Did You Catch the Time?

A Time Tellin' Scavenger Hunt

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 __________________

Pic ture Perfec t Sen t ences!

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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/ -Vincents 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. Whats 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 4 7 2 5 8 3 6 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 cant 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 Im Puss in Boots from Bugs 3 by Elisenda Papiol and Maria Toth (Macmillan, 2004). Useful websites and references Childrens Games, Maria Toth, Macmillan Heinemann ELT Bugs 1, 2 & 5 by Carol Read & Ana Sobern, Macmillan ELT Bugs 3, 4 & 6 by Elisenda Papiol & Maria Toth, Macmillan ELT For background reading: http://iteslj.org/links/TESL/ Articles/Pronunciation For a copy of a chant to practise weak forms go to: http://www.enchantedlearning.com/Jackshouse.html To listen to raps written by other children and get help with writing a rap: http://www.bbc.co.uk/education/listenandwrite/applets/rapindex.htm A couple of sites of tongue twisters for English language learners: http://iteslj.org/links/ESL/Pronunciation/Tongue_Twisters http://members.tripod.com/~ESL4Kids/tongue.html

MONTHS AND SEASONS

Objectives: practice of months, seasons and associated aspects Skills: speaking and reading Level: elementary Time: 20-30 minutes Preparation: a game board and a set of cards 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.

EMPIEZA EL CURSO

CELEBRAMOS LA PASCUA

VAMOS A LA PLAYA

CELEBRAMOS EL WAITANGI DAY

SE ACABA EL VERANO

NACEN FLORES

HACE CALOR

LAS HOJAS DE ES EL DA DE SAN VALENTN LA FIESTA DEL ANZAC DAY LOS RBOLES SE CAEN VAMOS A ESQUIAR

ES EL HACE FRO CUMPLEOS DE LA REINA NIEVA CELEBRAMOS LA NAVIDAD

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 FOOD ANIMALS COUNTRIES LANGUAGES VERBS SPORTS

BUILDING THE BRIDGE BETWEEN THE ENGLISH CLASSROOM AND THE HOME (Claire Medwell) Building the bridge to a healthy learning environment
Amongst the many tasks we have as teachers and one which is not always given the attention it should, is that of nurturing the working relationship we have with pupils parents. Often for no other reason than the busy lifestyles of both parents and educators, a communication gap can grow, and we lose touch with our closest ally. With a little more time and effort this can be addressed to ensure 100% support from parents in our task of nurturing their childs enthusiasm for English and the desire to learn. 1 What kind of communication do you have with parents? Discuss. What is your school policy? __________________________________________________ How often are parents days/evenings scheduled? _________________________________ Is there an option for parents to arrange a meeting with the English teacher at their request? __________________________________________________________________________ Do you provide termly reports? _______________________________________________ Are letters sent home to inform parents of the topics studied each term? __________________________________________________________________________ Do you personally maintain any email correspondence with parents? Additional ideas: __________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2 Why does a communication gap grow? Teachers workload The inexistence of a paper trail from the English class to home Parents may know the class tutor reasonably well, but not the English teacher. Parents lifestyle (educators need to spoon feed many parents for them to be al da with what goes on in the classroom)

 Parents try to rely too much on their children to provide information. Infantile children still dont have the communication skills to accurately convey to parents what they are studying (most cant remember what they have had for lunch!) 3 The importance of bridging this gap Ignorance can breed all kinds of misunderstandings. The more we are able to involucrate parents in the learning process the better. In this way we can create a rounded learning environment for the children. We can even help some parents to remember their rudimentary English. 4 Ways of building the bridge There are many ways in which we can start to build the bridge between school and home. Those, which require little time and effort on our part and those, which require a little more!

Use of published material accompanying the course (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 shouldnt expect from their child. (iii) Simple termly reports. The teachers comment usually being the most important and valuable for the parents/carers. (iv) (v) Press outs (if available) with an explanation as to their use. (Corresponding song, etc) 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 pupils book, story time or singing and acting out. At the back of the book you can invite parents to make comments on their childs 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 childrens (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 childrens 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 mascots scrapbook compiled of photos taken in different parts of the pupils 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 childs 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?

