teaching tips
Different language functions, different parts of speech - advice from PRC
- Have a variety of different parts of speech available.
- If the AAC speaker only has access to pages of nouns, their only language functions will be answering questions for complying with others' requests, and making requests.
Dynamic activity rows - a function of a Minspeak SGD (speech generating device)
- Useful for creating two and three word phrases to facilitate the creation of - two and three word phrases.
- For example, following the word go, the activity row choices might include "outside" and "home."
If a beginner has the receptive language skills to follow a two-step command, they can learn to put words together to create their own messages.
Ask open ended questions
- 'What?' questions often require a noun for an answer, which denies a child the chance to reply by using essential core words. See Asking Questions, September 2004, Robin Hurd, AAC Parents Corner.
- 'Where is...?' 'Which...?' 'When...?' 'Whose...?' 'What is he doing?' 'Is it...?' questions gives a child opportunities to use position words, determiners, time words, pronouns, verbs... like:
in, on, up, here, there, over there, beside, this, that, these, today, now, never, always, soon, later, me, mine, he's jumping, no it's not, it's..., oh no it isn't...
- 'Who?' often requires a noun for an answer, but 'Who?' questions can be answered by pronoun words like: 'him' 'her' 'you' 'someone' 'everybody' 'nobody'.
Dr Tracy M Kovach recommends using the SGD to access core words, and creating communication boards/pages for topic specific words. A communication book can be made with the topic pages. Limiting the number of words that a child who is new to using language must learn on his SGD to that small core of common words that are useful in all situations (as well as any words he WANTS to learn on it), keeps the focus on learning and using functional language, which fosters communication in all environments and with all people, and which may otherwise have been obscured by nouns.
Replace nouns with core words like 'it, this, that... him her...'
A character called 'It' could replace instances of nouns in questions and answers with the word 'it', e.g. 'Where is It?' 'What is It doing?'
It could have a morphing body and could be referred to as 'He' 'Him' 'She' etc. the 'It' graphics below represent:
in, on, behind, in front of.
over, under, between, beside, next to, top, bottom, first, last... are as easily depicted.
These symbols give a child understanding of the meaning of the words, and avoid just saying the words on an AAC device.
Katya Hill, Ph.D., CCC-SLP, AAC Institute:
Katya recommends starting with NO pre-stored messages until the child is confident and competent at communicating a range of two- and three-word utterances using single core words, then topic starters and closers that are pre-stored messages can be introduced when the child is ready. But without a core, language cannot be generative.
Examples of two and three word utterances:
'what's that' 'what is it?' 'is it?' 'where is it?' 'find it' 'I haven't got it' 'here it is' 'go outside' 'go home' 'go away' 'more juice' 'my turn' 'dolphin is silver' 'I went' 'stop that' 'tell me' 'let me' 'that one' 'over there' 'like this' 'not like that' 'fix it' 'mend it' 'where's mine' 'that's mine' 'get it' 'it's hot' 'it's not' 'no me not' 'all gone' 'you funny' 'cut grass' '
Some people want a child who relies on AAC to use pre-stored messages to enhance communication rate (and save them from having to learn what better to do?), but if the child is ever to be included in society linguistically, socially and operationally, it is imperative that the child gets the same opportunity as any speaking person to use single words and arrange and rearrange them however they like to create spontaneous novel utterances (SNUG).
Understand that a voice output SGD (speech generating device) is NEVER going to produce communication at the same rate as natural speech.
It is better to base our expectations of communication rate on comparisons of typing or writing to communicate vs using an SGD, rather than on natural speech vs SGD. Verbal people communicate at a rate of around 200 words per minute, a speed that exceeds the capabilities of the best touch-typist.
Think of the SGD as a pen or computer keyboard - many SGD's can hook up to a PC for word processing, and on Michael's Pathfinder 95% of words are generated with two keystrokes, which is FAR FASTER than typing words L-E-T-T-E-R---b-y---L-E-T-T-E-R, the average word being 6 letters long when you include the space. Michael's Pathfinder automatically generates a space at the end of each word.
