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ISBN 978 0 86355 693 7,British Council 2012 Brand and Design B369. 10 Spring Gardens,London SW1A 2BN UK,www britishcouncil org. TeachingEnglish Young Learners Activity Book,Introduction. Introduction 03 Activity 26 Numbers and words 58,Activities 08 Activity 27 Outburst 60. Activity 1 Act out 08 Activity 28 Put on your hats 62. Activity 2 Acting songs 10 Activity 29 Scrambled rhymes 64. Activity 3 Alphabet and sound recognition 12 Activity 30 Something about me 66. Activity 4 At the zoo 14 Activity 31 Sound stories 68. Activity 5 Birthdays 16 Activity 32 Storybook predictions 70. Activity 6 Brown bear brown bear 18 Activity 33 Swap the dot 72. Activity 7 Calendars 20 Activity 34 Take the yellow one 74. Activity 8 Change places please 22 Activity 35 Taste the fruit 76. Activity 9 Crazy animals 24 Activity 36 The house seller 78. Activity 10 Creative chairs 26 Activity 37 The noun tree 80. Activity 11 Plants and seeds 28 Activity 38 The snake game 82. Activity 12 Fairy tale chains 30,Activity 39 Throwing a ball 84. Activity 13 Fly the airplane pilot 32,Activity 40 Toothpick game 86. Activity 14 Global presentations 34,Activity 41 Tourist role play 88. Activity 15 Hammer battles 36,Activity 42 Traffic lights 90. Activity 16 Handkerchief tag 38,Activity 43 Vocabulary chart 92. Activity 17 Hidden words 40,Activity 44 Vocabulary challenge 94. Activity 18 I have it in my name 42,Activity 45 Walking the words 96. Activity 19 Information translation 44,Activity 46 We are different 98. Activity 20 Label me 46,Activity 47 Where is the poisoned apple 100. Activity 21 Story telling, Little Red Riding Hood 48 Activity 48 Wordle prediction 102. Activity 22 Chain game 50 Activity 49 Words competition 104. Activity 23 Memory game 52 Activity 50 Writing basket for early finishers 106. Activity 24 Messy closet 54 Index grid 108,Activity 25 My season s book 56 Contributors 110. British Council 2012,TeachingEnglish Young Learners Activity Book. Introduction,2 British Council 2012,TeachingEnglish Young Learners Activity Book. Introduction,Introduction, There are many books of activities for original activity in order either to provide very. teaching English in the primary classroom clear guidance or to make it more appropriate. but this book is different It is different for teachers everywhere We are extremely. because all the activities have been tried grateful to all those who sent in activities. and tested by the very people who are whether they are included here or not and. going to use them teachers like you These to teachers who gave us their opinion on. teachers work in the most diverse contexts them such as teachers of young learners. and conditions sometimes with large classes at the JALT 2011 conference in Tokyo. sometimes with very small groups sometimes, with every type of resource you could wish The Activities. for sometimes with only a board to support,For each activity we give the ages of the. their teaching However they share a desire,children it is suitable for and the time it takes. to help their students to learn English in an,Both of these should be taken as guides only. enjoyable way We imagine you too share this,Very often the English level of the children is. desire and that is why you have picked this,more important than their age to the success of. book We hope you find the activities useful, the activity In addition the timing of the activity. engaging and fun too and enjoy using them,depends on the size of the class or how quick. in your class,the children are to respond You will always be. the best judge of whether an activity is suitable, How the book was born for your class and how long it is likely to take. The book is the direct result of a year long Each activity has a section called Alternatives. project called Investigating Global Practices in which we give different ideas for using the. in Teaching English to Young Learners www activity These are either related activities that. teachingenglish org uk publications global were sent in by other teachers or our own ideas. practices teaching english young learners There is also a section called No Resources. A number of primary school teachers who which suggests ways of doing the activity even. responded to the survey in this study told us if you do not have access to the resources. about the kinds of activities they used in class needed such as computers flashcards or even. to motivate their learners We felt that these sufficient coloured paper for all the children. ideas deserved to be shared with primary We have also included a Preparation section. teachers all over the world and so the idea so you will know how long it will take you to. for this book was born prepare for each activity, We contacted over 1 000 teachers who had left We know that many teachers work with large. their e mail addresses on the survey site and classes and so we have indicated if the activities. asked them to send us their favourite activities are suitable for this context We take a large. for teaching English to young learners From class to be 30 children Even where activities. the many we received we selected the 50 that are indicated as not being suitable for large. we felt were the most original and creative but classes it is worth looking at the Alternatives. also the most practical for the greatest number section as often we suggest an approach for. of teachers In most cases we have edited the using the same activity with large classes. British Council 2012,TeachingEnglish Young Learners Activity Book. Introduction, Finding activities There are lots of different ways that you can. The activities are simply presented in use English however You can use English to. alphabetical order We have also developed organise the activities in this book to control. a table which you can use to find activities the class while they do them and to talk to the. quickly The table gives the list of activities and children on a one to one basis Many of the. then some useful information about them for activities in the book have steps that involve. example if they are suitable for large classes or if the children in quiet tasks such as cutting. resources are required other than a board board and pasting drawing colouring