Tuesday, March 28, 2017

Phase 1A: Session 15

English: Facial emotions.
English: Facial emotions. (Photo credit: Wikipedia)

Session 15 

Learning Activity

1: review with wanting

The Nurturer tells GPs: "You/I/we/he/they want an X" and the GPs respond by giving the object to the person who wants it.
Get out all of the objects (drawings, etc.) used so far that can be manipulated. Put them on the learning table. Each GP has a bag into which they put the objects given to them. There can be multiples of some objects, which will allow the use of numbers ("three beans").


2: review having

The Nurturer asks GPs "Do you have an X" and GPs answer yes or no.


3: seeing

The Nurturer asks, "Do you see an X". The GP responds "yes" or "no".


4: Grand review with wanting and having and seeing

These three forms of statement and question are mixed with "give" and "take" (including pronouns, "take from me, from him").
GPs use their bags to hold objects they have taken or received. When asked "Do you have an X?" they can look in their bags. If they are asked if they can see something that they know is in their bag, they can answer "no".
The activity continues until nothing is left on the learning table.


5: People with emotions want to go to geographical features (TPR)

The Nurturer tells the GPs where the sad boy, happy woman, etc. want to go. GPs respond by placing the people in the places.
Use other actions too: sit, walk, look at, run, touch, etc.
Drawing with geographical features (mountains, lakes, forest, etc.). Drawings of people with emotions (now cut apart into individual people).


 Related articlesPrint Session 15

Phase 1A: Session 13

Mouse (Photo credit: Wikipedia)

Session 13 

Learning Activity

1: Brief repeat of numbers (TPR)

The Nurturer says, "Show me seven mice. Show me three mice. Show me ten mice..."
Ten drawings of mice or sets of toy mice (or other animals—we happened to have a ton of mice).


2: amount-numbers (TPR)

The Nurturer says: "Kill three mice with the pliers. Kill seven mice with the dustpan..."
Any tools whose names are not yet strongly known. These may be the new ones that were introduced in the previous section.


3: Ordinal numbers (dirty dozen)

The Nurturer says, "Kill the third mouse with the wrench. Kill the seventh mouse with the string. Kill the fourth mouse with the screwdriver..."
If the ordinal numbers (1st, 2nd, 3rd, 4th, etc.) are made from cardinal numbers (1, 2, 3, 4, etc.) in a simple manner, it may be possible to go straight into this activity with all of the numbers through ten, rather than adding them one at a time.


4: Names of countries (dirty dozen)

Continents Countries Map Vacabulary
Use a world map to learn the names of many countries. Concentrate on important neighboring countries and also the home countries of the GPs. This can also include continents (Africa, South America). Other new words: map, world, country continent, ocean, north, south, east, west.
world map


5: Nationalities (dirty dozen)

The Nurturer asks: "Who is American? Who is Indian? Who is Russian?" etc.
Use drawings of stick figures or triangle people on slips of paper. Headgear can indicate different nationalities: cowboy hat for American, stocking cap for Canadian, turban for an Indian, etc. The drawing representing the host language nationality can be the "normal" one, that is, with no particular head gear. [see resource packet]


6: where they live (TPR)

The Nurturer asks: "Where do the American people live? Where do the Chinese people live?" etc.
See resource packet
World map


7: Knowing languages, learning languages, going to countries (TPR)

GPs respond to five forms of the question by pointing to the correct drawing: Who lives in Russia? Who speaks Hindi? Who is learning Russian? Who wants to go to Russia? Who is from India?
In the case of "Who wants to go to X?" it will be the female counterpart of the male who is in country X. In the case of the Indian in Russia, it will be correct to point to him as the one living in Russia, as the one who knows Hindi, and as the one who is learning Russian.
The GP would answer "Who wants to go to Russia" by pointing at the Indian's wife.
Map. Drawings representing people of different nationalities. Have a male and female of each. Place the males in the countries on the map that have been learned, but don't put any of them in their own countries. For example, put the Chinese person in America, the Indian person in Russia, etc.
Arrange the females along the bottom of the map.


Next: Session 14

Related articles

English Club for Refugees: 3/23/2017

English Club for Refugees was special this past Thursday for several reasons:

1) We had a Syrian family that had just arrived in the United States 5 days ago! Pray for this beautiful family. This family includes a husband and wife with 6 children ranging in ages 1-20. The 20-year-old son is still stuck in Turkey. Joel (Migros Aid founder) and Josh visited in the home of this family after English club. They are in need of basic household items.
2) We had record numbers of kids at the club this past week! I believe the count was 26 kids. If you enjoy working with kids, come join us.
Burmese Table
Prizes for the kids!

