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This was the song used to play musical cards with children.... and when the music stops, they have to keep a card with them and then say " I have + (the food item shown in the card). Students were happy and motivated with this activity practising vocabulary!

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Pass The Beanbag | featuring Noodle & Pals | Super Simple Songs

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An image which contains a change message...

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An image which contains a change message...

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The institute space which students shared during the year...

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More uses of multimedia resources into the classroom...

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More uses of multimedia resources into the classroom...

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Another multimedia resource used with the same purpose: let students to acquire knowledge by playing creative and motivating games.

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Games, Activities for ESL Classroom Teaching

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ESL Interactive Classroom Games, ESL Vocabulary & Grammar Games Online, Wheel of Fortune Games, Car Racing Rally Games, Jeopardy Games, High Energy ESL Fun Games for Teaching.

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These online activities helped students to revise food vocabulary learned during activities development, also they acquire knowledge effectively by playing creative and motivated collaboratively games (games were played into teams).

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ESL, Memory Games, Concentration Games, Word Recognition Games

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ESL Memory Games, Concentration Games, Vocabulary Memory Games, Grammar Memory Games, Games for ESL Kids, Word Recognition Games, Word Spelling Game, Theme Vocabulary Memory Games

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This video was used as an introduction of Lesson 2 vocabulary related to food.
Kids enjoy it very much, and meanwhile they were looking at the video they actively participate by repeating the food items names and sharing their likes and dislikes.

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Healthy Food for Kids from Steve and Maggie | Speaking with NEW Stories for Children Wow English TV

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Today was my last class with Young Learners and I finished my practicum period with them working on the same topic from previous lessons, food.

Today the spectrum were all the opposite from last lesson, they were really excited and emotionally awaked waiting the lesson to start. They saw me get into the classroom and ask me ¿ vamos a jugar más juegos hoy? ... That made me feel that I was on the right path choosing the different activities and also that they enjoy English lessons very much.

As a lead- in activity, we revised all the vocabulary learned about food by playing a game called “musical cards” in which all the students had a food card on their hands before the music started. Then, I explained to them what the game was about: each child had to listen to the music meanwhile they had to switch cards with their partners. So, when the music stopped, they had to wait until I said someone´s name- a student´s name- and he/she had to say “I have + (the food item´s name). As they were sat in a desk all together, they started switching from left to right and then, during a second time they had to switch the cards from right to left).
Then, we made two more activities:

*        We played a virtual game, which was developed as a closure activity in order to refresh the vocabulary learned about food items. The game was played by following these instructions: the group would be divided into two teams (4 members per group) and then I would select a child from each team to stand up, come to the smartboard (with the Mickey Mouse´s hand) and chose the correct option (the other members of the team would be encouraged to help their partner)-( this sequence would be repeated- changing student´s team as to gave to all of them the opportunity to play with the multimedia accessories (smartboard and Mickey´s hand- and the team which had selected more correct answers would be the winner.

*        Finally, after the games mentioned before, students worked with a sheet of paper in which they had to recognize the different food items seen on previous lessons and the new ones as vocabulary from the book unit and draw a happy face (if they like the food item shown) or a sad face (if they don´t like the food item shown).

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This is my second class with Young Learners, but today I can observe a spectrum of emotions in students: some of them are tired, sleepy so I have to find the way to cheer them up meanwhile some others are cheerful, restless and talkative at the same time waiting to the class to start!.

In order to bring all students´ attention to me, as a lead- in activity, I bring a Youtube video related to the vocabulary we are going to see in class: new food items.

Then, we develop three activities:

*  I bring a mystery bag as a surprise for the students.  During this activity, students will be able to revise learned vocabulary and acquire new vocabulary related to food. The game consist of: I will choose a student to stand up from their seat and look for a food item card inside the mystery bag, and then I will ask to the child if he/she remembers the name of the image shown in the card and tell him/her to tell you the answer in the ear. After that, the child will show the card to the whole class, and I will ask: what is it? and the child who gives the right answer will be the next to look for the next food card.