Consider the fact that AAC users often have motor skills issues that prevent them from typing fast or even accessing the SGD with their hands at all. Consider delayed language development issues due to late intervention and teaching. Don't underssume a child's potential to learn just because current ability doesn't match that of naturally speaking children of the same age.
An online resource I must rember link to and acknowledge. Did I find it through www.a4esl.org, a site full of activities for English as a Second Language (ESL) Students, or www.manythings.org, a site full of interesting things for ESL Students?
- Quote: "You will teach the ten words in this order:
I, jump, run, can, and, you, we, up, down, fast
For example: "I am going to teach you the word 'jump.' I know you like to jump. You can jump over a castle made of blocks. You can jump over a puddle. (Let him give some examples, too.) Best of all, I think you like to jump into the water when it is hot outside! (Show the pictograph.) See, in this word, 'p' jumps into the water on a hot summer day!"
I run.
I jump.
I can run.
I can jump.
I can run and jump.
I can jump and run.
You run.
We run.
You and I run.
You jump.
We jump.
You and I jump.
You can run.
We can run.
You and I can run.
You can jump.
We can jump.
You and I can jump.
You can run and jump.
We can run and jump.
You can jump and run.
We can jump and run.
You and I can jump and run.
You and I can run and jump.
When you have added "up" and "down" and "fast," you can see that the number of possibilities explodes into literally dozens of possible permutations, having learned just TEN of these important words (4.5 percent of the Dolch Sight Words). Most importantly, you will be teaching reading for meaning ("reading comprehension") right from the very beginning!!
There will be no struggling with sound-by-sound, letter-by-letter decoding of every word in every sentence! A child who must decode every single word by that laborious means often loses sight of what he is reading about by the third or fourth word, and can only hope to make it to the period at the end of the sentence. Usually, by that time, he has little or no concept of what he has read, and just as little interest.
Adding the words 'go' 'take' and 'she', and adding 'ING' to the verb 'run', lets you say 'Go take a running jump!' and 'She can go take a running jump!' Heard a nice little chant on a cartoon the other day 'the more you eat, the more you eat, the more you sit on the toilet seat.'
'Grammar Chants' from Kenneth Beare at About.com, followed by an example of his ESL lessons at About:
Teacher/Leader: I
Class/Group: I
Teacher/Leader: I, me
Class/Group: I, me
Teacher/Leader: My book.
Class/Group: My book.
Teacher/Leader: That's mine.
Class/Group: That's mine.
Teacher/Leader: You
Class/Group: You
Teacher/Leader: You, you
Class/Group: You, you
Teacher/Leader: Your book
Class/Group: Your book
Teacher/Leader: That's yours.
Class/Group: That's yours.
Teacher/Leader: He
Class/Group: He
Teacher/Leader: He, him
Class/Group: He, him
Teacher/Leader: His book
Class/Group: His book
Teacher/Leader: That's his.
Class/Group: That's his.
Teacher/Leader: She
Class/Group: She
Teacher/Leader: She, her
Class/Group: She, her
Teacher/Leader: Her book
Class/Group: Her book
Teacher/Leader: That's hers.
Class/Group: That's hers.
Teacher/Leader: We
Class/Group: We
Teacher/Leader: We, us
Class/Group: We, us
Teacher/Leader: Our book
Class/Group: Our book
Teacher/Leader: That's ours
Class/Group: That's ours
Teacher/Leader: They
Class/Group: They
Teacher/Leader: They, them
Class/Group: They, them
Teacher/Leader: Their book
Class/Group: Their book
Teacher/Leader: That's theirs.
Class/Group: That's theirs.
Question Words Chant
Teacher/Leader: Go!
Class/Group: Go!
Teacher/Leader: Who goes?
Class/Group: Who goes?
Teacher/Leader: He goes.
Class/Group: He goes.
Teacher/Leader: Where does he go?
Class/Group: Where does he go?
Teacher/Leader: He goes to school.
Class/Group: He goes to school.
Teacher/Leader: When does he go to school?
Class/Group: When does he go to school?
Teacher/Leader: He goes to school in the morning.
Class/Group: He goes to school at in the morning.
Teacher/Leader: How does he go to school?
Class/Group: How does he go to school?
Teacher/Leader: He goes to school by bus.
Class/Group: He goes to school by bus.
