Thursday, 13 July 2017

Read to me

These are two of my favourite books, they are amazing. I read them to my daughter and to my students. What is more, I used the story ' Can I Play Too?' during my practice lessons last year, students really enjoyed reading it. You can use it to teach lenguage structures or to read for pleasure with your students.                                                                                                                            

What book do you read to your students?

Thursday, 6 July 2017

Games

Today I want to share a game for young students. Divide students in five groups. Give each of them a category (mammals,insects,birds,etc). Then you ask them to observe the cards and to write some characteristics that they know. Start the game by asking 'Who is going to eat you?' Students say aloud what animal they are and the rest have to say if they can eat it or not. Never forget that students love games. 

Thursday, 29 June 2017

Test Time

Anxious students tend to suffer a lot during test time. That is my case, I get too nervous and anxious when a have an exam. Therefore, exams for me do not only mean studying hard but also searching for techniques to lower my anxiety. I want to share with you my studying techniques for anxious students.

Take your time to study
Do not start studying two days before the exam (if you are able to). When you already know the date of the test, you can start studying a bit every day. This gives you time to read and reread the notes and to take down notes.

Make a summary
If you profit more from visual techniques, summaries, word maps, time lines and charts will help you a lot.  Try to write the summary with your own words but include relevant words and definitions that you need to incorporate to your vocabulary.

Check and study from the summary
Read your summary and check if you do not need to add more information or to correct anything (language, spelling or conceptual errors).

Practice aloud
Ask questions to yourself to see if you can answer them without relying on your notes.

Share and make connections
Share your notes or what you have study with your classmates. Helping one another it is highly enriching. In the same way, it is useful to make connections between the topics and the real world such as, personal experiences, films or songs.

Relax
When the test is very near, just try to relax. Once a teacher explained that the brain can only retain small pieces of information per day. So it is useless to spend the whole night before the test studying, you will only get tired. Listen to your favourite music, sleep and eat well. Be optimistic and remember that we always have a second chance.

But don't be lazy; you won’t have a third or a fourth chance!!!
(Sorry, my anxiety is talking again)

Sunday, 11 June 2017







First Language Acquisition Stages:


  •   Cooing: (0-4 months) the baby starts producing vocal sounds.

  •   Babbling: (6-8 months) the baby produces syllables such as ‘mama’ ‘dada’

  • One –word stage: (12-18) babies start to understand and produce words such as ‘food’ ‘dog’ ‘toy’

  • Two-word stage: (18-24 months) children produce two-word combinations such as ‘doggie big’ ‘mama go’

  •  Telegraphic stage: children began producing full sentences.


It was highly useful for me to learn about these stages and to understand that the time varies according to each child. Although they may be going through a silent period, language is still being developed in their minds. My daughter almost omitted the two-word stage, I remember that she only said ‘mama milk’ and nothing else. But she became the ‘talking-queen’ during the telegraphic stage. So remember, language is not a formula, it is a very complex subconscious process going on in the child’s mind. 












Wednesday, 17 May 2017


Hi, again!
I want to share a class which I presented to my young students a week ago, and that it was quite engaging. The aim of it  was to prepare students to describe their own family members at the end of the unit.  In the same way, I prepared these activities taking into account that not all the student’s families are constituted in the same way (obvious but important!).
  •        Students listened the song ‘we are family’ of the Ice Age 4. I asked them if they could recognised the song. And then we connected it to the characters.
  •        I gave them a photocopy with some images and adjectives. We played a short game in which they had to say the name of each character as fast as possible. Then we wrote them on the board.
  •                  Students had to underline the adjectives that better described each character.  
  •             Then they read and justified their answers.          
  •          I explained the use of ‘she is’ ‘he is’ and ‘they are.’ 
  •       They chose adjectives and wrote full sentences.
Materials:
'We Are Family' Ace Age 4  https://www.youtube.com/watch?v=MnXmGscq7OE




                                     

 
                        


Tuesday, 2 May 2017




Instructional sequence of a task


Step 1:
Watch the trailer of the movie ‘The Circle’ and say what the theme is. Work in pairs.
Step 2:
Watch an interview with the director and actors. Match each name to the corresponding opinion about the film.
Step 3:
Read a short review about the movie. Underline words, sentences or phrases which express the writer's opinion
Step 4:
 Watch the interview once more and pay attention to word stress, tone and body language. 
Step 5:
Write a review of the film and read it aloud. Work in groups.
Step 6:
Each group choses a movie and makes a review of it. Finally students share their works with the rest of the class.

'The Circle' trailer: https://www.youtube.com/watch?v=QCOXARv6J9k


Pedagogical task


Task
Macrofunction
Microfunction
Grammar
Role play:
You are trying to get your driver license. Follow your classmates instructions in order to get it.
Exchanging goods and services.
Following instructions.
Simple Present tenses, imperatives, negatives.



Task
Macrofunction
Microfunction
Grammar
After Reading the book ‘Can I Play Too’ play the role of the characters as you imagine them. Then compare the performance with the book’s pictures
Aesthetic
    Peer interaction
Verb to be, simple present, modals.