ENGLISH WEEK
Proyecto:
INSTITUTIONAL PROJECT – ENGLISH WEEK 2026
COLEGIO FINLANDÉS JUAN PABLO II
🎬 “DISNEY MAGIC: LIGHTS, CAMERA, ENGLISH!” ✨
1. PROJECT IDENTIFICATION
Project name: English Week 2026
Main theme: Disney Magic: Lights, Camera, English!
Institution: Colegio Finlandés Juan Pablo II
Responsible area: English – Foreign Languages
Participants: Students from Preschool to 11th Grade
Presentation dates: From August 26th to September 2nd, 2026, according to the institutional schedule.
Modality: Face-to-face, artistic, cultural, communicative, and interdisciplinary.
Main product: Theater performances, songs, and choreographies in English inspired by Disney movies, characters, and songs, as well as related children’s and youth film productions.
2. INTRODUCTION
The English Week at Colegio Finlandés Juan Pablo II is an institutional experience designed to strengthen English learning through authentic, creative, and meaningful communicative situations.
For this edition, the school will be transformed into a large movie stage under the theme:
🎥 “DISNEY MAGIC: LIGHTS, CAMERA, ENGLISH!”
Movies, characters, songs, emotions, and messages from children’s and youth cinema will become the starting point for each class to prepare an English performance that combines acting, dancing, music, pronunciation, body expression, teamwork, and creativity.
From Preschool to 11th Grade, each class will have an assigned movie or production and will prepare an artistic presentation according to the institutional schedule.
The project seeks to take English beyond the classroom and turn it into a tool to communicate, interpret, sing, act, create, and share.
3. RATIONALE
Learning a foreign language becomes more meaningful when students have real opportunities to use it.
Music and cinema offer especially valuable contexts for learning English because they allow students to connect:
- vocabulary;
- pronunciation;
- listening comprehension;
- oral expression;
- emotions;
- movement;
- acting;
- cultural elements;
- social interaction.
The movie theme also provides a strong element of motivation, since students are familiar with characters, stories, and songs that are close to their interests.
English Week aims to use this motivation to strengthen communicative skills while also developing values such as discipline, responsibility, respect, cooperation, and perseverance.
Each performance requires preparation, commitment, rehearsals, costume organization, memorization of expressions, group coordination, and teamwork. For this reason, the artistic experience also becomes an opportunity for integral education.
4. GENERAL OBJECTIVE
To strengthen the English communicative skills of the students at Colegio Finlandés Juan Pablo II through artistic, musical, and theatrical experiences inspired by movies and songs from children’s and youth cinema, promoting creativity, motivation, discipline, and collaborative work.
5. SPECIFIC OBJECTIVES
- To promote the use of English in contexts beyond the traditional classroom.
- To strengthen listening, speaking, reading, and pronunciation skills.
- To increase students’ confidence when speaking in front of an audience.
- To use songs and movie scenes as tools for learning vocabulary and language structures.
- To improve listening comprehension through songs in English.
- To stimulate body, musical, and artistic expression.
- To promote discipline during preparation and rehearsal processes.
- To strengthen teamwork and responsibility.
- To integrate Preschool, Primary, and Secondary students through a common institutional experience.
- To develop creativity through costumes, scenery, acting, and choreography.
- To recognize the effort and participation of each class.
- To strengthen students’ motivation toward continuous English learning.
6. FUNDAMENTAL PRINCIPLES
🎯 Motivation
Movies, music, and characters work as motivational elements that make the language more attractive and meaningful for students.
The experience should encourage the following attitudes:
I want to participate.
I want to understand.
I want to speak English.
🎓 Discipline
Each performance requires individual and collective responsibility.
Students must:
- attend rehearsals on time;
- learn their assigned parts;
- follow instructions;
- take care of materials;
- respect performance times;
- behave appropriately;
- comply with the established costume guidelines;
- respect the work of other classes.
Discipline will be understood as a tool that transforms talent and creativity into quality results.
🗣️ Communication
The main purpose is not simply to represent a movie, but to use English.
