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Judy Mandelbaum Tania Dadoun June 16, 2004

Treasure Hunt- Introduction to the Imperatives Grade 5


We have chosen to demonstrate teaching the Imperatives to fifth graders according to the five steps of grammar learning through text as presented in class: 1. Exposure 2. Focus on meaning 3. Noticing the form 4. Focus on Form 5. Back to meaningful text. The first three steps are to be covered in one lesson. The last two steps would be integrated into the next few lessons, pending on the students' needs. This allows for repetition and practice of the imperative form as well as of the vocabulary over an ample amount of time.

Part I (Steps 1-3) Objectives: To expose the students to the imperative form in a meaningful and authentic text through a motivating activity. To expand the students' vocabulary. To acclimatize the class for social interaction.

Procedure: Step I - Exposure The pupils will go on a treasure hunt as an introduction to the imperatives. This activity should take no more than fifteen minutes.

Treasure Hunt Instructions: The class will be divided into 3-5 groups (depending on the size of the class). The teacher numbers the students; thus splitting them into three groups. (Groups of the 1's, 2's and the 3's). One representative from each group is given the first card with instructions on finding the next card. The students begin the treasure hunt. The winning group is the one who returns to class first with all of the instruction cards (Appendix A). The winning group receives a prize. Each group sits in a different part of the room. Step 2- Focus on Meaning Each group, in turn, will present its instruction cards to the class. The members of each group take turns reading them out loud, and commenting on their journey. The teacher goes over the meaning with the class. Step 3- Noticing the Form The students' attention is drawn to one set of the instruction cards (the imperatives are in bold). The class reads them out loud in the correct sequence (choral reading).

These specific instruction cards have been adapted to our target audience college students.

Part II Step 4- Focus on Form Teaching and practicing the imperatives does not compose an entire lesson, rather, it is a part of several lessons. We want the students to internalize the use of this form by multiple repetition in a meaningful fashion.

Objectives: To teach and reinforce the students' understanding of the imperative form and its use in a meaningful and authentic text. To practice the use of the imperative form, with both oral and written exercises. To review the verbs and vocabulary from the Treasure Hunt, Classroom Rules and Daily Activities (as had been previously taught) while checking for meaning, pronunciation and spelling. (Appendix B) To expose students to the negative form of the imperatives and to practice its use by drill and repetition. (Oral and written exercises, games, review of the Classroom Rules). Procedure: The teacher will explain the structure of the imperative form deductively. This includes teaching of the rules, use and form. The teacher presents the question "Who are the instructions for?" She wants to show the class that the instructions can be used for anybody present in the room. (Relating to authentic use Appendix E & Appendix F)

The classroom rules were gradually presented at the beginning of the year. We did not want to overwhelm the students with grammatical structures from the start, therefore we did not introduce all the rules at once. Rather, we enlarged students' vocabulary as a sort of pre-learning for the imperative form

When do we use this form? Possible answers are: Treasure hunts, directions, 'Simon Says' games, recipes, instructions 'Do it yourself' items, or any other relevant answer. The teacher then points at the verbs in bold (from the Treasure Hunt instruction cards on the walls, hung in the previous lesson) and draws the class's attention to the fact that there are no pronouns with the verbs. The teacher then requests volunteers from the class to pantomime and demonstrate the bolded imperatives actions. Students are expected to master this form by using it repeatedly in appropriate situations. Oral Practice : Using the verbs from the instruction cards on the board, the teacher models giving instructions. The teacher puts strips on the board (see list below) and encourages the students to do what she says.

For example:

Please stand up. Walk around the room. Face the window. Look at the door. Sit down. Raise your hand. Return to you seats.

Don't stand up. Don't walk around the room. Don't face the window. Don't look at the door. Don't sit down. Don't raise your hand.

After the teacher demonstrates, students take turns giving instructions to the class themselves.

An alternative option:

The class can play the game 'Simon Says'. Students take turns being 'Simon'. The Treasure Hunt instruction cards, Daily Activities and Classroom Rules remain on the walls making it possible for the weaker students to participate.

Controlled written practice As can be seen in Appendix C, there are many fun exercises the students can do to practice this form. The teacher can give different work sheets to different students, and have them correct their work in small groups. The teacher does not want to focus on any one specific grammatical structure during the whole lesson so as not to diminish the authentic use of the imperatives.

Part III Step 5 Objectives: Students will produce an authentic text using the imperative form. Students will present their text orally. Students will feel successful.

Free communicative practice / oral and written (Appendix D) Students will write a list of directions to their homes. As can be seen in Appendix D, the worksheets were designed to suit the different levels of the students. At first, students work alone silently, writing the directions to their homes. The teacher walks around the room, assisting when necessary. When students are finished, they work in pairs:

Student A will give the directions to his house to Student B. Student B will draw a map according to the directions (confirming comprehension). They then switch roles. Some of the pairs can then volunteer to present their maps to the class or demonstrate on the blackboard.

