DadaKids

Dadaism is an artistic movement in modern art that started around World War I. Its purpose was to ridicule (poke fun at) the supposed meaninglessness of the modern world. Its peak was 1916 to 1922, and it influenced surrealismpop art, and punk rock. It favored going against normal social actions. Followers of Dadaism included Antonin Artaud, Max Ernst, and Salvador Dali. A later version, called Neo-Dada, arose in the 1960s. - source:Kiddle

What about teaching English and let kids play with Dadaism and spring flowers?

For this lesson we had 3 Topics: body parts (with focus on face), colours; positive expressions: it’s beautiful; it’s different; it’s awesome; it’s good; it’s not bad. New vocabulary: let’s pick some flowers.

Step 1: Let’s pick some flowers

Step 2: Let’s start the art. Let them draw the faces and bodies on the paper first. Then they start fixing the flowers (glue) and the colouring.

Step 3: During the hole process English will be the language spoken. The teacher will often say: Let’s draw the faces (demonstrate first); Let’s draw the body; ‘what colours do you have?; what colours are the eyes? And the mouth? Do you like it? It’s beautiful? Show me the nose! And the arms! Great!

Step 4: They will dedicate their work to somebody. Eg: To mom or To my friend…

Extreme sports – upper intermediate

Hi! How about getting a bit wild into sports? How many sports can you name. And extreme sports? Have you been doing any sports lately? I have, but at the comfort of home :).

The video

DisneyPlus and NatGeoTv are launching this new series about extreme places on Earth. Will Smith is invited and it’s just fabulous. It’s called Welcome to Earth. I thought it could help us improve our vocabulary about sports. Let’s do some English exercise.

The exercise

Voilà! I like to use Instagram to help us learn some new vocabulary. I made a printable and an online version of the same activity for you. I hope you have fun.

If you prefer doing it online and sending it so I can correct it, click here.

Sue

All I want fot Christmas…

It’s movie and popcorn time!

I have made some activities to do with my kids before, while and after our movie time. I’ll let them here so you can download and maybe use them. Hope you have fun.

Movie trailer
Mes suggestions d’achat sur AmazonFr sont : Christmas Activity Book for Kids et le film All I want for Christmas is you

Before watching

All I want for Christmas is you – song : online activity

While and post watching

After watching

This is a mini-book. It needs to be printed in landscape style, cut and folded correctly. See how to do it here. Read it with the kids and help them write their own letter to Santa. They can follow the pattern ‘All I want for Christmas is… because …

That’s all!

Wish you a lovely Christmas time.

Sue

Enseigner aux enfants: ce que j’ai appris.

Enseigner aux enfants est une tâche professionnelle qui doit être soigneusement et sérieusement préparée. Les enfants sont amusants mais ils sont aussi a grand défi dans le sens où ils sont délicats et surprenants. Voici 5 choses importantes à considérer lorsque vous enseignez aux enfants.

1 Attention

Êtes-vous assez attentif à leurs signes ? Les enfants communiquent avec leurs yeux et leurs actions bien plus qu’on ne le pense. Alors, quand vous entrez dans n’importe quel endroit pour enseigner, peu importe le nombre d’enfants : faites attention ! Faites attention à ce qu’ils font, disent, ou ne font pas ou ne disent pas. Il suffit de regarder leurs yeux et de leur faire remarquer que vous vous souciez de vous.

2 Affection

Les enfants apprennent mieux des gens qu’ils aiment. Ils vous aimeront s’ils sentent que vous pouvez bien les traiter ; si vous êtes fidèle à vos mandants ; si vous êtes cohérent avec vos actions ; si votre non signifie non et votre oui signifie oui ; si vous jouez et riez avec eux.

3 Variété

Vous pouvez enseigner aux enfants si vous avez une variété de façons de leur offrir des occasions d’apprendre. les enfants ont besoin de routine, c’est un fait, mais ils détestent les apprentissages répétitifs et inintéressants. Ils doivent être exposés à la même chose de différentes manières. S’ils doivent apprendre à dire au revoir en anglais, ne laissez pas toute la classe essayer la même chanson ou le même jeu pendant long temps.