and so on. pen chalk paper and pencils pens which we that do not explicitly practise new structures. believe are readily available in most classrooms or vocabulary While children are engaged in. However these are only guidelines and you these you can chat to them more informally. might find that an activity we recommend for It is not necessary to use complex language. very young learners 4 6 7 is suitable in your simple encouraging comments are effective. context for junior learners 7 11 or even older and might include things like Cut the shapes. learners 12 Timings as we say above are very carefully You can use all the colours you want. approximate In the table we indicate if they are How are you getting on Have you nearly. generally short 5 20 minutes medium length finished What colour are you going to use. 20 40 minutes or long over 40 minutes next and so on Slattery and Willis 2001 is. Again please use your own judgement to an excellent source of English expressions to. decide how long activities will take use in the primary classroom. But what about the children s language use, Some considerations when using We cannot expect children to use English all. the activities the time It is not only unnatural it can also. damage children s confidence Of course, Language in the young learner classroom children can be encouraged to use English in. For many children their only source of whole class activities and also while working. exposure to English will be you the teacher with their peers in pairs and groups However. For this reason it is advisable to take all if children use their first language in these. possible opportunities to speak English in the activities it should not be seen as a problem. classroom However this does not mean that particularly if the input is in English or some. your English has to be perfect or that you have part of the output requires children to use. to speak English all the time Indeed switching English At some stage of the activity children. between different languages is common in will be involved with English and this is what. many everyday contexts for many people and is important for young learners. the classroom is no different in this regard In Teachers play a critical role in creating an. this book we have suggested where using the environment in which children feel happy trying. children s first language might be effective but out their English skills As well as encouraging. this does not mean you should avoid it at other children and praising their efforts teachers need. times You are the best judge of how to support to have confidence in their own English speaking. your children s learning in the classroom skills whatever their level If children see their. teachers speaking English with enjoyment and,enthusiasm not worrying about making mistakes. or knowing every word then they have a very,positive model for using English themselves We. hope the activities in this book play their part in. providing the kind of fun and engaging activities, that can motivate children to use English in class. 4 British Council 2012,TeachingEnglish Young Learners Activity Book. Introduction, Whole class work group work pair work Children can be kept on task in pair and group. There are activities in this book for the whole work in a number of ways For example one. class and for individual group and pair work child can be nominated a group monitor or. Whole class activities involve all the learners group captain and it is this child s responsibility. and are important for developing a positive to ensure that the task is completed. classroom approach to learning English Alternatively you can have a points or rewards. good relationships between learners and the system see below and award points to groups. opportunity for students to learn from both the that stay on task and complete the activity. teacher and from each other Many of the whole Working in groups and pairs inevitably. class activities involve students becoming increases the noise level of a class even where. physically involved in the learning experience the children are closely monitored If you work. by holding up cards for example or by working in a context where noise is not tolerated or is. in teams The teachers who suggested these associated with lack of discipline or work you. whole class activities certainly do not view can try to explain to the head teacher and. whole class work as a passive experience teachers who are affected by the noise what. Many of the activities in this book involve you are doing and why or show him her them. children working in groups or pairs Some this introduction You can also warn teachers. teachers are reluctant to try these approaches in advance when the children will be doing. especially if their classes are large These pair or group work to demonstrate that you. teachers argue that they cannot monitor what understand the inconvenience but also to. all the children are doing that the children will show that these activities are planned into your. speak their first language or that the class will teaching and part of your pedagogic practices. get out of control Therefore teachers often Rewarding children. turn activities that are meant to be done in,Some of the activities in this book suggest. groups or pairs into whole class activities,giving rewards to children who win Some. There are a number of reasons why we would teachers take sweets or other prizes into the. encourage you to use pair and group work classroom to give to children who complete. where the activity states this mode of an activity first see below for a discussion of. organisation even if you have never tried it competition behave particularly well do an. before First if activities are done as a whole activity successfully and so on However you. class the children may not be directly involved need to consider whether it is appropriate or. in participating and can become bored and acceptable in your context to use rewards Even. distracted This is especially true in large if it is you need to consider the effect of rewards. classes On the other hand if children are on the children If the same children constantly. working in pairs and groups they will all have get the rewards or do not get them it can be. the