A song from the Congo!

3) Our language resources were fantastic last week. Joel put together plastic boxes with all kinds of great language learning tools (little whiteboards, dry erase markers, alphabet cards etc.). It really made the English class go great!

Example English Lesson:

Phase 1A: Session 14

Steam phase eruption of Castle Geyser demonstr...
Steam phase eruption of Castle Geyser demonstrates primary and secondary rainbows and Alexander's band in Yellowstone National Park. Français : Eruption de vapeur du Castle Geyser montrant les arcs en ciel primaire et secondaire, ainsi que la bande sombre d'Alexandre. Photo prise dans le Parc national de Yellowstone (États-Unis d'Amérique). (Photo credit: Wikipedia)

Session 14 

Learning Activity

1: Emotions in phrases (Lexicarry)

The Nurturer asks: "Who is saying, 'Please speak more slowly'? Who is saying, 'I am sad'?" (All of the people in the emotion pictures are assumed to be stating their emotions.)
Lexicarry-like pictures for "power tools" (including possibly some that weren't covered before); emotion pictures as described in Session 11, Activity 6.


2: Emotions combined with family terms (TPR)

The Nurturer asks: "Who is the sad boy's younger sister?" etc.
The people in the emotion drawings which were arranged in families.


3: Emotions (TPR)

The Nurturer instructs GPs "Be sad" (or "act sad"), etc.


4: Geographical features

try to quickly learn twenty new words (in less than half an hour).
A drawing with mountains (and snow), a valley, a forest, fire, hills, plains, a lake, an island, a river, a road, a path, a bridge, the sun, clouds, grass, rocks, the sky, a road, a building (including its roof, chimney, smoke), a fence, field, a sidewalk, etc.
See resource set—the picture there has most of what is described here.


5: Review (Here-and-now)

GPs and the Nurturer perform many of the actions learned previously, and the Nurturer describes the actions using "I am doing X, you are doing Y" etc.

6: Bookshelf activity (TPR)

Combining ordinal numbers (first, second, third) colors, and the word for "wanting", the Nurturer tells a GP: "I want the red book on the fifth shelf. I want the green book on the first shelf." etc.
A bookshelf full of books
Review activities of GPs' choice.


Next: Session 15

Related articles

Monday, March 27, 2017

Fun Alphabet Videos!

ABC Poem

Letter Aa

Letter Bb

Letter Cc

Letter Dd

Letter Ee

Letter Ff

Letter Gg

Letter Hh

Letter Ii

Letter Jj

Letter  Kk

Letter  Ll

Letter  Mm

Letter  Nn

Letter  Oo

Letter  Pp

Letter  Qq

Letter  Rr

Letter  Ss

Letter  Tt

Letter Uu

Letter  Vv

Letter  Ww

Letter  Xx

Letter  Yy

Letter  Zz

Monday, March 20, 2017

Phase 1A: Session 12

A bee-fly of the Bombyliidae family (Villa sp.)
A bee-fly of the Bombyliidae family (Villa sp.) (Photo credit: Wikipedia)
English: Kids learn about insects, for the let...
English: Kids learn about insects, for the letter I! (Photo credit: Wikipedia)

Session 12 

As time goes on, there will come to be a tension between the need to keep earlier words and phrases alive (and growing stronger) and the need to learn new words and phrases. As a result, there will be sessions when a smaller than average amount of new vocabulary is learned. This session is such a Session.

Learning Activity

1: Doing things to creepy-crawlies with tools (TPR)

This activity, like an earlier one, highlights the noun forms for performing an action "with" an instrument. It also reinforces the tool names learned in the previous session.
The Nurturer instructs the GPs: "Kill the fly with the hammer. Hit the mouse with the hatchet. Kill the spider with the wrench. Kill the cockroach with the string...."names for pests learned previously that are commonly killed by people (being careful about cultural sensitivities): mouse, fly, bee, snake, spider, cockroach.

Tools from the day before. Remember that it is always easy to add two or three new objects in such an activity that is built mainly around old objects.


