iTeach: Blog-urile colegilor

"Gradina colorata"

Nicoleta Rîșnoveanu — Sun, 04 Apr 2021 18:40:00 +0300

O planificare din cadrul Proiectului tematic ,,Primavara",subtema ,,Gradina colorata''

PLANIFICARE SAPTAMANALA- Cand. cum si de ce se intampla?
Proiect Tematic: Primavara
Subtema: Gradina colorata
Grupa mare,,Albinute’’ , G.P.P.NR.10 BUZAU
Anul scolar 2020-2021
Educatoare: RISNOVEANU NICOLETA/ZAPLAIC LIGIA
SAPTAMANA 29.03.2021 - 01.04.2021

REPERE
ORARE ACTIVITATI SEMNATURA
LUNI
07.30-09.00
09.00-11.00
11.00-12.30 ADP Gimnastica de dimineata! https://youtu.be/jUNBugrF1iU
Salutul , prezenta, calendarul naturii
ID: NOUTATEA ZILEI-Gradina , primavara!
ALA: Biblioteca:
Constructii: Gardul livezii
Ai:Copacul inflorit!
Exercitiu grafic –litera G
Activitati pe domenii experentiale: AI:,,Copacelul”
DS: Cunoasterea mediului-Primavara in gradina –observare https://youtu.be/H-QNHnGa4Tg
DEC: Ce ti-ar spune un copac -https://youtu.be/6CTy7jppXDQ
joc muzical: Sus, sus tot mai sus, zboara fluturasul meu! https://youtu.be/56Vq0_yGMug
Moment de literatie : Printesa Primavara https://youtu.be/9ubajwyzMfg
ALA 2: Joc https://youtu.be/aTvh0tTzAO4
Moment de reflectie: “Cum ar fi viata fara soare?”

LUNI
12.00-13.00
13.00-15.00
15.00-17.00 ADP: joc liber
Bibioteca: Citim imagini cu primavara!

ACTIVITATI RECUPERATORII ADE: DS: In livada! Convorbire
DEC: Auditii muzicale
ALA 2: Joc distractiv: Adevarat/fals

MARTI
07.30-09.00
09.00-11.00
11.00-12.30 Salutul, prezenta, calendarul naturii! https://youtu.be/hcvRbZ9dr8Q
ID: NOUTATEA ZILEI :    Florile primaverii sunt…
Tranzitii: 1-2,1-2 , fac gimnastica vioi
MOMENT DE LITERATIE: Pinochio https://youtu.be/SaSNyhnTDSM
A.I :,, S-o ajutam pe zana Primavara !’’
ALA:. Joc de rol: De-a mama si tata! Stiinta: Joc de masa-flori si insecte
ADE: DS:” A cata floare lipseste “, joc didactic-numeralul ordinal
1-9https://youtu.be/W5ZECAiI25Y
DEC :Lalele -pictura
Optional: “Creionelul fermecat”-Exercitii grafice
JOC DE MISCARE IN AER LIBER
ALA 2< Jocuri online pentru copiii https://youtu.be/_RS4zeysZVo
MOMENT DE REFLECTIE: “De ce imi place primavara!”
MARTI
12.00-13.00
13.00-15.00
15.00-17.00 ADP:RUTINE/TRANZITII,
JOCURI SI ACTIVITATI LIBER ALESE: ACTIVITATI DE RELAXARE
ALA: Joc de masa: Puzzle; Stiinta: Ghici, ghicitoarea mea!
ACTIVITATI RECUPERATORII
DS:” Cauta vecinii-“joc didactic
DEC:” Flori de primavara”-desen
ALA 2: “Deschide urechea bine!”
ADE: DS: PLECAREA COPIILOR
MIERCURI
07.30-09.00
09.00-11.00
11.00-12.30
ADP: Salutul, prezenta, Calendarul naturii! Gimnastica de dimineata! https://youtu.be/uSt-xAZCCC8
ID: NOUTATEA ZILEI :Cuvinte cu sens opus?
MOMENT DE LITERATIE:Jack si vrejul de fasole https://youtu.be/-xk5ltEJtgY
A.I :,,    De vorba cu zana Primavara    !”
ALA:. Constructii: Gradina ; Joc senzorial : “Sunetele gradinii “
ADE: DLC: Educarea limbajului: Joc didactic << Cuvinte cu sens opus? https://youtu.be/aQbpnW6MjlQ
DOS: Lalele”-activitate practica https://youtu.be/EgDeMhK3n4E

ALA2:Ghicitori https://youtu.be/PbljlBk203o
JOC DE MISCARE IN AER LIBER
MOMENT DE REFLECTIE : Cum imi ajut parintii?

