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