4 Temps

Le temps est crucial pour enseigner aux enfants. Ceci est très lié à l’élément ci-dessus. La variation et le temps sont les meilleurs amis. Selon leur âge, les enfants auront besoin de plus ou moins de temps dans une activité. Bien sûr, cela dépend aussi de leur intérêt pour l’activité proposée, mais la plupart du temps 3 à 5 minutes dans la même activité suffisent pour des enfants jusqu’à 6 ans.

5 Famille

Les enfants ont des familles qui les aiment (ou du moins devraient les aimer). C’est pourquoi vous avez probablement reçu ces enfants. Les familles se soucient de leurs enfants. Ils n’ont pas décidé de mettre leurs enfants à apprendre quelque chose avec vous simplement parce qu’ils voulaient du temps libre. C’est très probablement parce qu’ils veulent que leurs enfants soient plus heureux, qu’ils aient de meilleures opportunités de grandir et de devenir de grands adultes ; leurs enfants sont leur trésor le plus précieux. Connectez-vous avec leurs familles. Respectez leur culture et leurs décisions et montrez-leur que vous savez ce que vous faites et que ce que vous faites est bon pour leurs enfants.

Social media – a conversation class

Topic: social media

Conversation strategies: agreeing, disagreeing, stating a point of view, showing doubt, checking understanding

Critical thinking: facts and opinions

Task 1

A) Let’s talk about your online footprint. What social media and search engine do you know and have used?

A digital footprint is a trail of data you create while using the Internet. It includes the websites you visit, emails you send, and information you submit to online services. A passive digital footprint is a data trail you unintentionally leave online.

B) Think for a minute and answer: What are your most common digital footprints. Do you use social media? Which of them? Why? Which do you prefer? Why? Do you access them everyday?

Task 2

Taking notes: watch this 13 minutes video on the use of SOCIAL MEDIA. Take notes of important ideas. Take notes of quotes (with reference information). Take notes of your feeling while watching the video.

Task 3

Sharing ideas: after you watch the video (as many times as you can) take some minutes to talk to somebody about it. Use your notes to give some bases to your opinion.

Task 4

How are people around you connected to social media? Which people around you (you included) are the most prone to get into a conversation without looking at their cell phone all the time?

Have a beautiful learning moment
Sue

Self-learning

Household chores. Are you those kinds of rare people who love doing chores? I’m not! I think the only thing I’ll love to do is cooking but only on the weekends and not all the weekends. I mean very rarely. 🙂

Here they are the steps to your guided self-learning of the week

Self-study: watch the videos for pronunciation and read the text for some structure guidance.

… + Ving or To infinitive

  1. I love…
  2. I like…
  3. I hate…

Eg: I hate doing the chores./I hate to do the chores.

How often?

  • Never
  • Rarely
  • Seldom
  • Occasionally
  • Sometimes
  • Frequently
  • Usually
  • Always
  • Once/twice/three times a week/month/year
  • Every day/week/month

Eg: I never dust the furniture but I always make the bed.

Ving…

  1. Hanging the clothes out to dry is the worst chore.
  2. Making the bed every morning is the best way to start a routine.
  3. Washing up is tiresome.

Connect the dots – independent practice: do the activities suggested

Articulate: find a way to express your ideas related to that topic. It can be speaking about that to someone, writing a response to a post related anywhere on the internet, or creating any piece of art and exposing it to someone using the target language.

  • Which chores do you hate?
  • Which do you love?
  • Is doing the chores something important for you?
  • How often do you do the chores?

If you want to challenge yourself, film or record yourself answering some of the questions below.

Here is an exemple of what it could be like. Click

That is it!

Self-learning: eating in Europe

Hey guys, how are you doing today? Tell me! Tell me! Are you a foodie? I am. I don’t know how to cook but if there is something I have been learning how to do properly this thing is to eat. I love eating and I do appreciate world food. 🙂

Today’s video will surely help you learn English and culture in a very interesting way.

Rick Steves’ Europe guidebook co-author (and foodie) Cameron Hewitt explains how food is a window into the culture, history, and landscape of a place. I suggest that you watch the video for at least 30 minutes (the first 30 min or the last ones).

