Session 5 Sequence of activities

Little Beauty

Name/type Aims Procedures Materials Time

of activity

Display Lesson aims: Display the aims on the board before the start of the session. Go through the session aims W/B 5-10
lesson aims  To review the with the learners and answer any questions about today’s session or about what they learnt mins
language/vocabulary in the previous session.
learnt during the
course
 To present the
storybook to an
audience
Warm up  To practise singing As most of this session is taken up with reviewing the work from the previous sessions the - 10 mins
the song for the warm up for session 5 doesn’t concentrate on work from the previous session.
presentation  Launch straight into singing the song If you’re happy and you know it learnt in
session 2.
 Put learners into the positions they will be in for the presentation.
Vocabulary  To enable learners to Play vocabulary review games including: - a plastic 30 mins
review look back through the Vocabulary bag bag
work they have Put all the words from the course onto cards and put them into a bag. Put the class into two -
produced throughout teams. One person from each team takes it in turns to mime the word to their team. card/paper
the course and to Vocabulary wall display for wall
review the vocabulary Make a list of the words from the course. Call them out and each learner chooses a word display
 To let the learners they didn’t know before the course. Tick off the words as you go. They have to design a flashcards
work in various vocabulary card for each word and make a display on the wall.
pair/group Alphabet words
combinations Do as the previous activity but instead only use one word per letter of the alphabet. When
you display the words do so around the room as an alphabet frieze, remembering to display
letters which don’t have any words from the course.
Back to back
Put the class into two teams and place two chairs with the backs to the whiteboard. Number
the team members and ask number 1s to come to the chairs and sit down. Write up a word
from the course but remind number 1s that they can not turn around and look at the word.
Then say ‘go’ and each team must describe the word to their team mate number 1. The first
number 1 to say the word wins a point for their team. Change over quickly to number 2s and
start again. Continue until everyone has had at least one go at guessing the word.

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Language  To enable learners to The following activities are to review descriptions of people and using the present - Set of 30 mins
review look back through the continuous to describe a scene. verb cards
work they have Photo descriptions - strips of
produced throughout  Put the class into pairs and distribute a selection of pictures taken from magazines, paper for
the course and to pages from old course book, copies of pictures from other storybooks. Give each pair 5 sequencing
review the language pictures sentences
structures they have  Number the learners A and B and tell learner A to choose one of pictures and describe it
learnt without telling their partner which photo they are describing. Learner b has to guess
 To let the learners from the descriptions. Swap. Then swap photos and then swap partners. Display a
work in various selection of photos and describe as a class for feedback.
pair/group Charades
combinations  Put the class into groups of 5. Give each group a set of cards with the verbs from
the storybook written on them. In turn they take a card and have to mime the action.
The team has to say he/she is…ing to be able to move on. The team to get through
all the cards first is the winner.
Sequencing storybook sentences
 Read the story Little Beauty and as you turn each page each group of 5 has to write
a sentence together to describe what’s happening on the page using the present
continuous.
 Do the first page with them for a demonstration. This means each groups will write
down the same first sentence.
 They do this for the whole story.
 Then they swap their set of sentences with another group and you re-read the story.
 This time the groups have to sequence the sentences they have been given.
 Feedback as a class with each group giving the new version of what is happening in
the story.
Computer  To change the pace Here are a selection of computer activities you can use with your learners which review - access to 30 mins
review of the session to add different areas of the course including emotions, colour wheel, adjectives to describe computers
variety to the way people, describing friends, developing house furniture leading on from armchair, television for the
language is worked in lamp etc whole class
the sessions Depending on the facilities you have available put the children into groups of three
 To allow learners to maximum per computer. You will need to view and trial the sites prior to the lesson to decide
practise their ITskills how to best use it with your own class but these have been selected from the British Council
Website for Young Learners apart from the final link which is a site for children with learning
disabilities.
 http://learnenglishkids.britishcouncil.org/short-stories/our-colourful-world our
colourful world - they have to listen read the story, choose the correct colour then
names the colours they can see.
 http://learnenglishkids.britishcouncil.org/language-games/matching/matching-
personality matching adjectives to describe friends
 http://learnenglishkids.britishcouncil.org/practise-your-english/are-you-good-friend
quiz to do in pairs to find out if they are good friends

