7th Grade Métis

FEBRUARY

Words/Topics Review:

Environment — Students reviewed concepts surrounding the theme of "environment". We discussed how environments change for people and animals, what people and animals need in their environments, and why the environment is important to protect. This theme will be carried into January, as well. Students spent a lot of time practicing speaking and thinking about vocabulary and concepts related to the environment. For vocabulary, students reviewed many key words and concepts: gas, steam, liquid, solid, evaporate, melt, freeze, degree, cave, mountain, hill, forest, lake, river, savanna, desert, puddle, omnivore, herbivore, and carnivore. 

Valentine's Day — Students learned English words and expressions related to Valentine's Day, such as: I love you!, Will you be my Valentine?, Be mine!, heart, Cupid, bouquet, card, You and Me Were Meant to Be, Be My Valentine! 

Having Fun/Making Plans — Students practiced expressions and phrases related to activities and hobbies, such as: go to the beach, watch a film, walk the dog, ride a bicycle, go fishing, play sports, do aerobic, etc.

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New Phrases:

Valentine's Day phrases: 

"Happy Valentine's Day!"

"You take my breath away!"

"On a special day, for a special someone!"


Games & Activities - While the activities focus on specific vocabulary and topics, the students spend a lot of time speaking generally about topics, so they get to use a lot of “outside” vocabulary to add to the conversation. For example, when students speak about animals, they might also include language about food, weather, body parts, and color.

Adventure Time — Students really like this activity because they get to be creative and work together. The student get into small groups of 3 or 4, and they take flashcards from a pile. One flashcard is a family member, two are animals, two are food, one is an activity (for example, going to the beach), one is a season or weather event, and the last flashcard is a word related to home/neighborhood. Students are given 4 minutes and they must make up a short story to present to the class using all of their cards. Then, students get new cards for a new story! 

Swat It — Flashcards (for any topic) are attached to the board, and students are split into two teams. The teacher announces as vocabulary word, and using a stick (or fly swatter), the students must try to be the fastest to "swat" the correct flashcard. 

Charades — Students are split into two teams. One student form each team must try to guess the vocabulary word that the other students on his/her team are acting out. 

Taboo — Students practice new vocabulary by having to ONLY describe the new word/phrase to a partner with the goal of having the partner correctl guess the phrase. 

Wanna hang? — Students practice pretending to call each other over the weekend to make plans, including phrases used to deny/accept invitations. 

15 Questions — Students are split into two teams. Each team thinks of an item related to a given topic (for example, an animal, food, fun activity, or weather event). The other team asks Yes/No questions with the goal of guessing what word the other team had in mind. Students are able to practice proper question formation and "It is," "They are/do" statements. 

Valentine's Card — The students designed Valentine's Day cards and wrote messages of love to their parents, family members, pets, or best friends!  

Flashcard Hunt — The teacher hides themed flashcards around the room, and the students must find the cards. When the students find the cards, they must either say what it is, or act it out. Then, as a class, we review the target vocabulary and reinforce comprehension.

Pictionary — Again, students are split into two teams. Students are given specific vocabulary words or phrases and they must illustrate the words or phrases so that their teams can correctly identify the words or phrases. 

JANUARY 

Words/Topics Review:

Environment — Students reviewed concepts surrounding the theme of "environment". We discussed how environments change for people and animals, what people and animals need in their environments, and why the environment is important to protect. This theme will be carried into January, as well. Students spent a lot of time practicing speaking and thinking about vocabulary and concepts related to the environment. For vocabulary, students reviewed many key words and concepts: gas, steam, liquid, solid, evaporate, melt, freeze, degree, cave, mountain, hill, forest, lake, river, savanna, desert, puddle, omnivore, herbivore, and carnivore. 

Ghost Stories — Students practiced the past simple and past continuous verb tenses by analyzing a ghost story and creating their own ghost story!  Students focused on using these verb tenses correctly while speaking. 

Having Fun/Making Plans — Students practiced expressions and phrases related to activities and hobbies, such as: go to the beach, watch a film, walk the dog, ride a bicycle, go fishing, play sports, do aerobic, etc.

The New Year — Students practiced vocabulary and conepts related to the New Year! For example, students were asked to come up with New Year resolutionsrelfect on the highlights of 2018, and practiced using the future tense with "will" to talk about plans for 2019. 


Games & Activities - While the activities focus on specific vocabulary and topics, the students spend a lot of time speaking generally about topics, so they get to use a lot of “outside” vocabulary to add to the conversation. For example, when students speak about animals, they might also include language about food, weather, body parts, and color.