2 Do you usually do your homework? If not, why not?

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 nios que se van a vestir. El profesor seala el dibujo correspondiente o la prenda de vesetir de un nio y simula que se est poniendo algunas prendas de vestir. Hablar realizando las acciones lentamente. Los nios no tienen que repetir toda la lengua que se utiliza en esta actividad. Deben prestar atencin a lo que hace el profesor. La segunda vez, se les pide que vayan diciendo algunas cosas. Por ejemplo: Its time to get dressed Lets put a jumper on (Sealar 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) Thats 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 nios estiren tambin el brazo derecho y no el izquierdo). Thats 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 Thats it Pull the trousers up Good The button now. Push the button through the button hole Pull the zip up Thats 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 nios las vean. Se les pide a dos o tres nios 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 (Ofrecrsela) 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 mximo y dejar a los nios que se las pongan / quiten. 3.- Opcionalmente se le puede dar una prenda de vestir a cada nio. El profesor le dice al odo a cada nio el nombre de la prenda de vestir que le corresponde cuando se la da. Despus los nios se mueven por la clase y se van diciendo unos a otros los nombres de las prendas 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 nios escuchan y sealan las prendas de vestir en los dibujos cuando las escuchan en el texto. Hacer una pausa despus de cada nombre para que los nios 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 memorizacin. Si es necesario, se les deja a los nios que miren los dibujos del cuento una vez ms antes de pedirles que dibujen y coloreen la ropa segn el cuento. 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 Billys clothes 2.- Cuando los nios empiecen a colorear el dibujo, no deben mirar el cuento hasta que terminen la actividad. Pueden hacerle preguntas al compaero para resolver posibles dudas. Mientras estn coloreando los dibujos, el profesor debe pasearse por la clase. Para corregir, los nios 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 nios 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 nios comparan sus respuestas en parejas. El profesor lee de nuevo las frases para que la clase diga las respuestas correctas, comparndolas mirando a los dibujos del cuento y escribe Yes /No en la pizarra.

PUZZLE
MATERIAL: 1.- Hoja de ropas - nio/a PROCESO: 1.- Los nios dibujan lneas de diferentes colores para unir cada personaje con su prenda de vestir. 2.- Los nios escriben el nombre de una prenda de vestir que pertenezca a cada personaje. 3.- Para revisar los resultados, comparan su trabajo con el de un compaero.

DRAW AND COLOUR

MATERIAL: 1.- Hoja de prendas a medio construir PROCESO: 1.- Los nios completan los dibujos y luego colorean las prendas de los colores correspondientes. 2.- Pedir a los nios que comparen su trabajo con el de un compaero.

CUT AND STICK

MATERIAL: 1.- Recortables de vestidos PROCESO: 1.- Comprobar si los nios 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 nios colocan los recortables en sus mesas en el orden en que los van escuchando. 3.- Distintos nios cogen un recortable cada uno, se lo muestran a la clase y dicen el nombre. Los dems nios colocan su correspondiente recortable en las mesas. 4.- Los nios visten sus personajes con la ropa que ms 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? 5.- El profesor se dirige a un alumno que se sienta seguro y le pregunta: Montse, how have you dressed __________? Whats __________ wearing? El profesor da respuestas completas y anima a los nios a que hagan lo mismo: Yes, _________ is wearing blue jeans and a pink T-shirt. ___________ looks very nice. Thank you Montse ___________ Hacer lo mismo con 2 3 nios. 6.- Se divide la clase en grupos de tres o cuatro. Cada nio describe sus recortables al resto del grupo. __________ is wearing 7.- Como actividad opcional, se puede dibujar el grfico siguiento en la pizarra: Paul Sarah

Los nios copian y anotan en la seccin correspondiente todas las prendas de vestir que tienen los dos, debajo de Sarah las que tiene slo ella y debajo de Paul las que tiene slo l. Comparan sus respuestas en parejas y despus se corrige con toda la clase. El profesor hace preguntas y completa el grfico en la pizarra.

