Info Corsi Juniors 2016-2017


Sto organizzando un nuovo ciclo di JUNIORS, laboratori di inglese per bambini della scuola primaria.
L’oggetto d’insegnamento non sono regole grammaticali, o elenchi di parole da imparare a memoria… ma gli atti comunicativi. L’inglese è per i bambini il veicolo per realizzare “lavoretti”, per partecipare ai giochi e a tutte le attività creative, ricreative, socializzanti, motivanti e divertenti proposte. Dalla mia esperienza ho maturato la consapevolezza che questo è l’approccio migliore affinché loro possano imparare l’inglese volentieri, divertendosi e soprattutto in modo naturale.

Con il crescere dell’età e del livello raggiunto, vengono introdotte le prime nozioni grammaticali ed esercizi di lettura e scrittura. Per i bambini che frequentano la classe quinta elementare il percorso prevede un’attenzione particolare alla preparazione per la scuola media.

 Info Corsi JUNIORS 2016-2017

Sono contentissima nel costatare che tanti genitori si stanno interessando a un approccio naturale dei bambini con l’inglese e lusingata per la fiducia e la stima che mi dimostrate. Ecco qualche informazione riguardo ai corsi per rispondere un po’ alle richieste:
  1. sto iniziando a raccogliere le adesioni, appena avrò un quadro organizzo i gruppi. Conto di far iniziare i laboratori nella prima metà di ottobre. Dipende molto anche da voi. Ho bisogno di sapere quanto prima chi saranno i miei piccoli GRANDI compagni di avventura;
  2. i corsi si terrano a Monte di Procida;
  3. se siete interessati contattatemi entro il 4 ottobre SENZA IMPEGNO! Giusto per farmi rendere conto più o meno del numero dei bambini da inserire. Per seguirli al meglio, formerò piccoli gruppi, quindi se ci state pensando, per non rischiare di non trovare posto in un secondo momento, inviatemi una email al mio indirizzo: con le seguenti informazioni:
     – Nome:
     – Cognome:
     – Data di nascita:
     – Classe anno scolastico 20016-2017:
     – Se già si conoscono gli impegni pomeridiani:
Ho tantissime nuove idee e non vedo l’ora di divertirmi con loro!!!
Grazie ancora.Vi aggiorno quanto prima!

Halloween Games for English Practice

Here are some Halloween themed games I found on I haven’t tried any of them yet but I soon will to get my students in the spooky mood!

  1. What am I?

    Your students will have practice using descriptive words as well as learning Halloween vocabulary with this simple game. Simply give one student a card with a Halloween picture on it. (You can get plenty of Halloween pictures online. Try to include the following in your set: jack-o-lantern, black cat, candy, pumpkin, ghost, spider, spider web, monster, trick or treaters, witch, broomstick, haunted house, bats, ghost, Dracula, Frankenstein, and candy corn.) Then give that student one to two minutes to describe their picture to the class. The goal is to get the class to guess the object without telling them what it is. The class member who first guesses the object correctly gets a point. Play until everyone has had a chance to describe an object, and the students with the most points wins.

  2. Monster Guts

    This sensory game will get some spooky items into the hands of your students and is a good review of touch-themed adjectives. To play, save up some old tissue boxes – square boxes with plastic around an opening in the top work well. Your students will be putting their hands in the box to feel the spooky items but should not be able to see what is inside. Label each box with a creepy title and put one of the following items inside: cold pasta (zombie brains), wet grapes (Cyclops eyes), a mixture of cornstarch and water (ghost goo), dried apricots (Frankenstein ears), pipe cleaners (tarantula legs), baby carrots wrapped in gauze (mummy toes), etc. Each student takes a turn coming to the front of the class and feeling what is in one of the boxes. He or she must then describe how it feels to the class using the appropriate adjectives or figurative language. If you like, follow up the activity by having students reach into each box and write a short description of how each item feels.

  3. Costumed Kids

    This simple game is good for reviewing present tenses and vocabulary associated with careers, animals, monsters or other areas which inspire typical Halloween costumes. Gather several pictures of kids in costume (try parenting magazines that often suggest how to make costumes for kids or look online), laminate them if possible, and put the pictures into a pile. One at a time, have students draw a picture and say what the child in the picture is dressed up as. If your student gets it right, ask him how he knows? The student should then give two or three clues that helped him decide. For example, if a student picks a picture of a pirate, his clues might include the following: he has a parrot on his shoulder; he is standing by a boat; he has a hook instead of a hand.

