Lesson Plans: Geometry & European Geography
Lesson Plan: Geometric Shapes (2nd Grade)
Level: 2nd Grade Primary
Date: Third and Fourth Weeks of April
Topic: Geometric Shapes
Objectives:
- To understand and use classroom language.
- To understand and use the names of the studied shapes.
- To understand and use the expression “Can you see…?”.
- To present a positive attitude towards the English language and culture.
Students’ Prior Knowledge: In the first course, the students studied the circle, square, and triangle.
What I Plan to Teach (4Cs)
Contents: Geometrical shapes.
Culture: Basic and international shapes, valuing the culture and language positively.
Communication:
- Language of Learning:
- Key Vocabulary: Shapes, triangle, oval, square, circle, rectangle, heart. Gestures.
- Grammar Structures: “Can you see a …?”
- Language for Learning: Mathematics and arts and crafts contents are viewed through English.
Steps:
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Begin (5 minutes):
- Activities: Greetings and routines.
- Cognition (Skills): Speaking.
- Grouping: Whole class.
- Material: Charts.
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(5 minutes) “Can you see…?” song:
- Cognition (Skills): Listening, speaking.
- Grouping: Whole class.
- Material: Digital Whiteboard video.
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Middle (10 minutes): Practicing with gestures and mimics: “Can you see a…?”
- Cognition (Skills): Listening, speaking.
- Grouping: Whole class.
- Material: Digital Whiteboard video.
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(5 minutes): Practicing without the support of the song.
- Cognition (Skills): Speaking.
- Grouping: Whole class.
- Material: None.
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End (10 minutes): “My favorite shape.”
- Cognition (Skills): Reading and writing.
- Grouping: Individual.
- Material: Arts and crafts supplies.
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(10 minutes) Oral presentation of craft
- Cognition (Skills):Speaking.
- Grouping: Whole class.
- Material: Worksheets.
Additional Activities: Assisting classmates.
Assessment Criteria (Learners will be able to…): Objectives listed above.
Myths About Second Language Acquisition
Myth 1: Children Learn Second Languages Quickly and Easily
This conception is wrong. Both children and adults can learn other languages without difficulty. However, adults or older learners may have more difficulty with pronunciation. Children may appear to have advantages because they often use simpler linguistic constructions and vocabulary in playgrounds. They are also less self-conscious about making mistakes.
Teachers: Teachers shouldn’t expect miraculous results. Children haven’t yet developed learning techniques; this has to be considered carefully in order not to hinder their learning.
Myth 2: The Younger the Child, the More Skilled in Acquiring a Second Language
This conception is incorrect. Younger children have cognitive and experimental limitations compared to older children. Older students may learn faster, but younger students often have an advantage in pronunciation. Older students may have pronunciation disadvantages because they have already developed neurophysiological connections, making it harder to achieve a native-like accent. However, adults may be better at grammar.
Teachers: Teachers shouldn’t focus solely on a second language, as the first language could be neglected.
Lesson Plan: Europe (6th Grade)
Level: 6th Grade
Date: Third and Fourth Weeks of April
Topic: Europe
Objectives:
- To understand and use the names of European countries.
- To understand and use the names of tourism activities.
- To understand and use classroom language.
- To understand and use the present continuous to ask and answer about the future.
- To present a positive attitude towards the English language and culture.
Students’ Prior Knowledge:
- Grammar: Affirmative and negative form of the present continuous.
- Vocabulary: Some words such as “look,” “jump,” “take,” “go.”
What I Plan to Teach (4Cs)
Contents: The names of countries, the names of activities, and expressions to ask and answer about future activities.
Culture: Geography of Europe and activities related to each country.
- Language of Learning:
- Key Vocabulary: England, Ireland, Scotland, Denmark, France, go fishing, find shells, hide in caves, look for treasure, have a picnic, jump into the sea, go on boats, take photos.
- Grammar Structures: Present Continuous for future arrangements.
- Language for Learning: Geographic contents are reviewed through the English language.
Steps:
-
Begin (5 minutes):
- Activities: Greetings and routines.
- Cognition (Skills): Speaking.
- Grouping: Whole class.
- Material: Charts.
-
Pre-reading Revision (10 minutes):
- Activities: Revision memory with flashcards on the blackboard.
- Cognition (Skills): Speaking and listening.
- Grouping: Whole class.
- Material: Flashcards.
-
Middle – While Reading (20 minutes):
- Activities: Aronson’s puzzle reading: Each group of students reads an extract of text related to one country and different activities that can be done there. They can use their notes and dictionaries, or ask the teacher about possible doubts. Then, one representative of each group answers questions from the other classmates about his/her country and activities. “Are you going to go…?” “Are you going to do…?”
- Cognition (Skills): Reading, speaking.
- Grouping: Small groups (5 people).
- Material: Text, notebook, school supplies, dictionary.
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End – Post Reading (10 minutes):
- Activities: Each group completes a list with the country and activities that the other groups have worked on. Then, all the groups share and correct the information.
- Cognition (Skills): Listening, speaking, reading, writing.
- Grouping: Small groups (5 people).
- Material: Chart, school supplies.
Additional Activities: Bingo game.
Assessment Criteria (Learners will be able to…): Objectives listed above.
Myths About Second Language Acquisition (Continued)
Myth 3: The More Time Students Spend in a Second Language Context, the Quicker They Learn the Language
This conception is incorrect. Research suggests that structured immersion should be approached cautiously, as there is a risk of neglecting the mother tongue. Adults should also continue to teach the mother tongue.
Teachers: If all subjects are taught in a second language, parents may not be able to provide as much support.
Myth 4: Children Have Acquired a Second Language Once They Can Speak
This conception is wrong. A child may appear to speak fluently, but may still have difficulties with reading and writing. They need to learn vocabulary, grammar, and other language components. Learning a second language is a complex process that takes time.