Portfolio tech 3 ingrid en pdf

2014 PORTFOLIO TEACHING TECHNIC

Ingrid Velรกsquez Abularach UMG 22/11/2014

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Index General Introduction _______________________________________________________________ 4 TEACHING TECHNIQUES III ___________________________________________________ 5

By International Teacher Training Organization __________________________________ 6 AUTHENTIC MATERIALS AND REALIA __________________________________________ 15 75 and more teaching ideas ________________________________________________ 17 Common European Framework _______________________________________________ 44 Case 1: Interpersonal relationships ________________________________________________ 46 Case 2 : Learning styles and classroom management __________________________________ 49 Case 3: Motivation And Progress __________________________________________________ 51 Case 4: Oral practice ____________________________________________________________ 54 Case 5: Conversation and discussion with texts _______________________________________ 58 Case 6: Speech Work ____________________________________________________________ 66 Case 7 : Visual Aids _____________________________________________________________ 72 Case 8: Listening and speaking ____________________________________________________ 75 Case 9: GAMES ________________________________________________________________ 78 Case 10 : Cultural content ________________________________________________________ 82 Case 11: Literature and the media _________________________________________________ 83 TYPES OF READING ________________________________________________________ 84 ď‚—

TIP. _____________________________________________________________________ 85

Literary material aimed at native speakers

85

Try to avoid ________________________________________________________________ 85 POEMS SUITABLE FOR CONVERSATION CLASSES AND CREATIVE WRITING _____________________________________________________________________________ 86 Useful tips when using poems ______________________________________________ 86 Dealing with vocabulary

_____________________________________________ 87

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Using dictionaries (bilingual/monoligual) _______________________________ 87

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Matching _______________________________________________________________ 87

DO THE ACTIVITY!!_________________________________________________________ 87 DISCUSSION GROUPS.

____________________________________ 87

Case 12 : Building a Resource bank _________________________________________________ 89

Lesson planning practice ____________________________________________________ 93 Controlled practice and semi controlled practice _________________________________ 94 Competencies and lesson planning ____________________________________________ 97 Alternative Assessment _____________________________________________________ 98 Alternative assessment methods ____________________________________________ 101 Final Microteaching lesson plan _____________________________________________ 103 General conclusion ________________________________________________________ 105 Biography / E-graphy

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Introduction

In this book is issued with the collect information all the academic year, I think that it will be help you to work in different aspect inside your class. This one recommends some techniques and motivates your students.

The Integration is necessary for this time. Because the society is also demanding of teachers in terms of finding or designing suitable materials, particularly when it is necessary to take into account the differing rates of progress of students in mastering the individual skills. And As we have seen from this unit, the focus on realistic language in use and it can help students’ to develop communicative competence.

Learning English can be more motivating, because the students are using the language for a real purpose, instead of, say, just practicing the grammar. Integration requires skilful teaching, but it can bring worthwhile results.

Games are important to use inside the class, because it is easier to the students to work with objects which consist of components and rules and have certain criteria: rules, a goal, always changing course; chance; competition; common experience; equality; freedom; activity; diving into the world of the game; and no impact on reality.

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TEACHING TECHNIQUES III Creating Teaching In order to teach creativity, one must teach creatively; that is, it will take a great deal of creative effort to bring out the most creative thinking in your classes. Of course, creativity is not the only required element for creative instructors. They must also know their fields and know how to create an appropriate learning environment. When will it be most important for you to offer direct instruction? When is discovery most important? What are your expectations and how can you best communicate them?

Because answers to these questions are so diverse — even for individual instructors teaching different courses or at various times of the semester — no one technique will fit all needs. Here are several approaches or techniques for teaching creatively, both general and specific to certain fields.

More examples of field-specific approaches or techniques appear in the Creative teachers section.

BENEFITS OF CONTEXTUALIZING FOR OUR STUDENTS: Purpose of the language How and why it is discussed is explicit Learners share previous knowledge Ss are actively learning Learners apply learning to his/her real role in the learning impacts real life community .

Learners solve problems Ss use skills they have outside the classroom Self awareness is built Learners are responsible for their learning Learning shows a team effort Knowledge retention is and learning becomes memorable increased Ss end the lesson feeling they could Student motivation apply and actually use the increases language learnt for real situations.

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By International Teacher Training Organization Phoneme: The smallest unit of sound which causes a change of meaning: cattle - kettle /kĂŚte/.

Peer-to-Peer (P2P): A technology that allows for informal networks of computers to share resources. In P2P networking, downloads are split into much smaller chunks of data and sent via the network of connected computers, enabling quicker file transfers

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Aids to Teaching: (a) Visual: Blackboard, whiteboard, overhead projector, realia, posters, wall charts, flipcharts, maps, plans, flashcards, word cards, puppets. (b) Electronic: Tape recorder, TV or video player, computer, CD Rom, language laboratory.

Workbook: A book which contains extra practice activities for learners to work on in their own time. Usually the book is designed so that learners can write in it and often there is an answer key provided in the back of the book to give feedback to the learners.

TELL (Technology Enhanced Language Learning): Derived from the term CALL, this is an approach to language teaching and learning which uses a range of technology and electronic media.

Authentic Materials: Unscripted materials or those which have not been specially written for classroom use, though they may have been edited.

Examples include newspaper texts and TV broadcasts.

CATEGORY Household Ă­tems

REALIA Eating utensils, appliances ( from different cultures,) miniatures such as household furniture,, old -fashioned items no longer commonly seen.

Food

Fruit, vetables, unusual items unfamiliar to children; many plastic food items are avaible for classroom use.

Clothing

Different kinds of hats, gloves, sweaters, jackets, boots, any examples a of ethnic clothing to support understanding.

Literacy Materials

Books, magazines, newspapers, encyclopedia, reference books, checkbooks,

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USES Active experiences, vocabulary development, role-playing story reenactment, prereading activities, oral language practice, story problems in math.

Sensory experiences, vocabulary development, acting out stories, grammar activities ( singular, plural) Vocabulary development, story reenactment, writing support, oral language practice.

Role -play, vocabulary development, easy access for research,

Farm or Ocupacional terms Flowers and Plants Animals Crafts

bank books.

exposure.

Rakesm plows, harnesses, tools, baskets, hay, nails, models of barns, silos, scarecrows, wagons, farm carts.

Examples of flowers and plants being studied or read about unusual plants such as large sunflowers pumpkins Classroom pets, house pets, farm add zoo animals, birds

Prereading activities, role-playing , vocabulary development, knowledge of size and weight.

Knitting crocheting, tatting, sculpting clay, potters’ wheel, spinning wheel, loom.

Vocabulary development, sensory experiences, size c comparisons.

Sensory experience, vocabulary Development.

Vocabulary development, roleplaying sensory experiences.

Task 1 Make groups of 4 -5 members Read and highlight the most interesting ideas.

According to your assigned numbers, (15 numbers) choose 5 activities and explain them.

Transfer: Knowledge of the L1 is used to help in learning the L2. Transfer can be positive, when the two languages have similar structures, or it can be negative, when the two languages are different, and L1-induced errors occur.

Trinity College London Responsible for the Certificate in TESOL and the Licentiate Diploma in TESOL examinations Webquest: A project which requires learners to use Internet resources and websites to find information. A webquest has four main stages: Introduction, Task, Process and Evaluation.

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Method: Developed by Asher, where items are presented in the foreign language as ‘orders’, ‘commands’ and “instructions” requiring a physical response from the learner (e.g., ‘opening a window’ or ‘standing up’ after being asked, linguistically, to carry out such command) Native language: Primary or first language spoken by an individual: (See L1).

Second language: The term is used to refer to a language which is not a mother tongue but which is used for certain communicative functions in a society. Thus English is a second language in Nigeria, Sri Lanka and Singapore. French is a second language in Senegal, Cameroon and Tahiti: See foreign language.

Advanced: A level of attainment where the learner has mastered most of the structures and functions of the language and is able to move freely through several registers - there may be a working vocabulary of in excess of 3000 words Neuro-linguistic Programming. (Also NLP): A training philosophy and set of training techniques first developed by John Grindler and Richard Bandler in the mid -1970s as an alternative form of therapy. Important within language teaching to teachers interested in humanistic approaches, i.e. those which focus on developing one’s sense of self-actualization and self-awareness.

Morpheme: The smallest unit of language that is grammatically significant.

Morphemes may be bound; that is, they cannot exist on their own. For example, er, un, ed, mis, among others. Or, they can be free, as is ball in football, a compound noun comprised of such word plus ‘foot’.

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Language "chunks": Short phrases learned as a unit (e.g., thank you very much); patterned language acquired through redundant use, such as refrains and repetitive phrases in stories.

E.S.L.: L2: English as a Second Language. The field of English as a second language; courses, classes and/or programs designed for students learning English as an additional language.

E.S.O.L.: student: English to speakers of other languages; refers to learners who are identified as still in the process of acquiring English as an additional language; students who may not speak English at all or, at least, do not speak, understand, and write English with the same facility as their classmates because they did not grow up speaking English (rather they primarily spoke another language at home).

EFL: English as a Foreign Language – English language programs in countries where English is not the common or official language. It is used in American university programs where international students study English although the use of the word “foreign” is now avoided in some schools because of its xenophobic connotations.

EAP: English for Academic Purposes – The study or teaching of English with specific reference to an academic (usually a university- or college-based) course.

Cue Cards: Cards with words or pictures on them which are used to encourage student response, or pair and group work.

E.S.O.L.: English to / for Speakers of Other Languages.

E.S.P.: English for Specific Purposes; e.g., for business, science and technology, medicine among others.

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ESB: English Speaking Board International. Oral assessments in (spoken) English ETS: (Educational Testing Service) Based in Princeton, NJ, the world’s biggest examination board, Administrators of the TOEFL student examination.

Foreign language: A language which is not normally used for communication in a particular society. Thus English is a foreign language in France and Spanish is a foreign language in Germany.

Monitor: Language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as 'monitoring'. The learner can monitor vocabulary, phonology, or discourse. Krashen uses 'Monitoring' to refer the way the learner uses 'learnt' knowledge to improve naturally 'acquired' knowledge Monitor: Language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as 'monitoring'. The learner can monitor vocabulary, phonology, or discourse. Krashen uses 'Monitoring' to refer the way the learner uses 'learnt' knowledge to improve naturally 'acquired' knowledge the learner uses 'learnt' knowledge to improve naturally 'acquired' knowledge how the learners use their rule systems, rather than how they acquire them. Learning strategies may include meta cognitive strategies (e.g., planning for learning, monitoring one's own comprehension and production, evaluating one's performance); cognitive strategies (e.g., mental or physical manipulation of the material), or social/affective strategies (e.g., interacting with another person to assist learning, using self-talk to persist at a difficult task until resolution).

Language proficiency: The level of competence at which an individual is able to use language for both basic communicative tasks and academic purposes.

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Extensive Reading: Reading for general or global understanding, often of longer texts.

Feedback: The response learners get when they attempt to communicate.

This can involve correction, acknowledgement, requests for clarification, backchannel cues (e.g., "mmm"). Feedback plays an important role in helping learners to test their ideas about the target language.

Biculturalism: Near native like knowledge of two cultures; includes the ability to respond effectively to the different demands of these two cultures.

Body language: The gestures and mannerisms by which a person communicates with others Direct Method: The most common approach in TEFL, where language is taught through listening and speaking. There may be little or no explicit explanation dealing with syntax or grammatical rules, nor translation into the mother tongue of the student - inductive learning rather than deductive.

E.F.L.: English as a foreign language.

Collocation: The tendency for words to occur regularly with others: sit/chair, house/garage.

Learning: The internalization of rules and formulas which can be used to communicate in the L2. Krashen uses this term for formal learning in the classroom.

E-Portfolio: achievements.

A digital collection of an individual student's work and

CALL (Computer Assisted Language Learning): An approach to language teaching and learning which uses computer technology.

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Cloze Procedure: An exercise where every fifth word (or sixth or seventh etc) is deleted from a text. The interval between the deleted words should remain the same throughout the text. The student then supplies the missing words, often relying on contextualization for help.

Learning styles: The way(s) that particular learners prefer to learn a language. Some have a preference for hearing the language (auditory learners), some for seeing it written down (visual learners), some for learning it in discrete bits (analytic learners), some for experiencing it in large chunks (global or holistic or experiential learners) and many prefer to do something physical whilst experiencing the language (kinaesthetic learners).

