Telemóveis ocultos

Fonte: Busyteacher.org

Easter crafts

fonte: google images

Easter games

Easter Bunny Says
Simon Says is a classic Total Physical Response activity, and one that young students enjoy, so why not play it for Easter but with a twist? Or with a hop, rather? First, get your students outfitted with some bunny ears (teach them how to make some and stick them onto plastic headbands) and bunny tails (make some of out cotton and stick with double sided tape). Some of the instructions may be:
Easter Bunny says hop left/right!
Easter Bunny says touch your bunny ears (make sure they touch the right ones!)
Easter bunny says shake your cotton tail! etc
This is a great way to review the part of the body and introduce new Easter-related vocabulary.

Easter Egg and Spoon Race
A classic among relay races, you may choose to adapt this one to suit your students’ ages. You may use uncooked eggs, hard-boiled ones, plastic eggs, or even chocolate eggs. Divide students into two teams. Each team member races to the finish line. The winning team has to come up with ten Easter-related questions that the losing team has to answer.

Wordy Easter Egg Hunt
Do you feel that sometimes your students lack the words to say what they want to say? Here's your chance to provide some through an Easter egg hunt. First, write Easter related words in small slips of paper. Place each slip inside a plastic egg. Hide the eggs throughout the classroom or outside, if you can, and invite your students to participate in this exhilarating egg hunt. Once they’ve collected them all, they open their eggs and take out the slips of paper. Their task is to write a story using the words they found in their eggs.
Do you want to have a fun Easter less

Worlds greatest dad_diploma_uk

View more presentations from jalopes1986

Best Christmas story ever! - ‘Twas the Night Before Christmas

‘Twas the Night Before Christmas

By Clement C. Moore

'Twas the night before Christmas, when all through the house

Not a creature was stirring, not even a mouse;

The stockings were hung by the chimney with care

In hopes that St. Nicholas soon would be there;

The children were nestled all snug in their beds,

While visions of sugar-plums danced in their heads;

And mamma in her kerchief, and I in my cap,

Had just settled our brains for a long winter's nap,

When out on the lawn there arose such a clatter,

I sprang from the bed to see what was the matter.

Away to the window I flew like a flash,

Tore open the shutters and threw up the sash.

The moon on the breast of the new-fallen snow

Gave the lustre of mid-day to objects below,

When, what to my wondering eyes should appear,

But a miniature sleigh, and eight tiny reindeer,

With a little old driver, so lively and quick,

I knew in a moment it must be St. Nick.

More rapid than eagles his coursers they came,

And he whistled, and shouted, and called them by name:

"Now, Dasher! now, Dancer! now, Prancer and Vixen!

On, Comet! on, Cupid! on, Donder and Blitzen!

To the top of the porch! to the top of the wall!

Now dash away! dash away! dash away all!"

As dry leaves that before the wild hurricane fly,

When they meet with an obstacle, mount to the sky;

So up to the house-top the coursers they flew,

With the sleigh full of Toys, and St. Nicholas too.

www.ActivityVillage.co.uk - Keeping Kids Busy

As dry leaves that before the wild hurricane fly,

When they meet with an obstacle, mount to the sky;

So up to the house-top the coursers they flew,

With the sleigh full of Toys, and St. Nicholas too.

www.ActivityVillage.co.uk - Keeping Kids Busy

And then, in a twinkling, I heard on the roof

The prancing and pawing of each little hoof.

As I drew in my head, and was turning around,

Down the chimney St. Nicholas came with a bound.

He was dressed all in fur, from his head to his foot,

And his clothes were all tarnished with ashes and soot;

A bundle of Toys he had flung on his back,

And he looked like a peddler just opening his pack.

His eyes--how they twinkled! his dimples how merry!

His cheeks were like roses, his nose like a cherry!

His droll little mouth was drawn up like a bow,

And the beard of his chin was as white as the snow;

The stump of a pipe he held tight in his teeth,

And the smoke it encircled his head like a wreath;

He had a broad face and a little round belly,

That shook when he laughed, like a bowlful of jelly.