2: Mixing and strengthening old objects and actions (TPR)

Eat, pour, drink, give, and the new action, feed oneself, other GPs, the Nurturer, dolls, and animals. Also, the foods can be cut with the knife, hatchet, scissors, fork, and saw, and eaten or fed to an animal or person with the fork, spoon, or hand. This provides many more options than most activities so far if the Nurturer can keep them all in mind.

Foods, drinks, dolls (man, woman, boy, girl, baby), animals.


3: review (Here-and-now)

A GP performs many actions from the previous activity, using the same objects and actions. The Nurturer describes what the GP is doing right while he does it. This type of here-and-now input is important at this early stage, and such activities can be profitably included more frequently than indicated here. Maximum value comes from listening repeatedly to the recording, or better, watching the video.


4: numbers to ten (TPR)

The Nurturer instructs GPs: "Give three fish to the woman. Give five matches to the baby...." Of course, the activity starts with two numbers (probably one and two) and only adds one new number at a time.

Some small objects that come in large sets: matches, sunflower seeds, candies, beans, dried anchovies. Dolls (representing people).


Next: Session 13

Related articles:

Phase 1A: Session 11


Session 11 

This session may seem a bit sparse. However, experience has shown that emotion words are not learned as quickly as names of objects and actions.

Listening Furiously

Gradually, GPs should be hearing the speech sounds of their new language more and more precisely. Some crucial differences between speech sounds may be very slight, and so the GP needs to spend some time listening with great acuity. GPs should find that they begin to focus on details of sound more precisely when trying to pronounce the words. The need to remember to base their pronunciation on what they hear, not on what they see written. Accurate perception of what words sound like develops only through the ears, not through the eyes!
There is a need to begin to develop new "concepts" of new sounds. That is, a GP may not yet have a concept of the sound represented in writing by the letter X. Having the letter available, in a sense, gives a "name" to this new concept (by "the concept" is meant one’s memory of what the new sound sounds like).
Many GPs are convinced that seeing how a word is spelled improves their ability to perceive the details of the word through their ears. In fact, in spite of the genuineness of their impression (and the passion with they may affirm it), this claim is quite doubtful, as has been demonstrated by a simple experiment: Start with two words that a GP cannot discriminate between. Show the GP how those words are spelled (or point out to her that she is already well aware of how they are spelled). Then test again to see if the GP is able to discriminate them. When we have done this, we have found that knowing how the words were spelled had no effect on the ability to hear which was which.
When it comes to pronunciation, knowing what words sound like, and pronouncing them accordingly, is a very different matter from developing one’s own system for pronouncing them based on their spelling. A GP may be able to pronounce two similar words differently on the basis of knowing how they are spelled. However, consider the implications of the following fact: The GP can hear the difference between the ways she pronounces the two words, but cannot hear the difference between how native speakers pronounce them.
It is a good idea not to rush into abandoning our ears as the means of learning to hear details of sound. If we persist until we can consistently hear all sound distinctions without relying on spelling, the rewards may be considerable. Besides that, there are many levels of language processing starting from the ears, and these too cannot be developed through the eyes. The whole process of listening comprehension needs to be developed starting with the ears!
There are helpful listening activities that can, and in many cases should, be used to increase acuity in hearing the different sounds of the language.

Listening Contrast Activity

Sample phonetic activity: GPs may confuse two words that sound very similar. (In some cases GPs may not discover this until later when they begin talking, and find they said “jump” when they meant to say “cat”—they thus discover that there is a phonetic distinction that they were not aware of.) This provides a wonderful opportunity for a listening contrast activity, as follows. If the confusion was between the words for "jump" and "cat", the Nurturer can simply pronounce the words repeatedly in random order. When she says "cat" the GP points at the (toy) cat, and when she says "jump" he jumps. Or at least this is what he attempts to do. He may not be too successful at first.
Perhaps the GPs can take some time to glean from their language learning journals any times they’ve noticed that they experienced a problem with hearing sounds accurately. As the GP’s hearing improves, his pronunciation can improve on the basis of better mimicry of what is better heard. As hinted at above, premature dependence on written letters may discourage the GP from developing accurate hearing.

Learning Activity

1: Listening Exercise (10 minutes)

This can be an activity such as that described above using words for “jump” and “cat” which initially sounded identical to the GP. (Of course, one wants to be sure that they do sound different to native listeners.)

Pairs or groups of words that sound very similar to the GP at this point.


2: Emotions and feelings (dirty dozen)

The Nurturer asks questions such as, "Who is angry? Who is sad?" etc. Start with two, add one at a time.

