Educational Project Plan: "Toys!"
Grade: 1st Grade (Primary)
Duration: 3 classes of 60 minutes each (via Zoom)
Main Issue: Strengthen students' ability to recognize objects in their environment that are related to toys, using visual resources and basic English vocabulary and grammar.
Educational Focus: Critical interculturality through recognizing diverse toys and expressing gratitude.
Methodology: Problem-Based Learning (PBL)
| Stage | Time | Activities | Description & Adaptation |
|---|---|---|---|
| Present | 10 min | Reflection Question | Teacher prompts: "What toys do you like? Can you tell me what they are?" to activate prior knowledge and curiosity. Use simple language and visual aids (flashcards/drawings). |
| Collect | 10 min | Brainstorming & Discussion | Students share what toys they know or have at home. Teacher records vocabulary they mention, connecting to new words. Use pictures to support understanding. |
| Formulate | 10 min | Define the Problem | Present the challenge: "Today, we will learn about different toys and how to say what they are in English." Clarify the goal: Recognize toys and say their names. Use visual aids and simple language to emphasize the task. |
| Organize | 10 min | Grouping & Planning | Since only 2 students, organize a collaborative activity: each student will choose or be assigned toys to focus on. Plan how to find images, practice pronunciation, and prepare a mini-presentation. Use digital tools (e.g., shared slides or worksheets). |
| Build | 15 min | Strategy Execution | Students practice identifying toys using flashcards, drawings, or online games (Wordwall). They record or say the toy names, practice asking "What is this?" and responding "It is a (toy)." Use videos from YouTube for reinforcement. |
| Verify & Analyze | 10 min | Self-Assessment & Feedback | Students show their learned vocabulary by matching images to words or saying the names aloud. Teacher provides positive feedback, encourages saying "Thank you" after each activity, fostering intercultural politeness. |
| Share | 5 min | Presentation & Reflection | Students present their favorite toy, say its name, and thank each other. Teacher guides a brief discussion on how different toys are appreciated worldwide, fostering intercultural awareness. |
| Class | Focus & Content | Activities & Resources | Adaptations & Notes |
|---|---|---|---|
| Class 1 | Vocabulary Introduction & Recognizing Toys | - Show images of toys (flashcards, drawings).<br>- Play a YouTube song about toys.<br>- Use Wordwall games for matching toy pictures with words.<br>- Practice saying "What is this?" and "It is a (toy)." | Use simple language, visual support, and repeated pronunciation. Encourage students to repeat after the teacher. |
| Class 2 | Grammar Practice & Recognizing in Context | - Review vocabulary with flashcards and images.<br>- Virtual "scavenger hunt": students find toy objects or images at home.<br>- Practice asking and answering: "What is this?" / "It is a (toy)." using digital slides.<br>- Interactive activities on Wordwall or Kahoot. | Emphasize pronunciation and comprehension. Adapt activities for limited technological access if needed. |
| Class 3 | Consolidation & Expressing Gratitude | - Students select their favorite toy from images or their own toys.<br>- Practice dialogues: "What is this?" / "It is a (toy)." and say "Thank you."<br>- Virtual show-and-tell: students show their toy or picture and say its name.<br>- Sing a song about toys and say "Thank you" at the end. | Focus on confidence, pronunciation, and politeness. Use digital stickers or badges for motivation. |
| Resource | Purpose & Use | Adaptation |
|---|---|---|
| YouTube Videos | Reinforce vocabulary with songs and visual explanations. | Short, colorful, simple language videos suitable for 1st graders. |
| Wordwall Platform | Interactive games: matching, quizzes, and memory games. | Adjust difficulty level for early learners. |
| Flashcards & Images | Visual aids for recognition and practice. | Use digital flashcards or share images via screen share. |
| Virtual Whiteboard | Drawing and writing practice of sentences ("It is a..."). | Use simple drawing tools, encourage student participation. |
| Vocabulary | Grammar | Value |
|---|---|---|
| Art set, ball, bike, camera, computer, computer game, doll, kite, robot, teddy bear | "What is this?" / "It is a (toy)." | Say "Thank you" after each interaction. |
| Stage | Duration | Main Activities |
|---|---|---|
| Present | 10 min | Reflection, visual prompts, initial questions. |
| Collect | 10 min | Sharing prior knowledge, recording vocabulary. |
| Formulate | 10 min | Clarify the task, introduce the activity, set goals. |
| Organize | 10 min | Planning, assigning roles, preparing materials. |
| Build | 15 min | Interactive recognition, pronunciation practice, online games. |
| Verify & Analyze | 10 min | Self-assessment, feedback, pronunciation correction. |
| Share | 5 min | Presentations, thanking each other, intercultural discussion. |
This project aligns with the Problem-Based Learning methodology and promotes intercultural criticality by recognizing diverse toys and expressing gratitude, fostering both language skills and cultural awareness in young learners.