Adventure Time — Students really like this activity because they get to be creative and work together. The student get into small groups of 3 or 4, and they take flashcards from a pile. One flashcard is a family member, two are animals, two are food, one is an activity (for example, going to the beach), one is a season or weather event, and the last flashcard is a word related to home/neighborhood. Students are given 4 minutes and they must make up a short story to present to the class using all of their cards. Then, students get new cards for a new story! 

Swat It — Flashcards (for any topic) are attached to the board, and students are split into two teams. The teacher announces as vocabulary word, and using a stick (or fly swatter), the students must try to be the fastest to "swat" the correct flashcard. 

Charades — Students are split into two teams. One student form each team must try to guess the vocabulary word that the other students on his/her team are acting out. 

Taboo — Students practice new vocabulary by having to ONLY describe the new word/phrase to a partner with the goal of having the partner correctl guess the phrase. 

15 Questions — Students are split into two teams. Each team thinks of an item related to a given topic (for example, an animal, food, fun activity, or weather event). The other team asks Yes/No questions with the goal of guessing what word the other team had in mind. Students are able to practice proper question formation and "It is," "They are/do" statements. 

 

DECEMBER

Words/Topics Review:

Advertising— Students learned and reviewed vocabulary and concepts related to advertising and marketing. For example, students learned new words like: endorse, manipulation, sentiment, perspective, audience, advertising agency, advertising campaign, jingle, slogan, logo, product placement, and strategy. We also watched different kinds of advertisements to practice these concepts and discuss how companies use different strategies to sell their products.

Music — Students learned vocabulary and concepts related to the music industry in the United States. We listened to popular artists’ songs with the goal of understanding the “meaning” in lyrics, and reviewing colloquial phrases.

Christmas — Students learned and reviewed vocabulary related to Christmas and the holiday season, including: Santa Claus, mistletoe, reindeer, holly, elf, chimney, mince pie, presents, stocking, bauble, star, bells, snowflake, sleigh, and Christmas cracker. We also spent a lot of time discussing traditions, both Czech and American, and why traditions are important to continue. Finally, students used the GATE Magazine to learn about American and British Christmas traditions, through a combination of reading and music listening activities. 


Games & Activities - While the activities focus on specific vocabulary and topics, the students spend a lot of time speaking generally about topics, so they get to use a lot of “outside” vocabulary to add to the conversation. For example, when students speak about animals, they might also include language about food, weather, culture, body parts, and color.

 

GATE Magazine — The program subscribed to GATE Magazine, an English-focus, educational magazine published for a teenage audience. The magazine focuses on pop culture topics, holidays, and celebrity news. We use the magazines to introduce topics, practice reading comprehension skills, and “bring to life” classroom topics (like music and advertising).

 

Sell, Sell, Sell — Using the concepts and vocabulary we reviewed about advertising, students had to create an advertisement for a product using a specific strategy to target a specific audience. Students presented/performed their advertisement and we used vocabulary to analyze the advertisement.

NOVEMBER

Words/Topics Review:

Advertising— Students learned and reviewed vocabulary and concepts related to advertising and marketing. For example, students learned new words like: endorse, manipulation, sentiment, perspective, audience, advertising agency, advertising campaign, jingle, slogan, logo, product placement, and strategy. We also watched different kinds of advertisements to practice these concepts and discuss how companies use different strategies to sell their products.

Music — Students learned vocabulary and concepts related to the music industry in the United States. We listened to popular artists’ songs with the goal of understanding the “meaning” in lyrics, and reviewing colloquial phrases.

Hollywood — Students learned and reviewed vocabulary related to movies and television, such as: actor, actress, director, blockbuster, independent film, budget (high or low), the leading role, main character, plot twist, genre, star, “lights, camera, action,” setting, screen writer, thriller, horror, comedy, action, romantic comedy, crime, and drama.

Thanksgiving — Students learned and reviewed a variety of words and ideas related to the American holiday of Thanksgiving, including: turkey, stuffing, feather, gobble, pie, Native American, mashed potato, pumpkin, pilgrim, Mayflower, cornucopia, grateful, harvest, and thankful. We also discussed the history of Europeans coming to North America and settling in what is now the United States. We discussed how Native Americans suffered greatly after making contact with Europeans, and the class had to practice “putting the history together” with various Thanksgiving flashcards.

 

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Games & Activities - While the activities focus on specific vocabulary and topics, the students spend a lot of time speaking generally about topics, so they get to use a lot of “outside” vocabulary to add to the conversation. For example, when students speak about animals, they might also include language about food, weather, culture, body parts, and color.

