Friday, February 17, 2017

Phase 1A: Session 2


Session 2 

Two Goals of Each Session

Each session has two goals: To reinforce material from earlier sessions, and to introduce new material. A helpful pattern is to begin with a heavy emphasis on new material, and begin with the more stationary activities. Following a period of stationary activities (thirty to sixty minutes—less if younger children are involved), turn to more lively activities, such as TPR. Try to end with an activity that combines vocabulary from previous days with vocabulary from the current day.

Join the GPA Class Phase 1A HERE

Learning Activity 1: Inanimate Objects

Description: 

This activity will emphasize some of the most basic household and office/schoolroom objects, and objects that can be used as locations for other objects.Learn the new items, combined with some of the items that were more weakly learned in the previous session. If there is more than one GP, each one can help decide which previous items are weak for him or her personally. Once the GPs know the names of several objects commands can be given which us and or: “Where is the book and the spoon?” “Where is the glass or the cup?”

Materials Needed: 

Book, paper, pencil, pen, knife, fork, spoon, glass, cup, bowl, mixing bowl. Furniture—either toy furniture (recommended), actual furniture, or drawings of furniture. E.g. table, chair, bed, couch, furniture. (plus all those from session one) The GPs might learn a generic word meaning “thing” in this session, if such a word exists. There might be a good and bad example of some items to learn words for those concepts. (E.g., a good pencil and a bad pencil)
Vocabulary: 

Record: 

Don’t forget to record, once all of the objects have been introduced into the activities.

Activity 2: Descriptions of Drawings (Listen and Point)

Description: 

This activity is aimed at strengthening the here-and-now-activity (or here-and-now-state) forms of the actions learned in the previous session. The Nurturer describes drawings randomly, and the GPs point to the picture being described. “The man is running, the baby is lying down, etc.”

Materials needed: 

Drawings, such as stick figures or triangle people, depicting, men, woman, boys, girls, babies, etc. engaged in sitting, standing, lying, walking, etc. (See the graphic resource packet.)

Vocabulary:


Learning Activity 3: Object Manipulation (Total Physical Response)

Description

This activity combines objects from Sessions 1 and 2, using the book, paper, cup, bowl, etc. and furniture as the places where all of the animals and people (toys or drawings) and other inanimate objects are to be put. The Nurturer gives instructions such as “put the pencil in the bowl; put the horse on the paper; put the cat on the bed”, etc.

Materials Needed: 

Vocabulary:


Record

Optional Activity: 

To illustrate “put” and the prepositions, the Nurturer can use a puppet to obey the commands.
Example: Nurturer says to the puppet, “Put the pencil in the bowl.” “Put the horse on the couch.”

Material Needed: 

A puppet or stuffed animal

Learning Activity 4: Object Manipulation (Here-and-Now)

Description

One of the GPs performs the activity of taking the various objects and putting them in the various places as in the previous activity. The Nurturer tells the GP what he is doing (“You are taking the spider and putting it into the cup.”).

STOP AND VIDEO RECORD!

Learning Activity 5: Beyond Greetings

Description

Continue with the three strips on the first page. Are there some expressions beyond greetings which express interest in the other person? E.g. "How are you?" "I'm fine. How are you?" The middle strip might be used for such expressions at this point, combined with the expressions used for the first strip (greeting and leave-taking).
Example:
A: How are you? 
B: I'm fine, thank you!
or
A: How's it going? 
B: Fine, thanks!

Example: 
A: What is your name? 
B: My name is Josh
or 
A: Are you have a good day? 
B: Yes, thank you!

STOP AND VIDEO RECORD

Vocabulary Review:

SESSION 3 NEXT


Friday, February 10, 2017

Phase 1A: Session 1

Session 1 

Authored by Greg and Angela Thomson 

Start with the Foundation

It is good the first day, to begin with, some of the most foundational vocabularies. In ordinary conversation, people probably talk most about people. A good starting point in language learning is words for people, including pronouns. man, woman, boy, girl, baby, old lady, etc. (languages differ in the way the divide the life span into segments); I, you, we, they, he (languages differ in the specific variety of pronouns, too).
Those basic human nouns and pronouns may provide ten or fifteen vocabularies. These can be supplemented by other common living creatures in your context such as dog, cat, horse, cow, fly, spider, frog, mouse.

Here-And-Now Descriptions

Descriptions of ongoing activities and states that are visible to the GP are an extremely important part of the early input. It is relatively easy to learn actions in the form of commands. It is important to hear, not just, "Eat the bread.", but also "He is eating the bread." "We are eating the carrot." etc, in contexts where such meanings are actually being expressed. An easy way to do this at this point is to have the Nurturer and GPs, in various combinations, doing various activities, mainly ones that the GPs already know, and the Nurturer describing them. (However, see the discussion in the introduction where we mention the need for some more creative alternatives.)

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Learning Activity 1: Names of animate creatures

Description:

The Nurturer begins with two objects: This is a man. This is a woman. This is a person. These are people. Where is the man? Where is the woman? As names of items become familiar, new ones are added, one at a time, with lots of repetition. The pronouns are mixed right in with the nouns: Where is the boy? Where am I? Where are you? Where is the woman? Where are they? (In many languages, "Where is" is a good question for initially learning names of objects, as it will involve the most basic form of the word, whereas "Point to the egg" may involve a changed form.) Don’t separate the people and the pronouns. Do them as one group of items.

