Professional Documents
Culture Documents
Let's be honest, learning to tell time can be a killer for kids. We need lots of rote and hands-on
practice to help our students master this standard. This can eventually get pretty boring for both
student and teacher! So . . . to help wake up those young brains and add a bit of novelty into your time
curriculum, try Did You Catch the Time?. This fun activity presents the time standard to children in a
new hands-on way that also encourages team building.
Simply follow the easy steps below and print off the ready-made game sheet available inside the
Free Stuff tab at www.intelli-tunes.com.
1. During morning recess, lunch, or while the kids are engaged in another task, hide 12 labeled
clocks throughout the room. By labeling each clock (A-L works best) you are able to quickly assess if
all of the clocks were found and if your students calculated the time correctly.) You can use paper
clocks (my preference . . . you can hide them so much better) or Judy Clocks.
2. When math time hits or you are finally finished with that dreaded practice book page, instruct
the kids that they are going to go on a time scavenger hunt. Explain that there are 12 clocks hidden in
the room and that it is their job to locate each clock, calculate the correct time, and record it under the
correct letter slot on their game sheet before time expires. Also, be sure to lay out your ground rules
here - i.e. no running or pushing, inside voices, etc.
3. Pass out the game sheets and have the kids use either clipboards or individual white boards as
mobile writing surfaces.
4. Set the timer for 15-20 minutes. You will be able to gage if more time is needed and adjust as
necessary.
5. UNLEASH THEM! Great team building typically unfolds here.
Once the buzzer has sounded, the kids return to their desks and correct their game sheets. Use an
overhead projector to record the times in each lettered slot while the kids star or correct as necessary.
This is a great time to review the steps in telling time -use a large Judy Clock to display each time
as you correct and go through those important "short and long hand" steps. Have Fun!
Picture Perfect Sentences
Statement, Question, & Exclamation
Students continually struggle with sentence writing and the punctuation that goes along with it.
Direct instruction, sentence dictation, and teacher correction only goes so far with children.
To help shake things up a bit, Picture Perfect Sentences helps children experience sentence
writing in a different way. All you need is the ready-made worksheet (available inside the Free Stuff
tab at www.intelli-tunes.com) and a stack of old magazines.
In a small or whole group setting, review the differences between a statement, question, and an
exclamation. (This is a great time to hammer in that capital letter at the beginning of a sentence
concept as well!)
Also, you might think about incorporating various movements and/or sounds to represent the
various punctuation marks as a means of reaching your tactile children. For example, students could
punch the air for a period, while making a popping sound with their mouth.
Now that your direct teaching is out of the way, you can jump into the fun part of the project!
1. Before unleashing your students, it is important to provide a model. Have a pre- made
worksheet of your own with the magazine picture selected and the three sentences already completed.
This opens up a great dialogue opportunity between you and your students. Again, you can explain the
differences between each type of sentence . . . or better yet, have your kids explain it! This also helps
the children visualize where they are "going" with this project.
2. Have the children browse through old magazines to find a picture they think they can write
three serious or silly sentences about - a telling (statement), an asking (question), and an exclamation.
3. Once they have found a picture, instruct them to cut it out and glue it into the box at the top of
their worksheet.
4. Rove around the room and help students brainstorm ideas for their 3 sentences.
You also can help your children fix any errors in grammar, punctuation, and/or sentence
classification as you circulate.
This activity lends itself to a "picture perfect" sharing opportunity. The kids love being in the
spotlight and it also helps develop their speaking skills.
Name __________________ Picture Perfect Sentences!
!"#"$%$&"'()$**'+,%$"-.&/01'
!"#"$%$&"'()$**'+,%$"-.&/01'
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"
"
23$+".,&'(4,'5,3'6&,7'"-$'#&+7$891'
23$+".,&'(4,'5,3'6&,7'"-$'#&+7$891'
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"
"
:;<*#%#".,&'(=,"+',>'>$$*.&/?1'
:;<*#%#".,&'(=,"+',>'>$$*.&/?1'
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"
"
!"#$%&'(!'&)'#$((
*'+$'+#',-(
TEACHER TRAINING
Tongue twisters
Say a twister
Select a tongue twister for the sound you are trying to practise. Write it on the board. Practise
saying it with the pupils and invite them to come forward and underline the repeated sound(s), eg.
