Word group: Touch the words ‘merry’ and...
Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
| Language: | Target level: | Added by: |
|---|---|---|
| English | Sentence | Virginia Ingram |
Definitions
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-
touch
- Phrases
- Touch Your Toes
- touch your nose eleven times
- Touch your head
- touch your nose eleven times and then touch one of your earlobes once
- Touch your ears and draw a skinny rectangle
- touch with fingers
- touch with utensil/preferred object
- Touch your chin
- Touch your head with your hands; gently pull your right ear
- touch to teeth
- Sentences
- Touch the item the gingerbread person would wear on a foot (ice skate).
- Touch your toes for 30 seconds.
- Don’t touch Santa’s sleigh or the left-pointing squiggly line.
- Touch an ornament, a cloud with snow, and a mitten.
- Touch the thing Santa would wear on his head (Santa’s hat).
- Touch the 5-point star and the crescent moon and tell me what they have in common.
- If there is a Jack-o-lantern, touch the bell.
- Use a light pencil touch when tracing the maze path.
- Touch the 4-point star 4 times and the 8-point star 8 times.
- Touch the candle before touching the pine tree branch, but after touching the snowflake.
- Touch the right-pointing squiggly line and then the bow.
- Paragraphs
- Don’t touch the tree. Touch the stocking.
- If your parents are resistant to the idea, try to come up with a plan that will give them peace of mind. Offer to stay in touch with them regularly, let them know where you are going and who you are with, or agree to check in with them at specific times during the day.
- Phrases
-
words
- Phrases
- A picture is worth a thousand words
- Target words from story:
- interjections (filler words)
- With target words:
- Multiple-Meaning Words:
- expressing much in few words
- Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
- filler words
- To be at a loss for words
- Sentences
- Improving prosody (e.g. Correct stress on 2-syllable words, 3-syllable words, 4-syllable words)
- Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
- Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
- Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
- Pick two items and make a sentence using both words.
- Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
- Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
- The sturdy man wrote a rhyme, with red words on a grime.
- Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
- Paragraphs
- Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
- b. Review vocabulary words
- Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
- I had trouble saying those few words just now. I'm really bad at talking.
- Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
- b. Use vocabulary words
- Phrases
- merry
- believe
-
tell
- Phrases
- Sentences
- Express your appreciation for your friend and tell them why you value their friendship.
- Tell me one thing about vegetables.
- Pick two items and tell me how they are different.
- Tell me one thing about your brother.
- Tell me one thing about watching sports.
- Tell me one thing about reading books.
- Pick three items and tell me how they are similar.
- Tell me one thing about playing video games.
- Tell me one thing about playing sports.
- Tell me one thing about going to school.
- Tell me one thing about riding a bike.
- Why do we tell actors to “break a leg?”
- Tell your favorite knee slapper.
- Tell me one thing about going to a water park.
- Tell me about the story.
- Pick two items and tell me how they are similar.
- Tell me one thing about going to the pool.
- Tell me one thing about playing music.
- Tell me one thing about a friend.
- Tell me one thing about your siblings.
- Tell me one thing about going on vacation.
- Touch the 5-point star and the crescent moon and tell me what they have in common.
- Tell me one thing about going to the mountains.
- Tell me one thing about going to the beach.
- Tell me one thing about going to bed early.
- Tell me one thing about watching TV.
- Tell me one thing about your girlfriend.
- Tell me one thing about staying up late.
- Create a scene and tell me about it.
- Tell me one thing about eating candy.
- Storytelling: Learners tell stories using the target language, incorporating vocabulary and grammar they have learned.
- Tell me one thing about going roller skating.
- Tell me one thing about working.
- Why do we tell actors to 'break a leg'?
- What can you tell me about their clothes?
- What can you tell me about the areas of land?
- Tell me one thing about taking the train.
- Tell me one thing about not having a pet.
- Tell me one thing about playing on the internet.
- Tell me one thing about listening to music.
- Tell me one thing about your pet.
- Tell me one thing about staying home.
- Tell me one thing about your boyfriend.
- Tell me one thing about going to the mall.
- Tell me one thing about your phone.
- Tell me one thing about going to the park.
- Tell me one thing about your sister.
- Draw an arrow from the 5-point star to the crescent moon and tell me what they have in common.
- Tell me one thing about your computer.
- Tell me one thing about driving.
- Tell your favorite thigh slapper.
- Why would you tell someone you care about them?
- Tell me one thing about going to the movies.
- Point to the really hot mountain and tell me about a time when you were really hot.
- Paragraphs
- Pick a number from 1-5 to tell me how much you like to talk. 1 means you don't like to talk at all, 5 means you love to talk.
- Pick a number from 1-10 to tell me how easy talking is for you. 1 means it's really hard to talk, 10 means it's super easy to talk.
- Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
- Pick a number from 1-10 to tell me how comfortable talking is for you. 1 means it's really uncomfortable to talk, 10 means it's very comfortable to talk.
- Make a scene. Tell me about what is going on.
- Hi! I was wondering if you could tell me if the book
- Why do you think that? How can you tell she jumped in the water from the boat?
- Pick a number from 1-10 to tell me how much choice you feel you have when talking. 1 means you don't feel like you have any choice (the stuttering picks everything you say or don't say), 10 means you have all the choice over what you say.
- Have you played hide and go seek? Tell me about it! Who did you play with, where, when, where would you hide, etc.
- Pick a number from 1-5 to tell me how easy talking is for you. 1 means it's really hard to talk, 5 means it's really easy to talk.
- Why do we tell actors to “break a leg?” Because every play has a cast.
- Pick a number from 1-10 to tell me how confident you feel when talking. 1 means you don't feel confident at all, 10 means you feel super confident to talk.