He was chubby and plump, a right jolly old elf,

And I laughed when I saw him, in spite of myself;

A wink of his eye and a twist of his head,

Soon gave me to know I had nothing to dread;

He spoke not a word, but went straight to his work,

And filled all the stockings; then turned with a jerk,

And laying his finger aside of his nose,

And giving a nod, up the chimney he rose;

He sprang to his sleigh, to his team gave a whistle,

And away they all flew like the down

of a thistle.

But I heard him exclaim, ere he

drove out of sight,

"Happy Christmas to all, and to all

a good-night." 

Teaching English - Starting primary

Submitted by TE Editor on 5 September, 2011 - 17:56 

Teaching at primary level can cause many teachers, particularly those who have trained to teach adults, a variety of problems and generate a range of worries. Unfortunately, it is common for teachers to be asked by their institution to teach young learners even though they don't have specific training. Those first lessons with the class, which are quite probably in a different institution to your regular work, can seem daunting. In this article I provide some advice on how to deal with starting work with primary level students and I give ten top classroom management tips.

·         Before you begin to teach

o    Find out who your pupils are

o    Practicalities

·         Top ten classroom management tips for successful teaching

Before you begin to teach

·         Find out who your pupils are

o    Talk to the class teacher and find out if the children are complete beginners in English or have already learnt a little.

o    Are there any bilingual children in the class? If so, use them as your helpers.

o    Do any of the children speak another language?

o    You will find that the children will be highly motivated and excited about learning a foreign language. Your main aim is to maintain this initial motivation and sustain their curiosity and interest so that they develop a real desire to learn the language, even if you don't feel they are learning very fast. You need to be realistic and so do the children about how much they can learn in the relatively short time you will spend with them.

o    It is quite normal for children to take some time before they actually start producing much language as they will need time to familiarise themselves with you - very probably the first speaker of English they have met - and assimilate the language before they feel ready and confident enough to produce any.

o    Be patient and don't be afraid of repeating things again and again - children need and enjoy lots of opportunities to hear the language. Just remember to be natural.

·         Practicalities

o    Get to know the class teacher and how they can help you.

o    How many pupils in your class?

o    What can you and can you not do in the classroom, for example, move furniture around?

o    Will the class teacher stay with you during the English lesson.

o    Find out about your school's etiquette?

o    How long are your lessons? 45 minutes, one hour?

o    Are you allowed to display children's work on the classroom walls?

o    Can you create an English corner?

o    What resources does the school have that you can use?

o    How many photocopies are you allowed to make?

o    Can you take the children into the playground?

o    Can you use a computer?

Top ten classroom management tips for successful teaching

·         Plan what you are going to do in advance step by step and have clear aims so you and your pupils know exactly where you are going throughout a lesson. This is the only way you will be able to control up to 30 children in one class - and they will be the first to know if you haven't prepared and respond by becoming disruptive.

·         Start your year by being firm and be consistent in your own actions and behaviour - children expect a disciplined, structured classroom environment and respond well to routines. Check with the class teacher what is acceptable and unacceptable behaviour and make it clear to the pupils that you expect the same behaviour.

·         Learn your pupils' names and address them directly.

·         Be mobile and walk round the class.

·         Have a clear signal for stopping activities or when you want children to be quiet. Get silence and wait for their full attention before you start speaking and give clear instructions or demonstrations. Make sure children understand what they have to do.

·         Never underestimate children's abilities or intelligence. They may have very limited English but they still have the same interests and aspirations as any other child of their age. Keep them interested by providing stimulating content and meaningful activities.

·         Always ensure that children have some English 'to take away' with them at the end of a lesson. Children will feel proud and have a sense of achievement if they leave the classroom being able to ask, for example, a new question in English, say something about themselves, or sing a song. This means (see the first point above) that your aims will be clear to the children.

·         Avoid activities that over-excite - it is often difficult to return to a calm and controlled learning environment after a noisy game. Avoid activities that require a lot of movement as you will find that there is often very little space in a classroom for this type of activity. Also avoid activities that require a lot of cutting and pasting unless there is a clear linguistic outcome, as these can cut into valuable time, apart from creating a great deal of mess.

·         Make positive comments about the children's work and efforts and let them see that you value their work.

·         Have additional material prepared to cope with faster and slower pupils' needs and don't let activities go on too long.

Gail Ellis, British Council Paris 

This article was first published in 2003

What kind of teacher are you?

http://www.teachingenglish.org.uk/what-kind-teacher-are-you