Super presentación 2013

NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION

P U E B L A

LESSON PLANNING: ELEMENTS TO PLAN YOUR LESSONS

Created by:

Ivonne Dinhey García Fuentes

Silvina Olivares Romero

Mónica Luna Martínez

Janet Ramírez Quiroz

First modification by:

Ivonne Dinhey García FuentesSilvina Olivares Romero

Janet Ramírez QuirozJarumi Elizabeth Vargas Baez

Maria Merino CidGisela Roldan Colex

Lilia Hernandez JuarezElisa Gutierrez Ramirez Jose Manuel Rosas Ríos

Gabriel Mendoza HerreraGuiedana Lopez Romero

Jose Luis Rodriguez ZamoraMa. Guadalupe Moreno Bautista

Mireli Corte CortesPedro de Jesus Alvarez Hdz

Second modification byDIRECTORES DE CIRCUITO:

Ivonne Dinhey García FuentesSilvina Olivares Romero

Janet Ramírez QuirozJosé Manuel Rosas RíosGabriel Morales GalindoGabriel Mendoza Herrera

Elizabeth Andrea Bueno PérezMireli Corte Cortés

Pamela Mireya Esparragoza BarragánMinerva Hernández Aguilar

“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”

Parker J. Palmer

“Education is not preparation for life; education is life itself”John Dewey

INTRODUCTION The following presentation work has the purpose of supporting teachers to

create a didactic sequence based on the curricular foundations of the National

English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional de

Inglés en Educación Básica), the National Workshops presented by ITESO, and

complementary bibliography.

In order to clarify some questions that English teachers might have when

creating a didactic sequence, there is attached a sample format in which are

included all the elements that take part in the planning process with links that

provide information and samples of each one of the elements of the didactic

sequence.

How to manage this presentation?

1. Read, check and analyze the example format below.

2. Click in the elements that you want to revise carefully or that you have some questions.

3. You will be linked to the information you selected. Use the links to go to the next and previous slides

and to go back to the example format.

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA(NOMBRE DE LA ESCUELA)

(C.C.T.)PLANIFICACIÓN DIDÁCTICA

PARA EL () GRADO, GRUPO (S) ()INGLÉS

Social Practice of the Language: Give and receive instructions to make objects and record information. Cycle: 2Learning Environment: Academic and Educational Unit: 2 Specific Competency: Interpret and record information on a calendar Product: 1 Product: Annual calendar Week: 1Achievements: *Identifies the different uses given to calendars, * Says and writes the names of months and days.

WARM UP CONTENTPRODUCT STAGES

DESCRIPTION OF DIDACTIC STRATEGIES, TECHNIQUES, ACTIVITIES AND/OR GAMES WITH THE LANGUAGE TO DEVELOP THE

CONTENT

DIDACTIC RESOURCES

ASSESSMENT(INSTRUMENT OR TOOL)

* Write on the board, “Monday, Tuesday, Wednesday, I have to study. Thursday and Friday, I’m in a hurry. Saturday and Sunday, my days are sunny” Drill . Ask Ss to identify what is a rhyme. * Draw a building on the board and write the number of each floor: first, second, third, fourth, fifth, Then, divide each floor in 3 blocks and indicate each departmentWith 1, 2,3,11,12,13,21,22,23..Point at an apartment and say, “Pedro lives on the 2nd. floor in apartment 2” make Ss notice the difference between 2nd., and 2, 4th. and 4.

KNOWING ABOUT THE LANGUAGE: * Identify graphic and textual componentsin various calendars* Identify months, ordinal numbers, and days based on questions and on the order they follow.

DOING WITH THE LANGUAGE:* Graphic distribution of time units on calendars.

BEING THROUGH THE LANGUAGE: * Use language as a means of planning and remembering activities and events.

