~ TLW Curriculum Overview page ~
~ List of Lesson Types, Descriptions, and Procedures ~
~ This curriculum is designed for young learners ~ There are a variety of activities ~
~ Create lessons with different file types depending on learner skill and need ~
Noun files use a simple Q and A format with images. There is no game format. At the entrance level, it is often useful to have students write/copy the basic sentences in a notebook. For very young learners, this exercise may be a comfortable transition into speaking.
Verb files focus on form: the present progressive form in Level One and the simple present, the simple past, and future forms in Level Two. As the curriculum progresses, more complex structures and more opportunities to engage in using them are introduced. Verb files build awareness of time (past, present, and future) as related to their structures in sentences.
The goal of the form files is to bring attention to English forms as compared to the learner’s native structures. Repetition of target language forms offers them the recognition that the way English is written and spoken is different from the learner’s own language.
The contents of the Mixed Question files come directly from the Noun, Verb, and Form files. You may simply 'study through' the files, paying attention to form and meaning, or you may decide to employ a game format for a livelier, more collaborative experience. Game procedures are described at the end of this page. See below.
This file employs a role play reduction exercise where the dialog is gradually reduced to spaces instead of words. More lesson procedures are given at the beginning of the file. Learners are given the opportunity to build and perform their own role play.
The first activity is a simple word scramble exercise... It is intended to raise awareness of the differences between question and statement patterns in English. The focus is on question making patterns (e.g.,"What...? ", "What + noun...? " and "What kind of + noun...? ").
The follow-up activity provides the students with questions related to the images included in the first activity. The mimic the structure in the first activity and challenge the learners to create an original response.
A minimal pair consists of two words with sounds that are very similar but have different meanings. For example, lake and rake may sound similar, but the former is a large body of fresh water and the latter is a tool used to collect leaves from a lawn.
The first activity is a simple selection of the correct sound in a minimal pair. The second section is a simple matching for vocabulary exercise. The next section is a simple sentence fill-in-the-blank exercise, and the last activity is an open-ended bonus questions. Points may be awarded for each of the above.
It's possible to set up a game-style format (as it is with most TLW files). Follow the same procedures as in the Game Procedures below…
Most files have 'game potential' with two or more teams. First you must decide how to select students for turn-taking. Our suggestion is to use numbered cards or even playing cards to select students randomly from the 'deck'. The goal is to get all students on the same team to 'construct' an answer with the student that is taking a turn.
To assist this process, collaboration and 'scaffolding' may be encouraged by the teacher. In this process, more able students assist less able students to help them work through what they are not able to express on their own.
Open any file. The first slide in the 'game' will have a question. This could be a ‘closed’ question where the answer can be known by all (What color is an orange?) or an ‘open-ended’ question where students must create the answer from their experience (Do you like oranges?). Higher points are often given to open-style questions.
If an acceptable answer is given ~ and each teacher will have their own criteria ~ points are awarded (as indicated on the upper right corner of the slide). If the student gives a wrong answer, the next student in the sequence (using random selection) takes a turn. If he/she fails as well, the process continues until a student succeeds. In the end, the team with the most points wins.
“Honor your mistakes, they will lead to learning...
Through this learning, more mistakes will be made…
Through this process, mistakes are no longer mistakes…
They become the act of learning.”
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