Resources and Materials for Teaching English to Young Learners: 4th Grade Unit 7 Pets Grammar Activities

Özlem ŞAVKLI

09131062

3-B

GRADE: 4

UNIT: Pets (7)

MATERIALS: a short cartoon movie, PowerPoint slide, puppet stage, glove puppet, pictures of pets, features of pets cards, colorful papers.

GRAMMAR POINT: This pet has got four legs and a big tail, a rabbit has got big ears, how many cats are there? , how many dogs are there? , there are five dogs, there is one bird.

AIMS:

ü To help students make connection between the language form and meaningful context.

ü To provide comfortable environment to learn

ü To make students figure out new words and grammar structures

ü To push students to produce something

Ppt presentation:

https://docs.google.com/file/d/0B3blw9ivCFmvOWtfak1Wam4ySWc/edit?usp=sharing

NOTICING

Activity: Watching a short cartoon video and question-answer activity ( after introducing the animals, ask questions about animals.)

Aim 1: The beginning of the lesson is so important to get students’ attention and make them involve in the lesson. The students watch a video and the teacher tries to prepare them to the lesson. The video is a cartoon in which there are some animals.

Aim 2: In this part, it is beneficial to watch a video for being prepared to the lesson. The aim is to take their attention to the lesson and decrease their stress. It is very enjoyable for young learners to watch a video.

Aim 3: Watching a video and question-answer activities will help students make relationship between the language form and the meaningful context.

Step 1: when the teacher enters to the classroom, he/she talks about his/her pet and says that it was ill and he/she took it to the vet in the morning. Then, students watch the carton movie and make some guesses about the topic. After taking the guesses, the teacher asks students which animals they saw in the movie and whether they want to learn the pets.

Here is the video: http://www.youtube.com/watch?v=B_xrTPQLxos

Step 2: Students like visual things so they learn the pets with a PowerPoint slide. The slide includes colorful writing and big pictures so students pay attention to it much more. After showing the pets, the teacher asks questions about the pets in the slide. For example, there is a cat in the slide, teacher asks ‘have you got a cat, Ali?’ or for a dog ‘have you got a dog, Ceren? , what is its name?’. The students make connection between the lesson and their life.

Step 3: Teacher put the pictures on the board and wants students to look carefully. The students see that for example, there are birds more than one. Teacher asks students how many pets there are. With using the authentic materials, students learn ‘how many are there …?’ questions and their answers.

STRUCTURE

Activity: Matching game, farm game

Aim 1: Studying with authentic materials makes students familiar to the lesson so they feel more comfortable. They learn grammar in a context with in interaction with their friends.

Aim 2: The more active students are, the more things they can learn. By using games teachers make students active in the classroom. While playing game, they feel relax and practice the things they learnt.

Step 1: The teacher puts pets’ pictures and features of pets cars on the table for matching game. Then, he/she puts a pet’s picture on the board and chooses a student to find the features of this animal under the picture. The student finds its features and puts it under the picture. The teacher wants him/her to read the features loudly. After that, the teacher puts features of a pet and chooses a student to find its picture. When he/she finds the picture and puts it on the board, he/she reads also reads loudly. The activity goes on like that. Thanks to this activity, students are active and they have a chance to practice.

Step 2: The students comprehend pets and their features and now they play a farm game to comprehend ‘how many’. Teacher draws a simple frame on the board and starts the game by writing a name of a pet. The teacher writes the name how many times he/she wants and asks to students for example, ‘how many dogs are there?’ and then the teacher chooses one of the students. The student answers the question and writes the name which and how many he/she wants. After that the student asks the question and chooses one of his/her friends. If a student writes the same pet, then the student who is answering adds the previous ones to the new ones and says the total number. For example, there are two parrots in the farm and Ayşe comes and writes three parrots. Then, she chooses Burak and asks ‘how many parrots are there?’. He answers like that ‘there are five parrots.’ The game goes on like that. By playing this game, students decides what they want and practice the grammar structure.

PROCEDURALIZING

Activity: Puppet show

Aim: In the end of the lesson, students can figure out the new words and the grammar structure so they can produce something. In this part students produces something by themselves and the teacher will see whether they understand or not by monitoring them.

Step: The teacher puts the puppet stage in front of the class and distributes the colorful papers. Then, he/she explains what they will do. The teacher asks students to write the specialties of the pet that they want on the colorful papers and then tell them on the puppet stage by using glove puppet. The teacher warns them not to say their pets’ names because the others will guess what it is. While they are writing the descriptions of the pets, the teacher monitors them and helps if they need. When they are done, they talk about their pets by using glove puppet on the stage and their friends guess the name of pets. The teacher asks to the student on the stage if the guess is true or not.

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