Activities should be a learning centered project. Coloring, cutting and pasting, making something, word matches, are good ways to get the students physically involved in their learning. Use your discretion to decide on activities that your students can complete on time and with a moderate amount of difficulty. You want it to be challenging, not impossible!
Links to activity sheets:
http://www.kizclub.com/
There are a number of crafts on this site that are fun for kindergarten students.
Tuesday, October 20, 2009
Monday, October 19, 2009
Writing - Kindergarten
For Kindergartners, writing is a difficult task. Use worksheets and tasks that help them master their writing and then move to more difficult tasks. For example, if they have trouble writing their names, make them write their name on each piece of paper they have until they master it.
A former co-teacher of mine came up with a brilliant writing task. She cut out colored and white paper into half notebook size. Then, she had the students write their names on 2 pieces of the colored paper and decorate it as they liked. She had them staple a number of white pages inside (maybe 20 or so) to make a book.
Writing Activity:
Have the students choose a book from the bookshelf and take it to their desks.
Have them look through the book to find words that they know.
In their notebook, have them write those words (the number of words depends on their level and ability).
When they are finished, have them come to you and read the words.
If they read them all, give them a sticker (or whatever else you want to do, like a check or a star).
If they can't read one of the words, have them find another word they know and can read.
If the students are more advanced, ask them what the word means or to use the word in a sentence (verbal, not written).
Have the students put their books away.
A former co-teacher of mine came up with a brilliant writing task. She cut out colored and white paper into half notebook size. Then, she had the students write their names on 2 pieces of the colored paper and decorate it as they liked. She had them staple a number of white pages inside (maybe 20 or so) to make a book.
Writing Activity:
Have the students choose a book from the bookshelf and take it to their desks.
Have them look through the book to find words that they know.
In their notebook, have them write those words (the number of words depends on their level and ability).
When they are finished, have them come to you and read the words.
If they read them all, give them a sticker (or whatever else you want to do, like a check or a star).
If they can't read one of the words, have them find another word they know and can read.
If the students are more advanced, ask them what the word means or to use the word in a sentence (verbal, not written).
Have the students put their books away.
Read a Book - Kindergarten
It is important for students to hear English spoken naturally. That's why reading a book to them is essential.
Reading a book to them also helps the students focus. They learn they are expected to be quiet and pay attention.
DIRECTIONS:
Have the students sit at their desks or in front of you. Sitting in front of you on the floor helps you develop a bond with the students, teaches the kids how to work out problems (i.e. where to sit when someone else is sitting where they want to), and how to quiet down when requested.
Choose a book for their level or a little bit higher. You can also have a student choose a book for you.
Read the title (or have the students read the title).
Ask the students what they think the book is about.
Begin the book.
On the first page, ask about the main character (if there is one) and what they know about the character.
Read the first page.
Ask the students to predict what will happen.
Ask at least one question per page before you read it. Using the question words (Who? What? Where? When? How? Why?) will give you ideas.
Ask what the students see on the page (beginner)
Ask about pictures on the page. (more advanced)(i.e. Is it a big house? What do dark clouds mean? What's he eating?)
NOTES:
Sometimes, you may find yourself with a book that is too difficult for the students. If that happens, use the pictures to tell a story with the class.
*Have the students tell you what is happening on each page and guide them to stay on the story you have already started.
OR Make up your own story and tell it to them.
Reading a book to them also helps the students focus. They learn they are expected to be quiet and pay attention.
DIRECTIONS:
Have the students sit at their desks or in front of you. Sitting in front of you on the floor helps you develop a bond with the students, teaches the kids how to work out problems (i.e. where to sit when someone else is sitting where they want to), and how to quiet down when requested.
Choose a book for their level or a little bit higher. You can also have a student choose a book for you.
Read the title (or have the students read the title).
Ask the students what they think the book is about.
Begin the book.
On the first page, ask about the main character (if there is one) and what they know about the character.
Read the first page.
Ask the students to predict what will happen.
Ask at least one question per page before you read it. Using the question words (Who? What? Where? When? How? Why?) will give you ideas.
Ask what the students see on the page (beginner)
Ask about pictures on the page. (more advanced)(i.e. Is it a big house? What do dark clouds mean? What's he eating?)
NOTES:
Sometimes, you may find yourself with a book that is too difficult for the students. If that happens, use the pictures to tell a story with the class.
*Have the students tell you what is happening on each page and guide them to stay on the story you have already started.
OR Make up your own story and tell it to them.
Conversations - Kindergarten
How to do the conversation activity:
Introduce the script.
FIRST:
You can write the script on the board (which they may or may not be able to read). OR
You can use puppets (or any other types of props you may have available). OR
You can draw 2 characters on the board and point to them as you teach them the script.
SECOND:
Say the first line to the students and make them repeat it.
Indicate the line, puppet speaking, or point to the character on the board.
THIRD:
Say the second line of the script to them.
After they repeat the second line, make them repeat both lines.
FOURTH:
Do the third step until the script is finished.
How to do the conversation activity:
Introduce the script.
FIRST:
You can write the script on the board (which they may or may not be able to read). OR
You can use puppets (or any other types of props you may have available). OR
You can draw 2 characters on the board and point to them as you teach the script.
