ESL Teacher's | oe: PULLS tg a i D | Bey: toy 2 i _ Elizabeth Claire |Illustrated by Eileen Gerne CiavarellaTable of Contents ‘About This Kit . 1. Helpful Hints Before You Begin ¢1 Language Needs Checklist .... 2. Getting Started © 28 ee ae a ‘TPR 1: Stand/Sit/Raise/Close/Open + Eyes/Mouth/Hands/Book ¢ Ba ‘TPR 2: Touch/Put + Caratoaeli Chat bhatSayoesbortGet © 30 TPR 3: Around the Room 31 TPR 4: Verb Commands + Negative Commands With “Stop” « 82 ‘TPR 5: Verb Commands + Negative Commands With “Don’t” ¢ 33 ‘TPR 6: Verbs of Motion + Places ¢ 33 ‘TPR 7: More Verbs of Motion + Places * 34 TPR 8: Write/Erase + Name/Numbers/Letters/Words © 34 TPR 9: Draw/Cross Out + Line/Circle # 35 TPR 10: Copy + Word (Number) Times ¢ 35 TPR 11: Go/Turn/OnFill/Drink/Spill/Take/Sharpen/Get ¢ 36 ‘TPR 12: Point to/Look at + Objects/Map/Countries/Calendar © 36 ‘TPR 13: Bring + (Color) Object and Object # 37 ‘TPR 14: Take/Put + On/Next to © 37 ‘TPR 15: Take/Put + (Color) Object (or ttthem) + On/Next to/Under « 38 ‘TPR 16: Take Out/Raise/PutPoint to/Put Away + Textbook Names ¢ 38 TPR 17: Open/Close + Textbook Names and Pages # 39 TPR 18: Take Out/Open/Point to/Pick Up/Write With/Draw With + (Color) 40 ‘TPR 19: Color/Draw + First/Second/Third/Fourth * 40 ‘TPR 20: Hand Out and Collect ¢ 41 ‘TPR 21: Getting Dressed * 42 ‘TPR 22: Lunch Time ¢ 42 TPR 23: “Snow Wonder” © 43 Shoe Box English .... 24, Vocabulary Development * 46 25. Request Forms © 46 26. And © 47 27. Colors ¢ 48 28. Numbers and Plural Forms © 48 29. Adjectives « 48 ‘30. Command Forms and Prepositions of Place © 48 31. Is/Are; It/They 48 ott46.1 See e 53 47. Simon Says ¢ 54 48. Giant Steps, ESL Style ¢ 55 49. All Around the School ¢ 56 ‘50. 1 Saw the Cat ¢ 56 51. Milk Mash (ESL Bowling) © 57 52. Duck, Duck, Goose * 62 60. Who Goes First? © 71 4. Action Games With Songs and Chants ¢ 73 61. Tall and Small ¢ 73 62. Bluebird, Bluebird © 73 63. Looby Loo © 74 64, Hokey Pokey © 76 65. ESL Farmer in the Dell © 77 66. A-Hunting We Will Go © 79 67. Did You Ever See a Lassie? (Laddie) © 80 68. ESL Mulberry Bush ¢ 81 Finger Games and Hand-Clapping Games .........+... 69. Ten Little Indians ¢ 82 ‘70. Where Is Thumbkin? « 83 TI. Two Little Blackbirds Pare ere ‘Ten Little Blackbirds ¢ 86* TABLE OF CONTENTS 74. This Is the Church » 87 75. The Rainy Day Song #88 76. I'm a Little Teapot © 88 77. Do Your Ears Hang Low? ¢ 89 78. The Little Bus 89 - 79. Who Took the Cookie? © 91 80. Summer Is Hot ¢ 91 81, Pease Porridge * 92 82. English Has Begun * 92 83. Miss Lucy © 93 dump Rope Games 84. Teddy Bear © 94 ‘85. Down by the Ocean ¢ 94 Ball-Bouncing Games .. 86. ABC Bounce © 95 87. Categories Bounce ¢ 96 Songs .. 88. Old MacDoneld Hod a Farm * 96 89. Are You Sleeping’ 5. Seat Games and Chalkboard Activities + 99 90. At the Playground ¢ 99 91. Last Sunday at the Zoo ¢ 103 ‘Chalkboard Activities .... 92, Letter Drill » 108 93. Follow Directions #109 94. Find It Fast © 110 95. The Disappearing Act # 111 96. Hangman © 112 . What Begins With B? © 113 + 108 98. Matching Games © 114 ‘99A. Go Get It 121 99B. Go Get It © 124 100. Stay Awake ¢ 129 101. Bingo * 130 6. Speaking and Guessing Gam: 102. Just-a-MinuteO # 139 103. 16 Cats © 147 104. 16 Women #151 105. 16 Monsters 153 106. 16 Pictures ¢ 156TABLE OF CONTENTS 107. 16 Robbers 158 108. Twenty Questions © 160 109. Pm Going to My Grandmother's House * 162 7. Lets Make Something ¢ 164 ‘110. Instant Oatmeal ¢ 164 111. Making Butter From Cream ¢ 166 112. Fruit Salad ¢ 167 116. Tasting Party © 170 117. Whole Wheat Muffins © 172 Handicrafts and English .. 118A. Making Play Dough ¢ 176 118B. Origami * 178 119. The Cup © 178 120. The Hat ¢ 181 121. The Boat ¢ 182 127. Paper Cup Telephones « 193 128. Huraming Button ¢ 194 }. English in the Content Areas * 196 Science Activities ........0.. Plants 3 129. Planting Seeds ¢ 197 190. Dissecting Seeds © 201 131. Roots #202 132. The Parts of a Piant * 203 133. How Do Plants Get Water? ¢ 204 134, Do All Plants Start From Seeds? © 206 Discovering Things With Our Senses 135. Listen to That! © 207 136. Our Funny Tongues * 208 137, Magnets ¢ 210 138. Making a Compass ¢ 211 139. Static Electricity # 213 140 The Balloon det ¢ 214aii TABLE OF CONTENTS Social Studies Activities ....... 141, Filmstrip/Movie/Video: Cassette Tape * 216 142. Map Skills © 217 143. National Heritage © 218 Trips... 144. The School « 220 145. The School Grounds 222 146. The School Neighborhood ¢ 222 147. The Police Station © 224 148. Town Hall e 225 149. The Fire Department # 226 150. A Supermarket © 227 11. A Pet Shop © 228 152. A Restaurant © 230 153. The Park © 231 9. Picture File aud Tape Recorder Activities + 232 Picture Files 154. Vocabulary Solitaire ¢ 233 155. Categories * 234 ‘Tape Recorder Activities ... 