VOCABULARY AND GRAMMAR NECESSARY FOR THE SOCIAL PRACTICE OF THE LANGUAGE:Days of the week, months of the year, linking words and ordinal numbers (first, second, third, fourth, fifth,)

––Design a calendar with all time units.––Write the name of time units constitutinga calendar.––Write the appropriate number of daysfor each month in the correspondingpaces.

* Prior organizers: Write the days of the week on the board. Ss point to each word and read it aloud. Ask children to repeat after you. Then, guide children to realize the differences in pronunciation of letters between their mother tongue and the foreign language. Odd one out: mix vocabulary (days and months) by writing on the board and the Ss will identify the odd one. * Illustrations: Ss will come out to the front and with a relia calendar Ss will point to the correct textual components. Unscramble the components of days and months wich are going to be given to small groups.

* Board* Pencil* pen* A calendar* Cards with days of the week, names of months, years and ordinal numbers.

* Monitoring

OBSERVATIONS:

DOCENTE____________________________

PROFR (A

DIRECTOR DE CIRCUITO____________________________

PROFR (A

COORDINADOR ACADÉMICO__________________________

PROFR (A

Vo. Bo.DIRECTOR (A) DE LA ESCUELA

____________________________PROFR (A

SOCIAL PRACTICE OF THE LANGUAGE

What are social practices of the language?

Social practices of the language are patterns or ways of interaction.

Each practice has a specific communicative purpose and a history linked to a particular cultural situation.

For instance, a dialogue is established or kept according to social and communicative conventions of the culture where the exchange takes place.

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )

Social Practices of the Language in the

NEPBE

Definition Content distribution

Social practices of the language represent the core referent in the definition of the NEPBE’s contents. This decision complies with the approach for language teaching adopted by SEP, as stated in the syllabuses of subjects, such as Spanish and Indigenous Language.

Social practices of the language are patterns or ways of interaction, which, in addition to the production and interpretation of spoken and written texts, include several activities linked to them. Each practice has a specific communicative purpose and a history linkedto a particular cultural situation.

Each cycle includes ten social practices of the language distributed along five units that correspond to the five two-month periods of the school year but each social practice has a different specific competency. See figure 1

Figure 1. As you can see the 10 Social Practices of the Language are the same for 5 th and 6th grade, but the specific competencies vary in each school grade. It is the same in the 3 cycles.

Social practices of the language for 5th and 6th grade

Specific competencies5th grade 6th grade

Familiar and communicative environment1.- Participate in commercial transactions Identify and interpret transaction-related expressions in

classified adsComprehend and produce expressions about the purchasing of basic need items

2.- Listen to, read, and record information from diverse media

Identify and comprehend the topic and general idea of news in audio format

Identify and comprehend the main idea on news reports of interest to the community

3.- Read and write notes and letters Interpret and write notes about everyday life Comprehend and respond to invitations through letters

4.- Follow and give directions to go to places Comprehend and ask for directions to walk from one place to another

Follow and give directions for commuting using public transport

Literary and ludic environment5.- Read stories and legends aloud Read legends of interest to students and stimulate

creativityInterpret fantasy stories and exercise imagination

6.- Participate in language games with expressive and aesthetic purposes

Identify and practice specific sounds in language games Discriminate stress of specific words in language games

7.- Read and compare aspects of Mexico and English-speaking countries

Read a short travel story (travelogues) in order to discover aspects of nature and cultural expressionsparticular to English-speaking countries

Interpret historical chronicles to compare cultural aspects of Mexico and English-speaking countries

Academic and educational environment8.- Participate in formal communicative events Look for and select information about a topic of interest

to make cards and set up an exhibitionClassify and interpret information about a topic of interest to present a report

9.- Read and record information to solve a problem

Identify and classify information from an illustrated guide to solve a specific problem

Check and select information in order ti solve a problem of interest to students

10.- Read and record information to design questionnaires and reports.

Record information about a topic to design a questionnaire

Record information to make a report on activities related to a job or occupation

Social practice

The purpose of English

language teaching in

basic education is for

students to get the

necessary knowledge to

engage in social

practices with spoken

and written language to

interact with native and

non-native English

speakers by means of

specific competences.

