By Penny Ur
Five-Minute actions is a useful resource of rules for language academics. It includes assets of over one hundred thirty brief actions for the language lecture room: a few are well-tried favourites in actual fact restated, others are new rules or adaptations. lecturers will locate actions which are used to: * aid novices to profit or preparation specific features of language * aid scholars and instructor to get to grasp one another * supply a tender transition among significant components of a lesson * complement a coursebook * introduce or around off classes. The actions are designed to mix studying price with curiosity and delight. such a lot of them will be tailored to fit periods of alternative degrees of skill, and in lots of circumstances there are extra feedback for adaptations or extensions of the elemental job. just about all the actions should be student-led.
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Additional info for Five-Minute Activities: A Resource Book of Short Activities (Cambridge Handbooks for Language Teachers)
Requirements for the lesson Posters 1 and 2 (Appendices, pages 63–64), enlarge for class discussion. Activity Sheet 3 (page 37) Activities 1 Game—Show me your body language Teacher asks children to show with their body language their reactions to these scenarios. You’re angry because your friends won’t let you play. You’re sad because your friend calls you mean names. You’re scared because a friend scribbled on your work and told the teacher you did it. You’re mad because your friend took your ball and didn’t give it back.
Make distinctions for the children between telling tales and asking for help. Telling tales is when: it’s a small problem you can handle the problem yourself you want to get the other person into trouble sometimes it’s really untrue. Asking an adult for help is when: the problem is too big to fi x by yourself you feel scared and worried about it. (Suckling & Temple 2001) • • • • • • Young children do not ask for help from an adult for a variety of reasons.
In a discreet manner be a social engineer on behalf of your child by encouraging new friendships. Give your child the message that they can make as many friends as they choose. Many children get fixed into the notion that they can only have one best friend or can only play with one group. Nurture and continue to develop in your child an emotional vocabulary that will help them to express how they feel. Understand that some children will come home from school and share much about their day and some say nothing or very little.