Before you watch it:

  • 1 – make a list of your favorite local dishes. The ones that make you happy and that you will eat no matter where you are.
  • 2 – write the names of 3 places you like to eat out. Why are they your favorite ones?
  • 3 – what kind of service do you expect to have when you eat out?

While you watch it:

  • 1 – the video is a bit long, but it’s worth watching. Take a piece of paper where you will be able to write key notes. Try to separate them in country/ food/ service key words.
  • 2 – write in capital letter the words you don’t know.

After watching it

  • 1 – how different are Europe and USA in relation to food and service?
  • 2 – are there any similarities between your first notes in the Before you watch it moment and the things Rick pointed out on the video?
  • 3 – What have you learned? Find somebody to talk abou it?

Sue

That’s not my dinosaur – English for kids.

Usborne has published a series of books called That’s not my … My daughter won That’s not my dinosaur and I have used it for our one-to-one English classes time. There is a lot we can do with it as teachers of English or simply as parents exposing English to kids through reading. I came up with some of the ideas below and tested with my three-year-old girl. She loves it.

That’s not my dinosaur!

Usborne has published a series of books called That’s not my … My daughter won That’s not my dinosaur and I have used it for our one-to-one English classes time. There is a lot we can do with it as teachers of English or simply as parents exposing English to kids through reading. I came up with some of the ideas below and tested with my three-year-old girl. She loves it.

If you are in France, you can buy it here.

There they go, the ideas. I adapted my one-to-one moments to possible groups (which I don’t have now, but I followed my previous experiences with kids groups). Hope it works for you. Have fun!

Age : 3 to 6 (select according to your group’s age and pace)

Theme: dinosaurs

Book: That’s not my dinosaur, Usborne edition (or any other book of dinosaur which language you may explore and adapt to class. Just use my ideas as guide)

SWBEST: students will be exposed to new vocabulary (adjectives and nouns) to make description and stimulated to use them in speaking, colouring, sorting activities and in games.

Target vocabulary: dinosaurs’s names; parts of dino’s body – tail, head, teeth, flippers, horns, spines; description adjectives – big, small, soft, rough, slippery, bumpy, and fuzzy.

Recycled vocabulary: big , small, number 1 to 10 and colors.

Time: meetings of one hour.

The Plan

Material: book, colouring papers, crayons, glue, modelling clay, music, some dinosaurs (of any kind and different sizes and material), smart board and internet connection in case you chose the connected activities.

Meeting 1 – name the dinosaurs

I’ll post the others in the following days. They are 6 in total.

Pre-reading: Put the dinosaurs in a  soft bag before coming in. Organize kids in a circle sitting on the floor (if possible). Ask [them to touch your bag and say what you have there. They may not put their hands inside. Let them guess. React to their guesses! After that, you let them put their hands in the bag and guess again. While they touch (one kid after another) ask them if the thing they touch is nice to touch or not. Ask students to close their eyes. Take the Dino out of the bag and put in the middle of the circle. Learners open their eyes. What was in the bag? – you ask. Learners say: a dinosaur. Then you praise those who first guessed, if any. 

Reading: Get the book and bring learners close to you. Tell them they are going to read the book with you. Read the book. Let them follow your fingers while listening to you. Let them touch the book to feel it (it is a touchy-feely book). Then, when you finish it, open the pages and ask them to answer some question about the book.

Post-reading: these questions are supposed to be asked and answered by the teacher together with learners. It is just perfect if any learner is able to answer without any help. But they are being asked to recycle language they already know (like colors, big, small) and to be exposed to language they may not know yet (the target language). So, there is no big problem if they do not say much at this point. Learners answer by pointing or touching or speaking. It is time for teacher to call attention to all details concerning the target language. It’s input time.

We just have to keep in mind that kids do not keep long in the same activity. 5 minutes is already too much.

Example of questions:

  1. Wow. Look at this dinosaur. Is it big? This dinosaur is really big. What color is it? Where is the tail of the dinosaur? 
  2. What color Is this dinosaur? Where’s its mouth? Where are tits teeth?
  3. What color is this dinosaur? Does it have legs? How many?
  4. What color is this dinosaur? Where is its head? What is on its head? 
  5. Does it have horns? How many?
  6. What color is this dinosaur? Does it have spines? What color are the spines? 