156, Programmed Spelling Test * 236 157. Following Directions ¢ 238 158, Counseling/Learning * 238 159, Tape-in-the-Box © 239 159A. Box A (Cleanup Time) » 240 159B. Box B (Schoo! Time) # 241 159C. Box C (At Home) © 243 159D. Box D (Money) © 244 159E. Box E (Setting the Table) ° 245 10. English Bee + 247 160. English Bee © 247 11, Building Social Security * 258 161. Facilitating Social Contacts * 258 162. Sharing Word-Square Puzzles With Classmates 163. Interviews © 262 164. Survey © 265 165. Opinion Poll * 266 166. Lunch-Time or After-School Game Club # 267 167. Role Playing * 268 Index .... 260Helpful Hints Before You Begin ‘Wo all learned to understand and speak our first language by hearing and using it in natural situations, with people who cared for and about us. ‘This is the most effective and interesting way to learn a second language as well. The experts now advise language teachers to spend most of the classroom time on activities that foster natural acquisition, rather than on formal vocabulary and structure explanations and drills. Using the ESL Teacher's Activities Kit will simplify your preparation for hundreds of activities. The detailed, step-by-step instructions remove any apprehen- sion many teachers may feel when they leave the safety of the rigid language goals of teaching ever got to be anything else. Your own ideas for activities and their management will flow, and your students’ language-learning rates will soar! Here are a few reminders about first-language learning that should influ- ence your approsch in the second-language classroom. A. Listening is the first skill, upon which all others are based. Babies listen to their first language for a long time before attempting to produce it. Family members and others patiently repeat single words while the baby is focusing on real objects, people, or activities. The parents talk about the childs daily routine and surroundings repestedly. They sing, chant, and play rhythmic language games such as Patty Cake and This Little Pig Went to Market. The childs early efforts at speaking are greeted with excitement, while mistakes are not only overlooked but enjoyed and imitated. sen Sette# of parents’ or others poech when talking to babies and toddlers le: 1. Slower, more clearly pronounced delivery.2 ESL TEACHER'S ACTIVITIES KIT Shorter and syntactically similar phrases and sentences. Higher pitch and wider range of pitch, with exaggerated intonation. Clear and simple meaning. Lots of repetition. High proportion of imperative and interrogative sentences with a low proportion of.declaratives. 7, Referral to the child himself, current activity, already known objects and concepts, or previous utterances and activities. 8. Responses and comments based on the meanings in the child's speech, rather than on pronunciation or grammar. B. It is the content, not the form, that is of interest to the child. A toddler does not learn to say, “Cookie, please,” in her native language because she is practicing the request form. “Cookie, please” (or more likely, “Coocoo, peeze”) is learned because the child wants a cookie. The need is the motivation for the language. In class, you might motivate a drawing lesson and deliberately neglect to pass out the crayons, creating the need for the request form. (“May I have some crayons, please?”) You can accept “Crayons, please” as effective and adequate communication from those who cannot manage a larger mouthful, but the natural motivation for learning the structure derives from the students’ needs in the circumstances you create. C. Children learn with their whole beings. Children learn the names of their clothes as they are dressing, of food as they are eating or shopping, of toys as they are playing, of actions as they or others around them are doing them. They learn vast quantities of words and concepts while being enchanted with stories read to them as they sit on their mothers’ laps. Whole-child involvement means that you arrange for the child’ particips- tion in the lesson with as many senses as possible. Seeing pictures of children performing actions and repeating, “The boy is running,” “The girl is hopping” is not at all as effective as when students do the actions themselves in response to commands (and demonstrations) from the teacher. Manipulating real objects, following directions, going on trips, working on arts and crafts, cleaning up, singing, cooking, eating, and learning to play games are all opportunities to use language with whole-being involvement. D. Love, self-esteem, and confidence drive the desire to learn. Patient repetition, cheers of approval for all progress, and building of self: esteem are part of the language-growth process. Provide the frequent praise, reinforcement, and acknowledgement of effort that help to lower anxiety and eliminate self-consciousness about potential mistakes. Sapop