āăąćĉċ    ÒÓÔ    é   10-20 min.   If you're going to give this activity a low-rating, please post a useful comment to help make it better. SearchESActivity

Brief Outline: This is a listening activity for the students to color pictures according to the ALT’s directions.

Materials Needed:

• ColorTheAnimals attachments: AnimalCards / FarmAnimals / SchoolObjects.

Detailed Explanation:

1. Give each student one of the worksheets above.
2. Say an animal and a color, students must color the animal using the correct color.

Variations:

• Instead of giving each student a worksheet, split the class into groups and attach a worksheet to the chalkboard for each team. Explain the game is a color race. The HTR/ALT has a secret list for each of the animals' color. The students must take turns coming to the teachers and saying an animal. Then the teachers explain the animal's color. Besides being the fastest, bonus points can be given for being the quietest team and doing the best coloring job.
• Raymond's Variation: This variation uses the SchoolObjects attachment located above.
• After practicing school objects say, "Please put your color pencils on your desk," using gestures to help explain and then hand out the worksheet.
• Write the sentence structure "The _____ is _____." on the blackboard and give students the first instruction: "The pen is red." (Students color the pen red.)
• Have the teacher say the next object and color, then have students volunteer for the remainder of the objects/colors.
• If most students are doing well, tell the volunteers, "Two colors are OK!"
• If students are indecisive, pause the game and ask all students to decide on the object/color they will say if they are picked (give them about 10 seconds).
• In low level and special needs classes, give the students a chance to understand, then use flashcards to help out the children who don`t understand.
• In large classes you can split the class into two coloring groups to give most students a chance at speaking.
• You can say all of the objects and colors yourself, but having the students say them (even without the sentence structure) is preferable.

Teaching Suggestions:

• For more advanced groups, make the coloring instructions more specific, "The cat's ears are blue," or " The cat's left ear is blue." 

教える際のアドバイス：

• 上級の生徒には、具体的な色を示します。例えば、 "The cat’s ears are blue" ｢猫の耳は青｣または "The cat’s left ear is blue.｢猫の左側の耳は青｣などです。

バリエーション：

• 生徒にワークシートを渡す代わりに、グループに分かれて、大きなワークシートを黒板に貼ります。ゲームが色の競争であることを説明します。HRT/ALTが動物の色のリストを持っています。生徒は順番に先生の所に行って動物の名前を言います。先生は動物の色を説明します。一番速く出来たグループはポイントをもらうことが出来ます。さらに、ポイントが加算されることとして、一番静かだったチームとか綺麗に塗れたグループということもポイントの対象になります。
• Variation by Raymond Corrigan:
• After practicing school objects say, "Please put your color pencils on your desk." using gestures to help explain and then hand out the worksheet.
• Write the sentence structure "The _____ is _____." on the blackboard and give students the first instruction: "The pen is red." (Students color the pen red.)
• Have the teacher say the next object and color, then have students volunteer for the remainder of the objects/colors.
• If most students are doing well, tell the volunteers, "Two colors are OK!"
• If students are indecisive, pause the game and ask all students to decide on the object/color they will say if they are picked (give them about 10 seconds).
• In low level and special needs classes, give the students a chance to understand themselves, then use flashcards to help out the children who don`t understand.
• In large classes you can split the class into two coloring groups to give most students a chance at speaking.
• You can say all of the objects and colors yourself, but having the students say them (even without the sentence structure) is preferable.

Template Version: 1.0

This page was last modified on Thursday, December 15, 2011 03:43:08 PM