SUMMER ELEMENTARY TEACHER TRAINING PROGRAM

Proposal by Tchs. Gilmarie Campos Muñoz,

Porfiria Saldaña, Luis Fernández de Lara y Víctor Manuel Morales Zarano.

General Propose dynamic activities that encourage a completely ludic summer course that
objective: awaken in the children the interest and love for English language.

Duration: July 2nd & 4th, from 14:30 to 19:00

Participants: 104 elementary English teachers

DAY ONE: What teachers can do in the classroom using ludic

# Description Timing Material
1 Knowing the teachers. 2’
ACTIVITY: Welcoming.
The person in charge welcomes the teachers to course and give
all the leaders the opportunity to introduce themselves to
everyone.
COMMENTS: We have to explain how the evaluation is going to be
done.
2.1 Explain the evaluation chart
2.2 Explain the score system
2.3 Warn participants that ALL the activities will have a score.
2 EXTRA ACTIVITY 1: Group conformation. 7’
Each chair has been prepared with a strip of paper that has a (9’)
scrambled word (happy, children, games, dynamic).
Note: In case that they are working outside, the strip of paper will be
delivered by hand.
They have to unscramble the word and reunite with the ones
that have the same word.
COMMENTS: By Vicko: They join in the corresponding Station. Each
leader waits there. ok?
2 Ice breaking 20 mins Bond Paper
EXTRA ACTIVITY 2: Round Robin. (29’)
Participants introduce themselves as follow:
• My name is…
 • My (place) is (adjective), this one starts with the same
letter of their name. Avoid repetition.
• Each one has to memorize all the previous introductions
and introduce themselves, progressively. As the activity is
being developed teams of five are set.
• Then they write their adjectives in the corresponding
column (bond paper).

• Score System
o Explain how to fill the charts
o Leaders fill in the Score System
o Participants have to fill about the Extra Activity 1 y 2
COMMENTS: --------

20’ Dice
3 EXTRA ACTIVITY 3: General Objective (49’) 16 sets of the
A dice is given to each leader of group general objective.
Each number represents a harder or easier difficulty for the Masking tape or
questions below: cellophane tape.
I Animals II Fruits III Adjectives Color paper
IV Professions V Verbs VI Tenses

If the teacher answers correctly, he or she will receive a piece of

a jigsaw that has written the objective. Each team has to
complete the jigsaw and make their own paraphrase of it, once
it is completed, the leader will stick it on the wall.

V. Verbs: Participants have to say them in past participle.

VI. SENTENCES TENSES

FUTURE PROGRESSIVE
1. They will be dancing all night long
2. What will they be doing all day?
3. She will be eating pomegranate
4. Where will you be waiting?

PRESENT PERFECT
5. She has begun Reading
6. Have you cleaned your room yet?
 PAST PERFECT
7. She had never been so surprised
8. We had begun exercising

FUTURE PERFECT
9. Zoe will have cooked dinner for both of us
10. You will have received your promotion
11. Jack will have finished
12. The snow will have stopped by April

PRESENT PERFECT PROGRESSIVE

13. He has working as a teacher
14. She has been coming late
15. I have been waiting for you for an hour
16. They have been chatting for the last two hours

PAST PERFECT PROGRESSIVE

17. They had been eating all day long
18. We had been planning it for several years
19. He had been flying for eight hours
20. You had been sitting there for more than an hour

FUTURE PERFECT PROGRESSIVE

21. We will have been living in Spain for several years
22. She will have been dancing the whole night
23. He will have been driving for an hour
24. He will have been working here for two years.