*    Then, I will give to them a sheet of paper with charts to complete and some stickers related to the vocabulary learned so far. The exercise will be developed following this instructions: I will be developing with them the exercise orally and then they will start working on their worksheet, so I will explain to them what the game is about: students have to listen to me (as I will be reading the vocabulary words which appear as part of the exercise) and I will make pauses as students have time to cut and paste the correct picture which belongs with the word near each chart. Then, they will have time to paint the stickers.

*  Finally, we played a guessing game which is known in Spanish language called “culo sucio” so, I chose a food item “in the lesson the food item that I´ve chosen was pear” and they didn´t have to find that letter as the one who chose it, would lose the game (before the game started, the cards were face up as to allow them to see where the food items were, so then the cards were face down and that was when the game started- moreover, as to keep a friendly and calm classroom atmosphere- I was chosen students´ turns).

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This was my first lesson with Children! :)
Today we started with a new topic “Food”. So, as a warm-up activity, we played with some flashcards with food items images on them also with a happy and a sad face in order to foster children to learn new vocabulary and express students´ likes and dislikes by developing creative and motivated activities.
Then, we made three activities:

*    First, we played with big flashcards also with a big happy and a sad face. After the two different faces were paste on the board, we started to play a game all together in which the aims were learned new vocabulary and got to know students´ likes and dislikes. The game consisted on: I delivered the big flashcards giving to each student one of them, so then I chose one of the children to come to the board with the flashcards I gave him/her. Then, I asked to the student if she/he remember the name of the image the flashcard shows (as some of the flashcards had new vocabulary- I helped them saying the fruits´ items with them). After that, I asked the child “do you like (a food item´s name)? The child would answer yes/no, so according to their answer, he/she would paste the flashcard under the correct gomaeva face.

*    Then, I brought a memory game with food items´ vocabulary in order to encourage children to learn new vocabulary in a creative and intuitive activity.  The game consisted on: first, the cards would be face up for a while so students were able to see them in the middle of the desk. Then, the cards would be face down and the game would start. I chose one of the students and I tell him/her to pick two cards, meanwhile he/she would say “I have (banana)” and “I have (apple)” ( Then I chose another child and he/she would have to repeat the activity sequence, and I would keep playing with them until all the cards pairs were found).

*  As a closure activity, I brought to the class a worksheet with some stickers. So, I gave to each child a worksheet with a chart and with stickers which they had to paint. The activity consisted on: the students had to cut the different food items´ stickers and paste them under the happy face or the sad face, according to student´s likes and dislikes. Then, I gave them time to paint the stickers.

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Today the teacher started to see a new unit with children called “toys”.
As an introduction of the lesson, she asked to children, one by one, what´s your favourite toy? And they gave answers like: ball/ doll/teddy bear/ car, among others. After working with the book page, the teacher gave me the opportunity to interact and work with the young learners. So, in one of the exercises, students had to match the names of the toys with their correct pictures (for example: ball (word) with the picture of a ball), then they had to paint the pictures.

Then, in other activity, there were new items related to toys to be introduced and include to the ones they´ve already learned. So, I joined with them the exercise development by asking:  do you remember the name of this toy? (pointing the image in the board) and they answered the name of the toy (so as to correct their pronunciation just a little I asked them to repeat after me the isolated words).
To introduce the new items I applied to show them images, sounds (for example: train- chuchu with arm- hand mime).

What aspects of the lesson do you consider successful?
The use of pictures, sounds and other resources helped young learners to be motivated and engaged with the activities. Also, the oral communication developed by the teacher helped them to fell self- confident during the exercises.

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Today the teacher brought a game as a closure activity related to sea animals, in which I could be part of.
For this activity, the teacher divided students into two groups (students chose who to work with). After that, the teacher gave a small rod (which had a magnet) to each student and put different sea animals made by gomaeva and with a magnet. The game consisted on finishing and collecting one different type of sea animals (a fish, a tortoise, an octopus, a seahorse and a starfish) that were mixed in the middle of the desks; but to keep the sea animal they´ve collected the student had to say the phrase “it is a (colour)+ (sea animal´s name)”.
During the game, the teacher and I were the judges so our job was to control that children after fishing a sea animal, they had to complete the sentence before mentioned to add the sea animal to their collection.
During this activity, I had the opportunity to interact with the young learners meanwhile they were motivated and having fun with the exercise they were developing.

