SUGESTÕES DE ATIVIDADES DE INGLÊS PARA EDUCAÇÃO INFANTIL

ATP de INGLÊS

Claudeli Nunes Moreira César de Camargo

ATIVIDADE 1
TODAY’S CALENDAR (O CALENDÁRIO DE HOJE)

DURAÇÃO: 5 minutos
OBJETIVO: Familiarizar as crianças com dias da semana e vocabulário sobre climas.
MATERIAL: Cartolina (ou EVA), canetinha, tesoura, cola.
PROCEDIMENTO: Na primeira aula do mês, monte com as crianças o calendário mensal, colocando os dias da semana e os possíveis climas: sol (sun), ensolarado (sunny), chuva (rain), chuvoso (rainy), vento (Wind), com vento (windy), nuvem (cloud), nublado (cloudy). No começo de cada aula pergunte aos alunos como está o tempo. Eles devem completar o calendário com desenhos ou com peças de EVA montadas previamente. Cante alguma música relacionada ao tema, como, por exemplo: “There are Seven Days in a Week” (música retirada do DVD Barney goes to School, que pode ser comprado em grandes magazines).

There are seven days, there are seven days
There are seven days in a week
There are seven days, there are seven days
There are seven days in a week
Sunday, Monday, Tuesday, Wednesday
Thursday, Friday, Saturday
Sunday, Monday, Tuesday, Wednesday
Thursday, Friday, Saturday


ATIVIDADE 2
4 CORNERS GAME

DURAÇÃO: 10 a 15 minutos
MATERIAL: 4 figuras ou flashcards sobre Weather, CD e CD player.

OBJETIVO: A criança deve identificar o vocabulário previamente estudado.
PROCEDIMENTO: Coloque 4 figuras ou flashcards nos cantos da sala. As crianças iniciam o jogo no meio da sala. A professora diz uma das palavras, por exemplo: Windy. As crianças devem escolher o canto em que acham que a palavra correta está. Você pode pedir às próprias crianças para que comandem o jogo.
VARIAÇÃO: Coloque uma música para tocar e os motive a dançar. Quando a música parar, peça às crianças para escolher um canto e ficar nele. Então, tire de uma sacola algum flashcard relacionado ao canto. Por exemplo: sea, sun. As crianças que estiverem no canto de outros objetos/climas devem sair do jogo. E assim por diante.


ATIVIDADE 3
CLAP YOUR HANDS 1, 2, 3 (Bata Palmas 1, 2, 3)

DURAÇÃO: 5 minutos
OBJETIVO: Aquecer para a aula e/ou revisar conteúdo que já foi trabalhado previamente.
MATERIAL: Nenhum material específico.
PROCEDIMENTO: Escolha algum tópico que as crianças tenham domínio (cores, números, animais, frutas etc.) e comece a falar palavras soltas referentes ao tópico (por exemplo: banana, apple, orange, lemon, pink). A criança deve bater palmas quando ouvir algo que não pertence ao conjunto.


ATIVIDADE 4
FACES WORKSHOP (OFICINA DE ROSTO)

DURAÇÃO: 15 A 20 MINUTOS
OBJETIVO: Aprender o vocabulário sobre partes do rosto.
MATERIAL: Deixe já preparados vários recortes de revistas com olhos, bocas, narizes, orelhas (cada recorte numa mesa ou canto diferente), cola e folhas de papel A4, uma para cada aluno.
PROCEDIMENTO: Esta é uma atividade para ser feita quando você estiver ensinando parts of the body. Cada criança terá uma folha de papel para que ela cole os recortes. Diga uma palavra referente à parte do rosto que quer que as crianças peguem, por exemplo: Eyes! One, two, three, go!!! E as crianças pegam rapidamente de acordo com seu comando e colam na folha, assim vai se repetindo com as outras partes do rosto, até que completem suas colagens. Você pode aproveitar para fazer um mural.


ATIVIDADE 5
HANGING CLOTHES (VARAL DE ROUPAS)

DURAÇÃO: 20 minutos
OBJETIVO: Exercitar o vocabulário de roupas e as respectivas cores.
MATERIAL: Corda de varal ou barbante, pregadores, roupas de papel, previamente preparadas pela a professora, de acordo com o vocabulário que pretende explorar.
PROCEDIMENTO: Combine com seus alunos que eles ajudarão a estender as roupas “lavadas”. Pendure, então, as roupas no varal, explorando os detalhes, por exemplo: Hang a pair of blue socks on the left. Hang a pink shirt between the socks and the skirt. Explore o vocabulário que estiver trabalhando em relação a roupas.
VARIAÇÃO: As crianças podem desenhar seu próprio varal em uma folha de sulfite A4, e criar livremente as peças. Pode-se dar continuidade à atividade trabalhando em pares para que cada um conte ao colega como ficou seu varal.


