miércoles, 17 de febrero de 2021

APPLICATION TASK BY MARÍA

 MAKING AN ACTIVITY BANK: IT IS VERY IMPORTANT THE OBSERVATION AND MAKING THE MOST OF THE REGISTER, PORTFOLIOS. RATHER THAN JUST READING OUT THE NAMES TO ELICIT A YES FROM THE CHILDREN,ASK THEM ALL TO ANSWER A QUESTION WHEN THEIR NAME IS CALLED. FOR EXAMPLE, SALLY, TELL ME YOUR FAVOURITE COLOUR. SOME CHILDREN MAY JUST SAY GREEN WHILE OTHERS MAY SAY MY FAVOURITE COLOUR IS GREEN.

THINKING TIME. TO INCLUDE EVERYONE WHEN ANSWERING QUESTIONS, TELL THE CHINDREN TO STAY QUIET AND PUT UP THEIR HANDS WHEN THEY HAVE AN ANSWER SO EVERYONE HAS TIME TO THINK. ALTERNATIVE, HAVE A POT OF NAME CARS AND TAKE NAMES AT RANDOM TO ANSWER QUESTIONS SO THAT CHILDREN HAVE A TURN.
PRAISE. PRAISE ALL THE CHILDREN, NOT JUST FOR THE STANDAR OF THEIR WORK, BUT FOR MAKING AN EFFORT, SHOWING IMPROVEMENTS OR HELPING OTHERS. BE ENTHUSIASTIC AND TRY TO GIVE HELPFUL FEEDBACK TOO. FOR EXAMPLE, THAT´S GREAT! YOUR WRITING IS VERY CLEAR AND NEAT, IT HELPS ME TO READ IT.
FLASHCARD GAMES.
FUNNY VOICES. SHOW PICTURE CARDS AND SAY THE WORDS IN A FUNNY VOICE FOR THE CHILDREN TO REPEAT.
LOOK AND POINT. PUT WORD CARDS AROUND THE CLASSROOM. HOLD UP A PICTURE CARD, ASK THE CHILDREN TO LOOK FOR THE MATCHING WORD AND POINT TO IT AS QUICLKY AS THEY CAN. TRY HOLDING UP TWO CARDS.