Use drawings of faces to depict people who are happy, sad, angry, frightened, laughing, tired, sleepy, surprised, crying, sick, etc. (Aim for ten words.) (See resource packet)


3: Which one? (TPR)

The Nurturer asks, "Which man is angry? Which girl is sad?", etc.
Use the drawings of stick figures of men, women, boys and girls as people with the different emotions. They can also be arranged in families: A happy mother holding the hand of an angry boy and a sad girl, etc. There should be just one person with each emotion, at least to start with. (See resource packet.)


4: Emotions with family terms (TPR)

Combine with terms for family members: "Where is the sad woman's daughter? Where is the sleepy woman's husband." etc.
See graphics pack


5: Emotions with clothing, body parts (TPR)

Combine emotion terms with words for clothing or body parts: "Where is the frightened man's hat? Where is the angry boy's chin?"

With these longer sentences, there may be details that the GPs cannot sort out. The main thing is that the GPs should understand enough to respond accurately. This develops the ability to listen for the gist even when there are details that are out of the GPs' reach.

See graphics pack


6: Power tools (Lexicarry-style)

Power tools are expressions which GPs use to learn more language: "What is this? Please repeat?, etc." Since we are approaching the goal of three hundred vocabulary, after which the GPs begin speaking, it is important that they begin learning power tools.
The Nurturer asks, "Who is saying 'What is this?' Who is saying, 'What are they doing?' Who is saying 'Please repeat that'? Who is saying 'I don't understand"? Who is saying 'I don't know'? Who is saying, 'Please speak more slowly'?"

Use dialogue steps in the resource packet or draw similar ones yourself.  These include someone who is speaking too quietly, too quickly, etc.  Also, someone asking “What’s he doing?” . . . “What is this?” etc.


7: (dirty dozen)

Learn the names of the items
common tools such as a hammer, screwdriver, saw, hatchet, etc. Also items for making and fixing things such as string, glue, etc. can be included.


8: tools (TPR)

Combine with emotion words. Using the drawings from activity 1, "Give the hammer to the sad man. Give the saw to the surprised girl", etc. Generally we attempt, when combining new with old in an activity, to choose our set of "old" words from among those that were learned the previous day, or some earlier day. It is O.K. at times if the "old" is taken from earlier in the same session, as in this activity.


Next: Session 12

Related articles

Phase 1A: Session 10

Session 10 

This activity may add little or no new vocabulary. There continues to be a need for experience with forms for "your, my, etc." Thus the Nurturer now asks, "Where is my shirt, where are your glasses, etc." Second and third person plural possessors should be included, "Where are you guys' hats?" A small number of new clothing items or body parts might be thrown into this activity. It is often easy to pick up two or three new vocabularies in the context of a lot of old vocabularies.

Click to Join Quizlet Class:

Learning Activity:

Review earlier vocabulary, with different possessors(TPR)


TPR(Total Physical Response); examples: my boots, our elbows, the bee’s wing, the pot’s lid.

Materials needed: some earlier objects

Record with video

Activity: Lexicarry (Finish new expressions on page 3.

Record with video!

Activity: 3: Various actions


At this early stage, it is important to learn a healthy number of actions for the most fundamental human actions and experiences. Actions can readily be learned through TPR, and then combined with objects and locations that are already known.
A rather heterogeneous set might be added, related to various kinds of actions and objects learned earlier: listen, read, turn, chew, play, work, write, sleep, wake-up, swallow, draw, erase. The GPs are attempting to include the words for the most basic actions, experiences and objects of everyday life during their first 600 words. Eventually, it becomes hard to find large groups of such basic words that naturally group together. Learning words in natural groups (such as a group of words for kinds of animals or for kinds of trees) would mean learning more specific, less basic words. Therefore, at this stage, there may need to be sessions in which groups of unrelated, but very basic, words are learned together. (In fact, the value of learning words in related sets has been debated.)

Record with video

Activity: Combine new actions with old places and objects


Sleep on the floor, write on the large red paper, chew the fish, swallow the milk, draw with the pen on the book, etc. using all of the new actions repeatedly with a variety of old objects and places.

Materials needed: a variety of objects from previous sessions

Record with video!

