AGE: 4 and 5 year
TIME: we can work from the 30th of October to the 26th of October. We can spend 1 hour every day on this matter
.
AIMS:
Learning objectives.
1. Greet the teacher and classmates in another language.
2. Overall understanding of a story in a foreign language.
3. Identify and name colours like brown, green, orange or black.
4. Knowing and expressing quantities of 1 to 5.
5. Recognize the use of greetings and Good morning Good night, and use them in the appropriate situation.
6. Become familiar with the Anglo-Saxon celebration of Halloween.
Content.
1. Overview of greetings. (Hello, Bye-bye ...) New: Good morning, Good night...
2. Review: What's the weather like today? It’s...
3. Review: Colours and Numbers.
4. Halloween Vocabulary: candle, ghost, owl, witch, hat, bat, sweets...
DESCRIPTION: “the 31st of October marks the celebration of Halloween”
Halloween is a holiday celebrated mainly in the U.S. on the night of October 31. The day is often associated with orange and black colors and is strongly linked to symbols like the Jack-o'-lantern. Typical activities include the famous Halloween trick or treating and costume parties, in addition to the bonfires, visiting haunted houses, jokes, reading scary stories and scary movies.
Below there is one example of activities to develop the teaching unit, but in reality this would take place during a week.
ACTIVITIES:
1st session.
Routines: “Hello, children! Good morning! How are you today? Ok, come on... Sit down, please... etc...(Making hand gestures to make them understand that they have to sit)
(I would be sitting in the Assembly ...)... "What's the weather like today, children?"
(Pointing out the window the day it is today ...) "Is it raining, Maria?" (And is accompanied by a gesture with his hands to the rain ... and its corresponding card on showing the weather and the rain ...)
Then the routine on the greetings and start time........... HALLOWEENNNNNNNNNNNNNN
That's when the teacher take out a rubbish bag that she has brought, full of objects related to the Anglo-Saxon festival of Halloween... He approached the strange-looking bag... And asks: What's this, children??"... He openis it slowly, looking at them with intrigue and mystery... And says: "Oooohh ..." And he takes out, one by one, Halloween items... "What's this??" It’s a skirt!. SKIRT! (and makes, them repeat it...) And he continues.. "What's colour is the skirt, children? Is it red? No, no... Is it yellow?.. No, no.. It's BLACK!.. (He will a individually ...) And so, little by little, he will take out the black skirt, black blouse, black shoes, some striped socks, for example, and a witch hat.. And, as they are out of the bag, the teacher is puts on his clothes to dress as witch in front of the children...
When the teacher is dressed, he still take out other decorations for the Halloween party...Such as a small pumpkin, candles.. Etc... And the best... the latest... A secret box!.. "What's this? It's a box.. BOX, children.. Getting closer to the children.. And very intriguing.. "What's this, Martha?". The opens it very slowly.. And once you open with a lot of mystery.. Are paintings of colours .. It does not contain the bug that everyone thought it had.. There are some bars to paint their faces as if they were witches and vampires!!!...The objective of using these bars is to review the colours in English
Once we are all painted, we take a rubbish bag, wich the children a teacher brought to class, or school teacher leads them.. This already, as decided... They put them on around the neck, with our help, like a cloak of a vampire or a witch, with a simple knot... and.. "Let's play !!!".. (These cloaks can be decorated with small pumpkins, ghosts, Halloween candles or reasons that can be prepared on paper stickers to decorate their coats before going outside ... that is where we will do the game ...)
Game: "Witches and Vampires”... This game is a witch or vampires hunt.. First, we will hunt the witches .., the magic words are: Run and Stop. The teacher starts the game by saying: "One, two, three ... Run!!"... And all students go to catch the witches .. When the teacher want to stop the hunt,hell say: "Stop!!".. and everyone has to stop when he hears this word .. You can say the word when all have been hunted, or when the teacher decide to change and hunt the vampires.. Once they have been hunted, the session finishes by returning to class, and if time permits it, we can make a coloring sheet on Halloween, to relax after the game.. We put tabs by the class room to decorate it for Halloween. Drawings will also be given to paint.
Materials: sheets, colours, rubbish bag, a skirt, a gourd, candles and coloring pages
Vocabulary: witch, pumpkin, time, colours (brown, black, orange, etc), hi, specific orders, stop, run, etc.
jueves, 25 de noviembre de 2010
sábado, 12 de junio de 2010
To learn english for children aged 2-3
In order to introduce English in the infants stage, I propose the following activity:
To introduce a small character, for example, a Puppet or Hand Puppet (In this case puppet of a duck) to obtain the attention of the children and to favour their interest and motivation. When introducing this puppet, will say to the children he is a new friend that will come to class and that he “speaks in another language that is not ours” and to communicate with us we must learn its language.
