Phase 1B: Session 1

Session 1 at-a-Glance

Created by Greg and Angela Thomson (Version: Mar06)

Language Activity

Activity 1: Phonetic practice (listening)

Nurturer speaks words that are difficult to discriminate from other words, and the GPs attempt to point to the corresponding pictures.
Note any ongoing sound discrimination problems and make relevant drawings. For example, if the GP has trouble hearing the difference between “bin” and “bean”, there should be a picture of a bin and a picture of a bean.

Activity 2: Lexicarry

Continuation from Phase 1a

record

Activity 3: GP names someone's body parts

One GP becomes the human model, while another names all of the model's body parts: This is his head, his hair...Bring a doll, or photos if you have no one to use as a 'model'.

Activity 4GPs show their family photos, telling the Nurturer who is who.

Each GP brings his or her own family photos

Activity 5: major talking activity - Grand activation of speaking vocabulary with “climbing the ladder of success”

(This is a pivotal activity, moving a large number of words from comprehension only to production as well, and initiating the process of struggling to put words together into phrases and sentences.)
This game needs to move along quickly. Set a time limit. Participants will be attempting to "talk" more spontaneously. They should be encouraged to quickly say what they feel most confident about.
Lay everything out on one end of the table. Divide the remainder of the table into four sections, marking it with string, or tags to form a “ladder”. Students stand around table and each, in turn, chooses an item, card, etc. from the table and attempts to say the word. If it is "close" (helper judges that!) they put it onto the first step. The aim is for the group to move as many objects, actions, etc. as possible from the big pile to the first section and then to move as many items as possible up the “ladder” to the other end of the table. Objects may be moved forward when a  participant says something about an object in any section which is expanded from what was previously said about it.
E.g. One person says, "Dog" and puts the dog onto the 1st step; another person says, "Brown dog," and moves the dog to the 2nd step. A third player might say "The brown dog is running," (doing motion), and move the dog to the next step, etc. (These steps can happen randomly during the game.)
If player can say numbers, he/she can take 3 dogs, for example, on one turn. 1st round—1 item from pile, expand on 1 other 2nd round—2 items from pile, expand on 2 others 3rd round—3 items from  pile, expand on 3 others Etc. For example, if it is clear to someone has said "b" when the person should have said "p", that person would put the object(s) back on the table, and on the next turn, pronounce the word with "p".
This activity can lead the GPs to speak a large portion of their three hundred vocabulary. Some people may become quite imaginative. (For example, one said, "The mouse is drinking milk from the cow" actually arranging the two toy animals appropriately so that the mouse’s mouth was touching the cow’s utter—it was a large mouse.) All objects, cards, pictures, etc. Include the special set of action and object pictures for this activity. You will need some string, yarn or twine to make 4 “rungs” to your ladder.

Activity 6: Talk about actions from Session 4 of Phase 1a


Talk about actions from Phase 1a, Session 4. In that activity (which you may have repeated briefly from time to time since), there were pictures of places, and pictures of men, women, boys, girls, who were walking, running, sitting, standing. The Nurturer would describe a situation, and the GPs would place the pictures to match the description.
This activity here is the same, except that the GPs now take the role of the Nurturer, describing situations while other GPs, or the Nurturer, arranges the pictures.
pictures of places, people doing actions

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