Teacher/Leader: What does he do at school?
Class/Group: What does he do at school?
Teacher/Leader: He learns lots of things.
Class/Group: He learns lots of things.
Teacher/Leader: Why does he go to school?
Class/Group: Why does he go to school?
Teacher/Leader: Because he wants to learn.
Class/Group: Because he wants to learn.
Questions with 'How'
Teacher/Leader: How!
Class/Group: How!
Teacher/Leader: How much?
Class/Group: How much?
Teacher/Leader: A lot!
Class/Group: A lot!
Teacher/Leader: How many?
Class/Group: How many?
Teacher/Leader: A few.
Class/Group: A few.
Teacher/Leader: How often?
Class/Group: How often?
Teacher/Leader: Sometimes.
Class/Group: Sometimes.
Teacher/Leader: How long?
Class/Group: How long?
Teacher/Leader: Two hours.
Class/Group: Two hours.
Teacher/Leader: How far?
Class/Group: How far?
Teacher/Leader: Twenty miles.
Class/Group: Twenty miles.
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: Fine!
Class/Group: Fine!
Teacher/Leader: How do you do?
Class/Group: How do you do?
Teacher/Leader: It's a pleasure.
Class/Group: It's a pleasure.
Teacher/Leader: How much is it?
Class/Group: How much is it?
Teacher/Leader: $20.
Class/Group: $20.
Teacher/Leader: How many are there?
Class/Group: How many are there?
Teacher/Leader: Ten!
Class/Group: Ten!
Teacher/Leader: How!
Class/Group: How!
Teacher/Leader: LIKE!
Class/Group: LIKE!
Teacher/Leader: What is he like?
Class/Group: What is he like?
Teacher/Leader: Nice and friendly!
Class/Group: Nice and friendly!
Teacher/Leader: What does she like?
Class/Group: What does she like?
Teacher/Leader: She likes sports.
Class/Group: She likes sports.
Teacher/Leader: What would you like?
Class/Group: What would you like?
Teacher/Leader: Food!
Class/Group: Food! Teacher/Leader: What does she look like?
Class/Group: What does she look like?
Teacher/Leader: Tall and pretty.
Class/Group: Tall and pretty.
Teacher/Leader: LIKE!
Class/Group: LIKE!
Teacher/Leader: What would you like?
Class/Group: What would you like?
Teacher/Leader: Something to drink.
Class/Group: Something to drink.
Teacher/Leader: What do you like?
Class/Group: What do you like?
Teacher/Leader: Watching TV and reading.
Class/Group: Watching TV and reading.
Teacher/Leader: What is she like?
Class/Group: What is she like?
Teacher/Leader: Nice and friendly.
Class/Group: Nice and friendly.
Teacher/Leader: How is he?
Class/Group: How is he?
Teacher/Leader: Fine
Class/Group: Fine
Teacher/Leader: ING
Class/Group: ING
Teacher/Leader: like doing
Class/Group: like doing
Teacher/Leader: I like reading.
Class/Group: I like reading.
Teacher/Leader: love doing
Class/Group: love doing
Teacher/Leader: I love dancing!
Class/Group: I love dancing!
Teacher/Leader: HATE doing
Class/Group: HATE doing
Teacher/Leader: I hate working!
Class/Group: I hate working!
Teacher/Leader: avoid doing
Class/Group: avoid doing
Teacher/Leader: He avoided answering.
Class/Group: He avoided answering.
Teacher/Leader: finish doing
Class/Group: finish doing
Teacher/Leader: He finished playing tennis.
Class/Group: He finished playing tennis.
Teacher/Leader: practice doing
Class/Group: practice doing
Teacher/Leader: He practiced playing the piano.
Class/Group: He practiced playing the piano.
Teacher/Leader: try doing
Class/Group: try doing
Teacher/Leader: We tried chanting!
Class/Group: We tried chanting!
Teacher/Leader: ING!
Class/Group: ING!
Teacher/Leader: INFINITIVE!
Class/Group: INFINITIVE!
Teacher/Leader: would like to do
Class/Group: would like to do
Teacher/Leader: I'd like to come.
Class/Group: I'd like to come.
