4 Portfolio tasks
At my school we have computers for a whole class and we also have smart boards in every classroom. You can do all these task without smart boards but I think that you should have at least one computer for every two pupils. I usually show the videos/pages on the smart board but if you have a projector for your computer that has the same effect.
Task 1
Skills: “reading” (say the letters) and speaking (singing)
Goals: to learn the alphabet in English
Age of the pupils: 7-9 years
Preparations: It is good if the pupils know the Swedish alphabet. Point out the “difficult” letters like G, H, I, J,Q, R, U, W, Y and Z.
Instructions: Listen to the song one or two times. Then try to sing along.
My opinion about the site:
Good:
The sound is good and the pitch is right for young children. You can choose to do this together in the class or if you have computer and headset for each kid they can do it on their own.
Bad: There are some commercial and links that can disturb a bite. It is a little bite childish.
Task 2
Skills: Listening and spelling
Goals: to learn words about Easter in English
Age of the pupils: 7-9 years
Preparations: I write the Easter words in English (that are in the link) on the smart board and ask if the pupils know what they mean and what they connect the words with. Hopefully they say Easter…. I let the pupils write the Swedish words next to the English words.
Instructions: Listen to the Easter words they say on the link 1 and repeat them until you know them. When you know the Easter words go to link 2 and do the test. The test is like “Hänga Gubben” and that is good for the pupils to know before they start.
Links 2 (to test): http://www.anglomaniacy.pl/easterHangman.htm
My opinion about the site:
Good:
The sound is good. The pictures are brightly and nice. The site is free from commercial. There are many things to do and to practice on. There are work sheets to print out. There are more ways to practice different things.
Bad: The page is a little bit “messy”.
Task 3
Skills: reading and writing (and spelling)
Goals: To learn how to spell and say different way of plural
Age of the pupils: 10-12 years
Preparations: I start with asking the pupils to say different kinds of nouns. The pupils write them on the smart board (or a whiteboard) in singular, then, I ask the pupils if they know how to say the things in plural. I sort the word in five groups. The –s-group, the –es-group, the –ies-group, the –oes-group and at last the group with word that ends with –f.
I choose not to take the irregular and special plurals words that changed a lot, like foot – feet. If you have an older/smarter (?) group you might include the group with the irregular words to because there are some in the link.
If you have a smart board you can easily move the words like you wish but you can just as easily write the words on different big papers.
We practice to say the word both in singular and in plural.
Instructions: Go to the link and try the test
My opinion about the site:
Good: It is easy to learn and there are fun and nice pictures. There are other links to try. There is no violence and no inappropriate games on the site
Task 4
Skills: Listen and write
Goals: To understand “normal” spoken English
Age of the pupils: 12 years
Preparations: Read the questions together and make sure that the pupils know what they mean. These are the questions:
How are the boys related?
Where are they from?
What are their names?
What handicap has the younger boy?
Tell the pupils that they are going to see the video at least twice.
Instructions: Listen to the video and try to answer the questions.
My opinion about the site:
Good:
This is a story that the pupils can relate to. There are many other things/stories on the page that children can read about and listen to.
Bad: The sound is not perfect. There are some commercial.
Hope you can try some of these! / Carolina Filipsson
I´ve often used youtube - songs when singing together with my class and I normaly choose a song they know in swedish so they recognise it. That makes it easier to sing along. We start by listening, then we sing along a couple of times, then I ask if they understand the words of the song - we take them row by row and discuss them together, finally we sing the song again.
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