The Indonesian feeling pack is my favourite pack so far. I really don’t think we should be teaching students just one or two feeling words if our goal is for them to be able to express themselves. Even if each child only remembers 3 or 4 out of 12, those few will be the feelings most real and relevant to that child. Maybe you have a child who is often shy, or angry or confused. To not just teach happy and sad, allows them to voice how they are feeling in class.
Flip books are an awesome way for your students to practice them. I rely heavily on images, and I spend money to be able to purchase images that best convey that word. I want students connecting these Indonesian words with that feeling, and once they know the translation, the picture alone can convey enough information for students to practice with.
Always having ‘answers’ for students to read can actually be a big stumbling block for very early language acquisition. I say this because it is far easier to read a word than to recall it. So if your students are always able to read the Indonesian, then they are not putting in much effort to actually put it into long term memory. However, I don’t believe that we should force output too early. So this leads to my heavy reliance on ‘listen and point’ activities in the younger years. I say a word and show the student two or three images, and they need to pick the correct image. Students are learning to hear the word and can show they understand it, even pre-literate students. And I find that once my students turn 7ish they constantly seek out the written word. They want to read you an answer, not think of it. So ‘Listen and Point’ activities work well for older students too as they can’t rely on sounding out the word phonetically. They need to associate that sound with a mental image, in order to make meaning of it.
Most of the activities in my packs are ‘listen and point’ based. I want to give you resources to help your students respond to your words by choosing cards, moving pictures and showing understanding without forced output.
The flip books, however, do encourage output. It is a sneaky way to get in heaps of grammar without students even noticing. Kids love them so much they often don’t realise they are doing ‘review’ and getting in lots of word reps. If they are used as homework they can make them at school, practice with friends, and then go home and show off to their parents, grandparents or anyone who will listen.
You now have parents impressed by the amount their child is learning, and happy that they don’t have more worksheets to get done, but something their child is proud to demonstrate. By including the words with the pictures, I do want to remind students of which pictures they have and which feelings they represent, so while they are making them the new vocab can be reinforced. However, once they are stapled together, the words will be mostly covered, encouraging students to recall the words. I can’t overstate how important this is. Sure they can ‘cheat’ and check the word covered by the staple, but this is also important in a ‘take home’ resource, as most children will forget as soon as they leave your classroom, so after a quick check and review, can proudly show off what they learnt in your class this week.
Click the link below to download this freebie for your class.
See how many feelings they know and can find.