Welcome Winter Week 2

Week Nine: Welcome Winter 2

Example of Holiday Card

 

Time allotment	Activity	Materials Needed
5 minutes	Greet students; review the words from last week with the “Welcome Winter: Week 2” PowerPoint Presentation. Stop at the end of the first part.	·         Welcome Winter: Week 2
10 minutes	(2nd part of PPT) Focus on the new words “favourite” and “holiday.” Use a spider map to brainstorm different Ukrainian holidays on the board and then translate them into English. Ask the students “What is your favourite holiday?” Show students how to answer with a model sentence: “My favourite holiday is….”	·         Chalkboard and chalk
25 minutes	Many students will say that they’re favourite holiday is New Year. Tell them that now, we are going to make cards to give to our loved ones for New Year.  See these Holiday Card How-To instructions for details.   When students are done, they are to take the cards home to give to loved ones!	Each student receives: 1.      A sheet of blue paper 2.      3 circles of white paper 3.      3 triangles of green paper 4.      A very small orange triangle 5.      A small yellow star 6.      A small black rectangle 7.      A half sheet of white paper



Making holiday cards

 

Adding finishing touches!
 

 

Week Nine: Welcome Winter!

 

Week Nine: Welcome Winter

Making Mittens

 

Time allotment	Activity	Materials Needed
10 minutes	Greet students; give them each a sheet of paper and show them how to make their own origami books.	·         Paper ·         Origami book instructions
10 minutes	Show the PowerPoint presentation “Welcome Winter!” and help students to create their books. Tell students that they are not allowed to translate;  they must draw the meanings of the words.  (see examples below)	·         Welcome Winter! PPT presentation
15 minutes	On the board, draw a stick person. Name him “Dima.” Tell the students that Dima wants to play outside, but he is not ready. Ask them “What does Dima need to play outside?” As you ‘dress’ Dima, by taping his clothes to the board, have students say the words in Englishàtrousers, boots, sweater, coat, hat, scarf. And what does Dima still need? Mittens! Dressing Dima	·         Clothes
10 minutes	Students will now make mittens for Dima. Each student will get some construction paper (I found that a half-sheet was more than enough). Use the template and have students cut out a pair of mittens.       Then, using the cotton swab, they can paint on one half of the mittens. (Cotton swabs are great to keep things clean; the kids can choose two different colors and use the two different ends, without mixing the paint.) When they are done, they are to fold the mittens together again to create an identical pair. When the mittens are dry, cut them in half and insert one end of a string in each mitten. For complete instructions on the Mitten craft, click here.	·         Construction paper ·         Cotton swabs ·         Paint ·         Scissors ·         String ·         Mitten template

 

Making Mittens

Week Four: Animals “At the Zoo”

Week Four: Animals “At the Zoo”

 

Zoo Animal Flash Cards

 

Time allotment	Activity	Materials Needed
10 minutes	Review the student introductions and vocabulary words from the previous week—“Animals on the Farm.” Show Gogo cartoon about animals at the zoo.	·         Gogo Cartoon
10 minutes	Introduce animals that live “At the Zoo.” Key vocabulary : ·         Monkey ·         Elephant ·         Snake ·         Crocodile ·         Giraffe ·         Fish ·         Bear ·         Lion ·         Tiger ·         Camel   Tape the illustration cards to the board, and practice spelling the names of each of the animals using the names of the letters (not just the sounds). Call on individual students to read the words aloud.	·         Zoo animal flash cards
10 minutes	Put all the cards on the table along with two signs: “At the zoo” and “On the farm.” Have students organize the animals into groups. Then, call on individual students to speak full sentences: “A _______________ (animal) lives ______________(on the farm/at the zoo).”	·         All animal flash cards ·         Signs: At the zoo; On the farm
10 minutes	Construct foldable books: ·         Give each student 3 sheets of white paper ·         Fold all papers in half ·         Place the papers one inside the other, with a small amount of glue in the creases ·         Squeeze the pages together to create a “book”	·         Paper ·         Glue
10 minutes	On the cover of their books, have each student write “At the Zoo” and his/her name.   On the first page of the book, students must write all the zoo animals and their Ukrainian equivalents. Collect the books for more work the next week.	·         Markers

Student examples of zoo booklets

First page of zoo booklets

Week Three: Animals “On the Farm”

Time allotment	Activity	Materials Needed
8 minutes	Review the following: My name is ____________. I am ____________. I live in ________________.   Use the paper ball toss method to have all students introduce themselves aloud. Have students also say what they like and don’t like.	·         Paper ball ·         Model sentences written on board ·
10 minutes	Introduce animals that live “On the Farm.” Key vocabulary : ·         Horse ·         Rabbit ·         Chicken ·         Cow ·         Duck ·         Goat ·         Pig ·         Rooster   Tape the illustration cards to the board, and practice spelling the names of each of the animals using the names of the letters (not just the sounds).	·         Farm animal flash cards
15 minutes	Give each student a square sheet of paper; model for them how to create an origami rabbit. After each student has created their rabbit, use markers to create a face on the rabbit.   Student example: origami rabbit	·         Origami rabbit instructions ·         Paper ·         Markers
10 minutes	Review the farm animals’ names. Create a model sentence on the board: “A _______________ lives on a farm.” Call on students individually, holding up different cards, and have the student say the full sentence. For example, he/she must say “A cow lives on a farm” rather than just “cow.”	·         Model sentence on board ·         Flashcards
5 minutes	Students stand and say their last sentences: I like ___________________( a new animal from today) but I don’t like _______________( a new animal from today).