Young Learners: It’s all happening at the zoo.

9th April 2019

I’m getting a head start on my weekend class planning, and here’s the projected plan for my early morning class of nineteen young learners (13th April). It’s a mixed bag; I have some ideal students, some good but hyper-active students, some ultra-shy students, some recalcitrant students, some who are learning nothing, some who want to learn nothing, and some special-needs students. Thankfully my TA is amazing, but we both end up with vocal chords ripped to shreds, and questioning the meaning of life, or at least the meaning of doing this job. And after, we have two other classes.

One technique is to use one student as class captain, usually the meanest and noisiest. The responsibility can make that student an asset in the un-winable war on noise. I also have recourse to employ John Bercow, Speaker of the House in the UK Parliament for assistance:

John Bercow has it easy; he only has to control 650 politicians. I have 19 Vietnamese kids … no contest.

And so, without further ado, the plan (and the best laid plans of mice and men …)

In small teams, the students have to write the name of an animal that can fly, one that can swim, then jump, then hiss. This will help review names of animals and give writing and spelling practice.

For this, we pass out small, wipeable boards and marker pens. We also make sure that a different team member writes each time. I know some students will NOT participate, so I will make a note of their names and pass the information onto to Student Support.

Following this, I want to see if the students can use the prepositions ‘on, in, under’. We have 14 flashcards of animals. I’ll ask one student per team to put a flashcard in a certain place e.g. ‘Put the elephant on the board’, or ‘Put the turtle in the bag.’

After I have given one or two instructions, I’ll use the best students to act as ‘thay’ and they can continue giving instructions.

I also want to revise ‘Do you like ?’ and the response, ‘Yes, I do’, or ‘No, I don’t.’ In pairs, the students can ask each other this question, relating to various flashcards that I hand them. Again, I’m sure some students will refuse to open their mouths, and again, their names will be taken. Hopefully, once the parents are informed, the students will start to work in the class.

Next it’s back to old-school grammar drill, and we’re still on the verb ‘to have’. I’ll choose four students and hand them an animal flashcard. I shall model first:

I have a tiger, you have a monkey, he has a turtle, she has a lion.

The students repeat the pattern, while the cards get changed. This helps them learn animal names and the subject-verb agreement.

Finally, before the book work, a chance to practice ‘Can you see .. ?’

I shall model one question: Can you see the rhino ? Where is it ?

After, the students can come up and ask. I’m looking for the students to answer in sentences with correct prepositions.

Then we hit the books and do a project. Fast-finishers can do a work sheet learning new vocabulary and doing a word search. This gives me a chance to hear as many of the students as possible read a few lines from their work books and assess how they are improving, or otherwise.

This weekend, I have a break until 13.00 … and no doubt I shall need it.

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