Social practices can be understood as what we do with language. For example:

To talk and write to participate in everyday dialogues.

To give and receive information about one’s self and others.

To formulate questions about a specific topic.

Read and sing songs. Read and record information to

solve a problem. Read and write notes and letters. Interpret and express everyday life

instructions, or Read and understand different types

of literary texts from English-speaking countries.

SEP-ITESO (2012). NEPBE- Professional Development Workshop “Strengthening NEPBE at State Level”. Cycles 1, 2 and 3

Doing with the language

Knowing

about the language

Being through thelanguage

distributed in

Using as vehicle aUsing as vehicle aUsing as vehicle a

developed through linkingdeveloped through linking

integrates 4

COMMUNICATIVE COMPETENCY

Social practices of the languageSocial practices of the language

3 Learning environments

Familiar and community Academic and educational Literary and ludic

Specific competencies / Specific activity with the

language


language


language


language


language


language


Knowing

about the language


developed through

integrates 3 integrates 3

developed through linking

PRODUCT

PRODUCT PRODUCT

Ach

ieve

men

ts

of e

ach

unit

Ach

ieve

men

ts

of e

ach

unit

Ach

ieve

men

ts

of e

ach

unit

Com

municative situation

Co

mm

un

ica

tiv

e s

itu

ati

on


Knowing

about the language


LEARNING ENVIRONMENT

Social Learning Environments

What for?• To create social learning

environments that compensate the absence of English in the out-of-school context

• To provide opportunities to learn the diverse communicative registers necessary to participate successfully and with autonomy in everyday practices of the language in social life.

Purpose • The purpose of the social

learning environments is to preserve the social functions of the specific competencies carried out with the language, so that they become meaningful to students and can participate actively in reading and writing activities as well in oral exchanges.

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 78)NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 31)

What is the Familiar and Community Environment?

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p-80)

Thus, the basis and necessary conditions are set so that by means of the “doing with the language” students can activate “knowledge” and “values”, as well as build and generate meaning in oral and written communication, real or semi-real situations within a known context.

What is the Academic and Educational Environment?

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.80)

The Academic and Educational Environment

emphasize the strategies requiredto learn and study in situations where students use formal

and academic language

both in oral and written texts.

In this environment the emphasis is on

the learning strategies in order

to identify meanings and

solve problems that arise to fulfill the

aimed goals.

In this environment, students are

expected to learn how to participate in social practices

of the language that include knowledge

about different areas of

knowledge.

The purpose of this environment is for

students to participate

in oral and written situations that imply acting in and out of the classroom andcontinue learning to

successfully face the challenges of our present world.

http://www.google.com.mx/imgres?q=experiments+cartoon&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=7M5JUn4Yt0ttzM:&imgrefurl=http://www.chumpysclipart.com/illustration/429/picture_of_a_boy_mad_scientist_holding_a_test_tube&docid=4ndHIoF-CRQsPM&imgurl=http://www.chumpysclipart.com/images/illustrations/xsmall2/429_picture_of_a_boy_mad_scientist_holding_a_test_tube.jpg&w=265&h=350&ei=BUIXT-C1GIqFsALC3636AQ&zoom=1

What is the Literary and Ludic Environment?


This environment

focuses on the approximation to literature through participating in

reading, writing, and oral

exchanges

It intends to foster a freer

and more creative attitude

This environment encourages students to

appreciate and value other

cultures, to go beyond their immediate

environment

The students get an opportunity to play with words

(by speaking and writing),

using either their own or others’ literary texts of

interest

SPECIFIC COMPETENCY

Communicative Competence

There is not an actual definition of communicative competence in the NEPBE documents. This definition was written by the ITESO team based on the Curricular Foundations (SEP, 20011:75, 96) and the text: Hymes, D. (1972) “On communicative competence” in J.B. Pride and J. Holmes (Eds.): Sociolinguistics, Harmondsworth, Mifflesez: Penguin Education.

