Easter People think of Easter in connection with spring and new life. There are many Easter traditions… The pupils could present how Easter is celebrated in their countries. This task is meant to promote different culture's values and the communication between pupils. Based on: Pearson Longman Teacher’s Club’s proposition.
Verbal/Linguistic 1. Introducing Easter vocabulary. Pupils match pictures with words. Vocabulary input: chick, basket, egg, daffodil, bunny, catkin
2. Easter word puzzles. Children trace the letters from the eggs to the appropriate places on the basket handle and then check the solution together. If you have a strong group, children can draw their own puzzles and solve them in pairs. Answer key: a. Easter Sunday b. Chocolate bunny c. Yellow chicks
3. Brainstorm Why did the Easter Egg refuse to tell jokes?
He was afraid he would crack up! 4. Easter anagram. Ask students to unscramble the letters to find the words: basket, chick, cuddly, duckling, eggs, Easter, hop, marshmallow, pastel, spring.
Visual/Spatial 5. Easter patterns. Teacher draws patterns on the blackboard and asks pupils to chant the words. Egg, bunny, daffodil, egg, bunny, daffodil, etc.
Egg, egg, chick, egg, egg, chick, etc. Basket, catkin, catkin, basket, catkin, catkin, etc. Pupils decide what comes next in the sequence and draw the relevant pictures. Answer key: Repeated sequence: Egg, bunny, daffodil Repeated sequence: Egg, egg, chick Repeated sequence: Basket, catkin, catkin Teacher asks pupils to draw their own sequence and keep it secret. Then, in pairs, one pupil says the pattern and their partner draws it. Alternatively, pupils could use numbers to ask questions:
Q: What is number 1? A: A bunny.
At the end they compare their drawings. To round off, the teacher says a sequence and pupils draw the pictures. Then they compare to check that everybody has the same pictures.
6. Pupils could also play battleships: everyone draws 3 eggs, 2 baskets, 2 daffodils, 1 bunny. Pupils define the squares on the grid, e.g. 1A, 2B, 3E. If they manage to find an object, they must guess what it is by asking questions:
Is it a bunny? Is it a basket?
They take turns. When everybody has found all the objects, they compare their drawings in pairs.
7. Ask pupils to solve Easter maze.
Help the Easter Bunny find his basket.
Bodily/Kinaesthetic 8. Ask pupils to come up to the poster and answer your questions. In order to answer the questions they need to follow the line with their finger. It’s easiest to start with the picture.
Show me Easter. When is Easter celebrated? Where is Easter celebrated? What can you see in the picture?
9. Ask pupils to mime the words from Exercise 1. Musical/Rhythmic 10. Warm-up: number revision. Ask children to stand in a circle; everyone is given a number in order, from 1 to x (depending on how many children there are in the circle). Pupils clap out a rhythm and chant:
Teacher: Who stole the egg from the Easter basket? Children: Number 1 stole the egg from the Easter basket. Child 1: Who, me? Children: Yes, you. Child 1: Not me! Children: Then who? Child 1: Number 4 stole the egg from the Easter basket. Child 4: Who, me? Etc.
Logical/Mathematical 11. Ask students to colour in the picture and count the eggs.
12. How many eggs did they dye? Children draw the eggs, colour them in, and count according to the instructions.
13. How many eggs have the children got? Children draw the eggs in the baskets and count them.
References: 1. „Spring Festivals Multiple Intelligences� Pearson Education Polska 2006 2. http://www.dltk-holidays.com/easter/