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Classroom EnglishA Workbook for Future Korean Elementary School

Teachers

Fall 2016

Name:

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Major:

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Instructor:

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mreader.org:

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ID:

dnue-

Password:

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Introduction Welcome to Classroom EnglishThe goals for this course are for you to improve your:• awarenessofclassroomEnglish(vs.conversationEnglish)• confidenceasateacher• abilitytouseANDlistentoEnglish• confidenceinusingbasiccommunicativeEnglish

영어 수업은 될 수 있으면 영어로 지도하는 것이 바람직하다. TEE(Teaching English in English)는 학생들에게 영어에 대한 노출을 될 수 있는 대로 확대하고, 영어가 의시소통의 도구로 쓰이고 있다는 점을 확인시켜 준다는 점에서 많은 장점이 있다. 또한, 멀티미디어 자료 등초등학생들의 홍미를 이끌어 낼 수 있는 다양한 교수 . 학습 방법을 적용하도록 해야 한다.

TEE

During this course, you’ll get the opportunity to micro-teach, that is, teach your classmates a young learner (YL) game or activity using vocabulary games, storytelling activities, songs & chants, writing & poetry activi-ties, arts & crafts, and drama & role-play activities. These appear as’student activitiies’ in the course outline below:

Micro-Teaching

Semester ScheduleDate Title Teacher Activities Student Activities HOMEWORK

(& holidays)

1 •CE vs conversation

•ER intro

Icebreaker

– Q’s in a hat

ER level tests

2 •Simple CE Language

•Checklist of target language for grade 3-6 ss

Teacher activity ‘demo’:

Icebreaker activity (for elementary ss)

Show elementary school language table

Individual ss ER plans

Note example lists of target vocab/struc-tures from elementary school units

3 •Typical lesson plan analysis

•Targeting skills separately (Input: reading, listening then output: speaking, writ-ing)

Awareness of focus on target language and as-sessment activities

Write a script based on one of the activi-ties seen in demo

Complete lesson

plan analysis paper in

workbook

4 •Using Demonstration, Ex-ample & VISUALS

Teacher ‘demo’: activ-ity with ss feedback

Write script based on verb chart/rubric and deliver game to class

ER Book 1 Due

5 •Board use & Classroom Or-ganization (includes class-room dynamics & seating arrangements)

Teacher ‘demo’:

Rubric use

S. practice activities

2

The schedule above is intended to help you know what is happening each week. Your instructor will do their best to remind you of important course work, but it is your responsibility to check this schedule and come to class prepared to participate.

Stay Informed

6 •Languagefocusactivi-ties

Use elementary school language table from week 2

S. practice activi-ties

elementary school language exercise: Write an example list/word group for each week

7 •Follow-upactivities 2x Vocabulary review activities ER Book 2 Due

8 • AskingQuestions

• RecognizingQdif-ficulty

• SequencingQ’sHard>easy

Question types (sim-plified) and moving from T>s into L<>t

2x Grammar re-view activities

9 •Teaching&teacherstrategies; how to share YOUR tasks with ss to get ss practicing using English (moving from T>stoL>t)

•Lesson building: easy>challenging; groups>pairs>solo

2x Big Book ac-tivities

10 •Givingfeedback:lis-tening&respondingtoss

Using bullet points on board/screen?

2x Storymaker activities ER Book 3 Due

11 •Paraphrasing&sum-marizing

2x Movement & role-play activi-ties

12 •Craftsintheclass-room

•Howto‘recycle’(re-use)classroommateri-alsthrough before-, core-, and assessment activities

2x Writing & rhyming activi-ties

13 •Finalassignmentpreparation

2x Arts & crafts activities

14 •ER Activities with ER books

2x Songs & chants activities ER Book 4 Due

15 •Coursesurvey&feedback

3

Teaching English in/with EnglishIn this unit you will:• learnabouthiscourse• recognizethedifferencebetweenclassroomEnglishandconversationEnglish• thinkaboutusingvisualsaswellaslanguage• learnhowextensivereading(ER)canhelpyouasanEnglishlearner.

Principle1:To get students doing things with the target language, use materials such as pictures- and/or word-cards.

Principle2:To help students understand, paraphrase and summarize your directions

Principle3:To get students using English, turn statements into questions

REMEMBER: Your goals is not to talk, it’s to get students to talk.

To teach vocabulary/grammar in the TEE classroom, teachers use different methods to help students un-derstand. Using the vocabulary tables in the appendix (at the back of this workbook), complete the following table. Write a different word in each space:

Key Principles

Unit 1

Method VocabularyGrade 3 Grade 4 Grade 5 Grade 6

• Flashcards

• Internet > monitor

• Demonstration

• Realia

• Drawing

• Role-play

• L2 synonyms

• L2 example sen-tence

• L2 explanation

• L1 translation

pineapple

ruler

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Unit 1 TEE: Classroom vs. Conversation English/ER

There are many important differences between conversation English and classroom English. After watching the Prezi, complete the table below:

# Example Classroom English1 uses simpler words

2 Uses less words

3 Uses simpler grammar

4 Doesn’t need polite terms

5 Shouldn’t be rude either!

What I Know About This Class

• My instructor is …

• His/her contact info is …

• Last semester my conversation English grade was good/not so good because…

• To improve my English this semester I will…

• Before each class I should… .

• After each class I should… .

For next class I will: Now I can…

Check HomeworkandLearning

5

For next class, do some research to find and write answers to the following questions;

1. Extensive reading is

2. A graded reader is

3. It is beneficial (good) for …(who)

4. http://tinyurl.com/mres7c8 My Macmillan test result is: (Continue until you fail.)

5. http://tinyurl.com/nukdz2g My Oxford test result is: (highest level passed)

6. http://tinyurl.com/m2en3tv My BlackCat test result is:

MyERplan(to be completed in class with your instructor)# Date Level Books I’d like to read12345678

ER Extensive Reading

Title Level:

Book Series: Penguin/Oxford/ Date: ___/___/20___

What I liked about this book was...

What I learned/thought was...

ER: Book Cards

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http://tinyurl.com/mres7c8

http://tinyurl.com/nukdz2g

http://tinyurl.com/mqxpgxt

Unit 14 ER: Book Cards

Title Level:




Title Level:




Title Level:




7


Title Level:




Title Level:




Title Level:




8



Title Level:




Title Level:





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Using Simple LanguageIn this unit you will:• usesimple,short,precisevocabularyandgrammar• knowhowandwhentousedirectverbsandphrasalverbs• keepinstructionstoaminimum.• begintoconsiderteacherandstudentgoals

How to Play:Teacher Directions: Board Brainstorm

Divide the students into 2 or 3 teams. After you make teams, write your brainstorm topic on the board. Then, sit down in front of the class facing the board. One at a time, students from each team must come up to the board and write a word related to the topic you provide them. Students should not write again until all students on their team have gone. Students receive 1 point for writing a word that no team has written yet, and one point for saying the word they wrote. They should turn and face you, so that they know you hear them. They should always get one point if they speak. Only quiet copiers will get 0 points. Play the game for 2-3 minutes. It will be fast paced, so students will probably run out of new words by that time. Once the game is over, share the totals with the students and name a winner. Then, review word spelling and ask some questions to help students remember or learn some of the more difficult words on the board.

Example Game

Unit 2

1. _______ 2 teams.

2. The topic is “___________”

3. Team one _______ here, team two stand here. _____ in a line. _____ the board.

4. John, Linda, you are first. ___ to the board, _____ a pen, and _____ one word about this.

5. Next, ____ your word to me then ______ at the back of the line.

6. Steven, Joe, you are next. _____ another different word about this.

7. ____ turns writing words like this.

8. Each new related word gets one point. Each word you ____ gets an extra one point.

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Unit 2 Simple Language: Choosing Language Goals

Complete the table below.

Setting GoalsStudentgoals: what students need to do to complete the activity

Teachergoals: the teacher’s reason(s) for doing the activity

Write ‘S’ for student or ‘T’ for teacher beside each ‘goal’ in the following table:# Goal S/T? How do you know?1 review and re-use language taught in a previous lesson

2 write the missing words in a group of sentences

3 understand and follow an instruction

4 raise awareness of the phonology of words

5 each team member says a different word in the word group

6 focus on the spelling of words

7 associate words with actions (Total Physical Response-TPR)

8 practice pronunciation and focus on syllables

9 find pictures which match the words

10 better understand family relationships

_______________ goals … _______________ goals…1. are immediate (short-term) 1. are longer-term2. are said by the teacher 2. are not said by the teacher3. are important to young students 3. are not important to young students4. use simple language 4. use more complex language

Game/Activity Teacher ‘goals’ Student goals (directions)

Crossword Chains

Simon Says

Back Writing

Task

Teacher Goal TEE Student Task

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On the next page, fill out the table. Write examples of vocabulary and grammar that will be taught in each of the units from the elementary school text book. What are the target language goals?

Language Table

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Grade 3 Grade 4 Grade 5 Grade 6

It’samonkey Howoldareyou? It’sunderthetable CanIhavesomewater?

Ilikeapples Whattimeisit? WhereisGyeongbokgung? Myfatherisapilot.

Howmanycows? Howmuchisit? Howaboutplayingbaseball? Whatwillyoudothissum-mer?

Ihavetwopencils Whereistherestroom Doyouwantsomemore? Howwasyourvacation?

Icanswim TodayisWednesday Whatareyoudoing? I’mstrongerthanyou

Canyoujump? Whattimedoyougotobed? Thisisabedroom Willyouhelpmeplease?

Openyourbooks Didyouhaveagoodweek-end?

Whatdidyoudoyesterday? Wouldyouliketocometomyhouse?

Check HomeworkandLearningFor next class I will: Now I can…Complete the grade3-6 language tableFill in any other blanks in unit 2 tables

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Unit 3 A Typical LessonIn this unit, you will:• seeanoverviewofalessonplanfocussedonTargetLanguage• beintroducedtothetypicalstagesofalesson• watchateachingdemonstration• lookatthefourbigskillsoflanguagelearningandwhentotargettheminalesson• completealessonplananalysisforhomework

Takealookatthelessonplanoutlinebelow.Asyoureadit,answerthesequestions:1. What is the language focus of this lesson? What grammar and vocabulary is being re-

viewed?

2. How many stages are there in this lesson?

3. Thinking about the 4 big skills (listening, reading, speaking, writing), in what order do they appear?

Task:SaysentencesaboutdailyroutinePreparation Core Activity Follow Up

Language Goals

Activate previously learnt vocabulary and expres-sions

Practice simple present tense (habitual present)

Oral production of sen-tences from handout

Written productions of Minho sentences

Production of own sen-tences in first person

Activities

Word Grab - Use of pic-tures and word cards to recall vocabulary

Put the word card on the board next to correct time Make a grid on the board and review 3rd person ‘s’

Whole class introduction of activity with teacher led example of sentences

Students work in pairs to make sentences with S1 pointing to a picture and S2 making sentence

Teacher models writing sentences based on paired speaking activity

Students write sentences

Students play sentence race

Students write own own sentences for homework

*This is a review lesson. Student have already been introduced to the language.

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Unit 3 A Typical Lesson: Stages and Skills

ThreeStages,OneTargetLanguageYour students will need clear language goals each lesson. Each lesson should focus on just enough specific target language that students can achieve these language goals. A typical way to do this is to think of a lesson as having a beginning, a middle, and an end! Look at the previous page. What are these stages called?

Beginning:__________________Middle:__________________End:__________________

In each of these stages, the same language is used. Each lesson focuses on just one set of target language

4BigSkillsIn the analysis of the the lesson plan on the previous page, we saw that listening and reading came first and speaking and writing came later in the lesson.

