Affective Teaching

I planned this activity for a group of 12 stuents that range from 9 to 10 years old. In this lesson,, we have a story. The leading character (Vicky) calls her friend and asks if she´s ready for the party, and what she is wearing. The target language of the lesson is naming different clothing items and describing what one´s wearing. Chunks: come on! I don´t believe it! I´m wearing...get ready! Sounds great!! What about you? After pre teaching the history, reading the history and the dialogues, it´s time to manufacture the telephones so that they experience the language communicating in a funny way. I use plastic cups to make telephones. Each student decorates a plastic cup with tape color and I help them. For this, we need a plastic cup, a pencil, clips and strings. ( www.youtube.com/watch?v=AF1CzqOzgGk )

Discussion 3 - Task 1: Getting ready for story telling Storytelling is a memorable moment in which learners establish strong connections with the language. What aspects are important in your opinion to take in consideration when planning a storytelling activity? Find stories your children will like and appreciate. Stories should match their age and language level. They should have simple structure and positive attitudes. Stories that children could connect with their daily life and their thinking, curiosity and interest. How do they affect the moment in which we are with our studants? When the story´s background is considered; the vocabulary is mostly familiar to the students; or if the story has a lot of unifamiliar vocabulary (but is comprehensible, or can be pre taught); if the teacher uses pre and post storytelling activities; or employs the teachniques for both phisical actions and oral modulation to tell the story; then storytelling is likely to become an interactive way of enhan

Discussion 4 - TASK 2: Right audience and meaningful - what effective strategies have you used that achieved these goals? I believe that activities in which students can experience and practice orally what they're going to write are very important. This kind of activities are meaningful ( because they are talking about themselves and about their friends) and make them feel comfortable with the language. I also believe that, in this case, it's important to talk about themselves first and then talk about the other person, so that they'll experience clearly the difference between them: I'm x He/she/it is. Another important strategy is to give them challenge while giving instructions.. So they have the chance to deduce write answers!

Discussion 4 - task 1 - designe a writing activity in which young learners can experience both: grammar and writing in a criative way usingconcrete props. I have a group of kids that ranges from 9 to10 years old. This is a lesson which the aim is the question: how old are you? The verb: to be (am/is). They already know about months of the year and numbers). First, I ask one of them: How old are you? Then, in pairs, they ask each other. Second step, I ask about some friends: How old is Luana?? Luana's ten!! Then, I show 4 different pictures of different kids with different ages. I ask them to try to guess how old are they. ( Guess! How old is Bruno?) After that, I show the same 4 pictures and more information about them (for ex: bruno - 12 - green bike - june). They have to make true sentences: Bruno' s 12. His bike is green and his birthday is in june. (First orally). Then, the'll choose two from the four people( or two friends), who they are going to write about on their n

TASK 2: Getting ready for storytelling. I have a group of 12 kids ranging from 7 to 8 years old. They are already familiarized with the characters of the book (Tina the tortoise, monkey, own, duck and rabbit). The leading character is Tina the tortoise. This is a pre-teaching activity and I bring realia objects to the classroom like: football, a coat, socks, a cap and a mug. I ask kids where Tina is: where is Tina? ( I act like I'm looking for her..) Oh look! Tina is in her shell! Tina come out and play! ( sound of a negative answer) Help me kids! Repeat: Tina come out and play! ( sound of a negative answer again). Let's try again but louder! Tina, come out and play! Tina answers: No, no! It's cold outside! I say: Tina let's swim! ( I make the gesture) Tina answers: no, no! It' cold outside! I let children have ideas showing the objects inside the box! Let's play football! Children keep trying to convince her (Put on a coat! Put on a cap! Put on your socks!). A

TASK 3: Circle time (C.T): What are the benefits of having it with English Language Learners? During the C.T they have the oportunity to talk about their feelings, opinions, personal experiences. They can support each other and have the experience of a safe, respect and affective enviroment. It helps kids to feel they belong to the group and they start supporting each other. They are prepared for learn and as a result they get more attencious, excited, they want to participate and communicate. What challenges may arise when having circle time? I,ve had the need to stablish some clear rules for C.T. Some studants speak at the same time, or more than others, or for a long time. So I time the spaktime and who´s gonna talk is holding an object or wearing a hat (for ex) the others have to listen carefully. They already know that all of them are going to have the oportunity to talk. And it´s being a import way to work as a team, they are getting used to listen to each other and colaborate.