Teaching Ideas VI

The Alphabet Game

Language Aims:	To practise the alphabet and check the vocabulary
Time:	10 minutes
Preparation:	None
Procedure:	1.   Divide Students into groups of five ( it depends on the number of students you have) and ask them to stand in line. 2.   The students of the front get a chalk to write on the blackboard. 3.   Then draw with your finger an imaginary letter of the alphabet on the back of the students at the end of the line. 4.   They must do the same with the student in front of him/her and so on. 5.   The students with the marker are supposed to run to the board and write any word that begins with that letter.

Teaching Ideas V

Word Tennis

Language Aims:	To practise or revise any vocabulary group
Time:	8 minutes
Preparation:	none
Procedure:	1.   Divide the class into 4 groups 2.   Call out a word group e.g. vegetables. 3.   Team A serves by saying a word, Team B returns the serve by adding their word. Team C returns again by finding another word. Team D follows with their word. 4.   The game ends when one team can’t think of another word in this category. 5.   Then call out another word group (e.g. the body)
	You can play it whith all kind of word groups (e.g. rooms in a house, drinks, adjectives, question words,…)

Teaching Ideas IV

What's that?

Language Aims:	To review the names of things found in a classroom.
Time:	10 minutes
Preparation:	Look around the classroom and make a list of the names of about ten items.
Procedure:	1. Tell students you're going to do a quick vocabulary quiz with them so they need to have a pen and a piece of rough paper. 2. Tell them that you will point to something in the room and they must write down the English word for that object. (They are not allowed to talk or share answers with other students or use their dictionaries.) 3. Say "Number 1" and point to an object (e.g. a chair). The students then write down the word for that object on their paper: In the example they would write down: 1. chair. 4. Then say "Number 2" and point to a different object. (This could be something more difficult like the whiteboard or a cassette recorder.) Students continue to write the words for these things on their paper. 5. Continue until you have pointed to about 10 things around the room. (These could include: a pencil case, a schoolbag, a dictionary, the light switch, a whiteboard marker, etc.) Then tell students to stop writing. 6. Students can then compare answers or you can do a check of their answers straight away by pointing again to the items and asking students for the English words. (You will need to refer to the list you made before class to help you remember the order of the items.) Write the correct spelling of these words on the board so that students can check their answers and correct any pronunciation errors as students say the names of the objects.

Teaching Ideas III

Number Toss

Language Aims:	To practice numbers from for example  0 to 10.
Time:	10 minutes
Preparation:	You need a small ball such as a tennis ball.
Procedure:	1.   Ask students to stand up and make a circle. 2.   Tell the students you will throw the ball to one of the students. That student catches the ball and then says any number between 0 and 10 (e.g. "4") 3.   The student on the right must then say the number that comes after (i.e."5"). The student on the left says the number before (i.e."3"). Note: If the student who has the ball says the number 10, the student on the right says "0" and the student on the left says "9". It is probably a good idea to practice this first to make sure students understand the rules of the game. 4.   After the students say the numbers, the student who caught the ball throws it to another student and Steps 2 and 3 are repeated. If a student says an incorrect number, he/she must leave the circle. 5.   The last student(s) left standing wins.

Teaching Ideas II

Simon Says

Language Aims:	To review vocabulary for parts of the body.  To review motion verbs that are used with parts of the body.  To practice listening to instructions.
Time:	10-15 minutes
Preparation:	none.
Procedure:	1.  Move all of the desks to the sides of the room and have the students stand near the center of the room, about an arm's length apart. 2.  Tell the students your name is Simon.  You, as Simon, give instructions to the students.  They are to do what you instruct only when you begin the instruction with "Simon says..." (e.g. "Simon says, 'Touch your nose.'").  If you begin a command differently (e.g. You only say, "Touch your nose.") then the students are not to obey your command.  In other words, students should only respond to your command if you begin with "Simon says, ..." 3.  As Simon you continue giving instructions to students telling them to touch, close, raise, etc. different parts of the body, making sure to mix up proper commands (e.g. "Simon says, 'Touch your nose.'") with improper commands (e.g. "Touch your nose.") 4.  A student who responds to an improper command must leave the game and sit down. 5.  The last student left standing is the winner. The degree of difficulty of this game is left entirely up to you, the teacher.  You can give commands slowly or quickly.  You can correctly or incorrectly point to parts of the body, ensuring students listen carefully to what you say.  And finally, if you wish to be really tricky, you can point to parts of the body on improper commands. Some example commands are listed below. "Simon says, 'Close your eyes.'"     "Simon says, 'Scratch your head.'"     "Simon says, 'Raise your right arm.'"     "Simon says, 'Touch your toes.'"     "Simon says, 'Fold your arms.'"

Teaching Ideas

Number Bingo 

Language Aims:	To revise numbers (or certain vocabulary fields, time of day, vocabulary)
Time:	8 minutes
Preparation:	Prepare a 5x5 grid with either ·   25 numbers in each square ·   nothing in it (blanc)
Procedure:	The teacher calls out a number he/she draws from a box. If a student has this number, he/she puts a little scrap on the number. The teacher goes on until a student gets five in a diagonal or horizontal row. Bingo!
Variation:	Prepare a 5x5 grid with ·   25 words in each square (for example 25 words of one unit). Make enough variations of these grids so each student has one that is slightly different.

It's just a thought

Please, everybody, let me share some thought with you!

Está noite abriram as inscrições para os cursos de formação continuada na SE de Guarulhos. Ótimo!!! Acho muito louvável que nos dêem essa oportunidade de evoluir profissionalmente.

No entato não posso deixar de fazer um levante em relação ao que considero, de certa forma, injusto.

Ao se cadastrar, quem não o fez ainda, verá que há uma distinção na categoria: PEB1 e demais especialistas.

Achei de início que isso não implicaria em nada. Embora em nosso registro na carteira profissional constar que somos, sobretudo, PEB1 também. E por isso me inscrevi como especialista de Inglês, pois é o que somos, se formos mais detalhistas.

Dai a  decepção: quando abriram as opções de cursos, logo reparei que não aparecia a opção aos tão disputados cursos de PRO LETRAMENTO, sim, aqueles que se recebe hora extra, além de conteúdo muito válido.

Constavam outros muito bons, contudo, registro agora minha pertinentes indagações:

Nós especialistas somos sim PEB 1. Nós especialistas, cuja formação acadêmica NÃO nos muniu de habilidades específicas à alfabetização, trabalhamos com crianças ainda não alfabetizadas. Nós especialistas temos vontades, projetos, anseios e idéias que, sim, necessitam de um aprimoramento, que poderia ser obtido a partir de nossa participação no curso de LETRAMENTO, tanto de LÍNGUAS quanto de MATEMÁTICA.

Então, PORQUE ESTAMOS EXCLUÍDOS e IMPEDIDOS de participar desse importante processo. Onde está a Interdisciplinaridade????????????? Salve-nos QSN!

Não serei hipócrita: Claro que me interessam as HORAS EXTRAS oferecidas aos frequentadores do curso. Daí abro mais um questionamento:

Já que há agora esse novo curso de LCI sobre o prisma do LETRAMENTO (algo assim) por que ele não nos garante o pagamento das mesmas HORAS EXTRAS que são pagas aos voltados à Matemática e Língua Portuguesa? Temos menos direitos que os demais? Se há uma razão para tudo isso, please, alguém me explique!!!!