Tag Archives: Atividades para leitura infantil em inglês

Nursery Rhymes

Rhymes can be used to teach new vocabulary and to enhance early reading skills in lots of ways.

Each rhyme is really a miniature story that children can act out, sing or retell from memory.

The students gain confidence in retelling each story to friends, parentes or in class.

When the children act out these short rhymes they are speaking, listening and moving.

Because they are short stories it is easy to memorize, take turns and participate.

Here are some pictures of the characters from a variety of rhymes that could be used in many ways. As necklaces, finger puppets or stapled onto headbands or popsicle sticks.

So, let´s have fun and learn some nursery rhymes!

Humpty

Lamb

Hubbard

Muffet

JackJill

Shoe 

Hickory 

Hey Diddle 2

Boy Blue

Boy Blue 2

Nimble

Children can manipulate these figures as they retell the rhyme.

IMG_0542 

Here is a summary of the stories.

Mary Lamb sequence

Little boy blue seq

Humpty Dumpty Sequence

 

Humpty rebus 

Mother Hubbard rebus 

Nursery Rhymes provide great practice with concepts in early reading.

Because the children sing and memorize these rhymes most of them are successful “reading” them.

 

IMG_0539 

IMG_0541 

Children need time to play

Play is fun, all children love playing, and children learn so much through play without even realising it. So we need to give children time to play, not just ten minutes when they finish their ‘work’.

When children play, they are experimenting with ideas, testing hypotheses, mastering skills, using their imaginations and representing their world. If you cut out play when teaching English you are removing a vital step in childhood development.

Here are a few examples of the different types of things children are learning and developing as they play.

  • When playing with plasticine children develop their fine motor skills. Children are working on hand-eye coordination and building up the muscles in their hands and fingers when modelling plasticine. These are valuable pre-writing skills, as good muscle strength and hand-eye coordination will help children hold and use writing tools properly later on. By playing with plasticine, children are also experimenting with things like colour, shape and texture.
  • When playing with dolls and a tub of waterthey are learning about the concepts of wet and dry, floating and sinking, clean and dirty. They are also engaging in sensory play, and experimenting with the way water feels.
  • When playing with musical instrumentschildren are developing sound recognition (the sounds that different instruments make and an understanding of how sounds can change (e.g. high, low, soft, loud, fast slow) and an appreciation of music. These valuable listening skills are transferable to the area of language and communication.
  • When playing with transport toys, children are experimenting with friction and motion, up and down, forwards and backwards, fast and slow.
  • When children are playing with blocks, they are learning about colour, shape and patterns, as well as the concepts of weight, size, height, length, vertical and horizontal.
  • In dramatic play and small world play(acting out scenes from real life, stories and/or imagination created with small figures and objects) children are representing ideas that help them make sense of the world around them. They can also experiment with playing different roles and inventing different scenarios, taking them beyond the real world and developing their imagination.

What do you think?

  • How important do you think it is to give children time to play?
  • How do you think play can help a child’s language development?

© British Council

Como vc pode ajudar no desenvolvimento da linguagem de uma criança.

Existem várias formas de ajudar a uma criança no seu desenvolvimento de vocabulário em inglês. Abaixo seguem algumas dessas ideias

You will notice quite a rich and varied vocabulary. We wouldn’t be expecting a child to produce this kind of language, especially if English is an additional language, but the adult can expose the child to this language, inputting key words and expressions associated with different activities in a fun and natural way. Remember that children like playing with words, even if they don’t know what the word means, and this is a valuable opportunity to work on pronunciation.

Children will reap the future benefits of this language rich environment, so closely connected to the activities that they love doing.

Playing with blocks

  • use language for counting and sorting: How many are there? Shall we put the blue ones here?
  • use positional language: in, on, under, below, behind, next to
  • explore language related to size: big, small, long, short
  • describe what a child is doing while playing: finding, stacking, pulling, pushing, building, pressing, dragging
  • describe shapes and objects the children are making: square, rectangle, tower, house, castle, garden

Dress-ups (and drama)

  • describe the costumes (fairy, princess, pirate, king, clown) and actions for getting dressed: put on, pull up/down, zip up, do the buttons up, unbutton, unzip
  • highlight the relevant parts of the body: put your arms through here, tie this around your waist/wrist, put these on your feet – first your left foot, then your right foot, put this over your head
  • use nursery rhymes and stories to model language for imaginary play
  • develop listening comprehension by encouraging the children act out the rhyme or story in their costumes
  • extend vocabulary associated with role-play: hospital, airport, artist’s studio, garden centre, vet, doctor, routines (breakfast/lunch/dinner/bed time)

Making and decorating (art and craft)

  • name the materials: paint, paintbrush, crayon, felt-tip, marker, card, paper, crepe paper, shiny paper, tissue paper, newspaper, glue, scissors, cotton wool, fabric, sequins, feathers
  • describe properties and textures of materials: runny, thick, smooth, hard, long, short, spiky, rough, shiny
  • experiment with and describe colour
  • use instructions: paint, draw, colour, smudge, blur, blow, copy, pour, make, cut, stick, decorate, hang (it) up
  • art appreciation and describing what the children have made, painted or drawn.

