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2013-2014 Ikasturtea

English project

HH 31

U.P.V. / E.H.U. Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

CONTEXT Our school is located in San Sebastian, in the Antiguo district. In this part of the city there are many kinds of schools: Religious colleges, “Ikastola”-s, schools semi-private ... Jakintza ikastola was a private, but then became public. Although it is a public school and keeps the Ikastola features.

The people who live in Antiguo have a medium/high economical level, and so, the culture level is high. The model they offer in Jakintza is D model: every subject in Basque language, except Spanish and English classes. There are many young people who know and speak Basque language in Antiguo. The parents who chose Jakintza for their children has many reasons to do it, but one of the most important is the learning of Basque language. In addition, the parents want their sons and daughters learn Spanish

and

English,

but

in

a

second

level

of

importance.

We are going to focus our project in 5 years old children class. In that class are 20 students, most of them born in San Sebastian and three born in Chine, Pakistan and Peru. All of them live in Antiguo. Half of them have Basque as mother tongue, and the other half of the students have another one, most of them Spanish.

INTRODUCTION We have decided to focus our project at Christmas, because it is a theme that is repeated every year and the child will live it with illusion and interest. Being one of our principles that the child is the protagonist of your education, we believe this to be the right proposal. We will be a month working on this subject as follows: an hour and a half week, each session being of half an hour. In addition, we feel is important to emphasize that the English teacher will not be the tutor, so that will be responsible only for the session of English. In line with the principle of "a language for each person" the students will identify the professor with the English. The English class will be divided in three corners, in which they have to do the different handcrafts (the Christmas tree, candle, and Olentzero). It’s important to say that the English classes will follow a routine: the children will begin the class with a group activity ( we will explain them later), secondly they go to the corners in which they will be working for 15 minutes more or less, and finally we will get together again for do another group activity ( in that moment the children have to practice the theater that we have explained later). In addition, the


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

English class is going to be different from the normal class, because of that the children have to move to that “special” class as follows: in an Indian row (like a train) and singing (if the English class is going to start “hello hello hello…”, and if it’s going to finish “goodbye goodbye…”). In accordance with the principles that we have mentioned above, these sessions will be short but fun, entertaining and dynamic, which will prioritize the participation of the students. At the same time, we are looking forward to activities that children do with pleasure and to see they are usefulness; it is not doing without a reason. In this way, we propose the following activities: Christmas songs, crafts, a small theater and tales or little games. In addition, we will start from children's knowledge on this subject, for that we will have an activity which we have called: "o.. olentzero?". There is our lessons diagram: Train

Starting ritual (song, tales..)

Hand crafts, work in corners

2 min

Ending theatre

15 minutes 5 minutes

5-7 minutes

30 MINUTES

Below we will explain in more detail the proposed activities.

Our principles

Ages: 5 years old

Funny

Everyone can participate

To be free

Useful

Practical lessons

ritual:


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

Artistic skills to learn English

Respect different rhythms

Listen to the children

Good relationship between teachers, families.

Works in corners

Create a simple routine. Avoid abstract contents and thinks that they don´t know.

Keep a structure: Songs beginning and in the end of the class (shorts songs). We can use it for cheer up or calm them. 

Surprise them with different things every day (class day) taking advantage the specials occasions. 

Teamwork between ordinary and English class, but not overlapping the content. 

It´s started when something happens in their context, the project unite the student´s interest and curiosity with subjects.  

The students work with families in a real context. Share their works with other people (citizens)

They don´t use books.

They work all the subjects with one topic (Christmas) .

They use English to learn contents from other subjects.

They use English, they can speak English.

Students who are different ages work together= Diversity. If the teacher knows how to work with diversity it becomes very enriching. 

The teacher repeat what the children says and then they repeat that.

They have extra elements, extra things: Body language is an important recourse. 

The teacher must use the same phases, like: what´s the meaning of…? And not this and another one like how can I say..? 

TPR: Total physical response.

The teacher must speak slowly and stops when it´s necessary.

The most important dynamics will be based on simple games and funny activities, giving a special importance to songs and stories.  

"One language, one person" --> we are just English teachers

Flexibility with our program, because we are going to do an Interdisciplinary and contextualize learning project.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

It´s demands coordination with the tutor

Integrated in the district life.

Pictures.

Make questions in the same way, always, many times.

Children must do something--> if they can´t speak, move or... don´t force them, but try to participate. 

Star/ rituals could be useful.

If the students don´t participate think about our role.

Speak more like a playschool teacher: passional, slowly, body expression...

Make exercise more fun, more ludical (songs, stories...) ( For example: "Simon says", or put the pictures an when you say the name of one picture and they must run to this one, or physical exercise like run, jump...)