ATIVIDADE 6
MATCHING SHAPES GAME (ENCONTRE A FORMA CORRETA)

DURAÇÃO: 5 minutos
OBJETIVO: Revisar as formas geométricas e cores.
MATERIAL: Figuras geométricas em dois tamanhos diferentes. As cores das mesmas formas não devem se repetir.
PROCEDIMENTO: Cada criança terá sua vez de pegar uma figura grande uma pequena para formar um par. Tenha um número de figuras maior que o de alunos na aula. Incentive a criança a falar a forma que está pegando: circle, square, triangle, rectangle, heart, diamond. Se já tiveram aprendido big/small, peça que acrescentem. Para crianças mais velhas solicite a frase: This is a square. This is a small square.
VARIAÇÃO: Trabalhar com os pares de cores.

SUGESTÕES DE SITES PARA O PLANEJAMENTO DE OUTRAS ATIVIDADES EM INGLÊS

www.manythings.com.br
www.readingonline.org/electronic/carrick/#scripts
www.garfield.com
www.storyplace.org
www.kizclub.com
www.americanfolklore.net

DITADOS E PROVÉRBIOS EM INGLÊS

ATP de Inglês

Claudeli Nunes Moreira Cesar de Camargo

Anime-se! Você ainda não viu nada!
Cheer up! The worst is yet to come!
Se não pode vencê-los, junte-se a eles!
If you can´t beat them, join them!
Onde há fumaça, há fogo.
There´s no smoke without fire.
Água mole em pedra dura tanto bate até que fura.
Water dripping day by day wears the hardest rock away.

TEACHING ENGLISH TO CHILDREN

Wendy A. Scott and Lisbeth H. Ytreberg

Summary: ( pages 5-26)
What this means for our teaching

Words are not enough
Don’t rely on the spoken word only. Most activities for the younger learners should include movement and involve the senses. You will need to have plenty of objects and pictures to work with, and to make full use of the school and your surroundings.

Play with the language
Let the pupils talk to themselves. Make up rhymes, sing songs, tell stories. Play with the language – let them talk nonsense, experiment with words and sounds: ‘Let’s go – pets go.’ ‘Blue eyes – blue pies.’

Language as language
The spoken word is often accompanied by other clues to meaning – facial expression, movement, etc. We should make full use of these clues. When pupils start to read, the language becomes something permanent and there are fewer other clues to meaning.
Reading and writing are extremely important for the child’s growing awareness of language and for their own growth in the language, although both are very demanding and take time and patience to learn.

Variety in the classroom
Variety is a must – variety of activity, variety of pace, variety of organisation, variety of voice.

Routines
Have systems, have routines, organise and plan your lessons. Use familiar situations, familiar activities. Repeat stories, rhymes, etc.

Cooperation not competition
Avoid rewards and prizes.
Creat an atmosphere of involvement and togetherness.

Grammar
Children have an amazing ability to absorb language through play and other activities which they find enjoyable.
As a teacher, you should note the structures, functions and grammar items which you want your pupils to learn as well as those they already know, but your actual teaching should only include the barest minimum of grammar taught as grammar, and then for the older children only.

Assessment
It is always useful for the teacher to make regular notes about each child’s progress.


TEACHERS
Teachers come in all shapes and sizes.
We come to the job with our personalities already formed, but there are abilities and attitudes which can be learnt and worked on. As a teacher of young children it helps a lot if you have a sense of humour, you’re open-minded, adaptable, patient, etc., but even if you’re the silent, reserved type, you can work on your attitudes and abilities.

Abilities
Most of us can learn to sing or even play a musical instrument.
We can all learn to mime, to act and to draw very simple drawings.

Attitudes
Respect your pupils and be realistic about what they can manage at an individual level, then your expectations will be realistic too.

Correction has its place when you are working on guided language exercises, but not when you are using the language for communication.

Everyone makes mistakes when they are learning a new language, and that it is all right.
-Establish routines: ‘Good morning. It’s Wednesday today, so let’s hear your news.’ ‘Friday is the day you read the book of the month. Have a birthday calendar, so that you know when everybody’s birthday is, and have a routine for what to do on that day.Have a weather chart so that the weather can be written up every day. Have a calendar with day, date and month. Routines of this type build up familiarity and security for both are groups.
Young children respond well to surroundings which are pleasant and familiar. If at all possible, put as much on the walls as you can- calendars, posters, postcards, pupils’s drawings, writing etc. Have plants, animals, any kind of interesting object.
Encourage the children to bring in objects or pictures or postcards and tell the rest of the class a little bit about them in English.

