- Have a lively game of run and touch to practise ‘jobs’ vocabulary. The teacher shouts out a word and the learners run to touch a picture or word card stuck on the wall. Find a list of flash cards that you can use for this game here: http://learnenglishkids.britishcouncil.org/en/practise-your-english/jobs.... (Look here for a complete list of available flash cards: http://learnenglishkids.britishcouncil.org/en/category/attachment-type/f...)
- Follow with a calm activity such as listening to a story about jobs: http://learnenglishkids.britishcouncil.org/en/short-stories/what-will-i-...
- Get the children moving again by singing an action song (mime the jobs): http://learnenglishkids.britishcouncil.org/en/songs/people-work
-
Have another calming activity using the same flashcards you used
for ‘run and touch’. Sit on the floor and play a game of memory in
groups. With a very lively class it can help to keep the learners’
attention mainly on the teacher and board (e.g. lots of vocabulary
input, speaking, listening or reading tasks from the learner’s book,
talking about posters, demonstrating how to make and use a craft
activity). Do this for the first part of the lesson then change to more
individual or group work (writing in the workbook, making posters,
making and using craft activities) when they have calmed down. Bear in
mind when choosing and implementing your craft activity that with very
young learners the classroom can become disorganised, especially if the
craft is too challenging or doesn’t have a clear learning objective.
Find printable craft activities here: http://learnenglishkids.britishcouncil.org/en/craft-downloads
For longer classes where learners’ ability to focus may dwindle
towards the end of the lesson, get the main language input done at the
start of the lesson then move on to ‘lighter’ tasks that don’t require
as much concentration. Keep them interested right to the end by
finishing with a game. You could display the most popular games on
LearnEnglish Kids: http://learnenglishkids.britishcouncil.org/en/games and have a class vote on which one to choose.
Learning The Alphabet
When
you think about it, there’s nothing in life that doesn’t first start small.
Human beings start that
way as babies. Flowers start out as seeds. Skyscrapers begin as concrete
blocks. Words are the
same way. The long words start with smaller bits and pieces of sounds and
letters. And great readers
become great because they learn to read little by little, step by step. Learning
the alphabet and its letters and sounds is the first step to being able to read
well. When we
master the alphabet, we are on our way to reading words, and then sentences,
and then paragraphs and then complete books.
What
is Alphabetic Knowledge?
•
Letter shape recognition
•
Letter name knowledge
•
Letter sound knowledge
•
Ability to print letters
• Rapid letter naming
As
with all learning, a multisensory approach is best, so introduce the alphabet
in a variety of
ways
that engage the senses. Don’t be shy. Try several things and then determine
which are most
effective.
This could include using clay or finger paints or singing or drawing.
Key Vocabulary
Vowels and Consonants.
Once
you have a grasp of the alphabet as a whole, then you can begin to discuss the
ways that the alphabet is organized. A critical grouping is consonants and
vowels.
Vowels
and consonants are different in a number of ways, but the most critical has to
do with air flow.
Here
are the vowels in the order they appear in the alphabet
a e i o u
Every
English word has a vowel. Vowels are needed to make syllables.
Next
learn the consonants. Here they are in the order they appear in the alphabet
b c d f g h j k l m n p q r s t v w
x y z
Activities
Counting, Matching, and Naming
Letters
What You
Need
•
Set of plastic alphabet letters-preferable capital letters
•
Mat that you make on an 11” x 17” piece of firm paper. Trace the plastic
letters and fill them in, in an arc shape, so that the plastic letters will fit
over the letters written on the arc. The arc should extend from the lower left
to the lower right corner.
•
What You Do
•
Ask you child to count how many letters there are.
•
Then ask your child to place the plastic letters on the matching
letters on the arc of the mat.
•
Teach her the name of each letter, introducing about four new letters
per day. For example, “This is the letter A.”
•
After she can differentiate the letter shapes and has been taught the
names of each letter, ask her to say the name of the letter as she places it in
the position on the arc.
•
Repeat often, until your child can recognize each letter, place it over
the corresponding symbol on the arc on the mat, and say the name of each
letter. Generally, it takes several weeks for a child to master all the
letters.
—
Learning The Sequence of the Alphabet
What You
Need
- — Set of plastic alphabet letters
- A slightly different mat made on an 11” x 17” piece of firm paper. List the letters in order in a straight line across the top to provide a reference for the child. This time, instead of the letters composing the arc, draw a line to form the arc. Then provide three “anchors” by writing the letter A at the lower left corner of the arc, the letter Z at the lower right, and M and N at the midway point at the top of the arc.
What You Do
- Ask your child to take the plastic letters out of the container and place them right side up in the center of the arc.
- Then ask her to find the A and place it.
- Next find the Z and place it, followed by the M and N.
- The child then begins with B, Then C, and so on, placing all the letters in order along the arc.
- When your child has finished sequencing the letters, ask her to check it by touching and naming each letter, starting with A and moving to Z. The alphabet across the top of the mat can serve as an additional reminder.
- Repeat this activity frequently until the child can place all the letters in the proper order within two minutes.Generally, it takes several weeks for a child to master this task.
Guess the Letter
What You
Need
· Two sets of plastic alphabet
letters-preferably capital letters
· Two 11” c 17” mats with or without
the letters filled in on the arc
· Two brown paper bags, or cloth
bags, big enough to hold the letters
What You Do
· This is a game that two children
can play together or you can play with your child. The object is to try to
correctly identify and name the letters based on felling them without looking.
