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

In this fortnight we continued our theme of Animals by making origami paper snakes. Long bits of various colored cardboards were cut and prepared for the children. Each chose two strips of paper, and started folding them onto each other according to my example. In the end, they added goggly ‘eyes’ and a small red strip for the ‘tongue’. Finally we watched a video song about snakes that introduced them and their habits, while the children ‘hiss’ed with their snakes, and made them ‘coil’ and ‘slither’.



In the next session, we had a review on colors, numbers, and shapes. Balloons of various colors were blown and thrown around the classroom, and the children were asked to pop certain colors, and to count. Next, the children each received a collection of dried markers, from which they chose certain colors in certain numbers, both of which they named, and started making shapes of them, either on the ground using rubber bands or pipe cleaners, or on paper with glue.


The children also made little fish from plastic plates. I drew a general outline of a fish with an upper fin and tail on the plates, and the children cut them or I helped them with it. Then they colored their fish, stock ‘eyes’ on it and ‘fins’ while the ‘tail’ was already on, and in the next session I punched and passed a bit of blue string through their fish and then they let their fish ‘swim’. We also sang the song “One Two Three Four Five” as the children ‘caught their fish’ in the air and ‘let them go’.
In the final session, we also sang the song “If you’re happy and you know it”. I brought my beginner’s violin to class, showed them the instrument, its four strings, and how each string has a different sound as we move the bow over it, starting from the stronger to the lighter sound. Then I played our most listened-to songs and the children had to guess which song it was. Some of the kids also held the violin and moved the bows over it to create a sound.
In the end, they all received a cut bit of cardboard in the shape of a violin and tried to pass through the four strings of pipe cleaner as its four strings.


4th Grade Native English Class, May 28th to June 8th


We continued with our theme of the videobook, while also we played some games in the middle. In one session we played a Name Game and made bubbles to choose the letters to play with. This also made us review the main lesson of past-tense verbs, for which they had to find verbs starting with the chosen letter, but in their past-tense forms.
We tried our best to finish the Wallace and Gromit Videobook of The Close Shave, for which the class had gone through so much turmoil in the past three months, and maybe getting to finish 5 out of the 6 episodes with all the unwillingness should be considered a little success in itself 

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.

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.


1st Grade Native English Class, May 28th to June 8th


We started our fortnight by making books about the ‘Four Seasons’, so the children would learn them better. While their favorite song about the Seasons was played, the children were given four papers with the season names, one by one, as they were also handed different-colored cardboards for each season. First the Spring season was distributed, I asked them to draw simple tree ‘barks’, and then they were given little pink bits of paper and green leaves to stick on their trees. Next was the Summer season, as again they drew barks of tree and were given ‘bigger leaves’ and red paper for ‘apples’ because the trees give ‘fruits’ in summer. The same process was followed for Fall and Winter. In the next session as the four papers were all done, I instructed the children to put the seasons in order by their names, so they would look at the pictures and the words and so would remember them better. They wrote the title themselves from what was written for them on the board, and we finally punched the papers and they chose colors of pipecleaners to pass through the seasons and bind their books, while this was the third time they were reviewing the seasons. Passing through the pipecleaners was also a small-movement practice by itself!

Next, we went on to the subject of ‘Weather’, which though was taught them before, needed more practice as it is a nearly new and somehow difficult subject. The children were handed five different pages, one for each type of weather, on which I had drawn drew very basic shapes. Each weather type required a different activity. For the Sunny weather they stuck on little pieces of yellow and red pipecleaner, which unfortunately did not stick in the end, but for which they really grasped the concept I hope! For Cloudy weather, they tore and stuck bits of tissue paper to make fluffly clouds. For the Rainy weather, after they glued on the tissue paper, I brushed on a mixture of water and blue paint, or asked them to do it, then asked them to hold their papers upright, while the mixture fell down and they saw ‘it is raining.’ For Windy weather, I just brushed on the mixture all over their papers, and asked them to ‘blow hard’, like the wind, and the water splashed around the paper ‘because it was a windy weather’. For the Snowy weather, at last, they stuck little spots of tissue paper in the sky and on their grounds. After all weather pages were done, again I wrote the title on the board as they copied and put the ‘cover page’ and then chose and passed through their pipecleaners.