Audio-Lingual Method: Listen and speak: this method considers listening and speaking the first tasks in language learning, followed by reading and writing. There is considerable emphasis on learning sentence patterns, memorization of dialogues and extensive use of drills.

Multi-media materials: Materials which make use of a number of different media. Often they are available on a CD-Rom which makes use of print, graphics, video and sound. Usually such materials are interactive and enable the learner to receive feedback on the written or spoken language which they produce.

Natural Approach: Pioneered by Krashen, this approach combines acquisition and learning as a means of facilitating language development in adults.

Contextualization: Placing the target language in a realistic setting, so as to be meaningful to the student.

Aptitude: The specific ability a learner has for learning a second language.

This is separate from intelligence.

Micro-teaching: A technique used on teacher training courses: a part of a lesson is taught to a small number of students. A variation of this is 'peer teaching', where the 'students' are often peers of the trainee teacher attending the same course.

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Cooperative/Collaborative Group: A grouping arrangement in which positive interdependence and shared responsibility for task completion are established among group members; the type of organizational structure encouraging heterogeneous grouping, shared leadership, and social skills development.

Work with Techniques and methods, it`s important because it is easier manner the class and the student will have fun, and enjoy the Topics that the teachers have to work and teach with creativity.

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AUTHENTIC MATERIALS AND REALIA What do we mean by authentic materials?

For the purposes of this article, authentic materials are any texts written by native English speakers for native English speakers. All the texts used in this site are articles taken from The Economist to complement the materials from Intelligent Business:  Why choose authentic materials?  Well, let’s have a look at some of their advantages.

1. Authentic materials bring learners into direct contact with a reality level of Business English.

2. Authentic materials drawn from periodicals are always up-to-date and constantly being updated.

3. Authentic materials from a particular source, such as the economist, tend to work in consistent areas of language, so, after a while; students who practice reading The Economist will become experts in reading English language business publications.

4. Authentic materials provide us with a source of up-to-date materials that can be directly relevant to business English learners’ needs.

Now let’s take them in order: 1. Authentic materials bring learners into direct contact with a reality level of English Real Business English.

That is, English as it is used by business people to communicate with other business people – English that has not been made especially easy for learners – can be a great motivator. Constant exposure to real English as it is used to talk about business defines the end of the tunnel – the goal – for many learners. “If I work with and practice real Business English, I am developing a tool that I can use in real life.”

The other extremely important point here is that many of our learners are already in business so they will have had a certain amount of exposure to the English language that is used to conduct real business. A lot of value can be generated out of a marriage between real Business English and our learners’ real business experience.

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2. Authentic materials drawn from periodicals are always up-to-date and constantly being updated.

Materials that are always up-to-date and topical have their own reason for being read with interest. They not only practice English, they also update our learners so that, at the end of their English lessons, they are better informed – and maybe also better businesspeople. Also, the English language itself is constantly developing and changing, so working with up-to-date materials not only means that the content of the material is up-to-date, it also means the language itself is up-todate. It is also part of the work of businesspeople to be aware of current news issues (they may even have been following these issues in the press in their own languages), so material of this kind will allow your students to bring their own knowledge of the world to their lesson.

The purposes of the authentic materials are that the students work with authentic things that they know, because every day they have contact with the material. And they develop their skills experiments new things and moments.

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75 and more teaching ideas 1.

Alter the pacing of your class. If you rush through your class at full speed, slow things down and take time to ask your students personal questions based on the materials you are using. If you tend to proceed at a snail's pace, prepare some additional activities and push yourself to accomplish more than you usually do.

2.

Ask a student to demonstrate a dance, and assist the student in explaining the movements in English.

3.

Ask students to name as many objects in the classroom as they can while you write them on the board.

4.

Ask students to present to the class a gesture that is unique to their own culture.

5.

Ask students to write one question they would feel comfortable answering (without writing their name) on an index card. Collect all of the index cards, put them in a bag, have students draw cards, and then ask another student the question on that card.

6.

Ask your students if there are any songs running through their heads today. If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it.

7.

Assign students to take a conversation from their course book that they are familiar with and reduce each line to only one word.

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8.

At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period. Write the expressions on the board once again as your students call them out.

9.

Begin by telling your students about an internal struggle between two sides of your personality (bold side vs. timid side OR hardworking side vs. lazy side), providing a brief example of what each side says to you. After a few minutes of preparation in pairs, have students present their struggles to the class.

10. Bring

a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation very brief, and gradually add clues with each conversation.

The students who guess es correctly wins a prize.

11. Native

language: Primary or first language spoken by an individual: (See L1).

12. Bring

a fork, knife, spoon, bowl, plate and chopsticks (if you have them) to class, and mimes eating some different dishes, letting students guess what they are. Then let your students take a turn.

13. Bring

an artifact from the student's culture to class, and ask them questions about it.

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14. Bring

in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments.

15. Call

on a student to draw his or her country's flag on the board, then teach him or her how to describe the flag to the class (It has three stripes...).

16. Choose

one topic (food, sports) and elicit a list of examples (food - chicken, pudding, rice). Then have your student come up with the most unusual combinations of items from that list(chocolate-beef or wrestling-golf).

17. Collaborate

with your students on a list of famous people, including movie stars, politicians, athletes, and artists. Have every student choose a famous person, and put them in pairs to interview each other.

18. Come

to class dressed differently than usual and have students comment on what's different.

19. Copy

a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters.

20. Copy

pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the

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classroom and learn a new phrase. Then have them teach each other what they learned.

21. Copy

some interesting pictures of people from magazine ads. Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying. Put all the pictures up on the board, and let everyone come up and take a look.

Describe something observable in the classroom (while looking down), and tell students to look in the direction of what you described.

22.

Draw a map of your country or another country that your students know well. By drawing lines, show students where you went on a trip, and tell them about it. Then call on several students to do the same. The trips can be truthful or fictional.

23.

Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island. Invite students one by one to go to the board and draw one thing they would like to have on the island.

24.

Draw a party scene on the board, and invite students to come up and draw someone they would like to have at the party.

25.

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Empty a bag of coupons on to a table, and have students find a coupon for a product that they have no need for.

26.

Experiment with how you write on the board, altering your writing style, the size of the letters, the direction you write, and the color of the chalk/pens.

27.

Explain to your students what it means to call someone a certain animal (dog, pig, fox) in English, and then ask them what these mean in their languages.

28.

29. Fill

the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words.

30. Find

out what famous people your students admire, and work together with the class to write a letter to one of them.

31. Find

out what your students are interested in early on in the semester.

Go to the Internet from time to time to collect articles on these subjects for students to read during the class period.

32. First,

instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way. Collect the papers, call out the titles, and ask the class if they can guess who wrote it. Finally, let the writer identify him or herself, explaining his or her choice.

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33. Give

each student a piece of chalk/pen and tell them to fill the board with pop song lyrics. Then put them in pairs, and get them to use the words on the board to create a new dialogue.

34. Give

students a reward (such as a candy or a sticker) each time they take the artificial language in your textbook and turn it into an authentic question or comment about someone in the class.

35. Hand

a student a ball of yellow yarn. Have him toss it to another student, while saying something positive about that student and holding onto the end of the yarn. Continue in this manner until there is a web between all the students.

36. Hand

each student an index card, and tell them to write down a sentence that includes an error they have made this week, along with the correct version of the sentence. Next, tape all of the index cards on the board for students to look over.

37. Hang

up four different posters (example - one of a world map, one of a famous singer, one of a flower, and one of Einstein) in the four corners of your room. Tell students to choose one corner to stand in, and talk about why they chose that poster.

38. Have

each student make a list of the five most useful phrases for tourists visiting an English speaking country.

39. Have

students come to the board one by one, draw a poster for an English language movie (without the title) they think the other students have seen, and let the other students guess which movie it is.

40. Hire

a musician (flute? harmonica? banjo?) to play for a few minutes of your class period.

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41. In

small groups, have your students design a billboard for something other than a product (wisdom, humility, friendship, etc.).

42. Inquire

to see if your students have any unusual talents (can wiggle their ears, can bark like a dog), and encourage them to demonstrate.

43. Instead

of saying "Very good!" all the time, vary the ways you praise (and correct) students as much as possible.

44. Instruct

your students to find something in their wallets/purses/pencil boxes, and tell the story behind it.

45. Invite

your students to stand up and explore the classroom from new angles (look in drawers, under desks, behind posters, on top of cabinets).

Then have students report their findings.

46. Just

a few minutes before the bell rings, call on your students to choose the ten most useful words they came in contact with during this class period, then have them narrow it down to the three most useful words.

47. Pass

around some magazines, and have each student choose an ad that he or she likes. Give students an opportunity to explain their choices.

48. Play

a listening activity from your book an additional time with the lights turned off.

49. Play

a recording of instrumental music and have some students draw on the board what the music makes them think of.

50. Play

five very different sounds from a sound effects tape or CD, and assign students in pairs to create a story based on three of the sounds.

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51. Play

music that enhances certain activities (quiet music for a reading activity, dance music for an energetic TPR activity). Ask your students for their reactions.

52. Prepare

colored letters of the alphabet on cardboard squares and put them in a bag. Students must draw a letter from the bag, and work together to create a sentence on the board. Each student must raise his or her hand to make a contribution, but the word the student calls out must begin with the letter he or she chose. Put the expanding sentence on the board, adding words only when they the grammar is correct.

53. Prepare

several paper bags, each with a different scent inside (perfume, cinnamon, cheese), pass the bags around the class, and let students describe what they smell.

54. Print

phrases such as "in the library" "at an elegant dinner with the Royal Family" "in a noisy bar" "in a dangerous neighborhood" on separate strips of paper, put them in envelopes, and tape them to the underside of a few students' desks/tables before they arrive. Write on the board a useful expression like "Excuse me. Could I borrow a dollar?" When students arrive, tell them to look for an envelope under the desks/tables. The ones who find envelopes must say the sentence on the board as if in the context written on the page. Other students must guess the context from the student's tone of voice and body language.

55. Produce

a list of commonly used sentence-modifying adverbs on the board, such as suddenly, actually, unfortunately, and happily. Then launch into a story, which each student must contribute to, with the rule that everyone must begin the first sentence of his or her contribution with a sentence-modifying adverb.

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56. Provide

each student with a list of the current top ten popular songs. Play excerpts from some or all of the songs, and choose some questions to ask your students, such as: Did you like the song? Have you heard this song before? How did the song make you feel? What instruments did you hear?

57. Purchase

a postcard for each member of your class, writing his or her name in the name and address space. Turn them picture side up on a table, have each student choose one (without looking at the name), then he or she will write a message to the person whose name is on the other side.

If a student chooses the postcard that has his or her own name on it, the student must choose again.

58. Put

students in pairs and ask them to guess three items in their partner's

wallet/purse/pencil box.

59. Put

students in pairs. Tell them to converse, but to deliberately make one grammatical error over and over, stopping only when one student can spot the other's intentional error.

60. Put

students into small groups to create an application form for new students to the school.

61. Put

the students in small groups, and ask each group to plan a vacation for you. They must plan where you will go, what you will do, who you will go with, and what you will buy. When they are finished, have each group present their plans.

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62. Review

a phrase or sentence that you want students to remember, by holding a competition to see "Who can say it the loudest/the quietest/the quickest/the slowest/in the deepest voice/in the highest pitched voice?".

63. Set

up a board in your classroom where students can buy and sell used items from each other by writing notes in English.

64. Supply

each student with a copy of the entertainment section of the local newspaper, and tell them to choose somewhere to go next weekend.

Take a particularly uninteresting page from your course book, and put students in groups to redesign it.

65.

66.

Teach on a different side of the room than you usually do.

67. Tell

each student to report the latest news in their country or city to the class.

68. Tell

your students to practice a conversation from their course book that they are familiar with, but this time they can only use gestures, no words.

69. When

they are practicing a dialogue, have students play around with the volume, intonation, pitch, or speed of their voices.

70. Write

"Tell me something I don't know." on the board, then ask students questions about things they know about and you don't, such as their lives, cultural background, interests, and work.

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71. Write

a common adjacency pair (Thank you./You're welcome OR I'm sorry./That's alright) on the board. Ask students if they know of any expressions that could replace one of the ones you just wrote. Write any aceptable answers on the board.