LISTEN AND WRITE DICTATION

MATERIAL: 1.- Texto incompleto PROCESO: 1.- Los nios 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! Its time for school. Hurry up! Yes, mummy. What are you wearing today Sarah? Im 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 pronunciacin dentro de un contexto. No se aconseja que los nios lean el texto completo en voz alta en este momento. 3.- Un nio puede escribir en la pizarra las respuestas.

DICTATION Sarah! Its time for ___________________. Hurry up! Yes, ___________________. What are you ___________________ today Sarah? Im wearing a blue ___________________. White socks and black ___________________. OK. You look very nice.

MY CLOTHES
MATERIAL: PROCESO: 1.- El profesor inicia esta actividad describiendo lentamente la ropa que lleva puesta. Today Im wearing... 2.- Animar a un nio que se sienta seguro a describir su ropa (es suficiente con dos prendas). Se les pide a dos o tres nios ms que hagan lo mismo. El profesor elogia el trabajo realizado y, si es necesario, repite lo que los nios dicen con pronunciacin 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 continuacin se le pide al nio 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 nio 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 nios al mismo tiempo antes de salir de clase. En este caso, los grupos deben dar respuestas ms largas.

MAKE A PUPPET AND ACT OUT

MATERIAL: 1.- Diseo de la marioneta PROCESO: 1.- Mostrar a los nios una marioneta ya terminada. 2.- Los nios 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 mostrndose despistado. Se para delante de un nio y le presta atencin a la ropa que lleva puesta. El profesor habla imitando la voz de Detective: Urgent, urgent! This is Detective Bush speaking. Theres 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 ms, 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 continuacin, se le pide que salga delante de la clase y diga las palabras del detective. El profesor le ayuda cuando est hablando si es necesario para que el mensaje resulte comprensible. El primer alumno que acierte adopta el papel de detective. 5.- Divide la clase en grupos de cuatro. Un nio dentro de cada grupo adopta el papel del detective y los dems deben averiguar quin es el gangster. Favorecer que los alumnos se ayuden unos otros.

Presentamos a continuacin un material que puede ser til al profesor de ingls (o de idiomas) dentro del aula. Este material est elaborado por Sagrario Salaberri. Reproducimosintegramente el texto, ya que lo consideramos interesante. El material est extrado del libro: Uso del ingls en el aula (Ed. Heinemann. 1993) INSTRUCCIONES SENCILLAS Objetivos: Familiarizar a los alumnos/as con el uso del ingls 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.

NUNCA

EN OCASIONES

NORMALMENTE

Presentarse a los alumnos/as el primer da de clase hablando en ingls Dar instrucciones bsicas en ingls a las que slo hay que responder con acciones Dar instrucciones en ingls para iniciar la sesin de trabajo o las diferentes actividades. Dar instrucciones en ingls para finalizar la clase. Dar instrucciones en ingls para secuenciar los pasos a seguir.

Describir la reaccin de los alumnos/as tanto en el caso de que se haya comenzado la primera sesin

de trabajo hablndoles en ingls como en el caso de que se haya hecho en lengua materna. Qu ventajas hay en cada uno de los dos enfoques? Qu razones haran a un profesor/a aumentar su nivel de confianza para hablar a los alumnos/as en ingls? Instrucciones sencillas para comenzar: Es necesario que los alumnos/as vean con naturalidad el uso del ingls en el aula desde el principio. La idea de que la lengua extranjera no es slo un rea de conocimiento a aprender, sino que tiene sobre todo una funcin comunicativa, debe quedar clara desde la primera sesin de trabajo. Para conseguir esto, lo ms adecuado es no retrasar el uso del ingls y aprovechar desde el primer da las situaciones contextualizadas que tienen lugar en el aula. En este captulo se van a tratar aspectos cotidianos, relacionados con el inicio y final de la clase, el uso de materiales didcticos, secuenciacin de actividades y propuesta de respuestas no verbales. Se aconseja que el profesor/a empiece a utilizar el ingls de forma natural, no exigiendo a los alumnos/as respuestas verbales al principio ya que a travs de respuestas no verbales tambin se puede observar su nivel de comprensin. Resulta esencial que el profesor/a haga uso del gesto, la mmica, la accin o cualquier otro recurso extralingstico para hacerse entender y dar significado a los mensajes, siempre que el lenguaje utilizado o la actividad lo permita. Por otra parte, es recomendable que las primeras respuestas dadas por los alumnos/as sean no verbales, tal y como requiere el lenguaje que se propone en este captulo. Si se empieza a usar el ingls de esta forma, se pueden observar las siguientes ventajas en las actitudes de los alumnos/as: Actuarn de forma natural, evitando sorpresas cuando trabajen con alguien que les hable en ingls. Se acostumbrarn a descifrar mensajes e inferir significados por el contexto. Reconocern que el ingls tiene un autntico valor comunicativo. Procedimientos y lenguaje a utilizar: En todas las sugerencias que se van a dar a continuacin se recomienda dejar a los alumnos/as que se comuniquen en lengua materna si lo desean o es necesario. A. El profesor/a comienza presentndose a la clase, dando naturalidad a la situacin y aprovechando cualquier apoyo contextual para aclarar significados:

My name's Cristina/Paco... and I'm your teacher of English I've got three/flour... lessons with you. B. Hay un repertorio de instrucciones de uso frecuente en la clase, cuyo significado pueden captar los alumnos/as con facilidad. Come in Go out Stand up Sit down Come out to the front of the class Stand by... Put your hands up. Put your hands down. Hold your books/pens/... up Show me your pencil/rubber/...

TAREA 1 Seleccionar algunas de estas instrucciones y hacer una actividad de Respuesta Fsica Total con los alumnos/as durante unos minutos cada da en la clase. Esta actividad se puede utilizar como actividad de iniciacin y puede convertirse tambin en un juego, eliminando a los alumnos/as que no siguen las instrucciones. Tambin hay otras instrucciones de uso frecuente relacionadas con lo que los alumnos/as tienen que hacer con el material didctico. TAREA 2 Completar las siguientes instrucciones de forma que puedan ser dadas a los alumnos/as para hacer uso del material didctico: Work... Listen and... Ask... Colour... Play... Act out... A continuacin, analizar el material didctico que se est utilizando, bien publicado o elaborado por el propio profesor/a, y hacer un listado de instrucciones relativas a diferentes actividades. Mirar la clave de respuestas para revistar las sugerencias.

C. Al comenzar la sesin de trabajo y durante el desarrollo de la misma, suele repetirse una serie de indicaciones dadas por el profesor/a. Now, pay attention, everybody. You need coloured pencils/a ruler... We'll learn how to... Are you ready? Open your books at page... Turn to page..., please. Look at Activity 5. Take this copy. D. De igual forma, al terminar cada sesin se pueden utilizar frases rutinarias: It's time to finish. Have you finished? Let's stop. Stop now. Let's check the answers. Any questions? Collect your work, please. Pack your books/notebooks...up Are your desks tidy? Don't forget to bring... on Monday/Tuesday... E. Tambin es frecuente tener que dar instrucciones para secuenciar los pasos a seguir en la realizacin de una actividad, para lo que se pueden utilizar expresiones enlazadas con trminos tales como: First,... Next,... Then,... Finally,... Listen to the tape/me... Now, repeat after me/the tape... Again, please. Everybody/This row... You have five minutes to do this. Who's next? Like this, not like that.

TAREA 3 Pensar en una actividad del aula y anotar la secuenciacin que se seguira para dar instrucciones a los alumnos/as. Ver ejemplo en la seccin respuestas. TAREA 4 Completar los siguientes carteles con las instrucciones correspondientes a los smbolos. Mirar la clave de respuestas para comprobar los resultados. Los alumnos/as tambin

pueden confeccionar carteles para el aula que contengan instrucciones de uso rutinario junto con los smbolos correspondientes y elegir los que les resultan ms significativos. Cuando los alumnos/as tengan problemas de comprensin, es conveniente sealar el cartel adecuado para aclarar el significado. Esta actividad es til para introducir a los alumnos/as en la lectura de instrucciones bsicas. Posibles respuestas: TAREA 2: Estas sugerencias constituyen ejemplos de cmo se podran 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. Estas instrucciones, o combinaciones de las mismas, aparecen con frecuencia en el material didctico para alumnos/as de educacin primaria: Listen... Look... Draw... Point to... Circle... Play... Underline... Match... Cross out... Make... Do... Find... Talk... Read... Write...

