Activity for 1st cycle of primary
- Activity: RHYMES, SONGS, CHANTS, TONGUE TWISTERS
- Organization: whole class
- Arrangement: U-shape
- Materials: Song, Digital Board
- Timing: One session
- Timing: One session
- Procedure:
Presentation: First, the teacher will draw and identify the pictures of a circle, a square and a triangle in the whiteboard and the pupils will do the same in their notebooks. Later, the teacher will give instructions to children, telling them that they will be shown a song about shapes. Do they know what a shape is? Let's learn it with the song! Children would not have to worry if they do not understand something because they will have plenty opportunities to learn either what a circle, a triangle, square are (and that they are shapes) and the song itself.
Therefore, the song will be watched at least three times. Then, the teacher will stop the video after every sentence and will use body language, gestures a mimicking to show the meaning of the phrases.
Practice: Children will be encouraged to use the gestures teacher's model while singing to acquire the words meaning. They will watched the video three times more so that they together with the teacher can sing and use body language like a kind of dancing while listening.
Production: Finally, they will be free to walk around the classroom while still singing the song in order to find shapes. E.g. "Come on, let's find shapes! I see a circle" (and they point out a ball), and so on.
In order to know how they liked the activity and whether they feel they learned something new, the teacher will ask them to show their thumbs up or down.
- Aims of the activity:
• The pupils will practice pronunciation about shapes through singing the song.
• The learner will learn to express how to identify a shape in the classroom.
• Pupils will learn to identify a shape, a square, triangle and a circle.
Activity for 2nd cycle of primary
- Activity: USING FLASHCARDS
- Organization: group work
- Arrangement: modular
- Materials: Flashcards with drawings of actions (e.g. playing the piano, playing football, singing, etc).
- Timing: one session.
- Procedure:
Presentation: First of all, the teacher will show the flashcards to pupils and he/she will prompt them to say what pictures show. He/she will substitute drills in a controlled activity. For example, this is a bicycle, I can ride a bicycle. Can you ride a bicycle? Pupils will tell if they can do it or not. Practice: In groups, children will be provided with a set of flashcards similar to the previous ones. In turns, they will ask and answer to their group mates whether they can or not do the flashcard actions. Production: In groups, they will tell the rest of the classmates what they can do or not.
For self- assessment, the pupils will express in groups what they would have like to do or say better.
- Aims of the activity:
• Pupils will identity and express actions related to hobbies.
• Pupils will be able to say their abilities.
• Pupils will be able to reflect on his/her own activity in groups
Activity of 3rd cycle of primary
- Activity: DRAMATIZATION
- Organization: pair work
- Arrangement: pairs
- Materials: short stories hand-outs from the web
- Timing: Two sessions
- Procedure:
Presentation: The previous day, the teacher would have distributed a short story (story number 57. "Polar bears need help") for each pair and tell instructions to the pupils: that they are going to do a dramatization starting from that text. What they will have to do is to read it in pairs and check if they know all the vocabulary. If they do not know some words, they will ask the meaning of the words to other classmates, the teacher, or even they could look up them in a dictionary whether it would be a book or through the internet. They can use the story as a model and choose another animal if they want to investigate about it. They will be helped by the teacher with pronunciation. Practice: After they all know all their stories, pupils could pretend they are nature documentary reporters and they are filming how wild animals live, practising their pronunciation reading out loud the story at this first stage. Then, they will agree which one of them is going to say each sentence and if they would like to use the text like it is or they would like to change it to a dialogue instead of telling the story. After that, they will have to think about what things they will need to bring to the class the next day to perform the story. (Whether they will bring puppets, drawings, costumes, cuddly toys, etc).
The following day, in the first part of the lesson time, pupils will rehearse their performance.
Production: Finally, in the second part of the lesson, every pair would show their performance to the rest of the class.
As assessment, once the performances would be finished, every child will say which performance they liked most and why.
- Aims of the activity
• The pupils will be able to describe animals (polar bear) and their lives.
• The pupils will be able to express likes and dislikes about their classmates’ performances.
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