Ken is happy to show us his schoolbag. Ken’s story is going to let us explore classroom items with our students. This is a simple story as it is but you can make it more engaging for your students introducing it in a different way.
Sung as the story “Brown bear, brown bear”
– Peter, Peter, what do you have? I have a pen in my schoolbag.
– Brenda, Brenda, what do you have? I have a brush in my schoolbag.
As a chant
– I have a book, I have a pen, I have a brush in my bag.
As a role play
Prepare Ken’s bag with the same items as in the story. Choose a child and let him play Ken’s role.
As a real life situation
Ask students to take out their schoolbags and tell us what they have in them.
Every story can be explored in many different ways. Find the one which suits your class and with which you find yourself more comfortable. If you have time try several ones, this way, you will be able to reach every kind of learner: auditory, visual and kinaesthetic.
If this is the first time that your students are encountering this vocabulary, the words should be extensively practised orally before doing any activity which implies writing (especially important for Spanish learners). It is important not to introduce the writing until they can say the word otherwise students will tend to read it as they would read it in their mother tongue. Even if the vocabulary is familiar to the students it is always a good idea to start with several activities related to it. Following the five stages to vocabulary learning given by Brewster and Ellis these are some activities we could use:
Stage 1. Understanding and learning the meaning of new words:
We can use flashcards or other kind of pictures or drawings but as we are talking about objects in our classroom, the best approach is to use the items themselves. Pick up a pen and tell them to show you theirs and so on. Remember words should be repeated a million times.
Stage 2. Attending to form.
It’s time to repeat the vocabulary as many times as possible. Take your bag and begin taking things from it while naming them. If you have Ken’s bag ready, then begin taking the items out and naming them. This is the moment for students to listen and repeat.
Stage 3. Vocabulary practising, memorizing and checking activities.
The magic box. Take a box and put some items in it. Tell your students to pick one and say the name.
What’s missing and Kim’s game. The first one is played with pictures while the second is played with objects. Tell your students to look at them, remove one and tell them to guess the picture or item missing.
Label your class. If you have a place where resources are stored, get your students to make labels for the containers.
Stage 4. Consolidating, recycling, extending, organizing, recording and personalizing vocabulary.
Picture dictionary. Have them create their own picture dictionary. They can draw and label the objects or if you have access to a photocopy machine you can give them one ready to be labelled. Click picdicbag or go to resources on this blog.
Practise spelling. Use the “look, say, cover, write, check” technique.
At this age, children are learning how to read in their mother tongue. For this reason it is really important to introduce every word first orally before introducing any writing. Once familiarized with the word you can convey the picture of the item and the name so that they can associate the pronunciation and the writing.
It is questioned if we should teach learning to read or reading to learn. I will go more in depth in another post. In my opinion it is good to teach students how to read in another language. To do so, in this lesson, you can use a predecodable book. Click prebookbag or go to resources.