English for children

Thursday, April 26, 2007

Home Sweet Home

Teacher: Cláudia Lima

Grade: Low 3rd grade

Materials:
- Pieces of paper
- Crayons
- Blue tack
- Glue
- Worksheets with furniture
- House drawing
- Flashcards

Vocabulary
Bedroom
Living room
Bathroom
Kitchen

Structures
How many…?
What colour…?

Recycled language
Numbers
Colours

Receptive Language
It’s the …

Average time spent in minutes
135mins

Lesson 1

Daily routine (5mins)

T. presents the vocabulary using flashcards. To check understanding T. plays the parrot game with the Sts T. shows a flashcards and if the T. says something true they repeat it, it T. says something wrong Sts can’t repeat it. (10mins)

Sts draw the house of their dreams. (15mins)

T. shows some furniture and Sts. have to say to each room it belongs to. (5mins)

Sts leave the room as the T. does the behaviour evaluation. (5mins)

Lesson 2

Daily routine (5mins)

To revise the vocabulary taught in the previous lesson, Sts play a game. T. shows furniture room and says the name of a room, if that piece of furniture belongs to that room they stand up and turn around, if not they have to stand still. (5mins)

T. gives says a name of a room and Sts have to draw a piece of furniture that belongs to that room in a piece of paper. Then they have to stick it near to the room they belong to. (10mins)

Each St. choose their favourite room and they start making the craft project.(build a room using boxes) (20mins)

Sts leave the room as the T. does the behaviour evaluation. (5mins)

Lesson 3

Daily routine (5mins)

T. begins introducing the furniture words. T. shows the furniture and Sts. repeat as an echo. (5mins)

T. glues the pictures with the names in the BB and plays hangman. (10mins)

Sts continue the craft work (20mins)

Sts leave the room as the T. does the behaviour evaluation. (5mins)

Wednesday, April 04, 2007

the very hungry caterpillar plan

Lesson 1

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. T. presents the new vocabulary using flashcards and playing the echo game. Sts repeat what the T. says like an echo.

3. Practice pronunciation playing the “What’s missing?” game

4. T. introduces the structures I like… / I don’t like… and the class makes a food pyramid with the food they like.

5. To leave the classroom students have to name the flashcard the T. is holding. While doing this T. also does the behaviour evaluation.

Lesson 2

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. STORY SEQUENCE: Provide a long piece of yarn, a hole punch, and patterns of the different foods which appear in this story. Students color, cut, and punch a hole in each food.

3. Then they may sequence the story by putting the food on the string as they appear in the story. You may want to have your students do this while you read the story for the second time or you may wish for your students to try this after you have read the story.

4. T. reads the story for a second time and students have to fill the gaps with the correct words.

5. Students leave the classroom saying a password (caterpillar) and T does the behaviour evaluation.

Lesson 3

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. Sts. Make a caterpillar crafts using wool.

3. T. presents the difference between healthy and unhealthy food.

4. Sts leave the classroom saying a name of an item of food (healthy or unhealthy) depending on what the T. asks. T. does the behaviour evaluation.

Lesson 4

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. Drawing dictation or Written dictation (depending on the level of the students).

3. They make a sequence by putting the strips of paper used in the previous activity.

4. A blind student will touch some pieces of the food from the story and say its name.

5. Sts. leave the classroom saying the password (butterfly). T. does the behaviour evaluation.

Lesson 5

1. Daily routine (Greeting / Password while doing register/ Weather chant)

2. Pelmanism: who can eats more?

3. Begin by having the children think about a summer day. Ask students if they have ever chased a butterfly. Then continue by asking, "Where do you think butterflies come from?" Wait for a couple of responses and then move along into the craft activity.The life of a caterpillar: students make a butterfly crafts(pins for the clothes).

4. Sts. leave the classroom saying a word that they remember from the story T. does the behaviour evaluation.

Monday, April 02, 2007

the blog in the APPI Journal...we're famous

Sunday, April 01, 2007

Passing games

Pass the card – we pass a set of the picture flashcards around, and when Teacher says STOP, the child with the flashcard has to hold it up and saywhat he/ she’s got in English. We all clap if they get it right, if they aren’t sure, Teacher asks ‘Can we help?’ (or another child quickly asks instead!!!)

Pass the object - According to each topic, Teacher can choose certain objects: decorative fruits, puppet animals, coloured soft balls, etc;
- Children sit in a circle;
- Teacher passes an object and say its name. Then, children pass the object around the circle repeating the word when they get the object;
- Tecaher introduces another object and then we have two objects passing round and round. If they get the word wrong, they stop playing (if they say apple and it's a banana for instance). When there are only two children left, they are the winners and the game is over.
- Depending on the level and age group we can introduce more objects. It's so much fun!
- If only playing with two objects at a time, one could go in a direction and the other object in the other way round. It gets so much fun this way!

