According to point 4. Total Physical Response (TPR) by James Asher, my classmates (Margarita Luque Blanco, Trinidad Montero de la Chica,Estefanía Logroño Cejas, Miguel Ángel Torres Palomo) and I (Sonia Delgado Villalba)have created a kind of game which responds to the main concepts that this theory talks about. First of all, we've focused on the students responses to commands and their capacity of creating following orders and instructions in the same way. Then, this activity can encourage the interaction between them and, by the same token, the shortening of the Affective Filter. Also this game is carried out on a kinaesthetic way, by moving objects from one point to another, so this provides a lower Affective Filter too. The game consists on two grids, which may be metallic or not, and where we can find 20 different objects in one of them and 20 different shapes in the other one. Objects and shapes have different colours, different sizes and different characteristics in general. They can be stickers or magnets (in the case of metallic grids). The game starts by giving an order to one of the students, at random. For instance: "Put the blue umbrella over the purple arrow". The student has to respond to the order by putting in practice what he/she knows about vocabulary and actions, going to one grid and taking the necessary object to the corresponding shape. After that, this student has to chose another classmate (never repeated) and give him/her another order, so the same process is carried out by all the students. It's necessary to have equal number of stickers than students. They will always try to use the easiest vocabulary they know, but in the end some of them will have to use the spare and difficult one. So all of them will finally use all the vocabulary given by the teacher. The teacher remains as a helper and listener to their interactions. You can see a picture of the game in the next link. Enjoy it!
“SILENT WAY” 1. DIDACTIC OBJECTIVES: We would like to make our students speak in English as much as possible so we, as teachers, should say as little as possible. Hence, we have organized a game for them to speak a lot and in which they will DISCOVER the rules for learning yes/ no and Wh-questions and some vocabulary of descriptions and jobs. 2. DESCRIPTION OF THE GAMES: Here are the steps that we have to follow in order to carry out our activity: First activity: 1) It is not necessary to divide the class into groups. They can play all together. Ideally, the class will have 25 people but the activity can be accomplished with more or less people. 2) Each student has to think about a person in the class. 3) One of the students (maybe the youngest or the oldest) has to go in front of the class and describes the person he or she has thought of. Hence, the other students have to guess who this person is and the one who guesses it first will do the same. Second activity 1) It is not necessary to divide the class into groups. They can play all together. Ideally, the class will have 25 people but the activity can be accomplished with more or less people. 2) Each member of the group has to write in a piece of paper any kind of job. 3) Every card has to be placed at the head of each student. Previously, this card had been written by one student in the sense that the student that had the card does not know what is written in it. 4) Then each student will have to make yes/no questions using different kinds of verbs and vocabulary in order to guess the job.
3. RULES It is important that each of them describes a different person/job 4. ORGANIZATION OF TIME AND PLACE The game can be carried out in one hour and in a normal class. It does not have to be a big space. María Valero Redondo Ana Lunar Iglesias Macarena Palma Gutierrez Jose Manuel Díaz del Moral Ángela María Piédrola Ortiz
Sahra Anisha Alicia Fernández Mercedes Luque Sara Perea Eva Rheé
FIRST ACTIVITY (NOUNS) There Was An Old Woman Who Lived In A Shoe
There was an old woman who lived in a shoe, She had so many children she didn't know what to do;
She gave them some broth without any bread; She whipped them all soundly and put them to bed. The following exercise is meant to help younger students learn common nouns or tenses. Approximate class time: 45 Minutes Step 1: Read the fable with especial or lyrical intonation to students. Make sure to not introduce the new material before this. Step 2: Have students split up into teams. Read the fable back with pauses, the focus information being presented, for the students to fill in. Each correct answer gets a point. For example: There Was An Old Woman Who Lived In A Shoe
