Anticipated problems and solutions (brainstorm session)
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Content
What’s new?. 2
Starters. Activities Ideas. 3
Movers. Activity ideas. 4
Flyers. Activity ideas. 5
Anticipated problems and solutions (brainstorm session). 16
Useful Resources and materials. 18
What’s new?
Source: http://www.cambridgeenglish.org/images/419671-young-learners-2018-exam-update.pdf
Starters. Activities Ideas
| Activity | Aim | Procedure | Materials |
| Describing a fun picture | Practice Reading&Writing part 5 | Put up a funny pic on WB and write questions - How many monsters are there? How many eyes has a green monster got? - What colour is a door? What colour is blue monster’s hat? - What is a pink monster doing? Who is writing? - Where is an orange monster? Where are all the monsters? Invite ss to come to the wb and write the answers. Conduct whole class feedback, check spelling, ask ss to peer-check | A colourful picture |
| Activity | Aim | Procedure | Materials | |||||||||||||||||||||||||||
| Tell me more | Practice part 4 Speaking | Put up a poster and ask learners questions about the pic (Where are the monsters? How many monsters can you see? Which one is an apple?)
Ask ss to sort out the cards according to their category and leave them on WB
Ask ss to tell more about objects on the poster using the scheme on WB Ss work in pairs and describe each other personal belongings (“Tell me more about this bag”) Ss advertise their favorite personal belonging to a class | - Poster with numerous objects/people - Colour-coded cards with different categories (size, shape, colour, idea) |
Movers. Activity ideas
| Activity | Aim | Procedure | Materials |
Flyers. Activity ideas
| Activity | Aim | Procedure | Materials |
| Brainstorming before the story | Improve ss storytelling and storywriting skills | Put up a pic on the WB and ask ss to write 10-15 words about this picture within a small time minute. The funnier the picture, the better (see pics below) You may as well turn on some music/ turn down the lights/ bring special realia to make learners more engaged After ss write10 words, let them compare their lists in pairs Next, ask ss to put these words into a story using linkers “then”, “next”, “finally”, etc. Write the linkers on the WB. Ss compare their stories. | - Colourful pics - Music/realia (optional) |
| A text from a friend | Improve ss writing skill | Ask ss to imagine that they are now one of the characters in the pic/ in the story you’ve just read. Hand out phone templates and ask them to write a message to a friend explaining what has happened, what are they doing, how are they feeling, etc. | - any story/ picture - phone template |
| Exploiting any pic to a maximum | Create an additional task with the view to engaging ss more into the story, improving writing and speaking skills | Put up any picture/ focus on the pic in SB Hand out sentences describing the pic and ask ss to identify the objects/people being described in the sentences (white sentences) Do ex.1 – expand sentences using the suggestions. Put up questions (green sentences)– encourage ss to ask correct questions, but do not require ss to answer at this stage. Next let ss answer the questions silently without sharing their ideas Ss do ex. 2 and fill in the gaps using their own ideas Ss compare stories Do the listening/ writing/ whatever tasks | - Any pic from textbook - sentences to expand to - follow-up writing worksheets |
| Drawing a story | Improve speaking skill | As HT ask ss to draw their own stories, invite them to present stories, show them around and invite other ss to interpret stories | none |
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pics to describe
| 1. What/time now? (morning/afternoon/night) | ||
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| 3. Where / people? | ||
| 4. Who / William / come with? | ||
| 5. What/ wrong with William? | ||
| 6. Why / William/ have problems? | ||
| 7. What/ William/ doing now? | ||
| 8. What/ William/ going to do next? |
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| We can see a computer | ||
| There is a doctor | ||
| One girl is crying | ||
| A boy looks sick |
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Ex. 1 Look at the words in the box and add them to sentences about the picture.
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1. A woman is reading a book and sitting on a bench in the hospital
2. We can see a computer _______________ and ________________________
3. There is a doctor ________________________________________________
4. One girl ____________________ is crying_____________________________
5. A boy _________________________ looks sick ________________________
Ex.2Answer the questions and write your ideas in the box
It’s (1) morning , and (2) _______________ are in the (3) _______________. William came here with (4) _______________ . William has problems with (5)_______________ because (6) _______________ Now, William is (7) _______________ . Next, after this, they are going to (8) _______________
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Anticipated problems and solutions (brainstorm session)
| Problem | Level | Solutions |
| Kids misspell the words, even when they have to copy them | Starters | - Highlight the form of the word on the WB as often as you can - Play hangman - Collect sets of words, mix words of different categories and ask learners to spell them - Write words with mistakes and ask ss to correct them - Provide as much writing practice as possible - Pay particular attention to ‘difficult’ vowels and consonants, such as G and J; I and A; C and S, R and A, I and Y, etc. - Reinforce ss’ knowledge of common letter patterns in English – ea, ck, ight, ou, er, etc. |
| Kids never check their answers, which leads to them making silly mistakes. How can I make them do that? Kids lack noticing and spotting skills, and at times ignore the task | All levels | - Familiarize the kids with the format to a maximum possible extent - Peer correction – assign individual colours to each ss to correct the works. - Introduce some sort of physical routine for kids to follow («услышали слово – поставили пальчик»/ “tick or underline the answers you’ve checked”) - Make ss aware of language patterns, i.e. give candidates plenty of practice matching pictures and words and mixing up plurals and singulars to encourage them to be alert to these distinctions. Also, help them to identify words or grammatical forms that will indicate whether an answer should be plural or not, e.g. if a gap is preceded by “a”/ followed by “are” |
| Recycling vocabulary (especially with Starters) seems repetitive and dull | All levels | -  Make presentation of the vocabulary memorable with the use of bright visuals
- Do dictations (see next page)
- Running dictations
- Play anagrams -----------à
- “Name 5”
- Tic-tac-toe
- Provide as much written practice as possible
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| There is inconsistent use of present/ past tenses when students tell stories | Movers/ Flyers | - Stick to one tense rather than give a variety to choose from, e.g. teach ss to tell the story in the past exclusively (because it happened in the past) or in the present continuous (because you’re describing a picture) |
| I don’t know how to approach listening activities to make them engaging and exciting | All levels | - Do lead-in activities in order to engage ss, i.e. discuss pictures, ask questions - Do follow-up activities as a reward – one ss “hides” in the pictures others ask questions and try to find the person there (“are you a man? Have you got long hair?”) - Brainstorm the words you might hear before listening |
Dictation (Unit 4-5) Welcome 2 by Liubov Privalova
Cut the cards and fold them in two. Ss do the first part of the exercise first, conduct whole class feedback, ss do the second part of the task
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| Today is the ________of ________. It’s my_______birthday ________. There are ______people at the party: my two_________, three______, my________ , two brothers and two sisters. We have a lot of food: three ______of biscuits, two ________, four________and five ______. There are four ________of lemonade and six ________of cola. There are ten_______, ________and ten_______on the table. My mother is making the _____now and my father____cooking burgers. Grandmother is washing the _______. We _____having fun! |
| Today ________the______of _________. It’s my __________birhday_______. There are _____people at the ______: my _______ ______, three____________, my _________, two_______and two _________. We have a lot of food: three _______of biscuits, two_______, ____________ ________ and ______ _______. There are four _______ of _________and six _________of _______. There are ________ _______, and ten _______ on the table. My _______is making the _______now and my father ____ cooking burgers. Grandmother is_______the ________. We _____ having fun! |
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