Malleable materials (dough, plasticine, clay)

  • use language of manipulation: push, pull, drop, squeeze, press, bend, twist, roll, stretch, squash, squish, pinch, flatten, poke, scrape, break apart
  • describe length/thickness: longer than, shorter than, the same length as
  • use language related to colour and smells
  • describe texture: soft, hard, squishy, lumpy, grainy, shiny
  • talk about materials that can be added to dough: feathers, sticks, twigs, shells
  • explore language related to shapes

Music and movement activities

  • use language related to actions, position and parts of the body: put your hands up in the air, draw circles in the air, touch your nose, wriggle your fingers, jump, hop, lie face down on the floor, lie on your back, move over there, come closer, curl up into a ball, stretch your arms out as wide as you can, take a nap
  • name musical instruments: shaker, drum, recorder, xylophone, block, triangle, bell, tambourine
  • use language to describe sounds: loud, quiet, soft, high, low, long, short, fast, slow, tap, shake, scrape, knock, tick, hum, howl
  • familiarise children with a range of sounds through onomatopoeia
  • use songs and rhymes to work on pronunciation, rhythm, stress and intonation

Toys and small world play

  • extend vocabulary related to a particular topic: park, zoo, farm, hospital, transport
  • comment on the objects, toys or figurines the children are playing with
  • comment on the settings, scenes, themes or storylines children are developing as they play
  • describe the position of the things the children are playing with: behind, next to, in, on, under

Puzzles

  • describe the pictures and colours on the puzzles
  • comment on the shape of the puzzle pieces: rectangle, square, triangle, circle
  • comment on the position of the puzzle pieces: up/down, here/there
  • encourage the social aspects of using puzzles: take turns, it’s your turn next, share

Sand play and water play

  • use language related to equipment and resources: brush, spade, scoop, spoon, cup, jug, bucket, sieve, cutters, rake, comb, funnel, sponge, soap, bubbles, straw, ladle, tea pot, watering can
  • extend vocabulary related to imaginary play: boats, diggers, bulldozers, tractors, treasure, dinosaurs, pirates, gardens, tea party, firefighter, plumber, dolls
  • use descriptive language: wet, dry, damp, gritty, hard, lumpy, flat, smooth, wavy, sticky, cold, frozen, clean, dirty
  • use language related to size, shape and position
  • describe capacity and quantity: enough, more, less, too much/little, overflowing, how much/many? a pile/cup of…
  • describe actions or what is happening: it’s fallen down, it’s gone, flatten, pour, tip, fill, scoop, cover, stir, splash, leak, drip, float, sink, trickle, spray, wash, dry.

© British Council

Spring is Coming!

A primavera está chegando e com ela é hora de aprender sobre insetos e flores.

Butterflies-Insects-And-Flowers

Nesse mês teremos diversas atividades envolvendo: dramatizações, artesanato, experimentos científicos, pesquisas, músicas, histórias com leitura e interpretação sobre a vida de insetos.

Vocês podem pensar que isso é coisa simples, mas existem inúmeras atividades relacionadas aos insetos como: diferentes tipos de patas, assas, tarefas e funções no meio ambiente, metamorfose, como se alimentam e como acontece a polinização.

O mesmo podemos dizer sobre as flores: parte das flores, suas cores, suas épocas, perfumes e porque atraem aos insetos.

Ao longo das semanas, iremos postando fotos sobre as atividades e de como estas foram desenvolvidas.

Portanto, como vocês podem ver, teremos muita coisa interessante para fazer durante essa estação e muitos livros bacanas para lermos e aprendermos mais sobre esse mundo fantástico dos insetos e flores!

Pais e Amigos podem ajudar recolhendo informações sobre o tema como: fotos, cartazes, brinquedos, fantoches, etc e enviando-as nos dias de aula.

Obrigada e Feliz Primavera a todos vocês.

daisy and ladybug

In English

Spring is coming and it is time to learn about insects and flowers.

This month we will have several activities involving: drama, crafts, science experiments, research, music, reading and interpreting stories about the life of insects.

You may think this is a simple thing, but there are numerous activities related to insects such as different types of legs, wings, tasks and functions in the environment, metamorphosis, how they eat and how pollination happens.

The same can be said about the flowers: part of flowers, their colors, their times, their perfumes, and why to attract insects.

Over the weeks, we will be posting photos on the activities and how they were developed.

So as you can see, we have lots of interesting things to do during this season and many cool books to read and learn more about this amazing world of insects and flowers!

Parents and friends can help by collecting information on the subject as: photos, posters, toys, puppets, etc. and sending them on school days.

Thanks and Happy Spring to all of you.