Happy Halloween (some more activities)

 Here are some more Halloween  activities for young kids. Let them enjoy reels.

Multisensory teaching can help them memorize the images and learn new vocabulary. You can catch their attention with the help of the following activities:

a) puzzles

For more advanced kids more complicated puzzles are suitable.

B) crosswords and word-finding activities, like these ones:

You can print some more games.

Happy Halloween!

.

Веst Halloween activities.

1. Go Trick or Treating.

2. Tour a haunted house.

3. Take a hayride.

4. Hold a Halloween costume party.

5. Carve a pumpkin.

6. Drink apple cider and eat donuts.

7. Visit a Pumpkin patch.

8. Watch Halloween movies.

9. Start a "You've been ghosted" game.

10. Display and eat candy corn.

11. Go through a Spooky Corn Maze.

12. Bob for apples.

13. Make and eat caramel apples.

14. Decorate with orange and black.

15. Have a bonfire.

16. Make your own Halloween costume.

17. Have a creepy food party.

18. Craft some Halloween decorations.

19. Light a path of luminaries.

29. Tell scary stories.

30. Tell your classmates what you did on Halloween. If you live in a country where Halloween is not celebrated, you can give a class presentation to share your knowledge with your classmates.

How to make kids recognize familiar words?

This game can be used in heterogeneous classes in elementary school, as well as in junior-high school for beginners or students with learning difficulties. Its aim is to make them recognize and memorize vocabulary and for learning prepositions, depending on the aim of your lesson.

Option 1.

 In this picture you can see a game that can be used for kids of different levels. Before they know how to match the pictures with the sentences, they should remember the words they have learned earlier. Thus, you can ask them what they see in each picture? e.g. "There is a table", "I see a pair of glasses".

Option 2.

If you revise prepositions, you can ask them to describe each picture with one sentence for instance, "There is a pair of glasses on the table", "The kids are under the tree". To make them speak more fluently, you can ask YES/NO Questions, e.g.

Are the glasses under the table?

No, they aren't (or just "No")

Are the glasses on the chair?

No, they aren't.

Are they on the table?

Yes, they are.

Option 3.

If you want kids to practice their reading and to recognize words, you can ask them to read the sentences and to look for the appropriate picture, as you can see in this video. Try not to use L1 until they do not understand you but if you do, tell the same words in English, so that they will repeat and memorize.

Option 4.

For more advanced kids, you can use this game as a memory one. So, they do not see any pictures or sentences and play it individually, in pairs or in small groups and connect pictures with semtences.

Strategies for Module E.

 Dear students,

I have created some more self-checking materials to practice for Module E.

1. Parts of speech

2. Vocabulary practice.

3. Reading comprehension.

Click the link and enjoy!

Nostalgia)). This post was written 10 years ago, when I was finishing a course, and for some reason it was not published. But the ideas are still relevant.

 Week 10. Reflections.

Week 1

I learned all the requirements of the course and started this blog. I called it "Don't give up". This motto is addressed both for LD students that I teach and for teachers who work with such kids. As it known, Albert Einstein and George Bush had LD but they overcame those obsticles successfully. So LD is not a sentence.


Week 2

I studied the ABCD Learning Objectives Framework and Effective Web Searches. I have never heard about these things so I had to learn them thoroughly. I learned more how to design a learning objective for my literature class based on the ABCD Model and browsed many valuable search engines. With the help of these tools I researched the new ways of preparation LD 11-graders to the matriculation exam in English Literature.

Week 3
I studied how to apply Skill-building Websites for Oral/Aural Skills and save Bookmarks with Delicious. Later I introduced this site to my students. They were very excited and opened their own accounts there, too. Now they can use their favorite and/or important sites everywhere and any time, which is necessary when they write their projects for the oral exam.


Week 4

 I studied more about Skill-building Websites for Reading/Writing Skills and Technology-enhanced Lesson Plans. This section was very important for me because what I taught had a close relevance to this part. Reading and writing skills were two skills that were developed in my translation classes. Students were asked to read some e-books for their theoretical bases of translation. They were also trained to understand the English texts by reading all carefully, then they had to translate all into Indonesian language accurately. That was an academic activity the students did from reading the text to writing the result of translation, because translation itself principally is rewriting process and product after reading activity. I also learned how to make a lesson planned enhanced with technology that can be seen at https://docs.google.com/file/d/0B-IlYgoe1g38MVVpbGJIUnBWSE0/edit?usp=drive_web.

On week 5, 

I did many things in relation to Project-based Learning, WebQuests, and rubrics. I learned more about Project-based Learning (PBL) as a method of teaching that allows students to gain a deeper understanding of the concepts and standards at the heart of a project (http://www.bie.org/about/what_is_pbl/). Talking about WebQuest, I read an explanation about it at (http://zunal.com/zunal-help/help-about-whatiswebquest.php). I tried to create Project-based learning and WebQuests though it is not good yet, but I was successful in applying this web application that can be seen at http://questgarden.com/164/08/7/131110091317/.

