LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
TRAINEE: ANOUCK SCHIPPERS
WEEK: April 11th – April 15th CYCLE 1
GROUPS
1
GRADE(S)
PRESCHOOLERS
MODULE
1
UNIT AND TOPIC
5: My favorite toys
SESSION 1 ACTIVITIES
W.U.: Teacher acts out leisure activities, students have to identify what it is to review the vocabulary Students sit in a circle. Teacher lets a bag with toys go around while the Sts can feel inside the bag, but are not allowed to watch. They have to guess what’s in the bag. Students are introduced to the vocabulary of toys and are asked to repeat Sts get a worksheet with drawings of the introduced toys, which they can color
OUTCOME
Students are revised with leisure activities and are introduced to toys Students evidence that they identify leisure time activities.
SESSION 2 ACTIVITIES OUTCOME W.U.: Teacher plays a game to review the vocabulary of last class Students are introduced to the verb “to play” Students have to answer questions about playing with the toys from the last session “What is .. doing?” “… plays with a ball” Sts receive a worksheet on which they have to draw their favorite toy and use the verb play as well.
Consu L 10/4/16 5:22 PM Comment [2]: Which game?
Sts review the vocabulary about toys and get familiarized with the verb to play. Students express their favorite toy.
Consu L 10/4/16 5:23 PM Deleted: They learn to Consu L 10/4/16 5:24 PM Comment [1]: Outcomes are expressed in terms of Students’ competence/Skills
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
2 - 3
1st and 2nd Graders
4
1
W.U.: Sts are asked about colors and numbers Sts are asked about the days of the week (do they know this???) Sts are introduced to the vocabulary with the flashcards MORNING AFTERNOON EVENING NIGHT Sts practice the times of the day with a song: https://www.youtube.co m/results?search_query= morning+afternoon+eve ning+song Students receive a worksheet. They trace the words and link these to drawings, which they can draw
Sts get introduced to the vocabulary about times of the day
Sts. get reviewed about vocabulary of times of the days as a warming up Sts are introduced to some daily activities: BRUSH YOUR TEETH DO HOMEWORK EAT DINER GO TO SLEEP Sts have to repeat sentences that state the activity and when it is carried out Sts receive a worksheet with the four times of the day and empty spaces where they can draw the activity they carry out at that time
Vocabulary about times of the day is consolidated Sts are introduced with activities they carry out at a specific time of the day
Consu L 10/4/16 5:27 PM Comment [3]: Maybe by means of a game with the pillows (Students sit arount and a pillow is passed. When music stops, they have to answer the question asked by the teacher. Variant: Two pillows; one student asks and the other answers) Consu L 10/4/16 5:34 PM Comment [4]: Start orally with a movement game. Students move around meanwhile music is listened to. When music stops: 1st Stage: Students do the same as you do Something associated with each momento (Morning = You’re waking up; Afternoon = Having lunch, playing, etc; Evening = Brushing teeth/dressing pijamas; Night = Sleeping). Then, you change with the Word. Do you know what I mean? Consu L 10/4/16 5:37 PM Comment [5]: Think about a game
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
CYCLE 1/2
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
4
3RD and 4th graders
Sts revise the introduced vocabulary of the last session: INTELLIGENT FUNNY FAST SLOW Sts are asked about their family members. They have to make a family tree describing their family. What about this one about Teeth family? Remember that they are kind of cycle 1 students : https://learnenglishkids. britishcouncil.org/en/se arch/site/family What about this game? http://www.mesgames.com/family.php Try this other one: http://www.anglomania cy.pl/familyTopic.htm After they finished their family tree, they link certain personality characteristics to their family members. They have to use standard sentence structures: “This is my ….. He/she is ….” “The … person in my family is my ….”
Vocabulary of personality characteristics get consolidated, Sts get introduced to the vocabulary of family members and learn to link them to personality characteristics
Sts are asked about descriptive adjectives: Small/tall Eye colors Hair colors Sts have to describe themselves making use of the descriptive adjectives and identify differences between their classmates Sts make a drawing of their family members and write corresponding descriptive sentences to describe their family and the differences between the members
Consu L 11/4/16 6:22 PM Comment [9]: Check this page for warming up about family http://www.mes-games.com/family.php
Sts learn descriptive adjectives and how to apply them to themselves, other classmates and their family members
Consu L 11/4/16 6:02 PM Comment [6]: I don’t think they know what it is. I propose to find a model and show them, or what is better! To make the family tree with them, Then, they can be asked to make theirs.
