SET INDUCTIONS (Anfangsaufgabe/Anfangsaktivitt/Denkt mit!

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(Refers to establishing a certain mind set in a classroom, in anticipation of what is to come. Also known as anticipatory set, warm up, attention getter, etc. It gets students ready to learn, ideally using some strategy that will lead into the lesson. The set induction should take no more than 2- minutes.! Set Inducti n
Set is a mental state of readiness Induction brings it on Set Induction gets learners thinking and ready for the lesson Anticipatory Set is another name used

Set inducti n s! u"d#

"ontain a statement of the learning Relate the ob#ecti$e In$ol$e the learner in the learning

Dai"$ %a&m'U(#
The need for predictability remains high at the beginning of the lesson, especially if the teacher is using the target language e%clusi$ely. &ollow a fun regimen of daily routines. "reate a poem or chant describing daily routine. The students can gesture as they recite target language rules such as 'I sit down', 'I watch', 'I listen', etc. This warm-up acti$ity takes less than one minute, yet it ser$es a dual purpose of re$iewing familiar material and reminding students of the e%pectations. (e%t, it)s calendar time. *roduce a magic wand pointer to re$iew the days of the week and count the numbers. +ach day, systematically choose a special 'magic wand student' to point to the calendar as the other students respond chorally. &inally, greet students indi$idually and ask, ',ow are you-' This can be done in a $ariety of ways.

E)am("es and Ideas# .b#ects (using pictures, statues, $ariety of rele$ant ob#ects, e%periments, $ideo clips, etc.! Teacher (can dress up, act something out, use physical motions, write something on the board and not say anything at all, do anything out of the ordinary.! /uests (can come in and do any of the abo$e!

Audio (this can be music, instruments, speaking in another language, simply 0uoting something unusual and1or rele$ant, reading an e%cerpt of something unusual and1or rele$ant.! 2tudents (change seating arrangement, do an out of the ordinary group acti$ity or boredom busters, skits, 0uestioning the students re3 something $ery rele$ant or totally irrele$ant to them.! *e c&eative and a"+a$s save $ u& ideas in a fi"e t be used at an t!e& time, (2ee below!

Set Inducti ns (%a&m u(s- !

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New Persona: Teacher comes into classroom using a new persona, i.e. strict teacher, movie star, visitor who cannot speak English, etc.

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Kitchen Pot: Teacher comes into classroom with a big pot. She pulls out the ad$ective endings that are in the pot and gives to a student to superimpose over !erman ad$ective ending chart.

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Teacher Act: Teacher comes into classroom wearing boots and short skirt to illustrate a grammar point depicting a boot. !ood "or Spanish teachers#

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Sweeper: Teacher comes into classroom with a broom and sweeps. Then she tapes signs with subordinate con$unctions on the broom handle to illustrate that now the verb goes at the end o" the sentence.

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Lost Love:
%ating skit to "it with a song about lost love. !uy is sitting & reminiscing about having this great relationship, two people act out all the things they did together. Then another guy shows up and steals the girl because he does something better.

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Memory Cards: 'ith memory game o" lots o" pictures, teacher and students describe the pictures according to current theme. Ask about weather conditions, animals, etc.

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Memory Match: 'ith memory game or something similar#, teacher has students "ind their match, either the opposite picture, the matching or coordinating picture and then have students "ind a clue "rom other student, ask a (uestion, etc.

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Opening Song: )outine and structure are important in school. *egin each circle time with a simple +,ello+ song in the "oreign language. -hoose a traditional song "rom the target culture or create your own. .se the same song each day in order to signal the shi"t in languages and "ocus the children/s attention.

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Input o New !ords and Phrases:
0ow is the time to bring out your "un and surprises. .se props, costumes, pictures, storybooks, drama, songs and movement to introduce new language e1pressions and concepts. )ein"orce the weekly theme in the "oreign language lesson. 2or e1ample, i" the weekly theme is +%inosaurs,+ you can count dinosaurs, graph them, sort them by si3e and color, and tell dinosaur stories.

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"uided Practice:
Short games or activities will rein"orce the new language e1pressions. Students like to identi"y items that they pull out o" a mystery bag, act out stories as the teacher narrates, or challenge that "riendly puppet "riend to a game o" concentration or tic tac toe. The possibilities "or guided practice are as limitless as your imagination. 4ust remember to keep the games non5 competitive and make sure everyone gets a turn. I" possible, cra"ts, coloring, or small group games can e1tend the lesson.

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"ood#ye Song: -reate closure to the day/s learning with a rhyme or "inger play related to the theme. A"ter about 67 minutes o" language immersion, it will be time "or individual +!oodbye/s+ and a closing song.

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Co$oring: -olor5by5number activities are a "un way to help students independently read colors in the target language. -hoose "rom the multitude o" "ree coloring pages online and create target language color5by5number activities. Translate the code "or geometric% mosaic surprise pictures "or even more motivation.

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&eading a#out Co$ors:
A"ter aural5oral color activities, use children8s books to introduce the written word. .se the appropriate target language versions o" classics such as9 'rown 'ear% 'rown 'ear% !hat (o )ou See* by Eric -arle and *ill :artin ;,enry ,olt and -o., 677<= The :i1ed .p -hameleon by Eric -arle ;,arperTrophy, >?@@= Aittle *lue and Aittle Bellow by Aeo Aionni ;,arperTrophy, >??C= :ouse Daint by Ellen Stoll 'alsh ;Eoyager *ooks, >??C=

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Spea+ing "ames: Fnce kids are com"ortable hearing and identi"ying colors in the target language, it8s time "or them to speak. Spread out a path o" colored paper stepping stones and send kids on a +)ainbow 'alk,+ reciting the colors as they walk the path. Dlay games o" -andy Aand :ilton *radley# in small groups, en5couraging players to identi"y colors out loud. "o ,ish and Tic Tac Toe are other e""ective partner and small group color activities.

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"raphing Co$ors: Enrich language learning with a little content. Gids can create human bar graphs depicting their "avorite color, or the color o" their clothes, hair or eyes. Surprise your students by allowing them to graph 55 and then eat 55 the colored candies in packs o" Skittles, :&:8s, Smarties, or Sprees. 4ust be aware o" allergies.#