Grammar Practice Evaluation The following is an evaluation of the short unit on imperatives according to Penny Ur's 6 elements of effective practice: 1. Pre-learning 2. Volume and Repetition 3. Success Orientation 4. Teacher Assistance 5. Interest 6. Heterogeneity 1. Pre-learning: The pre-learning was done in the first lesson. Students were exposed to the imperative structure through a meaningful text (the Treasure Hunt). 2. Volume and Repetition Our main objective was to teach this structure through volume and repetition. We wanted the students to be able to recognize the form and use it appropriately. This is the reason we incorporated the use of this form into several lessons, in an authentic manner. The teacher's use of games as an opening activity (e.g. 'Simon Says') was fun and motivating. It was not brought to the students' attention that they were practicing the same grammatical form. 3. Success Orientation: The activities were fun, and allowed for all students to participate and succeed. The Treasure Hunt instruction cards remained on the wall which served as model of the structure for the weaker students. In addition, strips were posted with the relevant form during the different practice activities. The written exercises included pictures, while the oral exercises were reinforced with visual aids (maps, pictures, strips etc.)

4. Teacher Assistance In the beginning, the teacher was passive while the students collected their Treasure Hunt cards in and around the school. Then, the teacher became a facilitator (in a sense, a conductor) while students hung their cards on the wall and told of their journey. Finally, in the following lessons in class, the teacher was always available for guidance and assistance. She moved about the classroom while the students did their pair work, and helped them when necessary. 5. Interest- The unit opened with an exciting activity, and many dynamic activities were incorporated in the following lessons. The worksheets gave personal attention to the students. These activities should have motivated the students to practice and participate. 6. Heterogeneity The activities suited all kinds of learners. The concluding activity (i.e. the 'Directions to my House' worksheets) were adapted to three levels of learners.

Appendix A
Group 1 Open the door. Look behind the door. Go down stairs to the water cooler. Look behind the water cooler. Leave the building, make a right. Walk straight to the building in front of you (Smadar's building). Search the bushes for your next card. Face the cafeteria. Run to the candy machine on your left (near Sadna 82). Go to Tamar's classroom. Find your next card under one of the benches opposite the classroom. Walk straight. Make a right. Find your last card near room 41. This is your last card. Return to the classroom quickly.

Group 2 Leave the building. Make a left. Look behind the tree in front of you. Face building Gimel. Go to the red firebox. Look for your next card. Go to the cafeteria building. Find your next card on the side of the newspaper machine. Skip to the green building (near classroom 60). Read the card on the door. This is your last card. Run back to class.

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Group 3 Walk downstairs. Go to the girl's bathroom. Look on the mirror. Leave the building. Make a left. Follow the path to the gray metal staircase. Read your next card. Make a left. Follow the path. Look behind the first sign on your left (before the entrance to the library). Face Building Bet. Walk towards building Bet. Search for your last card behind the glass message board. This is your last card. Bring it back to class as quickly as possible.

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Appendix B Table of verbs used in the Treasure Hunt Group A


Open Look Go Leave Walk Search Face Run Find

Group B
Leave

Group C
Walk Go Look Leave

Make
Look Face Go Find Skip Run

Read

Make Follow Bring


Face

Return

Table of verbs used Daily Activities


Listen Talk Watch Brush Eat Read Take Do Ride Wake up Play Go

Table of verbs used At School


Work Look Come Think Do
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Be Raise Listen Bring Don't

Appendix D
Name:_____________ Date: _____________ Worksheet Directions to my House

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Name:_____________ Date: _____________ Worksheet Directions to my House

Word bank Make a left Go straight Turn Cross Make a right Leave Walk Follow

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Name:_____________ Date: _____________ Worksheet Directions to my House How To Get to Judy's House 1. Leave school. 2. Take a left. 3. Walk to the corner. 4. Take a right. 5. Walk to the end of the street. 6. Turn left. 7. Walk to the 4th house. 8. This is my house. Tell me How to get to your House

Word bank Make a left Go straight Turn Make a right Leave Walk Follow Cross

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Appendix E

Bring your books, pens and pencils to class. 16

Think before you answer.

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Look at the blackboard. Pay attention


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Raise your hand.


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;;

Be quiet.
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Don't talk to your neighbor.


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Don't be late for school.

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Do your homework.

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Work in pairs.

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Don't sleep in class.

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Come to class on time.

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Appendix F

I like to take a bath.

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I always do my homework.

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I like to ride my bicycle.

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I go to sleep at 8:00 o'clock every night.

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Tim likes to play with Bill.

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Tom wakes up at 7:00 o'clock in the morning.

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Billy likes to eat hotdogs.

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Bob likes to go to school.

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Hila likes to read books.

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Mimi likes to talk on the telephone.

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Dina and Dan like to watch T.V.

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Dana brushes her teeth every morning.

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I like to brush my hair.

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Eli likes to listen to music.

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Joe likes to play basketball.

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