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. TAREA 4: Las instrucciones son las siguientes: 1.- Stand up. 2.- Sit down. 3.- Open your books. 4.- Cross out. 5.- Look. 6.- Write.

Halloween Festival
1, 2 y 3 de Primaria Objetivos: 1.- Utilizar una fiesta de la cultura anglosajona para motivar el aprendizaje de la L3. 2.- Apreciar aspectos festivos de los pases anglosajones como manifestaciones peculiares de su propia cultura. 3.- Conocer y usar en L3 el vocabulario especfico en torno al ambiente festivo. CONTENIDOS Conceptos Vocabulary Halloween Mask Pumpkin Witch Cat Bat Ghost Moon Candle Procedimientos Deducir el significado de las palabras clave con la ayuda de ilustraciones. Reconocer oralmente palabras clave. Asociar palabras con imgenes. (Slo para 3) Reconocer y leer la forma escrita de las palabras clave. (Slo para 3) Leer las palabras conocidas y reconocerlas sin apoyo visual. (Slo para 3) Escuchar y recordar palabras. Desarrollar estrategias de aprendizaje: memoria visual, capacidad lgica, y deduccin. Seguir instrucciones orales. Desarrollar la autonoma y honestidad en el juego. Reproducir una rima. Actitudes Motivacin favorable hacia la L3. Limpieza y buena presentacin en las actividades manuales. Respetar normas y compaeros para participar en los juegos grupales. Actividades Ambientar las aulas y el pasillo con carteles alusivos y calabazas de verdad. Presentar el vocabulario bsico: dibujos y palabras (Slo 3) Aprender un Rhyme or Chant. Fichas sobre el vocabulario nuevo para pintar. Structures Trick or Treat Today is Halloween Im a witch Point to Give me a sweet, please. Thank you!

Recortar una mscara y pintarla. Elaborar carteles para aprender Trick or Treat (Slo 3) Simulacin del dilogo de Trick or Treat Tarde festiva con mscaras y juegos con nombre en L3. (Ver fichero sobre juegos) Se dedicaron las sesiones de una semana para presentar el tema, y el vocabulario especfico. 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 da 31 por la maana acudan a la sala de profesores a representar el tradicional dilogo Trick or treat!. Con la consiguiente recompensa en dulces. Al finalizar la tarde, tuvo lugar un pequeo festival de juegos (tipo gynkana) con tpicos juegos britnicos. (Duracin una hora). - Potatoes Races. - Bean Bag Race - Water the candles. - Sack Races -The Rolling Stones -Eco-friendly Pumpkin. Materiales: (Ver ficheros adjuntos) Mscaras. Flashcards: (Ver conceptos). Mural gigante: A Big Pumpkin Dos calabazas grandes. Caramelos. Fanfare 3. Class Book pp. 58 y 59. Progress Book pp. 50 y 51. Halloween Activity Book. Clare Beaton. B. Small Beaton.

Halloween Festival
4, 5 y 6 de Primaria Objetivos: 1.- Utilizar una fiesta de la cultura anglosajona para motivar el aprendizaje de la L3. 2.- Apreciar aspectos festivos de los pases anglosajones como manifestaciones peculiares de su propia cultura. 3.- Conocer y usar en L3 el vocabulario especfico en torno al ambiente festivo. CONTENIDOS Conceptos Vocabulary Halloween Festival To scare Pumpkin Celebrate Dress up Moon Night Neighbour Candle Procedimientos Deducir el significado de las palabras clave con la ayuda de ilustraciones. Reconocer oralmente palabras clave. Asociar palabras con imgenes. Reconocer y leer la forma escrita de las palabras clave. Leer las palabras conocidas y reconocerlas sin apoyo visual. Escribir palabras relacionadas con el tema. Escuchar y recordar palabras. Desarrollar estrategias de aprendizaje: memoria visual, capacidad lgica, y deduccin. Seguir instrucciones orales. Desarrollar la autonoma y honestidad en el juego. Reproducir el ritmo, la entonacin y pronunciacin de una cancin acompandola con movimientos y gestos. Seguir instrucciones para la realizacin de una tarea. Actitudes Motivacin favorable hacia la L3. Limpieza y buena presentacin en las actividades manuales. Respetar normas y compaeros para participar en los juegos grupales. Actividades: Structures Trick or Treat I hate you! Now everything is mine! Wheres the...? The witch has got...