MIERCURI
12.00-13.00
13.00-15.00
15.00-17.00 ADP- Joc liber
ALA: Constructii: Gradina mea, Stiinta: Fisa de lucru !
ACTIVITATI RECUPERATORII
ADE: DLC: “Sunete, silabe, cuvinte” , joc didactic,
DOS: “Copacul inflorit” –activitate practica

JOI
07.30-09.00
09.00-11.00
11.00-12.30 ADP: Salutul, prezenta, Calendarul naturii!
Gimnastica de dimineata! https://youtu.be/a9WT7wB67FU
https://youtu.be/m8MT3hs4kJE

MOMENT DE LITERATIE /Fata lenesa si fata harnica https://youtu.be/i0eIutQIp9E

A.I :,, Cuvinte si cifre ?’’
ALA: Stiinta: Ghici , ghicitoarea mea! Biblioteca: Exercitii grafice
ADE:DLC: Cuvinte alintate –joc didactic https://youtu.be/8aqlNT4XoME
DS : Adunarea numerelor cu 1 https://youtu.be/7aEcJgy9AX8
ALA2” Hai sa numaram : https://youtu.be/DWfkGlZIw8M
Moment de reflectie: “Sunt harnica destul, cum imi rasplatesc parintii? Stiu sa ii pretuiesc?”
JOC DE MISCARE IN AER LIBER ;

JOI
12.00-13.00
13.00-15.00
15.00-17.00 ADP:RUTINE/TRANZITII
JOCURI SI ACTIVITATI LIBER ALESE: ACTIVITATI DE RELAXARE
ALA: Stiinta: Labirint-fisa Joc de rol: De-a gradinaritul
ACTIVITATI RECUPERATORII
ADE:DLC: Formam propozitii cu cuvinte date
DS:Adunam cu 1 element
VINERI
07.30-09.00
09.00-11.00
11.00-12.30 Salutul, prezenta, Calendarul naturii! https://youtu.be/PRSwSDt3ijs
Gimnastica de dimineata! Exercitii de inviorare
https://youtu.be/7U5SqUlrf_4
ID: NOUTATEA ZILEI: Cum protejez gradina?
MOMENT DE LITERATIE Bobita si Buburuza https://youtu.be/ZnZYafhdtG8

A.I :,,Ne jucam si invatam?
ALA: Auditii muziale ; Biblioteca:” Ne scriem numele”
ADE:DOS: Primavara , in gradina”-poveste cu inceput dat
https://youtu.be/JA5IurDgUCk

DPM-“Saritura in lungime”-Joc linistitor:” Cum se numeste jucaria ta?”
Cantece pentru copiii.
https://youtu.be/V4cyvlKbZI0
JOC DE MISCARE IN AER LIBER , Joc : “Picaturi de apa pe aripile fluturilor!”
MOMENT DE REFLECTIE:” Trebuie sa avem grija ce prieteni avem! “
,,Cine se aseamana,se aduna!”-Daca nu ne place de cineva , incercam sa il evitam.

VINERI
12.00-13.00
13.00-15.00
15.00-17.00 ADP: RUTINE/TRANZITII
JOCURI SI ACTIVITATI LIBER ALESE: ACTIVITATI DE RELAXARE
ALA: Joc de rol: De-a florareasa
ACTIVITATI RECUPERATORII

ADE: DS :” Te rog sa-mi dai?”-joc logic
DPM: “Sarim peste obstacole”; Joc de miscare: “Zburam ca fluturasii”

TURA ACTIVITATEA METODICA SEMNATURA
I
Intocmirea planificarii calendaristice;
Pregatirea materialelor didactice

II
Intocmirea planificarii calendaristice;
Pregatirea materialelor didactice

TURA CONSILIEREA PARINTILOR SEMNATURA
I 100 de metode de a spune Foarte bine-Asociatia Holtis
II Cum ne protejam de boli?