There was an old ____ who lived in a big ____, She had so many small _____ she didn't know what to do;
She gave them some broth without any tender ____; She whipped them all soundly and put them to double ____. Step 3: Have students, in their respective teams, take cards (that you have prepared) with the new words/phrases on them. Students then place the cards in the correct order of usage, or combine them with other cards to make sense. For example: Cards have been created with nouns and adjectives. Students need to then match up the correct adjectives with the noun. Step 4: Have students make up sentences in turn using the paired up cards. For example: Student A takes the pair "old, woman" and says, "He saw an old woman to buy some food". SECOND ACTIVITY (VERBS) The ant and the dove One hot day, an ant was searching for some water. After walking around for some time, she came to a spring. To reach the spring, she had to climb up a blade of grass. While making her way up, she slipped and fell into the water. She could have drowned if a dove up a nearby tree had not seen her. Seeing that the ant was in trouble, the dove quickly plucked off a leaf and dropped it into the water near the struggling ant. The ant moved towards the leaf and climbed up there. Soon it carried her safely to dry ground. Just at that time, a hunter nearby was throwing out his net towards the dove, hoping to trap it. Guessing what he was about to do, the ant quickly bit him on the heel. Feeling the pain, the hunter dropped his net. The dove was quick to fly away to safety. The ant and the dove One hot day, an ant ………………… (search) for some water. After …………………… (walk) around for some time, she …………… (come) to a spring. To reach the spring, she had to climb up a blade of grass. While ……………… (make) her way up, she slipped and fell into the water. She could have drowned if a dove up a nearby tree ………………… (not see) her. Seeing that the ant was in trouble, the dove quickly ……………… (pluck) off a leaf and dropped it into the water near the struggling ant. The ant ………………… (move) towards the leaf and……………… (climb) up there. Soon it carried her safely to dry ground. Just at that time, a hunter nearby ………………… (throw) out his net towards the dove, hoping to trap it. Guessing what he was about to do, the ant quickly …………… (bit) him on the heel. Feeling the pain, the hunter dropped his net. The dove was quick to fly away to safety.
Sahra Anisha Alicia Fernández Mercedes Luque Sara Perea Eva Rheé
THIRD ACTIVITY (PREPOSITIONS) Harm hatch, harm catch. A Mouse who always lived on the land, by an unlucky chance formed an intimate acquaintance with a Frog, who lived for the most part in the water. The Frog, one day intent on mischief, bound the foot of the Mouse tightly to his own. Thus joined together, the Frog first of all led his friend the Mouse to the meadow where they were accustomed to find their food. After this, he gradually led him towards the pool in which he lived, until reaching the very brink, he suddenly jumped in, dragging the Mouse with him. The Frog enjoyed the water amazingly, and swam croaking about, as if he had done a good deed. The unhappy Mouse was soon suffocated by the water, and his dead body floated about on the surface, tied to the foot of the Frog. A Hawk observed it, and, pouncing upon it with his talons, carried it aloft. The Frog, being still fastened to the leg of the Mouse, was also carried off a prisoner, and was eaten by the Hawk. Harm hatch, harm catch. A Mouse who always lived ……… the land, …….. an unlucky chance formed an intimate acquaintance ……….. a Frog, who lived ………… the most part ………… the water. The Frog, one day intent ……. mischief, bound the foot ……….. the Mouse tightly ………… his own. Thus joined together, the Frog first ………… all led his friend the Mouse ………… the meadow where they were accustomed ………….. find their food. After this, he gradually led him towards the pool ……….. which he lived, until reaching the very brink, he suddenly jumped in, dragging the Mouse ……… him. The Frog enjoyed the water amazingly, and swam croaking about, as if he had done a good deed. The unhappy Mouse was soon suffocated ……….. the water, and his dead body floated about ……….. the surface, tied to the foot …………. the Frog. A Hawk observed it, and, pouncing upon it ……….. his talons, carried it aloft. The Frog, being still fastened ……….. the leg of the Mouse, was also carried off a prisoner, and was eaten ……………. the Hawk.
