Preposições de Lugar e de Tempo

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Você sabe usar adequadamente as preposições  in, on, at? Elas podem ser usadas para designar tempo ou lugar.

Abaixo seguem algumas dicas para estudo e aprendizado do uso de IN, ON, AT.

PREPOSTION OF PLACE

In

Use ‘in’ with spaces that you can physically walk into, or place something into:

in a room / in a building

in a garden / in a park

Use ‘in’ with bodies of water:

in the water

in the sea

in a river

Use ‘in’ with lines:

in a row / in a line

in a queue

 

At

Use ‘at’ with places in a town, city or other community:

at the bus-stop

at the door

at the cinema

at the end of the street

Use ‘at’ with places on a page:

at the top of the page

at the bottom of the page

Use ‘at’ in groups of people:

at the back of the class

at the front of the class

 

On

Use ‘on’ with vertical or horizontal surfaces that you can lay something onto, or attach something to:

on the ceiling / on the wall / on the floor

on the table

Use ‘on’ with small islands:

I stayed on Maui.

Use ‘on’ with directions:

on the left

on the right

straight on

IMPORTANT NOTES

In / at / on the corner

We say ‘in the corner of a room’, but ‘at the corner (or ‘on the corner’) of a street’

In / at / on the front

We say ‘in the front / in the back’ of a car

We say ‘at the front / at the back’ of buildings / groups of people

We say ‘on the front / on the back’ of a piece of paper

 

PREPOSTION OF TIME

In

Use ‘in’ with months, years and periods of time such as decades or centuries:
in January
in 1978
in the twenties
Use ‘in’ a period of time in the future to express that an action will occur after that amount of time:
in a few weeks
in a couple of days

At
Use ‘at’ with an exact time:
at six o’clock
at 10.30
at two p.m.

On
Use ‘on’ with days of the week:
on Monday
on Fridays
Use ‘on’ with specific calendar days:
on Christmas day
on October 22nd

Se quiser testar seu aprendizado, faça o teste online. A correção é automática e você já fica sabendo quanto tirou. Depois me diz qual foi a sua nota.

http://esl.about.com/library/quiz/blgrquiz_prep1.htm

 

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Usando play dough (massa de modelar) de forma criativa

Devemos sempre desenvolver nas crianças suas habilidades, múltiplas inteligências e criatividade. Brincando é que conseguimos os melhores resultados.

Veja algumas ideias em Inglês de como ensinar formas geométricas utilizando massa de modelar.

playdough

Circle “Make a circle. Pretend it’s a cookie and add some chocolate chips.” Children can pinch off some play dough and roll it into tiny chocolate chips to decorate their cookie.

Triangle: “Pretend it’s a pizza and add some pepperoni.” Children can form little pepperoni out of extra play dough to make the triangle look like a slice of pizza.

Square: “Pretend it’s a window and add some flowers or trees outside.” Children can use play dough to make either some flowers to place outside the window or some trees.

Rectangle: “Pretend it’s a table and put some food on it. Make some animals in a cage.”

Diamond/Rhombus: “Pretend it’s a kite and add a kite tail.” Children can roll out some more dough to make a kite string.

Oval: “Pretend it´s Easter. Let´s make some Easter Eggs!”

Free: “Pretend there is a racetrack and add some cars.” Cars might not be easy to make with play dough, but show children how to make a very simple representation of a car with play dough (no details).

Mais ideias: http://www.prekinders.com/shape-play-dough-mats/

Muitas outras atividades podem ser desenvolvidas utilizando-se play dough e os alunos amam. Segue uma receita caseira para fazer a massa. Mãos à massa e boa atividade!

Play Dough recipe for kids

A Importância do Homework para alunos de Inglês

Keep calm and do homework

Muitos dos meus alunos detestam fazer homework (dever de casa), alguns então nem online. Desta forma fica muito difícil fixar o conteúdo aprendido em classe de 2 horas semanais.