In the final session we talked about the five senses and how each help us, following which they did their workbooks from their grammar class. on the subject.

5th Grade, Native English, 14th to 25th of May

We started these two weeks with first talking about the difference between ‘will’ and ‘going to’, that ‘will’ is usually used when we just decide to do something and ‘going to’ is used when we have previously planned or thought about doing something. We did some online games about this as well. In the next session we talked about the other uses for ‘will’, that, for example, it is used in promising, asking someone a favour or offering a favour, and for inviting someone. I then wrote parts of sentences on the whiteboard and the children had to understand the context and make the sentence either with will or going to.
In the next session, the lesson was mixed with a bit of a game. The children first learned how to make origami saltshakers. Then I asked them to write the names of the different jobs that they have learned in the different parts of the saltshakers. Then they would start playing them and they would see what job “they were going to have” in the future. So, they would make sentences with that job and going to. For example, “You are going to be a singer” or “I am going to be a doctor.”


In the final session, we did some writing practice as the children filled out some opinion forms about many different facets of life, and in the end we practiced the previous lesson of past-tense verbs by making the past tense forms of the verbs I gave them out of pasta.



4th Grade, Native English, 14th to 25th of May

With the fourth grade these two weeks, we had some new adventures. We made crafts for different pasta shapes, where the children first made whatever they wanted, and they were quite amazing stuff artworks as well! Then, following their lesson in the grammar class about past tense verbs, I gave them small ribbons of paper, wrote different present tense verbs on them, and the children had to make the past tense forms for those verbs out of pasta.



In the next session we connected our lesson about the sheep character in the videobook to the cartoon of Shaun the sheep, while at the end of the next episode we played the Hangman game to review the words we had learned in that episode.

3rd Grade Native English, 14th to 25th of May

We moved on with our videobook of Wallace and Gromit as before, while we also did many extra activities that were related to the videobook theme. In the first lesson, we imitated the part about Wallace’s sleep-walking. The children took turns, covered their eyes with a scarf, and had to move around the classroom according to the directions that their friend gave them to find a toy that had been hidden. During the game I wrote the orders that were used on the whiteboard: ‘Move forward, Turn left, Turn right, Move backwards, Stop’, etc.
In the next lesson, after reading about the different objects in a museum, we made a little museum ourselves, for which the children made different things such as stuffed penguins, diamonds, and Roman pots, and when we reached the part for reading about the museum objects we all knew the names so well.





In the next lesson, when learning about how to give and receive directions when looking for an address, we made little streets in a town and the children each drew and made different locations in the town, and we are just going to learn how to navigate through this town.


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.

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.



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



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.


1st Grade Native English Class, 14th to 25th of May

For these past two weeks we’ve been reviewing, reviewing, and reviewing! We usually started to review the subjects together in the beginning, and then while the children came to me one the others watched the English cartoons that I had chosen for them. By now we have watched Ferdinand the Bull, Rio2, and Space Jam. In the final session we worked more on our final lesson about seasons and clothes.






Prep Class, Native English, 14th to 25th of May

This week we got to number 10! The children sang the number 10 song, and then they made a sun craft with “ten little triangles” for the rays around their suns.

Afterwards, we played with balloons for each number, in each of which there were chickpeas according to the number written on the balloons, which made pretty interesting sounds. The children had to throw and tap each balloon by its number, while we were sitting in a circle.

In the next week we got to the subject of animals. The children each took a little printed model of the animals, both pets and wild animals. Then they raised their cards and said the names. Then we listened to the sounds for each animal on an app for animal sounds, and the children had to guess which animal it was for.
We also made a craft about animals. The children each chose a pet that they liked, and they made a craft of it from paper cups. Then they added the different parts for it while I helped them, like eyes, ears, wings, tail, etc.
In our final session we played and acted the different actions that each animal does; for example I asked them to “stump like an elephant,” or “climb like a gorilla” or “swim like a fish.”