This is a broad goal that can be understood as a person’s ability to act appropriately and effectively in a determined language community.

Definition

General competence (communicative

competence)

Can be broken down into more precise skills,

which also integrate

attitudes, abilities and

knowledge to be put into practice in

a specific context.

NEPBE

The specific competencies relate to social practices of the

language in a particular learning

environment, and they are appropriate for the stage of psychosocial

development of the student in the different

school grades.

NEPBE – Professional Development Workshop “Strengthening NEPBE at State Level” (p. 40)

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 17, 27 35)

Definition Purpose Content organization

The specific competencies are conceived as complex

and articulated configurations of the doing with, knowing about, and

being through the language, whose purpose is to

preserve the formal aspects and functions of the

language within social life.

Students will be able to satisfy basic communication needs in different everyday,

familiar,and known situations

through the use of competencies that involve

the production and interpretation of various

spoken and written texts –of familiar, literary, and

academic nature.

The social practices of the language and specific

competencies with the language have been

distributed and organized in three ample social learning environments: Familiar and

community, Literary and ludic, and Academic and

educational.

See figure 1

Specific competencies

Example: Going to the cinema (social practice)

• Specific compentence




1. Choosing the movie

2. Buying the tickets

3. Buying popcorns and soda

4. Entering the theater room

PRODUCT

What is the product?

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p.36)


NEPBE-ITESO (2012). Professional Development Workshop “Strengthening NEPBE at State Level”

Content distributionOn the right column of

the charts (content chart) there are

suggestions of actions to make a product. In order to do that, it is

necessary to articulate all curricular contents

shown in the midsection column of

the chart. However, the teacher can use other

methodological strategies (e.g., the

solution of a problem or the achievement of a goal); as long as they guarantee to reach the

purposes and achievements that correspond to the

cycle.

ACHIEVEMENTS

Curricular

achievements

They

indicate progress made by students

;

They express

the expected competency level

of develop

ment

They provide a synthetic description of the knowledge, skills, attitudes,

and values

students can

achieve after

having studied one or more

content units in a subject’s curriculu

m

What are achievements?

SEP (2011), Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Fundamentos curriculares. Preescolar. Primaria. Secundaria., SEP, México, p. 57, 113

The proposal of achievements presented in the left column of the charts is intended to provide teachers with performance evidences about the learning of knowledge, actions, values, and attitudes that students are expected to acquire, in order to assess their progress and performance in their competence in English.

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion

What are achievements in the NEPBE?

APRENDIZAJES ESPERADOSAchievements

Curricular achievements indicate progress made by students; they express the expected competency level of development, and they provide a synthetic description of the knowledge, skills, attitudes, and values students can achieve after having studied one or more content units in a subject’s curriculum.

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion

In other words…

SEP-ITESO (2012). Professional Development Workshop “Strengthening NEPBE at State Level”

EXPECT

ED LEARNING

OUTCOM

ES.

•They should be realated to the purpose of each unit and they can be used as assessment criteria.

ACHIVE

MENT

•In our context, achievement is defined by learning standards—guidelines that set out what knowledge and skills students are expected to demonstrate, grade by grade and subject by subject.

PRODUCT

(PRODUCTO FINAL)

The vehicle through the learning process is activated.


It represents a communicative situation and It develop a specific competence.

it is necessary to articulate all curricular contents shown in the midsection column of the chart.

Product

NEPBE-ITESO (2012). Professional Development Workshop “Strengthening NEPBE at State Level”

Content or distribution

The teacher can use other methodological strategies as long as they guarantee to reach the purposes and achievements that correspond to the cycle.


ORGANIZATION OF THE PRODUCT

It is organized by cycles which guarantees continuity and articulation in the different grades and levels in Basic Education.

Cycle 1

Comprises

3rd grade

of Preschool.

1st of primary.

2nd. Grade

of primary.

Cycle 2

Comprises

3rd and 4th grades

of primary.

