By: Laura Weisbrod

School- “Assif” School for children with Cerebral Palsy
It is located in Assaf Harofe, Cholon.
• Grade 2
• 8 students (4 girls and 4 boys)
• Low to average mental abilities
• All students are physically disabled to some degree
-Three students are in wheelchairs.
-Most students lack complete motor abilities in their hands and arms. These students have difficulty using writing tools.

The students

The students

The students

“ Hi Dizzy” Program by Emma Reisman published by Eric Cohen Books
• Foundation level for Early Learners
• oral-aural approach
• based around a young friendly witch named Dizzy, who takes the children on their first
“journey” of English
• uses flashcards, songs, chants, listening activities, role-play, stories, and workbook activities
Content of My lessons
• I used the main outline of the program and included my own variations to it. Students enjoy the program and I was instructed to continue using it.
• Each lesson begins with a “hello song” and ends with a “goodbye song”.
• I incorporated the programs chants for different activities. They are familiar to the students and the repetition and music help them better focus on the body of the lesson. This way they feel more confident and less intimidated of new material.
• emphasis on teaching simple instructions
• main content of the lessons- a combination of my own ideas, incorporated into the activities used in the program.

C l a s s O b j e c t i v e s
 The student will learn vocabulary related to the topic of family and feelings.
 The student will practice English using visual, aural, tactile, and verbal skills.
 The student will practice English through repetitive chants/songs and other workbook and creative activities.
 The student will pronounce English comprehensibly .

of each lesson
Greeting each other-
Vocabulary used: Hello, teacher, Good Morning, Who is missing?
Ex: Amir is missing, Dizzy is missing,
Find Dizzy, hot, cold.
Hello song- Children sing along with Dizzy puppets.
Goodbye song- Children sing along and do motions with Dizzy puppets.
“Goodbye Everybody!” / “Goodbye teacher Laura!”

Review: grandma , wolf and cat
Use of puppets: o Teacher says, “ Point to ____,” o Teacher shows a puppet and says, “ Who is this?”
(Repeat with each word.)
Body:
Use of flashcards for new vocabulary: ( mummy, daddy , and happy) o Teacher says word and then, “ Everybody 1, 2, 3” . o Children repeat each word after teacher in unison and individually. o Teacher sticks picture on board and asks students individually, “Show me ___”.
o Teacher then shows a picture and asks, “ student is asked.)
Who/ what is this?” (Every o Sing chant for new vocabulary.

Learn new song: o Teacher plays song for the class and tells the class to listen.
o Teacher sings a line and student repeats. Teacher explains and so on.
o Teacher plays song again. Students sing along as much as they can.
o Teacher plays the first verse for a third time and tells the students to point to their mouth (old vocabulary) and smile (new word- not taught in depth) when they hear the word happy .
*Lesson is frontal with a lot of class participation.
*Throughout lesson, teacher tries to say as much English as possible and repeats in Hebrew as well. Teacher uses common phrases like, look at me, raise your hand, listen with your ears, sit down, come here, now…

Review: Grandma , wolf , cat, mummy, daddy, happy .
Use of puppets and flashcards: o Students say hello to puppets of Dizzy, Grandma , wolf , cat. o Students say hello to mummy and then to daddy .
o Teacher holds up flashcard of mummy and says
Every time teacher says happy she smiles. happy , while smiling. o Teacher shows mummy and asks, “ Is mummy happy”?
(Repeat with daddy.)
Body:
Use of flashcards for new vocabulary: ( sad ) o Teacher uses flashcards of two smiley faces. One is a happy face and the other is a sad face.
o Teacher shows the happy flashcard and says happy while smiling.

