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Emma N, Rebecca, Jonas

Team Assignment 2
Structure
We have chosen the genitive construction, because it is a structure that they are somewhat used to
thanks to the Swedish language and therefore makes it easier for them to grasp in English. In
English grammar, the genitive is a fairly simple subject which makes it good to begin with. Since
children need concrete material to work with in order for them to understand, talking about their
own or their friend's things makes the introduction of genitives easier. (Svartvik, 2010, p.14)
Context
This activity is for 8 to 9 year old children and should be performed in smaller groups of three to
four. Since they are going to talk about animals, the subject can connect to science and the creative
part can be connected to the art subject.
Learning outcomes
Our goal with this activity is for the children to learn to use the genitive in a relaxed and fun way.
Sandstrom (2011, p.51) says that the easiest way to assess children is through observation and notetaking, and that is what we are going to focus on.
Procedures
We start with an introduction before we split the class up in groups according to their level. Then
we hand out stencils with flashcards and give them time to cut out the cards and colour them. This
should take about 5-10 minutes depending on the class. When all cards are done we collect the class
to check that they all understand what they are going to do.
Their task is to pick a card and hold it up to each other in the group. The friend next to you explain
what the card pictures, i.e. Sarah's pony. This continues around the group until their cards are
finished, or until the 15-20 minutes we have planned are up.
If a group finished before the time is up, they get to come up with new animals and present them in
the same way.
Material
http://www.morningmobi.com/images/post/2014/07/englishwords_animals_tn.jpg
(preferably a similar sheet that can be coloured by the children)
Anticipated problems
To avoid an environment where the children doesn't dare to speak out loud the teacher must be a
role model and create a safe and accepting zone. (ibid., p.30, 45)
Finding an activity that fits all students can be hard as they often have very different backgrounds
when it comes to English. Children with a different first language could experience difficulties the
other children don't. This can be prevented by adapting the groups so they are equal to each other
and having a thorough introduction in the beginning to clarify possible misconceptions.
A risk with sorting children according to their level is that the not as strong students might be
unable to move forward and may need extra help from the teacher or from another classmate.
Therefore, it is important to make the groups carefully.
Conclusion
Younger children like to do creative things, such as cut and paint, and not only sit and listen to the
teacher. With this activity we let the children do their own material and encourage them to speak

English in a meaningful manner.


References
http://www.morningmobi.com/images/post/2014/07/englishwords_animals_tn.jpg (taken 2015-0916).
Sandstrom, Karyn (2011) Kidworthy Works. Studentlitteratur, Lund.
Svartvik, J. & Sager, O. (2010) Modern engelsk grammatik. Liber, Stockholm.

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