Instructions for Teachers

A New Home

This is the first textbook activity of the Level 1 course. 

When setting up activities, our ultimate aim is to have the students perform the activity independent of the teacher’s guidance. We want to create a student-centered classroom where students feel confidence in what is being asked of them. 

The teacher can then stand back and observe their performance and language abilities to determine if they can independently complete the task.

Description

This activity has the students play the role of people looking for a new home to move into. There are images of four houses on p.8-9. The students should choose a house they want, then they play a ‘Go Fish’ style game to collect the cards that meet their house criteria. The difference is, there are two different types of cards –color/determiner/adjective cards, and room cards.

Set Up

  1. Draw a house on the board with three rooms.
  2. Tell the students you’re moving house.
  3. Draw a checklist next to your house.
  4. Write the following with check boxes next to each item:
    • pink bathroom
    • two kitchens
    • nice garden
  1. Use your teacher copy of the cards and put them into different piles.
  2. Deal yourself one of each card and hold it in your hands. Show them to your students dramatically, like you’re letting them in on the secret.
  3. If the cards match, you can say, “Yay! It has a pink bathroom! Check!”
  4. Drill this with the students.
  5. Shuffle the two cards back into their respective piles and mark off your check box on the board.
  6. If the cards don’t match (which is likely), keep drawing cards (you choose the pile) until you get a match.
  7. Students should now understand the concept of finding the cards that allow them to check off their rooms.
 

Model

  1. Have two of your more confident students open their books to the activity page.
  2. Assign house A to yourself, houses B and C to the students. Have them take out their pencils.
  3. Shuffle the two sets of cards and keep them in separate piles.
  4. Deal yourself and the students 1 card from each pile. Tell them to keep their cards secret and ICQ.
  5. Write ‘Do you have ___?’ on the board and drill.
  6. Ask the student to your left, “Do you have (two)?” Help them check their cards.
    • If the student has the card, they must give it to you. That student then takes a card so they always have at least 2 cards in hand.
    • If your student does not have the card, you choose a card from one of the two piles. ICQ that both piles are OK to take from. “Are these cards OK?” (Yes.)
  1. Repeat this process going around clockwise, check that all students understand how the game words.
 

Running the Activity

  1. Place the students into groups of 2-4 and have them cut out one set of cards per group.
  2. You may wish to play the game with the group yourself if you have a very small class.
  3. Monitor the groups and help them get going.
  4. When you hear students using language independently, provide plenty of praise and give them points on the board.
  5. Make notes, written or mental, on errors and good things you heard.
  6. As the game starts to run more independently, step back more and more and don’t involve yourself.
  7. Stop the activity after some time and provide feedback and praise, helping them with chunks of language and pronunciation.
  8. Repeat this process and feed in new language you think would be beneficial for playing the game if your students are flying.
 
Have fun!