Frequency Adverbs

Yes, this is an unusual post for this blog! I have been asked by many teachers to write about the game I created to practice frequency adverbs.JM-03292016-Healthy-pranje_auta_4.jpg

The goal of this game is to practice frequency adverbs (never, sometimes, usually, always) with everyday chores. You need one dice and a set of “chore”  flashcards. The chores in Everybody Up (published by Oxford University Press) include the following: wash the car, take out the garbage, water the plants, vacuum the carpet, sweep the floor, clean the bathroom. If you don’t have chore flashcards, you can certainly make up your own list.
This game works well in groups of three to four students.

My students decided that the numbers on the dice would represent the following words or choices.

1 never
2 sometimes
3 usually
4 always
5 my choice
6 my classmate’s or teacher’s choice

Place a set of flashcards for chores (from Everybody Up, Level 3, Unit 6) in the center of the group. The first student rolls the dice, then picks a “chore card.”

dice-style-cube-with-heart-pattern_fkc9iiooIf the student rolls the number 2 (sometimes) and picks the chore card “wash the car,” the student says “I sometimes wash the car.”

If the student rolls the number 5, he/she can choose which frequency adverb to use.

If the student rolls the number 6, he/she can ask a classmate or teacher to choose which frequency adverb to use.

After each person’s turn, other students might ask if the statement is true or false. When a student says, I always make my bed, the others ask, Is it true?

To expand the practice, change the pronoun from “I” to “he“or “she.” Using these pronouns requires the use of the third person “s.” If a student rolls the number 4 (always) and picks the chore card “waters the plants,” he/she says, “She always waters the plants.”

Here’s a link to a short video of my students playing this game. I hope that you enjoy it!

What Are You Going to Be For Halloween?

Image from Graphic Stock

Image from Graphic Stock

Are you preparing for Halloween? I know that many of my teacher friends are. I love Halloween because it invites students to nurture their creativity through imaginative activities. Students move in more expressive ways and play with facial expressions. Let’s explore moving like various Halloween characters.

First of all, I like to gather students in front of me to teach the vocabulary. I sing the transitional song “Come and Sit In Front of Me.” (by K. Kampa) The professional version of this transitional song is here for you.

Come and sit in front of me, in front of me, in front of me.

Come and sit in front of me, in front of me,

You can print the I’m a Witch picture cards and teach students the following song.

I’m A Witch

Words by Kathleen Kampa and Charles Vilina,

melody: Skip to my Lou

Spoken: Let’s be witches and fly on our broomsticks.

Hee! Hee! Hee! I’m a witch

Hee! Hee! Hee! I’m a witch!

Hee! Hee! Hee! I’m a witch!

Happy Halloween!

2. Spoken: Let’s be ghosts and float gently through the air.

Boo! Boo! I’m a ghost! (3X)  Happy Halloween!

3. Spoken: Let’s be bats and fly through the night sky.

Eeek! Eeek! I’m a bat! (3X)  Happy Halloween!

4. Spoken: Let’s be owls and turn our heads from side to side.

Whoo! Whooo! I’m an owl! (3X)  Happy Halloween!

5. Spoken: Let’s be black cats. Put on your whiskers and sneak around.

Meow! Meow! I’m a black cat! (3X)  Happy Halloween!

I’m a Witch (picture cards)

Now it’s time to be creative and move. Decide on the space that your students can move in. I usually start with movement in a circle, and then allow students more freedom to move in an open space. You can use the spoken cues to help guide your students’ movements. Students start by posing like the characters, such as the witch, then move around in a circle. I often tap a drum to the rhythm of the movement. To make it more magical, add the words “Abracadabra! You’re a witch!”  When you can see that students have moved enough, say “Stop!” Continue with the other characters. I like to recognize students who are really being imaginative and creative with their movement.

Finally, either sing the song acapella or play the song on the CD Kathy Kampa’s Special Days and Holidays. My students love the special effects.

Special Days and Holidays

If you’re interested in the music, you can download the song from iTunes or get the CD with lyric sheets from CD Baby and Englishbooks.jp.  Find more Halloween ideas here on the blog and on my Pinterest page.

Happy Halloween!  Kathy and Chuck

Let’s Do the Hokey Pokey Like An Easter Bunny!