Sunday, March 25, 2007

The very hungry caterpillar

http://www.dltk-teach.com/books/hungrycaterpillar/index.htm

http://www.teachingheart.net/veryhungrycaterpillar.html

http://www.eric-carle.com/bb-VHC.html

http://www.swlauriersb.qc.ca/english/edservices/pedresources/webquest/caterpillar/caterpillar.htm

http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Language_Arts/Story_Telling/STT0002.html

http://www.hubbardscupboard.org/Very_Hungry_Caterpillar_Printable_Booklet.PDF

http://www.littlegiraffes.com/veryhungrycaterpillar.html

http://edtech.kennesaw.edu/traci/insects/food.htm

http://www.mcps.k12.md.us/curriculum/pep/teachingideas/generictheme.html

Saturday, March 24, 2007

Think about it....

"O professor medíocre descreve, o professor bom explica, o professor óptimo demonstra e o professor fora de série inspira"

William Arthur Ward

Tuesday, March 20, 2007

Bulletin Boards

4ºA / 4º B e 3ºB
Escola EB1 da Amoreira

1º B e 1º C

Escola EB1/JI da Apelação

3º B e 3º C
Escola EB1/JI da Apelação

Sunday, March 18, 2007

Easter Games & Activities

Classroom Games & Activities:

Bunny Hopping Exercises: have Ss hop to your commands (like an Easter Bunny): Hop slowly, hop quickly, big hops, small hops, turn around hops, hop on left / right foot, hop forward / backwards / sideways, close your eyes and hop, flap your arms and hop, etc. This is a great activity to do after making 'Bunny Ears'.

Chocolate Egg Bowling: roll a ball across the classroom. Ss take turns to roll their eggs to get closest to the ball.

Duck Walk Race: have the kids line up at the Start Line, squat down and grasp their ankles with each hand from behind. On GO, they waddle to a designated Finish Line. They can't let go of their ankles or they are disqualified. The first child over the Finish Line wins a prize.

Easter Egg Blow: use real hollow egg shells (before class get some eggs, puncture a hole at both ends and blow out the insides of the egg, then wash out). Use a straw to blow the eggs across the classroom. First person across is the winner!

Easter Egg Decoration: use real egg shells (before class get some eggs, puncture a hole at both ends and blow out the insides of the egg, then wash out). Use colored felt pens, glue and glitter, stickers and anything else to decorate the eggs. You can use these eggs in the ‘Easter Egg Blow’ game.

Easter Egg Emotions: use real egg shells (before class get some eggs, puncture a hole at both ends and blow out the insides of the egg, then wash out). Use felt pens to draw faces in different emotions (happy, sad, angry, sleepy, etc).

Easter Egg Faces: review face vocab (eyes, ears, nose, mouth, hair, eyebrows, cheeks, chin, etc.). Use real egg shells (before class get some eggs, puncture a hole at both ends and blow out the insides of the egg, then wash out). Do as a listening activity – T says “draw a nose” and children draw a nose, and so on. Also good for adjectives – “Draw a long nose”, “draw big eyes”, etc.

Easter Egg Hunt: hide small chocolate eggs around your classroom / school / the park and send your Ss off to find them. Teach them expressions like “I’ve found one!”, “Where are the eggs?”, etc

Fair-For-All Easter Egg Hunt: this stops some kids getting all the eggs and other getting none. Simply, write each Ss names on some eggs. The Ss will have to recognize their own names.

Easter Egg Roll: Ss use a chocolate Easter egg (small) and a straw to roll the egg across the classroom. First person across is the winner!

Egg & Spoon Races: it's up to you whether you use real, uncooked eggs! Teams relay race with eggs on spoons across the classroom.

Nosey Easter Egg Roll: Ss roll the eggs using only their noses. The first one over the finish line wins.

Pin The Tail On The Bunny: create the bunny and have blindfolded Ss pin the cotton ball tail onto the bunny.

Rabbit Masks: all you need is paper plates, pink or black paper (a small quantity for the nose and ears), cardboard and cotton balls or another soft material. First cut out oval shapes from the cardboard - this will become your bunny's ears. Next, cut out the nose from the colored paper. You can also cut triangles of pink paper to make the inside of the bunny's ear. Cut two holes in the paper plate for eyes. Then paste on the ears, eyes and nose. Paste cotton balls all over the face to make the bunny look soft. There you have a bunny mask

Friday, March 16, 2007

Welcome Spring

Flowers , Flowers and more Flowers....

http://www.activityvillage.co.uk/origami_tulip.htm

http://www.dltk-holidays.com/spring/mflowermask.html

http://www.dltk-holidays.com/spring/mspringtree.htm

http://www.activityvillage.co.uk/spring.htm

http://www.dltk-holidays.com/mom/mlilies.htm

http://www.dltk-holidays.com/t.asp?b=m&t=http://www.dltk-holidays.com/spring/images/bdaisy.gif

