Materials in the Classroom
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Materials in the Classroom
대구교육대학교 원어민강사 Andrew Miller
Introduction Children learn by doing. When students are making things, they are immersed and keen to follow directions, even in English. Language plays a key role though listening to instructions, and associating the language directly with objects and actions. These objects can then be used as tools for further language use.
Making things is also valuable for multi-level classes. Students who can’t follow the instructions in English, can follow visually through teacher demonstration.
Language:
Copy, blow, color, cut, check, collect, create, display, draw/sketch, divide,fold,glue/paste/stick,hang,show,join,mix,make,paint,pin,place/put
,prepare, remove, roll, tie, turn, wrap
MobilesMaterials: Coat hangers, string How to make:
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5. Party CrackerMaterials: Crepe paper. How to make: Cardboard tubes.
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Finger Puppet(ex. for telling How to make: stories) Materials: Stapler/glue
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Diorama(ex. for describing a story How to make: scene)Materials: Shoe box; String 1.
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Sentence Flap Book How to make:
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Spinner Materials: Pins or paper clips How to make:
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Word Cube How to make:
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Word fans How to make:
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Roll Sentences How to make:
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7. Instructions Machine
How to make an Instructions Machine
Using the pictures below, prepare the language you need to show otherstudents how to fold paper to make a simple model that can be used to give instructions. Instructions:
1 Take…
2 Fold…
3 Tear…
4 Fold…
5 Do…
6 Unfold…
7 Draw…
8 Color… # Picture Guide
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11 How to use your Instructions Machine
1 In pairs, ask your partner to choose a question, for example, ‘What’s your favorite color?’ spell the answer out loud. Open and close the machine once for each letter.
2 Open the machine to the colored flaps and ask your partner to choose one of the colors. Open the flap of this color to show a number. Your partner should follow the instructions given beside each number below:
Instructions
1. Give 3 instructions you could give students to make a word cube.
2. Say the following tongue twister three timesas quickly as you can:
Peter Piper picked a peck of pickled peppers. She sells seashells by the seashore. A peck of pickled peppers Peter Piper picked. The shells she sells are surely seashells. If Peter Piper picked a peck of pickled peppers, So if she sells shells on the seashore, Where's the peck of pickled peppers Peter Piper I'm sure she sells seashore shells. picked?
3. Shake hands with everyone in your group and give each one acompliment.
4. Say the alphabet backwardswithout making a mistake.
5. Name six objects in this classroom in English, beginning with the five vowels.
6. Name and use threewords you’ve learned today.
7. Use a four-syllable word in a sentence.
8. Name three adjectives to describe yourself.
Party Cracker Take a piece of paper News
Make with it! two lines with a glue stick
Place three cardboard tubes on the paper cardboard box
Put A small gift in the middle tube gift wrapping Roll the paper around the tubes pinch London
Pinch the paper between the tubes of salt
Tie a bow on top. tie
Word Cube Draw six squares in a t-shape _____)__ feet ft2
Draw tabs on the top 3 squares paper meal
Fold the paper along the lines clip
Glue square the tabs to the inside of the cube lane
Write words on the outside of the cube lined lane
Spinner Draw stand in a ______a circle with your compass
Make 6 marks on the outside of the circle at equal opportunities / equal distances apart rights
Connect these marks by drawing lines full ______
Draw 3 straight lines through the middle of your straight line ______shape
Cut out of out the hexagon shape shape Write numbers in each triangle telephone
Book mobile Take a coat hanger hook
Draw outlines of the main characters main road
Cut out the character pictures picture perfect
Pierce a whole in each picture
line
Tie each picture to the coat hanger with string string instrument
Write story information on papers and put them over coat hook the hanger hook
Display English visually with: Labels; Word Cards; Posters; Word Walls; Pronoun Mobiles
Recycle language & materials
Making ‘visuals’ takes time. Recycle & re-use for the same language in different activities
Have a child be ‘teacher’ and give the game instructions (in English)
Do an activity or unit from the last semester to see what they do or don’t remember
Surprise your learners!
Show flashcards upside down before showing them the right way up Deliberately omit or give the opposite words when reading a story to see if ss notice
Change your voice by speaking in a low/high pitch or softly/loudly
Using your hands is good BUT try ‘no hands’ English to see what they really understand
Motivate your learners!
Let all learners belong to a winning team ex.)
Which team can put their books away and sit down first?
Which team was the best-behaved today?
=Which team are going to write correct words?
Play parrots: Ask ss to ‘parrot’ or repeat exactly what you say, how you say it for a minute or two. This helps ss become aware of language rhythm and intonation.
Let the child be the expert sometimes
Focus your learners!
Mark English time
Only English! Some English please!
Give two minutes of L1 (first language) to revitalize the class
To hear a pin drop…”Listen for the pin!” (or a digital sound!)
Let Learners Play with English! Share words/phrases your learners enjoy saying
Count/Spell/Speak/ Write backwards
Use simple puppets
Use silly stories, games, songs, and chants