On week 6, 

I learned more about Creating Student-centered Classes and Interactive PowerPoint. On this week 6 I made tutor blog or web http://duniaterjemah.com/for managing my online teaching for my classes and asked students to create a learner blog. One of their learner blog can be seen at http://e-teachingweb.blogspot.com/p/the.html. I also made interactive PowerPoint slides for my translation classes that can be seen at https://sites.google.com/site/seanswebskillswikifall2013/powerpoints.

On week 7, 

I learned about Learner Autonomy, the One-computer Classroom, and Mobile Devices. This section was very invaluable for me to improve students' autonomous learning, applying one-computer classroom, and using mobile devices for enhancing teaching and learning process in or out the classroom with technology.

On Week 8,

I did many things in relation to Teacher Resources Online that could be applied and practiced for online teaching and learning process and activities. On this week 8 I created Class Site of Translation Studies that can be visited on https://sites.google.com/site/translationclasssite/. This site is a sample for my translation class. This class site has some slots that are very valuable for managing and organizing my class administratively. I also made a handout of translation studies in the form of a compilation composed based on some articles from internet. I attached it on https://sites.google.com/site/translationclasssite/lesson-materials.

On week 9, 

I completed my activity of Webskills class and tasks by writing a final project that describes what I planned and did for and during the Webskills program. You can read my final project on https://sites.google.com/site/seanswebskillswikifall2013/final-projects. Beside that I also learned more about Learning styles and technology connections from some articles, taking the lesson of four models of learning style: 1) Myers-Briggs Type Indicator; 2) Kolb/McCarthy Learning Cycle; 3) Felder-Silverman Learning Styles Model; 4) Grasha-Riechmann Learning Styles. Those are very important and inspired me to manage my classes based students characteristics and learning capabilty.

Now on Week 10, 

it is time for me to wrap up. This is the week that makes me sad to do because I will leave my all extraordinary instructors of Webskills program, especially Mr. Sean McClelland who is very patient and smart to lead me to be a good learner of Webskill class and all lovely friend from many countries that accompany me week by week that make me warm in following this program. But I really believe that our friendship will be on forever, ever after this program finished. Let's be our brothers and sisters in the world of Education.

What should I give as my advice? It is very hard for me to give advice because all things run well and completely. However, I want to say for new participants who will take the same program of Webskills next year, you should:
1. Spend your time some hours for concentrating and focusing on all assignments and tasks given weekly, though you are very busy on your school jobs and activities.
2. Be a hard learner that has an inner motivation to run fast in your learning process because it needs extra energy, time, and thought.
3. Be patient to all duties given in this program because all will lead you to be a professional teacher.
4. Be creative on making and creating a product of technology of teaching and other tools or media for our classroom facilities, for examples, creating a blog, class site, WebQuest, and other online tools of teaching and learning.
5. Be a literate learner on technology by learning how to operate computer programs, applications, internet, and other technology in education.
That's all I can say on this week. I hope that what I learned will be useful for me, my students, and institution. A great deep thanks given to all instructors, committees, and University of Oregon staffs, and Department of Education under the United States Embassy. May God bless you all for your kindness and good deeds. Thanks.

Module E for 4-5 points. Self-checking vocabulary exercises.

! חברים יקרים

.בחינם Eאני מציעה לכם תרגילים לאותר מילים לשאלון 

.אלו הת תגלילי אוצר מילים, חלק של השאלון 16471, שלב האחרון של 4 יחידות ושלב הראשון של 5 יחידות להכנה לבגרות

!בנצלחה

Дорогие ребята!

Я предоставляю вам бесплатные упражнения для самопроверки к модулю Е. Это словарные упражнения, часть вопросника 16471, который является заключительным этапом 4 единиц и начальным этапом на 5 единиц для подготовки к выпускному экзамену на аттестат.

Удачи!

Vocabulary for Module E

Some more icebrakers for the first lesson.

 Here is a game "Find someone, who..." 

Ask your students general questions, for instance, "How are you today?" "What is the weather like today?" "Do you like English?" You can use some more activities from my previous post, and to make the atmosphere more relaxed, you can give them pages with the following questions, ask them to get up and to ask each other "Do you...?", "Are you...?" Make sure they don't speak L1. They are supposed to write their peers' names on the page.

For adults, you can compose a questionnaire with the following questions:

Find someone, who...

                                has more than two children

                                runs his/her own business

                                has been to America

                                speaks three languages and more

                                has pets

                                likes traveling

                                often goes on business trips

                                works on shifts

and many more. You can remove some irrelevant questions and add something new, depending on yours and your students' interests.

For kids, you can compose such questions, as:

Find someone, who...

                               likes chocolate

                               likes cats and dogs

                               is an only child in the family

                               does not like Math

                               plays football

                               whose birthday is next month

and many more.

The students walk around the room, ask each other and write their names. Then you ask them to sit down and ask: "Who likes cats and dogs?"

Possible answers: "I like them", "I like cats but I don't like dogs", etc. 
Next step is asking them to report. A student says: "Dany likes chocolate, Lena and Tanya speak three languages, Tom likes dogs but he does not like cats".

This activity helps students to get together and get interested in your course.