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Week 5: Teaching Young Learners Grammar and Vocabulary. Agenda. Homework: Discuss Very Young Learners: Grammar and Vocab Young Learners Activities Go Fish Guessing Games Battleship Movie Segments Posters I Have, Who Has Vocab Cubes Vocab Dialogues . First, two big questions:.

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Presentation Transcript
agenda
Agenda
  • Homework: Discuss
  • Very Young Learners: Grammar and Vocab
  • Young Learners Activities
    • Go Fish
    • Guessing Games
    • Battleship
    • Movie Segments
    • Posters
    • I Have, Who Has
    • Vocab Cubes
    • Vocab Dialogues
first two big questions
First, two big questions:
  • Is it OK to make grammar mistakes in class?
  • Is the teacher responsible for correcting every grammar error?
answers
Answers
  • Acquiring , Learning
  • Explicit
  • Implicitly
  • Chunks
  • Fun, meaningful, themes, narratives
  • Meaning
  • Error correction, accuracy
ideas from the lecture
Ideas from the Lecture
  • Pattern Books (Brown Bear, etc.)
  • Songs (Mr. Monkey)
  • Classroom commands
    • “Give out the papers”  “Give out the white papers”  “Give out the white papers that are on my desk”
  • Games
systematic eld a focused approach
Systematic ELD: A Focused Approach
  • A common American way to teach grammar patterns to very young learners
think pair share
Think-Pair-Share
  • What did you think Systematic ELD?
  • What are the pros of teaching very young learners this way?
  • What are the cons?
go fish1
Go Fish!
  • All ages of YLs, all levels (but better for beginner-intermediate)
  • Primary Focus:

Vocabulary (and

some grammar)

instructions
Instructions:
  • Each player takes 4 cards.
    • Hide them!
  • Put the rest in the middle of the table.
  • Take turns. Try to make pairs with cards you have.
    • “______, do you have a ______?”
      • “Sorry, I don’t. Go fish!”
      • “Yes, I do. Here you go!”
  • Pairs=put the on the table.
    • Winner=most pairs!
think pair share1
Think-Pair-Share
  • What did you think of the game?
    • Pros? Cons?
  • What grammar forms could you use in place of:
    • “Do you have ____?”
    • “Sorry, I don’t.”
    • “Yes, I do.”
guessing games1
Guessing Games

Level: All levels (just adjust)

Ages: All ages (just adjust)

Objective:

  • Practice Y/N questions

and short answers in a fun

way.

  • Practice descriptive grammar

forms.

3. Use target vocabulary.

variation 1 magic bag
Variation #1: Magic Bag
  • Whole Class
  • 1 student chooses a card and hides it.
  • Other students ask questions.
    • Nouns: Is it _____? / Do you use it to ___?
    • Does it _____?
  • After 5 questions, students can start guessing the card.
    • Is it a _____?
    • Yes, it is.
    • No, it isn’t.
variation 2 play in pairs
Variation #2: Play in Pairs
  • 1 student chooses a card and hides it.
  • The other student asks questions.
    • Nouns: Is it _____? / Do you use it to ___?
  • After 5 questions, the student can start guessing the card.
    • Is it a _____?
      • Yes, it is.
      • No, it isn’t.
variation 4 celebrity
Variation #4: Celebrity

Round 1: Describe using as many words as possible!

Round 2: Describe using only 1 word!

Round 3: Describe using only actions—no words!

think pair share2
Think-Pair-Share
  • Do you think you’ll use guessing games in the future (or have you already done these in class)?
  • If you want to use guessing games—how will you do it?
  • What grammar forms could

you practice with these games?

battleship1
Battleship
  • Ages: All
  • Levels: Mostly beginner-early intermediate
battleship2
Battleship
  • Look at the top table.
  • Choose 1 box in each row. Draw a “battleship” in the box.
  • Find a friend to play with you, but don’t look at your friend’s paper!
    • Decide: Who’s Partner 1? Who’s Partner 2?
battleship cont
Battleship (cont.)
  • Fold you paper under the first box.
  • Partner 1 will look only at the top of the page.
  • Partner 2 will look only at the bottom.
  • Partner 2 will ask 2 questions for each row.
    • (Do you have __ on __?)

6) Partner 1 answers

  • “Yes, I do” = Partner 2 marks an X
  • “No, I don’t” = Partner 2 marks a dot
  • Switch roles when you finish the last row!
  • The winner is the person who “sunk” the most battleships!
think pair share3
Think-Pair-Share
  • Do you think you’ll use battleship in the future?
  • Pros of this activity? Cons?
  • What grammar forms and vocabulary could use with this game?
for beginners
For beginners . . .
  • It’s all about filling the refrigerator.
  • Vocabulary instruction should be thematic.
  • It should be taught with

appropriate sentence frames, too.

for example
For example . . .
  • Family Vocabulary
    • Frame: I have a ____ / 1 have 2/3 ___s.
  • Weather Vocabulary
    • It is ______. / It is ____ in the _____.
    • When it is _____, I like to ______.
beginners
Beginners
  • Re-use and recycle vocabulary hundreds of times!
  • Games, games, games!
  • Meaningful activities: Songs, books, projects, etc.
posters1
Posters
  • Practice writing: Groups write on them with whiteboard markers
  • “Teacher, Student”: Students quiz each other using the answers

on the back

  • Sticky Ball or Fly

Swatters

realia
Realia
  • Buy at a teacher supply store or toy store
  • Bring in real stuff!
directions
Directions
  • Star person = first
    • “ I have a/an _____.”
  • Person with that animal responds.
    • Answer and question
  • 2nd Round=timed
think pair share4
Think-Pair-Share
  • What did you think of the activity?
    • Pros? Cons?
  • What were you practicing? Which skills?
  • Aside from vocab, what else

could you teach with this game?

pinterest i have who has
Pinterest—I Have, Who Has
  • Or “ESL I have who has”
when the refrigerator is filling up
When the refrigerator is filling up . . .
  • Do more intensive word work!
  • What does it mean to “own” a word? You know . .
    • Spelling
    • Definition
    • Pronunciation
    • The part of speech (how to use it in a sentence)
    • Synonyms/Antonyms
    • Some common collocations
    • Count/non-count?
think pair share5
Think-Pair-Share
  • What did you think of the activity?
    • Pros? Cons?
  • Did it challenge you in new ways?
vocabulary cubes
Vocabulary Cubes
  • Write 10 or more vocabulary words on the board.
  • Choose 6. Write them on the lines.
slide54

3. Roll the dice.

  • Read your instructions.
  • Write on the paper.
    • Your partner guesses the word.
important points to remember
Important Points to Remember
  • Grammar
    • Very young learners=implicit instruction
    • Older young learners=implicit and a little explicit
    • Teach with vocabulary
  • Vocabulary
    • Fill up the refrigerator quickly!
    • Recycle words using different activities
    • Use words in different and increasingly more challenging ways (definition, sentence, part of speech, etc.)