Lucrari eco

Nicoleta Rîșnoveanu — Sun, 04 Apr 2021 18:30:23 +0300

Va prezint cateva lucrari ale copiilor la un concurs judetean Eco-Artist.

Strategii de motivare cu implicarea activă a elevilor în activitatea didactică

Alexandra Naghi — Sun, 28 Mar 2021 17:56:31 +0300

În activitatea de cadru didactic aplic o serie de strategii de motivare, cu implicarea activă a elevilor în activitatea didactică, după cum urmează:

• Punctele roşii primite pentru activarea în timpul orelor sau pentru munca suplimentară, menite să inpulsioneze elevii mai puţin silitori ( 3 puncte roşii, un punct în plus la notă);
• Aplauzele la sfârşitul unei activităţi pe grupe sau frontală ( de exemplu dacă au cântat sau au recitat corect, dacă au pronunţat corect sau au fost foarte activi);
• Afişarea posterelor rezultate din diferite activităţi, a felicitărilor cu diferite ocazii sau a compunerilor deosebite pe afişierul aferent limbii engleze, semnate, pentru a putea fi admirate de toată lumea;
• Recompensa sub formă de dulciuri – de exemplu grupa câştigătoare în urma unei activităţi sau a unor activităţi primeşte o ciocolată, restul clasei câte o bombonică;
• Obişnuiesc să îi spun Thank You sau Very Good fiecărui elev care iese la tablă sau dă un răspuns corect, oferindu-le un feedback imediat; etc