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  http://learnenglishkids.britishcouncil.org/language-games/paint-the-words/paint-the-
words-furniture colour the objects from around the house according to the room you
find them in.
 http://www.dotolearn.com/organizationtools/EmotionsColorWheel/index.htm this link
takes you to a website where the children can look at different people expressing
the emotions on a colour emotion wheel and practise doing the expressions
themselves.
Movement  To prepare learners  Invent a sign for a series of movements such as stand up, sit down, turn left, turn right, - 30 mins
language for stage directions look down, look up and see if the class can guess what it is. Add speaking directions
stand up, sit down, turn such as loudly and quietly.
left, turn right, look down,  They can tell you by doing the action or saying the words if they know them.
look up, quietly, loudly  Play Follow my Leader in a large open space and as you change movements the rest
 To integrate of the class has to say the words and do the movements. You can alternate between
communicating just saying the words, just doing the movement and doing both at the same time.
through sign  Play Chinese Whispers with imperatives. The first person in the line has to say the
language command is stand up and the person at the end of the line has to carry out the
 To review activity command. You can them do this is smaller groups or pairs;
types used during the
course
Dress  To involve learners in  Sing the learners’ version of ‘If you’re happy and you know it.’ as a class. You could - music for 30 mins
rehearsal the presentation split the class into two with one half saying the words and the others standing the song
props and opposite them and doing the actions to demonstrate the communication between - props -
dramatization of the the two groups. Then for the second verse they swap roles. chair,
story  Sign the colours as a class. You could give a colour to each person or to a small television,
 To demonstrate the group of learners. The rest of the class signs a colour and the groups sign it. You cup,
communication that could teach them the chorus of ‘I can sing a rainbow’ and they sign the colours as lamp…
takes place between they say them. - colour
two groups of people  Set the classroom up as a sitting room with a chair in the middle, a cup/mug (for a flashcards
cup or tea) and a box for a television. If you have time the children could decorate
the television with a picture of King Kong. You could also cut a zig zag break around
the entire cardboard box and loosely put it back together again using a couple of
stripes of sellotape. This way when the goral gets angry he could pretend to smash
the television and break it. They could
Storybook  To give learners the This is the culmination of all the work the learners have achieved throughout the course and - any props 30 mins
presentation opportunity to present is an important stage which allows learners to show to themselves and others how much you/the
their hard work they have learnt. They will undoubtedly surprise themselves when they perform the story. learners
 To demonstrate how  Put the learners into their places for the beginning of the presentation. Treat it as if it have made
a storybook can were a real theatre performance so maintain silence and concentration from the - a copy of
teach young learners whole class. If you can invite the children’s parents this is great, if not another class the music
not only a vast or two to watch the performance is a great alternative. for the song
amount of vocabulary  Get someone to present the book and the author and to give a one sentence - colour
and language but summary about the book’s content. flashcards

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 can also help develop  I suggest beginning with the signing of the colours, then telling the story and for the
their understanding of finishing with the song. You can get the audience to join In with the song at the end. signing
a wide range of  When the performance is over the learners should return to the classroom and
subjects such as settle down before spending the last 10 minutes talking about everything they’ve
communication, learnt and how proud they feel after their performance.
specific needs,
acceptance,
friendship, art…
Session/  To consolidate the  Display the lesson aims again 10 mins
Course learning that has  Ask the learners to say;
review taken place o what the subjects were in sessions 1-5
throughout the o what words they have learnt in the sessions.
course o what they enjoyed most about the storybook
 To allow learners to o what they think they have learnt during the course.
reflect on what they
have learnt

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