Teacher/Leader: appear to do
Class/Group: appear to do
Teacher/Leader: He appears to like the show.
Class/Group: He appears to like the show.
Teacher/Leader: claim to do
Class/Group: claim to do
Teacher/Leader: They claim to work hard.
Class/Group: They claim to work hard.
Teacher/Leader: hope to do
Class/Group: hope to do
Teacher/Leader: Hope to see you soon!
Class/Group: Hope to see you soon!
Teacher/Leader: learn to do
Class/Group: learn to do
Teacher/Leader: He learned to play golf.
Class/Group: He learned to play golf.
Teacher/Leader: need to do
Class/Group: need to do
Teacher/Leader: I need to do some work.
Class/Group: I need to do some work.
Teacher/Leader: want to do
Class/Group: want to do
Teacher/Leader: He wants to come.
Class/Group: He wants to come.
Teacher/Leader: INFINITIVE!
Class/Group: INFINITIVE!
Teacher/Leader: I
Class/Group: I
Teacher/Leader: I know you.
Class/Group: I know you.
Teacher/Leader: He
Class/Group: He
Teacher/Leader: He knows you.
Class/Group: He knows you.
Teacher/Leader: I
Class/Group: I
Teacher/Leader: I don't know.
Class/Group: I don't know.
Teacher/Leader: He
Class/Group: He
Teacher/Leader: He doesn't know.
Class/Group: He doesn't know.
Teacher/Leader: We
Class/Group: We
Teacher/Leader: We enjoy this class.
Class/Group: We enjoy this class.
Teacher/Leader: She
Class/Group: She
Teacher/Leader: She enjoys this class.
Class/Group: She enjoys this class.
Teacher/Leader: You
Class/Group: You
Teacher/Leader: You don't complain.
Class/Group: You don't complain.
Teacher/Leader: She
Class/Group: She
Teacher/Leader: She doesn't complain.
Class/Group: She doesn't complain.
Teacher/Leader: They
Class/Group: They
Teacher/Leader: Do they like it?
Class/Group: Do they like it?
Teacher/Leader: He
Class/Group: He
Teacher/Leader: Does he like it?
Class/Group: Does he like it?
Teacher/Leader: I, you, we, they
Class/Group: I, you, we, they
Teacher/Leader: no S, no S, no S
Class/Group: no S, no S, no S
Teacher/Leader: He, She, It
Class/Group: He, She, It
Teacher/Leader: yes s, yes s, yes s
Class/Group: yes s, yes s, yes s
Teacher/Leader: Ed
Class/Group: Ed
Teacher/Leader: Our friend Ed.
Class/Group: Our friend Ed.
Teacher/Leader: doesn't speak
Class/Group: doesn't speak
Teacher/Leader: except after t!
Class/Group: except after t!
Teacher/Leader: started, wanted, planted
Class/Group: started, wanted, planted
Teacher/Leader: Ed
Class/Group: Ed
Teacher/Leader: Our friend Ed.
Class/Group: Our friend Ed.
Teacher/Leader: doesn't speak
Class/Group: doesn't speak
Teacher/Leader: except after T!
Class/Group: except after T!
Teacher/Leader: played, listened, watched
Class/Group: played, listened, watched
Teacher/Leader: Ed
Class/Group: Ed
Teacher/Leader: Our friend Ed
Class/Group: Our friend Ed
Teacher/Leader: has some friends
Class/Group: has some friends
Teacher/Leader: who don't fit in.
Class/Group: who don't fit in.
Teacher/Leader: go - went
Class/Group: go - went
Teacher/Leader: buy - bought
Class/Group: buy - bought
Teacher/Leader: put - put
Class/Group: put - put
Teacher/Leader: think - thought
Class/Group: think - thought
Teacher/Leader: What can we do?
Class/Group: What can we do?
Teacher/Leader: Learn those verbs!
Class/Group: Learn those verbs!
Comparative Forms
Teacher/Leader: big
Class/Group: big
Teacher/Leader: bigger
Class/Group: bigger
Teacher/Leader: happy
Class/Group: happy
Teacher/Leader: happier
Class/Group: happier
Teacher/Leader: expensive
Class/Group: expensive
Teacher/Leader: more expensive
Class/Group: more expensive
Teacher/Leader: He's tall.