opportunity to use English and to be de motivating and could have negative effects. engaged in the activity Second pair and group on the classroom dynamics Rewarding as many. work can also help children to develop other children as possible is one way of dealing with. skills such as listening to others co operating this children can be rewarded for effort as well. and reaching a consensus These skills are as success for example. useful to children no matter how good their,English is Third pair and group work can. provide a change of pace in a lesson and,so revitalise the class atmosphere. British Council 2012,TeachingEnglish Young Learners Activity Book. Introduction, A system that we have observed in primary Concluding Comments. classes involves dividing the class into small We have had great fun putting this book. groups 4 6 children per group and using together and learnt a lot of new approaches. a reward point system The groups can be and ideas for teaching English to young. changed regularly once a month for example learners We hope that in using the book you. and different strategies can be used to form will also have fun and learn and that your. the groups with the teachers either choosing children will too. the groups or making a random selection or, children choosing their own groups Children We would love to hear from you about your. then earn points for their group rather than experiences in using these activities and any. rewards for themselves Points are given for changes you make to meet your children s. performing well in activities for good behaviour needs or that of the context in which you work. in class for completing homework answering Send your thoughts and ideas to lss activities. questions in class and classroom management aston ac uk. such as finding material quickly This reward References. system encourages collective class responsibility English for Primary Teachers Resource Books. Competition for Teachers by Mary Slattery and Jane Willis. Some of the activities encourage both 24 May 2001 Oxford OUP. individual and group competition with a,winner at the end While a certain amount. of competition can be healthy the same, potential difficulties exist as with using rewards. Competition can push some children to perform,better but it can be de motivating for others. We suggest a limited use of competition in,activities and a preference for collective. responsibility whereby a child wins for their,group rather than for themselves. 6 British Council 2012,TeachingEnglish Young Learners Activity Book. Introduction,British Council 2012,TeachingEnglish Young Learners Activity Book. Activities,Activity 1 Act out,Eliana Fernandez Malla Dominican Republic. Age All ages 15 30 minutes Large classes No Mixed level Yes. Materials Cards illustrating action verbs e g dance eat walk etc sand clock or timer. Organisation Pair work group work whole class, Aim To revise and practise the present continuous tense. Description This is a simple but fun way for children to practise a grammar point through. a guessing game with mime, Preparation Make flashcards with a picture of a different action on each one Actions could. include run jump cry laugh run sleep cough stretch brush clap smile walk sit stand write. read listen speak wash wriggle sneeze blink wink turn. 1 Show the picture cards one at a time to the whole class Elicit the verbs illustrated and. practise the pronunciation of each one Ask the children to mime the action. 2 Divide the class into groups of two or three Each group decides who will mime and who. will guess Decide which group will go first and say that each group will have two minutes. to guess as many actions as they can, 3 Bring the first group to the front of the class Ask the child who will mime to stand so all the. children in the class can see Give the child the first card They mime the action on the card. The group has to guess what the mime is by calling out for example you are running you re. running If they guess correctly they take the card and the teacher gives the child a new. card If they don t know they say next one the card goes back to the bottom of the pile. and the child continues to the next card, 4 After two minutes the group counts the number of cards it has collected and records the. number on the board The cards are given back to the teacher and the second group. comes to the front to guess, 5 The winning group is the one with most points recorded on the board. You could make correct pronunciation a condition of getting the point or you could award. an extra point for it,8 British Council 2012,TeachingEnglish Young Learners Activity Book. Activities,Alternatives, Each group takes it in turns to send one person to the front to mime one verb at a time. Each group has its own set of cards and works at the same time with members taking it in. turns to pick up a card and act it out If you have a large class one member of each group. can observe another group They get points for their group if they notice any errors for. example if the group gives itself a point it should not have. Depending on the level of the children you could also award extra points if they can tell you. the past form of the verb and or the past participle. The game would work with other tenses too but you should try and make the context as. natural as possible,For example, a to practise the past continuous the children can call out their guesses after the child. at the front has finished miming you were walking, b To practise the past simple the child at front can mime a series of actions while the group. writes them down After the two minutes the group calls out the sequence you walked. then you sat down then you read a book, Rather than miming the action the children can draw the action on the board The children in. the group guess in the usual way To make it more challenging write the verb on the flashcards. rather than drawing a picture Children then have to read and show they understand what the. verb means by drawing it,No resources, If you do not have the resources to make cards with illustrations you can simply write the verb. on a piece of paper,British Council 2012,TeachingEnglish Young Learners Activity Book. Activities,Activity 2 Acting songs,Natalia Paliashvili Georgia. Age 4 7 15 minutes Large classes Yes Mixed level Yes. Materials Song words and recordings of the songs equipment to play the song flashcards. pictures and objects to illustrate the words from the song. Organisation Whole class,Aim To develop stress and rhythm through song. Description This activity involves children learning the words and doing actions to songs. Traditional songs are ideal as they are melodic repetitive and easy to memorise Look for. songs such as London s Burning Old Macdonald had a Farm London Bridge is Falling Down. Oranges and Lemons Twinkle Twinkle Little Star etc See for example www freekidsmusic com. traditional childrens songs The activity below is for London Bridge is Falling Down. Preparation You will need to download the song and the words you wish to use. 1 Pre teach the main words bridge fall down build up lady sticks stones Use a mixture. of actions mime objects and pictures to make the words memorable. 