Wednesday, July 02, 2008
Thursday, May 29, 2008
GAMES
WHAT DO YOU KNOW JOE?
ALL CLASS SHOUTS THE QUESTIONS AND THEN A STUDENTS HAS TO SPEAK ABOUT A CERTAIN TOPIC(JUST SAYING WORDS) DURING 15 OR 30 SECONDS.
SPELL THE WORD USING YOUR BODY
SPELL A WORD USING YOUR BODY AND STUDENTS HAVE TO GUESS IT . FOR EXAMPLE DRAW A "C" WITH YOUR ARMS
ALL CLASS SHOUTS THE QUESTIONS AND THEN A STUDENTS HAS TO SPEAK ABOUT A CERTAIN TOPIC(JUST SAYING WORDS) DURING 15 OR 30 SECONDS.
SPELL THE WORD USING YOUR BODY
SPELL A WORD USING YOUR BODY AND STUDENTS HAVE TO GUESS IT . FOR EXAMPLE DRAW A "C" WITH YOUR ARMS
Wednesday, May 28, 2008
Monday, April 28, 2008
Saturday, April 19, 2008
To a special lady on mother’s day
Even though you're not my Mom
You’re there for me every day
You've given me love,
you’ve made me smile
You’re special in every way
Once upon a memory
Someone wiped away a tear
Held me close and loved me,
Thank you, Mother dear.
Acrostic poem with the word mother
some words you can put there- fantastic, amazing, sweet, wonderful..
Some presents
It's not really perceptible but it's a paper plate divided into "presents" to give to a mother.
Children can write a personal message to Mom that she'll keep forever in her special "message in a bottle."
Tuesday, March 11, 2008
acção de formação
Ensino do Inglês nos 1º e 2º ano do 1.º Ciclo do Ensino Básico – Formação de Professores 1ª edição da formação online destinada a professores que se encontram a leccionar Inglês nos 1º e 2º anos do 1.º Ciclo do Ensino Básico, no âmbito do Programa de Generalização das Actividades de Enriquecimento Curricular.
Inglês no 1.º Ciclo do Ensino Básico (3º e 4º anos) – Formação de Professores 3ª edição da formação online destinada a professores que se encontram a leccionar Inglês nos 3º e 4º anos do 1.º Ciclo do Ensino Básico, no âmbito do Programa de Generalização das Actividades de Enriquecimento Curricular.Não serão admitidos os candidatos que já frequentaram as 1.ª e 2ª Edições deste curso de formação.
Inglês no 1.º Ciclo do Ensino Básico (3º e 4º anos) – Formação de Professores 3ª edição da formação online destinada a professores que se encontram a leccionar Inglês nos 3º e 4º anos do 1.º Ciclo do Ensino Básico, no âmbito do Programa de Generalização das Actividades de Enriquecimento Curricular.Não serão admitidos os candidatos que já frequentaram as 1.ª e 2ª Edições deste curso de formação.
A FRIENDSHIP POEM- USEFUL FOR FATHER'S DAY
Make New Friends
Make new friends,
but keep the old.
One is silver,
And the other gold,
A circle is round,
it has no end.
That's how long,
I will be your friend.
A fire burns bright,
it warms the heart.
We've been friends,
from the very start.
You have one hand,
I have the other.
Put them together,
We have each other.
Silver is precious,
Gold is too.
I am precious,
And so are you.
You help me,
And I'll help you.
And together,
We will see it through.
The sky is blue,
The Earth is green.
I can help,
To keep it clean.
Across the land,
Across the sea.
Friends forever,
We will always be.
Sunday, February 17, 2008
Sunday, February 10, 2008
Valentine's day - Friend's day
Stage 1: Introduction to Valentine's Day
Draw a large heart on the board and elicit the word 'heart'. Check pronunciation of the 'h' sound. Ask : 'What's the date today?' A :'The 14th of February.' Say : 'Today is a special day. Why?' Some may answer with no problem at all. Remeber you can replace 'today' with 'tomorrow' or on 'Saturday' etc.
Show the class a photo of yourself and stick it up on the board on the right hand side of the heart. Then show the class a photo of your mum, dad, other family member or a friend and stick it on the left hand side of the heart. This should grab their attention and arouse their interest through personalisation of the lesson. Explain that you love this person and today you send them a card, flowers, chocolate and a poem to show them that you love them because it's Valentine's Day. Write 'Valentine's Day' at the top of the board.