Wag is wearing a white wig.
Pictures/words
Picture it
Teach sounds though pictures. Select a sound to teach and put it in a sentence which uses this sound
repeatedly. Eg. /v/ -Vincent’s violet van has vanished. Use a picture that illustrates the sentence i.e.
a man thinking about his van. Play a memory challenge game or use mini-flashcards to prompt
pupils to practise saying the sounds.
Flashcard race
Put three flashcards that illustrate three words containing difficult sounds onto the blackboard and
write the corresponding words next to each one. Draw vertical lines down the board to separate the
flashcards into columns. Number each column 1-3. Underline the difficult sound in each word and
model/drill it. Next, write a selection of words on cards big enough to be seen by the pupils when
stuck on the blackboard and put the pupils into teams.
Game
1. One person from each team runs to the teacher, where they are given a card with one of
the words written on it.
2. They return to their group and collaborate to decide which sound displayed on the board
is used in new the word.
3. They write the number of the column that represents that sound on the back of their card.
4. They run back to the teacher to check. If the group have identified the correct sound, the
pupil is given another card.
Follow-up
1. Invite the pupils to come to the board and place their flashcards in a column underneath
the corresponding sounds. This will help them to identify the common sound in the list
and the way the sound(s) are written.
2. Place the flashcards face down on the board (showing the numbers on the back) and ask
the class, in teams, to try and guess the word. Knowing the sound contained in the
missing word will help them guess.
3. In pairs, ask your pupils to guess the flashcard word and write it in their notebooks. Then
reveal the flashcard and write the spelling next to it. If they guess the word correctly,
they win a point. If they spell it correctly, they win another point.
Song
Count the words
Play a line of the song (that contains weak forms) and ask pupils how many words they can hear.
This raises awareness and highlights the presence of weak forms.
Mini Dialogue
Divide the class into two groups. Drill each group with a part of the dialogue using food flashcards
and gestures as prompts.
Games
Hangman
Play hangman with sounds. E.g. What’s the missing sound?
Sh __ / __ __ ts / ch __ __ se
Or as a list:
B __ d, br __ __ d, __ gg
Silent sounds
Say words or sounds silently. Pupils guess what you are saying by looking at the shape of your
mouth. This is a good way to highlight that pronunciation relies on making the correct shapes with
your mouth.
3 by 4
Draw a 3x4 grid on the board as follows:
1 2 3
4 5 6
7 8 9
10 11 12
Give out sets of cards to your pupils –one set for each pair/group. Explain that you are going to put
your cards on the grid but they can’t look. Ask them to listen and place their cards on their own
grids as you call out yours. E.g. Number one is a bat. Number 2 is an elephant, etc…
Texts
Broken telephone
Using isolated words or phrases lifted from a text that your pupils have just seen, ask them to sit in
a chain. Stand next to a pupil at one end of the chain and whisper a word, phrase or sentence to that
pupil indicating that they should repeat exactly the same expression in a whisper to their neighbour
and so on. If the words or sentences are correct at the end of the chain, the pupils get a point. If not,
the teacher gets a point. Alternatively, get the last person in the chain to write the word or sentence
down.
Sound race
To focus on the relationship between sound and spelling, divide the class into groups, each around a
table and appoint a secretary. Write a word from the text onto the blackboard and underline the
sound that you want them to focus on e.g. swims. Model the sound with some more examples, using
known words (but not words from the text). Pupils then race to find as many words as possible
containing the same sound within a chosen text and the secretary writes these down on a piece of
paper. The team with the most correct words within the given time limit (or target number of
words) is the winner.
References
* Tongue-twisters (My book of tongue-twisters) taken from Find Out! 3 by Mark Ormerod with
Donna Shaw (Macmillan, 2007).
* Mini-dialogue from Find Out! 3 by Mark Ormerod with Donna Shaw (Macmillan, 2007).
* Song I’m Puss in Boots from Bugs 3 by Elisenda Papiol and Maria Toth (Macmillan, 2004).
Level: elementary
Instructions
Organise the class in groups of four people.
Each group is given a game board, a dice and 16 cards.
Each member of the group receives a counter and four cards with their faces up.
They toss the dice in turns, and according to the number shown they start moving clockwise,
starting in “enero” (January) and counting towards the right hand side.