• Score System.
o Participants fill in the Score System
4 Talk about the main objective of the course. 4’ A bond paper
Ask them to complete the Knowing Chart at the end of each (53’)
station. Explain it.
Estimated time: 1 hr.
First station: LISTENING Dancing with ING Level: ------ Responsible: Tch. Luis Fernández de Lara
# Description Timing Material
1 1. Split the first group that arrives into four teams. CD player or a
2. “Unscramble the song” game. Speaker with AUX
1.1 Explain that all the group will listen to a song once. Play input.
the song: Tom’s Diner by Suzanne Vega.
1.2 Give each team an envelope that contains strips of
AUX cable
paper that have the lyrics written on them
Strips of paper with
1.3 Explain that each participant must have around 9 to 11 10’
the lyrics of the
strips and that they will have to place each strip on the
song: Tom’s Diner
table as they hear it on the song.
1.4 Play the song for the second time. by Suzanne Vega.
1.5 Play the song for the third time. Review each team (16 Sets)
lyrics. Four envelopes for
1.6 The team or teams that unscrambled the song correctly each group. (16
win a percentage Total)
2 –ing Verbs Search.
2.1 Tell them that they will have 1 minute to find all the 12 2’ 16 Sets of the
–ing verbs that are in the song. The first team that finds (12’) filling the gaps
all of them and writes them down in a bond paper that worksheet that has
will be on the wall, wins percentage.
the lyrics of the
3 Create your own version, workshop.
song.
3.1 Tell participants that they have to change all the verbs
that they previously found for another 12 completely
Stickers with happy
different verbs, also in Present Progressive Tense in
15’ faces, poker faces
order to create their own version of the song. Warn all
(22’) and very sad faces.
the participants that all the teams have to use different
verbs.
3.2 Tell participants that they will have to perform it in front :) :| :(
of the others and also create a choreography. And that
the ones that are not performing, will have to fill the
5’
gaps in a worksheet, so they have all the different verbs
(28’)
that all the teams used, the team that has all the Bond paper
versions of the song correctly written, wins a Markers
percentage.
4 Feedback
4.1 Give the knowing chart to all the participants.
Prop microphones
4.2 Participants fill in the knowing chart.
 5 Closure : Tell participants that they have to move to the second CD Player or
station spinning. Speaker with AUX
What do you think about the activity? input.
How could you adapt it to make it by your own?

Plan your own activity using this as a base.

The team that is going to perform the activity for all the four
teams will be selected by the highest number on the dice.

Variation: Play one fragment of a song and make the teachers

write the sentence they’ve heard.

Estimated time: 40 min

Second station: SPEAKING – Tic-tac-toe on the ground Level: ------ Responsible: Tch. Porfi
Saldaña
# Description Timing Material
1 1. Give instructions 3’ Label to write their
1.1 Ask participants to sit on the floor, on a semicircle. names
2. Drill to introduce adjectives
2.1 Using Flashcards
2.1.1 Choral repetition with the whole class
FC’s
2.1.2 Review individually
Word cards
2.2 Using word cards
2.1.1 The whole class 7’
(10’)
2.1.2 individual

3. Play Spelling Bee to introduce nouns. If the participant String

spells the word correctly, then he or she gets a prize: a
piece of string or chalk Chalk
4. Play Tic Tac Toe
4.1 Each team draw a Tic Tac Toe on the ground
4.2 Participants make a line per team. Team A plays versus
10’
Team B . Team C play versus Team D. (20’) Basket with cards
4.2.1 The last participant takes a card or a flashcard
and flashcards
from the basket.
 4.2.2 Then, he / she passes it to the front.
4.2.3 The first person on the line receives the card or
Piece of chalk
FC, to write the word or place the flashcard on
the The Tic Tac Toe 3’ FC’s
4.2.4 The winner is the one who first complete an
adjective expression: a happy girl
4.2.5 The winner team from A and B plays versus the 2’
Tic Tac Toe
winner from C and D
(25’)
4.3 Play Talk for a minute
4.3.1 Teams take turns to say as many expressions as
they can
10’
4.3.2 The winner is the one who says more number of
expressions (35’)
4.4 Participants write down the expressions on the bond
paper
4.5 Participants fill in the Reflection Chart
4.6 Ask participants to move to the station 3 by making a
Human Chain
Expression poster

5’

(40’) Chronometer

(5-10’) 4 Pieces of bond

paper

3’ markers
(53’)
Reflection Chart

Estimated time: 40 min

Third station: READING – Little Red Riding Hood tale Level: ------ Responsible: Tch. Gilmarie
# Description Timing Material
1 1. Making pairs Sheets of paper
1.1 Participants arrive and only 13 among them will be selected.

