Pronoun Unit

1) PRONOUNS - Learn the Pronouns

‘In Action’ – R.S.D -The ‘Pronoun’ Listen & Repeat ‘Liar’ technique. This is similar to the ‘Kid’s Vid’ below.

‘In Action’ – R.S.D. and TEST method.

‘In Action’ – OPTIONAL – FLIP IT – technique. This will prepare them for ‘flipping’ sentences to make questions later on.

‘How to’ -14min – from the Teacher’s Manual. How to play, ‘Push your luck’ style games for the Pronoun Unit

‘In Action’ – #SNG-25# – ‘1 in 10 – Push your luck’.  Use this game to demonstrate how the game works.

‘In Action’ – #SNG-25b# – ‘1 in 20 – Push your luck’.  The ‘wild’ card makes this more exciting.

‘In Action’ – #SNG-27# -Push your luck Group – Great for big groups.

‘In Action’ – #SNG-29# – ‘Slow Burn’ – Push your luck’.  This is the best game.

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Let’s Learn 1 – for Yellow – Pronouns

Let’s Learn 1 – for Orange – Pronouns

‘Kid’s Vid’- Pronoun practice with ‘Liar’ technique.

‘Kid’s Vid’- Pronoun practice with ‘Liar’ technique. – High Speed

2) Pronouns -'NOT' - Learn to make POSITIVE and NEGATIVE sentences

‘How to’ – 6:30sec – From the Teachers Manual.  How to play – #FTY-05#- The Pronoun ‘NOT’ game. R.S.D Techniques at 3:50, TEST method at 4:25.

‘In Action’ – #FTY-05#- The Pronoun ‘NOT’ game.

‘In Action’ – R.S.D/Drill – Only the POSITIVES – Students practice saying only the POSITIVE sentences.

‘In Action’ – R.S.D/Drill – Only the NEGATIVES – Students practice saying only the NEGATIVE sentences.

‘In Action’- R.S.D. and TEST method. A student attempts the TEST for the ‘NOT’ stamp on the Progress Page.

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Let’s Learn 2 – for Yellow – ‘NOT’, positive and negative sentences.

Let’s Learn 2 – for Orange – ‘NOT’, positive and negative sentences.

‘Kid’s Vid ‘- Pronouns – The ‘NOT’ game. Video version of the main game. Look at the 2 sentences, which one is the answer, take a guess then the answer is revealed.

3) 'YES/NO Questions' - Learn to 'flip' sentences

NOTE : At the YELLOW and ORANGE BOOK level, we think it is best that the students answer in FULL SENTENCE form, eg. ‘No, he is not a doctor.’ When they graduate to higher levels they can say, ‘No, he is not.’ and eventually, ‘No, he isn’t.’

‘How to’ – 7:44sec, From the Teachers Manual. R.S.D and Drill techniques.  Game instructions at 3:15. TEST method at 6:30.

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‘In Action’ – #FTY-06# – YES/NO Questions Race

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‘In Action’ – R.S.D. – Flip it! Students flip the sentences into questions.

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‘In Action’ – R.S.D. – Only Answer POSITIVES then NEGATIVES

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‘In Action’ – TEST – How to test the students to ASK and ANSWER QUESTIONS.

Let’s Learn 3 – for Yellow – 

Let’s Learn 3 – for Orange 

‘Kids Vid’- How to make, ‘Yes/No’ questions from simple sentences.

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‘Kid’s Vid’ – How to answer YES/ NO Questions.

Adjective Unit

1) ADJECTIVES - Learn the Adjectives

The Game, ‘Samsies & Differencies’ (#PSS-29#) is used to teach ADJECTIVES. With young students like these, you may need to play, ‘SAMSIES’, (#PSS-27#), first to teach them the concept (Hint, it’s the same game but you can’t match opposites). 

IMPORTANT!
‘How to’ -18min – from the Teacher’s Manual. If you don’t know about the goals and games of a ‘Detective Game’ based UNIT, you should watch this.

‘How to’ – How to play, ‘Samsies’ and ‘Differencies’.

R.S.D and TEST method at 3:05

‘In Action’- ‘The ‘Samsies and Differencies’ Game. 

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‘In Action’- ‘R.S.D’ and TEST’ method for Adjectives.

Let’s Learn 1 – For Yellow Book

Let’s Learn 1 – For Orange Book

‘Kid’s Vid’ – Adjective Set 1, Listen and Repeat.

‘Kid’s Vid’ – Adjective Set 1, TEST- Say the opposites.

‘Kid’s Vid’ – Adjective Set 2, Listen and Repeat.

‘Kid’s Vid’ – Adjective Set 2, TEST- Say the opposites.

2) Adjectives- Describing a 'car' or 'alien', 'It/he/she is (not) .........

Begin the long road to learning how to play the various Detective games. Start with the Bye-Bye game to demonstrate how the TRAITS (adjectives) can be used to eliminate CHARACTERS, eg. “Bye-Bye TALL people”. Then use the ADJECTIVE cards as prompts to make POSITIVE and NEGATIVE sentences to create CLUES to find your CHARACTER, eg. “She is not rich, She is strong.”

Let’s Learn 2 – For Yellow Book – Learn to describe a ‘car’ and find a particular car based on its description.

Let’s Learn 2 – For Orange Book – Learn to describe an ‘alien’ and find a particular ‘alien’ based on its description.

