Activities

First Activity

Put the verbs into present progressive.

1. My sister (to clean)_______ the bathroom.
2. Look! They (to go)________ inside.
3. I (to wait)_________ in the car now.
4. Mrs Miller (to listen)_______ to CDs.
5. We (to speak)_________ English at the moment.


The approach of this activity is a structural approach in which the student must know to express himself in an adequate vocabulary. The objective of this activity is explore the cognitive domain of the student.
The role of the teacher is help the students by clarifying their doubts and corrects the answers if they are wrong.
The role of the students is identifying the right answer and they can make it individually or with the help of their classmates.

Source:
http://www.ego4u.com/en/cram-up/tests/present-progressive-1


Second Activity

Fill in the words below correctly.
1. _______ me, how do I ________to the cinema?
2. Go_______ .
3. Turn________ at the corner.
4. Then take the_________ road on your_______ .
5. _________ to the of the________ road.
6. __________ left there.
7. The cinema is on your________ ,_________ the castle.
8. __________ you very much.
9. You're__________.

What's the best way to the post office?
1. Excuse me, where is the post office, please?
2. _________ at the next corner.
3. Then____________ until you come to the traffic lights.
4. ___________ there.
5. The post office is____________ the cinema.


The approach of this activity is an approach based on the task. This activity also explores the cognitive domain of the student.
The role of the teacher is help the students by clarifying their doubts and corrects the answers if they are wrong. Before this activity, the teacher must teach about directions and how give information about localization.
The role of the students is identifying the right answer and they can make it individually or with the help of their classmates.

Source:
http://www.ego4u.com/en/cram-up/vocabulary/directions/exercises

My second actvity...

Listen to the announcement by pressing the "Play Audio" button, and answer the questions.

1. Where does this conversation most likely take place?

A. at a park

B. at a school

C. at a birthday party

D. at a music recital

2. What is the girl's name?

A. Kathy

B. Karen

C. Nancy

D. Nanny

3. Where does the girl probably live now?

A. in Scotland

B. in France

C. in England

D. in the United States

4. What does the girl's father do for a living?

A. He is a travel agent.

B. He is a professor.

C. He is computer programmer.

D. He is a French teacher.

5. What is one thing NOT mentioned about the girl's family?

A. why her parents lived in England for several years

B. where her mother works at the present time

C. where the girl grew up

D. how old the girl was when she moved to her present location

Well, I can´t upload the video to this blog with the conversation but you can listening by click on the link! This it´s a simple activity whick involves listening and the students have to demonstrate how much they understand about it marking the correct answers. The teacher´s role is to help the students to "absorb" the language, doing them to habituate with the idiom.The purpose it´s not make the students understand all the words but learn how to deduce what speaks and comprehend the principal idea. If the students can get better their oral comprehension they get better their vocabulary and pronunciation of some words.

From: http://www.esl-lab.com/childintro/childintrord1.htm

http://www.youtube.com/watch?v=rYvoVG2wL4I

This it´s a karaoke, an activity based on listening and speaking skillswhich the students can sing and have fun but the same time theycan improve their english learning how to speak some words andmemorizing the same words, the teacher´s role in this activityis to augment her classes and motivate the students helpingthem to identify some words and pronounce correctly.

analyzing english activities

The activities I collected from internet is available in http://www.englishexercises.org/makeagame/viewgame.asp?id=572 and is related to the video bellow. The online exercise contain 3 actitivities about the topic "The History of Halloween". First I present the activities and the video, then I comment about the approach that it suppose to belong, the roles of teacher and students during the process of making the activity (if it 'll used in class) and the the kind of each exercise.

ACTIVITY I

Watch the video and tick the correct answers to the following questions:

1. How long have Halloween traditions been around:

( ) for 180 years ( ) for centuries ( ) for 100 years

2. Where did the Celts live?

( ) In Africa ( ) In Asia ( ) In Europe

3. What did the Celts celebrate on Oct 31th?

( ) The end of the harvest season ( ) Christmas ( ) Halloween

4. What did Celt do on Samhain?

( ) They lit bonfires to scare the ded away ( ) They wore very thin clothes ( ) they gathered in their houses and had a big meal.