Activity 5: From, to, without actions (input-based grammar-highlighting)


TPR: Place some familiar objects, animals, dolls on the table. Each GP has a small supply of, for example, candies, matches, buttons. Each animal, doll or another object on the table has a few of these same items. The Nurturer gives commands such as “Give a candy to the elephant. Take a candy from the class. After the GPs are familiar with these forms, the Nurturer gives the commands in an abbreviated form by omitting the actions: from the horse; to the mother. Before the actions are omitted, the GPs don’t need to pay close attention to the indicators of “to” and “from”. With the actions gone, those bits become crucial.

Record with video!

Activity 6: singular/ plural objects (TPR)


Set up a row of single, individual objects (for example a dog, a cat, a chicken…), and a second row of the same kinds of objects in small groups (dogs, cats, chickens…). The Nurturer can ask questions such as “Where is the dog?” and “Where are the dogs?” Any known objects, such as animals or pieces of fruit

Record with video!

possibly take a digital picture to accompany recording and have a permanent record of what items you used.

Next: Session 11

Related articles

Phase 1A: Session 9

Session 9

Quick Gap-Filling Activities

This could have been mentioned in earlier sessions. At any point along the way, it may be useful to add a few vocabulary in some category. For example, in getting ready for the previous activity, a few new foods might be learned. Or if it has been discovered that some basic term for family members was not learned, a few dolls can be set up and the new term learned in combination with some old terms for family members. Such interlude activities will be relatively brief. (In the case of Kazak, such a situation arose with the term for "younger sister of a brother" which was missed in the initial activity, since the central dolls were a girl and a woman.)

Click to Join Quizlet Class

Learning Activity

1: eating and drinking (Here-and-now)

Do this in several rounds. Each time decide who will be doing what. Then as people perform the activities, the Nurturer describes what is going on. "We are drinking milk. You plural are eating bread." Next round: "I am eating a carrot. You are drinking water. They are eating a radish." The Nurturer is addressing a specific GP, so that all the sentences are contextually meaningful. Perhaps you will want to add a few more useful actions, such as wash, cut, cook, prepare, use, pour.
Foods and drinks from Session 7.


2: gap-filling: more vegetables; younger sister

See above; this is just a touch of what really happened in our early Kazakh sessions. Your gap filling activities will be sprinkled in different places.


3: Using things to do things (TPR)

GPs can eat with the fork or spoon and cut with the knife or fork. Thus the Nurturer gives commands such as "Cut the carrot with the fork. Eat the rice with a spoon. Eat the carrot with your hand."
some of the foods; a knife, fork and spoon.


4: objects in locations   (Here-and-now)

Cover the learning table with objects that can serve as locations. These will include the papers, and containers, and, for example, some of the larger toy furniture. Now place smaller objects on, in, under, behind, etc. all of these larger objects. It is good to have an object as a location that can be used for both on and in. A small box turned on its side can serve this purpose.
Once everything is arranged, the Nurturer describes the entire learning table systematically, saying what is located where. "The cushion is on the sofa; the goat is under the table; the mouse is in the box; the bird is on the box; the spider is under the box..."
Note: take a digital picture of the set-up or, if you have a video camera, video this activity.
The coloured papers of large and small sizes; toy furniture; containers such as a cup, bowl, box. Many other small objects from previous sessions such as toy animals and furniture, and small and large coloured candies. This should be primarily objects whose names are already known, with maybe one or two new ones. The GPs can be sure to choose objects whose names they feel they are still particularly in need of strengthening.

5: locations (true-false)

Now the Nurturer randomly describes the locations of the objects. However, he sometimes deliberately makes false statements. The GPs will need to learn to say "Yes" and "No" in their new language for this activity. If the Nurturer makes a false statement, the GPs say for example, "No", and then the Nurturer, agrees, and corrects her original statement, saying for example, "No, the cat is not in the basket; the cat is beside the basket". This activity will lead to the use of one of the negative forms in the language.


6: Clothing, body parts (dirty dozen)

Items of clothing can be brought to the session, or a male and female GP can be used as models. In the latter case, some new body parts can be added at this time as well. For example, in addition to shirt, pants, socks, the activity might include beard, elbow, and eyeglasses.
items of clothing: pants, long-johns, briefs, panties, t-shirt; shirt, sweater, long-sleeve knit shirt, suit, coat, belt coat, scarf, boots, shoes, socks, nylons, slip, bra, bathing suit, jogging suit, g-string, gourd, burqa, turban, different hats, etc. Of course, there will be cultural differences determining the relevant selection of clothing. Some people groups will wear more clothes or less clothes than other groups. In rare instances, this activity may be omitted altogether. In such cases, it may be possible to learn additional body-part terms rather than additional items of clothing.