MIME GAMES. HOLD A FLASCARD OVER A VOLUNTEER´S HEAD SO THAT THE CLASS CAN SEE IT, BUT THE CHILD CANNOT. THE CHILDREN MIME THE WORD FOR VOLUNTEER TO GUESS. ALTERNATIVELY, SHOW THE CARD JUST TO THE VOLUNTEER WHO THEN MIMES IT FOR THE REST OF THE CLASS.
READ MY LIPS! PUT THE FLASHCARDS ON THE BOARD AND SILENTLY MOUTH A WORD. THE CHILDREN TRY TO READ YOU LIPS. THE FRIST CHILD TO GUESS THE WORD MOUTHS THE NEXT WORD. WHAT IS MISSING? HOLD UP WORD CARDS ONE BY ONE, SAY EACH WORD FOR THE CHILDREN TO REPEAT. REMOVE A CARD THEN STICK THE REMAINING ONES ON THE BOARD. ASK WHAT´S MISSING? POSTERS.
BEAT THE TEACHER. CHOOSE A WORD FROM THE POSTER, WRITE IT ON A PIECE OF PAPER AND KEEP IT HIDDEN. GIVE THE CLASS FOUR CHANCES TO GUESS THE WORD: IS IT THE (CAT)? IF THEY GUESS, IT GIVE THEM A PINT. IF NOT, SHOW THEM THE PAPER AND AWARD YOURSELF A POINT. I- SPY. CHOOSE A WORD FROM THE POSTER AND SAY I SPY WITH MY LITTLE EYE, SOMETHING BEGINNING WITH T. THE CHILDREN TRY TO GUESS.
WHISPERS. CHILDREN STAND IN A LINE. WHISPER A WORD FROM THE POSTER TO THE FIRST CHILD. THEY THEN WHISPER IT TO THE SENCOND CHILS AND SO ON. THE LAST CHILD GOES TO THE POSTER AND POINTS TO THE WORD THEY HEARD.
STORY CARDS. HAVING A FIRM GRASP OF THE SEQUENCE OF EVENTS IS ESSENTIAL TO OUR UNDERSTANDING OF A STORY. STORY CARDS ARE REALLY USEFUL TOOL FOR HELPING THE CHILDREN TO DEVELOP THIS UNDERSTANDING.
SOMETHING IS MISSING! ARRANGE THE STORY CARDS ON THE BOARD AND ASK A VOLUNTEER TO LEAVE THE ROOM. REMOVE ONE OF THE CARDS AND REORGANISE THE REMAINING ONES. INVITE THE VOLUNTEER BACK IN AND TIME THEM TO SEE HOW LONG IT TAKES TO SAY WHICH CARD IS MISSING. THE RIGHT ORDER. ASK CHILDREN TO ARRANGE THE STORY CARDS ON THE BOARD IN THE CORRECT ORDER.
WHICH CARD? DISPLAY THE STORY CARDS AND BEGIN TO DESCRIBE ONE OF THEM. THE CHILDREN PUT THEIR HANDS UP IF THEY KNOW WHICH STORY CARD YOU ARE DESCRIBING. SONGS AND CHANTS.
ACTIONS COMBINING LANGUAGE PRODUCTION WITH MOVEMENT IS A POWERFUL WAY TO FIX THE LANGUAGE.
ANSWER BACK. DIVIDE THE CLASS IN HALF. GET EACH HALF OF THE CLASS TO SING ALTERNATE LINES. THIS CAN ALSO WORK WITH MORE THAN TWO GROUPS, IF THE CHILDREN ARE CONFIDENT SINGERS. DRAW THE SONG. ONCE THE CHILDREN HAVE BEEN THROUGH THE SONG, GET THEM TO DRAW IT. DANCE ROUTINES. DIVIDE THE CLASS INTO GROUPS AND GET THEM TO INVENT A DANCE ROUTINE TO ACCOMPANY A SONG.
TRANSITIONS. USE SONG TRACKS TO TIME EVENTS IN THE CLASS, FOR EXAMPLE, WHEN THE CHILDREN ARE TIDYING UP AL THE END OF THE CLASS. THEY SHOULD HAVE FINISHED THE ACTIVITY OR BE IN PLACE BY THE TIME THE TRACK ENDS.
VOCABULARY GAMES.
AIR WRITING. WHEN CHILDREN ARE FAMILIAR WITH THE ALPHABET USE YOUR FINGER TO WRITE A WORD IN THE AIR. THE CHILDREN CALL OUT EACH LETTER AND THEN SAY WHICH WORD THE LETTERS SPELL.
CAN YOU REMEMBER? SAY I LIKE THE APPLES ANS ASK A CHILD TO REPEAT THE SENTENCE AND ADD ANOTHER WORD. I LIKE APPLES AND CHERRIES. THEN THE NEXT CHILD REPEATS THE SENTENCE AND ADDS ANOTHER WORD AND SO ON.
FIND THE CARDS. BEFORE CLASS, DRAW SIMPLE PICTURES ON CARDS AND HIDE THEM AROUND THE CLASSROOM OR PLAYGROUND. DIVIDE THE CLASS INTO TEAMS. GIVE THEM TWO MINUTES TO FIND THE CARDS. AWARD A POINT FOR EACH CARD FOUND AND A SECOND POINT IF THEY CAN SAY THE WORD.
GRAMMAR GAMES.
THROW THE BALL. THE CLASS STANDS IN A CIRCLE. THROW A BALL TO A CHILD AND ASK: CAN YOU RIDE A BIKE? THE CHILD ANSWERS YES, I CAN// NO, I CAN´T// THIS GAME CAN BE PLAYED WITH DO YOU LIKE...? OR HAVE YOU GOT...?QUESTIONS.
FOUR CORNERS. TAKE FOUR CARDS ANK WRITE LIKE, LOVE, DON´T LIKE, HATE. STICK EACH CARD IN ONE OF THE CORNERS OF THE ROOM. ASK: DO YOU LIKE (SPIDERS)? THE CHILDREN GO TO THE CORRESPONDING CORNER.EACH CORNER THEN CHANTS; WE (HATE) SPIDERS// YES WE DO!// WE (HATE) SPIDERS// HOW ABOUT YOU?
WHERE IS THE...? ASK A VOLUNTEER TO SANTD OUTSIDE THE CLASSROOM FOR A MOMENT. HIDE AN OBJECT OR PICTURE CARD IN THE CLASSROOM. INVITE THE VOLUNTEER BACK TO LOOK FOR IT. ENCOURAGE THE CLASS TO CHANT WHERE IS THE (SHARPENER)? QUIETLY WHEN THE VOLUNTEER IS FAR AWAY FORM THE SHARPENER AND LOUDLY WHEN CLOSE.
ACTIVITIES AND CONTENTS FOR INFANT AND PRIMARY EDUCATION.

