I will be surprised if I get a response, but I would appreciate my questions to be reviewed as I am stuck on making it look acceptable to be submitted. Ref: Specialist Module Young Learners.

Question 1

Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. The class is beginner or elementary level. (Write about 100 words.)

Objective: Help young learners develop their speaking skills

Aim: The learners should talk to each other using sentences rather than single words.

Level: beginner or elementary level

Vocabulary: banana, apple, pear, peach, orange, broccoli, sprout, sweet corn, sausage. ‘I like to eat….I don’t like to eat………..I like to drink ….and eat ……..

Activity: Food and Drink?

I will ask the class while miming, ‘What food do you like?’ I will have various coloured pictures of food and drinks. I will hold up a picture of a fruit, ‘Banana’, and ask for the class to repeat. ‘Apple’ and ask for the class to repeat. I go back to the banana and ask them what it is, ‘Banana’ and then hold up the apple, and ask for what it is. I will show lots more fruit then vegetables, then drink. I will then show the banana picture and say with my thumbs up and nodding my head, ‘I like to ‘eat’ bananas’ and elicit a repetition. ‘I don’t like to eat pears’ holding my thumbs down and shaking my head. I ask for them to repeat. I will get the students to tell each other in pairs what they like and don’t like to eat and drink.

Describe, step by step, how you would teach the following structures. Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure.

Question 2

Structure 1: Where is it? It’s on/in/under...

Visual Aids: Pictures of famous people. Board (structured table highlighting the grammar structure). Miming. Facial expressions.

Meaning: I will show a picture of a house. I will say ‘house’ and ask for the class to repeat. ‘I say, ‘This is my house’ pointing to myself and getting the class to repeat. I will say in a risen tone of voice, ‘Your house?’ they say, No. I say, ‘This is my house’. I show a picture of the UK. I ask the students ‘where is this?’ they say, ‘UK’, I say, ‘I live in the UK’. I ask for repetition. I ask them, ‘Where do you live?’ stressing the word, ‘Where’. I point to a specific student and ask, ‘Where do you live?’ they say, ‘I live in Spain’. I ask for some more answers from others. I point to them to ask me, ‘Where do you live’ and I say, ‘I live in the UK’. I drill the sentences till they understand, chorally and individually.

I could stand look confused and say ‘where is my pen? and start to look for it and then pick up my pen looking satisfied, ‘There is my pen.’ I will use another example, then ask a student, ‘Where is my pen’. They should see my pen on the table and say, ‘There is my pen’. I will accept that they probably won’t understand, ‘my and your yet’.

Question 3

Structure 2: How many... are there? There are...

‘How many… fingers do I have?’ I then show my hand and either count them out load or get the class to count, 1,2,3,4,5. ‘There are five fingers’, and get the class to repeat. I pick up two pencils and ask, ‘How many…pencils do I have?’ We will count together, 1,2. ‘There are 2 pencils’. I drill the tasks and repetition till they understand the meaning.

I will now display a picture on the board of a family in their lounge. It shows that it has three chairs, one table, one window, and three pictures.
I will stress the word ‘There is’ and ‘How many’ each time. I drill the target sounds separately in phrases or sentences i.e. ‘How many.. chairs can you see?’ I will elicit answers from the students by asking, ‘How many.. chairs can you see?’, and I will say, ‘There are three chairs’.

Question 4

Structure 3: Can you...? Yes, I can/No, I can’t (used to talk about a person's ability)

Visual Aids: I will have a picture of a happy face and a picture of an unhappy face. I will have pictures of action pictures of hobbies such as someone swimming and someone not swimming so well.

I will show a picture of someone swimming. I will ask, ‘Can she swim?’ and nod my head up and down as to say she can, and the class should respond with, ‘Yes’, and I say, ‘Yes, she can swim’. I will drill the sentence chorally till the class can say it correctly. I will show a picture of someone not swimming very well, and nod turn my head as if to say no, the response being, ‘No’, and I say, ‘No, she cannot swim’. I ask for the class to repeat what I have said. I repeat the procedure with other pictures till they understand the difference and what the meaning is. I will put the class into pairs. I will give each of them a picture where one picture is of something not being able to do something and someone being able to do something. I will observe while they ask each other a question. They will ask, ‘Can you swim?’ the other person shows a picture of someone not swimming very well and say, ‘No, I can’t swim’. They continue for a couple of minutes.

