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Comments about using Internet in a teaching situation.

Comments about using Internet in a teaching situation.

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Comments about using Internet in a teaching situation.

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  1. Comments about using Internet in a teaching situation. • The Internet helps me find creative and artistic ways to carry out my lessons . It serves as my “open library” in finding the easiest, funniest, and most enjoyable ways of teaching the head-cracking and boring lessons on grammar. Maria, working in Portugal • If I want to learn more about the topics we’re about to discuss, I just surf the Internet. Only yesterday, we tackled the life of Helen Keller and my research work helped me a lot.Francesca, working in South Africa • I really take time to explore and learn to download videos from YouTube which I use to present my lessons. This results in lively discussions, 100% attention, and decreased absences in my class.Brian, working in Turkey • It tests my decision-making skills. I can choose what strategies or teaching styles I should and shouldn’t apply.Simon, working in Hong Kong

  2. How can I get their attention and keep them focused? Can I use the board better? How can I make it possible for everyone to get something from the learning? Is there any humour, does it make them laugh or smile? How can I provide security to encourage improvisation? How much colour and picture focus can I include? When can I include kinaesthetic, visual and auditory focus?

  3. Allthefollowingtasks are ideas takenfromthesewebsites. www.tes.co.uk www.communication4all.co.uk www.sparklebox.co.uk www.englishraven.com

  4. Giraffe • Neck • Tall • Africa • Animal

  5. COCA-COLA • DRINK • PEPSI • FIZZY • COKE

  6. LICK • TASTE • TONGUE • STAMP • LOLLIPOP

  7. Create a description using the five senses

  8. Howto do theactivty • Take a pictureyouwanttoworkwith • Addthefivesenses logos • Dicatethequestions • Ask childrentoanswer, either as a speakingtaskor a writingtask • Putthem in groups of fourtofindanysimilarities • Do open classfeedback and write a shorterversion of theircontributionsontheboard.

  9. THE THEME PARK

  10. LINK IT

  11. Howtoplay • Whatto do • You will need this game card, and counters in two different colours. • Each player has a supply of counters in their colour. • Put the game card in front of the players and ask them to select two pictures at a time and explain how they are linked • e.g. “the chair and the table go together because they both have legs” • “the gloves and the trousers go together because you can wear them” • As they do this they can put a counter on each picture • The next player then has a turn • When the children run out of ideas, count up the counters on the board. The person with the most is the winner!

  12. LanguageFocusedActivity • Thisactivityfocusesonthepresent simple. • Beginbytalkingtothechildrenabouttheirshoes and thecolourstheyhave and howmanypairs. • Tel thestory and, dependingontheirage, askthemtocreate a personorgetthemto decide whichshoescorrespondtothepersonfromthepictures. • Giveoutshoes and getthemtocreate a personprofileusingthepresent simple • Or do theversion I showedyou in thesession.

  13. TRIG

  14. TRIG • He lives in the kitchen • He sleeps in a big blue hat • Heeats his English book for breakfast • Helikesgreen bananas and black spaghetti

  15. WHO IS IT?

  16. HOMEWORK ACTIVITIES • Homeworkneedstobeinterestingratherthanfocusingonexercisetypes. • Itneedstoprovidesomethingthatis memorable and can begoodfun. • The more you can thinkactivtiesthatgettthechildrento do somethingphysicalorthoughprovokingthebetter.

  17. Maths Challenge • How many footsteps from: your front door to your bedroom? • Your kitchen to your bathroom?  • What happens to the number when you take bigger steps? • Practise writing these numbers at home.

  18. Homework Challenge Cards • Hide your teddy. Use words to describe where teddy is hidden, e.g. behind, on top, underneath, in between.

  19. Picasso once said “ Allchildren are bornartists, theproblemistostaythatway”· INCORPORATING CREATIVITY • "We are educatingpeopleout of theircreativity," • “Whydon'twegetthebestout of people?” • Sir Ken Robinson, June 2006, author of Out of ourMinds; LearningtobeCreative

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