Lesson Plan: Community language learning Objetives - Make students reflect on their selves and express themselves - Self- capacity of decision - Interaction - Self-learning (the students have to be able to learn, by means of the activity, the language itself –grammar, speaking, listening-) Content - Before the class in which we are going to do the activity the teacher provides students with a list of five topics to see two videos when doing the activity - Answer provided by students: Sexuality around the world and how it is seen in different cultures Change of life: “Spanish people around the world” Evaluation - Participation: 40% (if a student is always shy or talkative) - Interaction among them: 40% - The use of the Spanish language would be evaluated in a negative way taking away the 20% Materials - Video/dvd - White cards in which students have to choose topics to talk about - Teacher: claxon Time - 1st class: 5 minutes to make groups 10 minutes to see the first video 10 minutes to decide the topics (which have to be related to the video) and to write them in the white cards 20 minutes dedicated to speak, interact and be in touch with the English language 10 minutes: the teacher has to ask what the students think about the video
- 2nd class: 10 minutes to see the second video 3 minutes to choose a leader of each group 15 min to speak aloud in class saying what are their opinions and beliefs 5 min to change partners with other groups 15 min to talk among them and share their opinions 10 minutes students ask each other what they think about the activity ACTIVITY There are 4 groups made up of 4 students 1 2
2 4
- Student 1 has to talk to student 4 and student 3 has to talk to student 2 - Each student has to write a topic related to the video they have seen in a white card and give the card to the corresponding partner and they have to discuss about the topic giving their opinions and expressing themselves - The teacher will be evaluating each group in silence with a claxon paying attention either if one of the students make a mistake or talks in Spanish or just do not participate
According to point 4. Total Physical Response (TPR) by James Asher, my classmates (Margarita Luque Blanco, Trinidad Montero de la Chica,Estefanía Logroño Cejas, Miguel Ángel Torres Palomo) and I (Sonia Delgado Villalba)have created a kind of game which responds to the main concepts that this theory talks about.
ResponderEliminarFirst of all, we've focused on the students responses to commands and their capacity of creating following orders and instructions in the same way. Then, this activity can encourage the interaction between them and, by the same token, the shortening of the Affective Filter. Also this game is carried out on a kinaesthetic way, by moving objects from one point to another, so this provides a lower Affective Filter too.
The game consists on two grids, which may be metallic or not, and where we can find 20 different objects in one of them and 20 different shapes in the other one. Objects and shapes have different colours, different sizes and different characteristics in general. They can be stickers or magnets (in the case of metallic grids). The game starts by giving an order to one of the students, at random. For instance: "Put the blue umbrella over the purple arrow". The student has to respond to the order by putting in practice what he/she knows about vocabulary and actions, going to one grid and taking the necessary object to the corresponding shape. After that, this student has to chose another classmate (never repeated) and give him/her another order, so the same process is carried out by all the students. It's necessary to have equal number of stickers than students.
They will always try to use the easiest vocabulary they know, but in the end some of them will have to use the spare and difficult one. So all of them will finally use all the vocabulary given by the teacher.
The teacher remains as a helper and listener to their interactions. You can see a picture of the game in the next link. Enjoy it!
http://twitpic.com/72sder
“SILENT WAY”
ResponderEliminar1. DIDACTIC OBJECTIVES:
We would like to make our students speak in English as much as possible so we, as teachers, should say as little as possible. Hence, we have organized a game for them to speak a lot and in which they will DISCOVER the rules for learning yes/ no and Wh-questions and some vocabulary of descriptions and jobs.
2. DESCRIPTION OF THE GAMES:
Here are the steps that we have to follow in order to carry out our activity:
First activity:
1) It is not necessary to divide the class into groups. They can play all together. Ideally, the class will have 25 people but the activity can be accomplished with more or less people.
2) Each student has to think about a person in the class.
3) One of the students (maybe the youngest or the oldest) has to go in front of the class and describes the person he or she has thought of. Hence, the other students have to guess who this person is and the one who guesses it first will do the same.
