I thought this might be useful to a lot of teachers. There is also a worksheet for students to label . This is suitable all age groups, but if you're working with younger students I recommend teaching three to four new words at a time and doing lots of reinforcement actives for each new vocabulary.
0 Comments
First, teach the PowerPoint. Next play the game. (Download game cards.) You will need at least 10 items for the students to touch. (For low level students, make sure to choose items they know or teach the names of the items you will use before this lesson.) Game rules: 1.Make teams 2.Team one takes a card (2, 3, and so on) 3.The team picks an item from the table 4.They say the words. (Low level: "It's soft. It's smooth." Middle level: "The doll is soft. The sandpaper is rough." High level: use a regular deck of cards for points. Write the vocabulary words on the board and have the student select an item blindfolded. Depending on how high they can either tell what the item feels like blindfolded or take off the blindfold.) 5.If the item matches the card the team gets the points. (High level: if the team speaks correctly they get the points on the card. For adults they get to keep the card for a poker hand.) 6.If a team gets a joker they can switch switch points/cards. (This is an equalizer. It means any team can win which encourages students of all abilities to participate.)
This review goes along with Smart English starter units 1-4. Grammar: this/that Yes, it is./ No, it isn't. It's a _____ Vocab: Ball, car, kite, balloon, chair, desk, board, computer Phonics review: g, b, c, d, e, i Don't be fooled by the simplicity of this story. The content covers irregular verbs, explaining what happened, when and where. You've also got articles that and those. Finally, the text demonstrates how to draw conclusions. (Some one who steals is a thief. Someone who teaches is a teacher and so on.) Ways I have used this:
ride a skateboard watch movies play drums dance practice martial arts practice Judo These coincide with New World 2 book. Overall, I would not recommend this series. New Word is all over the place. One page presented continuous tense,( He is riding a skateboard.) pairing nouns with verbs (play baseball, go to the movies, go swimming, do homework, watch a movie, etc.) and using hobbies to describe people plus comparisons (John likes skate boarding but doesn't like fishing.) Just remembering makes my head hurt. While New World is really inappropriate for elementary students (the publisher recommends this for middle school to university) , high level students can be kept busy answering all the questions, while the teacher monitors them. I'm not a fan of "teaching" this way.
Bingo is for building vocabulary. Instead making the cards, have the students fill in the blank cards. They can draw or writing. Writing helps with reading while drawing pictures can help students recognize sounds and build vocabulary. It also works really well to let students take turns calling the words (as apposed to the teacher.) This sandwiches speaking, matching, listening and memory into one reinforcement activity. You can use these with the Super Bingo I posted here and here or you own bingo vocabulary.
This is a pretty straight forward lesson about chocolate with a making activity that's very affordable. I find that hands one really reinforces language, but you don't have to do the activity in order to use this lesson. Here is a random link to supplies on Gmarket (South Korea). If the link doesn't look go to All Categories, Food, Processed Foods, DYI, DYI choclolate and you'll find everything you need cheap. The review at the end are pictures covered by rectangles. This is what I like to call stacked review. In order to see the picture, they take turns telling which box to click: rectangle a, rectangle b (and so on) reviewing alphabet and shape. I usually let the students chose between "click" or "guess". If they guess, they can't choose a rectangle. Some of this might seem too simple, but most classes have students of varying ability. Sometimes, that difference can be very extreme, so I always try vary the difficulty throughout the lesson so that everyone can participate. Plus, easy questions have an added bonus of building confidence in more advanced students. Please note that the bullet points are sample answers from lowest to highest. The scoring system is based on the teacher's judgement. (Low, medium,high) At our center teachers also consider not only the individual answers, but the collective group as "low" to "high" is a relative measurement, intended to group students with peers of similar preexisting English knowledge. 3rd and 4th grade elementary low to high (5th and 6th low)
5th and 6th grade medium to high
Today we're going to take a look at a ppt that my coworker from Canad downloaded from waygook.org. Below I've converted an example PPT to flash using iSpring. I highly recommend both the free and pro versions as ppt animations tend to get bugs from one computer to the next and this prevents technical issues. In this case, I've used iSpring to make it easy for readers to compare. So, first please take a look at the ppt. The target age group of students is 3rd to 4th grade elementary. What it is 1. It is simple. 2. It demonstrates sentence structures. 3. It is somewhat progressive. 4. It is somewhat repetitive, which gives students an opportunity to practice. 5. It focuses on eight vocabulary words( nine if you include hobby.) 6. It reinforces student's previously learned knowledge. What it is notIt is not a stand alone lesson 1. Do students know "hobby?" 2. Do students know hobby vocabulary? 3. Do students understand pronouns? (his, her, their) 4. Do students know about the "ing" ending of verbs? 5. Do students know when to use playing and when not to? (playing the piano, but not playing the skating.) 6. Do students know when to use articles (a/the) 7. Do students understand sentence construction when the noun takes the plural form. (riding a bike/ riding bicycles) 8. Can students form an answer from the question? All my questions above were formed from the content this lesson presented. Often, what seems simple to a native speaker is actually quite complex for learners of a second language. A good rule of thumb, is make it simple, then make it simpler and then simplify it again. It is also helpful to present certain grammar elements (His hobby is playing the guitar vs His hobby is running) as information packets. (i.e. vocabulary to remember) Some teachers are afraid of making a lesson that is too easy and running out of content before class time is up. However, it's not really an issue and I'll show why and how in the example below Reconstructing a lessonThe ideal lesson is progressive. It breaks down very complex things into simple, easily understood elements and builds toward your final goal. In this case, sentence construction. Keep in mind, grammar should be avoided until the learner (whether adult or child) is familiar enough with the construction to be able to talk about it's parts. Steps:
On the white board/ Chalkboard 1. Use equalizer games for the activity. 2. For lowest level students you may need to draw lines on the white board/ chalkboard for each word in the sentence and let students guess what word goes where. 3. For higher level students, brain storm (or write) more hobby vocabulary. You can drop the ing ending and have them construct the sentence with it. . You can also present plural forms.
|
Donate
Archives
March 2016
Categories
All
|