Young Learners, Level 2: What a wonderful world

31st May for 1st June 2019

Any excuse to play Louis ‘Satchmo’ Armstrong:

https://www.youtube.com/watch?v=A3yCcXgbKrE

Here, I’m using the lyric sheet version. I can stop the video at various points and ask the students if they understand. Any new words will be boarded and, at a given time, the students will be told to write the words down.

This is a musical introduction to today’s lesson, which aims to expand their knowledge and awareness of other countries and cultures. The four countries chosen are represented by these people:

I shall put these together on a Powerpoint or slide and the students have to line up and throw a sticky ball at the person representing a specific country. My class enjoy getting up, mooching around and throwing things, so may as well incorporate their behaviour into an activity. Kill two birds with one sticky ball.

The students will be put into small groups and their task is find information about their given country, which will be posted around the room. To avoid chaos (as far as possible, these are young Vietnamese students and chaos goes, as they say, with the territory), one person per group will be responsible for gathering one piece of information.

But first, a review of how to tell the time (using ‘quarter past’, ‘half-past’, ‘quarter to’.)

When it’s 16.30 or 4.30 pm in HCM, what time is it in Brasil ? (6.30 am)

At 16.15, what are people doing in Toronto, Canada ? (5.15 am)

At 16.45 in HCM, what will people in Egypt be doing ? (11.45 am)

When it’s 17.00 or 5.00 pm in HCM, people in South Korea will be … what (at 19.00 or 7.oo pm)

The task is to get information about their countries, such as capital city, population, type of food, why it is famous and the weather.

They will then, under supervision, be allowed to choose images online to enhance their presentation.

This helps with their writing and speaking skills, as well as helping them work together as a team, each person with a specific role.

Now, for some more fun, what country is this song about ? We could make it into a musical statues games, as well, but the students have to walk in a certain way. https://www.youtube.com/watch?v=Cv6tuzHUuuk

We can also board the adjective form (Canada = Canadian, Korea = Korean etc)

To review rooms of the house, the students can tell me about these pictures: I’m looking for the country, what the subject is doing, what they look like … try to develop their story-telling skills.

Next up, a quick summary: Where would they most like to live and why ?

What is different from Vietnam ?

Can they guess where this food is from ?

Now, to learn a little about history, here’s a kids’ video about Ancient Egypt: https://www.youtube.com/watch?v=Hra0ge-m7uk

Again, this can be used to introduce new words (‘huge’ occurs twice) ‘Pharaoh’ and the expression ‘for that reason’.

And then … time for book work but before that, a quick game … looking at the world map … what country begins with …. ‘A’ ? Then ‘B’, etc

Young Learners, Level 2: Focus on Sweden

17th May 2019

Lesson plan for Saturday afternoon, 18th.

Recent lessons have introduced items of clothing, furniture and being healthy so, as a way of introducing the students to new cultures, today we can look at life in Sweden – Välkommen

First, a short introduction (we can end the video around 1:30 at the coffee shop): https://www.youtube.com/watch?v=EMphA2kldT0

Board new words, then allow (or force) students to write them down and reuse throughout the lesson.

Sweden is home to many global companies including Spotify, H&M, IKEA, Volvo, and Skype was co-founded by a Swede. There are branches of H&M in HCM City, but Swedes need much warmer clothing:

The students, placed into two teams, can run to the board and write items of clothing, one team member, one word, then exchange the pen with another team-mate. They can also write other items, not shown in the picture. Bonus points for those who can give the most detailed descriptions e.g. she wears a lovely purple coat (at this level, the students just use present and past simple, no continuous verbs).

Next, what are these buildings and who works there ?

Moving onto IKEA. What items of furniture can the students identify ? Which would they like – they have to select what they would buy for their home. They may choose different colours:

The Swedes are famous for their healthy lifestyle. What makes people healthy ? Here, I encourage, or demand, sentences, not just single words shouted out. To make it more kinetic, I can select some students and give them an activity to mime, such as exercise, eating healthy food and getting enough sleep. The students can be asked what food is healthy ? This leads into the next and final section, Swedish food:

Swedish meatballs, potato & berry sauce
Sill (herring) and fresh vegetables
Selection of different types of sill (herring) in different sauces
Cheese, Swedish caviar and crispbread (knäckebröd)
Midsommar (Mid summer) smorgasbord
Semla – as delicious as it looks … but is it healthy ?

After this cultural trip to north Europe, it’s time to get back to spelling tests, unit work and bookwork.

Hopefully, the students will have learnt something about a different culture, a country where English is not the mother tongue, but is widely spoken, and taught from an early age. In face, many Swedish singers even sing in English; here’s an example:

https://www.youtube.com/watch?v=6OwPHD61Y3s

Abba – Sweden’s most famous musical group.