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This project in particular was not made with Junior 3/4 students (originally, our target learners) but with Junior 1 students, that is, real beginners.
Lesson Overview: Students learned vocabulary about nature and the verb THERE TO BE in order to be able to describe a landscape.
Final Outcome:Students draw, color and describe their own landscape using the grammar point and vocabulary learned. The tool chosen here was ISSUU, but any other tool of the teacher´s preference will do.
Resources:
At CTJ, we have a wiki in which we create and share material for all sorts of levels. You can create material for your students using powerpoint presentations, for example. The activity below is one I created for the group I had this semester. I used ISSUU to present it and it can be used as a game or as an extra oral/written practice.
Guessing Game: Students in teams, guess the word and the sentence for each slide (which ends up being an oral practice activity). For each right guessing, they get a point.
Written Task: For each word, students write a sentence. After they finish, show the sentence. Students check whether they were right or not. Another option is to show only the words first and in the end, show them the sentences.
As a form of extra practice of the vocabulary about nature and the verb There To Be, I showed the students the trailer of the film "Pirates of the Caribbean 4", in which they can see the vocabulary learned in the book. While they were watching the trailer, they were supposed to say what there was in it.
OPTIONAL: Have two piles of words (the vocabulary being practiced) facing down on the teacher´s desk. After watching the trailer, students in two teams, grab the slips with the words they believe are part of the trailer and say/write sentences.
Every EFL elementary course book has a lesson about animals. In our course book, this topic was in unit 2.
Lesson overview: The second unit provides students with the opportunity for using the simple present tense of the verbs be and have (affirmative and negative forms) to describe animals. Students play a digital guessing game and write their own versions of the game and engage in process writing.
Final outcome: Each student uses the language learned in the unit to write their own page for the game. The teacher uses Issuu to publish the game students made and sends it to their families.
Resources:
Digital Quiz: Before the quiz, students have a discussion about they kinds of animals they know. Then, they are divided in teams and guess the names of the animals by speaking or writing the names on a slip of paper. Another option is to do it for simple elicitation and students get picked ramdomly and individually to take a guess.
Drawing animals: Not only are students exposed to the grammar point and vocabulary, but they also have tons of fun while doing it. We suggested that while they´re drawing, the teacher elicits and they write the parts of the body that they have learned, thus, practicing oral and witten skill.
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