Recycle

Recycle new vocabulary
Recycle new structures.

Always find the way to recycle the new items to be able pupils to internalise them.

Robin Hood puppets

Fantastic activity with 3rd and 4th level.

We have created 5 different puppets: Robin Hood, Lady Marion, The Sheriff of Nottingham, The witch and the Peasant.

ROBIN HOOD

Friday, 22nd March

       

Short exams

Teacher can use them as a formative evaluation. 
He can see if pupils are following and learning the contents. 
They are very short, only one task.
Teacher can correct himself or peer correction.

Oral Dictation

Pupils dictate sentences to the teacher, who writes them on the blackboard.

It is a group writing and not an individual task.

Assessment

• Reading aloud
• Short exams ( one or two questions or sentences or directions or...)
• Pair dialogues and recordings
• Reading comprehension
• Verbs ( 5 verbs per week at 6th level) and exam every week
• Put in order sentences (each level)
• MOCK exam ( trial exam, to see if they are on the right level)
• PORTFOLIO,self-assessment 
• 
  
• Project mark
• Oral reflection
• Attitude mark and English mark
• Marks: 0 - 1- 2
• Marks: A+, A, B+, B, C, D
• 
  

The teacher always thinks out loud.

This helps pupils to gain a technique on how to do any task

While teaching English grammar

We always have to have in mind and also in the same order:

+    There is

-          There isn’t

?    Is there?

Reflexion question

After a difficult task, there is a question such as: 

Do you think that it was difficult?

This makes pupils to think on their learning process

Oral answer, respect for the Silent Period

First individual but only the ones they want to say the answer and then all together, by doing it in this way teacher gives the opportunity to everybody to speak.

Start putting pupils into context

Before starting the lesson, explain them what we are going to do today and also remind them what we did.

Write on a corner of the blackboard the objective of today’s lessons, so they know what pupils will do.

·       

EFL and CLIL lessons

EFL 

From 2nd to 6th level

• Stay Cool. Text and activity book
• Portfolio
• Reading book
• Project
• English play - Robin Hood by Ipa productions

5th and 6th level

• Superheroes Episodes 1 and 2   

CLIL

3rd level

• Arts and craft: Drama, 2nd semestre

4th level

• Arts and craft: COMIC, 1st semestre

5th level

• Arts and craft: COMIC, 1st semestre 5th B
• Arts and craft: COMIC, 2nd semestre 5th A

6th level

• Arts and craft: COMIC, 1st semestre 6th B
• Arts and craft: COMIC, 2nd semestre 6th A

The use of TPR

TPR is good especially for lower levels.
Children follows the actions and they associate, by repetition, the action with the words said in English

 

Before write anything, say it orally

All tasks are done first orally, with lots of practice in order to internalize the thought groups or structures, and after the writing is done. Students assimilate it much quicker.

Portfolio

This starts at 1^st level and it goes with each pupil up to 6^th level. Pupils can see and think about its own learning process

Repetition

It is important repeating words, thought groups, etc. 

Pupils need time to internalise and the repetition hepls a lot

Give time to think, pace pupils

It doesn’t matter how long he/she takes to give an answer. 

Be patient!

First week impression

I am so thrilled! With just one week I'm in deep learning process and realising that I have lots and lots to learn. 

I do have some teaching theories, but there are so many teaching theories to know and to learn from each one. Some of those are better than others but you always can take in something, it does'tn matter if it a little or a huge amount of it, the importance realise on learning and on take it into account.

FANTASTIC!

22nd February

5th LEVEL

The teacher gives lot of time to think.  He makes them to think and then he gives the opportunity to give the answer. He respect the thinking period that makes pupil to organise and give an answer

Homework, the teacher explains what to do and make them to say it ORALLY before they write anything

21st February

4th Level
Reading Project 

The pupils start reading in silent a text, twice.
The teacher makes lots of questions about the text. These are OPEN questions because he wants them to do long and proper sentences. 
        Why?           How?
        When?         What?
The aim of this activity is make pupils speak and understand the reading.
The teacher uses visual card on the wall to help them to make questionS.

Also, he makes them use the THOUGH GROUP that they are working on: "have got / has got".

To make it more clear, the teachers writes on the blackboard the scaffolding that pupils need to build up and  understand the structures:
        - She is wearing   / She's wearing
        - She has got      /   She's got

The teacher makes sure that everyone understand the text and finally they read it again aloud.

        

My first day

21st January
Today is my first day in Secallets school for my placement as an English teacher.
I am very enthusiastic about it!
My willing is to learn lost of CLIL and gaing bast amount of Teaching Techiques.