Around the world in 80 days

As the real one is not useful for primary children, you can use one of this two to use it at school:

http://www.usborne.com/catalogue/book/1~YR~YRS2~1489/around-the-world-in-eighty-days.aspx here you can find some information and you are interested you can buy it here.

This is for lower levels, maybe for children of 8 years for a normal English level (not in a bilingual school).

This is another book for children, and they can also use these videos as listening, reading or both.

It will be nice is they first listen the chapter folloween the reading and later they read, because with these they also learn pronuntiation.

 It is a storytelling but they can also read it.

The book is: Around the world in eighty days - OXFORD- STARTERS

(If you what a higher level oxford provides more books)

Chapter 1: https://www.youtube.com/watch?v=8KE_NgagEWY

Chapter  2: https://www.youtube.com/watch?v=Gmppf2oM00Y

Chapter 3 : https://www.youtube.com/watch?v=9BWNBBSCMs0

Chapter 4 : https://www.youtube.com/watch?v=ifwlSOesXJY

Chapter 5 : https://www.youtube.com/watch?v=ZdY4-4X-uKk

Chapter 6 : https://www.youtube.com/watch?v=NOchwvqPzN4

Or here if you prefer an interactive book and you work with iPads in the school you can use this one:

https://itunes.apple.com/gb/app/around-world-in-80-days-interactive/id515893200?mt=8

Pre-teaching

In our class appear a map and men (goanimate) that talk as about the importance of the map and how we can help to Mr. Fox, so for understand what’s going on we have to read the book. 

You can see my idea of goanimate men in this link:

http://goanimate.com/videos/0O3jNLUj-b_k?

utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent

If you can't see it here I'm going to post it here, but is not the same quality:

Note: you can also use Voki or Vocaro, but I use this one so that you can see diferent ways (in the Fantastic Mr. Fox is an example make it with Voki)

Then we are going to use google earth to see our planet and the distances between countries and because thought it they see the reality of doing the way around the earth and how they will do it.

For this we can also use another goanimate like this one:

This is the link but as I have had some problems with the link, here is also the video, but as before is not a very good quality of sound and image.

http://goanimate.com/videomaker/full/business-friendly

http://sitescontent.google.com/google-earth-for-educators/ this a link for educators that talks about google earth, how you can use it in class...

And here if you want to enter directly to google earth https://www.google.es/intl/es_es/earth/ (it's better to download it because you can do more thing and save the work you've done)

Then we are going to make a table of cities and the country where it belong using goggle earth.

Actual teaching

We read the book all together, so that if it is a bit complex we can solve the problems all together.

To work the vocabulary we can:

Option 1: present them a word cloud with all the vocabulary and at the same time we found them in the book we highlight them.

Option 2: we can make our word cloud (each children one) or all the class one, at the same time we are reading the book

I like more the second one, and more specifically that each one makes their own cloud (if they have tablets better if not they write it in a paper and later they make their word cloud) because like this they can make one with the vocabulary that they think it’s important added to the ones that re commented in class, so we can see also it a student has had followed the class.

Here I'm going to put an example of word cloud for this book and the glossary:

Difficult vocabulary

Capricious - caprichoso

Eccentric - excéntrico

Monsieur - señor

Discord - discordia

Zeal - el celo

Benevolent - benevolente

Disdain - desdén

Prudent - prudente

Avarice - avaricia

Phineas Fogg - (personaje)

Passepartout - (personaje)

Chagrin - disgusto

Compromise - compromiso

Dogmatic - dogmático

Ensconce - comodamente instalado

Importunate - importuno

Around - alrededor

Irrevocable - irrevocable

Viand 

arsenal - arsenal

Picturesque - pinturesco

Ruminate - rumiar

Clamoreos 

Garrison - guarnición

Velocity - velocidad

Apoplectic - apoplejía

Dexterous - diestro

Epithet - epíteto

Gamut - gama

Indemnify - indemnizar

Loquacious - locuaz

Paroxysm  paroxismo

 Equanimity - ecuanimidad

Easier vocabulary

Passepartout (personaje)

Phineas Fogg (personaje)

Around (alrededor)

World (mundo)

Travel (viajer)

Trip (viaje)

Country (país)

City (ciudad)

Bachelor (soltero)

Ship (barco)

Telegram (telegrama)

Princess Aouda (personaje)

on the stroke of 11.30 (justo a las 11.30)

 upstanding (destaca)

Whist (pese a que)

Schedule (organizado/organizacion)

To delay (camcelar)

 to mistake sb for sb (confundirse)

nevertheless (sin embargo)

Both

*WordClouds were made with Tagul (https://tagul.com/)

Post-teaching

The aim is that we are going to remake our trip but this time we are going to learn more about the cities.

For example with this travel around the world (this is one itinerary of the book)

So what they are going to do is to design with Glogster a presentation of a city, but as it is a trip it is going to have the same order, and it has to make reference to some historical things that are mentioned in the book as creative as they want and can.

But this is not all, as if each children is going to make a different one, they also have to make an union between them and they are going to do it with Goanimate (because they have seen two examples at the begining of the learning so now is their turn to make one), where a character with the characteristics of the people who live there are going to give pass to the next presentation.

They can also use Voki to put voices in their presentations.

Know I’m going to put an example of Glogster, but in this case it’s going to be about the book that is useful to start the project I’ve just explain, because we want that children are free to choose and imagine what they want, and if we give something just given they don’t do what they really imagine.