"Easter Bunnies On Grass" by Grant Cochrane
“Easter Bunnies On Grass” by Grant Cochrane

Here’s a new version of a familiar song, The Hokey Pokey. For this song, however, students pretend to be Easter Bunnies.

Say to your students, Let’s make two long ears! Pantomime the movement. Ask, What else do we need? Students may offer different answers, such as two big feet, a bunny tail, bunny paws, bunny whiskers, a bunny nose. This song teaches the names of body parts as well as the directional movements in, out, around. Students have a lot of fun jumping and shaking. Students practice the lyrics and movement slowly, then the same lyrics quickly.

Make a circle with students. Sing Let’s Make A Circle. (Click here to see how to sing this song.)

Say, Show me your Easter Bunny ears. Let’s put them in, and then out. Pantomime this movement with students.

Say, Let’s shake our Easter Bunny ears. Pantomime shaking your ears happily! Now jump up and down in place. Then, turn around and say, Happy Easter! My students love to jump really high on this part!

Learn the names of each of the body parts in this song – ears, feet, tail, tummy, whole self.

Now you’re ready to join in with the music. To help students practice first, sing slowly. Then sing it faster the second time.

Here are a few of my students demonstrating parts of this song for you. Click here to watch.  Enjoy!

Easter Bunny Hop

Words by Kathleen Kampa

music: Hokey Pokey

on Kathy Kampa’s Special Days and Holidays, available through iTunes

Slowly: You put your bunny ears in.

You put your bunny ears out.

You put your bunny ears in. And you shake them all about.

Shake, shake, shake, shake, shake, shake, shake!

Jump like a bunny. Jump, jump, jump!

Turn around and shout! Happy Easter!

Then sing quickly . . .

You put your bunny ears in.

You put your bunny ears out.

You put your bunny ears in. And you shake them all about.

Shake, shake, shake! (* three shakes!)

Jump like a bunny. Jump, jump, jump!

Turn around and shout! Happy Easter!

Repeat each verse slowly, then quickly with these body parts.

2. You put your bunny feet in.

3. You put your bunny tail in.

4. You put your bunny tummy in.

5. You put your whole self in.

The studio version of this song can be found on iTunes on Kathy Kampa’s Special Days and Holidays, track #7. Click here to take you there!

Special Days and Holidays

Check out these cute Easter Bunny masks for little ones. bunny mask tutorial_with watermark-1

Thanks to http://eastcoastmommyblog.blogspot.ca/2012/03/roundup-10-easter-crafts-for-kids.html

Video

Hop Along Easter Bunny (Dance)

In my last post, I explained two ways to teach this song. Here’s a video of my students sharing this dance with you. You can find the lyrics in my blog post “Hop Along Easter Bunny.” If you like this music, check out my CD Kathy Kampa’s Special Days and Holidays, available on iTunes and CD Baby.

 

Special Days and Holidays

0

The Power of Scaffolding

Image courtesy of stockimages / FreeDigitalPhotos.net

Image courtesy of stockimages / FreeDigitalPhotos.net

Imagine that language learning is a series of stairs that children climb to reach their goal of fluency. How would we want those stairs to look? Of course, we’d prefer that each step is not too difficult to climb, yet not too easy. If each step is just the right height, learning can be smooth and fun!

Language specialists talk about the process of “scaffolding” language, which means that we give our students the building blocks they need to climb the language stairway easily. For our young learners, here are three strategies that we use in Magic Time to ensure that language learning is successful.

Scaffolding Language in Three Steps

1. From Words to Phrases

In Magic Time, we introduce six new words at the beginning of a unit. These words relate to each other in a meaningful way, such as the following words from Magic Time 2:

penguin      lion      kangaroo      giraffe      gorilla      polar bear

After students have learned the above words through picture cards, movement activities, chants, and more, we introduce a phrase (which you can write on the board):

It’s a ____________.  

Students then “climb” up the next step of the stairway by placing the picture cards of the words they have learned above the blank line. Students then learn to say, “It’s a penguin,” “It’s a giraffe,” and so on.

Students are then taught a question to elicit this answer:

What is it?

Finally, students practice fluency of this question and answer through songs, movement, games, and much more.

