Voici un petit jeu Trott’Cocotte que Sarah a proposé aux élèves de TPS/PS/MS. Ce jeu permet de revoir la numération, quelques mots de vocabulaire et de commencer à mémoriser quelques actions lors d’une partie de jeu de société.
Cette activité s’inscrit dans un projet de compréhension d’histoire : la petite poule rousse.
Vous pouvez visionner un court extrait sur notre site.
http://ecole-baincthun.etab.ac-lille.fr/so-british/lets-play-with-the-hen-before-easter/
Voici de petits extraits du travail mené autour de l’apprentissage d’une comptine « Old Mac Donald ».
Cette comptine a permis aux élèves de GS/CP de fixer le lexique des animaux de la ferme et de se rendre compte que les sons des animaux n’étaient produits de la même manière dans les deux langues.
Bonne visite sur notre site :
http://ecole-baincthun.etab.ac-lille.fr/so-british/old-mac-donald/
We practise sport in English.
We run, jump, play tennis and hockey.
Click on the link and you will see the videos on our site
http://ecole-baincthun.etab.ac-lille.fr/2016/03/10/lets-run/
On 17th Janurary the CE2 class from Labeuvriere left for a week skiing in Lamoura in the Jura mountains. Out of 24 children, only 5 children had skied before therefore they were mostly about to ski for the first time. After a long journey, we arrived in the mountains to lots of snow, which was a relief after having such a warm winter!
Not only did we ski in the week, we also went on a racket walk through the forest whilst learning about the animals in surroundings. On the Friday we had a cross-country ‘ski de fond’ session.
My purpose on the ski trip was to speak to the children in English; to wake them up, at the dinner table, whilst getting ready etc. We also filmed an english video of the children in their ski gear, telling the camera each item of clothing in English.
CM1/CM2 students at Ecole Jacques-Prévert in Rœux recently returned from a trip to New York City—having been transported to this iconic American city during a recent lesson.
We started our voyage by reading together the first few pages of the English storybook Hello, My Name Is Lily from New York City. This book builds upon what students have been practicing lately: how to introduce themselves in English. In the book, Lily, a young New Yorker, shares with the reader a little about herself and her city.
Lily points out some of the most notable sights of the Big Apple (a nickname, students learned, refers to New York City). If you visit New York City, you will certainly see several yellow taxis cross your path. And as you walk down Fifth Avenue, skyscrapers will shade your path from the sun shining above. Maybe you’ll visit one of the tallest skyscrapers, the Empire State Building, or take a stroll through Central Park.
After reviewing some of the vocabulary presented in the book, I shared with the students some of my own pictures of New York City, which I took during a summer when I was there. With each picture I presented, I asked students, “What do you see?” And they responded with some of the new vocabulary: “a taxi,” “a skyscraper,” etc. Certainly, the next time these students visit New York, they’ll be ready to describe to you all they saw on their trip!
In November, I decided to do a presentation for my older students about this Thanksgiving. This is a holiday that is not at all celebrated in France, so the students found it very interesting and exciting as it was completely new to them! The presentation had information about both Canadian and American Thanksgiving, including the different celebration dates, histories, and traditions.
As I showed each slide of the presentation, I asked a student to read it aloud and then explain what it meant. This helped the students practice their speaking skills, as well as learn new vocabulary.
After the presentation, we learned the vocabulary of the food we traditionally eat during Thanksgiving and played some games using this new vocabulary. We also discussed the word « thankful », as it is not a word that translates into French. After doing my best to explain to the students what it meant, we had a discussion about what being « thankful » means to them, and about what they are thankful for. During this, I wrote the different things they were saying in English on the board, such as « family », « friends », « education », and « freedom ».
I gave each of the students a worksheet like the one below, and asked them to fill it out with words and pictures of things they were thankful for, either by using the words we had written on the board or by asking me to translate new ones.
Overall, this activity was very interesting for the students because it allowed them to learn something entirely new about Anglophone culture, and a bunch of new vocabulary!
Since the fall, I have been playing baseball twice a week with a class that is a mix of CP/CE1 students, or the youngest students in the primary school. I recently started playing with another class of older students, CE2/CM1, as well! Not only does it get us moving, but it also is a fun way to learn English outside of the classroom!
We started with the basics, both vocabulary and activity-wise: run, throw, catch, and hit. I only speak English with the class, so for them to learn the vocabulary, I acted out the actions. They guessed what I was doing in French, and after a few repetitions of the vocabulary, we moved outside.
For the first few weeks, the kids played a game similar to Red Light, Green Light- one student would call out « run, » « walk, » or « stop, » and the other students would have to do that action. They also practiced tossing a ball back and forth and hitting with a partner or small group.
Soon, we started playing a basic version of the game, but as the weeks went on, we added more and more elements. Soon, the students learned new vocabulary, such as bat, ball, base, and team. We set up bases in the courtyard, had the students count off, and then divided them into two teams. Each team gets a chance to hit and to catch, and at the end, we see who won!
Baseball is also a good way to learn numbers/count! Each student is assigned a number so that he or she gets a chance to play in the different positions. We also count how many runs each team had to see which team is the winner.
The students tend to be really enthusiastic, even in the cold, and I am so proud of them for how much they have learned!
Les talents de la très dynamique assistante américaine Kathy Zhou sont bien employés à l’école de Verquin.
Un rayon de soleil?
Elle emmène un groupe d’élève pour une initiation au « line dancing »
L’école possède des Banjos ? Kathy est musicienne alors les élèves…chantent, jouent le tout accompagnés par Kathy au synthétiseur !
Well done kids and thank you kathy!
As it is quite freezing by now and as we ate too much during Christmas holidays, let’s warm up a litte bit with the pupils of the ecole de Baincthun !!!
Have a nice warm up !
http://ecole-baincthun.etab.ac-lille.fr/so-british/lets-warm-up/
Before Christmas, students in various levels had been learning the colors in English. At Rœux, I reviewed the colors and introduced new Christmas vocabulary while decorating the class Christmas tree with the CP students. One by one, students came to the front of the class to search through a box of Christmas decorations after I asked them questions like, “Can you find a red garland?” or “Can you find a blue ornament?” Before a decoration could be placed on the tree, the entire class had to be in agreement that the decoration was indeed the right color!
Chez les petits at Monchy-le-Preux, students reviewed the names of the colors and learned new Christmas vocabulary, like “Christmas tree” and “ornament.” We practiced the old and new vocabulary by playing a game to decorate a Christmas tree cutout. Students listened as I said, “a blue ornament,” “a yellow ornament,” etc. and worked together to find the correct color paper ornament. Here are the students with their beautifully decorated Christmas tree!
