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Flash cards
Activities Metacognition and Locus Control
“A teacher who loves learning earns the right and the ability to help others learn.� Ruth Beechick An easy Start in Arithmetic
Contents • To the reader • Word recognition /w/ and /h/ • Vowel discrimination /i/ and /I/ games and activities • The dice /i/ and /I/ • Pronunciation tips • Brief review about pronunciation • /Ɵ/ and /ð/ Activities • Article about Locus Control and Metacognition • Metacognitive task
r e d a e r e h t To One of the greatest challenges English teachers face every day is to develop students in an integral way where both the structure and pronunciation are equally balanced, allowing them to be proficient and progress at the right pace. Pronunciation is maybe one of the most complicated areas to share and develop when English is a second language. Native Spanish speakers come across with some difficulties when learning English because certain sounds do not even exist. Expanding the resources for educators on this area is crucial. Throughout this magazine, we want to empower teachers with innovative tools that will help them restructure their programs and adapt to a new generation of students who are eager to learn an accurate and correctly pronounced English. We have invested our time in finding creative activities that will help both, teacher and student, to enjoy the educational journey while establishing strong basis on pronunciation. We have dedicated our time to present some ideas which are intended to improve the way classes are being delivered and also to engage teachers on using and developing the correct techniques when explaining pronunciation to students. Besides the objectives we have mentioned so far, we have also visualized this publication as a step forward in educational support. We believe on people rebuilding and developing themselves, so we really hope you can enjoy reading this issue; being our ultimate goal to provide excellence on every detail, assuring quality and value on every page. We are looking forward your feedback regarding the subjects we will develop through the issue and hope our efforts can help you reader to grow as well! Sincerely: Valerie Hernandez Wendy Ortiz ULACIT
Activities /W/ and /H/ Game Word Recognition Level:
Elementary School, fifth grades
Time:
30 minutes
Place:
Escuela Hernan Rodrigues Ruiz
Objective:
Word recognition, Students will read and recognize the words that have /W/ and /H/ sounds consonant and them they will match the word with a picture.
Communicative frame work
Description and analysis Phase #1.
Instructor:
Wendy Ortiz Jara
General Instructions: 1. Teacher will place the words in a small sack or bag 2. Students will sit in a circle 3. Teacher will pass around the sack to the students that are sitting in circle. 4. To begin the game teacher will let the sack to go around then he or she will say ‘‘STOP’’ O When the gag gets to the students they will put out one card and will read the word aloud. While holding up the card to the rest of the students, so everyone can see it. O Once he or she has read the word correctly students must go to the board and match the word with the picture. O The one who gets more matching pictures win the game.
Women
Well
Warm
Whale
Wag
Wallet
Wagon
Wheat
Tow
Window
Wig
Whine What?
Where?
Why?
Tower
Web
Watch
Which
Who?
Heat
Hand
Hitch
Hello
Hear
Hair
Happy
Behind
Wine
Heart
Activity English Consonant: [ i ] [ E ]
Time: 15- 20 minutes
Level of students: Beginners
Stage: Vowel discrimination Materials: Worksheets with minimal-pairs images [ i ] and [ E]
Objective: First; Students will listen to each group of three words. Second; They will circle the word that has a different vowel sound. Procedures: 1.
Instructor hands out worksheets
2.
Students work individually
3.
Instructor read each group
4.
Students circle the word that has a different vowel sound.
5.
Instructor check the answers and provide feedback
Letter
Fish
Sheep
`
Tea
Beach
Bed
Eat
Pen
Cheese
Ten
Coffee
Monkey
Key
Men
Police
Letter
Bell
Nest
Heel
Telephone
Friend
Bell
Elbow
Machine
Clean
Bell
Bell
H sound
No h sound
Heat Hand Heart Hitch Hair Hear/here
Eat And Art Itch Air Ear
/ H/
The /w/ is an unreliable letter a. It makes the (wuh) (voiced w sound) An in walk, when found at the end of a word or combined with the letter it often makes the voiceless /w/sound as in whisper or cow. At time the wh combine makes the /h/ sound as in who.
Vowels
/i/ and /I/
Level
Beginners (6th graders)
Stage
Description and Analysis /Listening and Discrimination
Objective
Identify vowels /i/ and / I /
The Dice
trough listening skills Materials
A dice, soundtracks with words containing target vowels (each soundtrack should be assigned a number from 1-6)
Procedures
1.
Teacher provides a brief review about differences between the target vowels
2.
Students are divided in 2 groups
3.
Group #1 throws a dice. The dice determines which soundtrack to play.
4.
Group needs to identify which vowels contains the soundtrack played, whether /i/ or / I/
5.
Same procedure is followed with group #2.
6.
If a team cannot answer correctly then the other group may provide the correct answer.
Vowels
/i/ and /I/
Level
Beginners (6th graders)
Stage
Listening and discrimination
Objective
Identify vowels /i/ and / I / trough visual input (pictures and words)
The Dice
Materials
Flashcards with pictures about minimal pairs (each flash cards should have respective name included) A roulette
Procedures
1.
Students are divided in 2 groups
2.
Each group picks a representative to spins the roulette
3.
Students should decide which vowel is present in the word the roulette pointed.
4.
If a team cannot answer correctly then the other group may provide the correct answer.
Ask your students to listen to as much English, as they can in movies, TV shows or songs. a e c i t Prac nt re ry diffe me eve e phon . w eek
ts n e d u r st u o y hat t h t n i o i at ew n c i i t d. b c n m a u o o Pr c ts n ant e n r o e f s d if con a e v ha may
Teach st udents to identif y different ways to spell t he same so und; ex: cell a nd sell ur o y h c Tea how s t n e d stu the to use y. ar diction
do not forget to play ga m es w ith them li ke bing o.