Stage 2: Word Find
This is to generate and share known vocabulary and is adapted from a game on the Kids' Domain website. The aim here is to lead into the subject of Valentine's Day through a fun and involved activity while looking at related words. This works better with more advanced levels as they have more vocabulary.
In the middle of your large heart write up a Valentines day related word such as: Valentine, Chocolate, Romance, Flowers etc. and ask the class to find as many little words as possible within the word in a two minute time limit. Example: ChocolateWords: late, at, ate, tea, cool, hat, hot, cat, coat...
You can split the class into teams of four students to increase the pace and excitement of the activity.Scoring: give points for each word found, extra points for longer words and extra points if the team is the only one to have found the word.
You will need to check pronunciation and meaning as they feedback with their words.
Stage 3: Roses are red
Introduce the poem:
Roses are red.
Violets are blue.
Sugar is sweet.
And so are you.
-Anonymous
Explain that anonymous means we don't know who wrote it. Wipe off the split in your heart from the board and the two words which demonstrated the previous activity. In its place write up the traditional Valentine's card love poem.
Drill the poem a few times touching the words on the board as you and the class say them.
Now wipe off one of the words e.g. red and continue to say the poem and pointing to the words remembering to point to the gap where the word 'red' was.
Then wipe off another word. This time it could be blue. Say the poem and point to the words and gaps where words were. Do this until there is no poem left just gaps. Your class will then be reciting the poem rather than reading it.
Now write the poem back onto the board. Better still get one of the students with the help of his/her classmates to write the poem back onto the board.
Now draw their attention to the fact that with 'Roses' and 'Violets' we use 'are' but with 'Sugar' we use 'is'.
Elicit from the class whether we use 'is' or 'are'. Apart from saying that in English some nouns use 'is' and some use 'are', you shouldn't develop this further today but they do need to know whether the nouns you've provided take 'is' or 'are' in order to write their poems.
Stage 4: Writing the poem
Ask the children to choose a friend in the class they would like to write a poem too. You can also suggest family members so they can take the poems home. The advantage of choosing someone in the class is the potential to distribute the poems and for them to have to read another poem.
You could put everyone's name into a hat and then they all pick a name of the person to write a poem to. This way you ensure that everybody has a poem. Make sure you're sensitive to their age. They may only want to write a poem to another girl and not a boy etc. You know them best so if need be work it so that you choose who they send the poem to.
Distribute a worksheet with a poem frame on it. eg
______ are ______
______ are ______
______ is ______
And ____ ____ ___
Do an example with them on the board using nouns in the first slots and colours in the second. Maybe if they are short of ideas you could suggest brainstorming suitable words so there is a word bank on the board otherwise they'll all be asking how to spell words, or sitting there doing nothing.
Remind them that lines 2 and 4 must rhyme or 'sound the same'. If they are struggling to write on their own or you anticipate that they may find it difficult, you could get them to do it in pairs.
Stage 5: Review
Distribute the envelopes.
Tell them to put the poem into an envelope and to put the person's name on the front.
Tell them that they mustn't write their name on the poem as it should be a secret or anonymous.
They could post the poems into a box and one of the pupils can be the postman and deliver them.
Get them to read out their poems.
They could vote on the best one. Remind them they are anonymous.
Adapted from http://www.britishcouncil.org/languageassistant-primary-tips-valentines-day.htm
Draw a large heart on the board and elicit the word 'heart'. Check pronunciation of the 'h' sound. Ask : 'What's the date today?' A :'The 14th of February.' Say : 'Today is a special day. Why?' Some may answer with no problem at all. Remeber you can replace 'today' with 'tomorrow' or on 'Saturday' etc.
Show the class a photo of yourself and stick it up on the board on the right hand side of the heart. Then show the class a photo of your mum, dad, other family member or a friend and stick it on the left hand side of the heart. This should grab their attention and arouse their interest through personalisation of the lesson. Explain that you love this person and today you send them a card, flowers, chocolate and a poem to show them that you love them because it's Valentine's Day. Write 'Valentine's Day' at the top of the board.
Stage 2: Word Find
This is to generate and share known vocabulary and is adapted from a game on the Kids' Domain website. The aim here is to lead into the subject of Valentine's Day through a fun and involved activity while looking at related words. This works better with more advanced levels as they have more vocabulary.