o Then teacher shows the sad flashcard and says o Teacher says word and then, sad while frowning.
“Everybody 1, 2, 3” . Students repeat.
Short game: (Chant for game) o Teacher puts both cards behind her back then pops one up in front of students and they must say what it is and back and forth till students can say happy and sad on their own.
Review happy song: o Teacher plays song for the class and tells the class to sing along and smile or act happy when the music says and one to act out himself. happy . o Teacher gets one volunteer to act out daddy, one to act out mummy,
Workbook activity: (chant for book time activity) o Teacher says, “ Open your books” and tells them the page.
( o Teacher gives instructions and asks questions relating to the page.
Point to Dizzy, Is Dizzy happy? What colour is Dizzy? Hold up a red crayon, Show me Dizzy’s balloon . Repeat with mummy and daddy.) o After each balloon is coloured, teacher asks, “ are encouraged to say, “ I finished”
Who finished and slap the teacher’s hand
?” Stude
.
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Review: grandma , wolf , cat, mummy, daddy, and happy
Use of puppets and flashcards:
• Hello to puppets of Dizzy, Grandma , wolf , cat, mummy and daddy
• Teacher asks each student if they are happy or sad today.
• Teacher reviews happy and sad.
Teacher tells the students, “Close your eyes” (while they do that, teacher chooses to smile or frown) and then says, Now look at me. Am I happy or sad?”)
Body:
Using flashcards: (new colour vocabularypink and brown)
• Teacher shows the picture of Dizzy and asks, “
(Repeat with mummy and daddy.)
What colour is Dizzy?
”
• Teacher teaches two colours, pink and brown.
• Teacher says word and then, “ Everybody 1, 2, 3” . Children repeat.
• Chant for new vocabulary

Short game: (Chant for game- appendix)
• Teacher sticks flashcards of mummy, daddy, Dizzy and smiley faces on the board. Teacher says a colour (blue, red, green, yellow, brown, or pink) and invites individuals to the board to show a picture that has that colour in it.
Workbook activity: (chant for book time activity)
• Teacher says, “
(Ex:
Open your books”.
Teacher gives instructions and asks questions relating to the page.
Show me a brown crayon, Point to mummy, Is mummy happy or sad? Draw a sad mouth on Mummy in brown) .
• Teacher asks, “ Who is finished ?”

Review: vocabularyhappy, sad, mummy, daddy, Dizzy , and grandma
• Teacher asks each student if they are answers either I’m happy or I’m sad . happy or sad today. Student
Game: (chant)
“Witch’s hat”
• Teacher has a witch’s hat with game cards.
• Teacher goes to each student and says, “ Close your eyes”. chooses a card while closing his/her eyes.
Student
• The child shows the card to the class and the student must say which family member is in the picture and their feeling. (Ex: Mommy’s sad)
2 nd part
• After each student picked a card, teacher asks who has each card.
(Ex: “ Who has ‘grandma’s happy’?” )
• The student who has the card comes to the front of the class and places it under the happy or sad flashcard.

Body:
Use of flashcards for new vocabulary: ( brother, sister, baby )
• Teacher says each word on its own while showing the flashcard.
• Students repeat each word after teacher in unison and individually.
Role-play Activity:
• Children dress up as Mummy, Daddy, Grandma, sister, brother, and baby.
• The students who are dressed up stand in front of the class.
• Teacher plays “happy song”. Teacher tells the student when the music stops she will say a name of a person from the family and that person has to clap their hands.

• New vocabulary wordmad
• Song- “If you’re happy and you know it”
• Worksheet- Match family members to the correct feeling.
• Plasticine- Shaping plasticine into a smile, frown or mad face according to the vocabulary word said by the teacher. Music was incorporated.
• Witch’s hat game- New cards were added to the family/feelings card game.
• The word family and grandfather (easy for them) were taught.
• Dizzy’s family tree- Each student received pictures of each member in
Dizzy’s family and a green and brown cut out tree. Students were told to find each family member and glue it to the correct coloured circle on the tree.
• My family tree- Each student created his own family tree with real or drawn pictures. Students follow instructions of teacher (Ex: “ Put grandmother on the red happy face ”).

• Story with Puppets- “Goldilocks and the Three Bears”.
After learning three new toys (bear, ball, and car) students will be taught the story with review of Mummy,
Daddy, baby, hot, cold, small, big, happy, sad, mad, chair, and bed).
• Worksheet- Matching size of object (chair, bed) to the correct family member (Mummy, Daddy, and baby bear).

• It takes a very long time to complete a Unit:
 Only meet once a week for 45 min. (really only 30 min). This is the only time they are exposed to English.
 Students need a lot of repetition in order to absorb new material.
 Students need constant review and assessment of old vocabulary.
• Barely anywhere to hang anything.
• students come late to class.
• There are many interruptions during the lesson and it is very difficult to regain their attention.