Each participant must try to match the season / month of the dice with one of his / her cards. If it
does, he / she turns the card down.
The first student who has all four cards face down is the winner.
CELEBRAMOS
EMPIEZA EL CELEBRAMOS VAMOS A LA
EL WAITANGI
CURSO LA PASCUA PLAYA
DAY
SE ACABA EL
NACEN
HACE CALOR
VERANO FLORES
LAS HOJAS
DE
ES EL DÍA DE LA FIESTA
VAMOS A
DEL LOS ÁRBOLES
SAN
ANZAC DAY ESQUIAR
VALENTÍN SE CAEN
ES EL
CELEBRAMOS
HACE FRÍO CUMPLEÑOS NIEVA
LA NAVIDAD
DE LA REINA
“CATEGORIES”
A GAME FOR THE PRACTICE OF VOCABULARY IN THE ENGLISH CLASS
Objective:
- To increase the students« knowledge of English vocabulary.
- To practise vocabulary already known
Description:
- Each student draws 4 or 5 columns on a piece of paper and writes the title of a category, for
example: “Food”, “Animals”, “Countries”, “Languages”, “Verbs”, “Sports”, etc.
- The teacher says the alphabet quickly and when a student says “stop” he does so. He says the
letter where he has stopped and each student writes a word beginning by that letter under each
category. The first student completing every category says “stop” again and all the students must
put their pens down.
- The score depends on how many students have completed a category. If there is only one student
completing the category he/she wins 20 points. If there are two or more, they win 10 points each. If
two or more students have written the same word, they win 5 points each.
- The game is played three or four times and all points added at the end. The winner is the student
winning most points.
Timing:
- 15 minutes
Level:
- Beginners
(i) Songs CD. Many infantil courses now offer a free CD to parents on buying the
textbook. A wonderful resource which many parents make use of at home. It could
however be made a far more beneficial resource if we are able to provide the parents on
the outset of the course with the lyrics and a comprehensible guide as to when the
children will be studying the themes related to the songs.
(ii) Make use of letters provided by publishers to send to parents. Many recent
publications contain these at the back of the Teachers’ guides. As well as an individual
letter to parents/carers providing detailed information of the topic covered and songs
(with track listing), many also include a Welcome letter introducing the parents to the
course, its underlying methodology, how they can help in the learning process and what
they shouldn’t expect from their child.
(iii) Simple termly reports. The teacher’s comment usually being the most important and
valuable for the parents/carers.
(iv) Press outs (if available) with an explanation as to their use. (Corresponding song, etc…)
(v) Class books/ scrapbooks. Compile a class book with the children. Begin by taking
photos of the individual pupils in the class or a class photo depending on size. The
children can label their photo once they have been compiled in the book. Illustrate the
book with the different routines, which mark the stages of the English class: Hello time,
Table time and Bye-bye time. Illustrate the children doing different tasks: working with
the pupil’s book, story time or singing and acting out. At the back of the book you can
invite parents to make comments on their child’s learning experience. These are just
some ideas to get you started.
(vi) Mini theme books. After each unit / topic has been completed in class, make a simple
mini book for the children to illustrate with the key lexis studied in the unit. They can
then take it home to show their parents. Children at this age love to show parents the
work they have done, so why not try some of these simple ideas for making a mini book.
a) Simple zigzag book (with secret word inside). Fold an A4 piece of paper in half
from top to bottom. Fold in half again from top to bottom. Fold in half creasing in
the centre. Then fold both of the laterals into the centre to create a mini zigzag book.
You can try to do this with the children or prepare them in advance.
Once the book is made, demonstrate how the children can draw some of the lexis
they have studied on each page. You can stick the flashcards around the room for
visual help or draw an outline for them to trace.
Then show them how to open up the zigzag book to draw their favourite word from
the topic inside. This activity lends itself well to topics such as: food, toys, colours
and clothes.
b) Stand up book. Sticking together two or three accordion books makes this,
depending on how many sides you require.
c) Multi-purpose zigzag book. Try your hand at this multi-purpose zigzag. Its design
enables the children too not only illustrate one topic, but the main vocabulary studied
in one term. Simple to make and effective as a revision tool for class and home.
d) Envelope album (for storing picture cards). There are tow options for this activity:
You can make the envelope for storing the children’s (printed) mini cards, if
available, or make them in class. The children can then take them home to show or
teach their parents (toys are often popular as pupils in imaginary games too!).
e) Class mascot visits the children’s home. Tell the children they are each going to
take the class mascot home for the night. Tell them to introduce the mascot to their
family, friends and toys and to sing the songs they usually sing with the class mascot
in class.