The winner is the first player to fill in all the letters on her arc.
· The first player reaches into a
brown paper bag and feels a plastic letter without looking at it. If she can
correctly name it, then she gets to place it on the arc on her mat and choose
another letter. She continues choosing letters until she makes a mistake.
· Once a mistake is made, the turn
rotates to the next player
· The player who successfully
identifies and places all the letters on her arc is the winner.
Alphabet on the Move.
- As mentioned earlier, alphabet rugs and alphabet floor titles can be sed to play hopscotch and other fun recognition games that anchor the letters kinesthetically. If you don’t have these items handy, make your own letter tiles: simply write each letter as big as you can onto separate pieces of paper. Lay them out on the ground and then toss a hopscotch marker (bean-bag, small rock, eraser, etc.) to the targeted letter and say not only the name of the letter but the sound. More advanced learners can also say a word that begins with the letter.
NOUNS
A noun
represents a name of anything. It represents a name of a person, an animal, a
bird, a thing, a place, etc. A noun also represents a quality, or a state or an
action, which is observable to the human eye, which can be heard, smelt, tasted
or visualised.
For example: student, Amirul, girl, cat,
house, camera, Sarawak, kindness, bicycle, happy, beauty, etc.
Nouns are divided into Common Nouns and Proper Nouns. In general,
nouns are either Countable or Uncountable.
A Common Noun is a name given which is common to all
things or persons of the same kind or class. It is a name given to one example,
or more, or a class of things or to the class as a whole.
Classes of Nouns
Proper nouns: Common nouns:
• people;
• countries; Countable
nouns
Uncountable nouns
• cities; Have
singular and plural forms Have
only one form
• rivers; Ex.: a book - books; Ex: air, money,
happiness
• languages; a pen - pens homework, knowledge
• buildings;
• schools; Nouns that have countable
• months; and uncountable meanings:
• days of week. Ex.: juice, light, interest, paper,
glass
- COUNTABLE AND UNCOUNTABLE NOUNS
The nouns which we can count are called
Countable Nouns. We can use numbers and a/an with countable nouns, and they
have plurals.
For example: a house, three houses, a
chair, two chairs, an apple, four apples.
The nouns
which we cannot count are called Uncountable Nouns. Uncountable Nouns are
mainly:
a. the names of materials, liquids, and other things which we do
not see as separate objects, e.g. water, air, sand, food.
b.
abstract nouns, e.g. advice, information, honesty, beauty.
We cannot
use numbers or a/an with uncountable nouns, and they have no plurals.
For example, water NOT a
water or two waters.
SINGULAR AND PLURAL NOUNS
Most
nouns have an –s or –es added for the plural, but some are changed in other
ways. These are called Irregular Plural Nouns. Some
common examples are:
Singular Plural
Singular Plural
child children goose
geese
man men thief thieves
woman women wife wives
knife knives foot feet
Some
nouns have the same form for the singular and plural. Some common examples are:
Singular Plural
sheep sheep
deer deer
fish fish
Chinese Chinese
PRONOUNS
A pronoun is
used to take place of a noun or an expression which has been mentioned before.
Sasha went
shopping but she didn’t buy anything.
noun pronoun
For example,
My sister went
shopping but she didn’t buy anything.
feminine noun feminine pronoun
The boys went
shopping but they didn’t buy anything.
plural noun plural pronoun
PERSONAL
PRONOUNS
We use
Personal Pronouns to refer back to someone or something that has already been
mentioned.
There are
two types of Personal Pronouns:
Subject
Pronouns
Object
Pronouns
Subject
Pronouns
Singular Plural
I we
you you
he, she, it they
A subject
pronoun is used as the subject of a sentence or a clause.
For example,
He kicked the ball.
subject pronoun object
For example,
My sister is
sleeping. (correct)
subject
My sister she is sleeping. (wrong because it’s
redundant)
subject subject pronoun
Object
Pronouns
Singular
Plural
me us
you you
him them
her them
it
them
An object
pronoun is normally used as the object of a verb in a sentence or a clause.
For example,
I advised him to work hard.
verb object pronoun
Object pronouns
are used after a preposition.
For example,
There was a message for
her.
preposition object pronoun
POSSESSIVE
PRONOUNS
For example,
Murali took his son to the Cineplex.
PP N
Note:
PP - possessive Pronoun
N - noun
my our
your your
his, her, its
their
‘Possessive
words’ with no following noun.
For example,
Yours is new but mine
isn’t.
Singular
Plural
mine ours
yours
yours
his theirs
hers theirs
REFLEXIVE
PRONOUNS
For example,
She cut herself
accidentally.
subject
object
A reflexive
pronoun can also be used to emphasise the noun or pronoun it refers to.
For example,
I spoke to the
manager myself.
A reflexive
pronoun is used after the preposition by to mean that a person does
something alone or without help.
For example,
He
repaired the television set by himself.
This (singular) and these (plural)
are used with nouns which are near the speaker or writer.
For example,
This
purse
belongs to Erin. (The speaker is holding the book.)
That (singular) and those (plural)
are used with nouns which are far from the speaker or writer.
For example,
Put those plates
away before your mother comes home. (The speaker is
far
from the plates.)
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