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sábado, 5 de marzo de 2011

Ice breaker ideas


If you have run out of ice breaker ideas here are some fresh ideas you can add to your classes. Just look at the following example.

Candy Introductions

Candy Introductions is a get-to-know-you game that helps people learn new facts about each other in an easy way.  They select various pieces of candy from a bag, and each candy variety is associated with a fact about themselves which they will introduce to the others. This game also goes by other names, including the M&M game, Candy Confessions, the Skittles Game, the Gum Drop game, among others.
Candy Introductions can work with any group size.  The icebreaker works best when the group size is limited to 12, so if you have more than 12, divide the larger group and run the icebreaker within the smaller sized groups.  This icebreaker works best indoors, and is well suited for classrooms or meeting rooms.  Materials required are: candy with about five different variations (color or candy type), and an optional chalkboard/whiteboard.

Setup for Candy Introductions
Purchase several variety packs of candy, enough for each person to be able to have at least five pieces.  They can be any candy type, but not too many choices (limit it to around five or six different varieties).  Alternatively, you can buy gummy bears, life savers, gum drops, skittles, m&ms, or any other candy that already has a variety of colors.

Instructions for How to Play 
Pass around the candy and tell each participant to choose anywhere from 1 to 5 pieces of anything that they want.  Instruct them not to eat it yet, though.  After they have chosen their candy, you will tell them what each candy type/color represents.
If there is a whiteboard or chalkboard present, write on the board the following:
  • Red – Favorite hobbies
  • Green – Favorite place on earth
  • Blue – Favorite memory
  • Yellow -Dream job
  • Orange – Wildcard (tell us anything about yourself!)
If you don’t have the above colors, change the above to match the candy types that you have.  Each person takes turns introducing himself or herself, beginning with their name and then saying one fact for each candy type that they have.  This easy introduction game should go relatively quickly (assuming they weren’t greedy and that they didn’t take too many pieces of candy!)

Teacher training












Reading books for children

http://www.magickeys.com/books/

This page has several online books for children.

Childrens songs from A-to- Z

http://www.theteachersguide.com/ChildrensSongs.htm
This page has childrrens songs from A- to -Z
Check this page if you have run out of songs for your classes.

Teaching materials

http://www.mes-english.com/flashcards.php

In this page you will find the following vocabulary in powerpoint presentations. if you investigate further you will find some other exercises that you can use in your class.

Adjectives 3 sets
Animals 5 sets
Bathroom
Buildings (live)
Chores - 'have to'
Christmas 2 sets
Classroom 2 sets
Clothing 3 sets
Descriptions (hair)
Fantasy 2 sets
Fruit (with likes, does, doesn't)
Halloween 3 sets
Health have and feel sets
Hobbies 2 sets
House 2 sets
Kitchen 3 sets



























































Teaching sequence

 Teacher motivates his students by emulating the activity.


 Students enjoying their class.


Classroom evidence

 Teacher starting his class.

 Material made by teacher to make the class easier.

 Teacher demonstrating that not only is the classroom a learning area.




CRONOGRAMA DE ACTIVIDADES PROGRAMADAS PARA EL SEGUIMIENTO DE LA SEGUNDA FASE DE EXPANSIÓN DEL PNIEB
CICLO ESCOLAR 2010-2011
BIMESTRE MARZO- ABRIL
Actividades Programadas para Noviembre y Diciembre
Fechas
Requerimientos para las actividades
OBSERVACIONES
Enfoque sobre Prácticas sociales del lenguaje.
Unit 3 Producto 1

Marzo
Planificador y bitácoras


Entrega propuestas para la difusión del PNIEB en nuestra entidad
1 al 4 de marzo
Hacer llegar propuesta . Entrega vía e-mail.
Actividad
 sugerida
Requerimientos
 para las actividades
Participantes
Observaciones




*Encabezado con nombre de la escuela. Organizar UN ENVIO por escuela.

Spelling NEPBee
21  al 25 marzo
Organización del segundo evento interescolar del PNIEB.
Concurso de deletreo.

Evidencias Spelling NEPBee
Entrega de evidencias electrónicas a la coordinación
Lista de ganadores . (1er. Lugar)
28 al 31marzo
Importante en electrónico . Evidencia .En tres etapas. Antes del evento (prácticas previas al evento, durante el evento y la premiación del evento ) En CD. membretado con nombre de la escuela. Nombre del docente)
Entregar en Coordinación Estatal

Enfoque sobre Prácticas sociales del lenguaje:
Unit 3 product 2
Abril
Planificador y bitácoras


Revisión Avance Comisiones


6 al 10 abril
      Cita a responsables de las comisiones.                                                                
Invitación a todas las comisiones a revisar sus actividades para REPORTE GENERAL
*A la comisión de bulletin le dará seguimiento la Coordinación Académica

Período vacacional
17 al 30 abril


Participación BLOG
permanente
Recepción de información vía e-mail


Visitas de seguimiento a las escuelas del PNIEB
Inicia: Rúbrica de desempeño docente.
ÉXITO
permanente
Coordinación académica.

EVENTO ESPECIAL
Pendiente
Evento de difusión del PNIEB en nuestra entidad . Se requiere su importante y entusiasta participación . Se hará llegar organización para su realización.

Brief description of Cycle 3


Purpose of English language teaching for Cycle 3 
 
The  purpose  of  English  language  teaching  for  Cycle  3  in  basic  education  (5th  and  6th  grades  of  elementary  school,  and  1st  grade first semester of secondary school) is for the students to participate in some social practices of the language. 
These will allow them to interact with oral and written 
 texts,  understand,  and  use  English  and  develop  simple  everyday  communicative  actions  on  familiar  topics  or  situations.  At  the  end  of  this cycle, the students should be able to: 
 
-Understand and produce everyday or usual information and its 
general meaning. 
–Begin to or participate in conversations or transactions using verbal and non­verbal strategies. 
–Recognize similarities and differences in the form and social uses between their the foreign language and mother tongue. 
–Use strategies to present information, understand academic texts, and solve simple academic problems. 
– Express opinions and provide simple descriptions. 
–Produce comprehensible messages by adapting linguistic forms and pronunciation. 
–Use strategies to recognize form and understand content in a variety of simple literary texts. 
– Interact with and use oral and written texts for specific purposes. 
– Socialize using common expressions.