lunes, 13 de agosto de 2018
jueves, 9 de agosto de 2018
Introduction
Didactic Materials are tools that all teachers can use to support their classes. According to Jocelyn Right, the term usually refers to concrete examples, such as worksheets or manipulative. Learning tools or games help students develop new knowledge. As students develop new learning skills, they practice with new learning tools (2018). When working with didactic materials is easier to have a student-center lesson, through this, students can be more involved in the development of the class. Didactic Materials play an important role when developing a successful class.
Emotions
Steps:
1- Students will role a dice and depends on what
images of the dice has, they should say what kind of emotion is
2- Students get in groups and create complete sentences with all the emotions that a dice has.
The Clothing Game
Steps:
1- Divide the class in groups of three.
2- Give to each student a card and a closet.
3- Students create at least two outfits.
4- Students take turns to give their partners the description of the outfits they created.
Spelling Game
Steps:
1- T asks Ss to make a circle and sit on the floor.
2- T tells Ss what the “Spelling Game” is abou.
3- Ss have to roll a dice on the table board by turns, and have to move to the number the dice shows. For example:
If the dice shows number 5 and the students are starting the game, they have to move to the square number 5.
4- Then, students have to read the word that is on the number the dice shows and spell it, if Ss misspell the word they have to go back one square. For example:
If a student is in the square number 4 and misspells the word, she/he has to go back to the square number 3.
5- There 4 squares that have a surprise or a bonus.
If a S is landed on a surprise square he/she will win candies or one extra point.
Parts of the House
Small Groups
1- Teacher will
show some pictures about the house
2- Teacher will
show the complete house
3- Teacher and
students will named each part of the house
Family Member Popsicles
Steps:
1- Divide the class in groups of three.
2- Teacher gives to the students the different characters.
3- Students select them according to the members of their own families and decide which character is going to represent each member.
4- Students share with their classmates the characters they selected and the family member they represent.
Bingo Cards
Steps:
1- T gives Ss a little bingo card. In each bingo card there is a word.
2- T gives instructions and asks Ss to pay carefully attention.
3- T has to pronoun phonemes in order for Ss to fulfill the bingo card, Ss have to put a penny on the phoneme the T pronounces.
For example:
If a S has the word “Pan” and the T pronounces the phoneme /p/, S has to put a penny on the letter “P” that belongs to the phoneme /p/.
4- The students that finish first has to say “BINGO” and wins.
5- The bingo can be played as many times T wants.
Fruits and Vegetables
Steps:
1- Students will take a piece of wood with different color, the piece of wood has written a fruit or vegetable. Then I would tell them what is good about the fruits or vegetable
1- Students will take a piece of wood with different color, the piece of wood has written a fruit or vegetable. Then I would tell them what is good about the fruits or vegetable
2- Have students go around the room and try to find
other students with pieces of wood with the images of some fruits or vegetable.
The Guessing Wall
Steps:
1- Ask the students to work in pairs.
2- Students sit one in front of the other.
3- Give student A a wall and the pictures.
4- Place the wall between them.
5- Student A selects a picture and describes it.
6- Student B try to guess what is in the picture by listening to the description given by student B.
Scramble Board
Steps
1- T divides the class into 2 groups.
2- T puts a word board on the board in a scramble of syllables here and there, but low enough that all Ss can reach it.
3- T calls out a word. Then, Ss have to find and form the word by matching it with a ribbon. Once Ss get the word, they have to make a sentence using the words formed.
4- The team that finishes first wins.
Personal pronouns
Steps:
In Groups
1- Teacher shows the cards with the pronouns of each card of the puzzle.
2- Students repeat each word.
3- All the cards are placed on the table face down (or posted on the board in a similar way).the players cab be divided in two groups.
4- Each player gets a chance to turn over two cards. If they do not match, they have to be turned back again so everybody else cannot see it.if they match, they stay as they are, with the pictures facing front already.
5- Finally, students will say a sentence with the correct pronoun
Tale's Puzzle
Steps:
1- Teacher divides the class in pairs.
2- Teacher gives to the students the pictures of the story and the paragraphs.
3- Students read the paragraphs and paste them above the picture that corresponds for organizing then in the correct order.
4- Students read the complete stor.
Forming Sentences Game
Steps:
1- T divides the class into groups of 4 and gives Ss a set of words to each one.
2- Each group has a specific spot on the board.
3- Each set of words forms 3 sentences. Ss have to organize the words in order to make sentences.
4- Once Ss have a complete sentence, they have to place it on the board.
5- The group that has all the sentences well -structured wins.
Phonics; short vowel sounds
Steps:
In Groups
1- All the cards are placed on the table face down
(or posted on the board in a similar way).
2- Students
will take a card and according to the card that they took they should look for
the correct word.
3- Students match the picture with the correct name.
Preposition's Poster
Steps:
1- Paste the picture on the board.
2- Ask the students to pay attention to the details of the picture.
3- Teacher gives two sentences describing the picture and using prepositions as examples of the activity.
4- Ask the students to write on their notebooks at least 6 sentences using prepositions.
5- Ask the students to pass in front and read the sentences they wrote.
Spinner Vowel Wheel
Steps:
1- T holds up a spinner wheel in front of the class so all Ss can see it.
2- T choruses the vowel 3 to 5 times along with the Ss. Then, T asks each S to say the vowel individually.
3- T provides an example of an object that begins with the vowel Ss mention. e.g.
T: “What is this?”
Ss: “It is an E”
T: “And E is For Elephant” and so on.
4- Afterward, T asks Ss to form groups of 3 and gives each group a game chart.
5- T will spin the spinner wheel and when it stops on a particular vowel pattern (e.g. “A”), Ss have to look for the same vowel on the game chart. Then, they have to write 3 words with the vowel the spinner stops on. e.g. “A” – “apple, ant, art”.
6- T may have Ss play until they have their entire board filled up.
Conclusion
Becoming an effective teacher requires a unique combination of leadership, faith in the educational process and creativity. As a teacher strives to prepare his/her students for adult life, one of the best ways he/she can lead is by playing games. Working on didactic materials, allows you to see class activities in a different way. As teachers, we are used to see, use and do the same traditional activities to teach. Therefore, some students have a bad concept of teaching. A teacher who is interested in change this has to be creative to make an impact on students’ lives. Work with attractive didactic materials can make it easier.
Didactic
¨The word ´didactic´ means designed or
intended to teach. It also means intended to convey instruction and information
as well as pleasure and entertainment.¨
(Maria Montessori)
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