In the first session we would introduce, greeting the new friend saying to him “Hello Duck!” and the duck would be saluting all the children calling them by their name. But the duck can be mistaken when naming them and we will extend the vocabulary listening to the duck say: “Oh no! And other expressions of astonishment or disproval like Oh dear! My goodness! And others like Good child! Well done! Very good! When the duck or the children guess is correct.
As he is introduced this activity, the children will be learning different expressions, and will be able to answer the questions like How are you? What your name? , etc.
Through this activity the boy discovers the pleasure to do and to be simultaneously with other children who by means of observation, communication, exploration, this way children are introduced in a playful form in the world of english.
In the first session we would introduce, greeting the new friend saying to him “Hello Duck!” and the duck would be saluting all the children calling them by their name. But the duck can be mistaken when naming them and we will extend the vocabulary listening to the duck say: “Oh no! And other expressions of astonishment or disproval like Oh dear! My goodness! And others like Good child! Well done! Very good! When the duck or the children guess is correct.
As he is introduced this activity, the children will be learning different expressions, and will be able to answer the questions like How are you? What your name? , etc.
Through this activity the boy discovers the pleasure to do and to be simultaneously with other children who by means of observation, communication, exploration, this way children are introduced in a playful form in the world of english.
miércoles, 9 de diciembre de 2009
A, APPLE-PIE
A was an apple-pie;
B bit it,
C cut it,
D dealt it,
E eat it,
F fought for it,
G got it,
H had it,
I inspected it,
J jumped for it,
K kept it,
L longed for it,
M mourned for it,
N nodded at it,
O opened it,
P peeped in it,
Q quartered it,
R ran for it,
S stole it,
T took it,
U upset it,
V viewed it,
W wanted it,
X, Y, Z, and ampersand (&)
All wished for a piece in the hand
A was an apple-pie;
B bit it,
C cut it,
D dealt it,
E eat it,
F fought for it,
G got it,
H had it,
I inspected it,
J jumped for it,
K kept it,
L longed for it,
M mourned for it,
N nodded at it,
O opened it,
P peeped in it,
Q quartered it,
R ran for it,
S stole it,
T took it,
U upset it,
V viewed it,
W wanted it,
X, Y, Z, and ampersand (&)
All wished for a piece in the hand
lunes, 30 de noviembre de 2009
He elegido esta cancion, porque al mismo tiempo que les enseñas a los niños y niñas las partes del cuerpo del animal, aprenden que animal es por sus caracteristicas.Esta actividad estaria destinada a niños/as de 3 años.La actividad la desarrollaria con los niños/as de dicha edad en el aula,al mismo tiempo que va sonando o cantando la cancion, cuando diga las partes del cuerpo , señalarlas en mi cuerpo para que los niños cuando lo vean, puedan relacionarlo, asi al mismo tiempo que se especifica las caracteristas de cada animal, aprenden las partes del cuerpo y el animal que es.
LANGUAGE DEVELOPMENT STAGES IN YOUNG CHILDREN
Parents of babies anxiously await that very first word and hearing it is indeed a thrill. From the moment that they are born, babies begin to develop the skills that they need to not only utter that first word, but to continue making advancements in their language skills.
Encouraging Language Development
Parents are children's very first teachers and when it comes to language development, parents who actively engage their babies and children in conversation can have a great impact on the child's ability to communicate verbally. Talking to babies is a wonderful way for them to begin understanding the rhythm of speech, laying the groundwork for later verbalisation. Reading to babies and children, as well as enjoying music with them are other ways that young kids can internalise speech patterns, tone, and inflection, paving the way for them to become adept speakers.
Making Progress
All children develop at their own rates, but there are some generalisations that parents can look for to gauge their child's progress. While parents needn't worry if their child's language development doesn't progress according to the "norms," they should be sure that the child continues to make progress. Stalls in language and speech can signal a need for professional intervention.
Newborn to 3 Months
Even very young babies seem to respond positively to being spoken to, turning their heads toward the sound of a familiar voice. Babies' first verbal communication is through crying, with varying sounds to indicate hunger, pain, and a need to be held. By the three mark point, many babies are making happy cooing sounds, especially in response to similar sounds made by their primary caregivers.
4 to 6 Months
Baby babble is common during this timeframe, with babies stringing sounds together that may begin to sound like "talking." Babies this age often have a few favourite sounds that they remember and repeat.