1.2 Show the box that contains letters and tell participants that they
have to take one letter each. Depending on the letter that they pick,
they will have to find a participant whose name starts with that
letter, in case that it doesn’t exist or it has been already taken, they
7’
will have to pick another letter from the box.

2. Little red riding hood tale.

2.1 Give teachers the instruction to listen carefully
2.2 Read the story to the teachers for the first time.
3. Introducing Vocabulary.
3.1 Give the cards to the teachers and explain them that
now they will have to work in pairs, and they will have to
choose a silhouette. Then, while the teacher reads the story,
both of them will have to order the cards to form the
3’
correct sequence and also recognize the verbs that their
(10’)
“silhouette” uses, in order to write them down also on the
silhouette.
3.2 Read the story for the second time so they can
complete the previous task.
3.3 Participants repeat the verbs (project or fashcards))
7’
4. The “Goose game”
(17’)
4.1 Tell participants that they secretly had a number in their
silhouette and that now they have to find their partner, in
order to do so, they have to match their numbers. Ex. Little
red riding hood #2 with the other little red riding hood #2.
4.2 Participants form new pairs.
4.3 Give the board game to each pair. By playing this game,
they will practice the verbs that they have previously
identified but now in their -ING form.
4.4 Explain that they will select a character from the story to
10’
use it as their game piece.
(27’)
4.5 Play the game. They will have a time limit of ten
minutes.
5. Create your own version of the tale.
5.1 Give one long strip of paper to each pair. The strip of
paper will have some images already printed on and it
will be already divided into 18 sections.
5.2 They will have to fill each section with one sentence
using subject and present progressive.
5.3 Share the story with all the group. Using a ball as a hot
potato they will be passing the ball to one another until the
 music ceases. When that happens, the one bounces the ball
will have to present their version to the others.
6. Score System
6.1 Explain how to fill the chart 10’
6.2 Participants fill in the Score System (37)
6.3 Participants fill the feedback
7. All the group moves to the Station four.

3’
(40’)

Estimated time: 40 min.

Fourth station: WRITING with creativity Level: ------ Responsible: Tch. Vicko Morales
# Description Timing Material

1 Welcoming and grouping. 5 min Worksheet 1. Cute

printed animal
1.1. Once the participants enter the classroom, they are
addressed to pick up one paper on the floor or table, only one Teacher’s pens
for each.
10 black pens
1.1.1. The halved letter-size paper (worksheet 1) has a printed
picture in it containing a funny or graceful animal. Printed colorful
animals in tabloid
1.2. Each one fills his/her name in the blank space reserved in the size (they are
paper. covered at the
beginning)
1.3. Then, they are grouped up by the same selected animal.
Lions with lions, zebras with zebras, etc.

1.3.1. They are joint according the position of each printed

animal on several parts of the walls.

2 Recognizing animal vocabulary. 7 min Worksheet W2 (A to

(5’) G)
2.1 Every teacher receives their second paper.
Teachers’ scissors
2.1.1. This one contains a scrambled set of silhouetted animal
figures. Every figure is split in half. Teachers’ glue sticks
 2.1.2. Once again they write their name and the team number on Teachers’ notebook
it.
5 scissors
2.2. They have a limited time to match every picture with its
corresponding one. 2 glue sticks

2.3. After matching using glue, they can write the animal name,
letter by letter in every blank space.

2.4. When a team finishes entirely all the given worksheets, they
say ‘’Stop!” and all people raise both hands.

2.5. Now, every team captain gathers all the worksheets.

3 First assessment 8 min

(6’)
3.1. The leader asks every team captain roll their set of papers
with the on-the-right team.