Second activity
1) It is not necessary to divide the class into groups. They can play all together. Ideally, the class will have 25 people but the activity can be accomplished with more or less people.
2) Each member of the group has to write in a piece of paper any kind of job.
3) Every card has to be placed at the head of each student. Previously, this card had been written by one student in the sense that the student that had the card does not know what is written in it.
4) Then each student will have to make yes/no questions using different kinds of verbs and vocabulary in order to guess the job.
3. RULES
It is important that each of them describes a different person/job
4. ORGANIZATION OF TIME AND PLACE
The game can be carried out in one hour and in a normal class. It does not have to be a big space.
María Valero Redondo
Ana Lunar Iglesias
Macarena Palma Gutierrez
Jose Manuel Díaz del Moral
Ángela María Piédrola Ortiz
SUGGESTOPEDIA
ResponderEliminarSahra Anisha
Alicia Fernández
Mercedes Luque
Sara Perea
Eva Rheé
FIRST ACTIVITY (NOUNS)
There Was An Old Woman Who Lived In A Shoe
There was an old woman
who lived in a shoe,
She had so many children
she didn't know what to do;
She gave them some broth
without any bread;
She whipped them all soundly
and put them to bed.
The following exercise is meant to help younger students learn common nouns or tenses. Approximate class time: 45 Minutes
Step 1: Read the fable with especial or lyrical intonation to students. Make sure to not introduce the new material before this.
Step 2: Have students split up into teams. Read the fable back with pauses, the focus information being presented, for the students to fill in. Each correct answer gets a point. For example:
There Was An Old Woman Who Lived In A Shoe
There was an old ____
who lived in a big ____,
She had so many small _____
she didn't know what to do;
She gave them some broth
without any tender ____;
She whipped them all soundly
and put them to double ____.
Step 3: Have students, in their respective teams, take cards (that you have prepared) with the new words/phrases on them. Students then place the cards in the correct order of usage, or combine them with other cards to make sense. For example: Cards have been created with nouns and adjectives. Students need to then match up the correct adjectives with the noun.
Step 4: Have students make up sentences in turn using the paired up cards. For example: Student A takes the pair "old, woman" and says, "He saw an old woman to buy some food".
SECOND ACTIVITY (VERBS)
The ant and the dove
One hot day, an ant was searching for some water. After walking around for some time, she came to a spring.
To reach the spring, she had to climb up a blade of grass. While making her way up, she slipped and fell into the water.
She could have drowned if a dove up a nearby tree had not seen her. Seeing that the ant was in trouble, the dove quickly plucked off a leaf and dropped it into the water near the struggling ant. The ant moved towards the leaf and climbed up there. Soon it carried her safely to dry ground.
Just at that time, a hunter nearby was throwing out his net towards the dove, hoping to trap it.
Guessing what he was about to do, the ant quickly bit him on the heel. Feeling the pain, the hunter dropped his net. The dove was quick to fly away to safety.
The ant and the dove
One hot day, an ant ………………… (search) for some water. After …………………… (walk) around for some time, she …………… (come) to a spring.
To reach the spring, she had to climb up a blade of grass. While ……………… (make) her way up, she slipped and fell into the water.
She could have drowned if a dove up a nearby tree ………………… (not see) her. Seeing that the ant was in trouble, the dove quickly ……………… (pluck) off a leaf and dropped it into the water near the struggling ant. The ant ………………… (move) towards the leaf and……………… (climb) up there. Soon it carried her safely to dry ground.
Just at that time, a hunter nearby ………………… (throw) out his net towards the dove, hoping to trap it.
Guessing what he was about to do, the ant quickly …………… (bit) him on the heel. Feeling the pain, the hunter dropped his net. The dove was quick to fly away to safety.
SUGGESTOPEDIA
ResponderEliminarSahra Anisha
Alicia Fernández
Mercedes Luque
Sara Perea
Eva Rheé
THIRD ACTIVITY (PREPOSITIONS)
Harm hatch, harm catch.
