NOTICING
Grade : 4
Unit: 2 My Classroom
Unit: 2 My Classroom
Grammar Point: This is a book/That is a ruler (Vocabularies about school objects such as pen, pencil, book, ruler, eraser, sharpener and pencil case and classroom instructions such as stand up, sit down, open or close your books.)
Activity: Listening to a song and acting out the song.
Asking questions to the students. (Question-Answer Activity). (What is this/that? It is an eraser.)
Aim: 1.In noticing part, it is important to support meaning and form together and to present the form in various ways, so students listen to a song as a start. Moreover, they act out the song. The aim is to activate the students.
2. Using a song is a good start instead of using a course book, so that students can see the form in a different context. In addition, using a lovely song is suitable for young learners. I mean the activities should be at an appropriate level, so this activity aims to draw students’ attention and involve them to learning.
3. Showing real materials and doing question-answer activity aims to demonstrate the formulaic language in a context and help the students to compare and contrast the form with meaning.
Materials: Real school objects, PowerPoint slide show
Procedure: Step 1. Students listen to a song (school song)
and they act out the song. While they are listening to the song they learn what the meaning of book is, because while listening, teacher does the same acting out with the whole class. For example, the song starts with ‘this is a pencil, this is a book’. There are also subtitles of this song. While they are singing this, teacher shows pencil and book to the students, so they perceive the meaning and form together in a context.
and they act out the song. While they are listening to the song they learn what the meaning of book is, because while listening, teacher does the same acting out with the whole class. For example, the song starts with ‘this is a pencil, this is a book’. There are also subtitles of this song. While they are singing this, teacher shows pencil and book to the students, so they perceive the meaning and form together in a context.
Step 2. Students watch a power point slide show. In the slides, the forms are shown to the students. For example, in the first slide there is a picture of a board. Since there is a colourful picture, students do not get bored. The form is also given such as ‘What is this? This is a board. For differentiating ‘this’ from ‘that’, teacher puts a hand pointer to the slides. If the hand pointer is near the object, this means students should use ‘this’. On the other hand, if the hand pointer is far away from the object, this means students should use ‘that’. In addition, in the same slide there is a classroom instruction about board, for example. The instruction is ‘Look at the board.’ In other slides, students’ active participation is required. Teacher gives the picture and hand pointer and then the students make the sentences or interrogative sentences according to the pictures and the place of hand pointer. Therefore, they do practice even in noticing part.
STRUCTURING
Unit: 2 My
Classroom
Grammar Point:
What is this/that? This/That is a book.
Is it a book? Yes, it is/ No, it isn’t.
Activity: Puppet
Game
Aim: Using puppets is important issue, because when
the students come to the front of the class, thanks to puppets they feel
relaxed and they will be able to act out and adjust grammar in a content to
express meaning. The aim for learners is to manipulate the language. They not
only learn the grammar points but also communicate with each other. I mean
there will be interaction between these pair groups.
Materials:
Two hand puppets, PowerPoint slide show
Procedure:
Two students ask each other some questions about the topic by looking at
another slide show. The questions are:
What is this/that? This/That is a pen. Is it a ruler? Yes, it is/ No, it isn’t.
Is this/that an eraser? Yes, it is/ No, it isn’t. In the slide show, the
pictures belonging to classroom objects are given, so they will look at the picture
and remember what it is. Thus, they do not memorize the vocabulary. In
addition, there are vocabularies belonging the picture under the picture and
clues are given such as (what…) means that students make interrogative sentence
with wh- questions. One student asks ‘What is this or that?’ and the other
student answers ‘This is a pencil.’ However, if there is a clue like (Is…), it
means that one student asks ‘Is it a door?’ and the other one answers ‘Yes it
is or no it is not’ Thus, students do more practice in this part.
PROCEDURALIZING
Unit: 2 My
Classroom
Grammar Point:
Student A: Is this/that is a sharpener?
Student B: No it isn’t
Student A: What is this?
Student B: This is a
notebook
Activity: Touch
and Guess Game
Aim: The aim
is to make students pay attention to both grammar and
communication.
Another aim is to make
students interact with each other and do more practice
and then they learn the grammar points well.
Materials: Real school
objects and a scarf
Procedure: In this part students should do a lot of
practicing, so the teacher gives them tasks to do. Therefore I think ‘Touch and Guess Game’ is suitable for them. For this
game, teacher ties up a student’s eyes with a scarf so that he can not see
anywhere. The aim is to touch one of the classroom objects like a book and
guess what it is. After touching it, he asks ‘Is this a sharpener?’ and the
other student who holds the sharpener gives the answer whether it is true or
not. If the answer is not true, that student asks again like ‘What is this?’ and
other student answers like ‘This is a notebook.’ They do it in pairs, so
interaction will be inevitable.
REFERENCES:
n Cameron, Lynne (2001) Teaching Languages
to Young Learners/ Learning
Grammar.Cambridge University Press.
n Kahraman,
Ayşe and Bahattin (2012) English 4.
Grades. Semih Ofset-S.E.K Press.
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