Is being a housewife a job? Should women or men
get paid for this?
7. Do you like job hunting applying for jobs?
8. What is the job description of your last job?
9. Does everyone have equal job opportunities in
your country?
10. What’s the best way to pass job interviews?
11. What is the best way to quit a job?
https://thereadingroundup.com/book-talks-freebie/
PARTICIPAR EN UN CONCURS
The Beach Village
DE POSTRES TRADICIONALS:

Film a video recipe After two WW and The Great

Floods in 1953 many fishermen
Hot Coconut Buns
lost their boats and houses. It was
the end of the village…
Debating chamber for the local
JOB ADVERTISEMENT council.
write and deliver a speech int role
Write a personal statement (jobs)
to apply for the role of How can we help each other
Assistant Baker rebuild our village by the sea?
The sea is the beating heart of all we do.
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