INTRODUCING NEW VOCABULARIES FOR THE VERB TO BE

Project Title

Introducing New Vocabularies for the Verb *To Be*

Duration

2 weeks (10 sessions, 30-40 minutes each)

Main Goal

Students will understand and use new vocabulary words with *to be* in simple sentences.

Key Skills

Vocabulary development, sentence formation, teamwork, inclusion, critical thinking.

Inclusion Focus

Activities adapted for all learning styles and abilities, promoting participation for everyone.

Present

5 minutes

*Question:* "What words can we use with *to be* to describe things at school?"

Stimulate curiosity, activate prior knowledge, inclusive discussion. Use visual aids for diverse learners.

Collect

10 minutes

Share known words related to *to be*. Use pictures and gestures.

Gather students' existing vocabulary, respecting different language levels. Visuals support understanding.

Formulate

10 minutes

Define the problem: "We want to learn new words to tell about ourselves and friends."

Clarify the activity's goal, making it concrete and understandable. Use simple language and examples.

Organize

15 minutes

Form small diverse teams; assign roles (e.g., speaker, recorder, artist).

Encourage teamwork, inclusion, and leadership. Tasks tailored to abilities, promoting participation.

Build

20 minutes

Each team creates a "Vocabulary Poster" with new words (e.g., *happy*, *sad*, *big*, *small*). Use drawings, labels, and sentences.

Hands-on activity to reinforce vocabulary. Visual arts support diverse learners.

Verify & Analyze

10 minutes

Teams present their posters; classmates give positive feedback. Practice sentences with *to be*.

Develop communication skills, peer learning, and self-assessment. Inclusive feedback methods.

Share

10 minutes

Whole class creates a "Vocabulary Song" or chant using the new words.

Social reinforcement, fun, and memory aid. Involves all learners in a group activity.

Present

Reflection Circle: "What words do we know with *to be*?"

5 min

Use pictures of students and objects. Encourage responses; provide visual cues for language support.

Collect

Word Brainstorm & Drawing: Students share and draw words.

10 min

Use visual cards, gestures, and assistive devices if needed. Respect all language and ability levels.

Formulate

Problem Definition: "We want to learn new words to describe things."

10 min

Simplify explanation; use concrete examples. Clarify that they will make posters with words and drawings.

Organize

Team Formation & Role Assignment

15 min

Mix abilities; roles based on strengths. Ensure everyone participates actively.

Build

Poster Creation & Sentence Practice

20 min

Provide materials (paper, markers). Allow children to draw and write or verbally describe. Support with templates and peer assistance.

Verify & Analyze

Present Posters & Share Sentences

10 min

Students present; classmates give positive comments. Use sentence frames to support expression.

Share

Create & Perform Vocabulary Song

10 min

All students participate, singing or reciting words. Use gestures or movements for inclusion.

Use visual aids (pictures, flashcards)

Supports visual and auditory learners, including children with language difficulties.

Differentiated roles in teams

Assign roles based on strengths; encourage peer support for all students.

Multiple modes of expression (drawing, speaking, gesturing)

Cater to diverse learning preferences and abilities.

Clear, simple instructions

Use visuals, demonstrations, and repetition to ensure understanding.

Positive reinforcement and feedback

Foster confidence and inclusion through praise and encouragement.

Observation

Monitor participation, teamwork, and understanding.

Use checklists; provide support for shy or hesitant students.

Student Self-Assessment

Simple reflection: "Did I learn new words?"

Use smiley faces or thumbs up/down for young children.

Product Evaluation

Posters and sentences created by students.

Review for vocabulary use, creativity, and inclusion of all learners.