In the middle of your large heart write up a Valentines day related word such as: Valentine, Chocolate, Romance, Flowers etc. and ask the class to find as many little words as possible within the word in a two minute time limit. Example: ChocolateWords: late, at, ate, tea, cool, hat, hot, cat, coat...
You can split the class into teams of four students to increase the pace and excitement of the activity.Scoring: give points for each word found, extra points for longer words and extra points if the team is the only one to have found the word.
You will need to check pronunciation and meaning as they feedback with their words.
Stage 3: Roses are red
Introduce the poem:
Roses are red.
Violets are blue.
Sugar is sweet.
And so are you.
-Anonymous
Explain that anonymous means we don't know who wrote it. Wipe off the split in your heart from the board and the two words which demonstrated the previous activity. In its place write up the traditional Valentine's card love poem.
Drill the poem a few times touching the words on the board as you and the class say them.
Now wipe off one of the words e.g. red and continue to say the poem and pointing to the words remembering to point to the gap where the word 'red' was.
Then wipe off another word. This time it could be blue. Say the poem and point to the words and gaps where words were. Do this until there is no poem left just gaps. Your class will then be reciting the poem rather than reading it.
Now write the poem back onto the board. Better still get one of the students with the help of his/her classmates to write the poem back onto the board.
Now draw their attention to the fact that with 'Roses' and 'Violets' we use 'are' but with 'Sugar' we use 'is'.
Elicit from the class whether we use 'is' or 'are'. Apart from saying that in English some nouns use 'is' and some use 'are', you shouldn't develop this further today but they do need to know whether the nouns you've provided take 'is' or 'are' in order to write their poems.
Stage 4: Writing the poem
Ask the children to choose a friend in the class they would like to write a poem too. You can also suggest family members so they can take the poems home. The advantage of choosing someone in the class is the potential to distribute the poems and for them to have to read another poem.
You could put everyone's name into a hat and then they all pick a name of the person to write a poem to. This way you ensure that everybody has a poem. Make sure you're sensitive to their age. They may only want to write a poem to another girl and not a boy etc. You know them best so if need be work it so that you choose who they send the poem to.
Distribute a worksheet with a poem frame on it. eg
______ are ______
______ are ______
______ is ______
And ____ ____ ___
Do an example with them on the board using nouns in the first slots and colours in the second. Maybe if they are short of ideas you could suggest brainstorming suitable words so there is a word bank on the board otherwise they'll all be asking how to spell words, or sitting there doing nothing.
Remind them that lines 2 and 4 must rhyme or 'sound the same'. If they are struggling to write on their own or you anticipate that they may find it difficult, you could get them to do it in pairs.
Stage 5: Review
Distribute the envelopes.
Tell them to put the poem into an envelope and to put the person's name on the front.
Tell them that they mustn't write their name on the poem as it should be a secret or anonymous.
They could post the poems into a box and one of the pupils can be the postman and deliver them.
Get them to read out their poems.
They could vote on the best one. Remind them they are anonymous.
Adapted from http://www.britishcouncil.org/languageassistant-primary-tips-valentines-day.htm
Tuesday, February 05, 2008
Wednesday, January 30, 2008
Friday, January 25, 2008
The frog family
Lesson 1
AIMS
listening for gist, relating words and actions, family vocabulary.
MATERIALS
picture and word cards
1. Play a game to repeat family members:
"Stand up if you have a brother" "Sit down"
"Stand up if you have a baby sister" "Sit down"
"Stand up if you have one brother and two sisters" "Sit down"
…
2 Tell the children that you are going to tell them a story about the "Frog family"
3 Introduce the characters (Daddy frog, Mummy frog, Brother frog, Sister frog) and key words (leaf, pond) of the story with the support of picture and word cards
4 Repeat the words while holding up the picture cards. Let the children say the words after you in a chorus and let them put up the pictures on the board with the word card next to it
This is a story about Daddy frog,
It was hot – very, very hot,
And then – SPLASH – they all fell into the water!
5 Tell them the story using lots of gestures to make the meaning very clear
6 Ask the children in the foreign language what they understood of the story.
7 Tell the children that you are going to act out the story in the next English lesson.
Lesson 2
AIMS
Involve children in storytelling
MATERIALS
blue string or chalk to draw the pond on the floor, a big green paper for the leaf
1 Make an area of the classroom into a pond with string or chalk and put in
a large green paper for the leaf
2 Tell the children you are going to tell them the story again, but this time five
of them are going to be the Frog family. Ask for volunteers and line them up by the edge of the pond.
