Hi there,
I was recently asked how I teach the meaning of the vocab used in Let's Make Questions!" to younger students so they are not just parroting words when they play my games.
Since there are perhaps more people out there who are wondering the same thing, I thought it might be a good idea to explain it here....
But before going into the meat of it, let me share a quote with you from page 2 of the LMQ Teacher's Guide so we are all on the same page so to say....
"LMQ is not a set of games to teach new words or how to read predefined questions and answers. LMQ is designed to help students learn how to use words, how to formulate questions, statements and answers, how to recycle verbs and tenses. LMQ is designed to make the students think, to be creative, to become more confident when using English and have fun at the same time. LMQ is designed to be flexible and evolve at the same speed as the students evolve."
So with this in mind, let's get going....
Now, how much target language you teach at this first stage is very important...
Depending on the age of the students, I select only a handful of different topics (usually between 5-7) and play a game of "Dealer' Choice" with them.
During this first game I explain the meaning of each card as I put them in front of me: Eat curry and rice - kare raisu wo taberu, Drink juice - juzu wo nomeru, Watch TV - terebi wo miru etc.
The kids only answer "Yes" or "No" depending on the cards they are holding....
The second game (one game usually takes only a few minutes at this level) I use the same, basic target language but without any Japanese.
This time the kids have to repeat the target language before they answer "Yes" or "No".
Then I ask the them if they can remember the meaning of the card I just put down. Usually there are some kids who do remember. If not, I tell them.
After several games, and I think the kids are ready, we move on to another game, usually "First Out". Now it's time for the kids to take turns and use the target language. Of course the teacher can play too, but for me, I prefer to be "an observer" and let the kids take control of the game....
1) We play "Dealer's Choice" (remember? the first game)
2) After about 5 or 6 cards, instead of "Eat curry and rice" I say "Do you like eating curry and rice?".
Some kids will just say "Yes" or "No", but some will flip out and look at you in surprise because you've just said something completely different and they don't know how to react to this....
3) I explain the meaning of "Do you like eating curry and rice?" to them and make sure they all "got it".
4) Now instead of playing the next card, I pick up the card played before "Eat curry and rice" (let's say "watch TV") and ask them if they can figure out what "Do you like watching TV?" means... Usually some kid can.... if not, well, I just explain it to them...
5) Go through all previously played cards using the "Do you like.." structure and ask them the meaning. You will be surprised how fast they catch on....
6) Once you've covered all previously played cards, continue the game, but now instead of using only the topic names, use the new grammar structure.
7) I'm sure you guessed it already... That's right... move on to "First Out" and let the kids have a go at it.
One very IMPORTANT point though... When somebody makes a mistake, don't correct anything, just repeat the question until everybody gets right. No need to single anybody out.....
Here is a video where I introduce "Do you want to..." to a group of unsuspecting 3rd graders.
Enjoy......
I was recently asked how I teach the meaning of the vocab used in Let's Make Questions!" to younger students so they are not just parroting words when they play my games.
Since there are perhaps more people out there who are wondering the same thing, I thought it might be a good idea to explain it here....
But before going into the meat of it, let me share a quote with you from page 2 of the LMQ Teacher's Guide so we are all on the same page so to say....
"LMQ is not a set of games to teach new words or how to read predefined questions and answers. LMQ is designed to help students learn how to use words, how to formulate questions, statements and answers, how to recycle verbs and tenses. LMQ is designed to make the students think, to be creative, to become more confident when using English and have fun at the same time. LMQ is designed to be flexible and evolve at the same speed as the students evolve."
So with this in mind, let's get going....
Introducing the Topics:
Yes, I admit, the first step involves "parroting". This is because we want to expose our students to the target language as much as possible and at the same time, make sure that they can reproduce this target language at an acceptable level..... (this how we all learned our own native language, remember?)Now, how much target language you teach at this first stage is very important...
Depending on the age of the students, I select only a handful of different topics (usually between 5-7) and play a game of "Dealer' Choice" with them.
During this first game I explain the meaning of each card as I put them in front of me: Eat curry and rice - kare raisu wo taberu, Drink juice - juzu wo nomeru, Watch TV - terebi wo miru etc.
The kids only answer "Yes" or "No" depending on the cards they are holding....
The second game (one game usually takes only a few minutes at this level) I use the same, basic target language but without any Japanese.
This time the kids have to repeat the target language before they answer "Yes" or "No".
Then I ask the them if they can remember the meaning of the card I just put down. Usually there are some kids who do remember. If not, I tell them.
After several games, and I think the kids are ready, we move on to another game, usually "First Out". Now it's time for the kids to take turns and use the target language. Of course the teacher can play too, but for me, I prefer to be "an observer" and let the kids take control of the game....
Introducing the First Grammar Structure:
Now, here is where things get interesting... To go from "Eat curry and rice" to "Do you like eating curry and rice?" I use the following steps.....1) We play "Dealer's Choice" (remember? the first game)
2) After about 5 or 6 cards, instead of "Eat curry and rice" I say "Do you like eating curry and rice?".
Some kids will just say "Yes" or "No", but some will flip out and look at you in surprise because you've just said something completely different and they don't know how to react to this....
3) I explain the meaning of "Do you like eating curry and rice?" to them and make sure they all "got it".
4) Now instead of playing the next card, I pick up the card played before "Eat curry and rice" (let's say "watch TV") and ask them if they can figure out what "Do you like watching TV?" means... Usually some kid can.... if not, well, I just explain it to them...
5) Go through all previously played cards using the "Do you like.." structure and ask them the meaning. You will be surprised how fast they catch on....
6) Once you've covered all previously played cards, continue the game, but now instead of using only the topic names, use the new grammar structure.
7) I'm sure you guessed it already... That's right... move on to "First Out" and let the kids have a go at it.
Introducing Longer Answers:
To teach longer answers such as "Yes, I do" "No, I don't" use "Dealer's Choice".One very IMPORTANT point though... When somebody makes a mistake, don't correct anything, just repeat the question until everybody gets right. No need to single anybody out.....
Here is a video where I introduce "Do you want to..." to a group of unsuspecting 3rd graders.
Enjoy......
Some Final Words:
One of the most important aspects of LMQ is that the students need to get a sense of ownership and accomplishment when discovering the new language. It should be theirs, not something they just parroted after their teacher or remembered from a handout, it should their discovery... And above all, it should be fun....
Never underestimate kids, they can handle almost anything you throw at them.... It just depends on when and how you throw it at them....
And as your students continue to learn more, they can keep on playing LMQ,
because that's what LMQ is all about.... Games that can be played at
any level.
Well, thank you for staying till the end. I hope this was helpful for you. And if you have any questions or comments, feel free to use the comment space below and I will be happy to get back to you.
If you are looking for more ideas/games to use with your students, be sure to check out the Thinking World Game Page.
If you are looking for more ideas/games to use with your students, be sure to check out the Thinking World Game Page.
Till next time!
Comments
Post a Comment