ACTIVITIES This is the first activity that we proposed. “O… Olentzero” will be the synonym of the beginning of our project. As we say in the introduction, we wanted to know the children knowledge, to adjust our rhythm to the children’s. O… OLENTZERO Material: We don´t need it. Duration: 5 minutes. Develop: We will leave that children think that the English teacher only speaks and understands that language. Therefore she did not know who “Olentzero” is, and she will ask them things about that character. With this activity we want to encourage the use of language and that the students see that it is necessary for this type of situations. For that, the teacher will invite the children to sit down in a circle. Then, she/he will show many pictures. Those pictures will be about the possible answers that the questions offer. For example, when the teacher asks for the Olentzero’s home, she will put in the middle of the circle three pictures: a beach, a mountain, and a city. The teacher will point the picture and at the same time she will say what is she pointing (for example: if she points de mountains


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

photography, she will say: MOUNTAIN). That dynamic is going to be repeated for all the questions that teacher suggests (and they are written down). In that way, we propose that when the children answer in Basque, the teacher will repeat it in English slowly, and then she will invite the children to say that again. If the students have a positive attitude and try to speak in English the teacher will congratulation that kid.

Questions Who is he? Where does he live? Does it live alone? What is his work?

How comes? What does he do? What brings the people who behaved well? What brings the people who misbehave? Does he have any special song? What clothing does he carries?

… This is an example for second question:

Teacher: where does he live? , Does he live in the mountain?(

live in the beach? (

) Does he live in the city? (

) , Does he

).

At the end of this activity we hope they have learned vocabulary, like: mountain, clothes, many way of transport (with “how comes” question) like walking, flying …


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

SONGS The songs that we proposed are Christmas typical songs for children, because they are very repetitive and use simple vocabulary. We think that it can be useful to use body expression with those songs. So that, there will be a funny way to start or finish the English lessons. According to what we have said, we will make these activities at the beginning or end and classes. We know that children may ignore those songs, because of that we decided to teach them little by little. Moreover, we do physical easy movements while we are singing. For example, clap the hands, or touch the head ‌ Material: Christmas songs Cd and a Cd player Duration: 5-7 minutes every beginning lessons. Develop: We all will stand up (or sit down, depending on the song) on the ground making a circle and the teacher will tell that we will learn a song in English, three in particular (Little Snowflake, We wish you a merry Christmas and Jingle Bell). Then we will divide the stanzas and go learn it little by little. As well we'll take it with the body movements to do easier for the students. Finally, and when the song is fully learning, the teacher can put the music together and enjoy all of the songs.

LITTLE SNOWFLAKE

Snowflake, snowflake, little snowflake. Little snowflake falling from the sky. Snowflake, snowflake, little snowflake. Falling, falling, falling, falling, falling, falling, falling, falling, falling...falling on my head. Snowflake, snowflake, little snowflake. Little snowflake falling from the sky. Snowflake, snowflake, little snowflake. Falling, falling, falling, falling, falling, falling, falling, falling, falling...falling on my nose.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

Snowflake, snowflake, little snowflake. Little snowflake falling from the sky. Snowflake, snowflake, little snowflake. Falling, falling, falling, falling, falling, falling, falling, falling, falling...falling in my hand. Falling on my head. Falling on my nose. Falling in my hand. Snowflake, snowflake, little snowflake... http://www.youtube.com/watch?v=tbbKjDjMDok#t=61

WE WISH YOU A MERRY CHRISTMAS We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas And a Happy New Year. Good tidings to you and all of your friends Good tidings for Christmas and a Happy New Year. http://www.youtube.com/watch?v=N4b8T74Ucek

JINGLE BELLS Dashing through the snow In a one horse open sleigh O'er the fields we go Laughing all the way Bells on bob-tails ring Making spirits bright What fun it is to ride and sing A sleighing song tonight


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

Jingle Bells, Jingle Bells Jingle all the way Oh what fun it is to ride In a one horse open sleigh, hey! Jingle Bells, Jingle Bells jingle all the way Oh what fun it is to ride in a one horse open sleigh. http://www.youtube.com/watch?v=0W7oAzmYP18

CHRISTMAS HANDCRAFTS As we said in the introduction, there are three corners in our English class, in which the children will do the Christmas handcrafts that we explain now: These activities will be the "body" of the session of English. To do this, we will divide the class into three groups (because of the number of the corners). Before they start working, the teacher will show and model of each handcraft, and then she will explain step by step how they can do that. After that, they will go to the correspondent corner, where the material for each handcraft will be. Once a week the three groups will rotate to the right, so that within a month pass by all

the corners. In this way all the children hill have the chance to do every handcrafts (the three that we propose below). OLENTZERO