72. Write

a number of adjectives, such as mysterious, happy, peaceful, sad, angry, and frustrated on the board. Call out a color, and ask your students to tell you which adjective they associate with that color.

73. Write

a word on a slip of paper and show it to a student. This student must whisper it to the second student. Then the second student must draw a picture of what he or she heard, and show it to the third student.

The third student, then, writes the word that represents the picture and shows it to the fourth student. Then the fourth student whispers it to the fifth student.... and so on. This continues until you get to the last student, who must say the word to the class.

74. Write

an idiomatic expression (such as "It beats me." or "I'm fed up.") in big letters on the board. Call on a few students to guess what it means before you tell them.

75. Write

down the names of about five very different people on the board (a small baby, a rude waiter in a restaurant, a fashion model, a stranger in a crowd, and a grandfather). Give students a common expression, such as "Good morning!" or "Sorry!", and ask students how they might say it differently when talking to a different person.

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76. Write

your name on the board vertically, and add a suitable adjective that begins with each letter of your name. The next step is to invite students to do the same.

When you have your ideas in a bank of Techniques, it will be easy to classify them and order your work. It will be a fast form to work for your lesson plan.

I think that motivate the students using different activities, where they share and learn different subjects with their classmates.

3.

3.

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Bank of teaching activities 77.

Slip writing

What: This method can gather ideas from large groups, numbering from the dozens to the hundreds. Participants are given slips of paper and asked to write down ideas which are discussed or evaluated.

Benefits: This method collects a large number of ideas swiftly and creates a sense of participation or ownership at the same time.

How: Each student is given a stack or note-pad of at least 25 small slips of paper. The pads can contain idea-jogging graphics or be designed so that ideas can be sorted and separated easily. A question or problem is read to the group (e.g., “How do we?” or “What would it take to?”).

Students write down one idea per sheet, in any order. When writing begins to slow down, collect pads from students and offer quick feedback in the form of examples. If the group is very large, present examples from a limited sample of booklets. After the early feedback, analysis and evaluation can continue at a steadier pace to identify the most useful ideas and develop them into practicable proposals.

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Decision Tree

What: A decision tree is a visual and analytical decision support tool, often taught to undergraduate students in schools of business, health economics, and public health.

Benefits: They are simple to understand and interpret, have value even in the absence of hard data, and can be combined with other decision techniques.

Example: A decision tree used in a finance class for deciding the better investment strategy.

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79. Fishbone

What: The fishbone technique uses a visual organizer to identify the possible causes of a problem.

Benefits: This technique discourages partial or premature solutions and demonstrates the relative importance of, and interactions between, different parts of a problem.

How: On a broad sheet of paper, draw a long arrow horizontally across the middle of the page pointing to the right. Label the arrowhead with the title of the issue to be explained. This is the “backbone” of the “fish.” Draw “spurs” from this “backbone” at about 45 degrees, one for every likely cause of the problem that the group can think of; and label each. Subspurs can represent subsidiary causes. The group considers each spur/sub-spur, taking the simplest first, partly for clarity but also because a simple explanation may make more complex ones unnecessary.

Ideally, the fishbone is redrawn so that position along the backbone reflects the relative importance of the different parts of the problem, with the most important at the head.

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80. The

Mystery Spot

What: Instructors set up a mystery story (videos, animations) that evolves a key concept such as DNA. Students try to solve the mystery by applying their knowledge. Meanwhile, the story evolves as students investigate on the problem, allowing the instructor to incorporate different knowledge/concepts, and different knowledge depths.

Benefits: The mystery integrates science learning within an exciting narrative. The narratives have wide appeal and involve students in learning. It is also a very flexible tool with which instructors can invent stories based on their lesson purposes/ targeted key points.

Example: The Blackout Syndrome. In this exercise, students are medical investigators. And as a blackout paralyzes the city, they are called in to investigate outbreak of a new disease. They need to take steps to identify how it’s transmitted, characterize it, and figure out how to treat it.

The mystery tests literacy, problem solving skills and deductive reasoning.

Students investigate why people have fallen ill, do lab tests in order to decide what kind of pathogen is involved, and work on solutions and how to best counter the disease. A conclusion offers further research readings 81.

Rally 4 corners three persons for each corner, and then the 1. Treasure find the key take out the paper message and then do that the . paper says. And do it in the center.

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2. Balloon`s world: take out the globe and flew tie and then exploit other. penance. Instruction: and do it in the center (feed the baby dress the baby, sing a song 3. Restaurant words: they order their food And they will find a paper .

There draw a picture that the paper says. (Poem or tongue-twister. . in any time) 4. The Meta. We have the winner.

82. The

Ins And Outs Of Plagiarism And Essay Mills

Essay mills are companies whose sole purpose is to generate essays for high school and college students (in exchange for a fee, of course).

Between 10 and 15 minutes - Instructions: They will greet among all different ways. They will experiment with all members, ways of greeting. All participants will stand. Once they are all ready will propose different ways: right hand, left behind; with left hand, right behind; right foot; with left knee, side by side; back to back; head to head; so finally to bow as they like.

Dynamic: This method is widely used in large groups, giving it a very special move, break the ice and open confidence. It is easy to observe different communication patterns of participants and whether or not to allow, loose or otherwise, closed. It can be used in the specific topic of communication, but also serves as entertainment at a time when the group goes through situations of extreme passivity.

83. Playing with hands - Materials: Very soft instrumental music - Time: It needed 30 minutes to 15 for the experience and reflection - Instructions:

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Participants (20) sit in a circle and the background music will be brought a warming led to discover their hands.

84. Dynamic: It is a very movilizante exercise that can be used as the end of a workshop where he has worked as a goal, meeting people, communication, confidence for group work. Remind participants that it is very important to allow recording sensations, feelings, pleasure or displeasure. It is essential to speak with a low voice, warm, slow tone, guiding the work towards recognition of hand: the size, the fingers, if they are long, short, broad; heat, temperature, perspiration, if they are young or old hands, rough or smooth, etc. to make them aware of their hands.

It continues with the intention that both hands talk to each other, in a secret communication. Once all members inserts deeply into the subject is observed they are invited to look into other hands to communicate in pairs; after 4, and so on to be in the group. It would be nice to get up to find another farther and not having at hand.

From this moment they are asked to close their eyes and try to find those hands that attract them, containing them and to be felt. It is very interesting to see how they build a network, linked, overlapping, and some breathing fast, colder, stiff hands. This game takes a touch hand carefully. Before this spell is broken, which lead them to go bouncing off the other with a word, and so returning to their seats.

Importantly, the coordinator will also things happen throughout the process, and one must be warm while the members to coordinate more naturally.

The motivation encourage reflective space to display all possible utterances, be taking note of them to close with a summary showing which could, why could not and how they felt in the communication process, providing some theoretical elements.

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WHO AM I? This activity consist on writing the name of a famous person in a piece of paper and paste it in the face of a student, he/she has to stand in the front of the class.

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The S has to ask... Who am I? And the rest of students have to describe or do mimics of the famous person in order to make that the student guess who he/she is.

86.

SNOWBALL FIGHT -Ask students to respond in writing to a quote, video clip, surprising fact or opinion.

-Students should ball their papers up and toss them to other students.

-Students will un-wad the papers they have been tossed and respond to the other student’s response.

-Repeat the process as many times a desired.

-The last student to respond must choose one statement to share that stands out to him as the most significant.

87. Think Break Ask a rhetorical question, and then allow 20 seconds for students to think about the problem before you go on to explain. This technique encourages students to take part in the problem-solving process even when discussion isn't feasible.

Having students write something down (while you write an answer also) helps assure that they will in fact work on the problem.

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One-Minute Papers – Students write for one minute on a specific question (which might be generalized to “what was the most important thing you learned today”). Best used at the end of the class session

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PERSONAL QUESTION The students can make questions and follow a conversation joining a partner describe your ideas personal with their own expressions answer the questions.

So, they can learn:

 

Learn grammar rules and vocabulary in a communicative e way.

Evaluate your knowledge

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

Learn about life and culture.

90. . Music and jazz chant activities: - Music and jazz chant activities are effective in the classroom because it is easy for music to get stuck in ones head. Think of the things you learned as a child just through song. Additionally, it gives the class a fun way to remember or recall sometimes tedious information, creating a more engaging and fun environment for learning topics and concepts that are generally hard.

91. ACTIVITY #1 Brands and consumerism (warm-up) Ss work in 2 groups.

Go around the classroom asking each other what brands they usually buy (Clothes and electronic devices). Ss report findings and rate the brands from 1 to 5. Ss elaborate a chart.

92. ACTIVITY #2: Vacations (pre-task) o/b. Ss work in groups of 4 and decide their favorite place in Peru to go on their prom trip: What to do? What to visit?

How much money they should bring? How to travel? What to take. Ss present a poster with their plans in front on.

93. ACTIVITY #3: Clothes (post task) the class. Ss role play a conversation at the mall. S1=mom or dad buying clothes for teenage son/daughter. S2=son /daughter wants to buy some wild clothes.

94. ACTIVITY #4: The hour (while task) Teacher divides the class into two teams ,distributes cards to each student with information: city (side 1) and hour(side 2). Ss must ask each other: What time is it in Seoul? Etc..

3)Ss from the opposite group answer if he/ she has the info in their cards.

4)Ss write the hours in different colors for each team o/b.

95. ACTIVITY #5: Frequency adverbs (while task) Teacher has students ask and answer questions from the corresponding exercise in the book about the frequency certain people do every day activities. Teacher calls on.

96. ACTIVITY #6: different students for the answers one by one THEME: computers (pre task) T sets situation: She needs to buy a new laptop. Teacher

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asks for Ss advice on what brand, model, etc to buy. Teacher delivers catalogues to Ss. Teacher writes o/b students suggestions.

97. Card games Start with a set of flashcards. Elicit the words for each card then choose a card and ask students to find out which card you have by questioning you.

Direct the questioning with examples of the types of question you would like to be asked, if specific structures are to be used. If the activity is to focus less on accuracy and more on fluency, allow students more freedom to experiment with question types. Obviously the less-guided approach suits intermediate learners upwards.

A lower-level group will need question prompts on the board to help them.

Example: Holiday destinations game Using a set of large glossy pictures of different holiday locations from brochures and small packs of six to eight cards of similar pictures cut from holiday brochures. The locations could be in English-speaking countries, e.g. the Australian Outback, Cape Town, Alaska.

• Show the large pictures at great speed and students guess what they can see. ‘Is it a ...?’

• Show four or five pictures and then cover them. Choose one of them, and have the students ask questions to guess which one you have chosen, e.g. ‘I went on holiday to this place.’ (The teacher has chosen a picture of African safari from a collection of photos of holiday places from travel brochures.) Students ask: ‘Was it a hot country?’ ‘Were there any beaches?’ ‘Did you see any animals?’

98. Dialogue games with card prompts After practicing a dialogue with flashcards of say, drinks, with the whole class, put students in pairs with a pack of cards (drinks, food, snacks) to challenge each other.

Student A picks up a card and offers a drink.

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Student B Responds refusing the drink, and Student A offers an alternative by picking up another card. One point is gained if each student is able to use the appropriate word correctly. Students keep the card if they manage to say something about it which is appropriate. You can use mixed cards of this type for revision as long as the person who picks up a card can ask an appropriate question with it. This is a motivating game for younger and lower-level students as the cards give reassurance as well as reminding them of the vocabulary 99.

Memory games Even commercially produced games which you have at home can be used for language practice. Memory games are essentially sets of pairs of pictures but you can also add matching cards with words for each picture. They are popular games with primary and secondary learners in Europe. Look out for local card games which can be used: the staff at school might be able to help.

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Bingo Prepare blank cards containing eight boxes and keep a good number of them for moments when you need a filler activity. Write twenty words on the board.

(You control the language of the game.) Ask students to choose eight of the words and write them in the boxes on their cards or draw pictures of the words with younger learners. The most basic method is then to call out words, but this can be more challenging and varied if you call out sentences or clues for the word. For example, instead of calling out the word ‘car’ you can say ‘Far too many people use these to travel short distances instead of using public transport. They are making pollution in cities worse.’

101.

Picture pairs/snap/happy families

Many assistants find these games are useful as they can be good for reactivating language and giving practice in questioning.