Question 5

Click here to read a lesson plan for a class of young learners and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds:

ai as in sail
ay as in tray
ir as in girl
oa as in boat

Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities.

Write a lesson plan according to the same model. Please use as much as you can from the different parts of this module and include a varied range of activities.

Aims:

To review work done in previous lessons.

To check homework

To introduce new double letter sounds (ai, ay, ir, oa)

To practise the TL (Target Language) using a variety of activities

Target Language: New double letter sounds (ai (mail), ay (day), ir (girl), oa (goat)

Level: Beginner

Time: 55 minutes

Assumptions:

The children in the class are familiar with all the phonics and have had practice putting letters

together to form three letter words. They haven’t been introduced to double letter sounds yet.

Anticipated Problems:

It is the first time the students have done double letter sounds. They may have problems

understanding the concept initially.

Solution:

Contextualise the double letter sounds in words.

1. Word Association:

I will write and point to the letters, oa, ir, ay, and ai while beginning each story regarding the sounds.

I hold up familiar pictures and say the name and get the class to repeat what I say, ‘Goat’. Then I hold up ‘toast’ and get them to repeat. I will repeat again and drill. I then say, ‘The ‘goat’ likes to eat ‘toast’ holding up each picture and miming the action. I then hold up a picture of a ‘boat’ and say the word. After the drilling, I start to create a story. I say, ‘The ‘goat’, likes to eat ‘toast’, on the ‘boat’. I repeat the story but getting the students to say what picture I am holding up.

The second story is, using the pictures, the ‘girl’ goes to the ‘fair’. I follow the same pattern of drilling and repetition as above.

The third story is, using the pictures, ‘I sneeze when I ‘play’ with ‘hay’.

The fourth story is, using the pictures, ‘the ‘train’ is faster than a ‘snail’.  

2. Scrabble (in lower case):

I will have a 5 by 5 grid showing pictures relating to the double letter sounds, such as, (train, bird, sail, goat, toast, hay, day, girl, mail, boat. They will be given small square pieces with the double letter sounds on and they have to place it on the corresponding picture that contains the double letter sound.

3. Vocabulary (Bingo):
‘ai’ words:
- mail – brain – stain – train – aim – afraid – air – sail – chair - hair
Pictures relating to the ‘ai’ word on a 5 by 5 grid. I shout out a word and they have to cross it out. The first student to complete 5 squares across up or down wins.

4. Vocabulary:
Non-Animal words:
Girl
Boat
Mail
Trail
Train
Brain
Stain
Day
May
Say
Stay
Shirt
Road
Coat
Oat

Guessing game. “Is it a___________?”
“No, it isn’t.” / “Yes, it is.”

5. Word search:
Three-letter words:
- May
- Oat
- Day
- Say
- Way
- Pay
- Lay
- Ray
- Bay
- Oat
- Aim

6. Introduce new double letter sounds:
- ai (Sail)
- ay (Day)
- ir (Girl)
- oa (Goat)

7. Practise double letter sounds with phonics:
Use homophones but using words will the same two letter sounds in it. E.g. (aim – brain), (girl – whirl), (goat – moat) – (day – way).

8. Dictation:
Three letter words (pay attention to ay-day oa-oat, ai-aim, and ir-sir).

9. Auditory:
Use pictures or stories using the sounds. For example a goat in a moat with toast on his coat. The children have to hear the target sound each time.

10. Visual:
Worksheet - The students have to fill out the gaps within the sentences that contain the letters 'oa'. For example, Tom is a lazy.....(goat)(showing the picture of the goat). And so on...

11. Kinaesthetic:
Get the students to create a poster. The poster will be split into 4 columns, each column titled, 'ai', 'ay', 'ir', 'oa'. The students have to write words with those letters in it within the columns.

12. Worksheet, can be given for homework - pass out worksheets to the students. There are a list of sentences and a word which has the missing double letters. They have to complete the gap with the correct double letters. This will be discussed in the following lesson.Top of Form

all o them work except question 2....the second part of the question suggests that you need to teach them prepositions as well (on/in/under etc) - so it may be good to explain how you would do that.

Everything else seems fine, the lesson plan you may want to make clear what is PPP and and give times for how long everythign will take.

hope that helps!