(corner 1)

Materials: Internet, paper, colored pencils, glitter, glue, scissors and handcraft washers. Duration: 45 minutes (divided in three 15’ lessons) Develop: First of all, the teacher will prepare the Olentzero´s image in paper used the internet. And then, the teacher will hand the paper to then children. They must to paint the image of Olentzero using the colored pencils and then they cut with the scissors slowly. Later, the students will put together the different parts of Olentzero´s body using the handcraft washers. And finally they put a bit of glue and glitter on Olentzero´s body to decorate it.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

That activity will be useful to learn about basic parts of the body (leg, arm, head, hand, toes…). In the process, the teacher will pass by this corner, and will offer his/her help to the students while talk about the body parts that he have mentioned. The teacher will invite the children to repeat the parts of the body while they are working about those. CHRISTMAS TREE

(corner 2)

This activity is useful to learn the colors. We think that to speak a new language (like English in this case) it’s important to have resources, and in a language the main resource is the vocabulary. As in the first corner, the teacher will be passing by this one too, and he/she will sing the colors song (red and yellow blue and green, blue and green, blue and green. Red and yellow blue and green, black and white and brown). Maybe the students can learn this funny song and the can repeat it while they are working to do a beautiful and colorful Christmas tree. Materials: Green, brown and red cardboard, adhesive tape, pencil, scissors, glitter and glue Duration: 45 minutes (divided in three 15’ lessons) Develop: First, each student will draw up the contour of his / her hands on the green cardboard and then, cut on the line. The teacher draws a trunk in the brown cardstock and then cut on the line. In spite, will put all the hands together above the trunk and stick using the glue or adhesive tape.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

Then, the students will draw different loops on the red cardboard, and cut it on the line. They will decorate it using glitter and glue, and then stick it on the tree. Finally, the students will decide the place that they put they marvelous tree.

CANDELS

(corner 3)

Whit this activity we wanted to learn about the material’s name, like scissors, glue, cardboard … (the material is written below). Materials: cartoon, cellophane, scissors, glue, cardboard, carton tube, paintbrush, color temperas, adhesive tape, glitter, stickers. Duration: 45 minutes (divided in three 15’ lessons) Develop: To obtain the base, children cut the cardboard in the form of a circle. With the tempera colors and brushes painted the base of the color they like and let dry. Meantime, we will use the cellophane to wrapped around the cardboard tube pasting with glue or adhesive tape. Once this is done, paste the cardboard tube in the base with zeal or adhesive tape. With the cardstock will be the form of the flame to paste it at the base of the cardboard tube. Once you have drawn the cropped and pasted. If you wish you may decorate with stickers and glitter.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

The children can leave to home the handcrafts the made, to decorate their houses. To avoid confusion, the teacher will be the name of each child in their handwork.

THEATRE

Title: “The wolf and the seven kids” theatre Materials: The classroom, the class events, costumes and internet. (Look at this: http://www.voyaprenderingles.com/readings_lecturas/readings_stories_the_wolf_an d_the_seven_kids.php) Duration: 5 minute per day (normally in the end of the lessons) Develop: Initially, the teacher will tell a story about “The wolf and the seven kids” and then they speak about the story. We supposed that the teacher’s questions may be helpful for students. Of course they could comment things that the like or dislike, but if they don’t know how to say anything, the teacher’s phrases will be like a guide. There are some of the questions: Have you like the story? Who is the bad/evil? How many kids are? What takes the wolf to be as the mother? Of course, the teacher must express what is saying with her body; for example, she can put a bad face to imitate the bad wolf. The teacher will create a story based on the “The wolf and the seven kids” and she/he will shape the text to his/her the students. And then each child will take one role on the theatre. They will learn his/her sentence at home, to practice the theatre at class with all of children. This, they will do it at last 15 minutes at English class. The teacher will help their students to get their costume to use on the theatre. Finally, the children will write an announcement to invite their families to see the theatre and until the Christmas holidays, the class children will perform in front of the family. That invitations will done as follows: in the third week, the teacher will praise the children’s advances and will say that they are doing a good job and it would be a


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

shame if their families were lost the theater. So that, the teacher will show a beautiful invitation, and will read it to the students and then the children will like the idea of do an invitation. We know that is difficult to ask for children to write anything, but we also think that we must animate they to try doing something new. They will have a model invitation and flashcards with basic vocabulary and pictures, to connect image and words. Then, the students will bring to home their invitation, and to make then readable the teacher will add a letter in Basque and in Spanish too.