Cycle 4

Comprises

1st and 2nd. and 3rd grade of

Secondary school.

Cycle 3

Comprises

5th and 6th grades

primary


Purposes of the Cycles


Cycle 2It is to acquire the necessary knowledge to understand and

use English in order to recognize, understand, and use common expressions

through the development of specific competencies.

Cycle 1It is to raise students awareness about the

existence of a language different from their own.

Cycle 2

It is for students to develop specific competencies particular to social practices of the language that enable them, through the interaction with oral and written texts, to understand and use English to carry out simple.

Unit

Includes ten social practices of the language

Distributed along five units that correspond to the five two-month periods of the school year…,

Include a social practice of the language and a specific competency with the language for each social learning environment


School grade 1° Unit

1° Social Practice of the Language Specific competencies

1 month


1 month

2° Unit 1° Social Practice of the Language


1 month


1 month

3° Unit1° Social Practice of the Language


1 month


1 month



1 month


1 month



1 month


1 month

Figure 2

WEEK

http://www.google.com/url?sa=i&rct=j&q=CALENDAR&source=images&cd=&cad=rja&docid=22SPFl6HrUamsM&tbnid=zDqSLp8ZXI2cgM:&ved=0CAUQjRw&url=http://www.kellyskindergarten.com/Calendar/calendarmaterials.htm&ei=3GAIUY2TC-fo2gWZr4HwAQ&bvm=bv.41642243,d.aWM&psig=AFQjCNHuuyIlWBp2cij1hw5qjXbETH6-eg&ust=1359589919636799

Period


There are 5 units in each grade

Each unit has 2 social practices or 2 products to develop.

The curricular content is designed in a very FLEXIBLE way that you can adapt

it to your needs and mainly to your students’ needs..

How do I set the time for each Social Practice?

Distribution

5 units per year = 1 unit

per bimester1 unit = 2 social practices and

2 products1 product= 1 Lesson plan= 1

MONTH

Teacher covers a total of 2.5 weeky per group. The teacher can divide the time into sessions as it is indicated below:

• 1 hour and 15 minutes each session.

2 sessions

• 50 minutes each session.3 sessions

• 30 minutes each session. 5 sesisions

42National English Coordination

PRODUCT STAGES

What is the meaning of a product?

The product can be understood as the suggested vehicle through which the learning process is activated in PNIEB. It represents a communicative situation that should integrate the three types of content (doing, knowing and being) and it is important not to consider it as a result, but as a way to develop a specific competence.

For NEPBE it is fundamental to introduce students to the challenge of oral or written interaction in a real communicative situation –such as creating a product, reaching a goal or solving a problem– where they want to succeed and have a purpose for communication, so that reflection on the language processes makes sense and stimulates interest and motivation to learn.

*There is not an actual definitionof product in the PNIEB documents. This definition was written by the ITESO team based on the Curricular Foundations (SEP, 20011:75, 96)

It is necessary that teachers define, along with their students, the projects that will give meaning to the contents of the program and at the same time, take into account the following criteria:

• Use previous knowledge, experiences, and interests that students have and know about the practices of the language, both in their mother tongue and in English.

• Choose real-life or semi-real life tasks that students are familiar with, in order to pose a challenge that involves creating a product, solving a problem or reaching a goal.

• Consider the level of complexity of the contents derived from the specific competencies with the English language, so that they are both challenging and feasible for students.

• Guarantee that the project stages are organized as a recurrent cycle for the students to be able to work on aspects or topics for reflection about English in the three social learning environments.

*There is not an actual definitionof product in the PNIEB documents. This definition was written by the ITESO team based on the Curricular Foundations (SEP, 20011:75, 96)


What is the product? Why is it important? Content distribution

The product can be perceived as a vehicle to develop the competencies of the students in each social practice. Teacher can use the product as evidence to asses the student as well.