Thebigskillscanbethoughtofintwoways:

Input:Listening & Reading - Receiving the language is considered easier, especially listening.

Output:Speaking & Writing - Production is more diffuclt and requires more effort from the stu-dent.

Whenyouareplanningyourlessons,youshouldthinkabout:• what skills your activities require of the students• the sequence of activities • how each activity leads to the next

Strategy

When you are introducing or reviewing vocabulary and other language, one strategy you can use to help your students is to give them lots of visual imput that matches the target language. Some possible methods of imput are:• flashcards• photos• webbasedpicturesontheTVormonitor• realia• drawings

UsingVisualMaterialstoSupportLanguage

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Unit 3 A Typical Lesson: Teaching Demonstration

Now, you will see a teaching demonstration. In this demonstration, you will partici-pate in the three stages of example lesson plan above.

Usethesepicturesandmakesentencesaboutdailyroutine.Step 1

Step 2 WritesentencesusingthepicturesinStep1.

Work with a partner. One student points to a picture. The other student says a sentence about the daily routine.

1. 2.

Goals Whataretheteacher’sgoalsforthislesson.

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Unit 3 Typical Lesson Plan: Script Writing

In pairs, write a short script for one of last week’s games (Crossword Chains, Simon Says, or Back Writing).



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Unit 4 Show & Tell

In this unit, you will:• learnhowtoshowasyoutell• useexamplesanddemonstration• practicerecyclinglanguagethroughoutyourlesson• seehowgesturesimprovestudentcomprehension• gettoevaluateyourinstructor’steachingbasedonarubric.

Intro

__ Game name

Language (Simple, Easy, Direct)

__ Short Sentences

__ Basic Grammar

__ Simple Vocabulary

__ Speaking slowly & clearly & loudly

Gesture, Examples, Demonstration

__ Gesture match expressions

__ Example language

__ Examples show expected actions

__ Demonstration uses students

O Great! / Mostly X Not good!

ReviewtheRubricStep 1Let’s look at the rubric. The rubric will guide you as you plan to teach. For this ru-bric, we are focusing on simple,direct language and showing what we are telling.

WatchtheTeachingDemonstrationStep 2You instructor will now show you a teaching demonstration. As you watch, consider:• thegestureshe/sheuseswhileteaching• languageusedbeforegivinganexample• modelingthatshowsyouexactlywhatyouwilldoasthestudent• howusingstudentshelpsyoucomprehendthedirections.

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Unit 4 Show&Tell:Demonstration

Function Language

Introduction Let’s play a quick game to warm up.

It’s called Mastermind. (on B)

Organization This is a whole class activity.

Please open your book to a blank page. Please take out a pencil.

Directions Listen carefully while I explain the rules.

I have a 4 letter word in my mind and I want you to find it and tell me the word.

You say other 4 letter words. Say many 4 letter words.

Modeling For example, my word is ‘stop.’ You say ‘shop.’ (on B) I will say 3. (on B) Why?

OK, you say ‘post.’ (on B)

What number do I say?

Winner The winner is the student who gets the word first.

Mastermind

3 in 1

Function Language

Introduction Hi students!

Now, let’s do an activity. Together you will make sentences.

Organization This is a whole class activity. BUT, you must work together.

I will give each of you 1 piece of a sentence.

Directions with:ModelingExample LangModeling

Each sentence has three pieces

For example, my sentence is “I like to ride by bicycle in the rain.” (OB)

One piece is “I like to” Another piece is “ride my bicycle” The last piece is “in the rain”.

You find your sentence partners.

When you are finished, write your sentence on the board next to a number. Then go sit down with your sentence partners.

Student Demo I will show you an example before we start.

Can I have 4 volunteers (Key expression) OK, great. Thank you!

I give each of you one piece.

WHEN I SAY GO, find your sentence partners.

Then write your sentence on the board. Then sit down.

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Unit 4 ClassroomOrganization:DemonstrationGames

WriteaScriptStep 3In our last class, you wrote a script for one of the three activities I demonstrated. Today, you will use the script you wrote and rewrite it adding examples, modeling and a student demonstration.



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Unit 5 Classroom Organization

In this unit, you will:• usethemainverbforgivingyourinstructions• seehowtherubricguidesyourpreparation• considerboardusemethods

Forthefollowingactivityscript,thinkabouthowtogroupstudents,wheretheywillsit,theordertheywillparticipate,andanymaterialstheymightneed.Makesureyourstudentsarepreparedtocompletethetasksuccessfully.

Hot Seat

5-9 개의 미리배운 단어를 준비하고 칠판에 점수표를 그린다.

학생들을 두팀으로 나누고 의자 두개를 칠판에 등지고 둔다.

각팀에서 학생한명씩을 뽑아 hot seat 에 앉히고 그 두학생들은 볼수없게 칠판에 미리준비한 단어를 쓴다.

선생님이 “ Go” 라하면 각팀은 hot seat 의 학생들이 그 단어를 먼저 맞추도록 노력한다. 이때 팀원들은 스펠링에 관한 힌트는 불수없다.

먼저 단어를 맞춘 팀이 점수를 딴다.

그리고 나서 다른 학생들으 hot seat 에 앉히고 다시 반복해서 경기를 한다.

만약 적절한 시간내에 두학생다 답을 맞추지 못하면hot seat 에 앉은 학생들을 그대로 두고 단어를 바꾼다. 더 많은 점수를 딴 팀이 이긴다.

ClassroomHow would you seat the students?

Draw it below.

BoardHow would you organize the board?

Write it below

__________

(Board)

What materials will YOU need?

What materials will YOUR STUDENTS need?

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Unit 5 ClassroomOrganization:DemonstrationGames

Now, you will create teaching scripts for the following activities. There are four games. Each group should pick one and prepare to teach it. Use the rubric below to guide your preparation. You should also nominate one member from your group to be the teacher.

ReviewtheRubricStep 1

Step 2 PickYourGameandDrawYourClassroom

Before you plan any activity, you should first know what’s expected of you. Check the rubric. If you have any question, please ask. You will use this rubric to prepare and to evaluate the other groups.

On the next page are 4 games. Pick one. You cannot do the same game as another group. Then, draw the classroom organiza-tion you will need to meet your game goals.

Intro

__ Game nameLanguage (Simple, Easy, Direct)

__ Short Sentences

__ Basic Grammar

__ Simple Vocabulary

__ Speaking slowly & clearly & loudlyGesture, Examples, Modeling


__ Example language

__ Modeling shows expected actionsBoard use/ Classroom Organization

__ Seating matches activity goals

__ Board UseO Great! / Mostly X Not good!

Board

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Unit 5 ClassroomOrganization:FourVocabularyGames

SwatSo easy.....and fun! Put the vocabulary words on the board - randomly written around (not necessarily in rows). 2 students (we like boys vs. girls) each have a fly swatter. Give the definition, OR synonym/antonym, or just say the word. The first student to “swat” the word gets a point for their team. Play until the students lose interest. Keep going through the line. Each student should have a chance to swat as many words as possible. This is a fast game. Students should feel a sense of excitement and competition to ‘swat’ the word first. The team with the highest score wins.

This game has many variations. What rules would you change/add? BE CREATIVE

Survivor SpellingMake a list of around 12 words to be reviewed. Have students stand. Call out a vocabulary word. The first student begins by saying the word and giving the first letter, the second student the second letter of the word, the third student the third letter, and so on until the word is spelled correctly. If somebody makes a mistake they must sit down and the next person starts from the beginning again until the word is spelled correctly. The last student must then pronounce the word correctly and say a sentence with the word to stay stand-ing. The student who is left standing is the “survivor” and wins the game.

Make (5) lists of 5 or 6 words. Next, write one of the lists randomly on the board. Put the students into rows of equal lenth. Give a blank piece of paper to the first student in each row. Ask him/her to write a sentence with one of the words. The rows will race to see which row can use all the words in sentences. The first person chooses their word writes it and then passes the paper back. Each word can only be used once. The farther back the pa-per goes the more difficult it gets because the choices are narrowed. The first row to bring their paper to you and have it checked as correct, wins.

Row Race

Word CubeMake 3 large dice. On two of the dice, write your vocab. review words. On the other, num-bers. Group students into 2 or 3 teams. Write the following ‘code’ on the board: 1= related word; 2= rhyming word; 3= synonym; 4= antonym; 5= sentence; 6= definition Invite one student to toss the 3 dice and read the words and number that comes up on top. Teams must then write 2 related words/synonyms etc (as dictated by dice number) onto a piece of paper and run and give the paper to their teacher. The first team to finish gets 2 points. If the first team is incorrect, the second gets a chance. The team with the highest score wins.

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Unit 5 ClassroomOrganization:Variation

Strategy

There is no reason to keep your students in the same seating arrangement for every class. You can help your students stay focused and interested in your activities and games by considering the following classroom organization strategies:• seatstudentssomovementgamesarefairforeveryone.• Movestudentswhocan’tseetheboardwellclosertothefront.• Changeyourpositionintheclassroom.Don’talwaysteachfromthefront.• Provideenoughspacetoaccomplishthegoalsofthetask.• Arrangetheboardsostudentcaneasilymeetyouractivitygoals.

EffectiveGrouping,Seating,ClassroomOrganization

You can see that there are many ways to organize students in your class. Not all require desks or chairs. You will have a chance to teach today. Using the spaces on the right, draw the seating ar-rangements you see today.

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Verb Example 1 Example 2bring …the cards here. … your reading books tomorrow.checkclap xclose comecopydofindgetgive outgoline uplook atmakenod xopenpasspick uppoint to/atput down awayraise xshake xsaysit instandstoptaketurn over offwatch outwork outbe Xlistenwritereadhelpdrawshowasksay, speak, tellseeshare

Verbs VerbsforActivity/GameDirections

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SAY_________:

• something (to somebody) e.g. Did you say “can or can’t?”

TELL_________:

• somebody (about something) e.g. Jun-ho, tell us about your picture.”

• somebody (something) e.g. Tell me what the boy in the picture is do-ing.

• somebody to do something e.g. “So-Eun, tell the boys to pay attention.”

Idiomaticuse:Tell the time/ the truth/ a lie/ a story/ the difference.

SPEAK______

• _______ up please!

• Please _______ more clearly.

1. ____ ‘here’ or ‘present’ when I call your name.

2. Speak English. Say ______________________.

3. Don’t _____ too fast.

4. Could you repeat that? Say ________________________.

5. _____ it louder. / Speak ___ please.

6. Repeat after me. Say_________________.

7. What’s this in English? ________________say________________?

8. What? _____________________ say?

9. What goes in this space? Tell ___________________________.

10. Keep your card secret. ________________ tell _______________.

11. Describe your picture. Tell ________________________________.

12. What’s the time? ___________tell _______________

13. What’s the difference? ______________ tell ________________?

14. I’m going to read you a story. _________________ tell _________.

SST FillintheBlanks

Unit 5 SaySpeakTell

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Unit 5 Classroom Organization: Game Script

Step 3 WriteYourScript

Work with your group. Write the script for the game you chose. If you need to create materials, please do so.

Use the rubric above. Take notes on each of the teachers you watch. Be prepared to provide feedback to help them improve their teaching.

Step 4 Evaluate



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Unit 6 Preparation Activities

In this unit, you will:• recognizetheimportanceofpreparinglearnersforcoreactivities• seeandusetypesandexamplesofpreparationactivities

Both games and activities can share the common goal of language review/practice, but games can be morefun for children.

PreparationActivities:Before-ReadingStory

In groups, take one big book and find a group of related words you want to focus your learners on. Choose one preparation activity from below; each group should choose a different activity so tell your teacher as soon as you decide. Be prepared to do this activity with the class.

