LPL3 - Spider in the house
Carnet de Voyage
The parents have access to the Carnet de Voyage from the beginning of term so that they can accompany their children to discover, progress and enjoy English. Ts are advised to check the Carnet de Voyage each time to ensure the content reflects the session content you are planning to use.
1. Hello Song / 5 minutes (recommended for younger groups)
Click here for "Hello Song" suggestions.
2. Recap last session's target language / 5 minutes
Take out the flashcards from the last session and see who remembers the words or phrases
3. Story: Spider/ 10 minutes
You will need: Book
Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the children to see all of the details in the pictures.
For younger children (3-5), you may want to read only some of the text and concentrate more on key words. Ensure repetition of those key words.
For the extra traction levels, encourage them to repeat full sentences based on your teacher target above.
For extra preps, encourage to children to take turns trying to read pages to the group and to decipher the meaning of the story at the end.
4. Game: / 15 minutes
You will need: Rooms in the House flashcards
Having read through the story, introduce the flashcards one by one, displaying each one on the wall as it is introduced. Encourage the group to repeat the words several times as they are introduced.
Play some vocabulary integration games to make it fun and enhance word retention: Click here for examples and instructions on the flashcard section of the session.
For older groups, now drill down to aim at the target language listed next to Extra Traction and, according to the level, Extra Prep. above.
Example Game: Have the children arrange the rooms to build the house placing the flashcard on the wall. Each time they add a flashcard to the wall they must say what room it is.
Extra traction Games: House Flashcards: Start by going through the flascards and reviewing the rooms in the house. “What is this room?” “It is the bathroom”, “What is this room”, “It is the bedroom”, “What is this room?” “it is the living room” “ What is this room?” “It is the kitchen”. You can then ask “ What room does not have the word room?”. “ What room are we in?”
Word recognition: Have the students unscramble a word example “tchienk”. With a dry erase marker you can write on the back of the flashcard with the word scrambled and see if they can unscramble to guess what room it is.
5. Song / 10 minutes (recommended for younger groups)
Recommended for groups under 8 years. Older groups can move straight onto the individual activity time.
6. Individual activity/ 10 - 20 minutes
You will need: handout and markers and/or pencils
Click here so see/download the handout
The aim of this section in the session is to spend time with each child individually. Encourage each child to either repeat vocabulary/sentences or to produce them independently, depending on their level.
Page one (colouring page): destined for the under 9 year olds this page can either simply be used for colouring as you interact with each child individually or (for 5 - 9 year olds) you can request that they trace/ copy the words of the rooms in the house
7. Recap / 5 minutes
You will need: Flashcards for your target language.
8. Goodbye Song / 5 minutes (recommended for younger groups)
Click here for "Goodbye Song" suggestions.