Project 1: Are you a fashion girl?
Our first project was about and around fashion, something girls love to talk about, even though they might not look so fashionable every time.
The vocabulary included clothing items and accessories, the grammar was mainly present continuous, the article a/an with clothes, singular and plural forms and the word order in noun phrases with adjectives (I’m wearing a white T-shirt and blue jeans. She’s wearing a pink skirt, a white blouse with red buttons and white tights.).
The main activity was a real fashion show with music the girls had picked for their appearance and a fashion magazine with the photos shot at the fashion show. Here is a short description of the lessons. Read more
In my previous post I started to explain, why I chose to design project-based courses instead of the traditional book-based syllabi. I listed the main reasons, why teaching Young Learners, whose age and language knowledge should equally be considered, becomes a problem when creating long-term plans, since there is no clear guideline (can-lists) for kids.
On the other hand, this also gives lots of freedom to the teacher to tailor a course to the interests and needs of the students (if possible, some schools oblige the teacher to follow standardized long-term plans). This was exactly what I had been dreaming of years.
After more than 10 years of classroom teaching (mostly to adults, but also young learners, YL), I was pretty fed up with coursebooks. As I mentioned in my last post series about Mini Heroes, I started teaching English to kids at home, in the room I use for my home nursery in the mornings. In addition to my two boy groups, I managed to set up a mini-group with 8-9 year old girls and could start with a very exciting course: a course based on projects. Let me explain to you what it means. Read more
After having discussed tips and tricks for lesson preparation, here is the last part of the list with some useful and enjoyable game-activities for YL classes: Read more