MARÍA


APPLICATION BY LUISA

 Reading is a task that is present in all lessons, since there is always something our students have to understand. We have seen different options to make this task easier for our students.

I always start with an introduction to the text, asking something about what they know to have information about previous knowledge and to connect it with something we have already studied. Therefore, the text will be a little bit more meaningful. I tell them that they know more than they think!

The idea of using pictures to start a reading comprehension, no matter the type of text, is a very good option and very creative. It has so many possibilities and it can be done with any topic (prepositions, cities... ). This takes into account the different learners that we have in class, and it´s good for those more visual, and to establish a link between the image and their real life.

Another activity that I use in my lessons, is making questions about the text. I think this is a good way to THINK in English about what they want to say, the order of words in questions or the aim of the question in higher levels (open, close, leading...).

Doing crosswords is also useful and fun for them. I sometimes use them , even in Bachillerato. The level of difficulty varies, obviously, but it helps them to think and be competitive in a good way. It is sometimes interesting for those students who are not into English, because for the ones who are focused everything is ok! The challenge is working with difficult ones and through pictures, paintings, it may be easier and we may get a bit closer to them.

Thank you for your tips and your time!

Mª Luisa

APPLICATION BY JESSICA CHURCH

 I already incorporated several activities into a session that I did last week with my 3º ESO class, and it was so fun! In the first activity I projected two pictures and had the students identify how they were different, and how they were similar, if there was a common theme, and what they thought our reading was going to be about. 

Once we had done the reading (it was out of their Workbook) and some basic comprehension questions to be sure that they had understood the content, I displayed three "Something to Think About" questions, to encourage them to think about what we had read and how the information could be connected to them as young adults.

Overall it was a very successful class--it was especially fun because I used it in one of the observation sessions within Team 2 Teach (and gave Shawn full credit for the activities!!) and not only were the students engaged and participative, the two lovely ladies observing me seemed impressed with the whole thing.

Thanks again to Shawn for so generously sharing his resources with us and for continuing to inspire his fellow-teachers with his ideas and his ENERGY.

APPLICATION OF THE COURSE BY ROSA

This year I am teaching some students with lots of learning problems. It is difficult to find easy material in relation to reading comprehension,because although they are in 1 ESO, it seems they can´t remember vocabulary, or forget things right away . 

They don´t review material and it is difficult for them to improve. I have been looking for material in the net, and I have found similar things to the ones Shawn sent. They are small readings with lots of drawings. They have got the reward of painting them, that they always love. I recommend coloring worksheets for kids. www.the 7esl.com (Teacher created Resources).

I liked Shawn's idea of using photos, songs, and videos to introduce the reading. I would like to apply some ideas using the "Kid spot "exercises Shawn talked about. The students can fill the blanks in the crosswords. 

They can learn new vocabulary and review it with the help of the drawings. Finally they can make up a story in groups, and we can have different versions of the story. 

Finally they can paint the drawings as a reward.

APPLICATION TASK BY MARÍA

  MAKING AN ACTIVITY BANK : IT IS VERY IMPORTANT THE OBSERVATION AND MAKING THE MOST OF THE REGISTER, PORTFOLIOS. RATHER THAN JUST READING O...