In our class, children are learning new letters and vocabulary in English. They often participate in games and activities which enhance their learning activities. In this activity children matched a picture card to the corresponding initial letter written on bottle caps.
In another game the children played a memory game where they needed to match the letter/word to the corresponding picture. They also played a board game where they are asked to read words and they were also asked to find words starting with particular letter from a given book.
Submitted by Ms Marilyn Bugeja, Yr 1.1 Class Teacher
The Yr 2.2 students learning English through play…Match questions and answers (Print conventions), Prepositions and following instructions which include prepositions to build a structure using lego , bee-bot (matching flashcards, outdoor activity with obstacles).
Submitted by Ms Stephanie Azzopardi
The year 3.1 students have been learning about instructions. They have read a set of instructions explaining the procedure for gathering their things and writing their homework down to get ready to go home before the school day ends. They have listened to instructions and followed them as part of their Listening lessons. They have given instructions to guide each other to make a fruit salad as part of their Speaking lesson. The students participated in several activities that helped them write a set of instructions to make a jam sandwich. They also made a ham and cheese sandwich to put what they learned into practice and really enjoyed eating their sandwiches too 😊
Submitted by Ms Sharon Calleja, Class Teacher
Students have been learning the plural of several nouns. Indeed, during one week they learned that nouns ending in ‘y’ can be tricky; some drop the ‘y’ and add ‘ies’ while others add only an ‘s’ after the ‘y’. To rehearse what they had been learning students were divided in groups. One activity was a board game. After throwing the dice, students had to pick the correct card number, read the sentence and change the noun in brackets into the plural. Students wrote their answers on their mini whiteboards. For the other activity students had to use the Bee-Bot. Students chose and read one flashcard (a singular noun ending in ‘y’) at a time. Then, they had to program the Bee-Bot properly so that it would stop on the correct plural of the given word.
Submitted by Ms Miranda Cauchi, Yr 3.1
During an English Oracy lesson students were divided in groups. Each group was given eight picture cards. The class teacher explained that the picture cards which tell a storyand each group had to put them in the order they thought was right. Then, pupils listened to the story for the first time. While listening to the story pupils had to check and see if they had put the pictures in the correct order. If not, they had to rearrange them. Students listened to the story for the second time and rechecked their picture cards. Finally, the pupils narrated the story using the picture cards as prompts.
Submitted by Ms Miranda Cauchi, Yr 3.1
The Year 2 students of Ms Stephanie are always busy working. Hands-on activities at such an early age are necessary for learning to be more meaningful. Various maths activities are prepared on a daily basis for students to engage in their learning.
Like all other classes, these students are participating in Dinja Waħda activities. Students learn about the migration of birds and why the importance of preserving nature.
Students work in pairs and in groups during Maltese and English lessons. Paired work allows time for students to think about their learning without worry of making mistakes. It also provides time for students to learn from each other and to discuss various ways to solve problems.
Lessons are always made as interesting as can be to ensure that students enjoy learning. Various resources are used to provide students with alternative tools to learn.
The Yr 2.2 students of Ms Stephanie had an interesting lesson about adjectives, also referred to as describing words. The teacher introduced the lesson by showing the students a book about Simpi, the elephant. Students were asked to describe the elephant and to find the adjectives on a presentation.
The lesson continued with a set of games and activities where students had to match the words to the correct adjective using Bee-Bot, worked interactive games on the computer, matched flash cards to pictures and also wrote sentences to describe objects. These hands-on sessions allowed students to learn by thinking and sharing.
To revise the topic Common and Proper Nouns, Ms Miranda, class teacher of Yr 3.2, divided the class in four groups. Each group was given 2 large mats: one for common nouns and another for proper nouns. A set of flashcards was also given to each group. The pupils had to sort these flashcards using the mats. After, they had to place them on one of the four boxes entitled person, animal, place and thing on the mentioned mats.
During an English grammar lesson children were divided into groups of four. As a team they had to come up with different adjectives that best describe the picture. Then they had to write down the adjectives. Afterwards children played the flash card game. Here children had to join the best adjective with each noun and they also had to think of other adjectives. After they had to write them down on their flash card.
Submitted by Ms Mathea, Yr 4.2 teacher
During one of the Language lessons, the year 5.2 students of Ms Sharon Calleja talked about the present continuous. The learning intention was clearly displayed on the board and the class talked about what the present continuous and when it is used. A powerpoint followed to help students understand this topic better. The presentation served to allow students time to practise using the present continuous in the interactive exercises that followed. The students were also given flashcards with different verbs written on them. Each verb displayed on the flashcard was changed to the present continuous and that verb was then presented in a sentence created by the students themselves.
A class activity followed where the students had to work in groups. The teacher gave each group a picture. The students observed the picture attentively and wrote several sentences using the present continuous, based on what they were seeing. Finally, each group presented their work to the rest of the class.