Listen and watch the song. Ss complete part 1 of the activity sheet.
Listen and watch again, getting the Ss to sing along, miming actions both for the transport and for the chorus.
Brainstorm other means of transport. For extra practice, Ss could then complete this transport worksheet. Then, Ss complete part 2 of the activity sheet.
Give each student 10 small cards with pictures of different means of transport. Optionally, the Ss can write “I’m ___ing in/on a ___” sentences on the cards.
Play bingo! Each student needs a 2x3 grid. In groups of 4 (or 3 or 5), one student is the bingo master and keeps his cards in a pile. The other Ss choose 6 of their cards to go face up in the grid, the other 4 cards are put away. The bingo master then takes his cards one by one, saying “I’m ___ing in/on a ___” each time. The other Ss listen as each card is read, turning their own cards face down as they hear them. The first student with all their cards face down is the winner and shouts ‘bingo’. The Ss can play again, rotating the role of bingo master.
In groups, Ss decide new verses for the song, by choosing four means of transport to use, and also possible choosing new places for the chorus. Each group can sing their song for the class, or teach their song to the class for everybody to sing.
Show a picture of a cake and present on the board. Elicit what special day it is (birthday). Get Ss to tell you about presents they got or would like for their last/next birthday.
Load the Monster shopping trip story. If using the flash version, do the pre-story puzzle together and introduce the monsters. Play the story. Give the Ss part 1 of the activity sheet, and they tick the presents which were bought.
Give the Ss part 2 of the activity sheet. Get them to circle the answers they know, and leave the answers they don't know. Play the story again - Ss check/complete their answers.
Give the Ss, in pairs or small groups, the text of the story cut up into paragraphs. Ss read and order the paragraphs. Then they can stick the paragraphs onto paper and draw a picture to illustrate each one.
Give the Ss part 3 of the activity sheet. They draw and label a present, encourage them to say why they chose that present.
Re-tell then re-enact the story. As a class, encourage the Ss to retell what they remember of the story, to a degree of detail or simplicity as appropriate to level. Then, get stronger, more out-going Ss to volunteer for key roles, and re-enact the story, with help and suggestions from the teacher and other Ss as to what to say, where to stand, etc. Finally, put Ss in groups to re-enact the story based on the model re-enactment created by the whole class. Some groups may like to volunteer to re-enact the story as a play for the class. The teacher might like to video these, depending on equipment available.
Role-play a shopping trip. Set up role play situation, e.g. it's your teacher's birthday and you need to buy her a present, and put the Ss in groups of three (two friends, one shopkeeper for all the different shops). Demonstrate a role play with the TA and/or stronger Ss, role plays could focus on language for suggestions (Let's buy her some chocolates, etc), and/or functional shopping language (Can I have, here you are, etc). Depending on how much support the Ss need, provide a written example on board, and/or get the Ss to write their role play down before acting out. Some groups may like to volunteer to re-enact the story as a play for the class. The teacher might like to video these, depending on equipment available.
Using part 4 of the activity sheet, Ss write a paragraph describing their ideal birthday party. Ss should describe where it is, who's there, what presents they get, what theme it is, what games and activities they do, etc. They can use present simple or would as appropriate to level. Then they can illustrate their writing and display it in the classroom if possible.
Inua Ellam's poem, Candy Coated Unicorns And Converse All Stars, is a dark look at the plight of individuals set against violence, both of a domestic and of a general nature.
Submitted by TE Editor on 9 November, 2011 - 16:43
As a teacher I had always perceived 'reading aloud' as a 'taboo' in the EFL classroom since it focuses specifically on a 'bottom-up' approach where learners can fall into traps of worrying about 100% comprehension or simply read aloud without understanding the text.
Submitted by Sally Trowbridge on 11 January, 2011 - 14:10
As well as teaching English to our young learners, we can help them reach their full potential as language learners. Here are some tips and ideas on how to use materials on the LearnEnglish Kids website to help your pupils learn more effectively.
