Summer

By Koutsoumpa Rena

STEP 1  (10 minutes)

I invite them to sit wherever they like and I sit at one end of the circle.

I ask them if they like the arrangement and after their enthusiasm(?!) has died down I ask them to relax and think for a few seconds why they like/don’t like this circle. They can say a word, or a short phrase to justify their answer. When they are ready, I allow the most daring ones to speak first and the shiest to take their time. When it’s over I add that all views are equally accepted and that not all people like the same things. I also add that we are going to change places again and 5 minutes before the break I am going to help them put things back in their usual place.

STEP 2 ( 15 min.)

a)I use a chain drill that will help them remember basic English phrases , help me remember their names and if there are any new pupils help us fix their names in our minds. So, I start first addressing the pupil next to me. “My name is Miss Rena. What’s your name?” I help him/her say          “ My name is ……” and turn to his/her classmate and ask the same. This goes on until we have come to the last pupil of the circle. b ) I thank them all for their participation and ask them if they like rap music. “Do you like rap music?” I stand up, point to the pupil opposite me and say rhythmically “ You are …..” and invite him/her to stand up, point to me and say “And you are ……” This goes on until everybody is standing and has taken their turn to chant. ( the activity is kinaesthetic and since children love rhythm and hate sitting down, helps them relax and feel “at home”).

STEP 3 ( 20-25 min)

It’s time for them to form pairs.

I scatter 12 pictures on the desks at the back. They all have to do with summer. (beach, lying on the beach, ships full of passengers, summer fruit etc) They are face down, so the pupils can’t see the subject.

I write on the board a list of the things that are shown in the pictures in English and invite them to read and explain what they mean. I strongly emphasize that they can make guesses. I help them out.

( From my experience, I am seldom needed) I invite the shiest pupils to go and choose a picture at random without showing it to us. Then they take their chairs and sit in a corner of the room. I invite the rest (who are still in the circle) to choose a phrase from the list on the board. They say it aloud and I ask “ who’s got this picture?” The pupil who has the respective picture invites the one who chose the phrase to come and sit opposite him/her. I can incite them to say “Please, come and sit with me” (After all, it’s an English class!)

I explain that now they can work in pairs and talk about the subject that has brought them together.

I give an example in Greek. “ Καράβια: Δεν μπορώ να ταξιδεύω με καράβι. Μου φέρνει ναυτία. Τρελαίνομαι να πηγαίνω διακοπές με καράβι. Δεν έχω μπει ποτέ σε καράβι. Φέτος πήγαμε με το καράβι στον Πόρο κλπ. Ι  allow them 5 minutes to discuss it and explain that when they are all ready, they are going to report to the class about each other’s experience.

When they have finished I invite them to start talking . “ Θέλει να μιλήσει το ζευγάρι «camping» ; ”

When the procedure is over I emphasize the fact that some of the pupils share common experiences or like the same things.

STEP 4 ( 25 min)

It’s time for them to form groups of 4. I say to them in Greek «Μείνετε όπως είστε και θα βρούμε ένα κόλπο να φτιάξουμε τετράδες» ( I am sure that they will come up with many ideas and start shouting , but I’ll move quickly and make them anxious to see what comes next)

I will have prepared 6 pictures mounted on cardboard and cut in half. They (the pictures) all have to do with the subject “Litter” I distribute the first 6 pieces to 6 of the pairs at random. I explain that I keep the other halves of the “puzzles” and I invite the rest of the pairs to come and take the other halves.

As they are standing near me with their pieces in their hands I say to them « Τώρα προσπαθήστε να βρείτε ποιο ζευγάρι από τα καθισμένα έχει το άλλο κομμάτι και πάρτε τις καρέκλες σας και καθίστε κοντά» (I take care to keep the noise to the minimum and remind them the fact that our games must not distract the other classes.) As soon as they have settled down I go round and help them sit close together and ask them to find a name for their group. (in English or in Greek) I distribute white sheets to each group and ask them to choose someone to take notes of their discussion.

I write on the board: “Litter . How do I feel about it?” I read and explain the phrase. I explain in Greek that each one in the group will take turns to speak about hisher attitude to litter and his/her own “littering” habits. The chosen pupil will take rough notes.( I warn them that the time is limited so don’t start chattering away ! 10 minutes the most)

When the time is up I go round inviting the persons who took notes to say: «Είμαστε το group τάδε και τα ονόματά μας είναι ……Η απόψεις μας είναι οι τάδε και είναι κοινές ή στο group μας ανακαλύψαμε κάποιες διαφορές και είναι……( Ι find it useful to write some prompts on the board)

At this point, the common views on the subject have become clear so I start writing on the board some key phrases (e.g. We hate litter /We don’t mind littering/ We pick up litter/ We don’t litter at home but we litter in the street/ We recycle our litter etc) When they have finished I thank them for their participation and congratulate them on their work. I explain that our final job is to get together and see what we can do about litter at school.

STEP 5 (10 min)

I divide the board with a line and write Poster in the left part and Patrol in the right. I ask «Ποιός είναι υπέρ της ιδέας να φτιάξουμε μια αφίσα κατά των σκουπιδιών στο σχολείο και ποιος υπέρ της περιπολίας στα διαλείμματα;» They come and stand in front of the respective part on the board.

I ask them to go back, form two different groups according to their preference and start discussing how they can put this idea to practice. I let them talk about it and decide how each one in each group can participate. I explain that I take this seriously and that we will be working on this project during the term. When time is up I ask each one in each group to point to someone else in the same group and what he/she will do to help. This way I make sure that they have all paid attention to what the others have said.

I thank them all for their co- operation and ask them to help me re- arrange the furniture.