Melanie Brooks, M.A. Senior English Language Fellow.
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Transcript of Melanie Brooks, M.A. Senior English Language Fellow.
Activities for Busy Teachers
Melanie Brooks, M.A.Senior English Language Fellow
Pair/Share (3 minutes per question)◦ Interview your partner in English◦ Write down two facts about your partner.
e.g. “Maria is a teacher”◦ Make up one sentence about your
partner that is not true.◦ Using the sentences you wrote,
introduce your colleague to the class.◦ The class members will guess which one
of your statements is false.
IntroductionsDO!
Aim – to increase student listening comprehension and ability to construct short, descriptive sentences
Students must change seats with another student if the statement is true for them.
The student left without a chair must say the next “Move if....” statement.
Move if...
What is your primary role as a teacher? How is this influenced by curriculum and
materials at your school? How is this influenced by your students’
academic goals? What else influences how you interact with
your students?
Consider Your Role As A Teacher
Role of Teacher
Teacher Beliefs
Student Needs
Curriculum
Coach
Sage
Teacher as Sage1. Teacher talks 95%
of the time2. Learning is
classroom-centered
3. Language learning = accumulation of knowledge
Teacher as Coach Students talk 75%
of time Learning takes
place both in and out of the classroom
Language learning is multi-faceted, complex
Where Is Your Classroom?
1. Increase student talk time2. Language learning takes practice3. Teacher talk = comprehensible input4. Development of automaticity5. Makes the teacher’s job easier6. How do we get there?
1. Step Off The Stage
Validity
Quantity
DifferentiationSuccess OrientationEngagement
Use Effective Activities (Ur, 2009)
The activity practices what it aims to practice
Validity
Focus: using will to predict future events Age: teen-adult Level: Intermediate
Write a future prediction for a classmate (you don’t know who). The prediction should be short (about 2-4 sentences in length) and should be positive. Use will statements like, You will meet somebody,You will solve a problem
Predicting Future EventsDO!
Validity What was the aim of the Predicting Future
Events activity ? Did the activity practice what it aimed to
practice ? How could you modify this activity to use in
your class ?
Small Group Discussion
Validity
Quantity
DifferentiationSuccess OrientationEngagement
Use Effective Activities
Provides ample opportunities for students to practice the target structure
Quantity
Aim – To get students to review vocabulary by writing different parts of the body1. One at a time, each student runs to the
board and writes a word in English2. After the timer goes off, words that are
spelled incorrectly or repeated are erased by the other team
3. The team with the most words on the board, wins
Body Parts
Quantity What was the aim of the Body Parts
activity? How many times were the students able to
practice that aim or goal? Was this a sufficient quantity? How could you modify this activity to use in
your classroom?
Feedback
Validity
Quantity
DifferentiationSuccess OrientationEngagement
Use Effective Activities
Provides practice for students functioning at different levels
Differentiation
Aim – to enable students to listen for and identify words in a song.
Copy the tic-tac-toe game on the board exactly as you see it
When you hear one of the words in the song, mark an X over it
The first person with four Xs in a row, wins!
Musical Tic-Tac-Toe
Differentiation1. What was the aim of the Tic-Tac-Toe
activity?2. Could this activity work with advanced
students?3. Could this activity wok with beginning or
low-level students?4. How could you use this activity in your
class?
Small Group
Validity
Quantity
DifferentiationSuccess OrientationEngagement
Use Effective Activities
Designed to elicit acceptable responses
Success Orientation
Aim - students will use and understand “I’ve never” statements
Directions - Each student writes a sentence, finishing
the phrase, “I’ve never...” For every statement that you have done,
raise one finger
I Have Never...
Success Orientation1. What was the aim of the activity?2. Did you feel successful about your
participation in this activity?3. Would it be possible for a student to fail at
this activity or to feel as if he or she had failed?
4. If so, how can we change the activity to ensure success?
Feedback
Validity
Quantity
DifferentiationSuccess OrientationEngagement
Use Effective Activities
Use topics that are interesting to your students
Engagement
Aim – students will use listening comprehension to agree or disagree with statements.
Students move to different areas of the room depending on whether they agree or disagree with a statement
Two Corners
Engagement What was the aim of the Two Corners
activity? Was the activity engaging and interesting to
you? How could you use this in your class?
Feedback
Validity
Quantity
DifferentiationSuccess OrientationEngagement
Review
TPR Break Time
Question Teaching “Culture”
Chimamanda Adichie
The Danger of The Single Story
1. According to Chimamanda Adichie, what is a single story?
2. What stereotypes (single stories) do you think are taught to foreigners about Brazilians?
3. What stereotypes have you been taught about Americans?
Group DiscussionDO!
Teach your students: the difference between description and
judgment to always ask, ‘could there be any other
reason for this person’s actions besides what I have assumed?’
Instead of “Culture”, Teach Cultural Competence