Each class should include, according to its language level:
- greetings;
- introductions;
- vocabulary;
- short dialogues;
- expressions;
- songs;
- narration;
- descriptions;
- spoken interaction.
🎭 Artistic Expression
Theater, dance, music, and body expression become pedagogical resources that support language acquisition and confidence.
7. METHODOLOGY
English Week will be developed through an experiential learning methodology and performance-based learning.
Each class will have an assigned movie, song, or story.
The process includes:
1. Contextualization 🎬
Students learn about the movie, its characters, its central message, and relevant vocabulary.
2. Listening 🎧
Students listen to and work with the assigned song in order to identify words, expressions, and pronunciation.
3. Vocabulary 📚
Key expressions and vocabulary are selected according to each grade level.
4. Pronunciation 🗣️
Students practice sounds, phrases, and songs.
5. Acting 🎭
Selected students develop characters and short scenes.
6. Dance 💃
The class prepares a choreography connected to the assigned song.
7. Rehearsal 🎬
Acting, music, body expression, and stage movement are integrated.
8. Final Performance 🌟
Each class presents its final product to the school community.
8. STRUCTURE OF EACH PRESENTATION
Each class may follow this structure:
🎬 Opening
A short introduction of the grade and the movie.
Example:
“Good morning! We are students from Fourth Grade A. Today we present Encanto. Welcome to our magical story!”
🎭 Short Scene
A brief scene performed in English.
🎵 Song
Performance or interpretation of the selected song.
💃 Dance
Group choreography.
✨ Closing Message
A short sentence related to the main message of the movie.
Example:
“Family makes us stronger.”
9. ORGANIZATION BY SCHOOL LEVEL
🧸 PRESCHOOL
Preschool activities will focus mainly on:
- songs;
- simple vocabulary;
- movement;
- repetition;
- dramatization;
- colors;
- characters;
- emotions;
- short expressions.
Oral participation will be adapted to the students’ age and developmental level.
🌈 PRIMARY SCHOOL
Students will work on:
- contextualized vocabulary;
- short dialogues;
- simple narration;
- songs;
- pronunciation;
- acting;
- choreography;
- body expression.
🎓 SECONDARY SCHOOL
Secondary students will be expected to show a higher level of autonomy and oral production.
Activities will include:
- opening presentations;
- dialogues;
- character interpretation;
- narration;
- pronunciation;
- acting;
- stage expression;
- choreography;
- final messages in English.
10. INSTITUTIONAL SCHEDULE
The following schedule is organized according to the English Week planning table.
|
GRADO |
FECHA |
FILM |
LINK CANCIÓN |
|
PJ |
VIERNES 28 |
The house of mickey mouse in english |
|
|
JA |
JUEVES 27 |
A little crazy- The movie “Coco”- |
|
|
TRA |
JUEVES 27 |
Inside Out |
|
|
1A |
JUEVES 03 |
Toy story 5 |
|
|
1B |
JUEVES 03 |
Zootopia 2 |
|
|
2A |
LUNES 31 |
Peach Mario Bross a serenad for frienship |
|
|
2B |
VIERNES 28 |
Lilo & Stich The flower necklace |
|
|
3A |
MARTES 01 |
My friend the dinosaur |
1. https://www.youtube.com/watch?v=LK3C9IytrLI , 2. https://www.youtube.com/watch?v=fVtGLL9qXME , 3. https://www.youtube.com/watch?v=Sh1ZeWhAtRI |
|
3B |
MARTES 01 |
The turning Red |
|
|
3C |
MARTES 01 |
Kung fu panda 1 |
|
|
4A |
VIERNES 28 |
Encanto |
|
|
4B |
JUEVES 03 |
Moana 1 |
|
|
4C |
VIERNES 28 |
Moana 2 |
|
|
5A |
LUNES 31 |
Tangled I See the Light |
|
|
5B |
LUNES 31 |
Toy Story You’ve Got a Friend in Me |
|
|
5C |
LUNES 31 |
Rio – Hot Wings (I Wanna Party) |
|
|
6A |
MIERCOLES 02 |
Zootopia – Try Everything |
|
|
6B |
MIERCOLES 26 |
Frozen – Do You Want to Build a Snowman? |
|
|
6C |
MIERCOLES 02 |
Lilo & Stitch – Hawaiian Roller Coaster Ride |
|
|
7A |
JUEVES 27 |
Lilo & Stitch |
|
|
7B |
JUEVES 27 |
The Jungle Book |
|
|
8A |
VIERNES 28 |
Inside out 2 |
|
|
8B |
LUNES 31 |
Inside out 2 |
|
|
9A |
MIERCOLES 26 |
We don’t talk about Bruno |
|
|
9B |
MARTES 01 |
We don’t talk about Bruno |
|
|
10A |
JUEVES 27 |
Until the night falls |
|
|
10B |
VIERNES 28 |
It’s going down |
|
|
11A |
LUNES 31 |
*Cruisin for bruisin * |
|
|
11B |
MARTES 01 |
*Cruisin for bruisin * |
11. COSTUME ORGANIZATION
Costumes should be simple and should prioritize clothing and accessories already available at home.