Consu L 11/4/16 6:43 PM Comment [10]: Students’ skills dear. In terms of that! Consu L 11/4/16 6:42 PM Comment [7]: What if we ask them to take a picture of their family for next class? It would be more meaningful…. J Consu L 11/4/16 6:43 PM Comment [8]: Remember: The outcome is in terms of STUDENTS’ COMPETENCE
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
CYCLE 2
5
3rd and 4th graders
4
4
Sts are reviewed/introduced to some basis sentences: This is a …. It is recycled from …. We can use it for … The groups present their recycled product to the rest of the class. They have to “sell” their object to the rest The rest can add other new uses and have to say if this is usable and if they like it or not. Groups give each other points based on the usability, the look and the creativity. The group with the most points wins.
Sts get consolidated with some basis sentences about objects Sts have to use their communication skills to convince the others to use their new product
Sts get introduced to the W-words: WHAT WHICH WHY WHERE WHEN HOW Teacher explains that Sts are going to make a quiz about recycling. They have to come up with questions which start with one of the W words. The students are gathered in groups and have to come up with at least 5 questions. The groups will ask the questions to the other students, who have to answer them
Information about recycling gets consolidated. Students practice their public speaking skills and their questioning and answering
Consu L 10/4/16 5:56 PM Comment [11]: Were they introduced expressions to present products? I would suggest to watch infomercials… Check these links: https://www.youtube.com/watch?v=0dx6e GpekOc https://www.youtube.com/watch?v=OpSxi UjDJV4 https://www.youtube.com/watch?v=zvESG jfTBF0 https://www.youtube.com/watch?v=Eypzv RuYhZ4 https://www.youtube.com/watch?v=nSNQ vuq6JK0 Consu L 10/4/16 5:57 PM Comment [12]: I insist.. my concern is that they don’t have enough persuasive language…. Consu L 10/4/16 6:02 PM Comment [13]: GREAT! Check this page. Maybe we can create something to make it more challenging for kids
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
CYCLE 3 AND 4
6
6th to 9th graders
4
3
Teacher introduces the topic of this week: saving the planet. The link is made between pollution etc in Bogota and in the rest of the world. Sts brainstorm in small groups about good and bad uses of water in and around the school. They present their ideas orally. Sts come up with ideas and solutions to take care of the problem of spilling of water. Students have to choose the best solution and set up a step by step plan to ensure this would be possible inside the school
Sts express ideas about taking care of the environment, especially water savings, and practice their English speaking skills.
Sts finish their plan of saving water in the school. Sts make posters and flyers in groups, stating their plan of saving water. The posters have to be understandable for every age, but still include the right English words!! When finished, the posters will be hung up around the school to promote the saving of water.
Sts practice their skills of making an informative and convincing flyer
Consu L 11/4/16 6:57 PM Comment [14]: I think you can start with this video.. https://www.youtube.com/watch?v=WfGM YdalClU Consu L 11/4/16 7:09 PM Deleted: are familiarized with Consu L 11/4/16 7:09 PM Deleted: to Consu L 11/4/16 7:09 PM Deleted: e Consu L 11/4/16 6:59 PM Comment [15]: Only about water? There are more issues they can discuss about. Trashing out paper, Food waste (The snack, for example), etc, etc. I suggest that they can work in groups and distribute the situations for them to analyse. Consu L 11/4/16 7:08 PM Comment [16]: Maybe this strategy fits perfect: One student for each table are chosen. They are in charge of “Environmental projects office” They are in charge of listening to the others. So, the others are assigned one of the offices and there, they present their proposals. It implies interaction among them. At the end, the seven sts in charge of the offices present the conclusions.
LA CHUCUA SCHOOL, I.E.D. “LINGUAVENTURAS” ENGLISH IMMERSION PROGRAM WEEKLY PLANNING SUMMARY FORM
CYCLE 5
7/8
10th grade
1
1
Consu L 10/4/16 6:03 PM Comment [17]: Remember there are not classes with cycle 5 this Thursday.