Divide two A4 sheets into eight pieces each. These will be your dominoes. Using keywords from your story, prepare a list of matching words: one from your story, and the other a matching word using one or more of the following categories:

Ex.) (Words taken from the Mixed-Up Chameleon by Eric Carle)

PLAY! Give an equal number of cards to each player/pair then put one card facing up on the table, and the other cards in facing down in a pile. The first player tries to match one of their cards to the one on the desk. If they make a correct sentence using both words, they put their card down and the next player plays. If they can’t find a matching pair of words and make a correct sentence, he/she must take a domino from the top of the pile. The winner is the first player/pair to have no cards left.

Story Dominoes

Keyword Synonym Antonym Rhyming word

Meronym Hypernym

‘X’ ‘X is similar to Y’ ‘X is the opposite of’ Y’

‘X rhymes with Y’ ‘X is a part of Y’ ‘X is a/an Y’

handsome pretty ugly awesome L Lflamingo L bingo wings bird

fox L L talks fur animal

Show the students pictures or objects of the story’s keywords. Now ask the students to close their eyes, and remove one picture/object. Tell students to open their eyes and name what’s missing.

Memory Game

Show a picture of or an object about a keyword from the story. Make a statement about it. If the state-ment is true, the students repeat it. If it’s not true, they must stay silent.

Repeat if True

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Unit 6 PreparationActivities

Ask students to find the following in their books or textx that you’ve prepared;Scavenger Hunt

Divide the class into 3 teams. Give each team a list of keywords. The goal is for students to draw lines between the words to show as many connections in meaning as they can in two minutes. Encourage them to add other words to expand the word web. When time is up, ask each team in turn

to explain the next team’s word web. Give one point for each correct explanation. Add rules! ex.) Team members cannot speak again until all other team members have spoken.

VARIATION: Instead (or as well as) word connections in meaning, allow semantic relations such as synonyms, antonyms, rhyming words, meronyms, hypernyms (see story dominoes for examples)

Word Webs

A verb (action word) ex.) swim

A past-tense verb ex.) did

An adjective (describing word) ex.) delicious

A sentence with only one word ex.) Really?

Something you can eat ex.) banana

A word ending in –ly ex.) quickly

Two antonyms ex.) tall & short

Two rhyming words ex.) sell & bell

A plural noun ex.) bears

A three-syllable word ex.) monitor

A word with three vowels ex.) resource

A word with an apostrophe ex.) monkey’s

A word with an exclamation mark ex.) Ouch!

This game focuses students on spelling. Choose a keyword but don’t say it. Draw dashes for each letter on the board (like Hangman). In pairs, ask the students to name a word with the same number of let-ters and (you) write it on the board. If none of the letters are the same as your word, write an ‘x’ beside it. Write an ‘o’ for each letter that’s the same as your word but in the wrong place. Write an ‘l’ for each correct letter which is also in the correct place. The student who guesses the word correctly first gets one point. Add rules! ex.) Maximum 3 guesses per pair.

Mastermind 2

Prepare a set of pictures of key moments from your story (like a storyboard) or text then write a letter on each picture and display them on the board using magnets. In groups, students should write down the letters of the pictures in the order they think the story/sequence will happen. While listening, have them check and correct.

Muddle Pictures

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Unit 6

Write your keywords on separate cards. Give each student a card(s). While reading text with your key-words, students should jump up every time they hear their word.

VARIATION: Divide the class into A’s, B’s, and C’s; ask the B’s and C’s to look away while you show two or three word cards to the A group. Do the same for the B’s and C’s with different keywords. As above, students jump up when they hear their word. Ask students to notice what the other groups’ words are.

Jump Up Word Cards

Draw a picture from the story or of your keyword or ask students to draw one. In small groups, ask students to label the picture with as many words as they can while listening as you read text which includes a description of your keywords. If necessary, help students by writing keywords on the board before, while or after reading.

Labeling a Picture

As you read, make some changes to the story/text. Ask students to look at the book’s pictures or pictures on the monitor and put up their hands and tell you when something you said is wrong.

True or False?

Read your story/text with some words missing. Whistle (or make a gesture) instead of saying those miss-ing words. Students must say what the missing word is.

VARIATION 1: Write the missing words on word cards and give one set of word cards to each group. VARIATION 2: Prepare keyword cards, and give two cards to each pair of students. When the student thinks their word is the missing word, they should stand up and say the word out loud.

Whistling Words

PreparationActivitiesStory

In groups, take one big book and find a group of related words you want to focus your learners on. Choose one preparation activity from below; each group should choose a different activity so tell your teacher as soon as you decide. Be prepared to do this activity with the class.

In this space, find another activity that could be use to prepare students for a story/lesson/text .Find More

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Script WriteYourScript

Unit 6 PreparationActivities:Before-Reading



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Unit 7 Follow-Up ActivitiesIn this unit, you will:• learnwhatfollow-upactivitiesareandwhyteachersdothem• seedifferenttypesandexamples

TASK: Say sentences about your weekend

Preparation Core activity Follow-upLanguagelearninggoals

Activate(use) previ-ously learnt words. Practice past forms of verbs.

Oral production of sen-tences from table.

Written production of sen-tences. Composition of own sentences.

Activities Teacher-led: (i) Use of single pictures to prompt recall of words.

(2) Divide board into two and recall/ practice past forms.

(3) Pairs practice with single pictures.

(1)Whole class introduction of table and teacher modelling of sentences.

(2) Pair production of sentences: e.g. S1 points to a box and

S2 says sentence.

(1) Teacher writes key words on board, next to pictures.

(2) Teacher models writing sentence from table.

(3) Students write sentences.

(4) Pair checking of accuracy.

Demandsonlearners

To recall words, or to re-learn.

To understand idea of past events and use of tense to express this.

To recall word and verb forms from preparation stage.

To ‘read’ the table.

Writing in English.

Remembering words and forms from core activity.

Finding words for own activi-ties.

Supportforlearning

Pictures of familiar events.

Teacher modelling of words and forms. Pair work.

Familiar pictures. Addi-tion of dates to table.

Preparation stage practice of forms. Teacher model-ling. Pair work.

Teacher modelling. Key words on board. Teacher feedback while writing. Teacher pro-vides new words for students’ own sentences.

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Unit 7 Follow-Up Activites: Storytelling

Prepare this activity by writing down some keywords and adjectives from the story/text. Write their op-posites. Give a sentence-by-sentence summary of the story or sentences you heard with the keywords. In each & every sentence, change one word to its opposite ex.) love ->hate; King -> Queen. Students listen and try and correct you when they think it’s wrong.

VARIATION: In small groups, give students time to recall the story/text/sentences and think of as many opposites as they can. Award one point for each correct opposite word used. This can be done in writing or orally.

Retell with Opposites

Give a sentence-by-sentence summary of the story/text/sentences using the keywords. In each & every sentence, make a deliberate mistake. Students listen and try to correct the mistakes.

Find the Mistakes

Prepare a set of pictures of key moments in or your lesson and display them on the board using board magnets. Read the story/text/sentences with the students again using the pictures as a memory aid. Ask students to close their eyes then mix up the pictures and remove one. Students must tell you which part is missing and make a sentence about that picture.

Remove the Pictures

Prepare a set of pictures of key moments in the story/text/lesson and write a letter on each picture and put the pictures on the floor. Stand students in a circle around the pictures. Ask a question where the answer starts with one of the picture’s letters. The student who answers correctly chooses another student to stand on that picture and say a few words or sentences about that picture. Continue until all pictures have been described.

Jump on the Pictures

Divide the class into two teams and ask them to stand in two lines at the back of the classroom. Draw a line down the middle of the board. The first student runs to the board and writes the first word of the story/text/sentence and runs to the back of the line. The second student writes the next word. Continue like this. Set a time limit (fixed or when one team has finished). The goal is to write as many correct sentences as possible to retell the story/text/sentence sequence within the time limit.

Growing Story

Summarize the story/text into a number of sentences equal to half the number of students. Cut each sentence into two parts (one part for each student). Give each student one sentence half. Ask them to memorize it and put the paper in their pocket. Now ask everyone to stand up and find their sentence half (without looking at their papers!) tell them to sit down when they’re done. Next, have one pair of students say their sentence out loud and stand at the front of the class. Have another pair read their sentence and stand in front of or behind the other pair according to whether they think there sentence comes before or after that pair’s sentence in your lesson sequence (in the correct order). Continue like this until everyone is standing in the right place.

Half-sentences

35

Unit 7 Follow-Up (& After Reading) Activities

Have students summarize the lesson/text in 4-6 sentences. Ask students to write their sentences into a crossword like this:

H h nT h e r e w a s a m i x e d - u p c h a m e l e o n

a p ts p

yWhen each group is finished, ask them to pass their crossword puzzles to the next group. That group should try to make as many sentences as possible within a set time. The sentences don’t have to be exactly the same as the story’s original sentences. Have students pass their papers back to the original group who should give feedback on their sentences.

Story Crossword

Write the story/text/paragraph with no spaces between words. Give one copy to each pair of students. The first group to say the correct number of words wins. Ex.) onashinyleafsatasmallgreenchameleonit-movedontoabrowntreeandturnedbrownishthenitrestedonaredflowerandturnedreddish etc. VARIATION : Ask students to also tell you the number of sentences. (There will be some dispute here as the above example could be 2 or 3 sentences! Be prepared to discuss answers…)

Run-on Story

1. Make copies of six to eight pictures from the story/text/lesson.

2. Have students put the pictures in order.

3. Students may use the pictures to tell/retell the story/what happened.

Picture Sequence

1. Make copies of a “Comic Strip” for each student.2. After reading a story, students may draw six frames of a comic strip based on the story

they read.3. Encourage students to illustrate 2 frames from the beginning, two from the middle, and

two from the end. a. Optional: Students may use thought bubbles to show what characters are thinking in the comic strip

Comic Strip

1. Cut up pieces of copy paper into eight equal pieces.2. Pass out 6-8 cut-up pieces to a small group of students.3. On each piece of paper, a member from the group must draw a picture from the story/

lesson/text and place it in the bag.4. Once all 6-8 pictures are in the bag, groups may trade bags, order the pictures, and tell/

retell the story.

Book Bags

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1. Pass out “Story Sequence Cards” to each student.

2. Have them draw one picture from the beginning of the story, two from the middle, and one from the end.

3. Below each picture, students should write a one sentence caption.

4. Allow students to switch completed Story Sequence Cards with a partner.

5. Partners will then put each other’s cards in order and read the captions.

Story Sequence Cards

1. On each section of a beach ball, write one of the following words: who,what, where, when, why, or how.

2. After students finish reading a story, toss the ball to a student.

3. Once the student has caught the ball, ask him/her to read the word written in the section that his/her right thumb is on.

4. If the word is WHEN, for example, ask a question that begins with the word WHEN

Beach Ball

Unit 7 Follow-Up (& After Reading) Activites


Work with your group. Write the script for the follow-up activity you chose. If you need to create materials, please do so.

37

Unit 7 Follow-Up Activites: Techniques

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TPR

Concentration

Picture Dictation

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Substitution Tables

Below are 9 techniques you can use to help your students practice and remember what they learn in your lesson. For this activity, you will be assigned on of the techniques. Using your phone, research the techique. You will give a mini demonstration about your techique. Please include an explanation of the technique, WHY you would use it and give a short demonstration.

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Unit 7 Follow-Up Activites: Techniques



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Charades

Odd One Out

Minimal Pairs

Cuisenaire Rods

39

Unit 8 Asking QuestionsIn this unit, you will:• learntorecognizequestiondifficultyforchildrentoanswer• seehowtosequence(order)questionsfromdifficulttoeasy.

Asking questions is on of the most important parts of teaching. As we have discussed many times, getting your students teo talk is a core principle of teaching English. Let’s look at some ways to ask questions.