THE WOLF AND THE SEVEN KIDS (provisional) CHARACTERS (10) - Narrator, Mother Goat, 7 kids, wolf NARRATOR - A mother goat lived in a house near the woods with her seven little kids. MOTHER - Kids! Come here at once KIDS - Yes, mother. Here we are. MOTHER - I'm going to get some food. While I'm gone you must stay in the house. Watch out for the wolf. If the wolf comes in, he'll eat you. KIDS - We'll be careful.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

MOTHER - Keep the door locked and you'll be safe. Remember - you can tell the wolf by his crackly voice and his black paws. Do not let him in. KID 1 - He won't get us. Don't worry, Mother. KID 2 - We will be safe in our house. MOTHER - Good-bye. Be very careful I'll hurry back. NARRATOR - When Mother Goat left, the kids began to play. Soon the wolf came to the door. He was dressed like Mother Goat. KID 3 - I hear someone at the door. Maybe Mother is back. WOLF - Open the door. I am your mother. I have something for you. KID 4 - What did you bring us? WOLF - I've brought you all kinds of goodies to eat. KID 5 - That does not sound like Mother's voice. KID 6 - This is a trick. You are not our mother. KID 7 - Our mother's voice is soft. Yours is not. You are the wolf. WOLF - Drat! I will have to change my voice. NARRATOR - The wolf ran to the store to get some cream. WOLF - The cream will make my voice sound soft and pretty. NARRATOR - Then the wolf ran back to the goats' house. WOLF - Children, open the door. I am your mother. I have something for your supper. KID 1 - It sounds like mother. NARRATOR - The little kids went to the door. They peeked out the window and saw black feet on the window sill. KID 2 - Black feet ! Our mother has white feet! KID 3 - It's the wolf. Go away! KID 4 - We will not let you in.


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

KIDS - Go away ! WOLF - Drat! Back to the store again. NARRATOR - So the wolf ran to the store and asked for some flour. The wolf put white flour on his black feet and ran back to the house. WOLF - Open the door. I'm home at last. KID 5 - It sounds like our mother. NARRATOR - So the kids peeked out the window. KID 6 - Show us your feet. NARRATOR - The wolf put his feet on the window. They looked white now. KID 7 - It's Mother! You can come in, mother. NARRATOR - When the kids opened the door, the wolf jumped in. The kids ran under the table and chairs. The smallest one hid in the big clock. The wolf caught them one by one and put them into a big flour bag. WOLF - Now that I have all of you in this big bag I can take you home and eat you. NARRATOR - But the smallest goat was still safe inside the clock. When Mother Goat came home she called to her kids. MOTHER - Hello! Mother's back! Where are you? KID 7 - Mother, here I am, in the big clock. Let me out. MOTHER - What happened! Where are all the other kids? KID 7 - The wolf came. He tricked us. He was dressed like you and he had a soft voice and white feet. We thought it was you. MOTHER - Oh, dear. How shall we ever get them back. Let's go and find the wicked wolf. NARRATOR - She found the wolf sleeping by the side of the road with the bag of kids close by. MOTHER - There's the wolf. Sh-h-h-h! Run back home quickly and get my scissors. Hurry! NARRATOR - The little goat soon came back with his mother's huge scissors‌


Andrea Khalfaoui, Tania Rodriguez, Haizea Romero, Ainhoa Sarasola eta Ohiane Otxandorena

NARRATOR - Mother Goat made a hole in the bag and out jumped her children. The kids were so glad to see their mother. MOTHER - Sh-h-h! We must be very quiet. Everyone get some rocks. NARRATOR - They put rocks into the bag. Mother Goat sewed up the bag and away they ran. Soon the wolf woke up. WOLF - That was a good nap. Now I must get this bag home. NARRATOR - The bag was very heavy and the wolf could not carry it far. WOLF - This bag is so heavy and I am getting very hungry. I shall eat a few of the goats and take the rest home. NARRATOR - He opened the bag. WOLF - Rocks! Nothing but rocks! I've been tricked. NARRATOR - That night the wolf went to sleep hungry.

THE ENORMUS TURNIP The last activity is a tale; we decided to tell it in an interactive form. For that, we have chosen an internet interactive tale: “The enormous turnip”. That is the Internet address that we need: http://www.bbc.co.uk/cbeebies/fimbles/stories/fimblesenormousturnip/ The pictures are simples but beautiful, and we can learn simple formulas like “next page” or “last page”, because we will ask the children to repeat them if they want to continue with the story. In addition, the teacher will indicate the elements of the story as they appear. Material: internet, and whiteboard. Duration: 10 minutes more or less.


Christmas Project