3 Tell the story again, and as each child hears their character they put up their hand. Encourage them to do the gestures with you as you tell the story. Also try to motivate them to tell the story with you. Tell the story with gaps and let the children fill these gaps. (e.g. "This is a story about Daddy frog, Mummy frog, Brother frog, Sister frog and little Baby frog. Daddy frog was hot - very, very hot. And Daddy frog went jump, jump, jump and sat on a leaf in the pond. Mummy frog was hot – very, very hot. So Daddy frog said " Come here"! and so on)
4 So the other children can act out the story, divide the classroom into several ponds and the kids in groups of five. Tell the story again, while the children act it out in their group.
5 Let the children create a picture book, in which they can draw the frogs and write what they have understood. Hand out phrases of the story for children which are not able to write anything. They can glue or copy the phrases.
Optional:
● create frog masks
● make a play for the other classes
AIMS
listening for gist, relating words and actions, family vocabulary.
MATERIALS
picture and word cards
1. Play a game to repeat family members:
"Stand up if you have a brother" "Sit down"
"Stand up if you have a baby sister" "Sit down"
"Stand up if you have one brother and two sisters" "Sit down"
…
2 Tell the children that you are going to tell them a story about the "Frog family"
3 Introduce the characters (Daddy frog, Mummy frog, Brother frog, Sister frog) and key words (leaf, pond) of the story with the support of picture and word cards
4 Repeat the words while holding up the picture cards. Let the children say the words after you in a chorus and let them put up the pictures on the board with the word card next to it
This is a story about Daddy frog,
Point to the pictures as you name the Mummy frog, Sister frog, Brother frogs and Baby frog
It was hot – very, very hot,
Wipe your forehead, and make "hot" gestures.
And Daddy frog
Point to the picture of Daddy frog and squat down beside the pond.
went jump, jump, jump and Jump three times sat on a leaf in the pond and
put the picture of Daddy frog on the picture of the leaf in the pond.
Mummy frog was hot – very, very hot.
Point to Mummy frog, squat by the pond and make "hot" gestures.
So Daddy frog said "Come here!"
Point to Daddy frog, return to the leaf, and beckon to Mummy frog
Mummy frog went jump, jump, jump,
Point to Mummy frog, squat by the and sat on the leaf in the pond. pond, and jump three times to put the picture of Mummy frog on the picture of the leaf by Daddy frog.
Do the same for the other characters....When ervybody is together...
And then – SPLASH – they all fell into the water!
Start to move backwards and forwards as if you were losing your balance and
let the frogs fall into the pond on the board.
let the frogs fall into the pond on the board.
5 Tell them the story using lots of gestures to make the meaning very clear
6 Ask the children in the foreign language what they understood of the story.
7 Tell the children that you are going to act out the story in the next English lesson.
Lesson 2
AIMS
Involve children in storytelling
MATERIALS
blue string or chalk to draw the pond on the floor, a big green paper for the leaf
1 Make an area of the classroom into a pond with string or chalk and put in
a large green paper for the leaf
2 Tell the children you are going to tell them the story again, but this time five
of them are going to be the Frog family. Ask for volunteers and line them up by the edge of the pond.
3 Tell the story again, and as each child hears their character they put up their hand. Encourage them to do the gestures with you as you tell the story. Also try to motivate them to tell the story with you. Tell the story with gaps and let the children fill these gaps. (e.g. "This is a story about Daddy frog, Mummy frog, Brother frog, Sister frog and little Baby frog. Daddy frog was hot - very, very hot. And Daddy frog went jump, jump, jump and sat on a leaf in the pond. Mummy frog was hot – very, very hot. So Daddy frog said " Come here"! and so on)
4 So the other children can act out the story, divide the classroom into several ponds and the kids in groups of five. Tell the story again, while the children act it out in their group.
5 Let the children create a picture book, in which they can draw the frogs and write what they have understood. Hand out phrases of the story for children which are not able to write anything. They can glue or copy the phrases.