Look at these 3 example questions.

1. Doyouknowtheword,‘survivor’?

2. Whatis‘survivor’inKorean?

3. Whatistheoppositeof‘survivor’?

Which is the easiest for learners to answer? Which question is the least ‘useful’ to the teacher?

Why ask question1? 2? 3?

Question Difficulty

Question Why?1. check students arelistening2. check students understand3. encourage personalinvolvement/responses.4. turnstatements (listening only)intoquestions (listen AND respond)5. build motivation

Script AddingQuestions:SurvivorSpelling

FYI DoYouUnderstand?

In Unit 5, you wrote a script for Survivor Spelling. Do you remember how this game was played? Now, add questions to the following teaching script. Circle the reason for asking the question (you can circle more than one reason for each Q):

“Doyouunderstand?”,“Haveyougotit?”,and”Anyquestions?”are the most useless questions you can ask. Most students will say yes whether they know or not. Most students don’t want to seem like they can’t understand. They only time to ask these ques-tions is when YOU are certain your students understand.

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Unit 8 Asking Questions: Survivor Spelling

Add Questions

What questions did your classmates ask? Which questions were more effective?

1.

2.

3.

4.

Let’s play a game!

The game is called SURVIVOR SPELLING GAME

Q:__________________________________________________ Reason: 1 / 2 / 3

Everyone stand up!

Q:__________________________________________________ Reason: 1 / 2 / 3

I say a word, for example, ‘review’.

Q:__________________________________________________ Reason: 1 / 2 / 3

Jenny, you’re first. You say, the word, ‘review’ and the first letter, ‘r’.

Good. Joe, you’re next.

Q:__________________________________________________ Reason: 1 / 2 / 3

Ok. Rora, you’re next.

Continue like this.

Good. So Teresa, you said the last letter. Now say the whole word ‘review’ and a sentence using the word, for example, ‘Let’s review the words we learned last class’.

Q:__________________________________________________ Reason: 1 / 2 / 3

Now, let’s try another word, for example, ‘immediately’.

Q:__________________________________________________ Reason: 1 / 2 / 3

Let’s try again but from the other side of the class. Lucy, you’re first!

Q:__________________________________________________ Reason: 1 / 2 / 3

‘i-m-e..’ e, is that the correct spelling? No, then Kelly, you must sit down.

The game continues until there is only one person standing. That person is the ‘survivor’ and the game winner!

Q:__________________________________________________ Reason: 1 / 2 / 3

41

Unit 8 Asking Questions: Sentence Scramble

Consider the questions in the following game. Which are easiest for children to answer? Which are more difficult? Write eforeasy,dfordifficult beside each question.

E or D

1. We’re going to play the ‘Sentence Scramble’ game!What does ‘scramble’ mean in Korean?

Does scramble mean ‘in order’ or mixed up’?

Have you heard of ‘scrambled eggs’?2. We need 5 teams. You are team 1, 2, 3, 4, 5.

Which team are you in Jack?3. I have 5 envelopes. Each envelope has 1 sentence. The words in each sentence are cut

up like this.How many words are there in this sentence on the board?

4. When I say ‘start’, you have 1 minute to take the word cards out of the envelope and make a sentence. After 1 minute I’ll say ‘NEXT’. Move to the next table and do the same. Remember your sentences!

5. After 5 minutes, go back to your seats and sit down.How many minutes for each sentence?

6. I’ll give you one piece of paper. Write at least one sentence each. Give me the paper when you are finished writing. Make sure you write your team name or number on the paper.Christy, what should you do?

Christy, how many sentences should you write?7. The winner is the team with the least mistakes!

Hank, can you tell me in Korean how to play the game?

Hank, does the team with the most mistakes win?

Hank, who wins?

Game QCards

Now, we are going to play a game. Each team will get 5 Q cards. The teacher will read the directions to a game. They will pause where a question should be asked. The first team to ‘buzz in’ will have the opportunity to ask a question. If they ask a good question, they will lose one card. If they ask a poor question, another team will have the chance to ask a question. The team to lose the most question cards will not have to teach the next game.

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Unit 8 Asking Questions: Adding Qs Game

Let’s play a game!

The game is called SWAT

We are going to review synonyms and rhyming words.|

The words on the board have synonyms and rhyming words.

First, make two groups.

Then, stand up and make two rows here.

This is a swatter!

I will say a synonym or rhyming word.

You SWAT the matching word on the board.

At the end you will write sentences with the words.

You will have one minute to make as many sentences as you can.

The first student to swat the correct word gets a point.

Game Pause&Ask



43

Unit 9 StrategiesIn this unit, you will:• seehowtokeepallstudentsactiveandinvolved• developlessonsinsections• providemicro-andmulti-leveltasks• shareteachertaskswithstudents.

Here we›re focusing on keeping all students active throughout the lesson and creating micro-tasks for individual students to do during your class lesson. As you’ve seen in class, you can do this by askingquestionstoindividualss (instead of questions only to the class as a whole) and usingmaterialssuchaswordcardsandpicturecards which can be given to individual (or pairs of) ss so that they have to think for themselves instead of being swept along by the class. Student English ability varies a lot within each class so you should have micro-tasks (tasks for individual ss to do during your lesson) prepared to getbothweakerandstrongerssinterestedandactivelyinvolved.

Focus KeepEveryoneInvolved

TEE ABC or My notes

1. Don’t tell students what they can tell you

2. Students need practice, not you.

3. Motor skills need practice

4. Avoid, ‘Do you understand?’

5. Avoid ‘around the class’

6. Let students self-correct

7. Words are often taught in groups

8. Teach the student, not the book

9. Explain difference of meaning, not meaning

Listen! ThisisImportant

T > s L <> t

44

Unit 9 Strategies: Things to Consider

1. Think: Teachers begin by asking a specific higher-level question about the topic/activity students will be doing. Students «think» about what they know or have learned about the topic for a set amount of time (usually 1-3 minutes).

2. Pair: Pair students. Be sensitive to learners› needs (reading skills, attention skills, language skills) when creating pairs. Students share their ideas & discuss and ask questions with their partner about their thoughts on the topic (2-5 minutes).

3. Share: Once partners have had enough time to share their thoughts discuss them, teachers expand the «share» into a whole-class discussion/activity.

Think-Pair-Share

How? MethodsForGettingStudentsTalking

Strategy GuidelinesforClassroomControl

A) GETTING THE CHILDREN’S ATTENTION

• Establish an attention-getting code, e.g. when you raise your right hand, or clap, or sound a horn, every-one must stop what they are doing and look at you. Do not speak until there is silence.

• Give a short series of action game (or Simon says) type instructions, e.g. Everyone touch your left knee with your right hand. Good. Now close your right eye and stand on your left leg.

B) MAINTAINING A FAIRLY LOW NOISE LEVEL

• Make silence flashcards. These can contain a picture, the word Silence or both picture and word. Such cards can be used by the teacher, or by children when they want to speak, or they feel the noise level is too high.

• Always speak quietly.Do not raise your voice above the noise to get quiet in the room. Instead, make eye contact with noise offenders, or call their names in a normal voice. Children will hear their names even in a noisy room.

• Place a hand gently on a child’s shoulder (culture permitting)

C) CALMING A CLASS DOWN

• Do a relaxation activity and/or play relaxation music:o Children sit with eyes closed and relax, then tense, then relax each

part of the body that you name.o Give instructions for deep breathing.o Play the melting snowman game. The children imagine they are a freezing snowman in the

sun. They gradually melt (relax) as they get warm.

• Have a time-out chair. Any child may be sent to, or may go to, this chair to take time out for one min-ute. While on the chair, he/she is not allowed to communicate or take part in other class activities. The teacher may also sit on this chair to calm down. (Note:This is nota punishment chair.)

• Stop the activity, and introduce a new activity that provides a change of pace or focus.• Ask for complete quiet for two minutes. Get the children to draw the sounds they can hear. After the

period of silence, they may then explain the sounds they have drawn to a partner.

45

Unit 9 Strategies: Methods

In contrast with think-pair-share, this strategy gives students the confidence of working in a larger group before finally working by themselves. This is an especially effective strategy where the final activity involves writing.

Class-Group-Pair-Individual

Your goal is to get students using English, not for you to practice using English. Share your tasks; get ss actively involved! Simple tasks such as writing on the board, clicking the mouse, handing out word/picture cards or papers, pointing to words on the board/screen. All of these simple tasks can be done by individual students. Pick a student who is not listening or misbehaving, or one who has attention problems.

Sharing T-tasks with Students



46


Unit 9 Strategies: Script

47

In this unit, you will:• seetheimportanceoflisteningtoyourstudents• practiceusingeffectiveresponses• considerhowandwhentouseerrorcorrection

The following flowchart will help you decide what to say. Remember, if you correct too much, ss lose motivation.If you correct too little, either you’re not listening to ss or you’re not giving them the chance to learn from their errors.

Error CorrectionFlowchart

Unit 10 Giving Feedback

T: What did the boy do?S: The boy runned to school.T:

Example What’sNext?

48

Unit 10 Giving Feedback: Practice

Correction Method Who Corrects? T: Example/Explanation

Repeat the error The boy RUNNED to school?

Ask student to clarify What did the boy do?

Prompt student to try again The boy…

Teach correct form Not runned. The past tense of run is RAN

Correct for student The boy ran to school, that’s right!

How? WaystoCorrect

T: Are the boys playing?

S: Yes, they play.

T:T: What are they doing?

S: They fight.

T:T: Why is the boy lying down?

S: They are hurt.

T:T: Are they having fun?

S: Yes they are funny!

T:T: Where are they?

S: They are on the park.

T:T: How many are wearing caps?

S: Three are wearing cap.

T:

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Tag Questions



Unit 10

Tag questions are difficult for language learners. In conversation, tag questions make up about 25% of the questions asked by native speakers. 90% of all tag questions are asked in the negative (ex. don’t; isn’t), but the speaker expects a positive response. Careful listening is required to make sure you understand what is being asked.

A tag question begins with a statement. The tag asks for verification of the statement. In most cases, the verification is in the negative, with the meaning of “Is this not true?”

Write five TAG questions you could use in lesson warm-ups or organization.

1.

2.

3.

4.

5.

Tag Questions

50

In this unit, you will:• seewhy,where,andhowlanguagesummariesandre-phrasing(paraphrasing)areused• practiceusingthislanguage

In the TEE classroom, the goal is for the English we use to be understood and used (acted upon) by students. In addition to using simple language, teachers should try to use a variety of words, both vocabulary and grammar, to help students understand and follow directions. In this lesson we will focus on paraphrasing, or saying the same thing using different words, and summariz-ing, or saying the same thing with less words.

Variety SayingitAgain

Unit 11 Paraphrasing & Summarizing

1st 2nd 1st example 2ndexample

1. Long Short What do you call this in English?

What’sthis?

2. Difficult Easy

Circle the odd one out.

Circlethedifferentword

3. Statement

_______.

Question

___________? These two are dif-ferent.

Arethesedifferent?

4. General Specific There are many colors around us.

Whichcolorscanyousee?

5. Group Individual Can you see this picture?

David,canyouseethispicture?

On the following page, you will look at a script for a storytelling lesson plan. You will paraphrase the instructions on the left, by writing a similar expres-sion on the right. You can use questions, synonyms, antonyms, simplified expressions or additional ideas. The goal isn’t to simply repeat yourself. It’s to help ALL your students understand what you say and what they should do!

Twice OneMoreTime

51

Unit 11 Paraphrasing & Summarizing: Who Said Red?

Original teaching script Paraphrased direction/question(has the same function as the original direction/question)

Ok boys and girls. Is everyone listening?

Today we’re going to read a story. It’s story time!

