En http://www.youtube.com/ podemos encontrar una gran variedad de videos que nos pueden ayudar en nuestra clase, con el fin de desarrollar en los estudiantes una visualización mayor sugiero el uso de videos, los cuales nos proporcionan una gran cantidad de escenarios reales con gente nativa del idioma y con un audio original. Se les puede indicar a los alumnos que vean un video corto, posteriormente elicitar algunas funciones comunicativas (teaching point) y posteriormente agregar mas ejemplos para que al final ellos editen un video con su mismo celular, y ¿por qué no? subirlo al sitio indicado arriba.
De hecho les comenté a los estudiantes que eran muy inteligentes, por lo que los reté a que, como evidencia final elaboraran un blog en el que deben utilizar imágenes, videos o películas (ya que siempre están jugando con su celular) con diálogos elaborados por ellos o bien bajados de la red, de esta forma le voy a dar un uso diferente a esta herramienta útil, la Internet.
También se les puede indicar hacer una evidencia en presentaciones (slides) con Power Point, usando imágenes de verdad, con lo cual se fomenta el enfoque comunicativo en la enseñanza de inglés.
Se pueden hacer competencias en las canchas, un rally por ejemplo, taparle los ojos a unos alumnos y dirigir yna palabra a una imagen, en fin tenemos alumnos de todos tipos y afortunadamente en la clase de inglés se pueden hacer muchas cosas.
Para mis colegas les publico una dinámica, espero les sirva y la puedan aplicar, solo que está en inglés:
The Blanket Game - & Variants
1. How to Play
2. Language ideas to use with this game
3. Question practise variant
4. Sentence practise
5. A Lively variant
6. Materials for you to use with this game
7. Reading and spelling
8. Tell us what you think
The Blanket Game
Category: Speaking
Group size: From 2 players. Small & large class
variants Level: Beginners to intermediate
Materials: A sheet or blanket and flashcards
Age: 4 to 16
Pace: Calm down, & lively version
This game is to be played once your students are familiarwith the vocabulary and sentences that you wish topractise. This is a speaking practise game, or a revisiongame.
1. HOW TO PLAY First create a barrier for someone to hide behind. Youcan do this by setting up a clothesline and pegging a blanketon it, or by having two students hold the blanket up, orby draping the blanket over a couple of chairs so some onecould sit behind it and not be seen. Now you have yourbarrier, here is an example of how to play this usingclothing vocabulary: A class member hides behind theblanket and puts on a selection of clothes, or props, suchas a hat, belt, tie or scarf. The class asks in unison,"What are you wearing?" The person behind the blanketreplies, "I'm wearing a hat", or "I'm wearing a red hat". Each class member decides whether he or she thinks this istrue or false. Whoever thinks it is true stands up. Whoever thinks it isfalse sits down. Now the person behind the blanketreveals whether or not he is wearing a red hat. (He mayuse real clothes or use pictures, of clothes or anyvocabulary). If he is wearing a red hat then all those whosat down are out and only those standing up are in. If heis not wearing a red hat, but a black coat, then thosestanding up are out and have to sit down while thosesitting down, who are still in, stand up again for the nextround. Another way to play is for each class member to up a paperwith either a "True" or "False" on it. Every one startsthe game standing up. The person behind the blanket choseswhether or not to wear the red hat and the class hold upeither a True or a False card. Then everyone who got itwrong sits down and stays seated while you play the nextrounds until you only have a few students standing. Withyounger children play with a tick or a cross rather thanthe words true or false. Continue, and then swap over the personbehind the blanket. Only allow that person a few secondsto dress up, to ensure that the class do not get boredwaiting. You can have the class count up to thirty, orsay the alphabet while the person puts their prop on. If there are only 2 of you - you and your student - thenyou can take it in turns to go behind the blanket. Youcan keep score each time one of you guesses correctly. Dressing up is only one idea for this game to practiseclothing vocab and short questions and sentences such as"What are you wearing?" However you may use flashcardsinstead of props. See just below for ideas on how to adaptthis to different language and vocabulary.
2. Language ideas to use with this game So now I'd like to explore how else we can exploit thisbasic idea, and what other language we can use in thisgame. Simple vocabulary repetition variant – small class For elementary levels, or to revise vocabulary you couldplace two pictures (or word cards) on the floor behind theblanket – for example a picture of a plane and a truck. A class member stands on one of the cards and says, "Plane". (Or a sentence such as "I'm going to Paris by plane"). Thestudent may stand either on the plane or the truck and theclass must guess whether what he says is true or false asdescribed above. Simple vocabulary repetition variant – large class If you have a fairly big class then you will not have timefor everyone to go behind the blanket, so in that case, toget the most out of the time spent, instead of the personbehind the blanket saying "plane", you could have yourclass say "plane" or "truck" depending on which one theythink their classmate is standing on. Once the personbehind the blanket is on their chosen picture you say"Ready, Go!" and the class call out the picture they thinkis correct. They may also call out the sentence you arerequiring them to practise. That way everyone has a chanceto say the words, rather than just the person behind theblanket. They can award themselves points if they get itright. I imagine many of the children will cheat andpretend they said the right word – but does it reallymatter? I mean, who cares, after all we only want them topractise English and feel good about it.