102. In the Italian flag?’

Students become very inventive when planning these quizzes and get great satisfaction if they can bring in knowledge from other areas of their school curriculum, such as math or science. Students who say English is not their favorite of subjects become motivated enough to talk about a subject they enjoy in school.

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103.

Spot the nonsense

Prepare ten or so sentences based on recent language areas covered then mix up words from these sentences. Each sentence contains a word which has jumped from another. The first pair to sort out the nonsense and make each sentence make sense are the winners. This can be done with letters, postcards or short texts too, or a postcard written from holiday using all the opposites which have to be changed. Example: ‘It’s lovely and rainy and we’re having an awful time’. ‘When we got up last night the sky was a beautiful shade of blue. Instead of wrong words put jumbled letters so they have to guess the word from context and unscramble it.

Nonsense dialogues are enjoyed too. Mix up two or three short Conversations (even from textbooks). Small groups unscramble them, then act them out.

Active Learning And Teaching Methods The Revised Curriculum aims to empower our young people to develop their potential as individuals and to make informed and responsible decisions for living and working in the 21st century.

Our society today needs young people who are flexible, creative, and proactive – young people, who can solve problems, make decisions, think critically, communicate ideas effectively and work efficiently within teams and groups.

The ‘knowing of knowledge’ is no longer enough to succeed in the increasingly complex, fluid, and rapidly evolving world in which we live. In order to optimize life-long learning and potential success it is now widely accepted that young people need to have opportunities to develop personal capabilities and effective thinking skills as part of their well-rounded education.

These skills are an integral part of the Revised Curriculum for Northern Ireland.

Increased flexibility in the curriculum in terms of content and time will offer teachers the opportunity to develop their pupils’ skills and capabilities concurrently with knowledge and understanding. It is hoped that this approach will actively engage students in their learning, making the learning a more relevant, enjoyable and motivational experience. Additionally, teachers

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will have opportunities to further develop their own skills as creative curriculum developers.

The following collection is not intended to be a definitive resource, but one which provides practical advice to teachers on a varied range of methods which they may wish to integrate into their daily learning and teaching activities. It is hoped that teachers will find it a helpful tool in planning and creating a stimulating, enriching, challenging and focused environment for both their pupils and themselves.

How to get the most out of using the resource It is hoped that Active Learning and Teaching Methods will be dipped into and referred to regularly rather than simply read and shelved, so as to provide you with innovative ideas and strategies to integrate into your teaching.

Getting started – a checklist of things to think about below are some key issues and questions that you may find helpful to consider whilst planning future learning activities.

Teacher Motivation For many teachers there is always more to do and they are always striving to find ways of doing it better – the area of effective learning and teaching is certainly no exception.

It is important that you take the time to ask yourself:  Where are you now in terms of your learning and teaching practice?  What is your motivation behind integrating active learning and teaching methods into your existing classroom practice?  How can you build on your existing practice?  What do you hope to achieve?

Pupil Motivation By using active learning methodologies it is hoped that pupils will not only come to a deeper understanding of the issues involved, but also that their motivation and enthusiasm will be heightened. You may wish to think about the following points in order to increase pupils’ motivation:

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    

Is the activity age-appropriate?

Are pupils completely aware of the aims and objectives?

Are there opportunities for pupils themselves to facilitate the activity?

Will everybody have an equal chance to participate in the activity?

Is There enough variety?

Classroom Dynamics Every pupil and teacher brings with them into the classroom a diversity of skills, experiences, needs and expectations. It is factors such as these which will play a large part in shaping the dynamics within the classroom. It is important that you reflect on the dynamics of your class. Some questions to think about:  How well does the class know one another or is it a new class coming together?  Have you ever taught the class before?  Are there any specifi c needs/circumstances of individual pupils that you need to take into consideration?  What is the profile of the class e.g. size, single sex, mixed ability etc?  Are there any specifi c needs to be taken into account in order to aid inclusivity?

Preparedness many teachers and pupils will be at different stages of experience, confidence and skill development in relation to active methodologies. This needs to be factored into the planning of lessons.

Some questions to think about:  Have the class engaged in this type of learning before?  Have you employed active learning strategies before in your teaching? – if yes how confident do you feel?  How do you see your role changing?  How comfortable do you feel/think you will feel in this type of classroom environment?

Practicalities Classroom surroundings influence how teachers and pupils feel and how they act. The classroom environment must be supportive of active learning and teaching.

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Questions to think about: Are your classroom surroundings conducive to active learning, for example, how much space is in your classroom, is there display space, what are the seating arrangements, where is your desk positioned etc?

How much preparation time is available?

The Role of the Teacher The active and participatory classroom has implications for the role of the teacher.

There is a shift from a teacher-centred model to a learner-centred approach to learning and teaching. There is also a shift from product-driven learning to process-driven.

These changes encourage teachers to reflect not only on the key principles of learning and teaching but also on their role in the process.

From – To grid showing shift in the role of the teacher in creating an active classroom environment.

From:

To:

These changes in the role of the teacher will inevitably result in transforming the role of pupils in the classroom.

From – To grid showing shift in the role played by pupils in an active classroom environment From:

To:

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The Teacher as Facilitator In an active classroom environment the role of a teacher is often that of a facilitator, supporting pupils as they learn and develop skills in, for example, assessing evidence, negotiation, making informed decisions, solving problems, working independently and working with others. Pupil participation and involvement in their learning is essential.

Sometimes it is appropriate for the facilitator to take on a particular role/function in an attempt to enhance the learning within the class or to challenge their thinking in a new way. Some of these possible roles include:

Neutral facilitator: The facilitator enables the group to explore a range of different viewpoints without stating their own opinion.

Devil’s advocate: The facilitator deliberately adopts an opposite stance to confront people, irrespective of their own views. This method is slightly ‘tongue-in-cheek’.

Declared interests: The facilitator declares their own position so that the group knows their views.

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Ally: The facilitator supports the views of a particular sub-group or individual (usually a minority) within a group.

Official view: The facilitator informs the group of the official position on certainissues e.g. official organizations, the law etc.

Challenger: The facilitator, through questioning, challenges the views being expressed and encourages the pupils to justify their position.

Provocateur: The facilitator brings up an argument, viewpoint and information which they know will provoke the class, and which they do not necessarily believe, but because they are authentic beliefs of other individuals or groups, they present them convincingly.

In-role: The facilitator may “become” a particular person or caricature (for example a church leader or a politician), putting across their arguments and position to the class

The above facilitation roles have their advantages and disadvantages and it is important to weigh these up in planning your lessons. Questions to think about may include:  How will I feel about taking on these roles?  Can I think of areas in my existing practice to which some of these roles may be applied?  Do I sometimes take on some of these roles unconsciously?  Are there any specifi c needs in my class to be taken into account?  What strategies can I use to deal with difficult and challenging issues that may be raised?  Am I clear as to what my learning intentions and outcomes are for the lesson etc?

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Active Learning and Teaching Methods The society demands that the teachers always are working with innovate activities and ideas and its better work with the 21st. centrury in their classroom. The students have to develop their personal capabilities, creative and effective thinking skills, because they study for their life.

Common European Framework The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.

The Common European Framework is intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe. It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on their current practice, with a view to situating and co-ordinating their efforts and to ensuring that they meet the real needs of the learners for whom they are responsible.

This restructured version of the Common European Framework of reference for language learning, teaching and assessment represents the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the teaching profession across Europe and beyond.

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The Council of Europe therefore acknowledges with gratitude the contribution made by: •The Project Group Language Learning for European Citizenship, representing all member countries of the Council for Cultural Co-operation with Canada as a participating observer, for their general oversight of its development.

•The Working Party set up by the Project Group, with twenty representatives from member countries representing the different professional interests concerned, as well as representatives of the European Commission and its LINGUA programme, for their invaluable advice and supervision of the project; •The Authoring Group set up by the Working Party, consisting of Dr. J.L.M. Trim (Project Director), Professor D. Coste (Ecole Normale Supérieure de Fontenay/Saint Cloud, CREDIF, France), Dr. B. North (Eurocentres Foundation, Switzerland) together with Mr. J. Sheils (Secretariat). The Council of Europe expresses its thanks to the institutions mentioned for making it possible for the experts concerned to contribute to this important work.

•The Swiss National Science Foundation for their support of the work by Dr B. North and Professor G. Schneider (University of Fribourg) to develop and scale descriptors of language proficiency for the Common Reference Levels.

•The Eurocentres Foundation for making available their experience in defining and scaling levels of language proficiency.

•The U. S. National Foreign Languages Center for providing Mellon Fellowships to Dr Trim and Dr North which facilitated their contribution.

•The many colleagues and institutions across Europe, who responded, often with great care and in concrete detail, to the request for feedback on earlier drafts.

The feedback received has been taken into account in revising the Framework and User Guides prior to their adoption on a Europe-wide basis. This revision was carried out by Dr J.L.M. Trim and Dr B. North.

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Case 1: Interpersonal Relationships Importance Human beings are innately social and are shaped by their experiences with others. There are multiple perspectives to understand this inherent motivation to interact with others.

Need to belong According to Maslow's hierarchy of needs, humans need to feel love(sexual/nonsexual) and acceptance from social groups (family, peer groups). In fact, the need to belong is so innately ingrained that it may be strong enough to overcome physiological and safety needs, such as children's attachment to abusive parents or staying in abusive romantic relationships.

Such examples illustrate the extent to which the psychobiological drive to belong is entrenched.

Social exchange Another way to appreciate the importance of relationships is in terms of a reward framework. This perspective suggests that individuals engage in relations that are rewarding in both tangible and intangible ways. The concept fits into a larger theory of social exchange. This theory is based on the idea that relationships develop as a result of cost-benefit analyses. Individuals seek out rewards in interactions with others and are willing to pay a cost for said rewards. In the best-case scenario, rewards will exceed costs, producing a net gain. This can lead to "shopping around" or constantly comparing alternatives to maximize the benefits (rewards) while minimizing costs.

Relational self Relationships are also important for their ability to help individuals develop a sense of self. The relational self is the part of an individual’s self-concept that consists of the feelings and beliefs that one has regarding oneself that develops based on interactions with others.[3] In other words, one’s emotions and behaviors are shaped by prior relationships. Thus, relational self theory posits that prior and existing relationships influence one’s emotions and behaviors in interactions with new individuals, particularly those individuals

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that remind him or her of others in his or her life. Studies have shown that exposure to someone who resembles a significant other activates specific selfbeliefs, changing how one thinks about oneself in the moment more so than exposure to someone who does not resemble a significant other.[4] Stages Interpersonal relationships are dynamic systems that change continuously during their existence. Like living organisms, relationships have a beginning, a lifespan, and an end. They tend to grow and improve gradually, as people get to know each other and become closer emotionally, or they gradually deteriorate as people drift apart, move on with their lives and form new relationships with others. One of the most influential models of relationship development was proposed by psychologist George Levinger.[5] This model was formulated to describe heterosexual, adult romantic relationships, but it has been applied to other kinds of interpersonal relations as well. According to the model, the natural development of a relationship follows five stages: 1. Acquaintance and acquaintanceship – Becoming acquainted depends on previous relationships, physical proximity, first impressions, and a variety of other factors. If two people begin to like each other, continued interactions may lead to the next stage, but acquaintance can continue indefinitely. Another example is association.

2. Buildup – During this stage, people begin to trust and care about each other. The need for intimacy, compatibility and such filtering agents as common background and goals will influence whether or not interaction continues.

3. Continuation – This stage follows a mutual commitment to quite a strong and close long-term friendships, romantic relationship, or even marriage. It is generally a long, relative stable period. Nevertheless, continued growth and development will occur during this time. Mutual trust is important for sustaining the relationship.

4. Deterioration – Not all relationships deteriorate, but those that do tend to show signs of trouble. Boredom, resentment, and dissatisfaction may occur, and individuals may communicate less and avoid self-disclosure.

Loss of trust and betrayals may take place as the downward spiral continues, eventually ending the relationship. (Alternately, the participants may find some way to resolve the problems and reestablish trust and belief in others.)

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5. Termination – The final stage marks the end of the relationship, either by breakups, death, or by spatial separation for quite some time and severing all existing ties of either friendship or romantic love.