  4. Halloween Bingo

    This Halloween spin on bingo tests your students’ listening skills as well as how successfully your students can remember vocabulary associated with the holiday.Give each students a blank bingo board, and have him draw a picture of a Halloween item in each empty box. (You will probably need to review the vocabulary before you start playing. See activity number one for some Halloween words.) Then play each round as you would normally play bingo, but call out the words that match your students’ pictures rather than numbers. Students will then have to listen for the word you call and then match that word with one of the pictures on their board (if they have it there). If a student has an item on his board, he marks it. The first person with five in a row wins.

  5. Halloween Charades

    Charades is always a good game to get ESL students speaking boldly. You can make this active competition Halloween specific by using charades that Halloween items might perform. Your list might include the following.

    • Walk like Frankenstein
    • Dracula drinking blood
    • A witch flying on a broom
    • Kids going trick or treating
    • Carving a jack-o-lantern
    • Giving out candy
    • Running away from a monster
    • Putting on a costume
    • Bobbing for apples

    Play in teams and see which team can get the most correct guesses from their classmates’ pantomimes.

  6. Halloween Pictionary

    If your students aren’t the type to get up and moving in front of the class, you can use the clues from Halloween charades to play Halloween Pictionary. Simply divide your class into two teams and have one student from each team come to the front of the room. Show them a Halloween word or phrase and watch students race to draw a picture for their team. The first team to call out the right answer gets a point. Once everyone has had a chance to draw, the team with the most points wins.

  7. Monster Role Play

    This group activity will give your students a chance to practice using modal verbswhile thinking of some scary situations. Give groups of about four or five students a Halloween themed situation: Frankenstein is chasing you. Dracula asks you out on a date. A big spider tries to share your lunch. Someone plays a practical joke on you. Then have the groups discuss what they could, should or might do if they were in that situation. After a few minutes of discussion, ask each group to share their best recommendation with the class.

  8. Scary Stories

    Get your students to think creatively with some scary story starters and Halloween transitions fit for a spooky tale. Prepare a deck of index cards with some story starters and transitions that your students can use to start or continue a ghost story. Then turn off the lights and sit your class in a circle. Give a flashlight to one person and have her draw a card from the deck of story starters. For three to five minutes, she should tell the spooky story to the rest of the class, and if she likes, include scary lighting (shining the flashlight under your chin) and spooky noises. When her time is up, she passes the flashlight to the next person in the circle and he draws a transition card. (All of a sudden, bats fly… Out of nowhere… You hear a scream and …)He then continues the same story for three to five minutes. Take turns around the circle until everyone has had a chance to add to the tale.

  9. Remember This

    This game will test your students’ memories as well as their knowledge of Halloween vocabulary. Put together a tray with several (aim for twenty) Halloween themed items. (You might include a rubber bat, spider ring, candy corn, jack-o-lantern, mask, etc.). Show the tray to your class and review any vocabulary as necessary. Then cover the tray and challenge your students to remember as many items as they can. After 3-5 minutes, see how many items each person was able to remember and spell correctly. For subsequent rounds, you can place five or six items on the tray, show your students, have them close their eyes, remove one item and challenge them to remember which item is missing.

  10. Do you see what I see?

    This game will test your students’ general vocabulary knowledge along with theircreativity. Start one round by projecting a scary picture in the front of the room. The more that is in the picture the better. Then students have five minutes to try and identify an item in the picture that starts with each letter from a to z. After five minutes, stop and see who came up with the most words and review any new vocabulary with your class. Play three rounds with three different pictures and add each student’s score for each round. At the end of the game, the student with the most points wins the game.


Benefits of craft for kids

As a learning activity, arts and crafts have traditionally been passed over in favour of more academic pursuits. But craft – particularly developmentally appropriate craft activities – can aid learning in other areas like language, music, art, social studies, science, maths, health, and nutrition.

Crafts have been around since the beginning of time when people made everything they used with their hands. Crafts were initially created for trading, selling, spiritual or artistic expression, as well as creating personal and household articles.

Today, crafts are a great pastime and educational tool for kids. It can not only keep the kids entertained on a rainy day, but also extend a child’s fine motor skills, develop concepts like colour or numbers and see scientific processes like gluing and paint drying in action.

Craft allows kids to explore ideas or concepts and then express it by making something to keep, entertain others with or simply look at for visual pleasure.

