Materials:
strips of cards with pictures and corresponding sentences (appendix 6) a control of errors = a booklet with pictures and corresponding sentences
Direct aim:
practise reading sentences with comprehension
Indirect aim:
to develop reading fluency
practise combining the words and creating sentences realize what the term “sentence” means
learn that sentences begin with the capital letter and finish with the full stop
acquire new vocabulary
Control of errors:
a control of errors
Procedure + information:
- The teacher introduces pupils to the material.
- Pupils just know the structure of simple sentence. They together go through these rules. They mention that the sentence begins with a capital letter and ends with a full-stop.
- The teacher uses the strips with sentences and pictures attached. He/she encourages pupil to read the sentences and decode any words he/she does not know. The picture may be used as a piece of information of the pupil’s comprehension of the sentence.
- Pupils go through all the sentences. They can read them for themselves, or aloud together.
68 - When the pupils are able to read the sentences with pictures attached, the teacher presents strips with sentences and separated pictures.
- The teacher asks pupils to place the pictures vertically on the mat. One pupil chooses a strip; he/she reads it and matches with the appropriate picture card. Then the next pupil goes on. It proofs if the pupil understands the sentence without the help of the picture.
Variations of presentation:
- Teacher can place the strips with sentences on the mat and the pictures on a separate table. A pupil chooses one card, reads it and brings the appropriate picture.
- When the pupils match the pictures with the strips, teacher can ask questions as a positive interactive way of working with sentence strips.
Example:
Sentence on the strip: The dog is brown. Question: Is the dog brown?
Is the dog black?
Follow- up activities:
- Pupils can work individually or in pairs/little groups on that material. - Pupils copy some of the sentences into their notebooks.
-Pupils can make up their own sentences and draw the appropriate pictures.
- The teacher can prepare a set of the sentence strips that are related. Pupils put them in order to make a story. Then they can create their own short story and draw the appropriate pictures.
- Pupils can be given pictures and try to make their own short sentences. - Pupils can be given strips with short sentences and draw appropriate pictures. - The teacher hides the sentences around the class (hides them) and places the pictures on the mat. Pupils’ task is to look at the pictures, go around the class and
69 find suitable sentences. Next day, teacher can hide pictures; children read sentences and seek for pictures.
-The teacher can write the sentences on normal sheet of paper. One sentence is written on one strip. He/she cuts the strips into two pieces. He/she mixes all the parts together. Pupils find the parts and match them together to create a meaningful sentence. They can work individually or in groups.
- In the case the children are competent to make up and write down correct sentences, another game is played. Pupils form four groups. Each group is given several strips of paper. Each group writes down sentences, cut them and send to the next group on the right side. The next group should put the cut sentences together. The work is checked by the group that created the sentences. When the task is done, the group passes the sentences to the next group on the right side.
Feedback:
- Conducting the presentation was smooth. It was nice to observe pupils’ interest
in reading and listen to the silent when everybody was reading for him-/herself. One lesson we did the presentation only with reading the sentences and matching them with pictures. Next lesson, I placed the pictures on a separate table. Pupils had to read the sentences on the mat and bring appropriate pictures. It proved beneficial for them to connect new information with movement, which corresponds with TPR method recommended for young learners.
- Some of the follow-up activities were done at the beginning of the next lessons as a practise and warm-up activity. Pupils loved looking for the pictures around the class and matching them with sentences together. It was another bodily- kinaesthetic activity.
- Three lessons after the presentation, we played the last game stated in the follow-up activities. Pupils were divided into four teams. Each group created sentences, cut them and passes to the next group. It was a slightly noisy activity. However, it was a kind of feedback for me. I learnt who can create the sentences. It was pleasant to get to know that almost all the pupils were successful.
70 - When doing the task of creating pupils’ own sentences with pictures, I was very surprised. They mostly created correct sentences, enjoyed the work and drew very nice pictures. Their work was really successful.
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