Instructions for Teachers

How Many Things?

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 has the Ss choose one picture. Their partner then asks questions to narrow down which picture was selected.  

 

Model:  

  1. Tell the Ss they are in a team with Mr. Rabbit (or any other puppet/toy you have to hand).  
  2. Play the role of Mr. Rabbit choosing one picture with the team.  

 

A: This one.  

B: OK, good idea.  

 

Now play the role of the ‘unknowing student’. 

C: How many Myu’s are there?  

A+B: There are 3 Myus. 

C: OK. How many clocks are there?  

A+B: There are 2 clocks.  

C: Is it the (yellow kitchen)?  

A+B: No, it isn’t. / Yes, it is.  

 

You can have one S model it with you as well. You can also have two of your strongest Ss do one round to show others how it should be done.  

 

 

Running the Activity: 

  1. Place the Ss into groups of 2-4 depending on your class needs.  
  2. Monitor and assist.
  3. Make notes and do delayed written feedback after they’ve done a few.
  4. Drill some of the necessary lines for interaction if needed.  


You can have teams race to see how many they can complete by working together. They can award themselves points when they complete one together as a team.
 

 

Extensions:  

  • Race to see how many correct rooms can be found in a set time.  
  • Have them race to count the number of things in the whole picture.  
  • Have them race to count the number of things in multiple pictures e.g. “How many dogs are there in pictures A, D and G?”