2 Play or sing the song to the children two or three times while they just listen Use actions. mimes and gestures to illustrate the song as you sing it Encourage the children to join in. miming and singing, 3 Ask the children to repeat any words phrases they have understood Write these words. on the board, 4 Play or sing the song and do the actions again but this time stop after each line and ask. the children to repeat both the words and actions, 5 Play or sing the whole song again with the children singing along and doing the actions. 6 Repeat stage 5 but this time give individual children different parts to act out. 10 British Council 2012,TeachingEnglish Young Learners Activity Book. Activities,Alternatives, Songs can also be used to practise day to day vocabulary and language structures. For example this is the way I brush my teeth repeats the present simple tense with a. number of daily routines Likewise Ten Little Aeroplanes presents counting up to ten and. back again These songs with activities and animations can be found on the British Council. website learnenglishkids britishcouncil org en songs This site also has great songs. to practise stress and rhythm Chocolate Cake is one of our favourites. Songs can be exploited in lots of different ways Here is an idea from Ornella Granatiero Italy. called Go on Singing In this activity a song from the children s course book is used but you. could use any song The materials are the same as for the activity on the previous page. 1 Play or sing the song two or three times while the children listen in silence follow the words. in their books or look at the flashcards, 2 Play or sing the song again two or three times this time with the children singing and. miming actions, 3 Once the children can sing most of the song play or sing it again but stop after a few. lines and ask one of the children or a group of children to continue the song After one. or two lines start playing it again Repeat this asking different children to continue until the. end of the song,No resources, If you do not have equipment to play songs you can sing them yourself If you do not have access. to the internet to download song words you can make up simple songs yourself The important. thing is that they are memorable for the children with lots of repetition You could ask the children. to clap or beat the rhythm or to mime actions Do not worry if you are not a good singer you can. chant instead,British Council 2012,TeachingEnglish Young Learners Activity Book. Activities,Activity 3 Alphabet and sound recognition. Wendy Weiss Simon Israel, Age All ages 10 minutes per lesson Large classes Yes Mixed level Yes. Materials Flashcards with letters of the alphabet use both small letters and capitals. Organisation Individual work pair work or group work. Aim To develop identification of letters and knowledge of sounds. Description This activity helps students to learn the order of the letters of the alphabet. and their sounds by working with flashcards in a variety of ways. Preparation A set of cards of the letters of the alphabet for each individual pair or group. The teacher will also need a set of big letter flashcards suitable for putting on the board. 1 Give one set of letter cards to each student pair or group of students and ask them. to spread the letters out on the top of their desks leaving a space at the bottom. 2 Ask the students to tell you the order of the letters in the alphabet and start putting up your. flashcards in the correct order on the board or write the letters in order At the same time. the children rearrange the cards on their desk into the correct order. 3 Once all the children have their cards in the right order the teacher calls out a letter. and the children hold up the card with the letter on it. Remember to collect up all the cards at the end of the activity making sure they are not. in order so that they are ready to use again next lesson. 12 British Council 2012,TeachingEnglish Young Learners Activity Book. Activities,Alternatives, In the second part of the activity instead of calling out letters call out sounds and children. hold up the corresponding letter s, You can also call out sounds made up of more than one letter th sh ch. Give the children words or short phrases to spell out using the cards on their desk Remember. do not ask children to spell words which use the same letter twice such as all as the children. only have one card with each letter, Ask children to spell words that they have recently learnt using the cards If you give each card. a number value for example a 1 and z 5 children can gain points for the words they spell. like in Scrabble, In pairs or groups children can play a dominos game Divide two sets of letters amongst the. children The first child makes a word from the letters they have and lays them down on the. desk The next child then tries to make another word using their own letters and those already. on the desk The child with the fewest letters left is the winner. No resources, All of the above activities can be carried out by writing the alphabet on the board and simply. asking the children to call out the relevant letters Alternatively children can be asked to come. to the board to indicate the correct letter s or write out the word phrase.
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