Another option is to provide the children with a disposable camera along with the
mascot and a note to parents explaining that the children are going to make the
mascot’s scrapbook compiled of photos taken in different parts of the pupil’s houses.
Suggest they take one or two photos with the family or with the pupil in different
rooms in the house. The photos could also be taken with the child’s favourite toy or
eating his/her dinner, etc… These are just a few ideas to spark the imagination!
Once the mascot has finished his travels stick the photos in a scrapbook to make a
delightful reminder for all the children of the time they took the mascot home.
This can then be sent to the parents for them to look through with their children.
f) Photographic record of the class term or year if you have time, compile the
digital photos you have taken over the school year to provide a beautiful insight for
the parents of the activity which takes place in the English class.
Setting up homework
Homework questionnaire 1
1 What types of homework does your teacher normally ask you to do?
3 What do you do outside the classroom to help you learn English, for example, keep a vocabulary
book, read magazines?
4 List tasks that you would really enjoy doing for homework, for example, watching MTV or
watching the news in English.
MY CLOTHES
MATERIAL:
1.- Flashcards de prendas
PROCESO:
1.- Se colocan las flashcards en la clase y se les dice a los niños que se van a vestir. El profesor
señala el dibujo correspondiente o la prenda de vesetir de un niño y simula que se está poniendo
algunas prendas de vestir. Hablar realizando las acciones lentamente. Los niños no tienen que
repetir toda la lengua que se utiliza en esta actividad. Deben prestar atención a lo que hace el pro-
fesor. La segunda vez, se les pide que vayan diciendo algunas cosas. Por ejemplo:
It’s time to get dressed
Let’s put a jumper on
(Señalar el jersey)
Take the jumper
(Simbolizar que se coge el jersey)
Pull the jumper over your head
(Meter el jersey imaginario por la cabeza hasta los hombros)
That’s it
(Hacer una pausa)
Now put your right arm in the right sleeve.
(Conviene ahora que el profesor se colque de espaldas a la clase mientras estira
el brazo derecho de forma que los niños estiren también el brazo derecho y no el izquierdo).
That’s it
Pull the jumper down
(Usar ambas manos para ajustar el jersey al cuerpo)
Good
2.- El profesor puede simular que se pone otra prenda de vestir, p.e. trousers.
Put your trousers on
First put your right leg in your right trouser leg
Now your left leg
That’s it
Pull the trousers up
Good
The button now. Push the button through the button hole
Pull the zip up
That’s it
(You look) very nice!
PLAY DISGUISES
MATERIAL:
1.- Flashcards de prendas
2.- Prendas de vestir
PROCESO:
1.- Mostrar las prendas de vestir para que los niños las vean. Se les pide a dos o tres niños que
salgan delante de la clase y que se pongan / se quiten diferentes prendas de vestir utilizando gestos
al principio para indicar lo que tienen que hacer. Por ejemplo:
Manuel, take this T-shirt (Ofrecérsela)
Put it on (Indicar con gestos lo que debe hacer)
Sandra, take these jeans. Put them on (Gestos)
Manuel, take off the T-shirt (Gestos)
Sandra, take off the jeans
Manuel, give the T-shirt to Maria (Gestos)
Maria, put on the T-shirt. Etc...
2.- Al principio es aconsejable introducir cinco o seis prendas como máximo y dejar a los niños
que se las pongan / quiten.
3.- Opcionalmente se le puede dar una prenda de vestir a cada niño. El profesor le dice al oído a
cada niño el nombre de la prenda de vestir que le corresponde cuando se la da.
Después los niños se mueven por la clase y se van diciendo unos a otros los nombres de las pren-
das que llevan puestas. De esta manera se asegura que repiten las palabras muchas veces.
LISTEN AND POINT
MATERIAL:
1.- Flashcards de prendas
PROCESO:
1.- Los niños escuchan y señalan las prendas de vestir en los dibujos cuando las escuchan en el
texto. Hacer una pausa después de cada nombre para que los niños lo repitan.
