Lesson plan 6 7

Practice II: Tamagni & Sampietro

LESSON PLAN 6:

DATE: September the 4th

NAMES: Cielo Sampietro & Gala Tamagni

CLASS: Salita verde 5 años

LENGTH OF LESSON: 1 hour (14:15 to 15:15)

MATERIALS: Flashcards (Animals- Habitats- food),a Die, cardboard plates, sponges, paints.

CLASS DESCRIPTION: There are 31 students in this group, all between 5 and 6 years old. They have English classes 4 times a week for an hour and most of them have been studying English for about 2 years. As the English class is the first one they have it is crucial to develop an active warm up; the main tool for this is the use of songs as a daily routine in which they do not only sing and get engage but also use their body.

AIMS:GRAMMATICAL STRUCTURES:

Verb to be : There is/ are/ Present Simple ----> e.g.: It is big and grey/ There are trees/ It is a wet place

Can/ Can’t: Actions ----> e.g.: Can it fly?


Have got/ Has got ----> e.g.: It has got a big brown mane

Certain specific verbs and adjectives (that children already know or identify): live/like/eat, big, small, fat, wild, pet.

LEARNING AIMS: we expect to reinforce the knowledge the children already have as regards animals, actions and physical characteristics as well as review what we have seen on the previous lessons, especially habitats. Also we expect the children to recognize, mention and differentiate certain types of food that animal species generally eat. VOCABULARY:

The introduction and review of vocabulary related to the animal world; adjectives, nouns, verbs. Plus, we will revise the main actions animals can perform and habitats (Desert, Ocean, Swamp, Jungle and Farm) , the vocabulary related to them: trees, water, sand, rocks and the new words related to food : meat, milk, fruits, fish, fast food and grass.

PRONUNCIATION: As the children do not read or completely write yet, it is extremely important to be focused on their pronunciation. They can actually identify certain letters and the sound of them, by repeating how the words are pronounced they can certainly reproduce them very well. For example, they are able identify and pronounce perfectly the word Monday as it begins with


the “M sound” and they can do that with almost any word.

LEARNING OUTCOMES: we expect the children to understand, identify and pronounce the new vocabulary, relate the name of each animal with particular physical characteristics as well as predict where each animal lives and the name of the places and in this case also identify the types of food different species may eat. We expect the children to identify and mention different items (food images) and predict why certain animals eat specific food, for example lions are wild, live in the jungle and eat meat. The idea is to put all the vocabulary together to make a general review. ANTICIPATED PROBLEMS: Usually most of the children get easily distracted and

the main reason is that they really love chatting. When a little group starts to talk it makes the other students lose their attention or sometimes get bored/sleepy.

POSSIBLE SOLUTIONS: It is really important to keep the children active,

entertained and motivated i.e. make them ALL participate in the activities in order to avoid boredom or distraction.


It is also fundamental to identify which students usually cause distraction (talk, bother their partners) and ask them to change places (sit somewhere else).

PROCEDURES:STAGE 1: WARM UP STAGE

First activity: With flashcards and sounds, we will make a short review related to the new animals learnt and their habitats.

Second activity: We will introduce some vocabulary related to food in terms of what animals eat (meat, milk, insects, fish, grass, fruits). By the use of flashcards we will present some images of food and make the children predict which animals can eat the items presented and why.

Third activity: we will play a game in which each child will have to throw a die; this die will have 6 sides with 6 different images of food. Once the student sees the image that the die shows, he/she will have to pick an animal flashcard: an animal that eats that kind of food. If we have


time we will introduce a painting activity in which each child will have to paint a cardboard plate in order to create an animal mask. We teachers will provide them with paints and sponges to paint. To be more organized we will separate the student in 5 groups, each group will have to paint a specific animal: frog, chicken, pig, cow or parrot.

LESSON PLAN 7:

DATE: September the 4th 2015

NAMES: Cielo Sampietro & Gala Tamagni

CLASS: Salita verde 5 años

LENGTH OF LESSON: 1 hour (13:15 to 14:15)

MATERIALS: Flashcards (Animals- Habitats- food), cardboard plates, sponges and paint.

CLASS DESCRIPTION: There are 31 students in this group, all between 5 and 6 years old. They have English classes 4 times a week for an hour and most of them have been studying English for about 2 years. As the English class is the first one they have it is crucial to develop an active warm up; the main tool for this is the use of songs as a daily routine in which they do not only sing and get engage but also use their body.


AIMS:GRAMMATICAL STRUCTURES:

Verb to be : There is/ are/ Present Simple ----> e.g.: It is big and grey/ There are trees/ It is a wet place

Can/ Can’t: Actions ----> e.g.: Can it fly? Have got/ Has got ----> e.g.: It has got a big brown

mane Certain specific verbs and adjectives (that

children already know or identify): live/like/eat, big, small, fat, wild, pet.

LEARNING AIMS: we expect to reinforce the knowledge the children already have as regards animals, actions and physical characteristics as well as review what we have seen on the previous lessons, especially habitats and food. Also we expect the VOCABULARY:

The introduction and review of vocabulary related to the animal world; adjectives, nouns, verbs. Plus, we will revise the main actions animals can perform and habitats ( Ocean, Jungle and Farm), the vocabulary related to them: trees, water, sand, rocks and the new words related to food : meat, milk, fruits, fish, fast food and grass.


PRONUNCIATION: As the children do not read or completely write yet, it is extremely important to be focused on their pronunciation. They can actually identify certain letters and the sound of them, by repeating how the words are pronounced they can certainly reproduce them very well. For example, they are able identify and pronounce perfectly the word Monday as it begins with the “M sound” and they can do that with almost any word.

LEARNING OUTCOMES: we expect the children to understand, identify and pronounce the new vocabulary, relate the name of each animal with particular physical characteristics as well as predict where each animal lives and the name of the places and in this case also identify the types of food different species may eat. We expect the children to identify and mention different items (food images) and predict why certain animals eat specific food, for example lions are wild, live in the jungle and eat meat. The idea is to put all the vocabulary together to make a general review. ANTICIPATED PROBLEMS: Usually most of the children get easily distracted and

the main reason is that they really love chatting. When a little group starts to talk it makes the other students lose their attention or sometimes get bored/sleepy.

POSSIBLE SOLUTIONS:


It is really important to keep the children active, entertained and motivated i.e. make them ALL participate in the activities in order to avoid boredom or distraction.

It is also fundamental to identify which students usually cause distraction (talk, bother their partners) and ask them to change places (sit somewhere else).

PROCEDURES:

STAGE 1: WARM UP STAGE

First activity: We will continue or start, depending on the time, with the painting activity. The children will have to paint their own animal masks. We will ask them to sit in groups; each group will have a specific paint colour and an animal. We will provide them with cardboard plates (already prepared for masks, with two holes for them to see and one for their noises to breath and string to use the plates ask mask).

Second activity: While the masks dry, we will make a short review of animals, actions, food and habitats but focused on the animals the children had to paint for their masks.


Third activity: To close the topic we will go outside and play “Simon says” (first we will provide young learners with the right instructions of how to play the game). The game will be a based on animals, each child will have to wear a mask. The idea is to say, for example: “Simon says all the frogs jump ” while we (teachers) move our hands as if we were flying. The point is to ask the children to pay attention to what we say and not to what we do.

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Lesson plan 6 7