Follow-up ( FU)

The follow up activities may vary according to groups pace and age. And it is not a good idea to choose more than one target language group per meeting.

FU 1 – name the dinosaur (names are big and difficult even to us but it is fun having kids trying to say them. I use the first part of their names only to begin. Brachio, Ptero, Stego…

  • PPT to be used/adapted in smartboard: dinosaurs (send me an email and you will get it)
  • Puzzle : dinosaur (get a dino printed image. Cut it and give to kids so they can make the puzzle)
  • Sorting: circle the T-rex dinosaurs only

FU 2

Dancing chairs 

  • 1 – Put the picture of a dinosaur under each chair. Play the song. Stop the song. Kids sit down. Kids get the dino under the desk. They have to say the name of the dino. If they do not know the dino’s name they ask for help and the others try to help. When they have all finally said it the dance continues. The challenge is not the chair, it is to say the names with no help.
  • 2 – Put the dinos under their desk. Play the song. They walk and dance around the chairs. Stop the song. Kids sit. You call a dinosaur. They get the dino under their desk. The one who got the dino you called gets a stick to show he is a dinosaur expert. 

Dancing corners

Put one item related to the target language that was previously taught in different places at your teaching space (classroom, garden, hall, playroom). Put a song. Kids dance. Stop the song. You say: I see a T-rex somewhere. Kids run to the corner where there is a T-rex and they say ‘T-rex’. You praise and play the song again. Stop the song and keep it going on and on and stop the game when you notice they are getting too much of it.


 *I don’ use SWBAT because my experience says that teachers expose learners to new items and give them opportunities to use them in different situations. Learners do not usually leave our time together being able to do what we expected them to (despite our efforts). However, having been exposed and given the practice opportunities will give them some input to the target language to the point when – maybe some days after exposure – they will be able to use them naturally.  This is why I prefer to say that they ‘will be exposed and stimulated’ instead of ‘will be able to’. 

 **Sometimes mixing L1 (language 1) and L2 (language 2) is not a big problem as long as you keep it mostly in L2 and if L1 is used to make things quickly clear when trouble is big. This helps learners build confidence with the new language.

PS. Found grammar mistakes or typos? Please let me know. Thank you!

Livros infantis em inglês no Brasil

Olá! Hi!

Para uma variedade de livros infantis traduzidos no Brasil existe um original em inglês que pode ser alcançado aqui mesmo por aqueles que praticam educação bilíngue (Pt-En) de seus filhos ou mesmo por professores e escolas de ensino de língua inglesa. Sabia?

Mas onde eles estão?

Algumas livrarias até os tem, mas não estão lá muito bem expostos e a gente acaba entrando e saíndo achando que eles não existes por lá.  A mesma coisa acontece com as livrarias online. Eu imagino que seja mais interessante vender a tradução em português, mas há outros públicos em um mundo globalizado afinal, não?

Aqui vão então algumas dicas de bons livros para ter em casa ou mesmo dar de presente para pequenos aprendizes de língua inglesa. O links são majoritariamento de livrarias online das quais sou associada (você me ajuda quando escolhe esses links). Alguns com frete gratis (apesar de levar ums 3 semanas até chegar);  mas caso você prefira visitar uma livraria física (o que também é muito legal) para saber se ela tem os títulos, é só abrir o post no celular na hora que estiver por lá e perguntar se eles tem.

Os autores

Entre os autores mais cotatos estão Dr. Seuss (do Cat in the hat), Shel Silverstein (do atual queridinho A parte que falta) e Eric Carle (da famosa Lagarta Comilona). Mas tem também Julia Donaldson (lembra do Grúfalo e Macaco Danado?), Marjorie Sharmat (Nate the great) e Munro Leaf (de O Touro Ferdnando). Todos conhecidos e queridíssimos dos mais ligados em literatura infantil.

Vamos aos livros?

The Story of Ferdnand

The story of Ferdinand
Compre aqui

É emocionante quando um autor consegue não somente ter seu livro publicado, mas também lido e apreciado em varios cantos do mundo, não é não?

O touro Ferdinando de Munro Leaf foi publicado em 1936, sabia? Mas nunca deixou de ser atual. A mensagem é simples e pontual: para que serve a violência afinal? (gostou das rimas? rsrs).