Craft for the under-5s

At this age, craft is more about passing the time when it’s too rainy to go to the park, but it’s a great way to engage your pre-schooler, toddler or baby in ideas that provide foundation for future learning.

Benefits can include:

  • Extending their thinking across multiple patterns of intelligence
  • Develop higher thinking skills
  • Enhance multicultural understandings
  • Build self esteem
  • Gain positive emotional responses to learning
  • Engage through a variety of learning styles

Craft for older kids

Art and craft ideas encourage children to use their imagination to create their own entertainment. Making something on their own endows them with a confidence in their abilities to make individual decisions and choices.

Activities to complement craft as a learning tool

Music – learning to play an instrument can be a great hobby to introduce to kids.

Creative writing – writing stories as a hobby is a great way for children to enhance their literacy skills and use their imagination. They can turn their stories into drawings and make their own books.

Storytelling – the oldest art form in the world is to tell stories orally, and it lies at the heart of the way we think and make sense of our world. Stories could include real and fiction events.

Debating – this will give your child the ability to present an argument persuasively, to understand that there are two sides to most arguments and the confidence to speak in front of a room full of people, to name but a few skills.

Things to avoid when doing craft with your kids

Never force kids to complete a project they simply aren’t interested in – all you will do is alienate them from ever trying craft again. Simply encourage them and reward them when they do finish something. Here are some of the pitfalls of craft:

Don’t get too complex

It’s easy to overestimate your own ability (and your child’s) when you see something you like in a picture, but there’s nothing more discouraging than getting part-way through a project and finding you don’t have to skills to complete it. Determine how much you and your child can actually do.

Start simple

If you’re learning a craft for the first time, start with something extra-simple to get the feel of the tools, materials, and techniques. Practice the techniques on something that doesn’t count first before actually beginning a project. If the project is relatively easy, your child will gain confidence and quickly want to try something more challenging.

Allow enough time and space

You need time to do things right, and that’s true of any activity, no matter how seemingly uncomplicated it is. Give yourself and your child time — to think, to enjoy what you’re doing, to be creative, to experiment, and to enjoy each other.

Children love to do crafts

So if they can be taught something using crafts it is likely they will learn it easily and without complaining. Crafts can be used as a tool to teach subjects like alphabets, numbers and colours to students of any age. Younger children can be taught basic lessons like colours and numbers. Crafts can be used to expand textbook lessons of older students by helping them to figure out how to express ideas and concepts visually.

Age and Second Language Acquisition

Language learning processes in adults and children have advantages and disadvantages.  Why do young learners often become bilingual uncosciously and naturally as learning to walk? Are young children the best second language learners? Is there an optimal age for second language acquisition?

I’d like to share with you two  interesting articles I read about the myth that young children are the best second language learners.

The author of both is Paul Shoebottom, language teacher for more than 25 years, currently the Upper School coordinator for ESL at Frankfurt International School (FIS) where he has worked since 1987.

Are young children the best second language learners?

A myth, in one of its senses, is a belief about something that is shared by many people, but which in fact happens to be untrue or only partly true. The field of language learning is full of myths and misconceptions, possibly because every literate person has been successful at learning at least one language and so may consider himself to be something of an expert on the topic. The myth that I wish to discuss in the present article is that young children are the best learners of a second language. This is a widely-held belief that contains an element of truth, but which for the most part has been disproved by recent linguistic research (see references at the foot of this page).

One reason why this myth has arisen may be that we are more tolerant of the mistakes of children than of older learners or adults. As an illustration of this, imagine that you are a German bank clerk, living in Frankfurt. On your way to work, you meet your American neighbour’s 3 year old child, who is attending German kindergarten. The child says Guck, ich habe ein neuen Ball. (Look, I have a new ball.) You will probably think How cute! You note how well she’s learning German, and may not even register the mistake in the indefinite article (it should be einen instead of ein). You get to work and the first customer you see is a British woman who wants to deposit some cash. She says: Ich will DM500 auf meines Sparkonto überweisen. Now you will probably not think How cute, but will you think Her German is good! or will you say: Es muss: auf mein Sparkonto sein (correcting the faulty ending in the possessive pronoun)? Of course this is an unfair stereotyping of German bank clerks (although exactly this happened to a British colleague in the bank in her second year here in Germany). However, it does prove the point that we are generally more patient and forgiving of the mistakes of young children than of adults. Indeed, although children make mistakes of both fact and grammar when speaking in a foreign language, they are far more likely to get corrective feedback only when they make a factual mistake. Adults rarely make factual mistakes and so most of the corrective feedback they receive is grammatical in nature. This may be one of the reasons why the myth that young children are the best language learners has taken such a strong hold.

