Topics and supporting resources:
Running Content and Additional Supporting Materials
Unit 1: Target Language (by phase)
What's your name?
Here. - Thank you.
How are you? - Good./Great.
What's this? - It's a ...
TPR: jump, clap, sit down, stand up, turn around, run, walk, stop, fall down, come here, go back, touch ..., Don't ..., look up/down/left/right, swing, shake
This is .. vs. These are ...
Lions eat/have/live in/are ...
I take/walk/ride/fly to school/the supermarket/....
I hurt my arm/leg/...
It's an animal that eats meat and lives in a jungle.
If I want to go to ..., I walk/fly/take/ride ...
When I go to ..., I walk/fly/take/ride ...
the content is presented as ordered above. I spend 3-4 lessons on each content topic. Making sure the students remember the vocabulary in phase 1 will make the other phases easier.
it's important to introduce and learn the vocabulary first. Once the students know the words, then the target language is introduced.
there are many games you can use to practice vocabulary and target language. Some of my favorites are bingo in all of its variations, concentration, and slap. These are quite good for phase 1. More games to use with the flashcards are Say Theirs, the Swap and Try Remembering This.
on some of the content pages (animals 1, for example) you'll also find a Mark's notes section that gives you an idea of how the vocabulary ties into the target language section
Phase 1: I introduce most of the target language in unit 1 via an initial section of my class called "talking time". In that, students make a circle and we pass a ball or card around the circle using the target language. We do a few rounds around the circle for practice and then we race against a timer. I generally like to give them a lot of time and try to see how many times they can go around the circle before time runs out (Timed Races.) I use 'talking time' at the beginning of every lesson for review as well.
The beginning of the curriculum is loaded with vocabulary. I like to use TPR as well in phase 1 to introduce verbs and increase the students passive vocabulary in a fun and less threatening manner. I use Exercise Time in every lesson up through unit 6 or so. Once we start working with phonics workbooks, I drop exercise time as a central part of each lesson.
The running content section: I introduce one letter and one number in each lesson. When introducing a letter, I use the phonics flashcards and teach the name of the letter, two words that start with the letter and how the letter is read. For younger students I might just teach two words and teach the reading when we loop back and do the alphabet again. With older students we might do a couple letters each day.
Phase 2: I'll come back to phase 2 and phase 3 once I get all of phase 1 posted.
Phase 3: I'll come back to phase 2 and phase 3 once I get all of phase 1 posted.
If you'd like to listen to the the curriculum explained, I discussed the curriculum and how it runs on ESL Teacher Talk.com:
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