Um touro que prefere sentir o aroma das flores a se debater em touradas nos dá uma ótima lição de paz e amor. Foi o livro favorite de Gandhi e foi também queimado pelos nazistas na Alemanha. O Touro Ferdinando é uma leitura obrigatória, minha gente! Em inglês ou em qualquer língua. Se preferir o português clique aqui.

 

Where’s my Mom

Where's my mon?
Compre aqui

No Brasil foi traduzido como Macaco Danado e o original em inglês britânico tem o nome de Monkey puzzle. A autora é Julia donaldson e tem diversos livros traduzidos no Brasil. Este em especial é ótimo para crianças na fase pré-leitor dos 2 até os 5 anos para fazer uma leitura compartilhada divertida e curiosa.

Um macaquinho bebê que se perde de sua mãe e a tenta encontrar com a ajuda de uma borboleta meio atrapalhada que segue as descrições que o macaquinho dá de sua mãe bem ao pé da letra. É fofo e divertido.

Muito bom para expor vocabulário familiar como animais, descrição física, cores… E melhor: vem com rimas, o que é maravilhoso para o desenvolvimento da linguagem oral da criança.

Para os que o preferem em português é só clicar aqui.

The Gruffalo

O Grúfalo, minha gente, é também de Julia Donaldson, eu tinha que postar mais esse (poderia postar outros tantos, mas não posso criar um post longo demais, né? rsrs)

Imagine você que um ratinho encontra um meio  muito esperto para se livrar das espertezas de outros animais pela selva. Todos parecem muito bem intencionados mas o ratinho que não é bobo nem nada e é também muito criativo fala de seu amigo Grúfalo e o descreve de forma muito amendontradora a ponto de cada bicho danado que andava achando que ia devorar o ratinho num jantar sai correndo de medo. E por sinal, não é que o Grúfalo, tal como ele descrevera aparece no final!

É uma história folclórica muito parecida com aquelas que se ouvia e se passava de boca em boca na cultura oral. É simples e genial. Ah! E tem rimas.

Para a versão em português clique aqui.

If you give a mouse a cookie

Compre aqui.

Este é um bestseller no New York times. Laura Joffe Numeroff e Felicia Bond tem uma série desses If you give… books. Eles são maravilhos para pequenos pequeninos desde os 2+ ou até antes se você quiser aventurar numa contação de história criativa e atraente.  Eu apresento os livros para minha pequena desde 9 meses (livros mesmo). Sempre acreditei que livros infantis fazem sentido para os pequenos desde que sejamos capazes de explorar imagem e história com criatividade para cada fase. 

Esse em especial é ótimo para crianças que estão no nível iniciante de aprendizado da língua inglesa porque apresenta vocabulário muito familiar para esta fase como objetos domesticos e outros.

The missing piece

Compre aqui

Well, well… Claro, aqui está ele, A parte que fatla de Shel Silverstein que apesar de não ser um livro novo teve em fevereiro deste ano um boom de procura nas livrarias nacionais por conta do video da Jout jout. Tanta gente falando dele sem sucesso e vem a Jout Jout e pah, impacta um tanto de gente. Fazer o que, né?

O livro é mais uma obra prima de Shel Silverstein e apesar de não ser meu favorito é primoroso (como os outros).

Para leitura compartilhada sempre vale mas eu indicaria para leitores iniciantes (a partir de 6 anos) e para adultos amantes de boas metáforas.

The giving tree

The giving tree
compre aqui

Adoro o The missing piece, mas o livro que me toca mesmo de Silverstein é este, A árvore generosa.

O quanto somos capazes de explorar da natureza sem jamais pensar nas consequências? O quanto somos capazes de tirar das pessoas que nos amam sem jamais considerar que as podemos estar matanto? É um livro com uma história triste, mas triste sem sangrar literalmente. Ele mexe na verdade com nossas emoções e certamente faz refletir sobre o que temos feito.

Como sempre digo, vale sempre a pena numa leitura compartilhada, com papai, mamãe ou professores, até porque tem frases curtas e rimas, mas para crianças que já conseguem ler em inglês (leitores em processo, desde os 8 anos) é maravilhoso.

