READER: Matilda and the mystery of the ghost

I choose Matilda's book by Roald Dahl to do a reader as I wanted to create a children's story based on this story. Because I think it is a different story compared to the typical children’s stories.

This paper has been very difficult for me, because the book is very long to make a reader for children. For this reason I created Matilda and the mystery of the ghost, where I told part of the Matilda's book.
It was a challenge!.

Activity: Art in class

Still life and sculpture by Ramona Riquelme

                                                                                                    

We tell with the picture what kind of objects are in it.
Then we tell about the artist and we find information about that.

We create our own still-life with pictures which children have cut from different magazines.
Behind the images, the children will write the names of fruits with our help.

Also we can create our sill-life with real fruit, and the children can write labels with the names of fruits which they will put in those fruits.

STORYTELLING: Dear Zoo by Rod Campbell

I choose Dear Zoo by Rob Campbell because I think that it is very funny for the children. It has easy vocabulary and grammar, and it repeats the same structure throughout the story so that it is appropriate for children.



It has flaps which you can ask questions to their students so they have to guess which animal is there.
You powers that children improve their imagination, communication, and also with this book you can create a very special atmosphere and you can have a relationship between the teacher and children are closer.
And you not only teach animals but also colours, adjectives for describe…

SECOND LANGUAGE ACQUISITION AND LEARNING

Methodology

Activity 2

1.- The different between Grammar- Translation Method and how to use the target language is that with the first one you can´t use the second language to communicate because it only teach you about the language and it grammar. For this reason Grammar-Translation Method is not so important.

2. - The difference between deductive and inductive treatment of grammar is that inductive use the teaching rules of grammar and the student finally target it. Deductive gives grammar and at the end activities are connected to the rules.

3. - None of hese techniques are from the principles of the Audio- Lingual Method, but the “b” one is closer to that method because the “a” and “b” option talk about Grammar Translation.

5. - The Total Physical Response characteristics are similar to the way how children acquire their native language, these are: the students learn language with input, the use of the imperative, the child relate the action so they imitate and at the beginning of the learning the student stay in silence.

7. - An example of a part of a plan with TPR is the next one: we want to teach different school material of the children with present simple and present continuous. We play as “Simon´s says” and we said to the children: catch your pencil, catch your rubber, catch your scissors,… Then we said them put on the table you pencil, put on the table your rubber, put on the table your scissors,… And at the end we will said the girls writes with pen and the boys cuts with the scissors, the girls cut with the scissors and the boys remove with the rubber,….

ACTIVITIES OF I CAN`T HEAR YOU

We thought some activities that we can prepare to children after a listening about parts of the body and actions with it. The activity consist in put the correct order of the pictures and matching it with a phrase.

Other activity that we thought to do, after the one that I explain, is playing "Simon says". And then, the children can sing the song while they do actions relation with the song.

ALIENS: LISTENING ACTIVITY

This is an activity which we did in class with a picture and a listening. After doing it we invented the following that we could do with children with activities before, while and after a similar listening:

BEFORE

Learn parts of body.

Vocabulary about different things in the picture.

WHILE

 

The children have this task:

QUESTIONS	NAMES
Who is smoking two cigarettes?
Who is drinking orange juice?
Who is reading?
Who is yellow?

In this task, the children have to write the name of the alien.

 

 

AFTER

We ask to the children:

• What are they celebrating?
• Whose is the Roman's birthday?

TEXT: Today is a special day, it is Roman´s birthday and he has invited all his friends. We can see Carly who is always reading the newspaper … or Marlu that is the same colour as the Sun …

ZOG by Julia Donaldson

We´ll choose the book Zog to tell it to young children between 5 or 6 years old because it´s a good story, very funny and it´s very motivating. We thought that it´s better telling it instead of read it because it has difficult vocabulary so we´ll adapt it to this age. Other adaptation would be the large of the book so we´ll read it in two days.

With Zog children can improve their creativity and learn about different topics as a child do it in his life.

ACTIVITIES OF " THE VERY HUNGRY CATERPILLAR"

 

There are some activities that you can use in relation with The very hungry caterpillar, these activities are made before, while or after reading the book.

Before:

First talk with the children about worms and after about caterpillars.

Investigate about caterpillar: where they live, what they eat, how they grow,... We could see caterpillars, photos, videos,...

 After the investigation we read "The very hungry caterpillar".

 

While:

We read the book, investigate with the children and we ask them about what happend in the book. Also we ask about:

- Is this caterpillar like others?

- Is good eat a lot of food?

- What happend with the caterpillar at the end of the story?

 

After:

We make a theatrical little perform with the children continuing the story.

Others activities:

We can have worms in class and see their live-cicle.
We play pretend to be caterpillars and we move as them. In this activity we can perform their life-cicle.
We see differents types of food and which are the best for the diet.

MICE: READING TECHNIQUES

 

Skimming
What´s the text about?

Scanning
Complete the box.

QUESTIONS	TYPES OF MICE
What mouse sleeps six to nine months a year?
What mouse can eat soap?
What mouse lives one year?
What mouse is the biggest?

Intensive reading
What information can you find in the text?
Do a tick in the box if there is information about them and a cross if there isn't information about them.

Name	Life	Food	Weight
Pygm Mouse
Jumping Mouse
Harvest Mouse
House Mouse
Dormouse

Reading between the lines
Write if the sentence it's true (T) or false (F).
- The Harvest mouse lives in the town.
- You can find Pymy mouse in a lot of places.
- Jumping mouse can climb grass.
- Harverst mouse eats socks.
- Dormuse can hear bell tower.Predicting
Before reading the text we ask:
- Can a mouse spoil your TV?
- How long can a mouse live?

Guessing meaning from the text
Search the picture for the word.