General Guidelines
- Avoid unnecessary expenses for families.
- Reuse clothing and materials whenever possible.
- Use colors connected to each movie.
- Students playing specific characters may use more detailed characterization.
- Other students may use coordinated clothing based on class guidelines.
12. COSTUMES ACCORDING TO THE SCHEDULE
PJ – Mickey Mouse
Accessories related to Mickey Mouse and his universe.
JA – Coco
Accessories inspired by the movie and traditional cultural elements.
Transition – Inside Out
Students playing main characters may dress accordingly. The rest of the group may wear black pants and red, yellow, blue, or green T-shirts.
1A – Toy Story
Accessories related to the characters.
1B – Zootopia
Animal-themed accessories and elements related to the characters.
2A – Mario
Costumes or accessories related to Mario characters.
2B – Lilo & Stitch
Tropical clothing and Hawaiian accessories.
3A – Dinosaurs
Selected students may be dressed as dinosaurs, while the rest of the group may wear black pants and colored T-shirts.
3B – Turning Red
Main character costumes and red or orange clothing.
3C – Kung Fu Panda
Animal characterization with red, yellow, or orange colors.
4A – Encanto
Students may represent the main characters. Other students can use elements inspired by Colombian culture.
4B and 4C – Moana
Main movie characters and coordinated outfits using black pants and blue T-shirts.
5A – Tangled
Character costumes and purple or blue tones.
5B – Toy Story
Character costumes; other students may wear jeans, white T-shirts, and cowboy hats.
5C – Rio
Clothing inspired by the movie, using jeans, blue T-shirts, and tropical accessories.
6A – Zootopia
Character costumes or clothing with accessories inspired by the movie.
6B – Frozen
Character costumes; other students may use black pants and light blue T-shirts.
6C – Lilo & Stitch
Tropical clothing, jeans, T-shirts, and Hawaiian accessories.
7A – Lilo & Stitch
Character costumes and Hawaiian-style clothing.
7B – The Jungle Book
Character costumes; other students may wear dark clothing and jungle-inspired accessories.
8A and 8B – Inside Out 2
Jeans and T-shirts or sweatshirts in colors connected to the emotions and characters.
9A and 9B – Encanto
Jeans and T-shirts or sweatshirts in colors related to the movie.
10A, 10B, 11A, and 11B
Jeans with T-shirts, sweatshirts, or accessories related to the assigned production.
13. SPECIAL MATERIALS
According to the schedule, some suggested materials include:
- 🗺️ PJ: map.
- 🌼 JA: family photographs and flowers.
- 🌺 2B: Hawaiian necklaces.
- 🤠 5B: cowboy hats.
- 🌺 5C: Hawaiian necklaces.
- 🌺 6C: Hawaiian necklaces.
- 🎭 Simple accessories and stage materials according to each performance.
Materials should prioritize reuse, creativity, and affordability.