7: (Lexicarry)

Continue on to the third page of story strips. The Nurturer asks questions such as "Who is colliding? Who fell? Who is saying I'm sorry? Who is saying, That's O.K.?" Remember to have the Nurturer ask such questions in an unpredictable order. In recording, it is good to have the recording follow the predictable order of the events in the pictures.


Next: Session 10

Friday, March 17, 2017

Phase 1A: Session 8

Session 8 

Learning Grammar using Familiar Words

We want to learn to express the idea of giving objects TO someone. Of course, we use the activity to strengthen old vocabulary--animals, words for family members, and pronouns.
It is important to use old vocabulary for another reason. By using familiar vocabulary, everything the GP hears will be relatively easy to understand, except for the details that indicate who is the recipient (and the two new actions). This is another case of learning grammar without necessarily thinking of it as grammar, but rather thinking of it as the way to express a concrete meaning. A basic principle in activities that introduce aspects of grammar is to use vocabulary that is familiar so that the only new thing is the grammar form or pattern.

Join the GPA Class Phase 1A HERE

Learning Activity1: giving to animals (TPR)

The Nurturer gives instructions to the GPs of the form, "Give a large red candy to the horse; Give a small green candy to the dog..."
Be sure to include any animals that the GPs so far remember only weakly, along with some of the ones they remember most strongly.
Coloured candies work nicely in this activity, especially if you have small and large ones.  Spread out a number of the toy animals (or animal drawings).
Other options are buttons, flat beads, or coloured paper clips in two sizes.


With puppets: To first demonstrate the actions, “give” and “take”, the nurturer can use her puppet assistant. She says to the puppet. “Take the red candy.” “Give the red candy to the dog.” She can continue to give several instructions to the puppet until she feels that the GP is ready to follow instructions.
Needed: Puppets or stuffed animals

2: giving to someone’s animals

Now the GPs each take some of the animals. The Nurturer says things like Give a small yellow candy to my cat. Give a big brown candy to his cow…


3: giving to family members (TPR)

Continue giving candies to the animals, but now also to "the girl’s mother, the woman's younger sister," etc. Animals and family members (as represented by the doll family) should be randomly interspersed with one another: "Give the dog a candy. Give the   girl’s younger brother a candy." Etc.
Needed: Set up the doll family again.


4: Add ourselves (TPR)

Now add in the personal pronouns, which are already familiar in some form. "Give me a large blue candy. Give the boy's father a small green candy. Give us a small brown candy. Give the horse a large yellow candy."


5: Giving, throwing, showing (TPR)

Add other actions in addition to giving that may use the same forms or patterns of words: "Throw me a candy. Show the horse a small brown candy."


6: Drinking different liquids (TPR)

The Nurturer tells GPs, "Drink some milk. Drink some water..." As always with new vocabulary, start with two, and add one new one at a time. At some point, you can add the action "pour". And you can even try adding, "Pour me some juice. Pour the girl's big brother some juice." But be sure to mix pouring with drinking.
If you don't want to actually pour milk, water, juice, soda, tea, into glasses and cups, you can set containers of each liquid on your learning table, and set a glass or cup next to each container. Needless to say, if the language you are learning is spoken by people whose material culture is radically different (and you and your Nurturer live in that cultural setting), you will always collect the common everyday objects (e.g., what they drink out of, what they drink) rather than the ones suggested here.


7: foods (TPR)

The Nurturer asks questions such as: "Where is the carrot? Where is the egg? Where is the squid? The GPs try to quickly learn at least fifteen food items."
It is quite easy to collect actual food items. This is the chance to add a healthy number of new vocabulary in this session. Place on the learning table, for example, a potato, a piece of cabbage, a   fried grub, a scrap of cooked meat, butter, bread, rice, oil, flour, salt, etc. Perhaps you will want to run to the market the night before, and pick up "one of everything" so as to have many different foods on hand. Try to include the basic food items of the Nurturer’s everyday life.


8: Eating and drinking and giving and taking (TPR)

Now have the Nurturer combine instructions to drink the liquids, eat the foods, and give the foods, take the foods and drinks, and give the foods and drinks to one another.

9: (Lexicarry)

Strengthen all of the expressions that were learned for page two: "Who is sneezing? Who is saying, 'What time is it?' "Who is saying, 'Excuse me',"...

Next: Session 9