- "This is me and my English world: ready...steady...go!"
- English, Art, Sport and movement, ICT.
- Learning time
- 10 hours and 45 minutes
- Designed learning time
- 10 hours and 45 minutes
- Size of class
- 16 children - Primary School - first class
- This lesson plan wants to promote multilingual and multicultural competences since early childhood, by developing attitudinal competences in order to favour the learning of a foreign language in the first years of Primary School and in the following school years. Attitudinal competences towards a foreign language means to have disponibility and attention to what is different from me. Therefore it means to develope emotional and social skills, and the motivation for "thinking out of the box". Motivation is also the basis of learning. The teaching approach which increases motivation is the game-based-learning. Therefore the activities I'm going to propose are based on games.The grading process is also submitted to this teaching approach. The teacher evaluetes children during the games and the competitions, when the motivation is high and when the anxiety ( that generally accompanies and invalidates the grading process) is low, because children don't known they are evalueted. Focus on games means also focus on learning process, and not only focus on results. My lesson plan involves children in the first class of Primary School, during a whole school year, for one hour lesson every week. In the next TLAs I didn't write everything, because the games are similar for each topic. It is important to underline that the real count of hours that we need, in order to develope the whole lesson plan, exceeds the number of hours calculated by Learning Designer, because I haven't developed all the topics.
- Mode of delivery
- Select a mode...
- -The student will develope attitudinal competences in order to learn a foreign language;
- the student will develope social, emotional, cognitive and behavioral competences;
- the student will become able to elaborate strategies and self-evaluation;
- the student will increase motivation, autonomy, creative capacities and flexibility;
- the student will improve interactive and collaborative competences;
- the student will be able to discover identity and recognize diversity;
- the student will follow procedures and do self-evaluation, thanks to the feedback provided by games;
- the student will listen, understand, communicate in a foreign language;
- the student will play with digital tools such as LearningApps, Kahoot, Cartoonize.net and Scratch.
- the student will create a digital game, by using Cartoonize.net and Scratch..
- To know and use some English words;
- to explore new sounds of a foreign language;
- to know some basic questions and answers ( what’s your name? ...what’ s your favourite...? Nice to meet you! How are you?...)
- to know different cultures;
- to know rhymes and songs;
- to know procedures;
- to know some digital tools and games.
- to familiarize with the sounds of a second language;
- to understand words and structures of a second language;
- to develope empathy;
- to understand games’ rules;
- to look at the characteristics of people, animals, objects;
- to explore materials;
- to look for similarities and differencies;
- to follow procedures;
- to construct something with a purpose in the mind;
- to plan and adapt initial ideas to make them better;
- To use a second language;
- to play with games;
- to be able to draw picture, to take photos and to realize an avatar with a digital tool;
- to work reflective and focused on a goal;
- to collaborate;
- to use different languages ( music, art, sport);
- to re-think goals and objectives;
- to find new solutions.
Affective learning outcomes
-to enable children to reach their full potential;
- to help all children to be happy, confident and enthusiastic learners;
- to encourage the development of skills and attitudes in order to provide lifelong learning;
- to always be reflective and evaluative for constant improvement;
- to foster good relationship among children, and between school and parents;
- to encourage children to work in partnership and harmony;
- to ensure that discrimination is on any ground not tolerated;
- to foster motivation and engagement of all pupils in their learning, with attention to children with special educational needs;
- to ensure equal opportunities for all pupils.
Knowledge, Comprehension, Analysis, Application, Affective learning outcomes
This is me: ask and say your name and “ nice to meet you”;
my favourite colour ( topic: colours);
my favourite animal ( topic: animals)
my favourite ( topic: toys).
I present here some activities and games about the first topic ( colours). I don’t repeat any learning types for the other topics, because we could propose the same activities and games. Of course there are still so many games that could be useful for our lesson plan and that I didn’t write here ( mime, role-play...)
First step: warming up. Children say their names by singing a song. The teacher plays the guitar while children are sitting in a circle, are passing a British flag from hand to hand, and are singing the song.
This activity can be done at the beginning of each English lesson. This activity helps children to be calm and becomes a routine which facilitates concentration and disponibility. to the learning.
Game: the race car
Children are shared in two groups ( for example boys against girls). Every group has got a toy car. Two children at a time ( a child for each group) position themselves at the start. Children throw the car while they are screaming: - Nice to meet you! The winner is the child who can better control the car to the finish line. To tell the truth, for the teacher all the children are winners because they are able to say "Nice to meet you", without shaming and in a loud and sure voice. Therefore each child gets a badge. Badges are collected inside a personal album. Teacher gives to children the possibilities to choose a badge among a wide range of symbols that represent the British culture. This game involves and promotes many abilities.
The teacher explains to children that the goal of all the activities they are going to do in the lessons, during the whole school year, is to get some informations about them, in order to create a digital game, with which they can play together. This digital game has themselves, their physical appearance and their tastes, as protagonists. Therefore the topic of the next lesson will be their favourite colour, animal and toy.