Class/Group: He's tall.
Teacher/Leader: He's taller than you.
Class/Group: He's taller than you.
Teacher/Leader: She's funny.
Class/Group: She's funny.
Teacher/Leader: She's funnier than Jack.
Class/Group: She's funnier than Jack.
Teacher/Leader: It's beautiful.
Class/Group: It's beautiful.
Teacher/Leader: It's more beautiful than a picture.
Class/Group: It's more beautiful than a picture.
Teacher/Leader: One syllable - hot.
Class/Group: One syllable - hot.
Teacher/Leader: Add - er - hotter.
Class/Group: Add - er - hotter.
Teacher/Leader: Two syllables y - happy.
Class/Group: Two syllables y - happy.
Teacher/Leader: Add - ier - happier.
Class/Group: Add - ier - happier.
Teacher/Leader: Three or more -interesting.
Class/Group: Three or more - interesting.
Teacher/Leader: Add 'more' before! - more interesting
Class/Group: Add 'more' before! - more interesting
Teacher/Leader: Exceptions to the rule
Class/Group: Exceptions to the rule
Teacher/Leader: good - better
Class/Group: good - better
Teacher/Leader: bad - worse
Class/Group: bad - worse
Teacher/Leader: far - farther
Class/Group: far - farther
Superlative Forms
Teacher/Leader: fast
Class/Group: fast
Teacher/Leader: the fastest
Class/Group: the fastest
Teacher/Leader: lucky
Class/Group: lucky
Teacher/Leader: the luckiest
Class/Group: the luckiest
Teacher/Leader: exciting
Class/Group: exciting
Teacher/Leader: The most exciting
Class/Group: The most exciting
Teacher/Leader: That car's fast!
Class/Group: That car's fast!
Teacher/Leader: That car's the fastest in town.
Class/Group: That car's the fastest in town.
Teacher/Leader: She's lucky.
Class/Group: She's lucky.
Teacher/Leader: She's the luckiest girl I know!
Class/Group: She's the luckiest girl I know!
Teacher/Leader: The roller-coaster's exciting.
Class/Group: The roller-coaster's exciting.
Teacher/Leader: The roller-coaster's the most exciting ride in the park.
Class/Group: The roller-coaster's the most exciting ride in the park.
Teacher/Leader: One syllable - fast.
Class/Group: One syllable - fast.
Teacher/Leader: Add - the -est - the fastest.
Class/Group: Add - the -est - the fastest.
Teacher/Leader: Two syllables y - lucky.
Class/Group: Two syllables y - lucky.
Teacher/Leader: Add - the -iest - the luckiest.
Class/Group: Add - the -iest - the luckiest.
Teacher/Leader: Three or more syllables - exciting.
Class/Group: Three or more syllables - exciting.
Teacher/Leader: Add 'the most' - the most exciting.
Class/Group: Add 'the most' - the most exciting.
Teacher/Leader: Exceptions to the rule
Class/Group: Exceptions to the rule
Teacher/Leader: good - the best
Class/Group: good - the best
Teacher/Leader: bad - the worst
Class/Group: bad - the worst
Teacher/Leader: far - the farthest
Class/Group: far - the farthest
Comparative AND Superlative Forms
Teacher/Leader: cold
Class/Group: cold
Teacher/Leader: thinner - the thinnest
Class/Group: thinner - the thinnest
Teacher/Leader: noisy
Class/Group: noisy
Teacher/Leader: noisier - the noisiest
Class/Group: noisier - the noisiest
Teacher/Leader: intelligent
Class/Group: intelligent
Teacher/Leader: more intelligent - the most intelligent
Class/Group: more intelligent - the most intelligent
Teacher/Leader: She's thin.
Class/Group: She's thin.
Teacher/Leader: She's thinner than Mary, but Jane is the thinnest in the class.
Class/Group: She's thinner than Mary, but Jane is the thinnest in the class.
Teacher/Leader: You're noisy!
Class/Group: You're noisy!
Teacher/Leader: You're noisier than Tom, but Jack is the noisiest in the class.
Class/Group: You're noisier than Tom, but Jack is the noisiest in the class.