Do you like stories? Lucy, do you enjoy stories?

This story is called, “Who Said Red?” What’s the name of the story Tom?

It’s a story about colors. So there are many colors in this book.

What colors do you know in English? What color is this pen in English?

What is red? (elicit names of things which are red)

Is Kelly’s bag red? Is the sky red?

What is green? (elicit names of things which are green)

x

What is blue? (elicit names of things which are blue)

x

What is yellow? (elicit names of things which are yellow)

x

You know many colors! Good work!

Ok. Now we’re going to read the story together. Everyone, let’s read together.

Listen and repeat after me. (read line by line). I say one line then you say it with me.

Very good!

Let’s look at these words: A cherry, berry, very red.

Say together, “A cherry, berry, very red.”

How red are the cherries? (elicit cherry, berry, very red)

Are they a little red? Are they very red?

That’s right! Cherry, berry, very sound the same, don’t they?

-erry,-erry,-ery.

These words rhyme. (explain) They are called rhyming words. Ball, tall, call are also rhyming words. Can you think of anymore rhyming words?

Now listen carefully. Are you ready?

Work in pairs. Write down the names of things which are purple, brown, pink, orange, black, and white.

For example, for purple, you can write ‘grape’.

Write down as many names as you can. So, with a partner, start writing now!

You have only 5 minutes. Your 5 minutes starts now!

The winning pair gets to choose our next book! x

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Paraphrased direction/question

(has the same function as the original direction/question)

Original teaching script

Is everyone listening?Ok boys and girls.

It’s story time!Today we’re going to read a story.

Lucy, do you enjoy stories?Do you like stories?

What’s the name of the story Tom?This story is called, “It’s not Easy Being a Bunny”

So there are many animals in this book.It’s a story about animals.

What animal is this in English?What animals do you know in English?

What animals live in the forest? (elicit names)

xWhat animals live in trees?

xWhat animals sleep all winter?

xWhat animal smells really bad?

Good work!You know many animals!

Ok. Now we’re going to read the story together.

I say one line then you say it with me.Listen and repeat after me. (read line by line).

Very good!

What is in the pictures?Do you see the pictures on the board?.

You close your eyes and I will remove one.

OK, close your eyes. (remove)

OK, open your eyes. What’s missing?

Let’s do it again. (repeat for all)

Now I will give out the pictures.

You must put them on the board in order.

Now, I will give each group one envelope.

In each envelope are letters that spell an animal.

Write a sentence using the animal you spell.

Write your sentence on the board under the animal.

Ready? Begin

Unit 11 Paraphrasing & Summarizing: Not Easy Being PJ

53

In this unit, you will:• recall‘languageforgames’verbs(unit4)andaddlanguageforcrafts• recognizetheimportanceofdemonstrationwhenusingdifficultlanguage• recognizethelearningvalueofgettingstudentsinvolvedinmakingcrafts

Children learn by doing. When students are making things, they are keen to follow direc-tions, even in English. Language plays a key role though listening to instructions, and asso-ciating the language directly with objects and actions. These objects can then be used as tools for further language use. Making things is also valuable for multi-level classes. Students who can’t follow the instructions in English, can follow visually through teacher demonstration.

Unit 12 Crafts in the Classroom

Language Verbs

copy, blow, color, cut, check, collect, create, display, draw/ sketch, divide, fold, glue/paste/stick, hang, show, join, mix, make, paint, pin, place/put, prepare, re-move, roll, tie, turn, wrap

Mobiles Materials: Coat hangers, string

How to make:

1.

2.

3.

4.

5.

6.

Use verbs from the language table below to write instructions for each of the following crafts. For further help, use the language table with examples below.

54

Unit 12 Crafts in the Classroom: Simple Instructions

Party Cracker Materials: Crepe paper. Cardboard tubes.

How to make:

1.

2.

3.

4.

5.

6.

7.

Finger Puppet(ex. for telling stories)

Materials: Stapler/glue

How to make:

1. 2. 3. 4. 5.

Diorama (ex. for describing a story scene) Materials: Shoe box; String

How to make:

1.

2.

3.

4.

5.

6. Sentence Flap Book Howtomake:

1.

2.

3.

4. 55


Spinner Materials: Pins or paper clips

How to make:

1.

2.

3.

4.

5.

6.

Word Cube

How to make:

1.

2.

3.

4.

5.

Word fans

How to make:1. 2. 3. 4. 5. 6.

7.

8.

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Roll Sentences How to make:

1.

2.

3.

4.

5.

6.

7.

Verb EXAMPLE 1 EXAMPLE 2Copy ex.) Copy the picture on page 10. Copy these words onto your posters.Blow Balloons.Color in … …box (red)Cut out … …edges (of the mask)Check (that) you have … …are colored inCollect all the materials … … Friday.Create models of …using these materialsDisplay …the wall …on this stringDraw/sketch an outline of … around …Divide the paper … …equally like thisFold the card … …dotted line like thisGlue/Paste/Stick …onto your masks the ears on … like thisHang your coat hangers on this string your pictures from your coat hangerIntroduce / Show your book mobile …to the class your ideas …Join up the marks to make a hexagon these two papers with glueMix the paints togetherMake a spinner with these materials sure you’ve …Paint your animal masks only… !Pin the hand/pointer to … …the wall like thisPlace/Put …in this box …on the window ledgePrepare …you need for next classRemove your pictures from the wallRoll the paper over the card tubes like thisTie …over your cracker like thisTurn …and glue the card together like thisWrap the elastic bands around the box like this

Language Verbs

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Demo MakeanInstructionMachine

Using the pictures below, prepare the language you need to show other students how to fold paper to make a simple model that can be used to give instructions.

Blanktemplate:

Directions:

# Picture Guide Directions:1. Write…

2 Color…

3 Write…

Instructions:

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4 Turn…

5 Fold…

6 Fold…

7 Turn…

8 Fold…

9 Fold…

10 Fold…

11 Now…

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The instructions machine works like this. Working with a partner:

1. Ask your partner to choose a question. If the question is How old are you?, open and close the machine once for each year of their age. If the question is What’s your name?, Where do you live?, or What’s your favorite color?, spell the answer out loud and open and close the machine once for each letter.

2. Ask your partner to choose another question. Do the same thing with the answer.

3. Open the machine to the colored flaps and ask your partner to choose one of the colors. Open the flap of this color and your partner has to follow the instructions under the flap.

Sample Instructions

1. Give 3 instructions you could give students to make a word cube.

2. Say the following tongue twister three times as quickly as you can:

3. Shake hands with everyone in your group and give each one a compliment.

4. Say the alphabet backwards without making a mistake.

5. Name five objects in this classroom in English, beginning with the five vowels.

6. Name three words you’ve learned today, and use them in a sentence.

7. Use a four-syllable word in a sentence.

8. Name three adjectives to describe yourself.



Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked;

If Peter Piper picked a peck of pickled peppers, Where’s the peck of pickled peppers Peter Piper picked?


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In this unit, you will:• reviewmicro-lesson(activity)feedback&improvethelesson• knowallthatisrequiredtocompletethefinalassignment• knowhowtoselectandusesongs&chantsinthelanguageclassroom

Unit 13 Course Wrap-up

Final ImprovedScript

Compare the comments on your micro-lesson feedback paper with the final ru-bric below. Take notes on how you could improve your lesson. Ask your instruc-tor for help if you’re not sure.

The end of the semester is near. Pat yourself on the back. You have come far! For our last Classroom English assignment, you are going to re-write your activity teaching script and submit it to your instructor. Your new script needs with align to our final rubric. Please consider the comments you receive from your instructor and add ad-ditional parts of your script so you meet the requirements of the final rubric.

Intro__ Game name

Comment

Language(Simple,Easy,Direct)__ Short sentences, grammar, vocabulary __ Speaking slowly & clearly & loudly

Gesture,Examples,Modeling__ Gesture match expressions__ Example language __ Modeling shows expected actions

Boarduse/ClassroomOrganization__Seating matches activity goals__ Board Use

LessonOrganization__ Preparation

__ clear target language goals__ activity uses target language

__ Core__ Ss use TL to do a task/play game

__ Follow Up__ Activity recycles language

AskingNOTTelling

__Specific/Rule based

__Individual Student

Feedback__ Listened to ss & gave feedback

Paraphrasingandsummarizing__Repeatedinstructionsusingdifferentlanguage

OGreat!/MostlyXNotgood!

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Unit 13 Wrap-up

Definition Example (name & verse) What language can children learn?

A song is…

A chant is…

A rhyme is…

How? SimilarbutDifferent

Participation SelfReflectionSince this unit is your last Classroom English assignment, it is a good oppor-tunity for you to reflect on your participation this semester.

always usually sometimes seldom never

I brought my textbook to class. 5 4 3 2 1

I did any homework that was assigned and found out what it was when I missed class. 5 4 3 2 1

I asked questions in class. 5 4 3 2 1I volunteered information (even when I did not know the answer). 5 4 3 2 1

I participated with my partner(s) in pair and group activities. 5 4 3 2 1

I was always on time for class. 5 4 3 2 1I asked the teacher questions when I did not understand. 5 4 3 2 1

I came to class with a positive attitude and tried my best. 5 4 3 2 1

I only spoke English in Class. 5 4 3 2 1Total



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Take Notes

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

For each week, please write down what you learned. Just summarize the main idea of the class. You can add anything else you think is important to remember.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 1: ___/___/___

Week 4: ___/___/___

Week 3: ___/___/___

Week 2: ___/___/___

Unit 14 Learning Log

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 5: ___/___/___

Week 8: ___/___/___

Week 7: ___/___/___

Week 6: ___/___/___

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 9: ___/___/___

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 10: ___/___/___

Week 13: ___/___/___

Week 12: ___/___/___

Week 11: ___/___/___

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 14: ___/___/___

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Final

Intro

__ What are we doing?

Compitent Needs Improvement

Language & Delivery

__ Short sentences, grammar, vocabulary

__ Speaking slowly & clearly & loudlyGesture, Examples, Modeling


__ Examples & Direction Modeling

__ Student DemonstrationBoard use/ Classroom Organization

__ Classroom prepared for the activity

__ Board used improves understandingLesson Organization

__ Preparation

__ clear target language goals

__ activity uses target language

__ Core

__ Ss use TL to do a task/play game

__ Follow Up

__ Activity consolidates languageAsking NOT Telling

__Specific/Rule based

__Individual StudentStrategies

__ Methods for increasing SS TT

__ Classroom mangagement technique

Feedback

__ Listened to ss & gave feedbackParaphrasing and summarizing

__Repeated instructions using different language

O Great! / Mostly X Not good!

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Vocabulary Review Games Unit 9

Touchdown

On 5” x 8” papers write your vocabulary review words, and put them on the board. Check

students know the word definitions (meanings). Put students in two teams. Call out the

definition. Students must run and grab the matching word. The student must then roll a

dice: 1= related word; 2= rhyming word; 3= synonym; 4= antonym; 5= sentence; 6=

definition (or change to suit student level) and give a word/sentence according to the

number. Students win the number of points shown on the dice. The team with the highest

score wins.

Word Tree

Prepare around 12 vocabulary review cards. Put students in two teams. Tell Ss they are

going to create a word tree on the board by joining words together like a crossword

puzzle. To use all of their words, they must link them with synonyms, antonyms, related

words or rhyming words. As soon as one team has used all their cards, the game stops.

Students should use these sentences to join their words;

_______ is the opposite of ______.

_______ is similar to _________.

_______ rhymes with ________.

_______ is related to _________.

Taboo

Prepare a set of blank cards. On each one, write one vocabulary review word in large

writing with a circle around it. Give equal numbers of cards to each student. Ask them to

write the first 3 words about the circled words they can think and write them on the card.