This is Sarah. These are her clothes: jeans, T-shirt, dress, trainer, jacket, shoes, socks,
jumper, skirt.
This is Paul. These are his clothes: trousers, jeans, track suit, T-shirt, socks, trainers,
shirt, shoes.
DRAW AND COLOUR
BILLY AND THE GOAT
MATERIAL:
PROCESO:
1.- Se trata de una actividad de memorización. Si es necesario, se les deja a los niños que miren
los dibujos del cuento una vez más antes de pedirles que dibujen y coloreen la ropa según el cuen-
to.
Look at the story. What is Billy wearing?
Is he wearing a T-shirt?
Yes
What colour is his T-shirt?
Blue...
Now draw and colour Billy’s clothes
2.- Cuando los niños empiecen a colorear el dibujo, no deben mirar el cuento hasta que terminen
la actividad. Pueden hacerle preguntas al compañero para resolver posibles dudas. Mientras están
coloreando los dibujos, el profesor debe pasearse por la clase. Para corregir, los niños comparan
sus dibujos en parejas y miran el cuento o le pregunta al profesor si es necesario.
LISTEN AND WRITE YES OR NO?
MATERIAL:
1.- Dibujos de chicos vestidos
2.- Cuento de Billy and the goat.
PROCESO:
1.- Los niños escuchan el texto y escriben Yes, si creen que la frase es correcta o No, si creen que
no lo es.
Billy is wearing a blue dress
Billy is wearing black shoes
Billy is wearing red socks
Billy is wearing blue trousers
Billy is wearing a green shirt
Billy is wearing black shoes
2.- Los niños comparan sus respuestas en parejas. El profesor lee de nuevo las frases para que la
clase diga las respuestas correctas, comparándolas mirando a los dibujos del cuento y escribe Yes
/ No en la pizarra.
PUZZLE
MATERIAL:
1.- Hoja de ropas - niño/a
PROCESO:
1.- Los niños dibujan líneas de diferentes colores para unir cada personaje con su prenda de ves-
tir.
2.- Los niños escriben el nombre de una prenda de vestir que pertenezca a cada personaje.
MATERIAL:
1.- Hoja de prendas a medio construir
PROCESO:
1.- Los niños completan los dibujos y luego colorean las prendas de los colores correspondien-
tes.
MATERIAL:
1.- Recortables de vestidos
PROCESO:
1.- Comprobar si los niños han preparado los recortables y pedirles que vistan a los personajes con
las ropas que han recortado.
2.- Repasar los nombres de las distintas prendas de vestir. Mostrar los recortables uno a uno y decir
los nombres: jeans, dress, T-shirt, skirt, jumper, socks, shoes, trainers, trousers, track suit. Los
niños colocan los recortables en sus mesas en el orden en que los van escuchando.
3.- Distintos niños cogen un recortable cada uno, se lo muestran a la clase y dicen el nombre. Los
demás niños colocan su correspondiente recortable en las mesas.
4.- Los niños visten sus personajes con la ropa que más les guste y responden a preguntas del
tipo:
________ is wearing jeans. How many of you have dressed ________ with jeans?
Put your hads up. Is ________ wearing a jumper?
6.- Se divide la clase en grupos de tres o cuatro. Cada niño describe sus recortables al resto del
grupo.
__________ is wearing
Paul Sarah
Los niños copian y anotan en la sección correspondiente todas las prendas de vestir que tienen los
dos, debajo de Sarah las que tiene sólo ella y debajo de Paul las que tiene sólo él. Comparan sus
respuestas en parejas y después se corrige con toda la clase. El profesor hace preguntas y comple-
ta el gráfico en la pizarra.
LISTEN AND WRITE
DICTATION
MATERIAL:
1.- Texto incompleto
PROCESO:
1.- Los niños escuchan el texto mientras miran el texto escrito, sin escribir nada de momento. Se
lee de nuevo. Esta vez deben intentar completar los espacios en blanco con la palabra adecuada.
Puede ser necesario escuchar el texto por tercera vez.
Sarah! It’s time for school. Hurry up!
Yes, mummy.
What are you wearing today Sarah?
I’m wearing a blue dress. White socks and black shoes.
OK. You look very nice.
2.- El objetivo de esta actividad es asociar la forma escrita de las palabras con su pronunciación
dentro de un contexto. No se aconseja que los niños lean el texto completo en voz alta en este
momento.