3.1.1. Each participant is prepared to evaluate the other’s work.

3.2. The leader quickly reviews the 20 animals showing up

flashcards with their names.

3.3. Each work is evaluated according the form: xx hits / yy

mistakes.

3.3.1. The result is circled.

3.4.The leader summarizes and records the gained points per

team on the board.

3.5. Leader asks all team captains give all the answered
worksheets to him.

3.5.1. All papers have the owner’s name.

Comments: Do all teams have the same number of competitors?

4 First try of classification. (Misconceptions will be corrected) 4 mins 4 animal masks

(12’)
4.1 Leader invites participants to play ‘Find the way to’ game in 26 worksheets No. 3
team.
 4.1.1. Roles: One director, one follower and the rest are traps, 4 packs of 5 animals
except one, who has the right answer. (from the total 20)

4.1.2 The leader provides 1 mask per team and the worksheet 3
for each participant, to each captain.

4.1.3. Leader gives instructions:

4.1.3.1. The goal is paste

While each captain delivers the material, he or she also covers

the face

5 Classifying with analogies.

5.1 dfg

• Score System
o Explain how to fill the charts
o Participants fill in the Score System

Estimated time: 1 hr.

DAY TWO: Teachers in action!

# Description Timing Material
1 Teachers arrival and gym brain activity. 20’

1. Participants arrive and sit down wherever they want to.

1.1 Participants make some gym brain activities leaded by teacher
Porf

1.2. Score System

1.3 Participants fill in the Score System

1.4 All the group moves to the Stations

2 Sentence builder activity 15’

2.1 Explain participants that they have to do sentences from the (35’)
seven columns., leader gives an example.
2.2. Teams take turns to draw on the board
 2.3 Participants will guess the sentences
2.4 Participants write down the sentences on a sheet of paper.
2.5 The winner is the team who first complete the sentence
correctly.
2.6 Score System

2.7 Participants fill in the Score System

2.8 All the group moves to the Stations

3 Prepare their own station 120’

3.1 Tell participants that all of them will have 10 min for (155’)
organization and to prepare their activity. Make sure that they
understand that once the time runs out, that’s it, and no one
will be allowed to work while a team is performing
3.2 Participants perform their activities. they will have 20 min to
play their activity. (4 teams, 4 performs)
3.3. Score System

3.4 Participants fill in the Score System

3.5 Participants fill the feedback.

4 Games and activities.

1 What did you bring to the Safari.
1.1 Explain that they will have to think in an object that they would
bring to a Safari, but, the first letter of that object has to match the 15’
first letter of their names. (170’)
1.2 Explain that they will receive a piece of bond paper, and that
they have to draw a snake, then, they will have to match their word
with the last letter of one another. Ex. Can -> Notebook -> Kite.. etc.
1.3 They will have to compare their snakes with other teams in order
to decide which one is the most useful snake for a safari.
2.. Score System

2.1 Participants fill in the Score System

2.2 Participants fill the feedback

2.3 All the group moves to the Stations

5’ - 10’
(180’)
3. 10 Seconds to sing.
 3.1 Participants that are already divided in four teams ( Two of 6 and
two of seven )
3.1 They are told that they have to sit on the floor in a circle.
3.2 They will receive a box with random words
3.3 Now, they have to choose a word and think on a song that has
that word and sing it for 10 seconds, but only

4. Score System

4.1 Participants fill in the Score System

5 Closure.
1 I believe in you.
1.1 Ask participants to form a circle with their team. 40’
1.2 One will become the new coordinator and he or she will have to (220’)
“hire” three participants among the team.
1.3 The “coordinator” can select whoever he wants to hire but… he
or she will have to tell the reasons behind his or her election and
explain why he hired those three people, and why he wouldn’t hire
the others in no more than 4 minutes, each participant.
1.4 Participants reflect on their performance
1.5 Some participants share their comments.

2 Score System
2.1 Participants fill in the Score System

6 2 Reward ceremony.
2.1 Final Scores. 20’
(240’)
7 Estimated time: 4 hr.