5. What was the original name of All Saint's Day?

( ) Halloween ( ) Holly Night ( ) Hallowmas

6. When was Halloween imported to America?

( ) In the 1840s ( ) In the 1930s ( ) In the 1940s

7. Which of the following was not a Halloween custom in those days?

( ) Bobbing apples ( ) Trick-or-treating ( ) Playing tricks

8. When did Halloween become dangerous?

( ) In the 1920s ( ) In the 1930s ( ) In the 1940s

9. How long has "Trick-or-treat" been a holliday greeting?

( ) For about 90 years ( ) For about 80 years ( ) For about 70 years

ACTIVITY II

Halloween is associated with lots of scary animals, characters. read the definitions and fill in the crossword.

1. a small animal like a mouse with that flies at night

2. a bird with a flat face, large eyes and strong curved nails, which hunts small mammals at night

3. a small dark four-legged furry animal with a tail and claws, usually kept as a pet or for catching nice

4. a light made from a hollow pumpkin with holes cut into the sides like the eyes and mouth of a person's face, inside of which there is a candle

5. the frame of bones supporting a human or animal body

6. an evil spirit

7. a dead body, usually of a person

8. a reptile with a long sylindrical body and no legs

9. a small insect-like creature with eight legs which catches other insects in a web

ACTIVITY III

What spooky Halloween figure do the following definitions refer to?

1. A (zombie/ghost/vampire/banshee) is the spirit of a ded person, sometimes represented as a pale, almost transparent image

2. A (vampire/werewolf/ghost/ghoul) is a dead person who comes back to life and sucks blood from other people at night

3. A (zombie/ghoul/banshee/werewolf) is someone who changes into a wolf at the time of the full moon

4. A (zombie/witch/wizard/banshee) is a woman who has magical powers

5. A ( ghoul/zombie/banshee/witch) is an evil spirit that eats dead bodies

6. A (witch/werewolf/banshee/zombie) is a female spirit in traditional Irish stories whose crying sound tells you someone in your family is going to die

7. A (vampire/zombie/ghoul/werewolf) is a reanimated human corpse

COMMENTARIES:

1. The activities are based in the content and in the topic discussed in the video: The History of Halloween. The purpose of this approach is to add vocabulary and force students make inferences about the characters and symbols of Halloween based in the main points presented in the video and matching figures by means its definitions.

2. The roles of teacher and students (in case of using it in class).

TEACHER'S ROLE:

* introduce the topic and promote discussion (pre-reading, watching and listening);

* guide students during the task's realization (what kind os information is relevant to answer each actitity)

* explain the importance of this "issue" for students life. Contextualize it with Brazilian's hollidays and how Halloween is celebrated here.

STUDENTS' ROLE:

* activate their previous knowledge;

* give opinions for discussion;

* by teacher's instruction, read questions before watching the video;

* make relations among Halloween holliday in foreign cultures and important celebration from Brazil (national and regional hollidays).

Activities

This is my first activity:

Home > Testing > Language Quizzes > Antonyms and Synonyms
Quiz: Antonyms and Synonyms

Choose the correct answer.

Q1 - 'Big' and 'small' are...
antonyms.

synonyms.

Q2 - 'Big' and 'large' are...
antonyms

.synonyms.

Q3 - 'Black' and 'white' are...
antonyms.

synonyms.

Q4 - 'Huge' and 'vast' are...
antonyms.

synonyms.

Q5 - 'Huge' and 'tiny' are...
antonyms

.synonyms.

Q6 - 'Dark' and 'light' are...
antonyms.

synonyms.

Q7 - 'Fantastic' and 'wonderful' are...
antonyms

.synonyms.