Optional:
● create frog masks
● make a play for the other classes
Sunday, January 20, 2008
Sunday, December 02, 2007
Thursday, November 29, 2007
websites
http://www.beginningreading.com/Free%20Workshe.htm
free worksheets about: abc and numbers
http://www.tlsbooks.com/kindergartenworksheets.htm
free worksheets about: abc and numbers
http://www.tlsbooks.com/kindergartenworksheets.htm
Wednesday, November 28, 2007
more stories
WHO STOLE THE CHRISTMAS COOKIES?
My brother Joey and I had just finished hanging our stockings by the fireplace one Christmas Eve, when the most disturbing thought crossed my mind.
"Joey!" I shrieked.
"Did you know that we forgot something?"
"No we didn't," said Joey crossly. "We've got both our stockings hung up. What could we possibly have forgotten?"
"We forgot the cookies," I explained to my seven year old brother, who happened to be older than me and who also happened to be more selfish than me.
"Cookies!" Joey laughed. "Why would you want to have cookies just before you go to bed?"
"They aren't for me silly," I declared. "They're for Santa Claus."
"Oh my!" Joey suddenly clued in. "Mom! Mom! We forgot to leave a snack for Santa! He'll never leave me the racing car set if we don't leave him a snack. How could we have forgotten something so important?"
Mommy came running into the family room. She had flour allover her face and in her hair. She looked very funny.
"Children!" she cried. "What is all this screaming about? I've got to finish my pies. This had better be important."
"Oh Mommy," I said very seriously. "We forgot something."
"Now Missy," Mommy said, a bit impatiently. "What did we forget?"
"We forgot Santa's snack," Joey and I cried in unison.
"Oh my!" sighed Mommy. "Santa's snack! How did we ever forget that? Come on children, let's go into the kitchen."
Joey and I followed Mommy into the kitchen. We both sat down at the table while she got out the milk and poured Santa a big heaping glass full. Then she went to the pantry to get the cookie jar and she set it on the table.
"Now," said Mommy. "You two each pick out a cookie for Santa and put them on the saucer."
I let Joey pick out the first cookie. Very carefully, he took the lid off the ceramic jar and set it on the table. He reached deep into the jar and then he let out the loudest scream that we had ever heard.
"There are no more cookies left!" he cried.
"That's impossible!" Mommy said, as she picked up the cookie jar and examined it. "I just baked a fresh batch this afternoon. Where could they be? Who stole the Christmas cookies?"
Just then, Daddy walked into the kitchen. He had a plate full of Christmas cookies in one hand and an empty glass in the other.
"I just came up to get another drink of milk," he said as he walked over to the refrigerator. "These cookies are really great!"
Mommy dropped the cookie jar onto the floor.
"No!" she cried. "Don't eat those cookies! We need them for Santa Claus!"
Daddy gladly gave up his cookies for such a worthwhile cause when he saw the look of anguish on our faces. Joey and I put the cookies on the table beside the glass of milk and then we went to bed to dream of sugar plums, Santa Claus and those cookies, all night long.
another story...find it at
Thursday, November 15, 2007
Brown Bear, Brown Bear what do you see?
The repetition and colorful illustrations in this classic picture book by Bill Martin Jr, make it a favorite of many children. On each page, we meet a new animal who helps us discover which creature will show up next. "Brown Bear, Brown Bear what do you see? I see a redbird looking at me...". This pattern is repeated over and over, until the pre-reader can join in with the reader, easily predicting the next lines. Giggles and raised eyebrows will accompany the story as the animals become stranger and stranger (a purple cat!?).useful links
http://www.dltk-teach.com/books/brownbear/index.htm
http://www.thevirtualvine.com/brownbear.html
http://atozteacherstuff.com/Themes/Brown_Bear__Brown_Bear/index.shtml
Animal Movements
Have the chidren pretend and move around the room like the animals in the story: Fly like a bird, Crawl like a dog, Pound feet and stomp around like a bear, Swim like a fish, Gallop like a horse, Quack like a duck.
Have the chidren pretend and move around the room like the animals in the story: Fly like a bird, Crawl like a dog, Pound feet and stomp around like a bear, Swim like a fish, Gallop like a horse, Quack like a duck.
Color Hunt
Give story cards to small groups of children or individual children. Give each group a pad of paper (3 pages) and a crayon the color of their story card. Have the children go on a color hunt. Each group is to find three things in the room that is the color of their story card. When the object is found the children are to draw the found object on one of the pages of their color hunt pads.
The children can also write the name or pretend to write the name of the object under the pictures. Call the children back to the circle and each group may then share what they found.