3. Question Practise Variant This isn't a true or false variant, but while we've gotthe blanket out we might as well use it to the full. Put one class member behind the blanket along with a fewpicture or word cards. Lay out 3 to 4 picture cards forthe young children, and up to twelve for older children. The words should all be in the same theme and if you needto you can also have a set of these cards in view of theclass. With the older children you would probably not dothis to make it more challenging for them. Allow the class member behind the curtain five seconds toselect a picture to stand on. He or she now cannot movefrom that spot. See below for how to continue dependingon whether you have a large or small class. Question practise – large class Display pictures, or write up, the words you are using. One class member comes up to the front and points at oneof the words – for example the car. The class ask thequestion form you wish to practise in unison, such as"Have you got a car?" The person behind the blanket replies "YesI have, or no I haven't", or "True" or "False", or theyanswer the question as appropriate according to thelanguage you are teaching. The class see how many questions they need to ask eachtime. Alternatively you could divide them into two teamsand each team tries to guess in fewer goes than the otherone. Question practise – small class Each class member in turn asks a question and hopes to bethe one to guess correctly. For example, the firststudent asks, "Have you got a car?" Answer, "No, Ihaven't". The second student asks, "Have you got aplane?" etc. until the answer is "yes I have." You can givepoints if you wish. If you only have one or two students thenjoin in the game with them. Here are some examples of questions you could practisewith transport vocabulary: "Is it the car?" "Are you going bycar?" "Have you got a car?" "Do you have a car?" "Can youdrive a car?" "Are you buying a car?" "Are you going tobuy a car?" "Will you buy a car?" "Did you buy a car?" "Haveyou bought a car?" "Did you go by car?" And here are some more questions you could practise if youused countries: "Are you from China?" "Are you Chinese?""Do you like China?" "Do you like Chinese food?" "Have youbeen to China?" "Are you going to China?" etc. And here are some questions you could practise with animalvocabulary: "Do you like fish?" "Do you eat fish?" "Areyou a fish?" "Is it a fish?" "Are there any fish at the zoo?""Have you seen a fish?" "Have you eaten fish?" "Did yousee a fish?" (when you went to Africa?) "Would you eat afish?" "Could it be a fish?" "Have you been eaten by a fish?"etc. As you can see you can adapt this game to ask anyquestion. Think of the question form you would like to practise andthen pick some vocabulary that goes well with thatquestionform.
4. Sentence practise Instead of questions, play as above but using sentences. Here are some examples using the countries theme: You're in China. You're Chinese. You are going to China.You have been to China. You went to China. You speakChinese. I'll see you in China. You're in China, aren'tyou? You've been to China, haven't you? You said you weregoing to China. If you like this game, remember that there are 101 greatgames in my book 101 Teaching English Games for Children. I hope you enjoy using this game in class.
5. A lively variant Here is a rather more lively variant on this game: One child goes behind the blanket and the class all saythis rhyme together – quickly and rhythmically ifpossible. What is it? What is it? What could it be? What is it? What is it? One two three. It helps if the children clap on the 'what', 'what','what'and 'be' And on the 'what', 'what'; 'one', and 'three'. By the time the class reach 'three' the person behind theblanket MUST be standing on their chosen card. After theclass have pronounced the word three they are free to callout any possible word. Each class member can only callout one word but they can all call their words out together. There will be some noise! As soon as the child behind theblanket hears the correct word they jump out and all thosewho called out that word award themselves points (masscheating no doubt, but I shouldn't pay attention to it). The next child up to go behind the curtain heads overthere while the class immediately start up the rhyme again. Thepace should be fast and exciting with no time in betweenrounds. You can replace the simple rhyme above with one that youmake up, which may include the sentence or questionstructure you wish to practise, or it may be a rhyme withsome vocabulary you would like to reinforce. Here is anexample: Travel on a bus, Travel on a train. Ride on abicycle, Fly in a plane. When played well this game is really pretty noisy and fun,and the children have a chance to repeat the same wordsover and over so they will remember them. You might want to teach the rhyme in a previous lesson,and you can use it again in all sorts of other games. Thefirst time you play start slowly, and pick up the pace asand when your class understand what is happening. Whenyou play it again in future lessons – using the same wordsif you are revising, or using a new set of words, you'll findthat you can pick the pace up another notch.
6. Materials for you to try this game You can use any pictures or word flash cards you mayalready have to play The Blanket Game. In addition I haveprepared a set of picture and words cards for you usingtransport.
7. Reading and spelling Please see sections 1-5 for how to play, for ideas onusing the game, and for where to get your materials. Use word flashcards instead of pictures. This allows thechildren to read the words and become familiarsubconsciously with the spelling.
Ojalá les sirvan las ideas y que las puedan aplicar en sus planteles espero sus comentarios, gracias.
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