SECOND:
Say the first line to the students and make them repeat it.
Indicate the line, puppet speaking, or point to the character on the board.
THIRD:
Say the second line of the script to them indicating the line puppet, or character.
After they repeat the second line, make them repeat both lines.
FOURTH:
Repeat the third step until the script is finished.
FIFTH:
Make the students ACT OUT the script.
Bring 2 students to the front of the room and have them say the conversation to each other.
Have the students change parts and repeat the script.
Give each student a turn until everyone has finished the script.
NOTES:
*Give students a few seconds to remember the script if they forget. They will remember better if they figure it out themselves and not have you feeding them lines too often.
~You can also have the other student repeat his or her line.OR
~Have the class repeat the script together, and then start the individual practice again.
*Many Korean students do not have practice acting out conversation. They may complain or freeze up. But make them do it. They will learn English faster and actually be able to use it.
~Remember that most students do not have public speaking experience and you have to give it to them.
~They will get better over time.
*Remind students who are waiting for their turn to not call out the lines or be distracting.
*Be a comedian. Make the acting out part fun.
~If a child says a word wrong or funny, repeat it, be dramatic, make the class laugh and keep them engaged.
~If one students says, "How are you?" and the other student says, "How are you?" act outraged and repeat the lines dramatically: "How are you how are you?"
*Be careful with shy students, they may need a different sort of distraction.
~If a student refuses to speak, use your puppet (or your hand) to "whisper" in their ear the line.
~Talk directly to the student, he or she may be shy to talk to the other student, but not to you.
~Feed them word by word until they repeat the line.
~Give them a chance to try, but if it goes on too long (i.e. over a minute) then finish the activity and move on.
~Don't try to be too democratic. If a student refuse to go unless their friend does it with them, just let them.
*Students tend to forget to ask questions. They answer them, but generally need prompting to ask them.
Introduce the script.
FIRST:
You can write the script on the board (which they may or may not be able to read). OR
You can use puppets (or any other types of props you may have available). OR
You can draw 2 characters on the board and point to them as you teach them the script.
SECOND:
Say the first line to the students and make them repeat it.
Indicate the line, puppet speaking, or point to the character on the board.
THIRD:
Say the second line of the script to them.
After they repeat the second line, make them repeat both lines.
FOURTH:
Do the third step until the script is finished.
How to do the conversation activity:
Introduce the script.
FIRST:
You can write the script on the board (which they may or may not be able to read). OR
You can use puppets (or any other types of props you may have available). OR
You can draw 2 characters on the board and point to them as you teach the script.
SECOND:
Say the first line to the students and make them repeat it.
Indicate the line, puppet speaking, or point to the character on the board.
THIRD:
Say the second line of the script to them indicating the line puppet, or character.
After they repeat the second line, make them repeat both lines.
FOURTH:
Repeat the third step until the script is finished.
FIFTH:
Make the students ACT OUT the script.
Bring 2 students to the front of the room and have them say the conversation to each other.
Have the students change parts and repeat the script.
Give each student a turn until everyone has finished the script.
NOTES:
*Give students a few seconds to remember the script if they forget. They will remember better if they figure it out themselves and not have you feeding them lines too often.
~You can also have the other student repeat his or her line.OR
~Have the class repeat the script together, and then start the individual practice again.
*Many Korean students do not have practice acting out conversation. They may complain or freeze up. But make them do it. They will learn English faster and actually be able to use it.
~Remember that most students do not have public speaking experience and you have to give it to them.
~They will get better over time.
*Remind students who are waiting for their turn to not call out the lines or be distracting.
*Be a comedian. Make the acting out part fun.
~If a child says a word wrong or funny, repeat it, be dramatic, make the class laugh and keep them engaged.
~If one students says, "How are you?" and the other student says, "How are you?" act outraged and repeat the lines dramatically: "How are you how are you?"
*Be careful with shy students, they may need a different sort of distraction.
~If a student refuses to speak, use your puppet (or your hand) to "whisper" in their ear the line.
~Talk directly to the student, he or she may be shy to talk to the other student, but not to you.
~Feed them word by word until they repeat the line.
~Give them a chance to try, but if it goes on too long (i.e. over a minute) then finish the activity and move on.
~Don't try to be too democratic. If a student refuse to go unless their friend does it with them, just let them.
*Students tend to forget to ask questions. They answer them, but generally need prompting to ask them.
Easy EFL Lesson Plans - Kindergarten
It is important when dealing with young students (Ages 5 to 7) to remember that they do not have good attention spans. You need to create short and sweet activities that allow them to focus for short periods of time.
Organize your lesson around a number of activities that use various subjects/topics.
A day's lesson can include some of the following:
A short conversation script
Reading a book with them
A writing task
An activity like a worksheet
If you have a 40 minute class, 10 minutes can be spent on each activity, giving the students time to focus and then have a break.
Organize your lesson around a number of activities that use various subjects/topics.
A day's lesson can include some of the following:
A short conversation script
Reading a book with them
A writing task
An activity like a worksheet
If you have a 40 minute class, 10 minutes can be spent on each activity, giving the students time to focus and then have a break.
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