Instructions for Teachers
Where Does It Go? - Activity 1
When setting up activities, our ultimate aim is to have the Ss perform the activity independent of the T’s guidance. We want to create a student-centered classroom where Ss feel confident in what is being asked of them. The T can then stand back and observe their performance and language abilities to determine if Ss can independently complete the task. Setting up communicative tasks with low level, young language learners is a challenge, but with reflection and a desire to improve, it can be achieved.
This activity continues the theme of ‘moving house’. First the Ss will listen to the T describe how to draw some items of furniture and follow the instructions. Continue on from this, two Ss do Listening 1 (A and B), draw the furniture in the house and then share that information together. This listening ‘info gap’ then moves on two coloring the items of furniture.
First Week – Drawing the Furniture
Depending on how much time you have in your classes, you may just want to focus on drawing the furniture this week.
- Get the Shapes VA and run through the different parts.
- Tell the Ss we are going to draw shapes to make furniture.
- Show them the flashcards that have furniture.
- Give the Ss some plain paper and have them take out a pencil and colored pencils.
- Give the instructions for drawing a chair and have them follow along with you on the paper. E.g. (1) Draw a rectangle. It’s thin. (2) Draw 2 lines. (3) Draw 2 (more) lines. It’s a rectangle! (4) Draw 2 lines. They’re legs! (5) Color the rectangles brown.
- Now the Ss understand the concept, have them go to p.18-19 and have them draw some more chairs in the blank boxes.
- Ask them what the next piece of furniture is. (sofa)
- If you think your Ss are capable, have them ask you, “How do you draw…?”
- Give the instructions for the other items and have them follow along with you.
- Once they can draw the items of furniture, you can run a quick game of pictionary. Draw each item of furniture and do a team game to see who can call out the item fastest. You could combine this with a familiar game such as ‘Shark Bridge’ for added jeopardy.
- Now they understand the concept, you have Ss come to the board and draw.
- Introduce some rules where if Ss get the wrong answer they are penalized. This means they’ll have to be patient and wait until they are certain.
“I think it’s (a table)!” “That’s right!” / “Wrong!”
Custom Furniture Extension
At this point, they should have heard you say the things from the Shape VA a lot. Stronger classes can be encouraged to do some risk taking and give the instructions themselves.
- Give drawing instructions for an item of furniture, but customize it by adding something to it e.g. draw a flower
- Have the Ss follow your instructions and follow your custom design
- Give yourself lots of points for doing it and create a celebratory atmosphere when you’re finished
- Ask for volunteers. Get everything to clap when they come up. Help them to give their instructions for drawing custom furniture and get everyone to follow along.
- Massively praise their efforts, give points and have everyone clap their ‘presentation’.
This week we can focus on the listening task on p.20-21. For this activity you with need two devices to play audio on. If you can separate your Ss, that is ideal, but on other sides of the room can work too. You can even get the A team and the B team to cover their ears while you play the audio for one team.
- Go to p.20-21 and have the Ss do the same. Tell them that they are going to draw furniture in the rooms of the house.
- Tell them they need to listen to the iPad (or whatever device) to find out where to draw it.
- Separate the class into As and Bs.
Running the Listening Activity:
We want to have them do Listening 1 first. You have the choice of running this activity in two ways: (Listening 1, Speaking 1, Listening 2, Speaking 2) or (Listening 1, Listening 2, Speaking 1 and 2 together)
The flow below assumes the later.
- Tell the Ss that Listening 1 is drawing and Listening 2 is coloring. ICQ these instructions: “Do we color for Listening 1?” (No.)
- Have them listen and draw. Show them how to rewind and use the device.
- Monitor and assist, checking their answers as you go.
- Move on to Listening 2 and have them color the items they just drew.
- Now this is finished, we can move on to the speaking element of the information gap. Remind them to keep their houses secret.
Model for Speaking:
Now you want the Ss to share this information they’ve just gathered from the recording. You’ll have an opportunity to check their understanding of is/are during this.
A: What’s in your (living room)?
B: There is…
A: What color is it?
B: What’s in your (living room)?
Tip: So they don’t see each other’s books here, you can do a number of things e.g. put up barriers, have them sit back to back, have them sit very far apart and have to speak with a big voice
Feel free to stop the activity and provide feedback and clarification. You can actually start off with an easier model and build up to a more advanced one, feeding in new language as appropriate for your class’ level.
Extension – My Own House
Provide the Ss with their own piece of paper and have them draw their own house. Tell them to draw in furniture and color. This can also be assigned a homework and then they can present/share their houses with each other. There is also plenty of scope for creativity here so you could prepare your own model drawing to inspire them.