Warm-ups:

Vocabulary Patterns:

Students choose between a pre-selected assortment of vocabulary and then line up side-by-side. The first student in line says their vocabulary word in addition to a specific action, then moves to the back of the line and waits to be the first in line again, and so on until every student has cycled through the line a few times.

Example: Half the students hold a picture of a landmark, half the students hold a picture of a cuisine. The students saying landmark should shout “landmark!” and then shoot their arms up and stand tall like a building, and the students with a cuisine should shout “cuisine!” and take a fake crunch of their vocabulary picture. Cuisine, landmark, cuisine, landmark.

Paired Pictures:

Every student gets one randomly selected vocabulary picture, then they should find another student who has their picture pair and discuss why they go together. Then, play a game of Categories Toss as a group to brainstorm other related vocabulary

Example: Two students notice they each have foods so they go together as a cuisine. Then we reference our expansive vocabulary photos or personal knowledge to name more cuisines: s’mores, croissants, sushi, pizza.

Duck Duck Vocabulary Goose:

Students sit in a circle to play a rendition of the popular Duck Duck Goose, instead with the monthly vocabulary. 

Example: “Tradition, tradition, tradition, celebration!”

Simple Activities:

Differentiation labels for the activities below: B ~ Beginner / A ~ Advanced

Harry Potter Guess Who:

Students pair up and take turns eliminating the characters on their board in order to deduce which secret character their pair chose.

Differentiation: 

B ~ Guessing using visible characteristics (eye color, hair type, outfit style)

A ~ Guessing using personality traits or abilities, story-specific plot details, and relations to other characters (can they do magic, are they in Hufflepuff, are they nice to Harry)

Verbs Charades:

Take turns picking a photo and acting it out for others to guess. Alternate one student acting, many students acting, and all students acting.

Differentiation: 

B ~ Encourage the use of the -ing ending (if they say “run!” I say “Yes, running!” )

A ~ Rephrase in full sentences based on who is performing (I am running, she is running, he is running, they are running, we are running)

Complex Activities:

Differentiation labels for the activities below: B ~ Beginner / A ~ Advanced

Pair and Share and Switch:

Students pair up in 3 pre-selected groups of 2 to have a discussion related to the lesson’s topic. Then, students find another pair and tell them what their first pair said.

Prompt: 

What did last week’s holiday look like for you?

Questions for inspiration: 

Who was there, how did you get there, what did you do, which foods did you eat?

Differentiation: 

B ~ Provide vocabulary pictures for conversation inspiration (international cuisine, holiday activities, transportation methods)

A ~ Label vocabulary pictures, and encourage the use of past tense (we went, we ate, we were)

Paired Planning:

Students pair up in 2 groups of 3 to create an itinerary for a three day vacation. Based on the mood of the day, sometimes there is drawing support, and sometimes there is just speaking.

Demonstrate examples: 

Problem solve what to do if each student wants to go to a different destination; debate whether a visit to the pool or beach would be more fun; elaborate on why Italy is such an easy choice for each student.

Extension: 

Students then imagine that they are really on this holiday they planned, and work together to discuss it in terms of yesterday, today, and tomorrow.

Differentiation: 

B ~ Suggest the use of charades-like movement to support verbal communication (put arms out like a T and sway so others can guess travel by plane, bend knees and swing arms so others can guess skiing)

A ~ Volunteers are invited to present their holiday to the class while moving between banners of yesterday, today, and tomorrow (yesterday we went, today we are, tomorrow we will)