A Mouse who always lived on the land, by an unlucky chance formed an intimate acquaintance with a Frog, who lived for the most part in the water. The Frog, one day intent on mischief, bound the foot of the Mouse tightly to his own. Thus joined together, the Frog first of all led his friend the Mouse to the meadow where they were accustomed to find their food. After this, he gradually led him towards the pool in which he lived, until reaching the very brink, he suddenly jumped in, dragging the Mouse with him. The Frog enjoyed the water amazingly, and swam croaking about, as if he had done a good deed. The unhappy Mouse was soon suffocated by the water, and his dead body floated about on the surface, tied to the foot of the Frog. A Hawk observed it, and, pouncing upon it with his talons, carried it aloft. The Frog, being still fastened to the leg of the Mouse, was also carried off a prisoner, and was eaten by the Hawk.
Harm hatch, harm catch.
A Mouse who always lived ……… the land, …….. an unlucky chance formed an intimate acquaintance ……….. a Frog, who lived ………… the most part ………… the water. The Frog, one day intent ……. mischief, bound the foot ……….. the Mouse tightly ………… his own. Thus joined together, the Frog first ………… all led his friend the Mouse ………… the meadow where they were accustomed ………….. find their food. After this, he gradually led him towards the pool ……….. which he lived, until reaching the very brink, he suddenly jumped in, dragging the Mouse ……… him. The Frog enjoyed the water amazingly, and swam croaking about, as if he had done a good deed. The unhappy Mouse was soon suffocated ……….. the water, and his dead body floated about ……….. the surface, tied to the foot …………. the Frog. A Hawk observed it, and, pouncing upon it ……….. his talons, carried it aloft. The Frog, being still fastened ……….. the leg of the Mouse, was also carried off a prisoner, and was eaten ……………. the Hawk.
Lesson Plan: Community language learning
ResponderEliminarObjetives
- Make students reflect on their selves and express themselves
- Self- capacity of decision
- Interaction
- Self-learning (the students have to be able to learn, by means of the activity, the language itself –grammar, speaking, listening-)
Content
- Before the class in which we are going to do the activity the teacher provides students with a list of five topics to see two videos when doing the activity
- Answer provided by students:
Sexuality around the world and how it is seen in different cultures
Change of life: “Spanish people around the world”
Evaluation
- Participation: 40% (if a student is always shy or talkative)
- Interaction among them: 40%
- The use of the Spanish language would be evaluated in a negative way taking away the 20%
Materials
- Video/dvd
- White cards in which students have to choose topics to talk about
- Teacher: claxon
Time
- 1st class:
5 minutes to make groups
10 minutes to see the first video
10 minutes to decide the topics (which have to be related to the video) and to write them in the white cards
20 minutes dedicated to speak, interact and be in touch with the English language
10 minutes: the teacher has to ask what the students think about the video
- 2nd class:
10 minutes to see the second video
3 minutes to choose a leader of each group
15 min to speak aloud in class saying what are their opinions and beliefs
5 min to change partners with other groups
15 min to talk among them and share their opinions
10 minutes students ask each other what they think about the activity
ACTIVITY
There are 4 groups made up of 4 students
1 2
2 4
- Student 1 has to talk to student 4 and student 3 has to talk to student 2
- Each student has to write a topic related to the video they have seen in a white card and give the card to the corresponding partner and they have to discuss about the topic giving their opinions and expressing themselves
- The teacher will be evaluating each group in silence with a claxon paying attention either if one of the students make a mistake or talks in Spanish or just do not participate
Here we have two useful videos for the activity;
ResponderEliminarhttp://www.youtube.com/watch?v=8JZ-18ZIrXA&feature=relmfu
http://www.youtube.com/watch?v=5T5CP8ODmGg&feature=related
Well done! I really like how you have projected your activities from such "special" methods.
ResponderEliminarWe seem to be in the right track :)