1. PALM TREE
Group 2 (5-6 year olds)
Hello teacher! Welcome to Vivadi’s first cycle of work. This is the beginning of a journey that we’ll go through together, to help our students acquire the english language!
THE OBJECTIVES OF THIS CYCLE ARE:
Understand Vivadí’s class routine and distinguish the English class from the other classes.
Develop a curiosity for the content and start building a relationship with the language.
Begin to recognize the class as a safe environment for experimenting with the new language.
When you see that there is progress in these areas, you can move on to the next cycle. Check the rubric that will help you know if the group is ready to move forward!
WE SUGGEST YOU CHECK THE EVIDENCE WITH WHICH YOU WILL OBSERVE IF YOUR STUDENTS HAVE ACHIEVED THESE OBJECTIVES
Emphasize that the English class is beginning with a rite that will always be repeated in every class.
Mess up the class and make room in the center of it
The children take off their shoes
1. STARTING SONG
Through this activity we expect to let the children’s bodies move freely after staying seated.
To listen to a song in English that will promote immersion and will help the students start identifying the sounds of the English language.
5. MOVE YOUR HIPS
Let the children listen to a story in English
With the help of your body language, try to understand something about the meaning of the story, which will be connected, in some way, to a scene from a previous video.
The purposes of this activity are: to familiarize the students with yoga practices and meditation in English; make the students conscious of time and place; and aware of how they can use their bodies.
6. HARMONY TIME
My class lasts between
25 and 30 minutes!
We know that some schools count with more frequent and shorter English classes of 25 to 30 minutes. In those cases, we suggest you follow this shortened plan of activities. It is based on the activities that follow.
The most important is that the essence of the Vivadí Class is respected to make sure that the immersive atmosphere is not disrupted!
If you have any suggestions don't hesitate to tell us!
1. STARTING SONG
To start, we need to make sure that the English moment is clearly separated from other classes the children have in the same room and the same conditions of learning. To do this, it is essential to modify the space as this helps the students to receive something different (which is, in this case, a different language).
That is why, in favor of creating a new working routine, you will ask the students to clear the tables and benches to free the area in the middle of the classroom. They will not need the desks or the backpacks, nor pencils or notebooks. In addition, they should take off their shoes and leave them in a place that you determine. Don’t forget to take off your shoes too! While they do this, you will play the following opening song.
*REMEMBER TO SPEAK
ENGLISH AT ALL TIMES!
It would be good if, little by little, the song became interactive. That is to say that the children can be doing the slogans that the song invites to perform, such as giving a hug. This will help them to make sense of what they are listening to and eventually, singing.
If your friends are in the classroom, say hello.
If you see your teacher smiling, show your teeth
If you want to show your feelings, give a hug
If you feel like being silly, make some noise
If you want to get together, make some room
Let your heart feel so much better, make some room
Let’s get ready for Vivadi
Let’s have some fun and play with English in our world
Let’s get ready for Vivadi
We are all in this together
We’ll do it you and me
We’ll be a big great family
If you want to, show the kids the following video. Gestures are really important in this cycle as children don’t manage the language. In this video, the students will be able to watch and copy a choreography that will indicate with dance steps what the song is saying.
A FINE FINE LINE
Ask your students to stand next to each other in a line.
When they are forming the line tell them that they know how the character is feeling. When they take a step forward the character is happy and taking a step back the character is sad. When you name any of these emotions, they should jump to the corresponding emotion. Once your students are more comfortable you can add two more actions: when the character is angry, step to the left. When the character is scared, take a step to the right.
* You can guide the game once or twice and then you can pick a helper from the students that will guide the game saying the words out loud. You can even ask the student to choose another three emotions to play and in this way expand the vocabulary employed in the game.
* If you want to connect this game to the students, ask them how they are today and they must reply with the same gestures. For example, if they are happy, take a step forward.
TIP: If the kids are euphoric: you can add movement tasks that involve jumping, twirling, moving arms or hands or making facial expressions.
This fun guessing game gives kids a chance to get some of their wiggles out. Choose one student to be “Detective” and ask them to mute their microphone, close their eyes, and count to thirty. Pick another student to be “It”. The player who is “It” begins an action, such as patting themself on the head. All the other students follow suit and pat their heads. When the Detective is done counting, they open their eyes and observe the group. When “It” thinks the Detective is looking at someone else, they change the action, such as clapping their hands together. All the other students also change their actions. The Detective gets three guesses to catch the player that is “It”.
PERSON, PLACE OR THING
This fun alphabet game gives students practice recognizing and naming nouns. Player one starts with the letter A and must name a person, place, or thing that begins with the letter A (note: ‘person’ can be expanded to include any living thing, if you wish). The next player must say a noun that starts with the letter B, and so on. Play continues, giving each student a turn until you reach Z.
DRAWING ON YOUR HEAD
This silly activity takes just a couple of minutes and is sure to get your group giggling. Name an object, for example, a tree or a lion. Each student must put their whiteboard (or a piece of paper on top of a book) on top of their head and draw the named object. When they think they are done, they take their drawings off their head and show them to the group.
We have a couple of ideas to inspire you