MATERIAL:
PROCESO:
1.- El profesor inicia esta actividad describiendo lentamente la ropa que lleva puesta.
Today I’m wearing...
2.- Animar a un niño que se sienta seguro a describir su ropa (es suficiente con dos prendas). Se
les pide a dos o tres niños más que hagan lo mismo. El profesor elogia el trabajo realizado y, si es
necesario, repite lo que los niños dicen con pronunciación correcta.
MEMORY GAME
MATERIAL:
PROCESO:
1.- Se divide la clase en dos equipos y se le pide a un voluntario que salga delante de la clase
mientras el resto observa la ropa que lleva puesta durante un breve espacio de tiempo. A continua-
ción se le pide al niño que salga de la clase. Por turnos, un alumno diferente de cada grupo debe
decir el nombre de algo que el voluntario lleve puesto. Cada equipo consigue un punto por cada
respuesta correcta.
- Sonia, what is Miguel wearing today?
- A red jumper
- Right. Miguel is wearing a red jumper. One point for Team A. Diego, what is Miguel wearing
today?
- White trainers
- Right. Miguel is wearing white trainers. One point for Team B.
2.- Si un niño de uno de los grupos no se acuerda le toca el turno al otro grupo. Los alumnos no
pueden repetir las respuestas.
3.- El profesor le pide al voluntario que entre en la clase cuando crea que se han dicho las prendas
de vetir que lleva puestas y repite lo mismo con otros voluntarios.
4.- Una variante de este juego consiste en observar a dos o tres niños al mismo tiempo antes de
salir de clase. En este caso, los grupos deben dar respuestas más largas.
MAKE A PUPPET AND ACT OUT
MATERIAL:
1.- Diseño de la marioneta
PROCESO:
1.- Mostrar a los niños una marioneta ya terminada.
2.- Los niños siguen las instrucciones dadas en la actividad para hacer sus marionetas.
3.- El profesor se pasea por la clase llevando la marioneta en la mano y mostrándose despistado.
Se para delante de un niño y le presta atención a la ropa que lleva puesta. El profesor habla imi-
tando la voz de Detective:
Urgent, urgent! This is Detective Bush speaking. There’s a gangster in this class. The gangster
is wearing...
Can you see the gangster? Who is the gangster?
Hacer lo mismo con tres o cuatro alumnos más, utilizando siempre el mismo modelo.
4.- Se le pide a un voluntario que adopte el papel de detective utilizando su marioneta. Se le pide
que circule por la clase durante veinte o treinta segundos simulando que no observa a nadie en
particular. A continuación, se le pide que salga delante de la clase y diga las palabras del detective.
El profesor le ayuda cuando esté hablando si es necesario para que el mensaje resulte comprensi-
ble. El primer alumno que acierte adopta el papel de detective.
5.- Divide la clase en grupos de cuatro. Un niño dentro de cada grupo adopta el papel del detecti-
ve y los demás deben averiguar quién es el gangster. Favorecer que los alumnos se ayuden unos
otros.
Presentamos a continuación un material que puede ser útil al profesor de inglés (o de idiomas)
dentro del aula.
Este material está elaborado por Sagrario Salaberri.
Reproducimosíintegramente el texto, ya que lo consideramos interesante.
El material está extraído del libro: Uso del inglés en el aula (Ed. Heinemann. 1993)
INSTRUCCIONES SENCILLAS
Objetivos:
• Familiarizar a los alumnos/as con el uso del inglés en el aula para que lo acepten como
algo natural y no adopten posturas inhibidas.
• Iniciar al uso de expresiones muy frecuentes que forman parte de la rutina y actividades
habituales en el aula.
• Empezar demandando de los alumnos respuestas no verbales.
Punto de partida:
Marcar con una cruz la frecuencia con que se realizan las siguientes actuaciones en el aula.
Describir la reacción de los alumnos/as tanto en el caso de que se haya comenzado la primera sesión
de trabajo hablándoles en inglés como en el caso de que se haya hecho en lengua materna.
¿Qué ventajas hay en cada uno de los dos enfoques?
¿Qué razones harían a un profesor/a aumentar su nivel de confianza para hablar a los alumnos/as en
inglés?