Collect the word cards and shuffle them. In teams, the goal is for students to get their

teammates to guess the circled word. They can say anything they like to try to make them

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guess, but NOT the words written on the card. Their team has 30 seconds to guess the

word correctly. If they don’t, the other team gets a chance. The team who guesses

correctly gets one point. The team with the highest score wins. Change this game in any

way you want to suit YOUR needs!

Swat

Preparation Write your vocabulary review words on cards and stick them randomly on the board using magnets

Activity

l Organize students into teams. Give each team a fly swatter or plastic hammer l When you read a definition of one of your keywords, ss must run and swat that w

ord than make a sentence with it l The other team must listen carefully and recite that sentence correctly

Remember to…

l make a scoring and penalty scheme l model sentences in your ‘preparation’ stage! l add more to this game to use more classroom English (for example, miss out letters, misspell w

ords; use pictures as well as words; put words on the board upside down etc.)

Battle Ships

Preparation:

Divide the students into groups of four or five. Ask the students to make a name for their ship. For example, tell them that they could use the name of an animal, a city, etc.

Ask them to choose the Captain and the Shooter for their team.

· The captain's duty is to memorize his ship's name, so he can reply if somebody calls his ship's name.

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· The shooter's duty is to memorize the names of the ships of “their enemies”, so he can shoot them by calling their ship's name.

· The other crew members are “defenders” armed with only their knowledge of the category and words.

Activity: The teacher gives a vocabulary category or topic. This vocabulary is what the students will use to defend their ships from attacks. The students are given 30 seconds to “huddle” (discuss together) where they brainstorm as many words as possible that fit that category. Each crew member should have two, three or four words to defend against the attack. They cannot use any written list of the words during the game.

After the “huddle” is finished the students should line up behind their captains. The shooter is the last crew member in line.

· Start the game by calling a ship's name, "La Santa María". · The captain of La Santa María must reply with a word from the category. · The next crew member in line says another word from the category · Finally, the last crew member in line, “the shooter”, says his/her word then

calls out the name of another ship. · The captain of the ship called must then reply with another word from the

category followed by each member of his/her crew in order. THEY CAN’T REPEAT A WORD SAID BY THE OTHER TEAM OR ONE OF THEIR OWN CREW! If the captain or any crew member hesitates (waits) for more than 5 seconds or a word was repeated or the shooter shoots the wrong ship (his own ship or a ship that has already been sunk) then that ship is now SUNK!

· When a ship is sunk then the captain and the crew members of that ship must join the crew of another ship. They should divide themselves as evenly as possible among the remaining ships.

· The teacher announces the vocabulary for the next round. · Another 2 minute huddle occurs and the game continues. · In the last round there will be two big groups battling to be the winner.

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Grammar Games Unit 10

DIY Word Order GRAMMAR: Word Order

Before class

Prepare 6-12 sentences with grammar structures you want students to review. Write each word (including punctuation) on a separate piece of paper.

In class

Using a game of your design, students should re-construct the sentences. You could, for example, arrange the class into 6 ‘stations’ (with 1 or 2 sentences per station) and ask students in pairs to write the sentences in their notebooks. Add time limits, bonus points etc. Note that this is not just a writing game! Use as much classroom Englisg as you can to give instructions and guide students!

§ Variations

1. Add an extra word to the sentence.

2. Omit one word in the sentence but leave a blank piece of paper.

3. Include a spelling or grammar mistake.

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Rounders Below is one example. Instead of adverbs, choose language suitable for elementary school students! Sit in groups of 3-5. Give each group an object (such as a colored cup). The first person names an adverb. The person to his/her right spells the adverb. The person to his/her right must use the adverb in a sentence. The group decides if the spelling and sentence is correct. If it isn't, that person is out of the game. The last student in the game is the winner, ex.) 1st - Fluently! 2nd – s-p-e-a-k-i-n-g. 3rd - He speaks fluently. 4th (or 1st again) - Greedily! § Variations

1. Re-arrange as a whole class game

2. Involve movement

Compare your answers with another pair. Look at this dialogue. (Model the emphatic stress and ask the students to repeat it.)

A - This bedroom is rather small, isn’t it?

B - Small? It's absolutely tiny!

In pairs, write similar short dialogues with the words from the matching activity. (Invite pairs to read out some of their dialogues.)

Substitutions Take turns to repeat this sentence, but substitute one word with the word I say, ex.) It was very expensive. (I say 'good'.) A - It was very good. (Write 'life'.) B - Life was very good. Go round the class substituting words from the previous (not the first) sentence. Once students understand what to do, have them do this in groups of 3 or 4. If this is too challenging, students may say one word in the sentence which they want to be substituted, ex.) A - It was very expensive. B – ‘expensive’.

1 I drove to the pub with him. (park, them, walked, her, shop, went, we, for, food) 2 This morning I washed the dishes, (he, car, afternoon, drove, she, her, car,

crashed, my) 3 Last week I played football with Val. (we, Sunday, them, basketball, against,

cricket, year, with)

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4 I met my wife in 1980. (husband, 1997, friend, visited, we, September, they, arrested)

5 I didn’t feel very well, (play, we, long, couldn’t, much, see, they, clearly, think) 6 We had roast chicken for dinner, (boiled, potatoes, cold, breakfast, ate, they,

mashed, made, us)

I Challenge! Grammar: Word endings & suffixes (ex.) –s -ed -ing -er

In class

The aim of the game is to avoid completing a word yourself and to force someone else into completing it later. 1

1. Ask a student to call out a letter. It should be the first letter of a word she can visualize. Write the letter on the board.

2. Ask the student next to her to call out a letter. Write it immediately after the first one. Continue with the next student in line and so on.

3. The student whose turn it is can call out ‘I challenge’ instead of a letter. A challenge can be because no possible addition of a letter / letters will make an English word. If the student who provided the last letter can suggest a word, the challenge is defeated. The round is over.

The other reason for a challenge is that the letters on the board already make a word. This challenge can be defeated if the student who is being challenged can make a longer word which they say aloud. The round is over. Start a new sequence.

Example

Challenge 1: The first four students produce ‘gree’. The next student challenges but can be defeated by student 4 suggesting ‘greed’.

Challenge 2: The first five students produce ‘red’. The next student can challenge because this is a complete word. Student 5 can defeat the challenge by saying ‘reddish’, ‘redder’ etc.

Remember to focus students on your grammar point (Word endings & suffixes) in preparation for the game. Use this basic idea above but add your own rules & methods.ll, Don’t use your instructor as the

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grammar umpire! Use the internet, a dictionary, or better students to decide on good/bad grammar.

Tic-Tac-Toe (Draw a noughts and crosses grid (#) on the board with these words.) Orgamize the class into teams. Play noughts and crosses. Give teams turns to choose a square. To win it, they have to make a correct sentence with the word in the square.

There are 2 examples below, but you should choose grammar suitable for elementary school students.

how much, a lot, plenty, some, not many, a little, a few, too much, any

Example 1: Example 2:

weight funny comfortable expect Swiss say

borrow boring lately …no behind can’t wait

…she’s such mind quiz promise work out

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Movement & Role-Play Activities Unit 11

The Minister’s Cat

AIM: to review a vocabulary group or groups.

Procedure: First, review your keywords. Arrange students in a circle or horseshoe (or break class into groups). Have students claps hands to the beat. Start with A. Example: “The minister’s cat is an Angry Cat, the ministers cat is a Black cat” etc.

Alternative: Instead of having students answer in alphabetical order, first write the letters a-z on the board. As students say their keyword, erase the word’s first letter from the board (or have students do this). Students can only say words beginning with letters on the board. This works great as a group game where each group race to erase all their letters on the board!

I’m Going Hunting


Procedure: First, review your keywords. Have students sit in a circle or horseshoe (or break class into groups. One person in the circle starts the game by saying, “I’m going hunting and I’m taking an a____.” The next person has to repeat this and then add something new from the next letter in the alphabet ex.) “I’m going hunting and I’m taking an a____ and a b___.” Continue around the circle until one person cannot remember what he is taking. That person is out and the next person should complete the phrase. Btw, you don’t have to choose something that you would normally take hunting.

Swap Places


Procedure: Everyone sits on a chair in a circle. Choose one child to stand in the middle and take away his/her chair. They (or you) can call: “Everyone swaps who …….. has one brother, has a watch, who has blue socks, who likes sweets, etc.., The child in the middle needs to find a seat. The child left standing stands in the middle. Add rules!

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Movement & Role-Play Activities Unit 11

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Writing Activities Unit 12

Directions: l Choose a different activity each. Some ideas are given below but you can

choose your own if you want (plz consult me with your ideas!) l Be clear on your (teacher) goals. Modify/customize the activity to suit those

goals. l You should focus on a language point suitable for grade 3-6 elementary

school students (see workbook unit 2) l The activities above require students to follow your instructions and WRITE

something. Play a game or do an activity using a key language point which you are reviewing as before (such as a grammar point and/or word group(s).

Acrostics

AIM: To create simple word patterns from known words; to create a piece of writing which is meaningful to children.

In Class: Students have to write words using the first letter of given words. For example, if you are

reviewing colors and fruits, students have to write as many different colors or fruits starting with

each letter of their names in the group as they can in one minute Each word they spell correctly

gets one point. Adapt the game to suit your goals. Use as much classroom English as you can!

J M S

Apple A Orange

Crimson Red Pineapple

K Indigo H

A I

E

6 points!

Crossword Chains Procedure: Prepare (or think of) 8-10 lists of words you want to review. In class, brainstorm the categories and have students write each word on a separate piece of paper (or alternatively, prepare the words you want to review before the lesson). Collect the cards and shuffle (mix) them. Draw a 10 by 10 grid on the board (or leave the board blank).

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E L E P H A N T R

S E T E G G E I R E D R 0 A 0 F c A R F C H E E s E

Divide the class into 4 teams. Turn over a card and give students a hint to the word. When a student knows the word, they must run to the board and write the word in the crossword puzzle like this: Students can only write horizontally (forwards) and vertically (downwards). The first team to successfully write the word gets four points. The second team to add the word in a different position gets two points. The third team, one point.

Opposites poems

Procedure: Prepare some examples of pairs of opposites from which rhymes can be made, for example: ‘Black and _________, day and __________, Big and ________, short and ________, …’ Write

some words on the board to get students thinking about their opposites. In pairs, students should write a poem using opposites which rhyme like the example. Give students about 5 minutes to complete their poems. Go around the class, ask questions, and giving help (but don’t give them all the words!) Erase any words written on the board. Have students stand up. Now ask one group to read one line ex.) ‘Black and white’. A different pair should continue the poem with a sentence which rhymes ex.) ‘Day and night’. If correct, the pair to match the sentence sit down. Continue until everyone is seated. Repeat if there are many more paired rhymes!

Sounds the same! Procedure: Ask students to listen for any words they hear that rhyme (explain rhyming words). Recite a rhyme with actions, ex.) ‘One, two, buckle my shoe. Three, four, knock at the _____. Five six, pick up _______. Seven eight, close the ____, Nine, ten, a big fat hen! Now ask students to write down any pairs of rhyming words they heard. When students have finished, mime the poem without speaking. Students should say the words. If anyone gets it wrong, point to any student who gets it right and have everyone say it together. Continue until the class can say it correctly together. If interest is high, try again with another poem: One, two, I see ____. Three, four, sit on the _______, Five six, do high _______. Seven, eight, I can _______. Nine, ten, start ________. Point out how each pair of words make the same sound but look different. Get students to think of other words which rhyme with your examples. Ask students to spell them and write them on the board.