Coloring Pages:

http://www.dltk-holidays.com/spring/mspringposter.htm

http://www.kidsdomain.com/holiday/spring/color.html

http://www.coloring.ws/spring1.htm

http://www.activityvillage.co.uk/spring_coloring_pictures.htm

Happy easter

http://www.kidsdomain.com/craft/bunnyears.html

http://www.enchantedlearning.com/crafts/easter/eggshellplantpots/

http://www.dltk-holidays.com/easter/meggtree.html

http://www.dltk-teach.com/rhymes/humpty/craft.htm

http://www.first-school.ws/activities/nrhymes/cardhdumpty.htm

http://www.kizclub.com/craft/funnyegg.pdf

http://www.first-school.ws/theme/cp_h_easter.htm

http://www.first-school.ws/activities/crafts/colors/easter-eggs-basket.htm

http://www.coloringbookfun.com/easter/

http://www.kidscolorpages.com/easterpics.htm

http://coloring-page.net/easter.html

http://www.kizclub.com/craft/Easter/easter.pdf

http://www.activityvillage.co.uk/easter_origami.htm

Wednesday, February 28, 2007

Teaching Clothes

Learning Pre-requisites: colours, numbers, body parts, ABC

Materials:
Flashcards - http://www.mes-english.com/flashcards/clothes.php
Photocopies of a body for children to draw clothes
Students note books
String
Clothes (Realia)
Dice, board game
Photocopies of items of clothing- http://www.kizclub.com/teaching.htm
A3 Colour Paper
Sell tape, felt-tip pens, crayons, scissors and glue
Lesson 1

1. Routine: Register using a password; Date ; Weather (5mins)

2. Drilling: The teacher shows some flashcards, and asks the students if they can guess what they are going to learn. (3mins)

3. The Teacher chooses a volunteer to come to the front of the class. At this stage it's a good idea to choose someone you know likes drawing and is fairly quick at it.
Teacher draws a t-shirt on his back and the student has to draw onto the board what he thinks you drew on his back. Do the same for a couple more items of clothing.
Then distribute small flashcards to the children and in pairs they have to secretly pick a card and draw what they see onto their partners back. The partner has to draw onto a piece of paper what they think their partner drew on their back.
After about five minutes or as soon the first pair has finished you can start asking children to come to the board and glue the flashcard on the walls or draw the item of clothing on the board. Then when all the items are on the board, the teacher elicits and provides the words. (15min)

4. Check understanding: The Teacher plays shop sticks. Students have to grab a piece of paper with sticks if they do, they’ll have to answer a question. (15min)

5. The Teacher distributes photocopies with a model of a body. And describes what the model is wearing; "Susan is wearing a blue skirt." They have to draw onto the picture the clothes that you describe, colouring them as you describe.(20min)

6. Self assessment (2mins)

7. Behaviour evaluation (3mins: This is done during the class)

(For the next class students take from a box a flashcard that is going to be their password)

Lesson 2

Routine: Register using a password; Date ; Weather (5mins)

Teacher hangs pieces of clothing in a string. These are used to play the game YES/NO. If the teacher says something true they stand still if the teacher says something false they stand up and turn around. (10min)

Word bingo- Students write three items of clothing they are wearing and play bingo. (10mins)

Students play a board game. They will have a time limit to play. When The teacher says stop. They count how any pieces of clothing glue them in their models, describe them and glue them on the walls. ( 30 min)

Self assessment (2mins)

6. Behaviour evaluation (3mins: This is done during the class)

Lesson 3

1. Routine: Register using a password ( today they have to name their favourite piece of clothing); Date ; Weather (7mins)

2. Guess who?
The teacher glues pictures on the classroom’s walls and describes people. Students have to guess the number of the picture that the teacher is describing. (10min)

3. Students draw and describe what they are wearing and do the same to his colleague. (20mins)

4. In groups Students make an acrostic using the word clothes and the vocabulary learned.(7mins)

5. Self assessment (2mins)

6. Behaviour evaluation (3mins: This is done during the class)

Tuesday, February 13, 2007

Playing with animals

These games can be adapted to other themes...

1. Noah's Ark
Students have to find their pair. (male and female) to enter the ark.

2. Blind man
Blindfold a st. who has to find the partner/animal you say just by listen to the sound he makes.

3. Word chain
Divide the class in two teams . tell a player from one team to name an animal, then the player from the other team repeats the word and adds another one and so on. When a mistake is made, give one point to the other team and start again. The first team to get 3 points wins.

4. Unfinished drawings
Draw part of an animal and ask sts to guess what it is.

5. Parrots
Students repeat the sentence the teacher says if it's correct.
e.g. T shows a picture of a bird and says It´s a chicken. Students shouldn't repeat his sentence.

6. Kim's game
Show some flashcards to the class for about 10 seconds. then hide them. They try to remember working in pairs or groups. Depening on the level of the sts they can draw or write sentences.