FREE STUFF!!! DEVELOPING LANGUAGE

SKILLS WITH LIMITED RESOURCES

Katie Bain

English Language Fellow

ktbain53@gmail.com

www.elfellowkbain.wordpress.com

OBJECTIVE Participants will receive ideas for

classroom use that require one or more of the following materials: a board and markers or chalk copies of something printed from the

Internet note cards or small pieces of paper

AGENDA

1. Language Experience Approach2. Picture Description3. 4-3-24. Games – The Money Game, Board Race

Game5. Songs6. Journal Writing7. Reading Aloud8. Story Telling9. Reader’s Theater10. Free lesson plan template for you to create

a lesson plan now or later

LANGUAGE EXPERIENCE APPROACHLISTENING, SPEAKING, READING, WRITING

Carnaval Video1. Have students list things that they saw and did. These

can be one or two word responses. List the words in categories of seeing and doing.

2. From these words, help students to form sentences: “We saw…” “We danced, ate, laughed, celebrated, etc.”

3. Begin to allow the students to have more and more control over what you write on the board.

4. Demonstrate writing an introductory and concluding sentence:- Carnaval was very fun!- We did many things at Carnaval!- We had a great time at Carnaval!- Carnaval was a great experience!

EXTENDING LANGUAGE EXPERIENCE APPROACH

1. For more advanced students, write a longer text, including different tenses or more advanced vocabulary:

What did you see and do at Carnaval last year? What do you do at Carnaval every year? What will you do differently at Carnaval next year?

2. Type out what the students dictate for use in the next day´s lesson. You can do… cloze activities comprehension questions ordering of sentences (cut the text into sentence strips and

have students order it) choral reading Make a book that the students illustrate (one sentence per

page with student illustrations could become a classroom book).

PICTURE DESCRIPTIONLISTENING AND SPEAKING

Picture Descriptions Real-world purpose: To understand English

question words and respond appropriately. Find a large magazine photo. Show the

picture to the entire class and ask a series of questions related to the picture. Elicit responses from learners.

For additional practice, put learners in pairs.

4-3-2DEVELOPING SPEAKING FLUENCY

1. Give students a topic or theme (Example: Best childhood memory).

2. Give students a couple of minutes to gather their thoughts.

3. Have students pair with one student, facing that student.

4. Each person gets 4 minutes to talk about their topic.

5. Students rotate to different partners, then talk for 3 minutes about the same topic.

6. Students rotate and then talk for 2 minutes about the same topic.

THE MONEY GAME – PRACTICE SPEAKING AND LISTENING

The Money Game Questions 1. What is the objective of the lesson? 2. Did the students meet the objective? 3. Would you use this game in your

classroom? 4. How could you change this game to make

it more appropriate for your class?

GRAMMAR BOARD RACE

Board Race Video

Questions 1. What is the objective of the lesson? 2. Did the students meet the objective? 3. Would you use this game in your

classroom? 4. How could you change this game to make

it more appropriate for your class?

SONGS FOR GRAMMAR PRACTICE

1. Simple Present/Present Perfect: Here Comes the Sun

2. Prepositions: Octopus' Garden Animated VideoOctopus' Garden Lyrics

3. Past Irregular: Because You Loved Me

4. Modals: Should I Stay or Should I Go

5. Conditional Tense: If I Were a Boy

***www.tefltunes.com***

SONG IDEAS

Make up your own! Have students fill in the blanks as they listen

to songs. Cut the lyrics into lines and have students

put them in the correct order. Listen to songs about similar themes to

compare and contrast. Listen to songs in similar genres and have

students compare and contrast. Have students use the structure and/or

grammar of the song to create their own lyrics.

JOURNAL WRITING

Give students time to write in their notebooks every day!

At first, model an “appropriate” journal entry. I usually put this on the board: A picture with one word in English

near it. A mix of Spanish and English. A lengthy report of my day and

feelings in English. “Grade” journals only for their

attempt to write in English. The goal is to write more in English every day.

Do some dialog journals if you can.

READING ALOUD OR D.E.A.R.

Read books aloud to students any age of any age as often as possible.

Use pictures for support. Download books from the

Internet and print them to read aloud or to have students read.

Download and print books or articles for students to read for a set time period each day or each week in class.

Spanish books are good too! Literacy in L1 transfers to literacy in L2 .

STORY TELLING

Step 1: Structure or a story and show examples Abstract Orientation Remarkable event Reaction Coda Language focus (past continuous)

Step 2: Students create stories Step 3: Students revise stories Step 4: Students become active listeners(Jones, 2012)

STORY TELLING

Step 1: Structure or a story and show examples Abstract Orientation Remarkable event Reaction Coda Language focus (past continuous)

Step 2: Students create stories Step 3: Students revise stories Step 4: Students become active listeners(Jones, 2012)

READER’S THEATER

Select a text

Practice – Explore – Practice (cycle) Spoken Vocabulary (pronunciation) Places to pause Repeated text Opportunities to express contrast

Perform For a live audience For a virtual audience

READER’S THEATER

The Very Hungry Caterpillar - by Eric Carle A: In the light of the moon B: a little egg A: lay on a leaf B: One Sunday morning, A: the warm sun came up, and BOTH: ―Pop!‖ B: Out of the egg came a tiny A: And very hungry B: Caterpillar. BOTH: He started to look for some food.

NOW IT’S YOUR TURN

Take a look at my lesson plan Create a lesson plan from an idea in this

presentation or another free one that has worked well in your classroom before.

Share with us!

WEBSITES!

www.freekidsbooks.org www.tefltunes.com www.timeforkids.com www.starfall.com http://reading.ecb.org/ http://www.thebestclass.org/rtscripts.html www.aaronshep.com

SOURCES

Webinar 8.4 "Introduction to Readers Theater" Karen Taylor

Jones, R.E. (2012) “Creating a Storytelling Classroom for a Story Telling World.” Forum. V. 50 N. 3