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Language focus Vocabulary review

Thinking skills Comparing items and recognising a category; identifying something that does not

belong to the category

Age 6–8

Level Post-beginner / A1 upwards

Time 15–20 minutes

Preparation Prepare a copy of the worksheet for each student.

In class1 Hand out the worksheet. Ask students to work in pairs and match the words with

the pictures by writing numbers 1–35.

2 Get students to read out their answers.

3 Explain to the students that this is an ‘Odd one out’ activity. Do the example from

the worksheet with the class. Show them how they need to cross out the odd one

out, in this case boat. Ask them why it is the odd one; in monolingual classes, use

the students’ mother tongue if needed.

4 Ask the students to complete the activity in pairs.

5 Go through the answers, saying each word clearly.

Variation This activity can be adapted for other vocabulary items.

Although the current activity is designed for students in the first year of learning

English, it could be adapted to higher levels and ages by using more complex

concepts, for example abstract nouns or feelings.

Answers B 19 chair, 3 bicycle, 27 bed, 2 table, 16 sofa C 8 ice cream, 13 melon, 29 banana, 23 peach, 20 strawberry D 34 eye, 14 nose, 9 mouth, 7 ear, 10 hand E 15 car, 18 bus, 24 train, 32 shoe, 31 lorry F 26 coat, 21 umbrella, 33 trousers, 11 dress, 17 shirt G 28 leg, 1 arm, 10 hand, 30 glove, 5 head

1Odd one out

Comparisons

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6 12 25 4 22

21Puchta/Williams | Teaching Young Learners to Think | © Helbling Languages

1 Match the words with the pictures. Write 1–35.

2 Cross out the word that is different in each line above.

Comparisons

Odd one out | Worksheet

A schoolbag pen book boat exercisebook

B chair bicycle bed table sofa

C icecream melon banana peach strawberry

D eye nose mouth ear hand

E car bus train shoe lorry

F coat umbrella trousers dress shirt

G leg arm hand glove head

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

21 22 23 24 25

26 27 28 29 30

31 32 33 34 35

Example


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Puchta/Williams | Teaching Young Learners to Think | © Helbling Languages 55

Language focus Vocabulary, mainly verbs of action

Thinking skills Sequencing; recognising order

Age 7–9. This activity is suitable for young children as it contains picture prompts to

assist with meanings of the words.

Level Beginner / A1 upwards


Preparation Prepare a copy of the worksheet for each student.

In class 1 Write five numbers on the board: e.g. seven, twenty, ten, one, four. Ask the class to

tell you the right order. Write them in the correct order.

2 Put the students into pairs so they can help each other with the words in the

activity.

3 Hand out the worksheet. Explain they need to decide on the right order and write

numbers in the boxes to show the order.

4 Finally ask for solutions. For each sequence ask individuals to read out their

order. For each, ask if anyone has a different order. Continue like this till you

have heard all suggestions.

If someone has a different order with a good reason, accept it. For example, in

no 2 some students will have a different routine to their day. The following are

suggested answers:

Answers 1) go shopping, cut vegetables, cook, eat, wash up 2) wake up, have a shower, get dressed, eat breakfast, go to school, eat lunch,

go home, do homework, eat supper, go to bed 3) plant, water, grow, pick fruit, eat 4) baby, child, teenager, young man, old man 5) open door, get in, start car, drive, arrive, park 6) morning, midday, afternoon, evening, night

Note Reading out the answers provides the children with the opportunity to use and

hear the words several times.

2 Put in order

Sequencing


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Sequencing

Put in order | Worksheet Number the pictures in the correct order.

washup eat cook cutvegetables goshopping

gotoschool eatbreakfast getdressed haveashower gohome

eatlunch dohomework wakeup gotobed eatsupper

plant eat pickfruit grow water

oldman baby youngman child teenager

opendoor park startcar getin arrive drive

afternoon night morning midday evening

1

2

3

4

5

6

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Say: Do this:

You’re walking to the train station. Walk on the spot.

Your bag’s very heavy. Act as if carrying a heavy bag as you

are walking.

You’re hot and tired. Wipe your forehead. Look tired.

You sit down on the bag. etc.

You fall asleep.

Suddenly you wake up.

You can hear something in the distance.

You jump up, pick the bag up and run.

Too late! The train has left.

82

Language focus Decoding meaning; text reconstruction

Thinking skills Dealing with ambiguity; hypothesising and verifying hypotheses about meaning;

using context and mime to decode meaning; sequencing

Age Any

Level Post-beginner / A1 upwards


Preparation Copy Worksheets A and B for each student. Decide if any of the key words of the

action story need to be pre-taught.

In class 1 If necessary, pre-teach key words with the help of pictures or mime. N.B. it is not

necessary to pre-teach all the words, as it is one of the advantages of the Total

Physical response method used in this activity that students will be able to guess

the meaning of sentences in a holistic way, and gradually learn to verify their

hypotheses about meaning.

2 Get your class to stand in a circle.

3 Say the action story below sentence by sentence. Each time, say the sentence and

carry out an appropriate action at the same time. Invite your students to imitate

your actions. After three or four sentences, start again from the beginning.

3 Action stories

Focusing attention


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Puchta/Williams | Teaching Young Learners to Think | © Helbling Languages 83

4 Repeat the story with the sequence of actions described several times. When you

notice that your students can carry out the actions without problems, give them

instructions again in the same order, but this time do not carry out the actions

any more.

5 Gradually begin to jumble the order of the instructions. The students carry them

out.

6 Hand out Worksheet A. Start by saying any of the sentences on page 82 – but not

the first one – and ask students to point to the respective picture. Carry on like

this with the other pictures, in jumbled order.

7 Now read the sentences from the action story in the correct order to your

students and have them number the pictures:

You’re walking to the station.

Your bag’s very heavy.

You’re hot and tired.

You fall asleep.

Suddenly you wake up.

You can hear something in the distance.

You jump up, pick the bag up and run.

Too late! The train has left.

Answer

8 Hand out Worksheet B. Ask the students to look at the graphic representation

of the first sentence. Read the sentence together with the students. Repeat

the sentence and elicit the language from them. When you have repeated the

sentence several times, ask them to hear your voice saying it in their head.

Proceed like this with the rest of the sentences.

9 Ask them to write the sentences.

Note The idea of working with action stories is based on James Asher’s Learning

Another Language through Actions. You can find action stories with photocopiable

worksheets in Günter Gerngross and Herbert Puchta’s Do and understand: 50

Action Stories for Young Learners.

Focusing attention

7 5 2

1 8 9

3 6 4


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Listen. Number the pictures in the correct order.

Action stories | Worksheet AFocusing attention


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85Puchta/Williams | Teaching Young Learners to Think | © Helbling Languages

Can you ‘read’ the story?

1Y______rew__________t__th__

st__________.

2Y_______

’sveryh____________.

3Y_______h____andt________.

4Y___ onthe

.

5Y_______f________a____________.

6S_____________y______w________u__.

7Y_______c______h________s_____________i__th___d______________.

8You_________u__,p_________th______ u____and

.

9T______l__________!Th______

hasl_________.

Action stories | Worksheet BFocusing attention


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Documents

For ONLY - Stanford House Young Learners to Thi… · Puchta/Williams | Teaching Young Learners to Think | © Helbling Languages 83 4 Repeat the story with the sequence of actions