Little Pigs' houses

Parents:

The pupils must learn to follow oral instructions to complete the task, and they must listen carefully about the materials of the houses. Of course they must be able to recognize and link each little pig with his house

Dear families and pupils, please review these words

 (MATERIALS):
http://www.wordreference.com/es/translation.asp?tranword=straw
http://www.wordreference.com/es/translation.asp?tranword=stick
http://www.wordreference.com/es/translation.asp?tranword=brick


 (ANIMALS):
http://www.wordreference.com/es/translation.asp?tranword=pig
http://www.wordreference.com/es/translation.asp?tranword=wolf

After this, you must listen and do this activity with your child:

The lamp genius

Parents:

Your child must  record the answers for these questions :

What's your name?
How old are you?
Where are you from?

Create your voki in http://www.voki.com

Script :
Hello boys and girls!. I'm a lamp genius. My name is Genie. I'm 99 years old and I'm from Saudi Arabia. Do you want three wishes ? Ok. You have to create your own voky and answer these questions with your voky: Number 1. What's your name? Number 2. How old are you?. Number 3. Where are you from? Then send me your voky as soon as possible. See you soon! -------

A storybook

A storybook: The Big Bad Wolf (and the Three Little Pigs)

We will read this story:
(Click here to download)

Then we'll watch the video:

Finally we will write a resumen of the story:

Once upon a time_______________________________________________________
____________________________________________________________________
The first little pig _______________________________________________________
_____________________________________________________________________
The second little pig_____________________________________________________
______________________________________________________________________
The third little pig________________________________________________________
______________________________________________________________________
. The wolf knocked on the door_____________________________________________
___________________________________________________________________ 
The wolf was very angry_________________________________________________
________________________________________________________________________
_______________________________________________________________________

____________________________________________and that was the end of the wolf.

Multiple intelligence (Part II)

Theory of multiple intelligence (Part II)

I would like to share with you this activity, where we must work with number 1, verbs, and pronunciation. This activity is for children of 5/6 years old.

First, we will talk about some actions and verbs, which helps us with the pronunciation of number one.

Run, fun, etc... ==> Number 1



We have to work the number 1,so we will tell a story about a Panda, who will run, with the number 1, and it's fun, etc... afer we'll watch this video

Then we'll sing with number ONE:

Finally, all the pupils will color this cartoon.

Click here to download the cartoon.

Multiple Intelligence (Part I)

Theory of multiple intelligence (Part I)

All of us are different, and therefore it is necessary that all teachers help the pupils in a personal way. We, as teachers, must have diverse roles and to work the multiple intelligences of each pupil. Because of this, I would like to share with you this activity, which is very social, collaborative and participative. 

This activity is for children of 5/6 years old.

First of all, we'll talk and speak about our family, and we'll enjoy each other company, we assign different roles for each pupils, (daddy, mommy, brother, etc..)  then we'll watch this video:

After this, we'll dance and sing the song, in this way:

♫  Daddy finger, daddy finger, where are you? Here I am, here I am (Each pupil/father has to stand up, and to give a step to the front). How do you do? (Return to the group) 

 ♫ ♫Mommy finger, Mommy finger, where are you?  Here I am, here I am. (Each pupil/mother has to stand up, and to give a step to the front). How do you do? (Return to the group) 

♫ ♫Brother finger, Brother finger, where are you? Here I am, here I am. ((Each pupil/father has to stand up, and to give a step to the front) How do you do? (Return to the group)

 ♫♫ Sister finger, Sister finger, where are you? Here I am, here I am. ((Each pupil/father has to stand up, and to give a step to the front).How do you do? (Return to the group) 

♫♫ Baby finger, Baby finger, where are you? Here I am, here I am. ((Each pupil/father has to stand up, and to give a step to the front ) How do you do? (Return to the group)  ♫

Complementary exercises

This document must complemented the previous entry:

Using the previous vocabulary (sports), the pupils must complete the texts and speak about some pictures, writing their answers. Then we analyze a modern video-clip, with a filling the gaps exercise

Exercise nº1:

Fill the gaps using the words in the box.

Beat	Do	Favourite	Racket
Because	Don’t	Four	Rude
Centre	Every	Is	With

My Favourite Sport

My favourite sport is tennis. I have tennis lessons ______________ Saturday morning at my local sport ________

In the summer I play tennis with my friends everyday. I like tennis ______________ it is great fun and you _________exercise at the same time.

You need a ________ and special tennis ball to play. There are two players or __________ players. I sometime play  ________ my Dad. He is terrible and I always______________ him.

My ________________ tennis player is Rafa Nadal from Spain. He ___________ very young and very strong.

I _____________ like Lleyton Hewitt because he is very______ and ugly.

Exercise nº2:

You must use any of the previous underline words to complete this lyric.

Love     life     kissed      clawed    win    down   walls Chained           war    Why       wrecking ball     deny  wreck

We ____________, we ____________ our hearts in vain We jumped never asking ___________ We _____________, I fell under your spell. A love no one could _____________ Don't you ever say I just walked away I will always want you I can't live a lie, running for my __________ I will always want you I came in like a _____________________ I never hit so hard in ___________ All I wanted was to break your _________ All you ever did was ____________ me Yeah, you, you __________ me I put you high up in the sky And now, you're not coming __________ It slowly turned, you let me burn And now, we're ashes on the ground Don't you ever say I just walked away I will always want you I can't live a lie, running for my _________ I will always want you I came in like a ___________________ I never hit so hard in ___________ All I wanted was to break your ___________ All you ever did was ___________ me

I came in like a _______________ Yeah, I just closed my eyes and swung Left me crashing in a blazing fall All you ever did was __________ me Yeah, you, you ______________ me I never meant to start a _________ I just wanted you to let me in And instead of using force I guess I should've let you _________ I never meant to start a ___________ I just wanted you to let me in I guess I should've let you ______________ Don't you ever say I just walked away I will always want you I came in like a __________________ I never hit so hard in _______________ All I wanted was to break your _____________ All you ever did was ____________me I came in like a _________________ Yeah, I just closed my eyes and swung Left me crashing in a blazing fall All you ever did was _____________ me Yeah, you, you _____________ me Yeah, you, you _____________ me

PART 1

PART 2

Solutions:

http://www.youtube.com/watch?v=TQjujBm9Cnw

Hello Wold!!! What’s your favorite sport?

Hello Wold! 

I would like to share with you a resource for kids. This is a PowerPoint document to TEACH AND LEARN ABOUT SPORTS, enjoy it!

CLICK HERE TO DOWNLOAD!!

More information:

For kids: 11-12 years old

Skills of English : Listening, Reading, Speaking and Use of English           

Short description: I’ll show some vocabulary (differences between English and American style), use of English, and a listening. Working in a group, answer some questions, in a multi-option test.