Materials to gather

For the objects being talked about (a man, you, etc.), you can use real people, toy people, dolls, photos, or drawings. For the pronouns, the Nurturer talks about himself (I), the specific GP she is addressing (you), etc. Add other props (for example, dolls) as necessary to refer to people, including pronouns. (see note above) Those basic human words may provide ten or fifteen vocabularies. These can be supplemented by other common (to the country) living creatures: cat, bird, mosquito, fly, spider, rat, fish, animal, insect.

Record (video is best!) Everyone has a cell phone!

Once all items have been learned, a recording is made in which GPs are again questioned about all of the items randomly. This recording is for review before the next session. Recording can be audio or video. Video has a big advantage in that GPs can readily see which objects are being talked about.Learning

Activity 2: Basic Actions

Description:

Use TPR (Total Physical Response): Command the student to stand, sit, walk, lie, run, go, stop, come, etc

Record with Video!

A portion of this activity, incorporating all actions, is recorded for review.

Learning Activity 3: basic actions 

Description:

The GPs and the Nurturer all engage in one of the above actions (or states, in the case of sitting and lying). The Nurturer then describes what each one is doing: I am sitting, you are walking, they are lying down, etc.

Record

Recording: Here-and-now description activities are ideal activities for video-recording. If that is not possible, then drawings with stick figures or triangle people can be made to represent the situations that were acted out in this activity, and an audio recording can be created describing the drawings in sequence. At some point when enough actions are known, it might be good for the GPs to take photos of the Nurturer and themselves individually and in various combinations, performing the activities. Then the Nurturer can use the photos for a here-and-now activity, asking, for example, "In which picture are we swimming? In which picture am I sleeping? In which picture are they dancing? In which picture is he crawling?" This strengthens both here-and-now description forms, and also the forms related to "I, we, he, they," etc

Option 2

A variant using puppets or a couple stuffed animals (for here and now descriptions) The Nurturer, and the puppets act out the various actions sitting, walking, lying down, etc. Examples: Puppet lies down. Nurturer says to the puppet, “You are lying down.” Nurturer walks. Nurturer says, “I am walking.” Nurturer sits. Puppet says to her, “You are sitting.” Nurturer and puppet “walk,” and they say to learners, “We are walking.” Puppet and teddy bear are lying down and Nurturer says, “They are lying down.”

Activity 4 Greetings/Leaving/Taking
Using Lexicarry strip 1, the Nurturer asks, Who is saying hello? Who is answering hello? Who is saying good-bye? Who is answering good-bye? (The actual greetings will vary in many ways depending on the language and culture. This activity may turn out to be a tiny start on a large area of language.)
Example:
A: Hello
B: Hello
or
A: Good morning!
B: Good morning!
or
A: Good afternoon!
B: Good afternoon!
Example:
A: How are you?
B: I am fine, thank you.
or
A: How is your day going?
B: Fine, thank you.
or
A: How is work going?
B: Great! I love my job.
or
A: How is your family?
B: Great! Thanks for asking.
Example:
A: See you later!
B: See you later!
or
A: Have a nice day.
B: You, too.
or
A: By

B: See you around

Example:
A: Great to see you today Jim!
B: Great to see you, too.
or
A: Have a great day!
B: You, too!

Option 2: 

Reinforcing Lexicarry activity with a puppet conversation. Nurturer and puppet greet each other with “hello” and “response.” Then Nurturer asks GP, “Who is saying “hello”? Who is answering “hello”? Who is saying “Goodbye.” Who is answering, “Good-bye.” Then the Nurturer and the puppet can trade roles and ask the GP again.

Record using video!

Remember to record the Nurturer, so the GP can review and practice with Lexicarry on his own.
You are

Monday, February 6, 2017

Jordan

The Hashemite Kingdom of Jordan
المملكة الأردنية الهاشمية
Al-Mamlakah Al-Urdunnīyah Al-Hāshimīyah
Jordan Flag

National Anthem 



(King Abdullah II 's remarks during 2017 National Prayer Breakfast in Washington)


English: SAIF EDDIN ABUKISHK AND KING PRINCE A...
English: SAIF EDDIN ABUKISHK AND KING PRINCE ABDALLAH( LATER KING OF JORDAN) (Photo credit: Wikipedia)

English: Her Majesty the Queen of the Hashemit...
English: Her Majesty the Queen of the Hashemite Kingdom of Jordan at the 2010 World Economic Forum. (Photo credit: Wikipedia)

English Club: Singing the National Anthem


"The flag of the United States, often referred to as the American flag, is the national flag of the United States. It consists of thirteen equal horizontal stripes of red (top and bottom) alternating with white, with a blue rectangle in the canton (referred to specifically as the "union") bearing fifty small, white, five-pointed stars arranged in nine offset horizontal rows, where rows of six stars (top and bottom) alternate with rows of five stars. The 50 stars on the flag represent the 50 states of the United States of America, and the 13 stripes represent the thirteen British colonies that declared independence from the Kingdom of Great Britain, and became the first states in the U.S.[1] Nicknames for the flag include The Stars and Stripes,[2] Old Glory,[3] and The Star-Spangled Banner." 1

It is always a proud moment when we sing the United States National anthem at English Club for Refugees. 


1. https://en.wikipedia.org/wiki/Flag_of_the_United_States (Accessed: 6 February 2017).

Saturday, February 4, 2017

Vocabulary: Phase 1A

English: logo of quizlet
English: logo of quizlet (Photo credit: Wikipedia)

Please join the Phase 1A Quizlet class by clicking HERE

Session 1 


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