Portanto, aqui segue um link em Inglês que destaca 6 razões para se fazer o homework.

http://www.teachthemenglish.com/2013/12/the-case-for-6-reasons-why-our-language-learners-should-get-homework/

Homework blackboard

1. Class time isn’t enough and learners need extra practice

Homework should above all else serve to review something that has been learned in class, or to offer further practice of something that was new and particularly tricky. With this in mind, make sure that whatever homework you assign can be completed by learners independently and with relative ease. Homework that gives the student an opportunity to further practice what he or she has just learned in class to further fix the concepts in their mind can be extremely worthwhile. Ideally, it should be something that is useful but that might have been boring had it been done in class (such as a gap fill text).

2. Homework helps them to remember the things they learned in class

Homework can do a great job of reinforcing the content of lessons, and provides a valuable opportunity for extra practice… before they have a chance to forget everything! Basically, homework should always supplement and click that ‘I remember’ button, so don’t assign new material because there’s a big chance that A) they will not understand it, and B) become frustrated with the tasks as well as being less open to discussing the work in class later on. This point is particularly important with classes that you see infrequently, as they have many chances to forget what you did in the last class!

3. Homework nurtures responsibility and facilitates the development of good study habits

At its best, homework helps to create an awareness of the methods of study fundamental to success in learning a language. Homework that bears this in mind will give learners the valuable experience of working to deadlines while facilitating teacher/learner interaction: once learners have completed such homework, you have to give feedback on their performance and the process as a whole.

4. Homework is a useful tool in preparing learners for tests and getting to grips with other aspects of the curriculum

Bear in mind that not all homework has to be graded, although doing so often encourages learners to actually complete the work, especially when it is geared toward some end goal such as an exam. A good thing to do in such cases is to give homework that follows the specifications of the assessment as closely as possible. What’s more, work done at home can take advantage of the quiet and private conditions needed for committed work.

5. Homework can help students to make more rapid progress in their language acquisition

Homework can provide valuable practice of skills learned in the classroom. We know that we are pushed for time and that each lesson is valuable contact time. We don’t want to be going into too much detail or doing too many tasks on one language point, regardless of whether or not the learners need it. At some point, you need to provide ways for that practice to take place in the learners’ own time, so you can get on with new stuff next lesson!

6. It can allow students to use materials and other sources of information that are not always available in the class room

Some of us have the luxury of computers and projectors in class, others do not. Some exercises that are on the net work best as self study materials anyway. Think about the resource you want learners to use and in particular whether it is more suited to classroom use or for personal study. Furthermore, assigning research tasks that require learners to go out into the wider world and independently find resources that link to what you did in class can be a useful and motivating activity.

Homework

Activities using Letters U and V

 

Letter U

 

U can say “uh”

Or U can say “yew.”

Whatever you do,

Be careful with U!

There’s up and there’s under

And unicorn, too.

So whatever you do

Be careful with U!

 

Letter V

 

V is quite happy

One sound does it know

There’s van and vanilla,

And yes, video!

Can’t think of V’s sound?

Don’t worry or stop…

Picture a volcano

That just blew its top!

 

UMBRELLA ART

Cut paper baking cups in half. Give one to each child. Help children glue their half cups onto a sheet of drawing paper. These are “umbrella” tops. Next let students glue a piece of pipe cleaner just under their “umbrellas” for handles. Encourage children to draw rainy day pictures around their umbrellas.

DRAWING UNDERNEATH

Tape a piece of drawing paper on the underside of a table top. Invite children to draw a picture with crayons while sitting or lying on the floor under the table. When pictures are complete, display them with this rhyme: We had such fun drawing     Under the tabletop.     It made us laugh to think     That we were drawing up!

U TOSS IT!

Cut out several large letter U shapes from poster board. Insert a wooden dowel into a coffee can of dirt. Invite children to try to toss the U shapes and get them around the dowel.

