Listening Reading Speaking. Writing

Listening Reading Speaking Writing

Board grab

Board grab > Put flashcards on the board > Play audio file / read the text > Students grab the words they hear > Play in groups or in pairs

The ultimate gap-fill

The ultimate gap-fill Bill: Hi,!, Mum! Mrs. Carter:, Bill! these friends? Bill: Yes,. Alison, Greg, these. father s Bob mother s Rebecca. Alison and Greg:! Nice you!

The ultimate gap-fill Bill: Hi,!, Mum! Mrs. Carter:, Bill! these friends? Bill: Yes,. Alison, Greg, these. father s Bob and mother s Rebecca. Alison and Greg:! Nice to you! my meet is your are Dad they parents name Hi

The ultimate gap-fill > Listen to the text twice > Try to reconstruct the text > Put the text aside and listen again > Complete the text > Few gaps easy; more gaps difficult

Listening - metas L5.1. Identificar palavras e expressões em canções e textos áudio/audiovisuais L5.2. Entender pedidos que lhe são dirigidos L5.3. Entender informações que lhe são dadas L5.4. Entender e reagir a instruções breves L5.5. Entender perguntas que lhe são feitas L5.6. Identificar a ideia global de pequenos textos orais

Listening Reading Speaking Writing

Learn by heart

Learn by heart > Read the text in class > Students learn it by heart at home > Put 5 copies of the text on the wall > Students walk away across the room reciting the text > If they forget the text, they have to go back

Dialogue rebuilding

Dialogue rebuilding > Choose dialogues the students know > Give each student the lines of a character > You may tell them what the first line is > Students put the lines in order > Students read the text aloud

Sam: Jumbled lines

Jumbled lines Sam: Good morning, Alison!

Jumbled lines Sam: Good morning, Alison! Alison: Hi, Sam! Is that your new schoolbag?

Jumbled lines Sam: Good morning, Alison! Alison: Hi, Sam! Is that your new schoolbag? Sam: Yes, it is. This is my new schoolbag.

Jumbled lines Sam: Good morning, Alison! Alison: Hi, Sam! Is that your new schoolbag? Sam: Yes, it is. This is my new schoolbag. It s great! And these are my new books.

Jumbled lines Sam: Good morning, Alison! Alison: Hi, Sam! Is that your new schoolbag? Sam: Yes, it is. This is my new schoolbag. It s great! And these are my new books. What is that?

Jumbled lines Sam: Good morning, Alison! Alison: Hi, Sam! Is that your new schoolbag? Sam: Yes, it is. This is my new schoolbag. It s great! And these are my new books. What is that? Alison: This is my new pencil case.

Jumbled lines

Jumbled lines > Show a jumbled sentence > In groups, students guess the line > Group gets 1 point if their answer is correct > Ask comprehension questions > Finally, read the text and solve exercises

Reading - metas R3. Ler frases e pequenos textos em voz alta R4. Compreender textos breves e simples

Listening Reading Speaking Writing

Let s ride a bike! 5 minute activity Think of free time activities One student says Let s. Class says Yes, let s. First student says Ok. When? Class says Now! and everybody pretends to do it May be done in pairs if class is noisy

Reduced dialogue Bill: Hi,!, Mum! Mrs. Carter:, Bill! Are friends? Bill: Yes,. Alison, Greg, these. Bob and Rebecca. Alison and Greg:! Nice!

Reduced dialogue Bill:,!,! Mrs. Carter:,!? Bill:,.,,.. Alison and Greg:!!

Reduced dialogue > Choose a dialogue they know > On the board, write only 1 / 2 words from each line > Ask pairs of students to role-play, using the words as prompts > Erase prompts before the next pair starts

I m a celebrity! Two envelopes male / female Pick an ID from the envelope Introduce yourself to the class pretending to be that person You may give students blank IDs they have to complete as they listen to their colleagues

Paper games Work in groups of 6 students Each group has a blank piece of paper

Paper games S1 First name S2 Surname S3 City/country S4 Language S5 Like S6 Don t like

Paper games Work in groups of 6 students Each group has a blank piece of paper 1-name; 2-surname; 3-city/country; 4-language; 5-like; 6-don t like Pass the paper to another group That group introduces the character on the paper to the rest of the class

Speaking- metas Interação oral SI5. Interagir com o professor e/ou com os colegas em situações do dia a dia SI6. Exprimir se, com ajuda, de forma adequada a diferentes contextos Produção oral SP5. Produzir corretamente sons, entoações e ritmos da língua SP6. Expressar se, com vocabulário limitado, em situações previamente preparadas

Listening Reading Speaking Writing

The typewriter

The typewriter > Spelling activity > Each student is given a letter (or 2) > Show them a picture / say a word > Students spell the word by clapping > When the word is over, everybody tlings

A game of parts My routine Every d I get u at ha past se. I ha a sh at tw - fi to e. I g dre at ten to e. I have br in the ki at e o. I alw have mi and to.

Venn diagrams My mother Your mother brown hair Our mothers brown eyes black hair

Pass it on 5A write two sentences defining the character (name, surname, age) 5B nationality, where he/she lives 5C two things he/she likes 5D two things he/she doesn t like 5E daily routines Each class reads everything and prepares a comprehension exercise for the next class

Writing - metas W5. Produzir, com ajuda, frases simples W6. Produzir um texto simples, de 20 a 30 palavras

THANK YOU!