When we are passing a course of pronunciation, we did learn that most of the teachers of English language are not focus on pronunciation, because they do not how to teach to the students in the right way. When people want to learn a second language, one of the main target is to have a good pronunciation, for communicate better with others. Students need to understand that when we learn pronunciation the aim is to practice in pronounce correctly and not to sound like native speaker. It is better to speak slowly and to sound correctly the words. Also it is very important not to lose our background. Another important point is that English language have silent letter and we do not need to sound it. And as a future teacher we have to teach our students which are the cases that the letter is silent. We also learn how to use the IPA dictionary, and to recognize some sound that disappear in the case of and, that the ‘’d’’ is not silent but you get to pronounce ‘’an’’, or the liking sounds, and the schwa sound. by Wendy Ortiz J.
/Ɵ/ and /ð/ Students level
Beginners
Stage
Guided Practice
Objective
Learn the differences in pronunciation between /Ɵ/ and /ð/ in words containing –th-
Materials
3 Flash cards with /Ɵ/ in red 3 flash cards with /ð/ in blue Tongue twisters What I learned today card.
Directions *Before getting the class started, make sure students are divided in pairs. Get two chunks of flash cards, one with /Ɵ/ (red) and the other one with /ð/ (blue). Show the flash to the students. RULE TIME! Explain to students mouth tongue and teeth position Give one TT to each student. Each pair will have one TT with /Ɵ/ and another with /ð/. Make sure that each TT has the target phoneme (TP) indicated. Students should circle the section where the TP is present in TT. Students should pick one of the TT to practice it and present it to the class. RULE TIME! This time make sure students explain rules in their own words Hand in WHAT I LEARNED TODAY card and have students to write one word they learned today with /Ɵ/ and another one with /ð/
These are the flash cards you may use to accomplish the activity
Mother
They
Father
These are the flash cards you may use to accomplish the activity
With
Teeth
Think
Tongue twisters samples
Tongue twisters samples
d n a l o r t n o C Locus ognition c a t e M
As keys to Achieve Academic Success
Metacognition is a topic that has attracted the attention in many teaching and learning areas these days. Researchers and practitioners recognize that metacognition certainly must play a critical role in students’ memory, learning, and achievement. Rotter, J (1971). A recent study performed by ARSLAN, S., & AKIN, A. (2014) links the existing correlation between locus control and metacognition as key answers to succeed academically. Metacognition is being described as the knowledge, awareness, and deeper understanding of one’s own cognitive processes and products.(Desoete, 2008). Locus of control examines people’s control belief as to what extent they perceive themselves in control or not in control of what happens to them (ARSLAN, S., & AKIN, A. 2014). This theory explains that individuals who believe their decision making affects their circumstances are considered to have an internal locus and that individuals who think their circumstances control their decision making have an external locus (ARSLAN, S., & AKIN, A. 2014).
This study was performed with a total of 451 students, age ranged from 17 to 27, males and females, from different ethnic groups.
The outcome of this study shows that metacognition was predicted positively by an internal academic locus of control and negatively by an external academic locus of control ( ARSLAN, S., & AKIN, A. 2014). Therefore they found significant positive relationship between metacognition and academic success.
If you are a teacher and you want your students achieve metacognitive processes you first need to create a proper environment for this practice. Planning is essential; make sure you have good thinking strategies. Remember your challenge is to help students to develop metacognitive skills and so monitoring is very important. Remind your students that the success is in their hands and so they can control their achievements. If you do not feel very comfortable with this technique or you do not know how to apply it in class, do not worry! We will give you some strategies that could be implemented in your classroom.
1.
Help your students identifying what they know and what they do not know. Blakey, etal (1990) Schema activation will raise awareness of their own thinking.
2.
Talking about thinking. Blakey, etal (1990) Teachers should think aloud so learners can follow thinking paths. A good activity for this strategy is to have a student tell about a problem and make clarifying questions so students can think and talk about their own thinking.
3.
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Keeping a thinking journal. Blakey, etal (1990). Every day students
4.
learn something new and it is important for them to realize they have actually learned something.
Planning and self-regulation. Blakey, etal (1990) You as teacher can teach your students how plan their own learning activities according to their own learning style.
6.
Self-evaluation Blakey, etal (1990) can be introduced by one to one sessions or checklist focusing on thinking processes.
Throughout this article we have highlighted the importance and benefits brought by metacognition in academic processes as well as the need of internal locus control. We have given you some tips to enhance metacognitive process in class. Remember that the most important is to have motivated students to achieve better results and that they realize they learn. It is up to you teacher.
Would you dare to use one of these techniques? Valerie Hernández ULACIT
Metacognitive Task! Let your teacher know: 1. How to I fell about my word today? 2. I listened to the teacher in order to understand the activity 3. Did I learn something new? 4. Did I enjoy the activity? 5. This activity help me to improve my pronunciation skill?
h c a e t o t t e g r o f Do not e v o l h t i w ! n o i t a c i and ded
Wendy Ortiz
Valerie Hernรกndez
Bibliography ARSLAN, S., & AKIN, A. (2014). Metacognition: As a Predictor of One'sAcademic Locus of Control. EducationalSciences: Theory&Practice, 14(1), 33-39. doi:10.12738/estp.2014.1.1805 Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition Learning, 3, 189-206 Rotter, J. (1971). Clinical Psychology (2nd ed.). Englewood Cliffs, NJ: Presntice-Hall, Inc. Sat覺c覺, A. S., Uysal, R., & Ak覺n, A. Blakey, E., Spence, S., & ERIC Clearinghouse on Information Resources, S. Y. (1990). Developing Metacognition. ERIC Digest.