1. PALM TREE
Palmeira
Group 5 (12-14 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
CLASS PLAN
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 suggestion don't doubt to tell us!
1. STARTING SONG
*REMEMBER TO SPEAK
ENGLISH AT ALL TIMES!
TRUST YOURSELF!
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.
SUGGESTION:
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.
ALTERNATIVE
STARTING SONGS
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
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. Also, 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.
My class lasts between
25 and 30 minutes!
OPTIONAL ACTIVITIES
To ask your students about the video experiences (jornadas), ask them how they did them, if they are liking them so far, which were their favorites, etc.
Remember
2. GAME
FIRST LETTER, LAST LETTER
This is a fun word game that helps reinforce spelling and vocabulary skills. Choose a category—for instance, animals. The first player will name an animal. For example, dog. The next player must name an animal that starts with the last letter of dog—like giraffe. The next player must name an animal that begins with the last letter of giraffe and so on.
10 SECONDS
Material: 10 Seconds!
This fun game gives students 10 seconds to name 3 things that fit into a particular category, such as “Name 3 fiction books” or “Name 3 insects.” Sounds easy, but 10 seconds isn’t much time! Once the students are confident, you can change it to 5 seconds.
AGREE TO DISAGREE
Divide the room into four corners: Agree, somewhat agree, somewhat disagree, disagree. The students move to the corner that best depicts how they feel about the statement. In each corner, they take a few minutes to discuss their view points. Then each group presents and defends their opinion.
LET'S MINGLE
Material: Let's Mingle
Meeting online has put a damper on spontaneous conversations with and among your students. Spice up the conversation with your students by asking new and interesting questions.
WOULD YOU RATHER?
Material: Would You Rather?
The students must choose between two silly options. Choose a couple to read to your students. You can either read it and the students yell out their choice or you can say one option, the students raise their virtual hands (through zoom feature) or you can make a zoom poll.
3. EMOTIONAL VIDEO
Invite the children to sit together looking at the screen in the class. Introduce the moment, with the assistance of the character explaining that they will watch a video and they must focus on the scene going on.
You can choose between the different options. They are both great! (this can be prepared from the first moment to avoid wasting time and prevent the kids from dispersing).
*If you don't have a projector: we recommend that you act what happens in the video. You should create a situation in which two people laugh wildly.
After watching the video, play the following game!
SEE AND GUESS
Ask students:
How do you feel about this video?
You will start making a facial expression that shows a feeling that relates to the story that has just been told. For example: a sad face.
The student that guesses the feeling will come to the front and you will tell him a feeling to make with his/her face. If the student doesn’t understand the word in English show the face to him taking care that none of the other students see it.
After a few rounds, the game can be changed to listen and guess.
In this case, the children will have to guess the feeling by listening to a sound that relates to the feeling. That is to say, the kid that goes to the front will have to emulate the sound of a feeling for the others to guess. For example: a kid can cry to represent sadness.
4. STORYTELLING
In this section we want to show students that there's multiple formats for telling a story. One of the examples is songs through musicals. In musicals, songs tell a lot about the characters emotions, but also can advance the plot.
You will find five examples of songs in musicals with the scene from the movie or TV show and the lyrics.
Discussion for "This Is Me"
-
What can you understand from the scene?
-
What kind of movie might this be?
-
Have you ever seen this movie/listened to this song?
Discussion for "A Lovely Night"
-
What can you understand from the scene?
-
What kind of movie might this be?
-
Have you ever seen this movie/listened to this song?
MORE STORYTELLING OPTIONS
LOVE STORY
Lyrics for "Love Story"
We were both young when I first saw you
I close my eyes and the flashback starts
I'm standing there
On a balcony in summer air
See the lights, see the party, the ball gowns
See you make your way through the crowd
And say "Hello"
Little did I know
That you were Romeo, you were throwing pebbles
And my daddy said, "Stay away from Juliet"
And I was crying on the staircase
Begging you, "Please don't go"
And I said
"Romeo take me somewhere we can be alone
I'll be waiting, all there's left to do is run
You'll be the prince, and I'll be the princess
It's a love story, baby, just say yes"
So I sneak out to the garden to see you
We keep quiet 'cause we're dead if they knew
So close your eyes
Escape this town for a little while, oh, oh
'Cause you were Romeo, I was a scarlet letter
And my daddy said, "Stay away from Juliet"
But you were everything to me
I was begging you, "Please don't go"
And I said
"Romeo, take me somewhere we can be alone
I'll be waiting, all there's left to do is run
You'll be the prince and I'll be the princess
It's a love story, baby, just say yes"
Romeo, save me, they're trying to tell me how to feel
This love is difficult, but it's real
Don't be afraid, we'll make it out of this mess
It's a love story, baby, just say yes
Oh, oh
I got tired of waiting
Wondering if you were ever coming around
My faith in you was fading
When I met you on the outskirts of town
And I said
"Romeo, save me, I've been feeling so alone
I keep waiting for you, but you never come
Is this in my head? I don't know what to think"
He knelt to the ground and pulled out a ring
And said
"Marry me, Juliet, you'll never have to be alone
I love you, and that's all I really know
I talked to your dad, go pick out a white dress
It's a love story, baby, just say yes"
Oh, oh, oh
Oh, oh, oh, oh
'Cause we were both young when I first saw you
Discussion for "Love Story"
Before you play the song, anticipate how the storytelling will look like during this class. Tell the students they will listen to a song that tells a special story. In order for them to understand what the story is about they will need to learn some key words and expressions.