VERY COOL VISORS

Purchase foam visors like these from a craft store or online. Invite children to use puffy fabric paint or other fabric paint to decorate and personalize their visors. Then you might invite them to sing this little jingle (sung to tune of “Farmer in the Dell”): A visor shields my eyes,     A visor shields my eyes.     I wear a visor ’cause     I am very wise!

VEGGIE CUT UP

Cut a variety of vegetables into simple shapes. Children can dip the shapes into different colors of paint and create collages of prints. Then serve cut raw vegetables with dip for children to taste.

VOTING FOR VANILLA

Have a vanilla party and set out small portions of vanilla pudding, vanilla milkshake, vanilla wafers, vanilla frosting, and so on. Let children taste the samples and vote for their favorite. Create a “Vanilla Chart” and record children’s votes on it. Finally, ask more-than or less-than questions that the children can answer by using the chart.

 

 

 

Check out the following Web sites for additional background and activities.

Letter U Activity Sheet   Use this for extra writing practice. http://www.teach-nology.com/worksheets/early_childhood/alphabet/u/

Unicorn Coloring Page   Color a unicorn. http://www.first-school.ws/t/alpha3_unicorn_b.htm

Letter V Songs   Feel like singing? You’ll find some fun songs here. http://www.everythingpreschool.com/alphabet/V/songs.htm

Alphabet Coloring  V   Fun coloring for all! http://akidsheart.com/threer/lvl1/vprint.htm

V Activities   Try any one of these. http://www.everythingpreschool.com/alphabet/V/science.htm

What you should know when talking to your child´s teacher

 Our children spend so many hours each day with their teachers, it makes perfect sense that parents, should get to know those teachers as best as we can.
However, it’s important to remember that communicating with teachers is a bit different than communicating with other adults. Or at least it should be.
What must every parent know about talking with teachers?
  1. Teachers are professionals, so they should be treated as such.  Addressing teachers as “Mr. Alverez” or “Mrs. Pitsilos” is imperative.  Teachers should not be addressed by their first names, especially when children are nearby.   It sets an example of respect for students when they hear parents address teachers by their surnames.
  2. Teachers follow schedules.  It is imperative that parents schedule a time to talk or meet with the teacher rather than just showing up at the door expecting to talk.  Most likely, there are 20 or 30 students waiting for that teacher at any time of the day; a teacher’s schedule does not allow the kind of flexibility that some other professions do.
  3. Teachers are busy.  Teachers are so busy. They attend school-wide meetings, department meetings, and team meetings. They participate in IEP meetings, parent conferences, and professional development courses.  They research, plan, and prepare each and every unit, lesson, and activity.  They assess every student and evaluate that child’s strengths, weaknesses, and needs and are constantly doing what they can to see that each student meets certain social and academic benchmarks.  So if a teacher doesn’t respond immediately to your call or email, it’s probably for a good reason.  Be patient.  That being said, even if you get ahold of a teacher on the phone, most do not have the time to chat with you for two hours as you wax on about your awesome child. The more specific, concise, and quick your conversations can be, the better.
  4. Teachers care.  If they didn’t care about children, they wouldn’t be in the business. Keep this truth at the front of your mind during all interactions and know that most every teacher proceeds with the best of intentions.  They want your child to succeed, to exceed his or her potential, and to enjoy school.  His or her life would be a lot easier if this happened.
  5. Teachers are human.  Really. They are. Most of them have a home and a life and a family away from school, which is what every human being needs. Teachers occasionally make mistakes, just like normal human beings do. So if a paper comes back graded with a mistake on it or a handout has a typo, or if he or she calls you by the wrong name at some point, relax. And give the teacher the second chance he or she deserves.

Remember, too, that a little bit of kindness goes a long, long way, especially in a profession that can be fairly thankless at times.  Be a great parental support—in and out of the classroom—and throughout all of this teacher talk, be sure to be a great listener.
It’s amazing what we can learn sometimes when we let someone else do the talking

by Amy Mascott.