Building the connection between print and speech/action

Background: lower elementary (first, second, and third grade), high beginners

Objective: Students will learn to make the connection between print and the spokenb word and actions as they complete a series of activities beginning with TPR and moving towards a simple free-writing activity. They will learn to read basic action words (walk, run, jump, sit, stand, etc.) and use them properly.

Materials: laminated flashcards, laminated poster of song, enough copies of matching worksheet, tape, big book, writing paper, laminated action pictures

Warm-up: Tell a personal story using some of the words to be introduced.

Ask Ss about experiences they may have had, being sure to encourage responses, only correcting major mistakes.

Presentation: T introduces new words by performing indicated actions. Ask Ss if they know what T is doing (get feedback from them). Find out what words the students are familiar with and introduce any that they do not know. Confirm S responses and correct as needed. After Ss have heard all the words, T uses flashcards to introduce Ss to the printed words.

1. TPR: Ss respond physically to T commands of action words. Later, Ss respond to flashcards of the commands.

2. T does a quick flashcard drill with Ss to make sure they know more or less how a word is pronounced.

3. Song written on large poster, can interchange action words by changing the flashcard taped onto a blank in the song. Sing and do the actions while T points to the words.

4. T shows a picture of an action to the class and Ss write the corresponding word (with help from T if Ss do not know how to write very well).

5. Matching game on the board with flashcards and pictures. Get all the class involved.

6. Matching worksheet--draw a line from the word to a picture of the action.

7. T reads a simple story (big book) to class that has some of the action words in it. Before reading, clarify any content of the story that Ss may not understand so they are better able to understand the story. Underline words with finger and encourage Ss to say the action word. Give Ss clues by slowing down and asking questions to help them think.

8. Put Ss in pairs, giving each pair one of the action pictures. Have them write a simple story like the one read in class but using the action given to them. If Ss have trouble writing, T gives them a pattern on the board to follow and fill in the blank with their particular word.

Evaluation: Observations during class to see if Ss are able to follow instructions.