Use a picture dictionary to help the students find out the meaning of the following words and phrasal verbs.
Suggestions:
Balcony
Ball gowns
Crowd
Pebbles
Staircase
Outskirts
Faith
Left to do
Sneak out
Stay away
Fading
Knelt to the ground
Begging
Pick out
After listening to the song, ask the students:
-
What is the song about?
-
The song refers to a very famous story. Can you tell which one?
-
Read the lyrics again and identify FIVE important passages of the story. Use the space below to summarize the story with drawings.
-
Do you know the author of the story that the song refers to?
-
Who are the main characters of the story?
-
Identify the actions that happened in the past.
After the discussion is finished, prepare the class for a listening activity with the lyrics.
Open the LYRICS TRAINING website and select the song.
Project the page on the screen and ask the students to identify the missing words:
DISCUSSION: After you have played the song with your students, you will find a section next to the song called "Discussion." This is so that you can discuss with your students about what you heard and saw. There are discussion points for each song.
NOTE: These are examples of some discussion points, feel free to add others!
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DISCUSSION
5. ACTION!
In this section, students will do activities based on the songs they heard. Choose the activity that corresponds to the song you heard.
ACTIVITIES
Game: The 'I Hate' Game
How: Ask students to stand behind their desks. You will choose a topic and say it out loud, for example: “10 things I hate about traveling/staying at home/going to a birthday party”. When the topic is decided on, follow the row and point to the first student. S/he must say something s/he hates about the chosen topic. Then, the student behind him/her must say another thing, and so on. When the 10 things are said, you stop at that student and say the next topic. The following student must go on with the new topic until the class reaches another 10 things.
If a student is unable to come up with something, s/he must sit down and wait for the round to be over. The game ends when everybody in the class has had their turn.
A cool alternative for this game is to change the verb, for example: “10 things I love about ____”.
Game: We are Glorious
Material: A large blank poster and small pieces of paper
How: Ask students to think about their own particularities, things that make them different from others. Give one piece of paper to each student and ask them to write it down on capital letters, then fold the paper and give it to you. The idea is that the content of the papers remain anonymous. When you have all papers with you, scramble them and put them all on the floor. Ask them to each get one, read it and glue it to the poster. The objective is to have a big poster full of diverse characteristics. When the poster is ready, put it up on the wall and give them some time to read what’s on it.
Suggestion: You may ask for a volunteer to write WE ARE GLORIOUS on the top of the poster, as a title.
Game: Going on a Cruise
How: Ask students to sit down on the floor in a circle. Tell them they will play a riddle game. The objective of the game is to find out the code and fit in. To start the game, think of a code but don’t reveal it to anyone, for example: words that begin with the letter L/things that we can find in a classroom/things that are usually green/etc.
You will say the following sentence: “I’m going on a cruise, and I’m taking a _____”. Then, the student next to you will ask “Are you taking a _____?”, and you must answer it “Yes, I am/No, I’m not” according to the code.
Example:
[Code -- things that can be found in the classroom]
Teacher: “I’m going on a cruise and I’m taking a sharpener.”
Student 1: “Are you taking a ball?”
Teacher: “No, I’m not.”
Student 2: “Are you taking a notebook?”
Teacher: “Yes, I am.”
Student 3: “Are you taking a bike?”
Teacher: “No, I’m not.”
You must make sure to tell students that when they find out the code, they must keep it a secret from the others. They must simply follow along, asking questions with objects that match the code. This game can go on for as long as you decide, and you may always stop one and change the code, to start over.
Game: Can't Take My Eyes Off of You
How: Divide students into pairs. Each pair must put their chairs facing each other and sit down. The two students must look at each other’s eyes as long as they can, without smiling or turning their eyes away. When one of them smiles or turns their eyes away, s/he loses and the game is over.
ACTIVITIES
Inspired by "This is Me"
Game: This is Me
Material: Cards
How: Divide students into two or three groups. Each group forms a line, and you will be standing opposite them, but at a considerable distance. To start, each group will have a member at the front of the line, who will be responsible for answering the question on that round. You will have in your hands descriptions of celebrities in general, that you will read aloud so that the groups guess who you’re referring to. When you’re reading a description and one of the groups finds out who that celebrity is, the student that is in the front of the line must run and touch your hand to answer. If the answer is correct, the group scores a point. If it is incorrect, continue reading the description so that the other groups have a chance.