LISTENING IN THE CLASSROOM
Listening is the skill that children acquire first, especially if they have not yet learnt to read. When the pupils start to learn a foreign language, it is going in mainly through their ears and what the pupils hear is their main source of the language. Of course, we also give them as much visual back-up as possible through facial expression, through movement, through mime and through pictures.

When you are telling a story, for example, you don’t have to tell it from beginning to end without breaks. You can re-tell it from beginning to end without breaks. You can re-tell it again and again as you go along:
‘This story starts on a nice, sunny Monday morning. Who’s the story about? Who can we see in the picture? Yes, Fred and Sue. It’s a nice, sunny Monday morning and Sue and Fred are... Where are they? In the forest. Right. They’re in the forest. And what are they doing? They’re picking berries. So, it’s a nice, sunny Monday morning, and Fred and Sue are in the forest picking berries. What happens next? Well...’ and so the story continues.

The listeners can’t re-listen in the same way that they can re-read, it means that if you are the listener, you can’t decide how fast you work.

‘LISTEN AND DO’ ACTIVITIES

Moving about
Children need exercise and movement, and you should make use of this wherever possible.

Put up your hand
You will amost certainly have to make use of the ‘put up your hand” type exercise at some stage. For example, you might want them to put up their hands when they hear a certain word.

Mime stories
In a mime story the teacher tells the story and the pupils and the teacher do the actions. It again provides physical movement and gives the teacher a chance to play along with the pupils.

Here’s a very simple example of a mime story:
‘We’re sitting in a boat, a small rowing boat. Let’s row. We row and row. Now what´s that? A bird. A big bird flying over the water. Now it’s gone. We keep rowing. Can we see the bird? No, no bird. This is hard work. Row, row. We’re tired. We row slowly. There’s the shore. Let’s go home now. We’re so tired we’re dragging our feet. We’re tired. We want to go to sleep. We lie down on our beds. We close our eyes, and...shhh....we’re asleep’.

Drawing
‘Listen and draw’ is a favourite type of listening activity in almost all classes, so keep the pictures simple. You can make up a picture or describe a picture you have in front of you. This activity is particularly useful for checking object vocabulary, prepositions, colours and numbers.

Listen and colour
Children love colouring pictures and we can easily make this activity into a listening activity. We can use any picture. Instead of just letting them colour it by themselves, make it into a language activity. Here is an example:

ATP de Inglês

Claudeli Nunes Moreira Cesar de Camargo

WINNERS ARE PEOPLE

ATP de Inglês

Claudeli Nunes Moreira Cesar de Camargo

Winners take chances.
Like everyone else, they fear failing
but they refuse to let fear control them.
Winners don’t give up
When life gets rough, they hang in
until the going gets better.
Winners are flexible.
They realize there is more than one way
and are willing to try others.
Winners know they are not perfect
They respect their weaknesses
while making the most of their strengths.

Winners fall, but they don’t stay down.
They stubbornly refuse to let a fall
keep them from climbing...
Winners don’t blame
fate for their failures
nor luck for their successes
Winners accept responsibility
for their lives.
Winners are positive thinkers
who see good in all things.
From the ordinary, they make
the extraordinary.
Winners believe in the path
they have chosen
even when it’s hard,
even when others can’t see
Where they are going.
Winners are patient.
They know a goal is only as worthy
as the effort that’s required to achieve it.
Winners are people like you.

They make this world a better place to be.

TRADUÇÃO

“VENCEDORES SÃO PESSOAS COMO VOCE”

Vencedores precisam de oportunidades.
Como qualquer outra pessoa, eles temem fracassar,
mas recusam deixar o medo controlá-los.
Vencedores não desistem
Quando a vida torna-se dura, eles esperam
até que as coisas melhorem.
Vencedores são flexíveis.
Eles percebem que há mais de um caminho
e estão dispostos a tentar outros.
Vencedores sabem que eles não são perfeitos
eles respeitam suas fraquezas
enquanto aproveitam suas forças ao máximo.

Vencedores caem, mas eles não permanecem para baixo.
Eles dificilmente recusam deixar que uma queda
Impeça-os de subir...
Vencedores não culpam
O destino por seus fracassos
Nem sorte pelos seus sucessos
Vencedores aceitam responsabilidades
para suas vidas.
Vencedores são pensadores positivos
Que vêem o bem em todas as coisas.
Do normal, eles fazem
O extraordinário.
Vencedores acreditam na trajetória que eles
Escolheram
Mesmo quando é difícil,
Mesmo quando outros não podem ver
Onde eles vão.
Vencedores são pacientes.
Eles sabem que uma meta é somente tão preciosa
quanto o esforço que é exigido para atingi-la.
Vencedores são pessoas como você.

Eles fazem deste mundo um
lugar melhor para estar.