What day is it Today????

Thursday, April 26, 2007

Home Sweet Home

Teacher: Cláudia Lima

Grade: Low 3rd grade

Materials:
- Pieces of paper
- Crayons
- Blue tack
- Glue
- Worksheets with furniture
- House drawing
- Flashcards

Vocabulary
Bedroom
Living room
Bathroom
Kitchen


Structures
How many…?
What colour…?


Recycled language
Numbers
Colours

Receptive Language
It’s the …


Average time spent in minutes
135mins


Lesson 1

Daily routine (5mins)

T. presents the vocabulary using flashcards. To check understanding T. plays the parrot game with the Sts T. shows a flashcards and if the T. says something true they repeat it, it T. says something wrong Sts can’t repeat it. (10mins)

Sts draw the house of their dreams. (15mins)

T. shows some furniture and Sts. have to say to each room it belongs to. (5mins)

Sts leave the room as the T. does the behaviour evaluation. (5mins)


Lesson 2

Daily routine (5mins)

To revise the vocabulary taught in the previous lesson, Sts play a game. T. shows furniture room and says the name of a room, if that piece of furniture belongs to that room they stand up and turn around, if not they have to stand still. (5mins)

T. gives says a name of a room and Sts have to draw a piece of furniture that belongs to that room in a piece of paper. Then they have to stick it near to the room they belong to. (10mins)

Each St. choose their favourite room and they start making the craft project.(build a room using boxes) (20mins)

Sts leave the room as the T. does the behaviour evaluation. (5mins)

Lesson 3

Daily routine (5mins)

T. begins introducing the furniture words. T. shows the furniture and Sts. repeat as an echo. (5mins)

T. glues the pictures with the names in the BB and plays hangman. (10mins)

Sts continue the craft work (20mins)

Sts leave the room as the T. does the behaviour evaluation. (5mins)

Wednesday, April 04, 2007

the very hungry caterpillar plan


Lesson 1

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. T. presents the new vocabulary using flashcards and playing the echo game. Sts repeat what the T. says like an echo.

3. Practice pronunciation playing the “What’s missing?” game

4. T. introduces the structures I like… / I don’t like… and the class makes a food pyramid with the food they like.

5. To leave the classroom students have to name the flashcard the T. is holding. While doing this T. also does the behaviour evaluation.

Lesson 2

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. STORY SEQUENCE: Provide a long piece of yarn, a hole punch, and patterns of the different foods which appear in this story. Students color, cut, and punch a hole in each food.

3. Then they may sequence the story by putting the food on the string as they appear in the story. You may want to have your students do this while you read the story for the second time or you may wish for your students to try this after you have read the story.

4. T. reads the story for a second time and students have to fill the gaps with the correct words.

5. Students leave the classroom saying a password (caterpillar) and T does the behaviour evaluation.


Lesson 3

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. Sts. Make a caterpillar crafts using wool.

3. T. presents the difference between healthy and unhealthy food.

4. Sts leave the classroom saying a name of an item of food (healthy or unhealthy) depending on what the T. asks. T. does the behaviour evaluation.

Lesson 4

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. Drawing dictation or Written dictation (depending on the level of the students).

3. They make a sequence by putting the strips of paper used in the previous activity.

4. A blind student will touch some pieces of the food from the story and say its name.

5. Sts. leave the classroom saying the password (butterfly). T. does the behaviour evaluation.


Lesson 5

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. Pelmanism: who can eats more?

3. Begin by having the children think about a summer day. Ask students if they have ever chased a butterfly. Then continue by asking, "Where do you think butterflies come from?" Wait for a couple of responses and then move along into the craft activity.The life of a caterpillar: students make a butterfly crafts(pins for the clothes).

4. Sts. leave the classroom saying a word that they remember from the story T. does the behaviour evaluation.

Sunday, April 01, 2007

Passing games

Pass the card – we pass a set of the picture flashcards around, and when Teacher says STOP, the child with the flashcard has to hold it up and saywhat he/ she’s got in English. We all clap if they get it right, if they aren’t sure, Teacher asks ‘Can we help?’ (or another child quickly asks instead!!!)


Pass the object - According to each topic, Teacher can choose certain objects: decorative fruits, puppet animals, coloured soft balls, etc;
- Children sit in a circle;
- Teacher passes an object and say its name. Then, children pass the object around the circle repeating the word when they get the object;
- Tecaher introduces another object and then we have two objects passing round and round. If they get the word wrong, they stop playing (if they say apple and it's a banana for instance). When there are only two children left, they are the winners and the game is over.
- Depending on the level and age group we can introduce more objects. It's so much fun!
- If only playing with two objects at a time, one could go in a direction and the other object in the other way round. It gets so much fun this way!