Now consider another reason. Anyone with a young family who has lived for a while in a foreign country will have seen how easily and naturally their children interact and play with others of a different mother tongue. This is very different from how most adults feel when faced with the need to communicate in a foreign language. Many people however mistakenly attribute young children’s comparative ease in new language situations to children’s greater ability to learn language. But this is not the case. The cognitive demands made on a youngster are different from those which confront the adult. With children, everything is in the here-and-now. If they are having a dolls’ picnic, for example, most of the communication will centre around the concrete objects they can see and handle. They also have the right to not to speak and just watch what is happening, or take part silently. Contrast this with the problems confronting the adult who has an appointment with her tax advisor. She does not have the option of being silent, and the whole discussion will be conducted in the abstract mode. No wonder, adults envy children their supposed facility in learning languages!  Read more…

What is the best age to start a second language?

Studies have shown that adolescents and adults are in many ways better at learning a new language than children, except in the area of pronunciation. This is probably because they are already literate in their first language and can use some of their knowledge about language and language learning when learning the second language. However, this doesn’t answer the important question: What’s the best age to learn a new language? This question, like most about language learning, cannot be answered so simply. It depends on the situation.

For example, a child who is born to an American father and German mother living in the USA can start to learn both German and English from the moment he is born. This is probably the most favourable situation for anyone who wishes to speak two languages fluently as an adult. A child of school age who emigrates to the USA has no choice, and must start to learn the new language, English, as soon as she arrives. Depending on the age of the child, it can take up several years for her to reach the level of a native English speaker. It is important in this time that she continues her first language development. And it is equally important that she, her parents and her teachers do not have unrealistic expectations about how easy learning will be and how quickly it will happen.

The two situations described above contrast with situations where there is more choice over whether and when the second language is introduced. Either the choice is made by the education authorities in the area where the child lives, or parents can decide on an individual basis whether to enrol their child in a foreign language learning program. It is this last situation that I wish to discuss a little further.

Some specialists in language acquisition claim that the sooner a child starts to learn a second language the better. It certainly seems to make sense that the earlier you start, the longer you will have to learn, and the more progress you will make compared with someone who started later. However, there is evidence that this is not the case, particularly if the second language comes to take the place of the first language, which has never been allowed to develop properly. One researcher* talks of the dangers of double semi-lingualism for early learners of a second language; i.e. the child does not develop full proficiency in either of the two languages. And as mentioned above, it has been found that older learners of a language are more efficient learners, so they may need less time to reach the same level of proficiency as younger learners. Also, of course, if more time is spent learning a second language during the school day, then some other subject must be cut or reduced to make way for it. This may not be desirable.

So what is the best age for a person to start learning a foreign language in situations where there is a choice, and where it is not critical that a native-speaker-like pronunciation is acquired? The answer, according to current research, is early adolescence, so about 11-13. And the more motivated the child is to learn the new language, the more successful he will be! Read more…

INFO Corsi Juniors 2015-16

Sono contentissima di tutti i messaggi privati che sto ricevendo riguardo ai corsi Juniors e nel costatare che tanti genitori si stanno interessando a un approccio naturale dei bambini con l’inglese. Sono lusingata per la fiducia e la stima che mi dimostrate. Ecco qualche informazione rispondere un po’ a tutti:
  • I corsi inizieranno a ottobre, spero dalla settimana del 5, dipende molto anche da voi… aspetto ancora di sapere giorni e orari delle altre attività pomeridiane dei bambini prenotati. Da questo weekend raccolgo tutti i dati che mi avete inviato e fisso i giorni delle lezioni.
  • I corsi si terrano a Monte di Procida.
  • Potete iscrivere i vostri bambini fino ai primi di ottobre ma, poiché intendo formare piccoli gruppi per seguire meglio gli studenti, rischiereste di non trovare posto. Se siete interessati magari contattatemi appena possibile in privato su facebook o inviatemi una email al mio indirizzo Senza impegno! Giusto per farmi rendere conto più o meno del numero degli interessati e quindi di quanti gruppetti da formare.
Grazie ancora. Vi aggiorno quanto prima!