Friendships may involve some degree of transitivity. In other words, a person may become a friend of an existing friend's friend. However, if two people have a sexual relationship with the same person, they may become competitors rather than friends. Accordingly, sexual behavior with the sexual partner of a friend may damage the friendship (see love triangle). Sexual activities between two friends tend to alter that relationship, either by "taking it to the next level" or by severing it A list of interpersonal skills includes:       

Verbal communication – What we say and how we say it.

Nonverbal communication – What we communicate without words, body language is an example.

Listening skills – How we interpret both the verbal and non-verbal messages sent by others.

Negotiation – Working with others to find a mutually agreeable outcome.

Problem solving – Working with others to identify, define and solve problems.

Decision making – Exploring and analyzing options to make sound decisions.

Assertiveness – Communicating our values, ideas, beliefs, opinions, needs and wants freely.

Each person has interpersonal relationships in anywhere where they live, study or work. The persons need to feel accepted in any place or situation or activity that they are doing.

Everybody needs to have interpersonal relationships, because they need to grow up in knowledge, communication, ideas, and specially to feel free.

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Case 2 : Learning styles and classroom management The process of maintaining a calm and productive classroom environment starts with the teacher. The action and attitudes of a teacher toward a student who is misbehaving can make the situation better or worse. Have you ever noticed that on a day that you are not feeling well, the students are more poorly behaved? Students look to the teacher for consistency and safety in the classroom. Some kids will become anxious and withdraw if it appears that a teacher cannot handle behavior problems. Other students, however, will retaliate if they feel a teacher is overreacting to a situation in a hostile and unnecessary way.

Effective Teachers are Both Warm and Demanding Teachers manifest different personalities and teaching styles in the classroom and it is helpful to categorize these approaches in terms of some basic dimensions. It has been said that good teachers are both warm and demanding. Being warm means caring and emotional support for students.

Being demanding—in the good sense—means expecting something from your kids, both in terms of academic work and behavior. Depending on whether the warm and demanding switches are in the “OFF” or “ON” positions, we can describe four fundamental teaching styles.

Authoritarian: Demanding ON, Warm OFF Teachers in this category are quick to “jump” on every behavior that is not acceptable in the classroom. Support and positive reinforcement, however, are rare. The authoritarian teacher may use a loud voice to get the attention of her students. She may act shocked and angry when students don’t follow her directives. The “benefit” of this style is that the teacher frequently gets the immediate compliance from her students. The cost of the authoritarian style includes student anxiety and minimal long-term positive effects. No student enjoys a teacher’s yelling. Although kids may comply out of fear, this teaching technique rarely produces behavioral changes that last over time.

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Permissive: Demanding OFF, Warm ON Teachers in this category are often “too nice.” They want students to like them and they want to be helpful, so they are warm and supportive but not very good at setting limits. Permissive teachers may focus on effort while deemphasizing the quality of students’ productions. Disruptive behavior may be ignored or handled with weak, soft-spoken “reprimands” or pleading. While warmth and support are good qualities, students still appreciate discipline even if they don’t show it. The cost of the permissive style is a classroom that is out of control. Constructive learning does not flow well. While students may describe a permissive teacher as “nice and easy”, when push comes to shove they do not feel that they can trust her to take care of problem situations.

Detached: Demanding OFF, Warm OFF The detached teacher tends to be neither warm nor demanding. She may sit at her desk when students are working or grade papers when “supervising” the playground. Students who need extra emotional support do not get it from her, and students who need firm behavioral limits do not get that either. The detached teacher may miss important “warning signs” from students who are having trouble, academically or behaviorally. Other students may withdraw and feel unimportant. And still other kids may increase acting-out behavior.

Authoritative: Demanding ON, Warm ON The authoritative teacher is the ideal, though this approach is easier said than done! This teacher has a positive, kind and supportive relationship with her students, but they know when she “means business.” Because she has an effective discipline plan and her classroom is orderly, the students trust her and respect her. There is more time for academics. This teacher feels empowered and energized because she sees positive growth and development in her students. Her students feel safe as well as capable.

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Different Classroom Management Styles Kaye Jones, and eHow Contributor say, that Teachers are responsible for creating a calm and productive learning environment.

From behavior to lesson planning, every teacher has his own approach to classroom management. These approaches, however, can be broadly categorized into four styles -- authoritarian, permissive, indulgent and authoritative. According to Illinois State University, each style can be readily identified based on the level of involvement and the degree of control exhibited by teachers. Furthermore, each style comes with its own characteristics, advantages and disadvantages.

As a teacher has to be creativity in learning styles and how to classroom management. The teacher has to be Authoritarian, Permissive, positive, kind and supportive relationship, calm and productive learner environment with their students, according with the group that they work.

Case 3: Motivation And Progress

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The motivation is necessary in the classroom and this has to be with fun, short, and variety and clear activities. The teacher will see the Progress according with the dedication, effort to understand for each student. The teacher has to correct in specific time, and use the feedback in all the topics worked in class.

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Case 4: Oral practice ďƒ’ What do speaking skills involve?

Speaking a language involves using the components correctly; making the right sounds, choosing the right words, getting constructions grammatically correct.

How to prepare students for real communication in English Control speaking activities.

Dorita Monday Visit grandpa 3pm

Tuesday Dentist 5pm

Wednesday Party 7 pm

Thursday Swimmin lesson

Friday Soccer Practice 7pm

2-4pm

What are you doing Tuesday night?

Helen Monday Dance classes 5 pm

Tuesday Celebration of Independance

day 4 -7 pm

Wednesday Painting class

Thursday

Friday

Piano Lessons

Mom’s birthday party

8 pm

7:30 pm

4 pm

Complete your own dairy activity chart with 5 appointments. NOW; phone your friend and organize an evening out.

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Dialogue-building gives students with little English a chance to practice beyond sentence level. Meaningful dialogues are essential for motivation and interest.

Give students prompts on cards or on the board.

Students must understand the situation in order to respond and must think about what to say.

Compare: Traditional: You are a stranger and need directions.

Meaningful: You are a stranger and need some these Students must understand the situation in order to respond and must think about what to say.

Compare: Traditional: You are a stranger and need directions.

Meaningful: You are a stranger and need some things. Ask direction to the places.

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In the Oral practice the students must develop their fluency, comprehension, choosing the best words, knowledge construction grammatically correct, and use vocabulary as they can use in their dialogues. The teacher should use the real material (cd, movies, radio, songs, TV, etc) everything that has audio.

Case 5: Conversation and discussion with texts The key to successful exploitation of a text for discussion lies in the preparation of the text, the time given to students to prepare what they have to say and the type of conversation tasks given.

We cannot just assume, even with fairly proficient students, that the subject matter of the text will be so gripping that they will naturally launch into a heated debate on the subject.

Working with the class teacher It can be useful to consider the following questions: • How much practice have students had in debating or discussing in pairs?

Sometimes the assistant is asked to hold conversation classes, of which discussion based on a text may be a part, with students who are unused to working freely in pairs or in small groups. You will need to take extra care in preparing them and giving them controlled discussion tasks to guide their conversations if they are not used to working freely. • What sort of discussion tasks are provided in the main textbook used by the teacher?

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Get a copy of the book and liaise with the teacher to talk about the activities he or she finds appropriate or successful. This may indicate which text types will be suitable for your group. It also means you benefit from the teacher’s knowledge of the students. Try to create a coherent link between the students’ main textbook and the work they do with you.

Can the text you use be linked to the main language work in the textbook covered by the teacher?

Keep an eye on what types of themes or topics are covered in the main textbook. For example, students have recently covered the language function of suggestions with the use of ‘Why don’t we ...?’ ‘I think we should ..., etc.’ your discussion task could involve students in suggesting a course of action, solving a problem and suggesting solutions. Don’t forget that your role is often to provide further opportunities for language use of items recently covered in the syllabus. http://www.youtube.com/watch?v=YCfl300v75g Tips on choosing a text • Length. The main aim is to generate free conversation or discussion. If your text is very lengthy and takes a good deal of time to wade through, there will be no time for much discussion. Short and succinct can be best. For example, a three-paragraph newspaper article, four or five comments by teenagers posted on-line during a debate, or a very funny short story with an unexpected ending.

•

Visual support. It helps to set the context and prepare vocabulary if the text has a good supporting photograph or two.

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• • Relevance to students. Consider the age and also the experience of the students. Can they relate to the topic or is it too adult? They will have more ideas and opinions if they get personally involved.

• Balance. Vary your choice of text from serious to funny, though not so wacky that the students will miss the point – much humour is culture bound.

However, a debate on ways to curb teenage smoking, based on advertisements or an article, can be followed in a later lesson with a lighter topic related to music or fashion.

• Linguistic relevance. Have students got the necessary vocabulary and language to cope successfully with the topic? No matter how interesting, they may be lost for words and demotivated by a demanding text.

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Texts for discussion Key features of a suitable text: • Not too long • Clear ideas and balanced arguments • Relevant to secondary school students • Gives some cultural background • Visuals and a headline which help preparation • Lends itself easily to a discussion task. Example:

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Techniques for preparing the text and topic All of the techniques listed below aim to make the text as accessible as possible so that students can get to the meaning and main ideas quickly.

Texts intended as a stimulus for discussion should not turn into lengthy reading comprehension tasks. They should serve as a vehicle for giving students time to think of a topic, preview the relevant vocabulary, talk about it and share their ideas with their classmates.

Use any visuals for vocabulary brainstorming.

Example: Think of five words related to the photo or anticipate the main message of the text through careful questioning: ‘Where is the girl in the picture? How old do you think she is? Why do you think she is working there?’ All this elicits useful vocabulary and prepares students for the content of the text.

• Use any headlines or sub-headings.

Write these on the board before showing the text. Ask students to guess what the article is about.

Example: What type of work do you think will be described in the text ? Think of another way of saying ‘turn to’.

• Use key words.

Take five or six key words from the text and put them on the board before students read the text.

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Example: Saturday job save up pocket money low-paid

part-time

university fees

After reading, ask students to look at the words again and verbally summarize the message of the text using the words as prompts. This gives students time to think and to practice making sentences about the topic.

• Use questionnaires.

Give students a mini-questionnaire related to the theme of the text before they read it.

Example: Do you get any pocket money or monthly allowance? Have you ever worked to earn money? What type of things do you use your spending money for?

• Use prediction exercises.

Involve students in a prediction exercise to anticipate the vocabulary and ideas of the text. This helps them to read the text with real interest. http://www.youtube.com/watch?v=2zf_CBeXRiY • If students need further suggestions for ideas or they are having trouble finding the right words to express a point, intervene in their pair or small group briefly to help them continue talking.

• While you go around listening to students, encourage them with praise for both their language use and their ideas. Make a mental note of any recurring difficulties which are common to the whole class.

• Make time at the end of the lesson to follow up the discussions and conclude. Firstly give praise and encouragement for students’ efforts and ideas, ask group leaders to summarize their group or pair conclusions. If time is short you can summarize what you have heard.

If you find, during a discussion session, that a lot of students are unsure of a grammatical point covered in their main syllabus, this may be because they are so new to it that they are still in need of a lot of practice to gain more

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accuracy. It may be helpful to alert their class teacher, who can then integrate revision of the language point in the scheme of work.

Resources for texts The Internet has certainly revolutionized the access all teachers and assistants have to a wealth of texts around the English-speaking world. The example used in this chapter is from a teen magazine but it is only one text type of many. For example, a traveler's tale with an element of adventure or amusing outcome can stimulate discussion. True but unusual tales about people and their everyday lives can be thought-provoking. Some sources of texts are listed below: The best texts for generating conversation •

Texts outlining the main points of an issue or topic.

•

A dilemma or problem for which students can suggest advice, a solution or a possible outcome.

•

A narrative which encourages prediction of what might happen next.

•

A situation which encourages hypothesis, e.g. What would you do if ...?

•

A description of life or people in the past which can be compared to the present.

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The teachers have to be innovative activities when work with Conversation and discussions with texts and they must choose the right topic according with the subject until exploit their abilities when the students talk or give any speech.

Try to work with different tips, as visual support, relevance to students or resources interesting texts where they could put their focus.

