Instructions for Teachers

Where's the Candy - 1st Time

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.

Description

This activity is another information gap where the Ss must exchange information about where candy is around the house and draw it on to their own picture. By the end of this activity Ss will be able to say what room something is in as well as explain where it is in relation to other objects using simple prepositions of place. 

Set Up:

  1. Ask the Ss what Myu likes to eat.
  2. Tell them Myu wants to eat all the candy in the house.
  3. Separate the class into a big A and B group. Give each group the laminate and ask them how many pieces of candy they see. Have them count. There are 8 in each picture.
  4. Draw two candies on the board. Tell them A has the spotted candy and B has the striped candy.
  5. Tell them they need all 16 candies to get Myu to come.
  6. Place the Ss into A/B pairs and ICQ keeping their books secret.

Model:

You can use the model below, or a simpler one, depending on your Ss.

A: Where’s your (green) candy?

B: It’s in the kitchen?

A: Where in the kitchen?

B: On the stove.

A: Thank you. (A draws B’s candy.)

B: Where’s yours?

As usual, good practice is to use a puppet or a drawing to show the model. Then you run the model again with a strong S for added clarity. Another tip is to model a bad version of how you want the activity to run and ask the Ss if elements of it are OK? E.g. Mumble your words and ask if that is OK

Running the Activity:

  1. Assign the roles to Ss in pairs.
  2. Monitor and assist, praising any attempt to use English. Trying their best with language should outweigh any points for ‘winning’ the game.

Try and take notes on errors and good use of English for positive feedback and some basic error correction on the board.

 

Where's the Candy - 2nd Time

If you didn’t finish last week, you can continue the activity. You can also have the Ss swap roles and do the A or B page they didn’t do last time. Or, provide photocopies when needed.

 

The Myu Game

Description:

This activity give Ss the opportunity to use the pink squares on the activity pages. There is a cut out of Myu on p.33 in the top left corner. This game has the Ss place their Myus on the picture and take turns guessing where they have placed it. This provides added practice of locations, furniture and prepositions of place. It also provides the opportunity to expand and use a different question structure.

 

Set Up:

  1. Ask the Ss to go to p.33.
  2. Ask them to cut out Myu.
  3. Tell them they are going to put Myu their picture, but they have to keep it a secret for their partner.

 

Model:

You can use the model below, or a simpler one, depending on your Ss.

A/B: (Place Myu on the activity pages)
A: Is Myu (in the living room)?
B: Yes, she is.
A: Is she (under the sofa)?
B: No, she isn’t. My turn.
    Is Myu (in the bathroom)?
A: No, she isn’t. My turn.

    Is she (in the living room) (under the table)?
B: Yes, she is.
A: I found Myu! I win!

 

Extension:

Have the Ss take their Myu cards and hide them in the room. Provide a model for how you wish for them to go about this and conduct themselves before setting them loose. They can then go around in pairs and when they find a Myu say, “I found Myu!” Stop the class and bring them together around the Myu.

You can then use this to practice location, furniture and prepositions of place in a freer way in the real world.

 

Have fun!