Teaching English to young learners with songs and games

Alexandra Naghi — Mon, 01 Mar 2021 17:55:37 +0200

Teaching English to young learners can be very challenging and it is very important to use modern strategies, such as music and games, in order to engage students in the learning process and help them acquire new information, by having fun. Here are some examples:
‘Ten little Indians’: “One little, two little, three little Indians…” is a song for very young learners, to enhance numbers from 1-10, that can be combined with mime, showing fingers for each number. Students like it very much and they remember it very easily. (According to the School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Numbers from 1 to 10 + Singing songs adequate to age).
‘Are you sleeping, brother John?’: “Are you sleeping?/ Are you sleeping?/ Brother John, brother John/ Morning bells are ringing/ Morning bells are ringing/ Ding, dang, dong/ Ding, dang, dong!” is a song that young learners like, because they use their hands to show the sleeping mode and to mime the ringing of the bell in the morning. It is a great way for them to repeat and learn the family member – brother and the question – Are you sleeping? ( According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Family members + Singing songs adequate to age.)
‘ I love mommy’ : “I love mommy/ I love mommy/ Yes, I do/Yes, I do/ And my mommy loves me/And my mommy loves me/ Yes, she does/ Yes, she does” is a song on the music of “Are you sleeping brother John” used for Mother’s Day. ( According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Family members. + Singing songs adequate to age.)
‘ Happy Mother’s Day’: “Happy Mother’s Day to you/ Happy Mother’s Day to you/ Happy Mother’s Day, dear mommy/Happy Mother’s Day to you!” is another song on the music of “Happy Birthday” used to enhance the word “ mommy” and the significance of this important day. (According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Family members, Celebrations + Singing songs adequate to age.)
‘ Param, said a little green frog one day’: “Param, said a little green frog one day x 3/ Param x 3/ But we all know frogs do yappy, dappy, doo, yappy dappy, doo x2/ They don’t do param…” is a movement game, in which students strike their upper legs twice, while saying “param” and wave arms in opposite directions, while saying “yappy, dappy, doo”. It is great to enhance the animal “frog” and the colour “green”, while having a lot of fun. It is suitable for all primary school students. (According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Animals, Colours + Singing songs adequate to age.)
‘Old McDonald had a farm’ is a well-known song, used to enhance pets and farm animals, as well as the sounds they make. (According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Animals + Onomatope + Singing songs adequate to age.)
‘There are two crocodiles’: “There are two crocodiles and a big fat monkey/ Two little snakes are crawling/ A big bird is flying/ The cat, the mouse, the elephant don’t harm anyone/ But only you can’t see the two unicorns.” – is a movement game, translated from Italian ( Ci son due cocodrilli…) used to it to enhance new vocabulary(animals and movement verbs) with students from grades 1-2, but it’s also suitable for grades 3-4. ( According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Animals + Onomatope + Singing songs adequate to age.)
‘If you’re happy and you know it’ is another well-known movement game I use to enhance body parts: hands, feet, fingers, etc), but also verbs (clap, stamp, give a hug, etc). It is also suitable for all primary school students. (According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Body parts, Simple actions + Singing songs adequate to age.)
‘The alphabet song’ is a repetitive, easy and fun way, used for teaching and reinforcing the letters of the English alphabet, with young learners. Some activities based on the listening of this song may include: filling in missing capital letters in a row, matching words with correspondent letters, etc. (According to School Syllabus no.3418/ 19.03.2013 for Preparatory, 1st and 2nd grades – Children’s Songs and Rhymes).
‘Colours’: “Hello purple, hello blue/ Red for me and green for you!/ Hello orange, yellow, too/ Red for me and green for you/ Goodbye purple, goodbye blue/ Red for me and green for you!/ Goodbye orange, yellow, too/ Red for me and green for you” is a song used to revise colours. Students are asked to listen to the song, sing along and point the colours of the rainbow. (According to Annex 2 of the School Syllabus no. 5003/02.12.2014 – Colours).
‘It’s my job’: “I’m a policeman in my town/ All day long/ I walk around!/ It’s my job/ It’s what I do./ It’s my job/ I like it, too!/ I’m a fireman in the town./ All day long/ I run around…etc.” is a song used to revise jobs. Students have to listen to the song, sing along and fill in some sentences, according to the song and to some pictures, for example: a) I’m a policeman. b) I’m a fireman. c) I’m a milkman. d) I’m a postman. Another related activity is mime. A student stands in from of the class and imitates the position or action of a person doing a job, from the previous activity, while the others have to guess his/ her job: “Are you a policeman?” “Yes, I am.” (According to Annex 2 of the School Syllabus no. 5003/02.12.2014 – Jobs).
‘Listen to my tummy!’: “Are there any burgers?/ Are there any peas?/ Is there any chicken?/ Is there any cheese? Listen to my tummy/ Glipper, glapper, glupper!/ Listen to my tummy/ I’m ready for my supper!, etc.” is a song used to reinforce food words. Students have to listen to the song, sing along and then play a game: one student starts by saying “In my fridge there are some apples”, another student adds something to the list: “In my fridge there are some apples and some cheese”, and so on. (According to Annex 2 of the School Syllabus no. 5003/02.12.2014 – Food).
‘Animal homes’: “ The cheetah in the grassland/ Faster than a man/ The cheetah in the grassland/ The fastest in the land!/ The python in the rainforest…/ The camel in the desert…/ The whale in the ocean…etc.” is a song used to teach animal habitats. The students have to listen to the song, sing along and complete the homes of the animals in the images, for example: a) cheetah - grassland; b) python – rainforest; c) camel – desert; d) whale – ocean. ( According to Annex 2 of the School Syllabus no. 5003/02.12.2014 – Animals and habitats).
All in all music and games are very useful techniques, in teaching and learning English, at a young age, that make teachers’ job easier and more efficient and help students learn English in a relaxing and interesting way.

English word formation

Alexandra Naghi — Sat, 27 Feb 2021 13:14:07 +0200

English Word formation can be made by three ways: affixation, compounding and conversion. English affixes are divided into five semantic categories:
1. personal affixes:
• the suffix –er (writer, runner – person who does an action)
• the suffix –ee (trainee, employee)
2. negative affixes:
• the prefixes un-(unhappy), in-(inactive), non-(non-functional)
3. prepositional and relational affixes:
• the prefixes over- and out- (overcoat, outrun);
4. quantitative affixes:
• the suffix - ful ( helpful, handful)
• the prefix multi- (multifaceted)
5. evaluative affixes:
• diminutives - the suffix – let ( booklet)
• augmentatives - the prefix mega- ( megabite).