Teacher/Leader: Peter is intelligent.
Class/Group: Peter is intelligent.
Teacher/Leader: Peter's more intelligent than I, but Frank is the most intelligent of all.
Class/Group: Peter's more intelligent than I, but Frank is the most intelligent of all.
Teacher/Leader: One syllable - thin.
Class/Group: One syllable - thin.
Teacher/Leader: Add - er, Add the -est - thinner - the thinnest.
Class/Group: Add - er, Add the -est - thinner - the thinnest.
Teacher/Leader: Two syllables y - add -ier, add the -iest - noisy - noisier - the noisiest.
Class/Group: Two syllables y - add -ier, add the -iest - noisy - noisier - the noisiest.
Teacher/Leader: Three or more syllables - add 'more' before - add 'the most' - intelligent - more intelligent - the most intelligent.
Class/Group: Three or more syllables - add 'more' before - add 'the most' - intelligent - more intelligent - the most intelligent.
Teacher/Leader: Exceptions to the rule
Class/Group: Exceptions to the rule
Teacher/Leader: good - better - best
Class/Group: good - better - best
Teacher/Leader: bad - worse - the worst
Class/Group: bad - worse - the worst
Teacher/Leader: far - farther - the farthest
Class/Group: far - farther - the farthest
Comparative Forms
Teacher/Leader: big
Class/Group: big
Teacher/Leader: bigger
Class/Group: bigger
Teacher/Leader: happy
Class/Group: happy
Teacher/Leader: happier
Class/Group: happier
Teacher/Leader: expensive
Class/Group: expensive
Teacher/Leader: more expensive
Class/Group: more expensive
Teacher/Leader: He's tall.
Class/Group: He's tall.
Teacher/Leader: He's taller than you.
Class/Group: He's taller than you.
Teacher/Leader: She's funny.
Class/Group: She's funny.
Teacher/Leader: She's funnier than Jack.
Class/Group: She's funnier than Jack.
Teacher/Leader: It's beautiful.
Class/Group: It's beautiful.
Teacher/Leader: It's more beautiful than a picture.
Class/Group: It's more beautiful than a picture.
Teacher/Leader: One syllable - hot.
Class/Group: One syllable - hot.
Teacher/Leader: Add - er - hotter.
Class/Group: Add - er - hotter.
Teacher/Leader: Two syllables y - happy.
Class/Group: Two syllables y - happy.
Teacher/Leader: Add - ier - happier.
Class/Group: Add - ier - happier.
Teacher/Leader: Three or more -interesting.
Class/Group: Three or more - interesting.
Teacher/Leader: Add 'more' before! - more interesting
Class/Group: Add 'more' before! - more interesting
Teacher/Leader: Exceptions to the rule
Class/Group: Exceptions to the rule
Teacher/Leader: good - better
Class/Group: good - better
Teacher/Leader: bad - worse
Class/Group: bad - worse
Teacher/Leader: far - farther
Class/Group: far - farther
English for beginners - lessons from About.com
From Kenneth Beare, http://esl.about.com/od/teachingbeginners/a/ab_beg_intro.htm
Your Guide to English as 2nd Language.
FREE Newsletter. Sign Up Now!When you begin teaching absolute beginners it is important to use gestures, pointing and what is often called "modeling". (e.g. Model a question to yourself changing places in the room, or changing your voice to indicate that you are modeling.)
1. I am + Name. He, she, is. Question with is. You can begin teaching subject pronouns and also introduce the verb 'to be' at the same time with this simple exercise.
I am Michael. He is Jamie. She is Gemma. I am Michael, Is He Michael? No, He is Jamie. Is He Clive? Yes He is Clive.
2. You are. We are. They are. Question with are. You can begin teaching subject pronouns and also introduce the verb 'to be' at the same time with this simple exercise.
I am Michael. I am a student. We are students. You are teachers. We are students. They are teachers. Are you teachers? Yes, we are teachers. No we are students.
3. This is. That is. Question with this and that. Learning this and that at the very beginning can help you quickly move onto picking up some basic vocabulary so that students can start building vocabulary from the very beginning.
This is a pencil. That is a book. Is this a pen? Yes that is a pen.