At the end of each round, the student that was in the front, goes to the end of the line, leaving the position to the one behind him, and so on.
The objective of the groups is to answer most questions correctly, beating the other groups.
SING ALONG
Have students build autonomy and be responsible for some rituals in your class. Allow everyone of them, one per day, to be responsible for choosing a music video (with lyrics on) for the whole group to watch and sing along. Make sure they refer to you first for approval of the video.
KARAOKE TIME
Music affects the way you learn a new language and it can help you improve your pronunciation and fluency. Working with lyrics is a great way to stimulate the learning of new vocabulary and help students pronounce difficult words.
Ask your students to choose a song from the options below, let them feel part of the decisions in your class. Once they are involved it is more likely that they engage with the activity and feel comfortable practicing their English.
![AURORA - Runaway (slowed + reverb) (Lyrics) "And I was running far away" [Tiktok Song]](https://i.ytimg.com/vi/3POlE9ctqdE/maxresdefault.jpg)
![BTS - Butter (Lyrics) "Side step, right, left to my beat" [Tiktok Song]](https://i.ytimg.com/vi/AbXGUbFcr78/maxresdefault.jpg)
![Bruno Mars - Talking to the Moon (Lyrics) "I sit by myself talking to the moon" [TikTok Song]](https://i.ytimg.com/vi/ZBGTPKIl95Y/maxresdefault.jpg)
![Joel Corry x MNEK - Head & Heart [Official Lyric Video]](https://i.ytimg.com/vi/0Wf18cUZuLk/maxresdefault.jpg)
6. HARMONY
Mindfulness and body awareness is a structural part of our English program. That's why we include a specific section that is directly related to these practices. The most interesting thing is that children will acquire qualities of the English language through these practices.
To set the mood, press play on this playlist that will help everyone relax:
Meanwhile, go ahead and start
with the following activities:
1. ASANA
2. SWARA
3. SAVASANA
4. ANJALI
1. ASANA (Postures)
We will start with the asanas, which means postures. Try these three different positions with your students.
Each position will be related to the story previously read. You can explain to the kids why they connect to the story.
FACE POSTURES
First, encourage the kids to loosen up the face, to relax the muscles with the help of the hands.
You can raise your eyebrows, move your mouth, open your mouth and show your tongue, etc.
Now you are going to make some face postures and the kids should copy you. This should be fun!
Happy face
Dog face
The face is essential within integral
yoga for two reasons:
-
It is the site of greatest density of muscles of the whole body;
-
The face is a zone that reflects another organ or system in the body (The same thing happens with the palms of the hands and the soles of the feet).
HAND POSTURES
Anjali mudra
Join your palms and take them to your chest.
Gyan
Look at your right hand. Bring your right thumb and second finger together.
Now, look at your left hand. Bring your left thumb and second finger together.
BODY POSTURES
Dog
Bend down and place your palms flat on the ground. Step your feet back to create an upside-down V shape with your buttocks high in the air. Relax your head and neck, and look down between your legs.
Warrior
Step back with your right foot. You want to step back enough that your back leg is extended and your front knee is bent. Both feet should be firmly planted on the floor. Sink your butt so that your front knee is directly over your left foot, bent almost to 90-degrees. Slowly raise your hands up to the line of your shoulders.
Feel your inner strength as you stay in the Warrior’s pose.
2. SWARA (Breathing)
Then we will continue with a moment of breathing.
When there is complete silence, begin to exaggerate the inhalation and exhalation.
While you inhale say "Breathe in" and exhale "Breathe out".
Repeat this 4 or 5 times!
Important: inhale through your nose and exhale through your mouth!
3. SAVASANA (Final relaxation)
Children should lie on the floor with their eyes closed (ideally) while they listen to a very quiet song.
*Turn off lights so that their senses register in a different way.
Final Relaxation
4. ANJALI
Tell the students to sit on the floor and put their hands together in front of their chest
To end the harmony moment encourage the kids to repeat "Thank you"
MORE HARMONY OPTIONS
7.ENDING
SONG
With this song, you will rearrange the classroom as you found it at the beginning of the class to continue with the rest of the day. This way there will be a clear closure to conclude the English class.
It is important that in this cycle you sing along with the children loudly and that you make each gesture and word that the song indicates so that in subsequent cycles the students can begin to sing by themselves.
Once you finish singing the song and rearranging the classroom tell the kids to say bye to the character as well.
ALTERNATIVE
ENDING SONGS
Lyrics
If you enjoyed our time together, sing along
If you can’t wait for next class, high five!
To get ready for what follows, tidy up
See you next time dear teacher, goodbye!
It’s not goodbye with Vivadi
The things I learnt today will always stay in me
It’s not goodbye with Vivadi
We are all in this together
We’ll do it you and me
We’ll be a big great family
To remind your students to access the platform and do the jornadas.
Don't forget