The Origins of Modern English Vocabulary

Alexandra Naghi — Wed, 17 Feb 2021 20:39:06 +0200

Modern English vocabulary comprises words from languages such as: Germanic (Old English, Scandinavian, Dutch, German), Italic or Romance (especially Latin, French, Spanish, Italian), Old Greek, as well as from about 300 other languages, as following:

1. English words from Old English:
• basic concepts and things: life/death, love/hate, day/night, heath/cold, etc;
• cardinal numerals;
• ordinal numerals – except second- word of Latin origin (secundus);
• personal pronouns – except they, their, them – Scandinavian origin;
• auxiliary verbs – except used – French origin;
• most simple prepositions;
• all conjunctions.
2. English words from Scandinavian:
• common nouns: mother, brother, man, wife, grass, summer, winter, band, birth, bloom, race, root;
• verbs: bring, come, get, hear, meet, call, die, rid, scare, sprint, want; adjectives: happy, ill, ugly, weak;
• name of colours: grey, green and white;
• possessives: mine and thine;
• cardinal points: North and West.
3. English words from French:
• official and legal terms: president, legislature, congress, constitution, parliament;
• residence related words: city, village, mansion, residence, domicile; cooking verbs and
• nouns: boil, fry, roast, toast, dinner, supper;
• names of jobs: carpenter, plumber, tailor, painter;
• terms related to: politics, diplomacy, fashion, literature, art, ballet.
4. English words from Classical Greek and Latin:
• scientific terms: telephotography, photomicrography;
• nouns: hypothesis, metamorphosis, sympathy, synopsis, synthesis; adjectives: hypodermic, melancholic, phosphorescent, synchronic;
• nouns: supposition, transformation, compassion, conspectus, composition and
• adjectives: subcutaneous, atrabilious, luminiferous, contemporary, etc
5. English words from other languages:
• Dutch – deck, dock, skipper ( sea-related words); cookie, boss, waffle (American English); apartheid, commando, trek ( South African);
• German – terms related to geology, literature, philosophy, psychology ( inferiority complex, wishful thinking); adjectives (unclear, meaningful); other words (round trip, ring road);
• Italian – music terminology (allegro, cantabile, vibrato); words related to architecture ( corridor, cupola, piazza); literary terms (burlesques, stanza, canto);
• Spanish – cigar, mosquito, tornado, vanilla;
• Arabic – alcohol, assassin, algebra, sugar, syrup, zero; Hebrew – amen, messiah, rabbi, Sabbath;
• Hindi – guru, cheetah, shampoo, punch, polo;
• Welsh – flannel, penguin;
• Persian – paradise, chess, salamander;
• Finish - sauna;
• Russian – soviet, vodka, sputnik;
• Hungarian – paprika, goulash;
• Chinese – tea, ketchup; Japanese – karate, tsunami, shogun, samurai;
• Polynesian – taboo, tattoo;
• Portuguese – flamingo, molasses, marmalade;
• Basque – bizarre.

Bibliography

https://www.britannica.com/topic/English-language, David Crystal, Simeon Potter, 2009.

Technical English Vocabulary

Alexandra Naghi — Wed, 17 Feb 2021 20:38:09 +0200

English Vocabulary comprises the Academic Vocabulary (words that do not belong to a content area and which can be found in academic texts, for example: consist, occur, establish, significant, recognize, respond, etc.) and the Content Vocabulary (specific words from a certain domain or area and which are present in lessons, in the form of definitions and examples, such as the Technical English Vocabulary).
Technical English Vocabulary is divided into fields of work, from which I would like to underline the ones related to the profiles and specialties of the students I teach, as following:

1. Automobiles:
• models: bus, executive, jeep, lorry, sports, pickup, small family, supermini, truck, etc;
• body shaping and painting: body panel, cast, cut, spray gun, press shop, steel, mould, fibreglass, forge, etc.;
• automobile system: alternator, radiator, engine, distributor, fuel tank, tail pipe, coil springs, drum brake, steering wheel, clutch, accelerator, etc;
• advertising: air conditioning, electric windows, sunroof, airbag, ABS ( advanced braking system), central locking, etc.