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Case 6: Speech Work TEACHING SPEECH WORK •

Pronunciation

•

Fluency

•

Accuracy

•

A “good ear”

We are comfortable with teaching •

Reading

•

Writing

•

Listening and

•

General oral skills

But we have problems with pronunciation CHALLENGES •

When to teach it

•

How to teach it

•

Error correction

•

Psychological factor

•

Wrong focus •

Production

•

Reception

PRONUNCIATION •

Pronunciation: correct production, close imitation, of the sounds with the vocal apparatus

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•

Each language uses the vocal apparatus differently

•

If the sound is not received … then it cannot be produced

•

When the sound is new and not received properly

•

students will use “their” closest sound

•

We can predict pitfalls when we understand sounds of both Spanish and English

PREDICTABLE PITFALLS •

Arabic speakers confuse the /p/ with /b/

•

Japanese speakers confuse the /l/ with /r/

•

Spanish speakers have problems with clusters /sts/

•

The /th/ of those can be perceived as /d/ and become dose

•

The /b/ and the /v/ are indistinguishable

•

The /ch/ may be confused with the /sh/

•

The /y/ and the /j/ are indistinguishable

•

The initial /s/ is produced as /es/

•

The /w/ is produced as /gw/

ACCENT Accent: a distinctive manner of expression, characteristic inflection, tone or choice of words; a way of speaking typical to a group of people The way a person speaks and is determined /shows social and geographic background We all have an innate ability to distinguish accents, most of us can place them Theory of accent sensitivity

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https://www.youtube.com/watch?v=mQk92_AfUN0 STEREOTYPES Heaven is where the police are British, the cooks are French, the mechanics German, the lovers Italian, and it is all organized by the Swiss.

Hell is where the chefs are British, the mechanics French, the lover's Swiss, the police German, and it is all organized by the Italians THE PROBLEM WITH STEREOTYPES Stereotypes refer to Characteristics, Traits And roles a group of people are believed to have Can be positive or negative Negative ones More frequent Result in prejudice or negtive attitude towards something STEREOTYPES AND ACCENT Accent leads to stereotypes and this in turn leads to prejudice Non-native speakers are thought to be‌ •

less intelligent

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•

less competente

•

less educated

•

coming from a poor socio economic class

•

and unpleasant to listen to

https://www.youtube.com/watch?v=l7GYlId3NNA Does accent interfere with communication?

YES: because research demonstrates that non-natively accented speech requires more time to process for native speakers.

NO: No, because research shows that although in the beginning accented speech may take longer to process, listeners adapt quickly to the accented speech, usually in less than a minute. Moreover, stronger accents are sometimes easier to understand When to correct accent Accent should be corrected when it interferes with intelligibility Intelligibility is the ability to be clear and understood However, it is more a matter of correcting attitudes towards accents and foster appreciation of accents ACCURACY AND FLUENCY Accuracy is the ability to produce correct sentences using correct grammar‫‏‏‬, pronunciation, and vocabulary‫‏‏‬.

Fluency is the ability to produce‫ ‏‏‬language easily and smoothly.

The communicative approach is the one that favors fluency the most, while the audio-lingual and grammar-translation‫ ‏‏‬approaches favor accuracy.

Accuracy is the ability to produce correct sentences using correct grammar‫‏‏‬, pronunciation, and vocabulary‫‏‏‬.

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Fluency is the ability to produce‫ ‏‏‬language easily and smoothly.

The communicative approach is the one that favors fluency the most, while the audio-lingual and grammar-translation‫ ‏‏‬approaches favor accuracy.

Typically, at beginner level when the students don't have enough language to worry about fluency, teachers tend to focus on accuracy.

This carries on through to pre-intermediate when fluency activities like discussions and debates are introduced.

Later, when the students are reasonably independent language users, a mix of accuracy and fluency is used, with the focus shifting to fluency as students advance.

A “GOOD EAR”

Sensitizing the ear to recognize…

•

Sounds,

•

Stress,

•

Intonation,

•

Syllabication,

•

Accent.

TIPS •

Speed

•

Consistency

•

Variety

•

Listening

•

Frequency

•

Clarity

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When work the speech, as a teacher, you have to think in the student in how, what and which things use, because you have to plan some steps: pronunciation, fluency, accuracy, this one you have to combine with reading, or writing, or listening.

Case 7 : Visual Aids

How to Prepare Visual Aids According with Paula Swenson, eHow Contributor say that:

Good visual aids make presentations clearer and more memorable.

Whether for a school project, a club meeting or a business presentation, following a few guidelines will help you create detailed visual aids. Many

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people prefer to use PowerPoint for their visual aids, but that is not always practical or desirable.

Instructions o o

o

o

o

o

1 Choose the information from your topic that will make the strongest impression. Pick something interesting, unusual or complex.

2 Decide on the visual form for your information. A picture is worth a thousand words, especially if you are trying to describe something your audience has never seen before. Diagrams, maps, graphs and charts are all excellent visual aids. (A list of bullet points is not a visual aid.)

3 Make it big. It isn't helpful if only the first row can see your visual aid.

You can use an overhead projector to help turn a small image into a big, beautiful visual. Use simple shapes and lines and only include essential details.

4 Make it colorful. Two or three colors make visual aids more interesting to look at. Depending on the subject matter, anything from two to six colors is considered attention-getting; more than that can get distracting.

5 Make it easy to display. Create your visual aid on, or attach it to, a rigid surface, such as foam core. Consider ways to make it freestanding, unless you are sure of having an easel. You can make a support for any rigid, flat display by cutting two long, thin triangles from the same rigid material and taping them vertically to the back of the panel, the short end flush with the bottom edge.

6 Consider using some authentic objects. For example, place a sombrero and maracas on a small table in front of the podium when talking about mariachi music. Real objects can be impressive attention-grabbers, but consider also if they are fragile, valuable or too big or small to be used.

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Visual Aids Here you should use all the technology or the best recourses where you present the create detailed visual aids.

It is your assistant and you will impact to the students and they will learn fast.

Case 8: Listening and speaking

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The students have to develop and learn how listen and speak and order all their ideas. They have to prepare, train and adapt their ears when listen up or down level. Think that you have to focus the vocabulary items, the stress, pronunciation, and use different techniques.

Case 9: GAMES The important stress.

are in class that the students learn playing without any

You can play a game any number of times, however, and the course will always be different. Also, with each game, the course is unknown and it is uncertain who will win the game.

Games in the language classroom • Help to involve learners actively in the learning process.

• Provide a challenge which encourages learners to stretch themselves (in order to win). Most games involve learners in reactivating the language they have studied and in trying to use it meaningfully.

• Help learners to forget they are studying: they lose themselves in the fun of the game and the activity motivates them.

• Encourage collaborative learning. Team games require pooling of knowledge, pair games require co-operation and turn-taking. Students can learn from one another. A good reader with a more proficient speaker can combine skills to make a winning team.

• Provide variety of pace. Games can be short, long and can involve writing, speaking, listening or reading. They are excellent for motivating pupils whose attention is wandering, filling a dull Friday afternoon lesson, revising in a fun way, saving the day when the video machine breaks down or when the reading you wanted to do has gone down like a lead balloon.

• Give extra practice without inducing boredom. Many games involve repetition of the same language over and over again. In normal circumstances this would feel artificial and be demotivating.

Management of games

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• The rules have to be as clear as possible. Complicated scoring and long lists of rules can draw the focus of the lesson away from using language.

Stick to basic card games, keep to one topic for a game or try and adapt local games to which everyone knows the rules.

• Don’t explain the game – demonstrate it. Always have a trial run before starting the game proper and you play a team member in the rehearsal.

• Don’t let games drag on too long. Set time limits for answering questions (e.g. a buzzer, a bell, a whistle or a slow count down from five when time is up – these theatrical bits also make the game fun for all learners).

• Try to use games where there is more than one winner. Everyone then feels they stand a chance of winning and is more willing to try.

Games must seem achievable in order to appeal to learners.

• Assess the learning value of a game. Some games might be fun to play but are all the students involved? Are they all using language or hearing language again?

• Consider very carefully the language needed to play the game. What will the students have to say to each other to guess a person’s card? Try the game with a friend or play it through in your head. Does it activate the language you want to practice? Have students got the necessary vocabulary to play it successfully?

• Balance the types of games you use. Vary whole class games with card games in pairs, noisy team games, and quiet concentration games for calming down an over-excited class.

• Don’t overuse games. Games are a motivator but lose their challenge and interest if they become an everyday routine. They need to be seen as a special moment.

Tips for creating games to suit your classes • Personalize or localize games. A game or quiz about famous people can include not only internationally known stars but local people too.

Use television, teenage and local celebrity magazines. Mix pictures of local television, sports and music personalities or political and controversial figures with more widely known faces. Students find these quizzes more challenging as not all of them, for example, would recognize the country’s football captain or an important politician.

The information gap is genuine and meaningful. Stick mixed groups of personalities on A4-sized sheets and photocopy them if you can.

Students in small groups or pairs can then have a number of sheets to work from when challenging each other.

• Adapt games to suit all levels if possible (to make the most of the material you have prepared). The Famous Person game can work with beginners asking: ‘Is he Italian?’ ‘Is he French?’ ‘Where’s he/she from?’ and can work equally well with advanced students who can invent complex clues or questions to guess the personality, e.g. ‘He’s well known in this country for his music but he comes from America and sings in a boy band. Who is he?’

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• Invent games which recycle language from the main textbook.

If you note that learners have main lessons with their teacher, you can prepare a short time bingo covered time-telling this week in their game with blank clock faces on cards. Each pupil fills in the clock faces and then the teacher calls out a random time, picks clock faces from a hat or says sentences including the times.

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When the students play with games they feel comfortable, sure, without stress, and they are involving learners in all the Process and reactivate the language with activities motivate their skills and they will forget that they are studying. This one has to be short, fast, and besides you can include the writing, speaking, listening or reading and don`t forget adapt games according with the level.

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Case 10 : Cultural content  Distinguish between personal experience and national experience.

Your own region and family life are one example of many different lifestyles.  Students may happily listen to your account of yourself and country for hours but you need to structure this learning to suit the language classroom. This means less teacher talking time and more student involvement in the process.  Show students that you also value their world and experience and encourage contributions to your cultural topics.  Money, stamps, menus, maps, greetings cards, packets from products, leaflets, etc.

That types of material can be used to introduce a cultural topic?

Realia.

That was the first stamp issued in U.S.A. How they were used. So far.

That was the first stamp issued in U.S.A. How they were used. So far.

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When develop the Cultural content, the students are identify with the country or the site where they live.

The topics should use the realia things of any culture and relate the topics to the students’ lives.

Case 11: Literature and the media 83

 Vocabulary load: • • • • • • •

An average quality newspaper is written at a vocabulary level of 20, 000 words, which is far beyond that of the average language learner.

Colloquial expressions, phrases and idioms difficult for the learners.

SOLUTIONS: * Useful diagrams or headlines * prepare the vocabulary background well before reading * Using games, mind maps, brainstorming, pictures or photos to related to the theme. * It is better if the text or poems is too easy.

Authentic texts may have a high proportion of reference to background information and facts that would only know by having been brought up in the culture or being schooled in the education system.

Solutions:

•

Pick and choose very carefully avoiding the absolutely bland.

TYPES OF READING  Extensive reading (or reading for pleasure), is a way of language learning , including foreign language learning, through large amounts of reading. As well as facilitating acquisition and learning of vocabulary, it is believed to increase motivation through positive affective benefits. In language learning, extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text".

Tips for dealing with reading • • • • • •

Students may expect to understand every word. * giving and specific task not too dense for their level short is best Going through every items of vocabulary and grammar. * try to leave the intensive work to a class, unless instructed otherwise.

Vary the text types. * use advertisement, brochures, reviews, brief new items, anecdotes, letter, agony columns, personal letters, very short dialogues , postcards, etc

Types of reading tasks to use for dialogues and texts • • • • •

Match illustrations to a text or complete a diagram summarizing the text. * Re- order jumbled paragraphs or jumbled sentences or question and replies. * insert two or three sentences which have been taken out and need putting back. * complete a table of advantages /disadvantages, main points or key data. * Give a text or dialogue with no last paragraphs or no last section, students then discuss what it might contain

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Literaty extracts  Assistants asked to use literature in their classes are generally working with older, more advanced-level students. However, we can not assume that these students are able to express their opinions on the literary texts as well as They are able to understand them .  TIP.  Look at resource material prepared for teaching literature to younger students Literary material aimed at native speakers

 Non-native speakers cannot cope with the lenght and depth of text intended for a native speakers of the same age.  Plan guided reading tasks to help them.  What if you are not asked to include literature in your teaching?  Some modern literature, especially for young adults and teenager, can provide stimulus texts as much as a copy of a newspaper can.  You can use extracts from books which have been made into films which students may know are usually well received.  For example: extracts from Bridget Jone´s Dairy, Captain Corelli´s Mandolin or the god of Small things.