Presentar el vocabulario bsico: dibujos y palabras Listening sobre Halloween (primera parte de la Unidad 9 del libro de texto Fanfare 3 y lmina fotocopiada del Big Red Bus). Hoja de Actividades (Ver fichero) Lmina con vocabulario especfico para colorear. (Slo 4) Representacin de teatro (leyendo el texto. -Slo 5 y 6-) Aprender una cancin propia de Halloween. Entrega de una hoja con vocabulario especfico para memorizar. Visita del pasillo de 1, 2 y 3 de Primaria repasando el vocabulario conocido. Se dedicaron las sesiones de una semana para presentar el tema, y el vocabulario especfico. Se representaron diferentes dilogos de creacin propia y se aprendi la cancin: Halloween song. Materiales: Flashcards: (Ver conceptos). Mural gigante: A Big Pumpkin Dos calabazas grandes. Fanfare 3. Class Book pp. 58 y 59. Progress Book pp. 50 y 51. Halloween Activity Book. Clare Beaton. B. Small Beaton. Lmina fotocopiada de Heineman: Big Red Bus.

HALLOWEEN TIC-TAC-TOE This project lets you make several different variations of a tic-tac-toe game to play and use as a decoration for Halloween time. Tic-Tac-Toe is a simple game where players take turns placing pieces on a 3x3 grid until someone gets 3 pieces in a row. Young children might want help with the cutting out the small paper pieces if you make the all-paper version. This project is rated EASY to do. What You Need - Crayons, markers, or colored pencils - Computer paper - Scissors - Cardboard to make your board and pieces sturdier (cereal boxes work well), optional - Clay to make a 3-D version, optional - You can also play the game using matching Halloween candies, optional How To Make It Before you start - Find a place to work, and protect it with a large sheet of paper. - Gather all your materials. - Read all the directions. Making the Game Read all the directions before starting. This project is simple enough that you might not need directions, but check them once anyway. Step 1 - Print Patterns Choose the board you would like to use: - The Pumpkin - The Haunted House And if you are going to use the paper game pieces You might choose to print the pumpkin game board on orange paper, or print the haunted house game board on gray or brown paper to reduce the amount of coloring necessary. Step 2 - Color and make game pieces Color the game board and pieces as you wish. If you printed the pumpkin game board, you will

have extra pumpkin pieces - they were included on that sheet for those who choose to print the pumpkin game board on orange paper. If you want to make the game pieces out of clay, make 5 each of two different kinds of pieces. We used ghosts and pumpkins, but you could also make witch hats, caldrons, black cats, or maybe even pipe cleaner spiders. Be sure to compare your pieces to the board, to make them a good size to fit in the spaces, and flatten the bottoms of the pieces so that they dont roll away from where you placed them. Step 3 - Cut Out Cut around the outside edges of the pumpkin or haunted house board. If you want to keep your board square, just cut the row of pumpkins off the bottom of the pumpkin board pattern. If you made paper game pieces, cut them out, too. Very young children might need help with this. Step 4 - Reinforce the game with cardboard If you want your game to last for a long time, glue the base and pieces to some cardboard. Let the glue dry, then cut out the pieces again. It is a bit difficult to cut cardboard, be sure to use good scissors, and get an adult to help if needed. Step 5 - Play! Take turns with a friend putting the pieces on the board. Can you get 3 in a row? Youre Done! Enjoy your new game. You can also use it as a Halloween decoration when you are not playing with it. We made the playing pieces with Sculpey (tm), which is a clay that needs to be baked in the oven and then becomes hard. It is available in many colors.

Rincn del Maestro: www.rinconmaestro.es.kz

Rincn del Maestro: www.rinconmaestro.es.kz

Rincn del Maestro: www.rinconmaestro.es.kz