It is important to mention that it is not expected that students create language products identical to those of a proficient user of the language or a native speaker; they are expected to acquire in a sequenced way, the linguistic and written resources given by different texts provided to fulfill communicative purposes

On the right column of the charts (content chart) there are suggestions of actions to make a product. In order to do that, it is necessary to articulate all curricular contents shown in the midsection column of the chart. However, the teacher can use other methodological strategies (e.g., the solution of a problem or the achievement of a goal); as long as they guarantee to reach the purposes and achievements that correspond to the cycle.Real-world topics and topics of interest to students can become central to projects).



• Every single product is organized into stages.

• The product stages are clear and logical and reflect an appropriate opening, development and closing sequence. Especify in the didactic planning wich material is going to be used to keep the Ss motivated and how you as a teacher going to reach that stage of the product.

• The sequence of activities in the product stages must be congruent communicative situations which involve the following three aspects:

The specific competence The social learning environment The types of content

Product stages

• The types of content (Knowing about the language, doing with the language and being through the language) are evident is the development of the product and they are appropriately integrated.

• Achievement is the result among the product, its stages and activities.

Note: See relationship between elements.

As many as you consider necesary depending on the difficulty of the product.

The division of Stages

Consider in your planning the previous knowledge and work done.

How many Stages exist?

Which product will require more time in order to be accomplished?

It depends on the difficulty of the Social practice and the proficiency level of the Ss, among other factors.

Academic and educational learning environments are usually more complex.

SEP-TEC. PNIEB Workshop: August 2011

Important Note: Your final product, does not necessarily have to be the one suggested in the Syllabus. You can substitute for something similar as long as your specific competency is covered.

ETAPAS DEL PRODUCTO

- Choose a classmate and decide how many sentences the dialogue will contain. - Decide on the turns of intervention.

- Write on the cards the sentences in the order that corresponds to each turn.

- Check that the writing of sentences is complete and complies with spelling conventions.

-Practice the dialogue by reading the sentences aloud. -Exchange cards with other pairs to find out other classmates expectations and practice the pronunciation and intonation of expressions in a dialogue.

NEPBE-Syllabus 2010

Example:

PRODUCT

Stages

opening development Closing

Activities focused on…

• Specific competence• Social learning environment• Types of content

A C H I V E M E N T

DIDACTIC RESOURCES

What are didactic resources?

Didactic Resources are any instruments that help us to

achieve any goal; that is, auxiliary

material with which the

students develop the learning

process (Gavilánez, R.

2011).

Gavilánez, Raquel . (2011). Workshop about Didactic Resources. Retrieved January 13, 2012. From http://www.slideshare.net/naragm7/didactic-resources

http://www.slideshare.net/naragm7/didactic-resources

What is the role of the didactic resources ?To assist S/ T in

the Teaching-Learning Process

To make learning more accessible understandable ,

and creative.

To stimulate and develop students' linguistics skills

To attract the attention of the

studentsTo develop more critical thinking

To promote ideological

attitudes and values

To increase students´

motivation and participation

toward language

Araya, Karla. (2007). Teaching Material: A critical Position about the role they play in the language classroom. Retrieved August 4, 2012. From http://redalyc.uaemex.mx/pdf/447/44770302.pdf

http://redalyc.uaemex.mx/pdf/447/44770302.pdf

In these websites you can find material to use in your English classes

• http:// www.agendaweb.org• http://

www.kids-science-experiments.com• http:// www.freshforkids.com.au• http://

www.nhm.ac.uk/kids-only/fun-games/• http://www.enchantedlearning.com/Ho

me.html• http://

www.enchantedlearning.com/crafts• http:// www.salonhogar.com• http:// www.literacycenter.net• http:// www.starfall.com• http:// www.colorincolorado.org• http:// www.onestopenglish.com