Try to avoid  1.- Long extracts. Don´t use more than a half a page or two short extracts for one page.   2.- too much colloquial dialogue or slang.  You will get bogged down in explanations, leaving little room for students to contribute  3.- Reference to cultural events and people unknow to students.  This would require too much background information. It´s fine to give one-line explanations but if they need a mini-lecture on the period to get to grips with the extracts, it is not suitable for your aims as an assistant.  1.- Long extracts. Don´t use more than a half a page or two short extracts for one page.   2.- too much colloquial dialogue or slang.  You will get bogged down in explanations, leaving little room for students to contribute  3.- Reference to cultural events and people unknow to students.  This would require too much background information. It´s fine to give one-line explanations but if they need a mini-lecture on the period to get to grips with the extracts, it is not suitable for your aims as an assistant.

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POETRY  You and your students might already enjoy reading and listening to poetry in your own language and perhaps in English too. Poems are, after all, authentic texts.  This is a great motivator. Poems are often rich in cultural references, and they present a wide range of learning opportunities, so you don't need to be a literature expert.

ACTIVITIES WITH POEMS  Some Activities Used Regularly By Language Teachers Can Be Adapted Easily To Bring Poetry Into The Classroom.  Communicative Speaking Activities: Using A Worksheet To Discuss.  Working On Pronunciation: Play A Recording Or Read With Rhythm The Poem.  Writing activities: Ss can create a new poem POEMS SUITABLE FOR CONVERSATION CLASSES AND CREATIVE WRITING    

Poems with a story Poems which introduce an issue can be a stimulus for discussion Poems with dialogue or characters: suitable for role play Two short poems on a similar theme which can be contrasted

Useful tips when using poems    

Prepare a vocabulary before reading.

Give students a task to access the meaning Use it for speech work.

Have a concrete task for speaking

Newspapers and magazines  If you have chosen to use an article should be short, easy to present.  You need to get a summary of the main ideas  Too often lessons with newspapers turn into reading lessons, rather than discussions Examples of articles useful to speak  An article from the UK national press about school students excluded from school because they came to school in uniform skirts that were too short (It can be transformed into numerous situations for role play).

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Creating other stories with the same article  Situation You are the newspaper reporter who prepared the before article.  Interview one of the parents or students to find out what happened and what they think Dealing with vocabulary

 Using dictionaries (bilingual/monoligual)  Finding synonyms and offering antonyms  Matching Example of the poem a Bad Habit by Michael Rosen       

The ticket inspector appeared.

He rolled his bus ticket up and smoked it.

He removed his ticket from his mouth.

He bought his bus ticket.

His ticket got smaller and wetter.

He showed his bus ticket to the inspector.

He started to eat and chew his ticket.

 Retell the story to your partner using: firstly; next; then; so; and; but.

Poems which introduce an issue can be a stimulus for discussion DO THE ACTIVITY!!

DISCUSSION GROUPS.(four)

 Poem Smoke-loving girl blues (smoking)  Group discussion. List three ways to give young people information  about smoking. Give two examples of how you could encourage young people to give up smoking. Put these influences in order of importance: Who influences young people’s habits most?  parents; peers (friends); teachers and school; television;  magazines/newspapers; brothers/sisters. Newspapers and magazines

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Dealing with vocabulary ď‚— Always anticipate vocabulary problems and help with the new words before and during reading.

Conclusion Literature helps students acquire a native – like competence in English , express their ideas in good English , learn the features of modern English, learn how the English linguistic system is used for communication.

Using poetry in the classroom is that we can usually create opportunities to talk, read, listen speak. This means that the students have plenty to say, and the communication is genuine because they are talking about their own experiences or hypotheses. They are engaged and motivated.

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The literature is interesting to work because the student go inside to another dimension as the poems, poetry, antique literary, story, biographies, songs, and other things.

Here develop the types of readings, conversations, creative writing, and dealing with vocabulary, etc. It helps students acquire native expressions.

Case 12 : Building a Resource bank

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Visual aids  Realia/props  Authentic material  Collect pub menus, menus from cafés, restaurants and fast food places  instructions for using the phone, cooking a recipe, using a new computer program.  Leaflets banks, libraries, local theatres, cinemas, concert halls or advertisements  Greetings cards, postcards and invitations can be a good source of language and stimulus for discussion.  Magazines  Collecting and storing pictures for flashcards  In categories, e.g. food, hobbies, clothes, everyday activities, or broader discussion themes like the environment, cultural activities, teenage life, crime, education or immigration.  Store them in groups with notes on what type of language they might ‘generate’. For example, divide your food and drink pictures into countable/ uncountable nouns, regular/ irregular verbs, etc.

 Sources of pictures  Ask all friends and family for magazines, Sunday supplements, television magazines, holiday brochures, supermarket publicity and mail order catalogues. cut up and make into card games for a whole class.

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 Collect a variety of holiday brochures from travel agents to have a wealth of flashcard images and small card images for locations, climate, activities, monuments and much more.  Find pictures of key UK and American figures (not just fleetingly famous), big enough for flashcards, such as members of the Royal Family, the prime minister, personalities in international sport or music, etc. Add local figures once you arrive in your host country.  Collect advertisements which can be grouped by product type or advertisements aimed at young people.

     

Posters or maps Maps and wall-charts Make your own posters Pictures and cartoons for describing and story telling Games and communication activities Use board games, memory games, word mazes, spot the difference pictures, join the dots, and pictures for describing and activate language

Pronunciation  The table on page 130 outlines the main problem areas for speakers of French, German and Spanish. Use this as a reference guide when planning pronunciation work and building materials, such as cards to represent minimal pairs of sounds.

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Finding texts for speaking and writing practice  Use the age range as your starting point.  Look at teenage publications, at reading material in libraries, short story collections, poetry anthologies and popular music which appeals to this group of learners.  Problem pages, questionnaires and small advertisements all provide springboards for controlled and free speaking practice. Example: ‘It happened to me ... ’. ‘My worst ever holiday ...’ ‘I’ll never forget when ...’  Look out in the national press for articles that would appeal to the age range and could introduce an issue or topic.  Short human interest articles of five to ten lines for text dictations, reconstruction and discussion starters.

Finding texts for speaking and writing practice

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Every teacher must use a building a resource bank, because it will help you in all the motivating class.

Here you can distribute your authentic material for listening, writing, speaking and reading, think in activities individual, peers and groups, or a controlled or free class.

Lesson planning practice PROCESS 

Work the format of the plan

 This lesson will be done alone and requires a six point lesson plan.

(Based on competencies) (??) minute lesson plan



Each person teaches the indicated minute segment of a class, others respond as “STUDENTS”.

You might think on bringing: slides, overhead transparency, painting, cartoon,, chart, graph, etc. or a short text (half page or less) that has the power to evoke or illustrate a key concept. These are some aspects:

 Design of the lesson.  Development of the lesson

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 Implementation 

Evaluation of learning as a result of the lesson.



Integration of media and technology into teaching and learning.

PLANS LESSONS Type of school:

 Type “A” Private school (projector, internet, tablets, smart board, labs…)  Type “B” Public school ( white board, CD recorder )  Type “C” Village public school ( black board and chalk )  Type “D” Village public school ( null resources )

Controlled practice and semi controlled practice Any lesson will incorporate a series of activities that allow students to practice and reinforce the target language or skill. Most lessons will include drills, discussion questions, dialogues, and/or role plays. However, attention should be given as to the order of the activities. Considering when and why they will be used ensures the class progresses smoothly, and students don't get confused or dissatisfied.

Controlled, semi-controlled, and free activities provide a rough order for any lesson, with any activity falling into one of these categories. Controlled activities tend to appear early in the lesson, semi-controlled in the middle stages, and lastly free activities towards the end. As the class progresses through the content, each type of activity allows increased amounts of creativity, personal relevance, and experimentation with the language.

Controlled Activities In activities which are controlled, the teacher knows the answer, question, or language which the students will produce. There is only one correct response. For example, if the teacher were to use flashcards as a prompt for vocabulary, there is only one correct answer for each flashcard. The same holds true if students worked in pairs to complete a gap fill worksheet, crossword, or even a sentence unscramble.

Controlled activities allow students to solely focus on the new language structure. A variety of possible answers don't get in the way. What's more, with each response, the target language becomes increasingly familiar and confident.

Controlled practice is a stage in a lesson where learners practice new language in a limited form. It can be compared to free practice, which involves learners producing language using the target content freely.

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Semi-Controlled Activities As confidence and familiarity increases, the teacher should opt for semicontrolled activities. Here there is a somewhat increased amount of freedom, which maintains interest and challenge for the students. The teacher can't guess all the specific answers before the activity begins, even if there are a limited number of possibilities. For example, if students were to brainstorm occupations, then most students would compile lists with many of the same jobs. However, there will always be an unanticipated and surprising few.

With semi-controlled activities, students have the chance to somewhat personalize the language, drawing on past studies, interests, and needs. In the brainstorming activity just mentioned, perhaps one student brings up "nutritionist" because he works in a hospital. For him, this job is relevant and important. And although students have such freedom, they still can practice the new language within narrow confines. They aren't yet fully familiar or confident with the language.

Brainstorming activities, short Q&A activities, storytelling based around a picture, or adding to a pre-written dialogue are all examples of semicontrolled activities.

Free Activities

Free activities come last in the lesson. Here the students have complete freedom in the language they produce. The teacher can't predict what will be said before the activity begins. Students have the greatest opportunity to personalize the language, experiment, and incorporate previously learned vocabulary, grammar, and other points. This real, relevant practice naturally leads to high rates of retention.

It's important to leave free activities towards the end of the lesson, as students don't yet have the ability to use the new target language with a minimal amount of mistakes. Controlled and semi-controlled activities should provide enough practice to allow this type of activity to be conducted successfully. What's more, by incorporating this activity, students can adjust and work within their personal comfort levels. This improves student interest.

Example The teacher has shown the learners the form and use of the past passive form. They now practice using the structure by completing sentences using cues, e.g.

My car (stolen) _________ last week.

In the classroom Controlled practice can still be meaningful despite its limitations. For example, we could ask the learners to complete the following based on their experiences: (What?) was stolen (when?).

This is even more controlled in terms of the target language but allows the learners to personalize the activity.

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TABLE 2.2

Topic: Persuasive essay Subject area: Language arts.

Tiered activities

To alter the depth of a lesson Grade level: 7-8 BASIC

INTERMEDIATE

Outcome/ performance Indicators

Students will wirte a cohesive paragraph with a main idea and supporting details.

Students will state a point of view and cite multiple reasons to defend that viewpoint.

Assessment

Students will describe their opinion about a topic by writing 5-6 detailed sentences explaining their option-to be assessed using the NYS independent writing rubric.

Students will use the learning activity as a rough draft to develop a multiparagraph persuasive essay -to be assessed using the NYS independent writing rubric.

Students will receive a rubric to help them design and evaluate the cohesiveness of a paragraph.

Students will identify their point of view and list 5-6 reasons in support of their option.

Teacher will explain/ describe the essential elements of a persuasive essay using a graphic organizer.

Students will identify a point of view, list 4-5 reasons to support it, and explain each reason with detailed bullets.

List of issues and problems (appealing to students ) that have alternate points of view.

Students will collect good and bad examples of cohesive paragraphs from newspapers, magazines, and younger students’

List of issues and problems appealing to students that have alternate points of view.

Students will collect good and bad examples of persuasive editorials in newspapers and periodicals.

instruction/ learning activity

Resources

Homework

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ADVANCED Students will expand the quality of their essay by adding multiple, credible sources of support.

Students will write a persuasive essay using multiple reasons, logical explanations and credibgle sources to support their point of view- to be assessed using the NYS independent writing rubric.

Students will learn how to evaluate the credibility of a source and locate multiple sources, quotes, references, etc., to increase the quality of their arguments.