2. Electrical related words include:
• electrical engineering: systems, devices, assemblies, electric power, signals, electronic circuits, control systems, superconductors, robotics, radar, fibre optics, turbines, generators, transformers, motors, lighting systems and appliances, etc.;
• electrical problems: overload, overcurrent, short circuit, etc;
• electrical protection: rainproof, dustproof, waterproof, etc.;
• electrical devices: cable, circuit, fixture, fuse, ground, switch, etc.

3. Electronics:
• general terms: transmission, reception, storage, video signals, semiconductors, transistors, computer aided design, etc.;
• function of electronic circuits: amplification, generation, modulation, radio wave, etc.;
• electronic components, for example: battery, capacitor, diode, energy, generator, resistor, transistor, etc.;
• impacts: digitalization, fidelity, high speed, storage system/ capacity, manufacturing cost, etc.

4. Textiles related vocabulary:
• general terms: fibres, yarn, knitting, braiding, fielding, synthetic, dyeing, bleaching, napping, polishing, brushing, pressing, clothing, rugs, carpets, curtains, etc.;
• fibres: cotton, linen, nylon, silk, wool, etc.;
• techniques and processes: blending, braiding, net-making, weaving, knitting, etc.;
• qualities and fibres: absorption, elasticity, flexibility, wash and wear, shrinkage control, etc.;
• care labels inscriptions: washing, ironing, dry-cleaning, tumble drying, etc.

The chalenges of an English teacher

Alexandra Naghi — Tue, 16 Feb 2021 12:08:09 +0200

English is a global language, spoken by hundreds of million of people all over the world, both as a first and as a second language and it is used in various fields, such as business, medicine, science, academic, journalism, literature, diplomacy, modern technology, etc. So, nowadays, it is necessary not only to speak good English, but also to have language certificates, in order to enter a University, to gain scholarships, to have a good job and a good position in the society. Also, it is very useful when travelling abroad and when using social networks and modern gadgets.
Teaching English as a foreign language is not easy, because it implies a lot of patience and communicational skills, especially when dealing with young learners and teenagers, at different levels. As an English teacher it is very important to create a safe and supportive environment, use many visual supports, make fun lessons, set classroom rules, use different learning techniques and use modern technology.
As a primary, lower intermediate and technological high-school teacher, vocabulary has been a challenge for me, because I have been trying, for ten years, to find and use the best strategies and methods for my students to learn English as easy and as fun as possible, although many times it can be quite difficult to keep them motivated and involve them actively in the learning process.