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When I got into the classroom, students welcomed me as I was familiar to them (as I was their teacher).

Lesson: Animals
The teacher asked students what animals they remembered form last class, so students started shaking their hands to call teacher´s attention. So, the teacher pointed each child to hear clearly when they named different types of animals seen in previous class (dog/cat/bird/horse, among others).
After brain storming session, they continued working with the book where students were able to see big/small animals also to revise colours and vocabulary related to the topic unit.
During the lesson, the teacher asked questions to the students like: what is it?... is it a cat/a dog/a bird/a horse?, and students answered: it is a horse!; then the teacher continued asking: what colour is it?... is it brown/ black/white/etc.?, and children answered: it is white!;also she asked: Is it big or small?, and students answered: it is big!
Then, the teacher played a orally game: she covered her eyes and asked children to tell her when to stop moving her finger in front of the screen where all the animals items were shown. (so then, when the students said stop! She started to ask the questions described above as a repetitive sequence all over again so as to describe all the animals were shown in the activity).

What teaching strategies did the teacher use?
When the teacher asked for silence, she said “Let´s play the King of silence” Ok? Ready? One, two, three!. Applying to the use of this strategy, which was really effective, they stay in silence for a while.

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When I arrived at the classroom, students called me “Miss Barby!” and they started sharing with me.

Lesson: Animals
The teacher shared with the students a story that it has to be followed by hearing a listening track. Then, she asked them questions like: what is it? So, students answered the animal´s name (meanwhile the teacher was pointing the animal´s image in the book page). Then, she continued asking the colour of the animal and if it was big or small.

Then, students had to count and find in a drawing (which belongs to the book page) different animals’ pictures- related to the ones seen in the book unit- (for example: four cats/ five dogs/ two horses/ one bird). After that activity, students had to match three different animals (a tortoise/ a hamster/ a fish) with pictures that show where each animal live (for example: the fish has to be matched with the bowl picture; the hamster with the tyre picture, etc.). Finally, children had to draw two animals of their choice and paint them.

What aspects of the lesson do you consider successful?
Not only with the use of different materials (songs, images, etc.), but also with the use of oral communication by the teacher to complete the exercises, children can feel motivated and confident to carry out the development of activities.

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At first, the head teacher introduced me to the students. At the beginning, they didn´t understand what I was doing there with them so, as curious as children of that age can be, they started asking me who I was and what I was doing there. After the students asked about my purpose of being there, the head teacher told the children “this is Miss Barby and she is going to be your teacher too!”.Then, after a while, children get used to my presence in the classroom.

The group is integrated by eight children (four girls and four boys) who are between 6-7 years old. Also, they are very active and talkative children so the teacher had to get their attention regularly. Moreover, the teacher gives 15- 20 minutes to children to take snacks (cookies and juice)as they arrive from schools.

Lesson activity: Animals
The teacher introduced the topic by asking children “do you have a pet?” then students answers with phrases like “I have a dog/ cat/ rabbit, among others”. Then, she asked students to open their books on a specific page to start talking about the topic unit: animals. Then, students heard a chant about the new topic and after that they had to paste some stickers depending on which animal they heard in the chant. After that, the teacher explained the activity which consists on match the correct animal with the correct coats or feathers. Moreover, in other activity, students had to match the correct animal with the correct footprint.

What aspects of the lesson consider successful?
During the activities development, there was a connection between the instructions orally developed by the teacher and the understanding behaviour student’s show. In other words, the connection the teacher made by showing to children how to do the activity answering one of the exercises as an example (as a way of put into practice context the instructions she developed orally). Using practice as examples of how to develop an activity, as a scaffolding strategy, allow students to develop the exercise effectively.

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The teacher´s name is Lorena Vargas, she is very sweet and kind also she has a lot of experience working with Young learners.