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Other ideas:

Disappearing prompts

After showing students a basic model sentence such as, ‘Birds can fly’ to illustrate ‘can’, erase

one word, and have students read the complete sentence. Then erase two words. And again ask

them to say the sentence. This technique can be combined with others in the ‘preparation’ stage

or part of a game such as Sentence Race or Growing Story. Ask your instructor if you want to

know more!

Puzzles / Anagrams

Add mixed-up words such as abanna (banana) to keep students thinking.

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Craft Activities Unit 13 Directions: Choose one ‘craft’. Choose a language point you want students to review, either a grammar point (ex. A sentence structure) and/or a vocabulary group. Give directions to have students finish making the craft, then use it in a quick review game. Ask your teacher for help if you need it!

Sentence flap books

Roll Sentences

Word Fans

Zig-Zag Books

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Songs & Chants Activities Unit 14

One word singing Type: Singing game

Language: Any; Other: Keeping time, rhythm.

1 The children sit in a circle on chairs. Decide on the first song and sing one or two verses together, to get in the mood for the game.

2 In turn, each child sings only one word of the song, for example, Child 1 sings Old, child 2 sings McDonald, child 3 sings had, child 4 sings a, child 5 sings farm. You may let the children clap to keep the pace and rhythm of the song going. To practice rhythm, it’s better to have children sing a groups of words (instead of just one word) with the rhythm, ex.) Old McDonald > had a farm> E-I-E-I-O like this.

3 The song continues like this, round the circle, until it is finished. The child who sings the last word can decide what the next song will be. It will take a few rounds of false starts before the children get used to this game.

Variation 1: To make the game competitive, a child who sings the wrong word or more than one word is 'out'. Remember to give students a chance to get back ‘in’ to the game though!

Comments: This is a fun game and you can use it to practice any songs the children know well. Play it with the children as individuals or in teams.

Exploiting songs AIMS:

Language: to practice listening skills, vocabulary, and a language point

DESCRIPTION: Some ways of using songs in class, either songs specially written for learners, or simplified songs written for native speaking children.

Find the word

A very simple introductory activity to a song is to ask the children to listen for a certain keyword, and note down the number of times it occurs. More advanced learners can note down words with certain sounds in the song—for example, if your children have difficulty in

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Songs & Chants Activities Unit 14 hearing the difference between /i:/ and /i/, you could ask them to write down words containing /i:/. This is an introductory activity so keep it short!

Song pictures 1

Choose a song which has a strong descriptive text. Find or draw a picture which illustrates it, but with some gaps or mistakes. Make copies for the children. Give the children the copies of the picture. Ask them to listen to the song and complete or correct the picture.

Song pictures 2

You can use this technique with a song that tells a story. Draw simple pictures to illustrate the story, cut them out, and make a worksheet with the pictures out of order. Ask the children to listen to the song and put the pictures in order.

Gap fill songs

Choose a song that has clear words. Leave blanks for your keywords. Children should say/write/swat/hold up the missing words.

Mixed-up lines

Copy out the words of the song. Stick them onto card and cut them out. Mix up the order of the lines. Ask the children to listen to the song and put the lines in the correct order. This is especially effective with pop songs. With a long song, it is better to cut it into verses.

Conduct a chant Language: to practice stress and rhythm. To consolidate word group learning (ex. –nyms) Other: to practice chanting in chorus, improve communication through gesture and group dynamics.

The children learn a short chant and say it in chorus. Invent gestures to control the speed and volume of their words. To practice reading, make large cards, each with one keyword or phrase of the chant. Say the rhyme and encourage the children to do the actions. Then say it line by line and get them to repeat it after you. If you have made word cards of the chant,

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Songs & Chants Activities Unit 14 give them out to the class, one to each student. Ask who has the first word, then the next, and so on. The children can stick their words on the board or come to the front of the class and hold them up in the right order. When the children know the rhyme, get them to say it slowly, quickly, loudly, quietly, and in combinations; for example, starting slowly and getting faster, or starting quietly and getting louder.

Variations: Have students work in groups to prepare a 'concert' performance.

Comments: The technique can be used with any short rhyme or chant, for example 'Coffee, coffee':

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owner

Typewritten Text

Appendix

Classroom Situations What would you say to a student in the following situations?

Expression Situation

A student complains that it’s too hot

A student is wearing earphones and listening to music

A student speaks too softly

A student arrives late for class

A student has a bad headache

A student is speaking to the person behind them

A student can’t find his or her phone

A student is speaking only in Korean

Two students are arguing

A student is slouching (leaning back ) in his/her chair

A student asks to go to the toilet soon after class begins

A student has their feet up on another chair

A student is sending a text message on their phone

A student is upset and starts to leave the classroom

A student answers their phone in class

A student is sleeping

A student is trying to speak too fast

A student won’t speak English (it’s too difficult!)

A student speaks too loudly

86

A student uses bad language

A student is sitting on the window ledge (it’s dangerous!)

Classroom English Participation Be honest when taking the following evaluation!

항상그랬다

always!

대게 그랬다

usually

가끔 그랬다

sometimes

거의 그러지 못했다 seldom

한번도 그러지 못했다 never

I brought my workbook to class. 수업시간에 교재를 지참했다. 5 4 3 2 1

I did any homework that was assigned and found out what it was when I missed class.지정된 과제는 모두 했으며, 결석한 경우에도 과제가 무엇인지를 알아냈다.

5 4 3 2 1

I asked questions in class. 수업 중에 의문사항은 질문했다. 5 4 3 2 1

I volunteered information (even when I did not know the answer).(정답이 확실하지 않았더라도) 수업 중에 대답을 했다.

5 4 3 2 1

I participated with my partner(s) in pair and group activities.

파트너 또는 그룹활동에 참가했다.

5 4 3 2 1

I was always on time for class.수업 시간에 항상 늦지 않았다. 5 4 3 2 1

I asked the teacher questions when I did not understand.

이해가 안 되는 부분은 항상 강사에게 질문했다.

5 4 3 2 1

I came to class with a positive attitude and tried my best.

긍정적인 태도로 최선을 다해 수업에 임했다.

5 4 3 2 1

I only spoke English in Class.수업 중에는 영어로만 말했다. 5 4 3 2 1

Total (합계)

Major: Date: Name: Signature (서명):

Micro-Lesson Self-Critique

Rate yourself from 1-5 (1= no , 5= of course! )

87

Delivery Rating For example…

Did you speak loudly & clearly enough?

1 2 3 4 5

“ “ avoid using notes?

Interaction Rating For example…

Did you ask individual student questions?

1 2 3 4 5

Did you use sufficient visual aids ex.) flashcards?

1 2 3 4 5

Language Appropriacy Rating For example…

Did you use the right language to respond to the student situations?

1 2 3 4 5

Did you use the right language to explain your game/activity?

1 2 3 4 5

Did you use many & various classroom English phrases?

1 2 3 4 5

Language Accuracy Rating For example…

Did you use the right grammar? 1 2 3 4 5 “ “ use the right words? 1 2 3 4 5

Lesson Effectiveness Explain

Was the activity appropriate?

Total Score ___ /40

What changes will you make for your next micro-lesson?

Ø Ø

Common Errors Can you correct the following classroom English errors?

1. Why did you absent yesterday? 88

2. You should finish it until next day.

3. I will give you homeworks.

4. From now on, we will study a new song.

5. Did you get a good point on your test?

6. Are you understand?

7. Please, slowly speaking.

8. Say more louder, please.

9. Stop doing now.

10. Turn over the solving cards.

11. Quiz to the other students about the answer.

12. Turn your desks over.

13. Carry on just like before activity.

14. Come back your seats now.

15. Cut out the cards at the behind book.

16. Exercise this homework for tomorrow.

17. Ask help to another student

18. Listen – I will ask the question to you.

Prepositions Add a preposition to correct the following errors:

1. First look your cards. 2. Go back your seat. 3. Listen the sentence. 4. Pay attention me. 5. It’s time stop. 6. There should be four people each table. 7. Sit your seat. 8. Concentrate me.

89

See/Look

Which is correct?

1 Don’t see the cards yet. Don’t look at the cards yet. 2 After you watch the picture… After you see the picture…

Say/Speak/Tell

Which is the correct word?

1. She said/spoke/told the right sentence. 2. She has to say/speak/tell her partner the answer. 3. We will say/speak/tell these words and sentences.

What’s the difference? 1 Was the game funny? Was the game fun? 2 Come back to your seat. Go back to your seat. 3 Come on! Come here! 4 Borrow it from your friend. Lend it to your friend.

Other 1. Face down your cards. 2. Are you understand? 3. What’s she’s answer? 4. Choose an alphabet card. 5. What’s that mean? 6. I will see you a picture card. 7. What you have to do? 8. What’s meaning in Korean? 9. Say more louder please. 10. Guess the spell of this word. 11. Go to the first of the line. 12. Any match cards?

90

What’s the difference? # Phrase 1 Phrase 2 DIFFERENCE? 1 I am bored I am boring 2 Shake your hands Shake hands 3 Make 4 groups Make groups of 4 4 Work with the right

person Work with the person on your right

5 Work out with your partner

Work out the answers with your partner

Classroom Situations # Korean English · Classroom

Situation(s)? 1 일단 따로 모아두자 separate. 2 칠판보고 노트에 적으세요 3 다음시간 뭔가요? 4 자 각자 물건을 챙겨서 복도에 줄

서세요

line up hallway/corridor.

·

5 무슨 일이야? 어디 아프니? 어디

다쳤니?

6 학교 마치고 병원에 가 보는 게 좋을

것 같구나

·

7 좀 젊잖고 어른스럽게 행동하세요 Behave

immature.

8 그 친구에게 가서 잘못했다고 사과

하세요.

·

9 그만 하면 됐다. 참아라. patient. · 10 지난 시간에 배운 챈트를 해봅시다 11 오늘 배운 표현을 연습해봅시다

91

12 모두들 나의 지시를 같이 따라

해보세요

13 자기 팀에게 카드를 하나씩

보여주세요.

14 화면을 보면서 답을 맞춰봅시다 15 내가 하는 말을 듣고 그것을 동작으로

나타내 보세요

16 두 개의 주사위를 한번에 던지세요 at once. 17 선생님이 맞으면손뼉을 두번 치세요 18 내가 틀리면, 책상을 세 번

두드리세요.

19 쓰레기를 주우세요 20 첫 번째 빈 칸에 무엇이 없나요 21 그림에 알맞은 단어를 찾아 동그라미

하세요

22 우리가 배운 단어를 찾아 동그라미

하세요.

circle them.

23 화면속에서 무슨일이 있었는지

선생님한테 말해보세요

24 단어를 어떻게 발음하는지 잘들어

보세요

25 이 동그라미 속에 무슨글자가

들어갈까요?

go into

26 카드를 순서대로 놓으세요 in order. 27 잘 읽고 나머지 것들과 다른 단어를

골라 동그라미 하세요

odd one out.

28 오늘 배운 단어를 공책에 다섯번 써

오세요

29 의자를 돌려주세요 turn around please? · 30 그리고 빙고칸에 체크하세요 check mark 31 훨씬 낫군요. 하지만 완전한 문장으로

답해 보세요.

32 뭐 때문에 싸우는 거니? fighting 33 또, 친구를 방해해서도 안됩니다 disturb ·

92

34 목소리를 낮추세요 down.

·

35 창문틀에 매달리지 말고 좀

떨어지세요.

ledge?

·

36 소리지르면 안돼요 yelling! · 37 똑바로 앉아라 straight. · 38 공부 시간에 껌을 씹으면 안됩니다. 39 그만해라. 다른 사람들에게 방해가

되잖아

bothers

·

40 욕을 하는 건 나쁜 습관이야 swear.