También hay otras instrucciones de uso frecuente relacionadas con lo que los alumnos/as
tienen que hacer con el material didáctico.
TAREA 2 Completar las siguientes instrucciones de forma que puedan ser dadas a los
alumnos/as para hacer uso del material didáctico:
Work...
Listen and...
Ask...
Colour...
Play...
Act out...
E. También es frecuente tener que dar instrucciones para secuenciar los pasos a seguir en la
realización de una actividad, para lo que se pueden utilizar expresiones enlazadas con términos tales
como:
First,... Then,...
Next,... Finally,...
TAREA 3 Pensar en una actividad del aula y anotar la secuenciación que se seguiría para
dar instrucciones a los alumnos/as. Ver ejemplo en la sección respuestas.
TAREA 4 Completar los siguientes carteles con las instrucciones correspondientes a los
símbolos. Mirar la clave de respuestas para comprobar los resultados. Los alumnos/as también
pueden confeccionar carteles para el aula que contengan instrucciones de uso rutinario junto con los
símbolos correspondientes y elegir los que les resultan más significativos. Cuando los alumnos/as
tengan problemas de comprensión, es conveniente señalar el cartel adecuado para aclarar el
significado. Esta actividad es útil para introducir a los alumnos/as en la lectura de instrucciones
básicas.
Posibles respuestas:
TAREA 2: Estas sugerencias constituyen ejemplos de cómo se podrían completar las frases:
Work in pairs/group.
Listen and find the answers to these questions.
Ask your partner about his/her favourite sports.
Colour the pictures.
Play a number game.
Act out your play.
TAREA 3:
First, listen to the tape.
Next, I say the words and you point to the pictures.
Then, listen and repeat after me.
Finally, I point to the pictures and you say the words.
Halloween Festival
1º, 2º y 3º de Primaria
Objetivos:
1.- Utilizar una fiesta de la cultura anglosajona para motivar el aprendizaje de la L3.
2.- Apreciar aspectos festivos de los países anglosajones como manifestaciones peculiares
de su propia cultura.
3.- Conocer y usar en L3 el vocabulario específico en torno al ambiente festivo.
CONTENIDOS
Conceptos
Vocabulary Structures
Procedimientos
Actitudes
Actividades
Se dedicaron las sesiones de una semana para presentar el tema, y el vocabulario específico.
Previamente el pasillo donde se ubican las clases de estos cursos fue debidamente decorado
con carteles y una gran calabaza que colgaba del techo.
El día 31 por la mañana acudían a la sala de profesores a representar el tradicional diálogo
Trick or treat!. Con la consiguiente recompensa en dulces.
Al finalizar la tarde, tuvo lugar un pequeño festival de juegos (tipo gynkana) con típicos
juegos británicos. (Duración una hora).
- Potatoes Races. - Bean Bag Race - Water the candles.
- Sack Races -The Rolling Stones -Eco-friendly Pumpkin.
Objetivos:
1.- Utilizar una fiesta de la cultura anglosajona para motivar el aprendizaje de la L3.
2.- Apreciar aspectos festivos de los países anglosajones como manifestaciones peculiares
de su propia cultura.
3.- Conocer y usar en L3 el vocabulario específico en torno al ambiente festivo.
CONTENIDOS
Conceptos
Vocabulary Structures
Procedimientos
Actitudes
Actividades:
Presentar el vocabulario básico: dibujos y palabras
Listening sobre Halloween (primera parte de la Unidad 9 del libro de texto
Fanfare 3 y lámina fotocopiada del Big Red Bus).
Hoja de Actividades (Ver fichero)
Lámina con vocabulario específico para colorear. (Sólo 4º)
Representación de teatro (leyendo el texto. -Sólo 5º y 6º-)
Aprender una canción propia de Halloween.
Entrega de una hoja con vocabulario específico para memorizar.
Visita del pasillo de 1º, 2º y 3º de Primaria repasando el vocabulario conocido.
Se dedicaron las sesiones de una semana para presentar el tema, y el vocabulario específico.
Se representaron diferentes diálogos de creación propia y se aprendió la canción:
“Halloween song”.
Materiales:
How To Make It
©Rincón del Maestro: www.rinconmaestro.es.kz
©Rincón del Maestro: www.rinconmaestro.es.kz
©Rincón del Maestro: www.rinconmaestro.es.kz