2.  From Receptive to Productive

As students are introduced to the above words and phrases, there is a “receptive” phase when they simply need to hear the language. It is not necessary for students to repeat the words or phrases until they feel ready. Eventually, through the chants, songs, and activities in the Magic Time pages, students move smoothly from “receptive” to “productive” language, when they are actually speaking the words meaningfully.

3.  From Group to Individual

In the first stages of producing language, it is best to invite the students to speak together as a group. Magic Time does this by introducing chants and songs which produce the language in a fun way. Students chant and sing together as they move to the language. This encourages all students to participate, from confident students to shy students. Later, when activities are introduced using the target language, students begin to practice the language individually. Since they have had group practice, they are happy and able to do so.

Here is a good example of an activity from Magic Time 2 that builds individual language practice in a meaningful way. It is a craft activity that encourages creativity. It is then used to practice the language with a partner, which builds strong communication skills. Download this free Animal Picture Viewer taken from our Magic Time 2 Teacher’s Book.

Animal Viewer 2

The directions are simple. Students color and cut out the picture strips and tape them together. They can even add additional strips with their own pictures of animals they know. They then cut along the dotted lines in the viewer, then pull the strips through it. Finally, students act out the conversation with a partner as follows:

Student A (with a picture of a kangaroo in the viewer):  What is it?

Student B (pointing):  It’s a kangaroo.

Students can take turns asking and answering questions. This activity can be continued at home, with the student and parents interacting.

____________________________

Scaffolding is an effective approach to language learning. As students climb the stairs of learning, they are able to use more words and phrases, combining them and creating new opportunities for communication.

We hope you enjoy this activity with your students. Be sure to let us know about your successes!

Happy Teaching!

Kathy and Chuck

10

Having Fun with Fortune Tellers!

When I was a little girl, we made “Fortune Tellers” to play with our friends.  We used our homemade fortune tellers to write messages about things that might happen when we grew up.

Your students will love this game.  It’s easy for students to put into their pockets and play wherever they go.  You can practice any vocabulary or grammar by adapting the game in this way.

Here’s an example of a fortune teller from Magic Time 2, Unit 5, Teacher’s Book reproducible by Oxford University Press.  Once you understand how this fortune teller works, your students can create their own.  This unit focuses on toys with the phrase “I have a _________.”   They can expand it to “You have a ________.”

Download a free Fortune Teller template taken from Magic Time Teacher’s Book 2.

3.   Copy one sheet per student.  Students cut out on the dotted lines to create a square.

a.  To begin, have students fold the paper in half.

Open and fold in half the other way.  This makes folding easier. (See below.)

DSC00096

b.  Turn paper over.  Find the middle point.  Fold the corners to this middle point.  Crease well.

DSC00101

c.   Turn the paper over again.  Fold the new corners to the middle.

DSC00100

d.  Find the numbers.  Cut up from the point up to the fold between each of the numbers (1 and 2, 3 and 4, 5 and 6, 7 and 8).

DSC00102

e.  Now fold it in half so that you can put your thumbs and pointer fingers into the four openings at the bottom.

DSC00108

f.  Bring the points together.  Then open and close the fortune teller.

DSC00104

To play the game:

A:  Asks, “Which letter?”

B:  Says (for example), “C.”

A:  Moves the fortune teller three times, and says, “A-B-C.”

A:  Shows the inside of the fortune teller, and asks, “Which number?”

DSC00106

B:  Says (for example), “4.”

A:  Moves the fortune teller four times, counting to 4.

A:  Shows the inside of the fortune teller again, and asks, “Which number?”

B:  Says (for example), “7.”

DSC00111

A:  Says, “You have a yo-yo!”

With a little creativity, you can add more language to these dialogues.  With this fortune teller, students can imagine that they’re celebrating a birthday.

A:  “Happy Birthday. This toy is for you!  It’s a yo-yo!”

B:  “Thanks a lot!”

Or they can pretend to be Santa, saying “Ho, ho, ho! Merry Christmas.  Here’s a yo-yo for you!”

To make your own fortune teller, do your folding first.  Then open it up and add numbers, pictures, words, etc.  Instead of counting or saying the ABC’s, more advanced students can spell out words.

Keep me posted . . . I’d love to see how your creativity builds upon this idea in your classroom.

Happy Teaching!

Kathy