| -- End Ad Box ---> | | | | arms-length distance between each individual and give |
| Italian Elementary students can be an unruly bunch. Or | | | | a few examples before beginning. Add a few new |
| they can be passive and hard to reach. Most of it | | | | commands every round. |
| depends on fluctuating energy levels, classroom/group | | | | If your students are overexcited
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| dynamics and a wavering ability to concentrate and | | | | 3) Give them a task that requires high levels of quiet |
| sustain attention. | | | | concentration, but not too much intellectual processing. |
| So what do you do in the middle of a three hour | | | | Good examples of this type of deskwork are |
| lesson at four o’clock in the afternoon? | | | | crossword puzzles and word finds to review or |
| What’s the best way to settle a hyperactive | | | | introduce new vocabulary. Try scrambled sentences |
| group of 3rd graders before lunch? Read on to learn | | | | for grammar review. For listening lessons, dim the lights |
| about four activities proven to help improve | | | | and make the most of audio and video by having the |
| teachers’ management of classroom time and | | | | students listen for target key vocabulary or phrases. |
| energy, and help students get the most out of their | | | | Give them a list of the words and phrases you expect |
| learning experiences. | | | | them to recognize, and have them tick each one as |
| If your students are sluggish
| | | | they hear it. |
| 1) Play a quick game of vocabulary BINGO. Keep the | | | | 4) Play a round of telephone. Organize students |
| cards limited to six or nine vocabulary items, and keep | | | | into groups of six and sit them in rows of desks. |
| the pace up. When students realize that they have an | | | | Starting with the first student in every row, whisper a |
| item on their cards, train them to say I’ve | | | | sentence into his/her ear that reflects a grammar and |
| got_______ as a way to integrate vocabulary | | | | or lexical objective. Have the student then whisper |
| and essential structures. You might even decide to let | | | | what he/she heard to the next student and so on until |
| a student call out the cards- just be sure that the child | | | | the last student in the row has heard the sentence. |
| has a loud speaking voice. To help improve | | | | When all rows have completed the exercise, have the |
| pronunciation accuracy, whisper the word into his/her | | | | last students go to the board and write what they |
| ear before the student calls it out to the class. | | | | heard. Then have the class vote on which version is |
| 2) Go for a game of [Teacher] Says where the | | | | the correct one, and which ones have errors. Correct |
| teacher inserts his/her name in the commands, and the | | | | the sentences as a Teacher/class activity on the |
| students follow. You will need ample space for this, as | | | | board. At the end, repeat the original sentence to the |
| students really get excited and animated. The best | | | | class and write it up on the board. Repeat the |
| setting for this activity is a gymnasium. If the weather | | | | exercise if none of the students’ versions |
| permits, an athletic field or empty school parking lot | | | | matches the teacher’s original. |
| would be an ideal outdoor alternative. Give them rules | | | | In the ESL elementary classroom, timing is everything. If |
| before you start the activity and be sure they have | | | | you can manage the lesson’s pace while tuning |
| understood. Let them know if they get too out of hand, | | | | in to the needs and interests of your students, you will |
| you will have to stop the activity and return to the | | | | be a step ahead of others who teach English in Italy. |
| classroom. Arrange students in a large circle with | | | | |