7-12 Months
Babies' very first recognisable word is often uttered during this stage, much to the delight of parents. The overall quality of a baby's speech is improving now too, with increasing consonants and varying long and short vowel sounds.
1-2 Years
Toddlers have an impressive understanding of words, although their own vocabularies are still fairly limited. They display the ability to point to requested objects and to respond appropriately to requests, indicating their understanding. Their own vocabularies are growing at a rapid rate, with new words and even short two and three word phrases being added regularly. "More milk" and "go car now" are within the capabilities of toddlers.
2-3 Years
With speech becoming much clearer, two to three year old children are able to communicate with people outside of their families (close family members may have been the only ones able to understand their previous attempts at language). They are also becoming much more descriptive, readily using adjectives.
3-4 Years
Sentence structure begins to improve (but is not yet consistently correct) and storytelling becomes a favourite pastime. Brimming with stories about their daily activities, children this age are happy to engage in conversation. Stuttering may appear now for some children. If so, parents should seek the advice of a speech-language pathologist.
4-5 Years
Now able to hold detailed and prolonged conversations, four to five year old children are able to speak clearly and in mostly correct sentences. Vocabularies are extensive, with kids consistently picking up new words and phrases. At about four years, some children speak with a lisp, but this is usually outgrown soon after. Sounds get easier for many kids by the time that they reach their fifth birthdays, with some kids still having difficulty with "v," "r," or "th" sounds. While this is common and not usually a cause for concern, parents may wish to consult with a speech pathologist if their child has continued difficulty.
Parents of babies anxiously await that very first word and hearing it is indeed a thrill. From the moment that they are born, babies begin to develop the skills that they need to not only utter that first word, but to continue making advancements in their language skills.
Encouraging Language Development
Parents are children's very first teachers and when it comes to language development, parents who actively engage their babies and children in conversation can have a great impact on the child's ability to communicate verbally. Talking to babies is a wonderful way for them to begin understanding the rhythm of speech, laying the groundwork for later verbalisation. Reading to babies and children, as well as enjoying music with them are other ways that young kids can internalise speech patterns, tone, and inflection, paving the way for them to become adept speakers.
Making Progress
All children develop at their own rates, but there are some generalisations that parents can look for to gauge their child's progress. While parents needn't worry if their child's language development doesn't progress according to the "norms," they should be sure that the child continues to make progress. Stalls in language and speech can signal a need for professional intervention.
Newborn to 3 Months
Even very young babies seem to respond positively to being spoken to, turning their heads toward the sound of a familiar voice. Babies' first verbal communication is through crying, with varying sounds to indicate hunger, pain, and a need to be held. By the three mark point, many babies are making happy cooing sounds, especially in response to similar sounds made by their primary caregivers.
4 to 6 Months
Baby babble is common during this timeframe, with babies stringing sounds together that may begin to sound like "talking." Babies this age often have a few favourite sounds that they remember and repeat.
7-12 Months
Babies' very first recognisable word is often uttered during this stage, much to the delight of parents. The overall quality of a baby's speech is improving now too, with increasing consonants and varying long and short vowel sounds.
1-2 Years
Toddlers have an impressive understanding of words, although their own vocabularies are still fairly limited. They display the ability to point to requested objects and to respond appropriately to requests, indicating their understanding. Their own vocabularies are growing at a rapid rate, with new words and even short two and three word phrases being added regularly. "More milk" and "go car now" are within the capabilities of toddlers.
2-3 Years
With speech becoming much clearer, two to three year old children are able to communicate with people outside of their families (close family members may have been the only ones able to understand their previous attempts at language). They are also becoming much more descriptive, readily using adjectives.
3-4 Years
Sentence structure begins to improve (but is not yet consistently correct) and storytelling becomes a favourite pastime. Brimming with stories about their daily activities, children this age are happy to engage in conversation. Stuttering may appear now for some children. If so, parents should seek the advice of a speech-language pathologist.
4-5 Years
Now able to hold detailed and prolonged conversations, four to five year old children are able to speak clearly and in mostly correct sentences. Vocabularies are extensive, with kids consistently picking up new words and phrases. At about four years, some children speak with a lisp, but this is usually outgrown soon after. Sounds get easier for many kids by the time that they reach their fifth birthdays, with some kids still having difficulty with "v," "r," or "th" sounds. While this is common and not usually a cause for concern, parents may wish to consult with a speech pathologist if their child has continued difficulty.
miércoles, 18 de noviembre de 2009
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