My students and I love projects. For them, projects are the reward for working hard. For me, they’re the payoff for all the baby steps leading up to them, and a chance to see if my students can use English in “authentic” ways.
My kindergarten class just finished their first project. I’ve had these 5 and 6 year olds since April, meeting once each week for 45 minutes. Our weekly class is their only exposure to English. Play is a big part of our lessons because play is a big part of their lives–and it’s a very effective way of getting them to practice a lot of English.
We just finished learning the names of shapes. We made the shapes with our bodies, drew them on each other’s backs, counted them, combined them with colors and actions, sang songs about them–typical practice activities for young learners. The reward? Getting to play with the shapes to create pictures. Three triangles make a lovely tree, two circles and two hearts become a butterfly, hearts, circles, and triangles can all create colorful flowers.
Along the way, they used nearly all of the English they’ve learned so far–asking for glue, scissors and paper, asking me to cut a shape in a specific color, telling their mothers about their pictures. They also discovered some new words they wanted to learn in English (“flower” and “butterfly” to talk about the pictures, and “chopstick” because they liked their idea of using one for the stem better than my idea of drawing one).
They enjoyed being in charge of the language, and being able to use it to create something they could hold in their hands. I enjoyed seeing them get so caught up in the task that they forgot they were speaking a foreign language. Their mothers enjoyed having something from English class to display at home.
Natsuru and Iroha wanted to show off their finished pictures. Kokomi is one of the younger siblings who tag along to class, and not officially a student. She likes joining the big kids, and they like being her English teachers. She wanted you to see her flowers, too.
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