Colours: children say what are their favourite colours. The aim of this activity is to know the colours by starting with their preferences. They have sure different preferences and so we can name all the colours.
Every child produces a flash card where they present their favourite colour and say the name.
Children memorize their schoolmates’ favourite colours. At the end of the activity children know all the colours and should remember the child who has chosen a colour as his favourite one. The aim of this activity is to name the colours, to train the memory, to familiarize with their schoolmates, to recognise the diversity, to find similarities and differencies, to develope empathy...
Game: true or false?
The teacher draws a line on the floor. The floor now is shared in two parts: the part of TRUE and the part of FALSE. The teacher shows to the children a flash card and say the name of the colour. He can say the right name or a wrong name. Children listen to what the teacher said and jump on the true part or on the false part of the floor. Children with NEDS can jump hand in hand with a schoolmate. While children are jumping the teacher can observe and do his evaluation. Children can play the same game by using the digital tool KAHOOT.
Game: guess the colour; memory game.
The teacher puts all the flash cards on the floor and stimulates the children to look at them and at their position on the floor.
Then he turns the flash cards and stimulates one child at a time to point to a card and to say what colour it is. When the child says the right colour, he gets the card. The winner is the child who has the most cards. These games could be played in two groups: boys against girls. My children are very involved when they play “ boys against girls”. The aim of this game is to bolster the attention and to help children to find new strategies to memorize and to get a positive result.
Children play with "learningApps".
Game: capture the flag
It’ s a traditional outdoor game. Children are shared into two teams, they stand on a line facing each other. The teacher attributes the same colour to children who have the same position on the line. The teacher has a flag in his hand. He says a colour. Children who have the name of the called colour must run toward the flag and take it before the child of the opposing team. Then he has to run to his place on the line and he gets a score for his team. The team that gets the highest score is the winner. This game stimulates a lot of learning processes. But there are children who can have a lot of difficulties and therefore the children of the other team generally protest against this one who was not ready to run , when his colour is called. Therefore it could be useful to attribute the same colour to another child, who could help the weaker one. This game is very useful in order to develope a lot of abilities: attention, concentration, reactive readiness...
As I said about the TRUE/FALSE game, for every game it is possible to find a collaboration between the most reactive children and the less ones.
Children play with the digital tool " learningApps".
Children play individually; the teacher monitors the activities.
Resources linked: 0
Game: WHO'S WHO?
Three different ways to present myself. The aims of these activities are multiple: to bolster attention, to learn about various representation techniques, to compare, to use new strategies, to promote collaboration, to develope craeativity...
Children produce a picture of themselves without writing their names on them. These pictures are hung on posters on the wall. Children are shared in two teams ( boys against girls). Every team has to guess who is the schoolmate represented in the drawing. The winner is the team in which the children are able to observe more carefully the drawings,in order to match them with the faces of their schoolmates. The teacher gives a badge to each member of the winner team.
The teacher explains to children, that they can find another way to present themselves and that we they can create an AVATAR of themselves, by using the digital tool CARTOONIZE.NET. They look at the tutorial.
In the ICT lab children create their avatars, with the help of their teacher. Then, they print their avatars and make a poster. The poster is hung on the wall, next to the previuos poster with the drawings. Avatars are still without the names of their owners.
Children are shared in two teams. In each team children have to collaborate in order to match each avatar with the right owner. The winner is the team that makes more right combinations. The members of the winner team get badges.
Children take a photo of each other. The photos will be printed and hung on a poster next to the other posters.
Resources linked: 0
DO YOU KNOW ME?
Let's collect all we have learned in English and about ourselves by creating a game with SCRATCH. At the end of the school year all children are able to talk about their preferences and those of their schoolmates. So they can create a game at the centre of which there is the mutual knowledge among schoolmates. During the previous activities they created an avatar. Now their avatar is protagonist of this game created with scratch. With Scratch this avatar becomes animated and talks about his preferences regarding colours, animals and toys. The avatar can talk by using comics.
The teacher explains to children how it works SCRATCH and how to create a simple game with the avatar they created. They look at the tutorials
Children create a talking animation by using their avatar. They choose freely what this animation can say by using the words they learned in the previous activities. While they are creating their animation, it is forbidden to see what the other scoolmates are writing with scratch.
Every child writes twice, on a word card, the sentences that his avatar pronounces in his own creation. They have to do this action without being seen by other children. Every child put the two word cards in two different boxes. Children are shared in two teams. Each child of the team chooses a word card from the box, tries to guess which avatar could have pronounced it and put them under the picture he thinks could be the right one. Then they click on the sprite and see if they did the right matching. The winner is the team that finds the most number of right matchings.
During the previous activity the children of the same team can help their friends to think better about their choice, by discussing about the motivations that could be useful to do the right matching. Children can help their friends, overall, by calling to their memory children's preferences. The team that makes more right combinations is the winner. They get badges.
Last step: we can organize an exhibition in which we can show children's products, let parents visit it and let them play with the games created by their children. Then children bring home their albums with their badges, drawings, avatars and photos.
Resources linked: 0
One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.