Action Words - I can
First Friends 2 level
To provide clarification and practice of 'I can' in the context of things students can do
To provide clarification and practice of action words in the context of things students can do.
To provide fluency speaking practice in the use of sentences beginning with 'I can' or 'I can't'.
Procedure (68-89 minutes)
Teacher plays 'dumb charades' with the children. Teacher enacts a few actions words like sleep, cry, dance and eat and asks students to guess the words. Teacher then encourages students to enact different action words and guess the words.
Vocabulary - throw, kick, run, catch, sing, climb, jump, draw A PowerPoint Presentation is used for vocabulary clarification. throw - Teacher displays a slide with the picture of the word and says the word -throw. The word is then displayed along with the picture. Teacher uses a soft ball and throws it to one of the student. (For Kinesthetic learners) Teacher asks students to repeat the word after her. The word 'catch' is taught in the similar manner. kick - Teacher displays a slide with the picture of the word and says the word -kick. The word is then displayed along with the picture. Teacher encourages students to do the action and repeat the word after her. The words run, jump, draw and sing are done in the similar manner. climb - Teacher plays a short video clip of approximately 8 seconds of a cat climbing a tree.(The clip is uploaded on the PowerPoint) (There's also picture in case the video doesn't play) Teacher says the cat climbs the wall and displays the picture and the word - climb. To check students's understanding, teacher say the words and asks students to do actions. For example, teacher says kick and the students do the action. Teacher then does the actions and asks students to say the words. Teacher then displays the picture from the textbook and encourages students to repeat all the words after her. This repetition is done only once. Teacher then points to words and asks students to say the words without her help.
Teacher says the words introduced in the previous task and asks students to do the actions of the words. Teacher models one and then encourages students to do the actions on their own. For example: Teacher says the words jump and students to the actions. Teacher then divides the class into two groups and asks one group to say action words. The other group does the action. The tasks are then reversed.
Teacher shows students a handout and sets instructions. Teacher instructs students to match the words to the pictures. Teacher instructs them to do the task alone. Teacher asks ICQs - Are you going to work alone? Alone Are you going to match the words to the pictures? yes The handouts are distributed. Teacher monitors the students and immediate error correction is done if required. Whole class feedback is done once the task is completed. Teacher displays the handout and nominates students to come to the board and match the words to the pictures.
Teacher plays a video of a rhyme - I can jump Teacher plays it twice and the second time she encourages students to sing along. Teacher writes the following sentences on the board. I can jump. I can run. Teacher asks students to jump. Teacher then questions students - Can you jump? Yes Teacher asks students to run in their places. Teacher then questions students - Can you run? Yes Teacher asks students to read the sentences on the board. Students repeat the sentences after teacher and then they are encouraged to read it own their own. Teacher displays a picture of a bird and says - The bird can fly. Teacher questions students - Can you fly? No Teacher writes the sentences on the board - I can't fly. I can't sing. Teacher reads the sentences and asks students to repeat the sentences after her. Teacher encourages students to read the sentences on their own.
Teacher shows students a handout with pictures of different actions and sets instructions. Circle and colour the things that you can do. Teacher gives an example. For example ; run - I can run. Teacher circles the pictures and colours it. Teachers asks ICQs - Will you colour all the pictures? No Will you circle the things you can do? Yes Will you colour the pictures that you circle? Yes The handouts are distributed. Teacher monitors the students and provides immediate error correction if required. Teacher monitors the weaker students more closely and makes sure that they have understood the task.
Students are put in pairs. Teachers sets instructions. Students are to arrange words in order. Teacher models the task for them. Students are given small flashcards of words, a paper and a glue stick. Students are to make 2 sentences with the words and stick them on the blank paper. Teacher asks ICQs. Are you going to work alone or in pairs? In pairs. Will you start your sentences with 'I can' or I can't? Yes Weaker students are given pictures of the action words instead of the words. Teacher monitors the students and immediate error correction is done. Once the task is completed students are asked to read their sentences with the class. A few sentences are written on the board and all students are encouraged to read them.
Teacher puts students in groups of three and sets instructions. Students are given a jig-saw puzzles of eight pieces of the action words and the pictures and are instructed to join them together. Once students complete a set of jig-saw puzzle, the puzzles are swapped. So every group gets to solve two puzzles. Once the task is completed. Students are instructed to move around and make sentences using 'I can' and the words/pictures in front of them. For example - I can draw. I can't fly. Teacher encourages students to think of more things they can and can't do and form sentences.
Teacher plays a video of a song. Students are encouraged to listen, do actions and sing along.