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‘In Action’ – Introduce the ‘car/aliens’ and use to the Adjective Cards to play the Bye- Bye game.

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Idea- New – Using the adjective cards to prompt sentences to find the ‘car/alien’.

3) 'YES/NO Questions' - Asking questions to find a 'car'/'alien'. 'Is it/he/she..?

IMPORTANT! Young Learners struggle with the concept of these DETECTIVE games. It is important that you, (the teacher), are familiar with the progression and build up of these Detective Games. (If not, see the 18min video above.) Play a different one each week as your work your way up to the hardest and best one, ‘Individual-Dash Detective’- (#DTC-07#)

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‘In Action’ – One Way Detective Games

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‘In Action’ – 2 way detective

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‘In Action’ – Detective Dash

Let’s Learn 3 – For Yellow Book

Let’s Learn 3 – For Orange Book

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‘In Action’ -One Way Detective Games

Songs of the Super Sampler.

We want to hear these songs early, so they the students are very familiar with them when they officially encounter them in future units.

This is, ‘The Brocolli’ Song.  Watch the song, then use the melody when asking , ‘Do you like ….?’ questions.  Emphasize the ‘YOU’ by pointing.  When doing ‘Word Cloud’ and a FRUIT or VEGETABLE pops up, go on a tangent by asking, ‘Do you like …?’. 

The CHORUS of this song is the key. Stand up and have the kids act out the words so that they know which word means what. eg. ‘IN’ = hands in pockets, ‘ON’ hands on heads, ‘UNDER’ = hands under your but, finally ‘BETWEEN’ =squeeze your face/cheeks. When students have trouble, hmm the song while mimicking the actions.

Watch the song. Note the difference between singular and plural objects, near and far from the speaker. Demonstrate with some item eg. pencil, “This is a pencil, That is a pencil, These are pencils, Those are pencils.’ When students have trouble, hum the melody and encourage them to use their knowledge of the song to find the correct words.


Games from other units to preview during the 'Super Sampler'

‘In Action’ – #FTY-01# – ‘Do you like this?’ – using #YEL-116# -‘Like/Don’t like..?’ cards.

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#FTY-03# – ‘Do you VERB NOUN?’ – using #CBS-421# 

‘In Action – #FTY-15# – ‘Where is the bear?’ – using #CBS-701# cards and ‘YEL-125’ Game Mat.

‘In Action’ – #FTY-15b# – ‘Where is the bear ? 2’ – using #CBS-701# cards and ‘#YEL-125#’ Game Mat.

‘In Action’ -#GRD-05# – ‘Where is the turtle?’ – using #YEL-108# cards and ‘#YEL-126#’ Game Mat.

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‘In Action’- #SPC-19- ‘Find it’ – Bye Bye -Open. Great for NEWBIES who don’t know the words yet.

‘In Action’- #SPC-21# – ‘Find it’ – Bye Bye – Attack.

‘In Action’- #SPC-21#- ‘Find it’ – Classic’. – Race to get rid of your cards.


'Super Sampler', What is it?

The Super Sampler is like the Core Basics for young learners. Many of the games are the same and you’ll have to look in the Core Basics section or UNIT MANUALS for instructions, R.S.D techniques and testing goals for the Progress Page. The goal is to preview the year’s upcoming material. We will spend the opening 10-15 weeks doing this. During this time, the first 2 units, PRONOUNS and ADJECTIVES will actually be completed, just at a slower rate than a usual UNIT would be. In between the gaps, fun games from upcoming units are to be played. The goal is to learn to play these games quickly, such that they could be played as a quick, 5 minute, R.S.D. type game, encouraging students to get stamps in Progress Page.


Why are we previewing?

FUN: These students are young, new to school life, studying and foreigners. We want to start the year with non-threatening easy, fun and games, as they adapt to the lesson format. These basic games allow anyone to join in and succeed. This is especially important, as there are often many demonstration lessons happening at this time. It also means that students, who joined the class late, haven’t missed too much.

SMALL DOSES : Young students take a long time to absorb the material. They also have short attention spans. Sometimes it’s better to give them small doses of content, over a long period of time, instead of just one big dose. For example, we could spend an hour studying the PRONOUN + VERB pairs (‘I am …’, ‘He is …’, etc.) and they still won’t get it. Also, it would be a boring hour. Instead, we would study it for a bit, then fill the lesson with something else. Then do it again next week. 

INCEPTION : We also don’t want to wait until November before they hear the ‘in, on, under’ song. If we sing it periodically all year, it will make the PREPOSITIONS UNIT much easier when we reach it, 7 months later.

OVERLAP: Everything is connected. There’s a lot of overlap between the UNIT material and the Word Cloud etc. Humming or singing the jingles and songs will help teach the Word Cloud, which in turn helps teach the UNIT later in the year. There are several examples of this:

PREPOSITIONS: When students struggle with the PREPOSITIONS in the Word Cloud, you can hum the chorus of the ‘In, on, under’ song to help students find the correct word.

THIS/ THAT /THESE/ THOSE: In the Orange Word Cloud there are a series of , ‘This is a mouse.’, ‘That is a frog.’ cards If we could sing the, ‘This is a fish.’ song a few times, at the start of the year, then we can use it to jog kid’s memories during Word Cloud.

FOOD: When a ‘FOOD’ card, (fruit / vegetable), appears in the Word Cloud, you can expand in it by singing, ‘Do you like .. onion ..? , which also happens to be one of the Daily Questions.

Give it a try!