Students will develop criteria to Identify cedible sources.

Opposing viewpoints series, editorial pages of D&C and USA today.

Students will search the web for multiple, credible sources to support their argument.

work.

Source: www.anderson4.k12.sc.uc/curr/docs/Diff_inst/tac t.doc

Competencies and lesson planning COMPETENCES

ACHIEVEMENTS INDICATORS

1

Identifies and uses verb to be while describing his/her family members when presenting and oral speech

Presents an oral speech using posters.

Applies and uses the grammatical structure of verb to be.

Identifies verb be in a reading.

2

Identifies and uses frequency words by working varieties of tasks when using performance patterns.

Spells correctly frequency words.

Pronounces correctly frequency words.

Uses frequency words when writing sentences.

3

Recognizes and pastes the kind of weather and seasons in a variety of contexts when putting objects in posters.

Uses flashcards with different clothes pasting according with the seasons.

Talks in groups about each weather.

Fills in the spaces according with the story.

4

Writes and talks about their family members in real life activities by writing and essay about their family.

Makes the genealogical tree .

Writes 10 sentences about her/ his family.

Uses Pictures.

Shows them in the class.

5

Investigates and talks professions and occupations in an experimental way by wearing of a custom profession.

Uses flashcards.

Talk in groups about each professions or occupations.

Finds the professions and occupations in the soupletters.

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Alternative Assessment Alternative assessment is any type of assessment in which students create a response to a question or task. (In traditional assessments, students choose a response from a given list, such as multiple-choice, true/false, or matching.)

Alternative assessments can include short-answer questions, essays, performance assessment, oral presentations, demonstrations, exhibitions, and portfolios.

Alternative assessment uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses.

Alternative assessment instruments are not only designed and structured differently from traditional tests, but are also graded or scored differently.

Because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes.

This is where the fun begins. It is here that the science and the art of our craft intersect, as there are multitudes of ways to answer this question.

You might consider tasks that people do. For example: 1. Reading and writing tasks 2. Verbal tasks 3. Artistic tasks 4. Non-verbal tasks You might look at vocational tasks. For example: 1. Historian 2. Museum curator 3. Writer/journalist 4. Criminologist 5. Movie Producer or Writer 6. Architect 7. Graphic designer 8. Set designer 9. Fashion designer Popular forms of alternative assessment include: Essays If a student has difficulty with standardized verbal assessments, writing an essay may be a better way for her to exhibit her comprehension and skills. An essay can also show how a student thinks about a certain subject in more detail than multiple-choice or short-answer questions.

Portfolios Most often used as replacements for end-of-course testing, portfolios exhibit the progression of a student’s learning over time. A teacher may create a portfolio compiling student essays, lab reports, or other assignments to demonstrate learning that a standardized test may not. Portfolios are typically attached to specific learning objectives and include a reflective piece by the student. Web 2.0 capabilities

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have allowed students to create and post portfolios online to share with other students and their teachers.

Presentations/demonstrations These activities allow a teacher to observe his students performing the skills he is teaching. A science fair is a type of alternative assessment, as are choral performances. A math teacher may ask his students to design a bridge based on hypothetical dimensions he has provided.

Authentic assessments This method attempts to create a real-world environment for students to exhibit their skills and knowledge. A biology teacher may have her students identify the different pollutants in a local stream to report to the local environmental protection agency as an authentic assessment.

The list is really endless. I then ask myself and my students: "How would we like to demonstrate our competence and knowledge, in the context of the chosen task or vocation?"

For further information on alternative assessments, refer to the following sources: Alternative Assessment and Second –Language Study 1994)

(Hancock,

This digest discusses some of the practical implications of using alternative methods of assessing students in foreign or second language classrooms. First, assessment and testing are contrasted, and assessment is defined as an ongoing strategy through which student learning is not only monitored, but by which students are involved in making decisions about the degree to which their performance matches their ability.

Contains 16 references. (VWL)  Alternatives to Standardized Educational Assessment (Bowers, 1989)  Alternatives to Standardized Tests Alternatives to Standardized Tests (Wildemuth, 1985)  Can Performance-Based Assessments Improve Urban Schooling?

(Ascher, 1990)  Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (Fuchs, 1995).

 Creating Meaningful Performance Assessments (Elliott, 1995)  National and State Perspectives on Performance Assessment (Thurlow, 1995)  What Does Research Say About Assessment (Dietel, Herman, & Knuth, 1991)

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 Why should Assessment be based on a vision of (Kulieke, Bakker, Collins, Fennimore, Fine, Herman, Jones, Raack, & Tinzmann, 1990)

Alternative assessment methods work well in learner-centered classrooms because they are based on the idea that students can evaluate that students can evaluate Assessment is their own learning and learn from the evaluation process. Alternative assessment thus gives instructors a way to connect assessment with review of learning strategies.

The following criteria define authentic assessment activities: They are built around topics or issues of interest to the students They replicate real-world communication contexts and situations They involve multi-stage tasks and real problems that require creative use of language rather Than simple repetition They require learners to produce a quality product or performance Their evaluation criteria and standards are known to the student They involve interaction between assessor (instructor, peers, self) and person assessed  They allow for self-evaluation and self-correction as they proceed    

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Alternative assessment methods Effective alternative assessment relies on observations that are recorded using checklists and rubrics.

Checklists are often used for observing performance in order to keep track of a student's progress or work over time.

Rubrics Whereas a checklist simply provides an indication of whether a specific criterion, characteristic, or behavior is present, a rubric provides a measure of quality of performance on the basis of established criteria. Rubrics are often used with benchmarks or samples that serve as standards against which student performance is judged.

There are four main types of rubrics: 1. Holistic rubrics Holistic scales or rubrics respond to language performance as a whole.

Holistic rubrics commonly have four or six points.

2. Analytic rubrics Analytic scales are divided into separate categories representing different aspects or dimensions of performance.

3. Primary trait rubrics In primary trait scoring, the instructor predetermines the main criterion or primary trait for successful performance of a task

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4. Multitrait rubrics The Multitrait approach is similar to the primary trait approach but allows for rating performance on three or four dimensions rather than just one. Multitrait rubrics resemble analytic rubrics in that several aspects are scored individually Alternative Reading Assessments 1. Bookmark Create a bookmark to match the theme of the last book read.

2. Time Capsule Put together a group of 5 things from the story of the week.

3. Stuffed Animal Students can make a stuffed animal that matches the theme of the story read.

4. Business Card Summarize the story by designing a business card (this will be harder than it sounds).

5. Radio Show Create a radio program that is set in the same time as the book.

6. Recipe Make a recipe (or just the instructions) for something that a character in the story might make.

7. Paper Doll More geared towards the younger set, this activity involves creating paper dolls and costume changes for the characters in the story.

8. Wanted Poster Make a wanted poster for the antagonist in the book.

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Final Microteaching lesson plan UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR

DATE

M贸nica Santizo Sandoval e Ingrid Vel谩squez Abularach Nov 22, 2014 INSTITUTION

GRADE:

UMG COURSE CONTENT

SPECIFIC TOPIC

The Seasons

Weather in the U.S.

PERFORMANCE OBJECTIVE(Competence) Identifies the 4 different seasons present in the U.S. by performing a series of set tasks PERFORMANCE INDICATORS Describes the weather of each season Describes food, holidays and sports of each season Applies the type of clothing for each season RATIONALE: (importance) When studying a language it is important to understand and be familiar with the country and the culture that speaks it in order to understand its context LESSON CONTENT Winter, spring, summer, and autumn

INSTRUCTIONAL PROCEDURES

TIME

a. Focusing event - Warm up: play a video on the seasons and ask what do you know about weather in the US. https://www.youtube.com/watch?v=IdZnasVZquQ b. Teaching procedures 1) Activate prior knowledge: about?

ask the students what is the video

2) Emphasize function / establish structure: how is weather in the

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5 mins.

US different from weather in Guatemala? Which one do you like and why?

3) Controlled practice: we will place clothes in the front. These clothes are from the 4 seasons and assign a season to each group (previously formed) then they must go to the clothes pick out the ones of their season and dress one group member for that season.

We will then take a look to see if they dressed up properly and have the group participate in comments and checking this 4) Free practice: we will arrange the desks to make four tables and then set up one season-related activity in each table. The students in their same groups must rotate around the room and spend some time in each table and make the activity placed on it.

10 mins.

10 mins.

c. Wrap-up: we will have groups pass one by one to show what they did in the tables they passed around. e. Student Participation: as we check everyone’s work up front all the students will be encouraged to comment on what they see on originality and appropriateness. f. Closure:

5 mins.

5

define the seasons one by one and make a small reflection

mins.

about how weather might impact culture and language.

2 g. Homework: make a collage about the season they identify with the most, bring it to class tomorrow and be ready to explain why

mins.

EVALUATION PROCEDURES: a. Formative check: it will be during the whole activity b. Summative check: each set of activities will have its rubric c. OTHER:

MATERIAL AND AIDS: Clothes, crayons, markers, paper, video, computer, projector, board, students.

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General conclusion  It is important how use the alternative how to give the classes and they have to have the authentic assessment, motivate in the activities and you have to describe, and write the suggestions that offered these methods are beneficial for the students.  I think that assessment and testing are contrasted, and assessment is defined as an ongoing strategy through which student learning is not only monitored, but by which students are involved in making decisions about the degree to which their performance matches their ability.

 These methods give learners opportunities to reflect on both their linguistic development and their learning processes (what helps them learn and what might help them learn better).

•

The integration is necessary that the students should have in the class. They have to manage the following: Simple integration is a receptive language skill serves as a model for a productive language skill. Complex integration is a combination of activities involving different skills, linked thematically.

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UNIVERSIDAD MARIANO GĂ€LVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS 2014

Course: Teaching Techniques III Lcda. M.A. Celeste Lemus PORTFOLIO RUBRIC I. Aspect 1 2 1 Index or table of Name: ______________________________ content I.D:__________________________________ 2 General Introduction III. Powerpoint 1 3 Information per presentation, topic prezi or 4 Reflection, information experience and per topic comments per 1 List of topic unknownterms 5 Resources or 2 Authentic handouts Materials and 6 Annexes: Realia Assignments, 3 75 and more SWOT teaching ideas chart,Lesson 4 Active plans, and Learning and other resources teaching 7 General methods conclusion 5 Differentiated 8 Bibliography/ instruction E-graphy 6 Common 9 Bank of European teaching Framework activities 7 Competencies 10 Pictures per and lesson topic planning Total 8 Case 1 9 Case 2 Grand total 10 Case 3 (20 pts) 11 Case 4 II. Others 1 3 5 12 Case 5 aspects 13 Case 6 1 Creativity and 14 Case 7 originality 15 Case 8 2 Grammar, 16 Case 9 mechanics, 17 Case 10 and structure GRAND 18 Case 11 3 Quality of TOTAL: 19 Case 12 Writing 20 Final 4 Professionalism microteaching Total lesson plan (20 points) Total Total /100 (60 pts)

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Bibliography Active Learning and Teaching methods, for Key Stages 1 &2, Northem Ireland Curriculum.

By International Teacher Training Organization, Workout Answer Key, TEACHING TECHNIQUES III Teaching Style and Classroom Management

Dr. Thomas W. Phelan, ParentMagic Newsletter, Special Teachers' Edition, July 2005

E-graphy http://www.headsupenglish.com/index.php/esl-articles/esl-lessonstructure/310-controlled-to-free-activities http://elt.wikia.com/wiki/Controlled_practice http://www.teachingenglish.org.uk/knowledge-database/controlled-practice http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk30.htm http://www.learnnc.org/lp/pages/7041 http://www.nclrc.org/essentials/assessing/alternative.htm http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf http://www.thegamesjournal.com/articles/WhatIsaGame.shtml http://hippasus.com/resources/gameandlearn/slides/1_WhatIsAGame.pdf Just a minuteDilemmas/Scruples/Taboo-type games http://www.youtube.com/watch?v=5_Sm1DDe0JE http://englishspeaklikenative.com/resources/common-pronunciationproblems/spanish-pronunciation-problems/ https://www.youtube.com/watch?v=-gA7qq7Ja4U http://en.wikipedia.org/wiki/Interpersonal_relationship http://www.parentmagic.com/. http://www.ehow.com/info_7971450_different-classroom-managementstyles.html

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