Young Learners, level 2: Senses working overtime – language review.

3rd October 2020

Everybody Up Book 2, Unit 2, Lesson 1

Objectives: review recent vocabulary, encourage more student-to-student talking, develop sentence building skills, practice the third person form with ‘he’ & ‘she.’

It’s early Sunday morning, so time to wake with Mr James Brown. Younglings … how do you feel ?

Tell me about these people. He is or she is …

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She is ……….
Close Up Of Cute Tired Child Boy Sleeping On Sofa. Stock Photo, Picture And  Royalty Free Image. Image 16960148.
He is ……
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He is very …..
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She is very ….

The top cats are able to form basic sentences such as:

I can run however I can’t fly

New vocabulary included the five sense

s _ _ // h – – – // s – – – – // t – – – – // t o – – – //

Warm Up: What can he or she do ?

Ask your partner what he or she can do

What can you do ? What can’t you do ?

Here, my wonderful TA will ask me, then tell the class, in order to model how to answer

Ask Thay Paul – what can you do ?

I can play guitar however I can’t play piano

Tell the class:

He can play guitar however he can’t play piano

Next – using the new vocabulary in a sentence form. What can he or she do and what can’t they do ?

Example:

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She can see a butterfly however she can’t hear a butterfly.

She can touch a butterfly however she can’t taste a butterfly.

Teen girl with pizza stock photo. Image of eating, dinner - 156547378

She can __________ a pizza however she can’t __________ a pizza

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He can ________ a guitar __________________________

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She can ______________________________

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He can __________________________________

Tell me more

He is a dog,

he is a hungry dog,

he is a very hungry dog

he is not (isn’t) a cat

Female doctors who broke the glass ceiling

She is a doctor. She isn’t a teacher.

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He is a pilot. He isn’t a doctor.

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He is a student. He isn’t a pilot.

Young Learners, Level 2: Classroom Activities

26th September 2020 Based on E Up Textbook 2

A compendium of classroom activities, warm up games and reviews.

Firstly, let’s get rid of this despicable habit of teaching younglings “How are you ?” “I’m fine.”

NO ONE says “I’m fine,” in the real world !

In my class, we get down and get funky. When I ask my group how they are, they reply:https://youtu.be/U5TqIdff_DQ

What better way to start a Sunday morning class ?

One purpose is to encourage writing; a senior Vietnamese official explained to me that Vietnamese customers are not used to writing. In my own experience, I have seen how hard it is to make the class, regardless of age, write down new words. It can take up to ten minutes to get the whole class to write down as little as five words. They have to find paper, pen etc, then they look bewildered at the task presented to them … they will often write down one, maybe one and a half words, then simply stop.

Therefore, I want to get them used to writing from an early age. To facilitate this, allocate a specific time when the lesson stops and the class have to write down new words.

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From the Chinese film ‘Not One Less’ Dir Zhang Yimou, 1999 and starring a young, non-professional actor Wei Minzhi

I’ve found that using hand gestures can serve an a mnemonic; allow me to illustrate. I put my thumb up, I then hold my palm up, finally I put my thumb down. This has been used to help students build a sentence with a positive verb, a negative one and an advanced discourse marker.

Why Does a Thumbs-Up Gesture Mean “okay”? | guernseydonkey.com
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This helps the younglings remember how to produce a sentence such as:

I can swim however, I can’t fly

The sentence introduces younglings to a contraction (can not = can’t) as well as a higher level discourse marker (or connector) ‘however’ (instead of merely using ‘but’). Furthermore, I drill the STRESS on the negative ‘can’t‘.

So, what vocabulary do they know ?

Thank you for your question. At this stage, they know many animals, basic body parts (finger, thumb, hand etc), about twenty adjectives, and basic verbs.

Additionally, they are able to form basic sentences.

It’s now time to move into present continuous, from “I drink” to “I am drinking.” We shall start by celebrating Mid Autumn Festival, a major holiday in Viet Nam. Here’s a song which uses the continuous “singing,” as well as new vocabulary such as “holiday,” and “lantern.” https://www.youtube.com/watch?v=JTWwgI17kTs

It is correct to capitalise the ‘m’ in moon IF we are referring to our Moon. We only have one, let’s not upset it (yes, I know it’s a popular question, ‘How many moons does Earth have ?’ and the answer seems to increase every year due to space debris both natural and man-made, not to mention that now some scientists think Earth actually DOES have two … but this is Level 2, let’s not confuse the poor blighters too much).

And now, without further ado …

Warm up games: If possible, make these team games as friendly competition makes the activities more engaging.

Teacher Says – this is great because it is kinetic, and helps to pass the opening minutes while students are arriving.

Word Bomb or Mind Map – board a simple word (e.g. animals), younglings have to shout out answers. Could try colours, body parts, food, clothes depending on class ability.

Magic Bag – I open my bag and ask “What’s in my bag ?” Class has to shout out (or write) possible items I would have in a school bag. This reviews vocabulary from a previous book. As an extension, when they see the item, they have to describe it with two or three adjectives.

Screen Test (based on a children’s TV show from the 70s) – show a short video clip, just a minute or so. Then ask questions. For example, in the Mid Autumn Festival Song, we could ask:

What is the first word we see ?

How many windows does the house have ?

How many lanterns were orange ?

What lantern did the boy hold ? A star, a fish or a doll ?

What colour dress does the girl wear ?

How many dancing moon cakes were there ?

Bonus Question: Can you name 4 different lantern shapes ?

Run and Write – any game that involves the younglings leaving their seats and writing on the board. One version is to have students write a word that begins with ‘a’, then ‘b’ … and so on. Just one person at a time (to avoid possible accidents … I only have limited space in my classroom).

Memory Recall – choose 4 – 6 students and give them a flashcard from a previous lesson. Today, we could use feelings (sad, happy, hungry, thirsty, hot & cold). Younglings stand at the front of the class and hold their card up. Class shout out the words. Then the younglings hide the cards behind their backs and change the order in which they are standing. Now I ask, for example, “What does Ms Linh have ?”

Pair work talking – this is vital in breaking the teacher- student dynamic; we need to promote more student to student interaction, but making this work is a slow train coming. Arrange class in pairs and make them ask each other basic questions. At this age (my class is in the 7 – 9 age range), it may be difficult to get boys talking to girls … at 17 – 19 it may be impossible getting boys to STOP talking to, or trying to impress, girls … but that is a different story.

Subjects could include:

How are you ? (to which the answer must not be “I’m fine.”

What animals do you like ?

What is your favourite colour ?

Do you have a brother or sister ? How many ?

What food do you like ? Can you swim ? Can you play piano ?

663 Asian Girl Piano Stock Photos, Pictures & Royalty-Free Images - iStock
Young Boy Asian Boy Art (Page #8 of 13) | Fine Art America

Hope this helps. Feel free to leave any comments or suggestions.

Drew's Reviews (at home): Good Night, and Good Luck (2005) | WRGB