Give story cards to small groups of children or individual children. Give each group a pad of paper (3 pages) and a crayon the color of their story card. Have the children go on a color hunt. Each group is to find three things in the room that is the color of their story card. When the object is found the children are to draw the found object on one of the pages of their color hunt pads.
The children can also write the name or pretend to write the name of the object under the pictures. Call the children back to the circle and each group may then share what they found.
Brown Bear Tour
Before children arrive hide pictures of all the animals in the story around the school (cafeteria, office, bathroom, music room, ect...). After reading the story tell the children that the animals from the story came to visit the school only they are hiding and everyone has to help find them.
Retell the story as you walk around the building finding each animal. As you find each animal introduce the children to the area and the people in that area.
If possible when each story card is found take a picture of the children in that area with the story card. Place the pictures in your room or make a big book of the pictures for the class.
Before children arrive hide pictures of all the animals in the story around the school (cafeteria, office, bathroom, music room, ect...). After reading the story tell the children that the animals from the story came to visit the school only they are hiding and everyone has to help find them.
Retell the story as you walk around the building finding each animal. As you find each animal introduce the children to the area and the people in that area.
If possible when each story card is found take a picture of the children in that area with the story card. Place the pictures in your room or make a big book of the pictures for the class.
Teddy Bear Action Song and Movements
Sing this song and act out the movements:
Teddy Bear, Teddy Bear, turn around.
Teddy Bear, Teddy Bear, touch the ground.
Teddy Bear, Teddy Bear, show your shoe.
Teddy Bear, Teddy Bear, that will do!
Teddy Bear, Teddy Bear, go upstairs.
Teddy Bear, Teddy Bear, brush your hair.
Teddy Bear, Teddy Bear, turn off the light.
Teddy Bear, Teddy Bear say goodnight!
Sing this song and act out the movements:
Teddy Bear, Teddy Bear, turn around.
Teddy Bear, Teddy Bear, touch the ground.
Teddy Bear, Teddy Bear, show your shoe.
Teddy Bear, Teddy Bear, that will do!
Teddy Bear, Teddy Bear, go upstairs.
Teddy Bear, Teddy Bear, brush your hair.
Teddy Bear, Teddy Bear, turn off the light.
Teddy Bear, Teddy Bear say goodnight!
Friday, November 02, 2007
Let's play...
1. Jump the line
Vocabulary:
The numbers
The alphabet
Place a piece of string on the floor of the classroom. Ask the students to stand in a line on top of the string. The teacher stands in front of the students, facing them.
She calls out a letter or a number and the students jump to the left or the right and step back in the line, before the next letter/number is called out.
A letter = jump to the right
A number = jump to the left
Students, who jump to the wrong side, are out and make their own line behind the teacher and take turns in calling out a letter or a number.
2. Number-alphabet lottery
Vocabulary:
The numbers
The alphabet
Put s on number 11.
Materials:
A copy of the number board for each student.
A set of cards with the alphabet for each student
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
a b c d
e f g h
i j k l
m n o p
q r s t
u v w x
y z
The teacher tells the students, where to put the letters on the number board and put the letters on an OHP (Projector switched off)
Teacher: Put D on number 19
Put T on number 2
When the board is full, switch on the projector, and let the students compare their board with the teacher's board.
When the students know what to do, let them work in pairs.
Vocabulary:
The numbers
The alphabet
Place a piece of string on the floor of the classroom. Ask the students to stand in a line on top of the string. The teacher stands in front of the students, facing them.
She calls out a letter or a number and the students jump to the left or the right and step back in the line, before the next letter/number is called out.
A letter = jump to the right
A number = jump to the left
Students, who jump to the wrong side, are out and make their own line behind the teacher and take turns in calling out a letter or a number.
2. Number-alphabet lottery
Vocabulary:
The numbers
The alphabet
Put s on number 11.
Materials:
A copy of the number board for each student.
A set of cards with the alphabet for each student
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
a b c d
e f g h
i j k l
m n o p
q r s t
u v w x
y z
The teacher tells the students, where to put the letters on the number board and put the letters on an OHP (Projector switched off)
Teacher: Put D on number 19
Put T on number 2
When the board is full, switch on the projector, and let the students compare their board with the teacher's board.
When the students know what to do, let them work in pairs.
Monday, October 29, 2007
Wednesday, October 24, 2007
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