Q8 - 'Fantastic' and 'awful' are...
antonyms.

synonyms.

Q9 - 'Dry' and 'wet' are...
antonyms.

synonyms.

Q10 - 'Cheap' and 'costly' are...
antonyms

.synonyms.

Q11 - 'Expensive' and 'costly' are...
antonyms

.synonyms.

Q12 - 'Sad' and 'miserable' are...
antonyms.

synonyms.

Q13 - 'Sad' and 'happy' are...
antonyms

.synonyms.

Q14 - 'Terrific' and 'terrible' are...
antonyms.

synonyms.

Q15 - 'Wonderful' and 'terrible' are...
antonyms.

synonyms.

Q16 - 'Wonderful' and 'terrific' are...
antonyms

.synonyms.

Q17 - 'Glad' and 'happy' are...
synonyms.

antonyms.

Q18 - 'Dead' and 'alive' are...
synonyms

antonyms

Analysis

This exercise is focus on vocabulary. The students should choose the right alternative, identifying the synonyms or the antonyms according the word and they must know how differentiate false cognates. This activity is important to the students know the different meanings of the words. The teacher’s role is teach about false cognates, synonyms and antonyms and also accompany the task’s realization and resolve the student’s doubts.
This activity works with the cognitive domain. I think that the teaching approach that can guide its development is the structural approach and the approach based on the content.

This is my second activity:

Home > Testing > Language Quizzes > Must & Can
Quiz: Must & Can

Choose the correct answer.
Q1 - That's ridiculous- you ____ be joking.
can
must

Q2 - That's the phone- who ____ it be?
can
must

Q3 - They haven't eaten for hours- they ____ be starving.
can
must

Q4 - I'm busy this morning, but I ____ see you this afternoon if you like.
can
must

Q5 - It ____ be the postman; it's far too early.
can't
mustn't

Q6 - You ____ enter the country without a visa.
can
must

Q7 - They're two hours late- there ___ be something wrong.
can
must

Q8 - She left two hours ago, so she ____ have arrived by now.
can
must

Q9 - My doctor says I ____ lose some weight.
can
must

Q10 - ____ you smell something burning?
Can
Must

Analysis

The focus of this activity is the grammar structure. The teacher must teach grammatical rules about modal verbs to the students. The students’ role is to understand the meaning of the modal verbs and choose the right modal to complete each phrase. This activity is important to students know how the modal verbs are used in different occasions that requires writing, reading, speaking or listening skills.
This activity also works with the cognitive domain. I think that this activity can be guided by many teaching approaches, such as structural approach, functional approach, situational approach and by the approaches based on competences, tasks and also content.

Both the activities can be encountered in the following address:

Source: http://www.usingenglish.com/quizzes/

Carine

Task 2 - Analysing online activities

Go to the Internet and try to find out two language activities suggested in a pedagogical site available on it. Analyse the activities in relation to:

a)1)The view(s) of language that oriented the construction of this activity;

b)2) The theoretical framework (or teaching approach) that can guide its development in the classroom

c)3)The teacher´s role in the activity

d)4) The student´s role in the activity

•
Publish the analysis of the activities in our collective blog and don´t forget to mention the activity´s URL or to post the activity you are analysing in order to your classmates make comments on it.

Apresentação - Aula 1 - didática

Oi, PessoALL, aqui está a apresentação da primeira aula
:)
See ya

First task - Introduce yourself

Hello Guys, H R U today?

BTW, first of all, Let´s introduce ourselves virtually?

So, tell us about yourself. We are curious to know who you are, things that you like to do in your freetime or during your day. Maybe you can tell us things that you haven´t said in the classroom but that are important to us to know about yourself. Feel free to tell us anything you like to, ok? :)

Your second task is to answer the following questions:

1) what does "teaching" mean for you?

2) In your opinion, what does "being a good teacher" mean for you?

Give reasons and details to support your answers.