 

GATE Magazine — The program subscribed to GATE Magazine, an English-focus, educational magazine published for a teenage audience. The magazine focuses on pop culture topics, holidays, and celebrity news. We use the magazines to introduce topics, practice reading comprehension skills, and “bring to life” classroom topics (like music and advertising).

 

Sell, Sell, Sell — Using the concepts and vocabulary we reviewed about advertising, students had to create an advertisement for a product using a specific strategy to target a specific audience. Students presented/performed their advertisement and we used vocabulary to analyze the advertisement.

Lights, Camera, Action — Students are split into pairs. The teacher demonstrates the activity by pitching a movie idea, including all the information about budget, leading actors/actresses, the plot, plot twist, setting, genre, and how the movie ends. Student pairs try to come up with the best movie ideas for a given genre (action, drama, comedy, thriller), using all of the reviewed vocabulary. These ideas are presented to the class.

October

Words/Topics Review:

Animals — Students learned and reviewed the names of common animals we find at home, in our yard, in the forest, in the ocean, or at the zoo. This includes animals such as: dog, cat, bird, elephant, crocodile, fish, goldfish, hamster, mouse, wolf, turtle, monkey, eagle, shark, cow, goat, whale, chicken, pig, snake, lizard, squirrel, owl, turkey, fox, (brown, black, or polar) bear, bat, rabbit, and dolphin. We also reviewed vocabulary about how animals are different, such as: mammal, reptile, amphibian, fish, bird, scale, skin, gills, nest, live birth, poisonous, swamp, desert, prairie, and saltwater. Lastly, students learned new words about classification of animals, such as: herbivore, carnivore, and omnivore.

Hollywood — Students learned and reviewed vocabulary related to movies and television, such as: actor, actress, director, blockbuster, independent film, budget (high or low), the leading role, main character, plot twist, genre, star, “lights, camera, action,” setting, screen writer, thriller, horror, comedy, action, romantic comedy, crime, and drama.

Companies & Business — Students discussed and learned vocabulary related to companies, including what makes a company good or bad. This vocabulary included words or phrases, such as: ethical, unethical, logo, slogan, headquarters, good, service, employee, customer, hire, perk, best-selling, competitor, goal, and to face.


Games & Activities - While the activities focus on specific vocabulary and topics, the students spend a lot of time speaking generally about topics, so they get to use a lot of “outside” vocabulary to add to the conversation. For example, when students speak about animals, they might also include language about food, weather, body parts, and color.

Everyone Has Secrets! — This activity really encourages conversation and the students get to learn about each other (and the teacher!). On slips of paper, the students write three things about themselves that no one else knows, and the teacher does as well. The students then pick three slips of paper out of the hat (making sure not to pick their own), and students take turns reading the secrets, and guessing who they belong to. This activity improves reading comprehension, writing skills, and creativity.

Secret Code — The students are very competitive with this game, and they have a lot of fun. The teacher makes a secret code for the alphabet . . . for example, c = b . . . which means that every letter = the letter before (gjti = fish, bojnbm = animal, hsboegbuifs = grandfather). Then, the teacher splits the class into groups or teams, and gives the teams a list of words or phrases related to a theme. The teams race to decipher the secret code as quickly as possible.

Let’s Take a Trip to the Zoo — We use this activity to learn, review and memorize different types of animals and where they live. We also practice short questions and declarative phrases with this activity. Each student chooses to be a different animal in the zoo. He or she must know simple information about what the animal eats and how it lives. The teacher says, “Let’s take a trip to the zoo!” The students move around the room and ask/answer questions about their animals. One student might ask, “Do you fly?” or “What do you eat?”, and another student might respond, “I eat plants.” or “I do not fly.” The students also use the complex vocabulary about differences between animals, like whether animals use gills, or are omnivores.

Lights, Camera, Action — Students are split into pairs. The teacher demonstrates the activity by pitching a movie idea, including all the information about budget, leading actors/actresses, the plot, plot twist, setting, genre, and how the movie ends. Student pairs try to come up with the best movie ideas for a given genre (action, drama, comedy, thriller), using all of the reviewed vocabulary. These ideas are presented to the class.

Evil Company — Students use the vocabulary about companies and businesses to imagine the WORST company they can. For example, maybe there is a company that sells vegetables that make your teeth fall out. Or, maybe a car service always drops people in the wrong location. Students must use all of the new vocabulary to discuss the new company, and present their “evil” company ideas to the class. TO make the activity more difficult, the students must combine their evil companies in creative ways.

 

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aktualizováno: 18.03.2019 23:55:16