41 선생님에게 말대구 하지 마세요 talk back ·

Grade 3 Vocabulary

93

Grade 4 Vocabulary

Grade 5 Vocabulary

Grade 6 Vocabulary

94

Teaching Pronunciation 영어초분절욤의 툭징과 지도상의 유의점

영어 발음은 분절음과 초분절음으로 나눌 수 있다. 분절음은

지음과 모음을 포함하며 철자에 반영된 빌음의 양상이지만,

초분절음온 깅제를 비롯하여 철자에 반영되어 있지 않은 영어

발음의 양상이다. 분절음과 초분절음을 들 다잘 발음해야

영어다운 발음을 할 수 있는데, 한국인 영어학습자들에게는

초분절음이 특히 어렵다. 한국어는 음절을증심으로 철자 그대로

발음하는 언어이지만, 영어는 깅세

를 중심으로 발음에 많은 변화카 오는 언어이기 때문이다.

초분절음의중요성은초등학교영어과교육과정에도잘나타나 있다.

5 학년 읽기 성취 기준에는 ‘영어의 강세, 리듬, 억양에 맞게 소리

내어 읽는다., 리는 항목이 있다. 강세, 리듬, 억양은 영어의

초분절음을 구성하는 1 대 요소라고 할 수 있다. 초등영어 발음

지도에서 강세, 리듬, 억양의중요성은 새삼 깅조할 필요가 없을

것이다@ 분절음은 단원별로 Pronunciation Tip 에서 주로

다루었으므로, 여기에서는 한국어와의 차이점을 위주로 영어

초분절음의 특징과 지도상의 유의점을 알아보기로 한다.

01 -강세 ( Stress )

C. 모음 약화 규칙

Prator 와 Robinett(2007)는 영어 발음 규칙 중에서

가장간단하면서도 가장 중요한 규칙은강세가

없는모움의약화.현상이리고 하였다. 모음의 약화란 a, e, i,o, u

각각의 철자가 강세가 없을 때 애매 모음([∂],schwa)으로 바뀌는

것을 말한다. [∂]는 영어 모음 중에서 가장 흔한 모음임과 동시에

가장 약한 모음이다. 다음의 예를 보면 밑줄 친 무강세 모음이

철지와 싱콴없이 [∂]로 발음되어야 함을 알 수 있다.

márathon camera

한국인 영어 학습지들은 위의 밑줄 친 a 와 e 를 철자대로

[a]와 [e]로 확연히 구별하여 발음하는 경향이 있다.이는

정확한 영어 발음을 위해 꼭 고쳐야 할 습관이다.

D. 강세와 자음

영어의강세는모음뿐만아니라지음에도영향을끼친다. 예를

들어, 다음 두 단어의 밑줄 친 c 는 강세의 위치차이 때문에

서로 다른 발음이 된다.

récord (명사) - recórd (동사)

명사 record 는 [k]가 강세 모음 뒤에 오기 때문에 된소리, 즉, 95

A. 강세의 기본 단위:

음절영어의강세가실현되는기본단위는음절(syllable)이다.

한국어는 음절이 철자에 잘 반영되어 음절의수를세는 것이 매우

간단하다. 예를 들어,‘코끼리’는 3 음절로 되어 있음을 바로 알 수

있지만, elephant 의 음절 수를 세는 것은 그리 간단하지 않다.

‘코끼리’ 는 세 음절이동일한 세기로 발음되지만, elephant 는 첫

번째 움절이나머지 음절들보다 훨씬 더 강하다. 이 차이점은

한국어와 영어 빌음의 기본 원리를 대조하는 출발점이라 할

수있다.

B. 영어 강세 구성의 3 요소: 음의 길이, 크기, 높이

음성학적으로 한 음절이 다른 음절보다 강하다는 것은음의 길이,

크기, 높이 세 가지의 측면에서 더 우월하다는 것을 의미한다.

Celce-Murcia, Brinton 과 Goodwin(1996)은 다음과 같이 강세를

표시하는 다양한. 방법을 제 시 했다.

● ●

bubbles

boldface

CAPitals

áccents

underlining

[TT]과 유사하게 발음되는 반면에, 동사 record 는 [k]가 강세

모음 앞에 오기 때문에 강한 파열음이 되어 [=T]처럼

빌음된다. 이러한 강세 위치에 의한발음상의 차이는 [k]뿐만

아니라, [p]와 [t]에서도 볼 수있다.

E. 강세의 중요성

강세는 영어 단어의 중요한 구성 요소리고 할 수 있다.즉,

강세가 없거나 틀리면 전혀 다른 단어로 이해되기도한다③

예를 들어, elementary 의 강세를 제 2 음절로 잘못 발음하면 a

lemon tree 처럼 들릴 수도 있다. 따라서새로운 영어 단어를

접할 때마다 그 단어의 의미뿐만 아니라 깅체의 위치를

정확히 파악하여 발음하는 것이 중요하다. 처음에 잘못

형성된 습관은 이후에 고치기가 어렵기 때문에 초등영어 발음

지도에서 강세가 차지하는비중이 대단히 크다고 할 수 있다.

02 리 듬( Rhythm)

A. 내용어와 기능어

영어발음에서리듬이란문장또는하나의발화단위세음절과무강세음

절이교차하며나타나는현상을 말한다. 단어 강세만큼 확정적인

규칙은 없지만, 대략영어 문장에서는 내용어(content word)에

강세가 오며 기능어(function word)에는 강세가

오지않는다.내용어는 명사, 동사, 형용사, 부사처럼 문장의

내용올전달하는 핵심 단어들이고, 기능어는 대명사, 조동사, 관사,

전치사 등 자체적인 의미보다는 문법적 기능을 주로담당하는

단어들이다. 다음 문장에서는 밑줄 친 부분이강세 음절이 되며

문장의 전체적인 리듬은 아래 표시한것과 같이 된다.

My favorite subject is English,

● ● ● ● ● ● ● ● ●

위의 문장을 영어의 리듬을 살려 발음한다는 것은 세개의 강세

음절이 두드러지게 들리고, 다른 음절들은 약화하여야 한다는

것을 의미한다. 모든 음절의 길이가 동등한 한국어의 음절

박자(syllable-timing) 발음에서벗어나, 음절의 길이가 불규칙한

억양은 문장 전체의 의미뿐만 아니라 회자의 태도 등의미 외적인

요소까지 전달하기 때문에 영어 발음에서억양이 차지하는 비중은

새삼 강조할 필요가 없을 것이다. 이처럼 억양은 대단히 중요하지만,

가르치기가 매우어렵다는 특징이 있다 Kenworthy(1996)가

“억양을가르치는 최고의 방법은 가르치지 않는 것이다.’’라고 했을

정도로 억양은 획일적인 규칙으로 가르치기에는 너무가변적이다.

그러나 한국어와의 차이에서 발생하는 영어억양의 기본적인 특징 몇

가지는 한국인 영어 학습자가반드시 알아 두어야 한다.

B. 상승-하강 억양

한국어의 평서문은 문장의 끝이 그대로 내려가는 ‘하걍 억양인

반면에, 영어의 평서문은 §싱승-하깅' 억양이다. 즉, 영어의 억양은

문장의 어느 한 음절에서 상승한 후 하강한다는 점이 특징이다.

따라서 영어의 평서문을 빌음할 때에는 어느 음절에서 억양이

싱승하는가를정확히 알고 있어야 한다. 이러한 음절을 성조

음절(tonic Syllable)이라고 한다.

96

강세 박자(stress-timing)로 발음해야 영어다운 리듬이리고 할 수

있다.

B. 리듬 단위

리듬 단위(rhythm group)는영어 화자가 자연스럽게 발화할 때

끊어 읽는 단위를 말한다. 리듬 단위는 하나의 의미를 전달하는

어구 또는 문징으로서 평균 일곱단어로 구성되는 것이

보통이지만, 발화 속도에 따라 길이가 달라진다. 속도가 빠르면

리듬 단위가 길어지며 느리면 짧아진다. 디음과 같은

문장은하나의 리듬 단위로읽을 수도 있지만 ‘/'로 표시한 것처럼

더 작은 리듬 단위로 끊어 읽을 수도 있다.

Can you / open the door / for me?

초등영어 발음 지도의 경우에는 리듬 단위별로 구분하여

연습시키는 것이 중요하며, 디음과 같이 뒤에서부터축차적으로

빌음을 연습하는 방법(back-chaining)도있다.

for me?

open the door for me?

Can you open the door for me?

O3-억양 (Intonation)

A. 영어 억양의 특징과 중요성

C. 성조 음절

성조음절은일반적으로하나의문장또는리듬단위내에서 가장 뒤에

있는 강세 음절이며, 가장 활기 있게. 빌음해야 하는 음절이다. 성조

음절이 없는 억양은 한국어와 유사한 평탄조의 억양이 된다. 다음 두

문장의 성조음절은 각각 fa 와 dad 이다.

This is my father. This is my dad.

첫 문장의 경우, 성조 음절 fa 에서 억양이 상승했다가뒤띠르는 음절

ther 에서 하강하는데 이 현싱을 성조 전환(tone shift)이라고 한다.

반면에, 두 번째 문장에서는 dad 가 성조 음절인 동시에 문장의

마지막 음절이기때문에 dad 에서 상승과 하강이 동시에 일어난다.

이 경우에는 dad 의 모음 [ae]가 억양의 싱승과 하강을 포함하기

때문에 길게 빌음되며, dad 의 실제 빌음은 [∂]가 삽입되어

[dae∂d]처럼 된다. 이 현상을 활강(tone slide)이라고 하며 이때의

억양은 곡선으로 표시한다. Prator 와 Robinett(2007)가 언급한

것처럼, 성조 활강은 영어를 영어답게 들리게 하는 대단히 중요한

역할을 한다.

WWW.

1. Songs and Stories

• http://www.kizclub.com • http://www.lil-fingers.com/index.html

• http://www.englishfork.com/song/index_02.php • http://study.jr.naver.com/english • http://supersimplesongs.com • http://learnenglishkids.britishcouncil.org/en/songs

2. English Dictionary

• www.eflnet.com/vocab/index.php

• http://www.pidic.com

4. Listening

• http://www.esl-lab.com

• http://www.manythings.org

5. Tongue Twisters

• http://www.uebersetzung.at/twister/en.htm

6. Teaching Materials

• http://barryfunenglish.com

• http://learnenglishkids.britishcouncil.org/en

• http://www.dltk-kids.com

97

http://www.kizclub.com/

http://www.lil-fingers.com/index.html

http://www.englishfork.com/song/index_02.php

http://study.jr.naver.com/english

http://supersimplesongs.com/

http://learnenglishkids.britishcouncil.org/en/songs

http://www.eflnet.com/vocab/index.php

http://www.pidic.com/

http://www.esl-lab.com/

http://www.manythings.org/

http://www.uebersetzung.at/twister/en.htm

http://barryfunenglish.com/

http://learnenglishkids.britishcouncil.org/en

http://www.dltk-kids.com/

• http://en.wiktionary.org

3. Phonics and Reading

• http://www.nrrf.org/aboutphonics.htm

• http://www.genkienglish.net • http://www.starfall.com

• http://www.beginningreading.com

• http://www.fon.hum.uva.nl/praat

• http://www.bogglesworldesl.com

• http://www.puzzlemaker.com

• http://www.classroom.re.kr

• http://www.edunet4u.net

• http://www.esl-galaxy.com

• http://iteslj.org/games

98

http://en.wiktionary.org/

http://www.nrrf.org/aboutphonics.htm

http://www.genkienglish.net/

http://www.starfall.com/

http://www.beginningreading.com/

http://www.fon.hum.uva.nl/praat

http://www.bogglesworldesl.com/

http://www.puzzlemaker.com/

http://www.classroom.re.kr/

http://www.edunet4u.net/

http://www.esl-galaxy.com/

http://iteslj.org/games

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