Integrarea elevilor cu dizabilităţi la ora de limba engleză

Alexandra Naghi — Thu, 11 Feb 2021 12:51:48 +0200

De-a lungul celor 11 ani de predare în învăţământ ca şi profesor de limba engleză m-am confruntat cu mulţi elevi cu diferite dizabilităţi, pe care am încercat să îi fac să se simtă în siguranţă, apreciaţi şi pe picior de egalitate cu colegii lor, la orele mele, însă fiind receptivă la nevoile lor speciale şi încercând să le uşurez asimilarea limbii engleze.
Majoritatea elevilor cu dizabilităţi, cărora le-am predat, de-a lungul timpului, au prezentat dificultăţi de învăţare, făcând faţă cu greu, în mică măsură sau deloc, cerinţelor educaţionale şi neadaptându-se la cerinţele programei şcolare pentru categoria de vârstă din care făceau parte. Din punct de vedere cognitiv, un elev cu nevoi speciale poate avea un vocabular sărac, se exprimă greu, vorbeşte ezitant, încetinit, iar în scris inversează şi/ sau omite litere, scrie ilizibil sau refuză să scrie,
Din punct de vedere socio-emoţional, acest tip de elevi pot fi prietenoşi, acomodându-se destul de repede regulilor şcolare, dezvoltând relaţii interpersonale, pot fi tăcuţi sau selectivi, cu persoanele cu care comunică. In general, în privinţa achiziţiilor cognitive, progresele au fost minime.
Ca idei de invăţare, am încercat să îi integrez în colectiv prin jocuri de rol simple, de tip salut, prezentare sau comenzi simple în clasă ( ridică-te/ aşează-te), prin vizionare de fimuleţe educative la nivel de clasă, adecvate copiilor cu dizabilităţi, cu ajutorul terapiei prin muzică ( exerciţii de vocabular care să includă audiţia unor diferite tipuri de muzică) sau a terapiei prin joc ( telefonul fară fir cu cuvinte în limba engleză, mima, etc).
Ca şi strategii de învăţare am utilizat : învăţarea individualizată total sau doar a unor secvenţe, tratamentul diferenţiat, metode de predare-învăţare active şi practice, adaptate la tipul de dizabilitate, activităţi în perechi şi în echipă şi trimiteri la interesele elevului, pentru motivare.
Cu privire la resursele folosite în cazul elevilor cu dizabilităţi aş enumera: mijloacele de predare-învăţare multisenzoriale şi distractive, mijloacele TIC (laptop, videoproiector, telefon mobil), cărţile cu imagini, fişele de fixare, iar la metode de evaluare: observarea comportamentului, orală şi în scris, diferenţiată ( cu sprijin), aprecierile verbale, precum şi fişele de observare a comportamentului şi a progresului.
În ceea ce priveşte colaborarea cu părinţii elevilor cu dizabilităţi, în general aceştia au fost receptivi şi am colaborat bine cu ei, având o permanentă comunicare, în ceea ce priveşte nevoile copiilor lor. Sprijinul principal în cazul acestor tip de elevi l-a constituit profesorul consilier al şcolii, cu care am avut o strânsă colaborare, precum şi colegii profesori, cu care am făcut echipă, în apărarea intereselor elevilor cu dizabilităţi.

Teenagers’ favourite English learning activities

Alexandra Naghi — Mon, 01 Feb 2021 13:41:53 +0200

Teenagers love watching films TV series and music videos, so, as an English teacher, for eleven years, I have been using these passions, to make students like learning English. Here are some examples of good practice, for English teachers to use, with their teenage learners, according to School Syllabus from 2009 for 5th - 8th grades, Expressing personal preferences theme.
Watching trailers to guess the film type or genre is an activity that I use with elementary school students, who love it, because they can pretend to be in a movie theatre, while sitting in the classroom. For this activity I use 8 trailers, such as: action (Fast and Furious), comedy (Mr. Bean at the bus stop), cartoon (Tom and Jerry), documentary (India), thriller (Twilight), science fiction (Men in Black), western (Django) and romance (A star is born), with visual and auditory clues. I give my students the list of film types/ genres and ask them to watch the trailers and guess what type of film they illustrate. As a following activity, I ask my students to guess the film titles and if they do not succeed with all, I give them a list and ask them to match the titles with the types of films.
As an observation, teachers can use a different number of trailers, depending on their students’ age and language level, they can also use whatever film trailers or full-length films they like or they can find online or in their own film collection. When it comes to full films, teachers should consider showing students only a few minutes of the videos, because of the time limit a school lesson has.
Watching videos to guess the types of music is another activity that I use with elementary school students to test their music knowledge. I usually play the videos and ask my students to guess eight types of music: opera (Luciano Pavarotti – O sole mio), hip-hop (Eminem – Mocking bird), Latin American (Enrique Iglesias – Bailando), rock (Metallica – Nothing else matters), pop (Lady Gaga – In the shallow), soul (Leonard Cohen – Hallelujah), country (Rednex – Cotton Eye Joe) and reggae ( Bob Marley – No woman no cry). Then, they check their answers by watching the videos and I ask them if they recognize the singers/ bands and the song names. This activity can be used as a warm-up or to give feed-back.
Furthermore, music videos can be played with or without visual support, as an alternative to the activity described above and to make things more interesting for students. Teachers can use the number of videos appropriate to their students’ age and language level. Also, the types of music may vary, depending on the students’ preferences and music knowledge.