14. COMPLEMENTARY ENGLISH WEEK ACTIVITIES
In addition to the main performances, the school may organize:
🎬 Disney Movie Quotes
Famous English quotes displayed around the school.
📸 Disney Photo Spots
Decorated areas for photographs.
🏰 Disney Hallway
Hallways decorated with movies and characters.
🎵 Disney Music Time
English songs played at selected times during the school day.
🗣️ Phrase of the Day
A daily English expression for the whole school community.
🧠 Disney Trivia
Questions about movies, characters, songs, and stories.
🎟️ English Passport
Students receive stamps for participating in different English Week activities.
👑 Character Day
A special moment to recognize the characters represented throughout the week.
15. SCHOOL DECORATION
Different school areas may be organized as follows:
🎬 MAIN ENTRANCE
WELCOME TO ENGLISH WEEK
🏰 MAIN STAGE
DISNEY MAGIC: LIGHTS, CAMERA, ENGLISH!
🌟 HALLWAYS
Stars featuring students’ names, movie titles, and English phrases.
🎞️ BULLETIN BOARD
Movie-theater style decoration:
NOW SHOWING AT COLEGIO FINLANDÉS
16. RESPONSIBILITIES OF ENGLISH TEACHERS
English teachers will:
- guide pronunciation;
- select appropriate expressions for each level;
- prepare short dialogues;
- support song learning;
- organize rehearsals;
- guide acting activities;
- encourage participation;
- monitor the schedule;
- communicate costume and material needs in advance;
- ensure that each activity has a clear pedagogical purpose and is not only artistic.
17. STUDENT RESPONSIBILITIES
Each student should:
- participate actively;
- learn assigned lines or actions;
- attend rehearsals;
- follow instructions;
- respect classmates;
- use materials responsibly;
- comply with costume agreements;
- practice pronunciation;
- demonstrate discipline during rehearsals and performances.
18. FAMILY PARTICIPATION
Families may support the project by:
- helping students practice songs;
- preparing simple accessories;
- organizing costumes;
- reusing materials available at home;
- motivating students to participate;
- respecting deadlines and commitments.
The school will especially encourage families to avoid unnecessary purchases and to use materials already available whenever possible.
19. ASSESSMENT CRITERIA
Each performance may be assessed using the following criteria:
|
Criterion |
Percentage |
|
🗣️ Use of English |
20% |
|
🎧 Pronunciation and clarity |
20% |
|
🎭 Artistic and stage expression |
15% |
|
💃 Coordination and preparation |
15% |
|
🎨 Creativity |
10% |
|
🤝 Teamwork |
10% |
|
🎓 Discipline and commitment |
10% |
|
TOTAL |
100% |
20. RECOGNITIONS
The school may present awards such as:
🏆 Best English Performance
🎭 Best Acting
💃 Best Choreography
🗣️ Best Pronunciation
🎨 Most Creative Performance
👗 Best Characterization
🤝 Best Teamwork
🎓 Best Discipline
🌟 Most Enthusiastic Group
🏰 Best Disney Experience
These recognitions are intended to celebrate different talents and avoid focusing only on one overall winner.
21. EXPECTED OUTCOMES
At the end of English Week, the school expects to observe:
- greater motivation toward English learning;
- improved pronunciation and listening comprehension;
- increased confidence when speaking in front of others;
- vocabulary development;
- integration of English, music, dance, and theater;
- stronger discipline;
- greater responsibility;
- improved teamwork;
- active participation across all school levels;
- family involvement;
- stronger school identity and sense of belonging;
- consolidation of English Week as one of the school’s representative pedagogical experiences.
22. OPENING MESSAGE
Welcome to the English Week of Colegio Finlandés Juan Pablo II!
This year, movies, music, imagination, and English come together to create a magical learning experience.
For a few days, our classrooms become stages, our students become characters, and English becomes the language that connects every story.
Get ready to sing, dance, act, learn, and dream!
🎬 Lights!
📢 Camera!
🗣️ English!
✨ WELCOME TO ENGLISH WEEK
🏰 DISNEY MAGIC: LIGHTS, CAMERA, ENGLISH!