Second Grade Native English Class, May 28th to June 8th

 

In the beginning of this fortnight, we worked on several worksheets ranging from simple common words that are used in the classroom, to harder words, for which the children matched, wrote, and also did crossword puzzles. We also played a Name Game, for which we chose letters and the children wrote words that they remembered in each category that started with those letters. The categories were chosen so to review what we had learned so far, including Animals, Fruits, Food. They finally blew bubbles from our bubble cup as their prizes.

We also made little origame houses to review our Parts of the House. The house that they made had different rooms, and they named the rooms to me, drew different furniture in them, and also wrote the names in the bottom to really learn them better.

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In the next session, we did a pantomime game. First we watched a small video about different animals in the wild. Then the children came to me, wrote the name of an animal they chose on a piece of paper, for which I fixed the dictation for them just then and which was sometimes written in a very phonological manner :) and then they had to play the animal for their friends. This activity both worked on remembering the words and on their spelling. The winners again blew through our bubble maker.
In the next lesson we worked on ‘retelling stories’. A video story book was played for them. Once I myself read the book from the pictures, and once I let them listen to the video. Then I asked them to draw anything they wanted about what happened in the story. Then they came to the board, held up their drawings, and explained to their classmates what was happening.
In the final session, we made ‘dream catchers’. We first watched a short animation about dream catchers, which showed the children how Native Americans make them, and they are supposed to keep off ‘bad dreams’ and so they ‘make you see only good dreams’. The children each received a small plastic plate, for which I showed them how to cut out the middle part. Then I told them to draw around the plate, all the pretty and good things that they liked to dream about. While they drew I punched the plates for them, they chose a yarn color, and started weaving the yarn around the plate. In the end they chose feathers of two colors and tied them at the end of their yarn. I would have loved to use the opportunity then to start ‘telling about our dreams’ if we got more time, but unfortunately we didn’t.

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Minik Kaplanlar ile 4. Çeyrek 7. Hafta

Yeni haftadan herkese merhaba.

Pazartesi sabahı, yeni haftaya cumartesi günü yaptığımız sunumları kutlayarak başladık. Kendimizi ve birbirimizi tebrik ettik. Bu zorlu görevi başarıyla tamamlamanın bizim için anlamını birbirimizle paylaştık.

Sene sonu yaklaşırken öğrendiğimiz konuları değerlendirme amaçlı testimizi olduk ve eksik öğrenmelerimizi görüp üzerlerinden bir kez daha geçtik.

Matematik konularımız bittiği için sene boyunca işlediğimiz konuların tekrarını yapmaya devam ediyoruz. Bu çalışmalar bazen bireysel şekilde ilerlerken çoğu zaman topluca konuların üzerinden geçmeye ve sorular çözmeye devam ediyoruz.

Türkçede bu haftayı dinleme etkinliklerine ayırdık. Daha iyi konsantre olabilmek için yine ışıkları kapadık, perdeleri indirdik ve sınıfımızı bir sığınağa çevirip öğretmenimizin okuduğu “Babam ve Ben” kitabını dinledik. Kitabımızı okurken kimi yerde durup bilmediğimiz sözcüklerin anlamlarını tartıştık, kitaptaki karakterler hakkında kopnuşarak onları daha iyi anlamaya çalıştık. Küçük bir kızın ailesi ve Fransa’dan Amerika’ya uzanan hikayesini zevkle bitirdik.

 

Herkese neşeli, bol güneşli haftalar.

2nd Grade Native English Class, 14th to 25th of May

We started the week with learning about the process by which wheat turns into flour. First I showed the children some images about the stages, first ‘harvesting’ when they cut the wheat from the field, then ‘threshing’ by which they beat or hit the wheat really hard so the leaves and stems go off and the good part remains, then they do ‘winnowing’ in which they throw the wheat ‘berries’ in the air and the ‘chaff’ goes off, and finally they ‘grind’ the wheat, and they put it in the mill and turn it into ‘very little pieces’ that is called flour. After this introduction, I took the children to the schoolyard where there were some oat plants growing that looked very much like wheat, and we ‘harvested’ them. Then we brought them to the sandy area and we ‘threshed’ them and ‘winnowed’ them and finally used the top parts of the stools to ‘grind’ them. This was however a pretend play as the berries and the chaff would not separate however hard we would try as I told them that this was not real wheat and we are just pretending to do the stages.

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After the flour process, we came back into class, and I showed them some other images about flour, and the different things it can be made into, such as bread, cake, pies, pastry, and ‘pasta’. Then after this I showed them all the different types of pasta and their names, while after that I gave them real pasta of various types. They used the names, such as ‘spaghetti’, ‘butterflies’, and ‘shells’ and pasted them onto paper in different designs.

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In the next lesson we made a restaurant in class in order to review the names we had learned for foods while also to learn new words about a restaurant, the kitchen, and the dining room. The children were divided into groups. Some of them were assigned to the kitchen, were they became chefs and cooks. We placed a paper cooker on the table, then the ‘waiters’ brought water from outside and we put pasta in it and left it to ‘cook’. Then the cooks wrote a ‘menu’ together and they chose the foods they were going to make. The waiters then wrote this list on their own menus and made them pretty. Then the customers came and made tables for themselves. They put ‘plates’ and spoons, forks, knives, and glasses for themselves. Then they came in one by one, where the waiters welcomed them and brought then the menu, and they told them “what they would like to have”. The waiters told these orders to the cooks and the cooks cooked -drew- these orders and sent them out…a real restaurant

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In the next week we mainly reviewed our previous lessons. The children were handed a pictures filler for different objects they use in the classroom, and then they did a crossword puzzle about them. After this they also filled square blanks for very new and slightly difficult words, which I explained to them by showing them the pictures, and then they had to draw these themselves in front of each word.
In the last session in these two weeks, we played two online games about foods and about animals, and then we played a name game that nearly reviewed all the subjects we had learned until now: I chose different letters of the alphabet and the children had to remember names, fruits, foods, animals, objects, etc that started with that letter.

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2nd Grade, Native English

In reviewing what we have learned about foods, we played a game in which the children came to the board and while the pictures of various foods were projected, they had to choose their ‘favorite’ food and find and paste the letters for that food from the printed alphabet, on the whiteboard, in a countdown.
In the next session, we first started by introducing our internal body organs, the lungs, with which we breath, the heart, which pumps blood in our body, the stomach, in which the food we eat goes to, and the kidneys, that help us send the remainder of the food out. Then one of the children lied down on a big chart paper and the others traced around her body with markers. Then I gave each of them one printed body organ, they colored and cut it, and had to look at the body picture on the board so to put it in the correct place – with minor help from me in this stage -and then after my writing the name of the organs beside them, in the next hour, the children received printed pictures of different groups of foods that were good for each organ. They cut these out and then brought them to me. After asking the name of the food if they did not know it, they would ask me for which body part that food is good for, and they would then stick that food near the relevant body part. This helped them to review both their knowledge of the food name, the name of the body part, and their connection together.

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In the end, in order to better understand the topic of foods, we focused on fruits and vegetables, the names and shapes of both, their differences, and how they should be sorted into two different groups

2nd grade english blog

Checking the workbook exercises.

A reading and listening activity ; Reading and listening  to a text about Jasmine’s favourite animals from Morocco.Asking and answering some questions to understand the text better.” Where’s Jasmine from? What are her favourite animals? Which animals live in the desert? Are foxes mammals? Are the snakes in the desert camouflaged?What do camels look like? Devamını Oku