Dr. Seuss collection

Dr. Seuss
Compre aqui.

Se você ainda não conhece os livros de Dr. Seuss aprece-se para conhecer. Nem você, nem seus pequenos merecem ficar à parte disso. E nenhuma escola de inglês deve ficar sem esses nas prateleiras. Assim como nenhum professor de inglês deve negar essa maravilha a seus alunos. É um MUST!

Com rimas lindas e histórias engraçadas Dr. Seuss é um clássico. Não dá para ficar sem ele.

 

 

Itsy Bitsy Spider

E para concluir, A dona aranha. Afinal esta lista não pode ficar endless. É preciso encerrar. E vou encerrar com este livro amado, idolatrado que cabe na palma da mão.

Dona aranha em novas e amadas aventuras. Com rimas e ilustrações maravilhosas.

Para pequenos desde 2 anos pedirem sempre.

 

Há  outros! É só procurar direitinho. Um abraço!

 

Outros títulos maravilhosos que talvez você deseje ter.

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11 steps to teach English to kids with the books they have

Um livro de criança é sempre um mundo a explorar. A melhor forma de faze-lo é ter como objetivo simplesmente engajar as crianças em leituras ou contação de histórias que envolvam os livros que elas tem ao alcance de suas mãos, em casa ou na escola.

Dê uma volta na estante de livros com sua criança. Deixe-a escolher um livro.  Mesmo que não seja na língua alvo, a segunda língua que você quer ajudá-la a aprender. Lembre-se de que ela ainda não sabe ler. Explore, leia as figuras e conte você a história na língua que quer que ela aprenda.

Pre-reading

Um livro de criança é sempre um mundo a explorar. A melhor forma de faze-lo é ter como objetivo simplesmente engajar as crianças em leituras ou contação de histórias que envolvam os livros que elas tem ao alcance de suas mãos, em casa ou na escola.

Dê uma volta na estante de livros com sua criança. Deixe-a escolher um livro.  Mesmo que não seja na língua alvo, a segunda língua que você quer ajudá-la a aprender. Lembre-se de que ela ainda não sabe ler. Explore, leia as figuras e conte você a história na língua que quer que ela aprenda.

Pre-reading

  1. Choose the book WITH the children or just show up with a book in hands and say ‘Look! I have a book!’.
  2. Call the children’s attention to the picture on the cover of the book.
  3. Say the title aloud and let the children imagine what is coming.
  4. Give the book to the children. Let them touch it.
  5. Invite them to listen to the story. Make it a play time.
  6. If you feel they are ready. Tell the story, or read it aloud letting them see all the pictures in it.

While-Reading

  1. Find a comfortable position and place.
  2. Involve the children in each part of the story.
  3. Let them turn the pages (if one kid. If more put them in circle and turn it yourself).
  4. Play with the story as you tell or read.
  5. Ask questions to the children (even if they do not speak yet).
  6. Answer the questions yourself if they can’t.
  7. Read creatively.

After-reading

Give the children some of these opportunities to play and learn with the target language.

  1. Sound and image input
  2. Reality approximation
  3. Cognitive questions
  4. Recognition vocabulary
  5. Coloring
  6. Numbers
  7. Montessori activities (gross and fine motor skills)
  8. Letters
  9. Drawing (or drawing observation)
  10. Craft
  11. Screen time

Books about a dog (any kids’ book you like)

I suggest “Deixei o pum escapar, by Blandina Franco” in Portuguese. In English I suggest Clifford field’s day and Where’s Spot?, which are lovely books for kids. In French I used “Monsieur Maigre” , which is not about a dog, but mentions and pictures the BIG dog of Monsieur Maigre.

  • age 1 to 4
  • Click to enlarge the pictures. They are ready to save and print.
  • or download the presentation here

Sound and image input

Reality approximation

Cognitive questions

Recognition vocabulary

 

Coloring

Numbers

Montessori activities (gross and fine motor skills)

Letters

Drawing(or drawing observation)

Craft

Screen time

Além de tudo isso, que são atividades super rápidas, há também um mini book prontinho pra criança brincar aqui no @quemvailerpramim. clica aqui Ou vá até nossa página de downloads e veja outros.

 

 

 

This is it. Please let me know what you think.