4. Negative statements with 'to be' - Now that students have learned some basic vocabulary and can respond to questions with yes or no, it is time for them to pick up the negative form of the verb 'to be'. After modeling, give the students a turn asking as well as answering the questions.
Are you a…? No, I am not a teacher. I am a student.
Expand to 'he', 'she', 'this' and 'that'
Is He a teacher? No he isn’t a teacher. Is this a book? No, that isn’t a book. That is a pen. Is this a pen?
Introduce 'we', 'you' and 'they'
Are you teachers? No we aren’t teachers. We are students.
5. 'My’, 'your', 'his', and 'her' - now your learners have learned some basic vocabulary, simple positive and negative statements with 'to be', as well as questions, you can introduce the possessive adjectives. It is best to stay away from 'its' at this point. You can work on getting students to know each other by using their names for this exercise, before going on to objects.
Is your name Ken? No, my name is Paolo. Is his name Gregory? Yes, his name is Gregory. OR No, his name isn't Gregory. His name is Peter. Is her name Maria? Paolo, ask John a question.
6. At this point learners need to be able to use the alphabet in order to assimilate new vocabulary and ask spelling questions about new vocabulary they will be learning in future lessons. A as in "apple", B as in "boy", C as in "car", D as in "dog"
What is your name? My name is M-I-C-H-A-E-L.
8. Now that students have learned a number of jobs, you can introduce questions with 'who' and 'what', Who is a...?
I am a teacher. Susan, what are you? I am a nurse. Susan, ask Paolo a question. Paolo, what are you? I am a clerk. Susan, who is a clerk? Paolo is a clerk.
10. Where are you from? I am from… Model 'where' and 'from' by accenting 'where' and 'from' in the question and 'from' in the response.
Paolo, where is Maria from? She is from Brazil.
12. Building on the new vocabulary students have just learnt, you can introduce 'there is' and 'there are'.
Is there a car in this picture? Yes, there is a car in that picture. Is there a computer in this picture? Yes, there is a computer in that picture. Is there a computer in this picture? No, there isn't a computer in that picture. Are there four people in this picture? Yes, there are four people in that picture...........
Video Games
If there is one thing that young English learners and ESL classes have in common around the world, it's their passion for playing video games. It doesn't matter what platform they use: Playstation 2, XBox, GameBoy or Nitendo - even mobile phones, they love to play and talk about playing. Taking cue from this passion for video games, this lesson is devoted to getting them to talk about video games - but in English!
Aim: Getting students to talk, learning new vocabulary
Activity: Discussing video games - Making video games vocabulary trees
Level: Intermediate to advanced
Outline:
• Have students read the short video game advertisement.
• Discuss new words and other related vocabulary.
• Ask students to get into small groups of three or four and fill in the vocabulary tree for video games.
• Ask each student (or group of students) to write a description of one of their favorite video games using the vocabulary in the vocabulary tree. Ask students to NOT use the name of the game. Make sure to point out that directions should be given in the imperative voice (i.e., Open the door, go to the chest, get the gold, etc. NOT You must open the door, you must then go to the chest, you must get the gold from the chest, etc.)
• Have students read their game descriptions to the class. Ask the other students to guess which game is being described.
Video Games - Explaining Virtual Worlds
Do You Love Gaming?
If the answer is yes (and we're sure it is!), then you're going to love this new classic! Star Hunters is the game with something for everyone! Designed for multiple platforms including: Playstation 2, XBox, Game Cube - and even a mobile phone version. This 3-D game puts you in control! A cross between a role-playing, action, educational and fighting game, you'll be wowed by its incredibly addictive nature. This game has got it all, puzzles to solve, tasks to complete and missions to accomplish - and all these in various player modes. Just think, if you like to fight, you can fight your way to the top. If you prefer quizzes, the wizards have plenty of questions to ask as you learn your way to success. All this with multiple navigation systems: joystick, keyboard and mouse. Get Star Hunters - the fun has just begun! Types of Games; Game Equipment; Video Games; Types of Navigation / Graphics; Directions
if you want to read more about how you can help me click here
if you want to read about Leland, who was helped to talk to his friends click here
Me on my Pathfinder - including links to short video clips