• http:// www.teachingenglish.org.uk/try/

• http://kids.nationalgeographic.com/Animals/

• http://kids.nationalgeographic.com/Games/IggyGames

• http://kids.nationalgeographic.com/kids/places/find

• http://kids.yahoo.com/reference/world-factbook

• http://www.factmonster.com/ipka/A0770414.html

• http://www.guidetoonlineschools.com/library/geography-for-students

• http://en.childrenslibrary.org

• http://www.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm

• http://www.magickeys.com/books

http://kids.nationalgeographic.com/kids/places/find

http://www.agendaweb.org/


http://www.kids-science-experiments.com/


http://www.freshforkids.com.au/


http://www.nhm.ac.uk/kids-only/fun-games/

http://www.enchantedlearning.com/Home.html

http://www.enchantedlearning.com/Home.html


http://www.enchantedlearning.com/crafts


http://www.salonhogar.com/


http://www.literacycenter.net/


http://www.starfall.com/


http://www.colorincolorado.org/


http://www.onestopenglish.com/


http://www.teachingenglish.org.uk/try/

http://www.teachingenglish.org.uk/try/

http://kids.nationalgeographic.com/Animals/

http://kids.nationalgeographic.com/Animals/

http://kids.nationalgeographic.com/Games/IggyGames






http://kids.yahoo.com/reference/world-factbook

http://kids.yahoo.com/reference/world-factbook

http://www.factmonster.com/ipka/A0770414.html

http://www.factmonster.com/ipka/A0770414.html

http://www.guidetoonlineschools.com/library/geography-for-students



http://en.childrenslibrary.org/

http://en.childrenslibrary.org/

http://www.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm



http://www.magickeys.com/books

http://www.magickeys.com/books

• http://www.sundhagen.com/babboks• http://www.funandgames.org/• http://www2.scholastic.com/browse/ho

me.jsp• http://

www.britishcounsil.org/kids-stories.htm• http://www.educationworld.com• http:// www.love-poems.me.uk• http://www.kids-science-experiments.c

om• http://www.nutritionexplorations.org• http://nces.ed.gov/nceskids/graphing/cl

assic/bar.asp• http://www.nga.gov/kids/zone/zone.ht

m• http://kidshealth.org/kid/• http://kidzone.ws/

• http://www.mywonderfulworld.org• http://www.creativekidsathome.com• http://www.dreamenglish.com • http:// www.youteacher.com• http:// www.mes-english.com• http:// www.abcfrog.com• http:// www.english4kids.com• http:// www.eslkidslab.com• http:// www.bogglesworldesl.com• http://math.about.com• http://a4esl.org• http://ala.org/greatsites

http://www.sundhagen.com/babboks

http://www.sundhagen.com/babboks

http://www.funandgames.org/

http://www.funandgames.org/

http://www2.scholastic.com/browse/home.jsp

http://www2.scholastic.com/browse/home.jsp


http://www.creativekidsathome.com/

http://www.educationworld.com/





http://www.nutritionexplorations.org/

http://nces.ed.gov/nceskids/graphing/classic/bar.asp

http://nces.ed.gov/nceskids/graphing/classic/bar.asp

http://www.nga.gov/kids/zone/zone.htm

http://www.nga.gov/kids/zone/zone.htm

http://kidshealth.org/kid/

http://kidzone.ws/

http://www.mywonderfulworld.org/


http://www.dreamenglish.com/


http://www.youteacher.com/


http://www.mes-english.com/


http://www.abcfrog.com/


http://www.english4kids.com/


http://www.eslkidslab.com/


http://www.bogglesworldesl.com/

http://math.about.com/

http://a4esl.org/

http://ala.org/greatsites

• Professional Associations – www.tesol.org; http//www.iatefl.org; http//www.mextesol.com

• Reading/ Digital Library – http//www.icdlbooks.org; www.regandlellow.com/series1stories.htm

• Readers´s Theater- www.teachingheart.net/readerstheater

• Songs- http// www.songsforteaching.com; www.supersimplesongs.com

• Writing – www.writingproject.org

http://www.itesol.org/

http://www.iatefl.org/

http://www.mextesol.com/

http://www.icdlbooks.org/

http://www.regandlellow.com/series1stories.htm

http://www.teachingheart.net/readerstheater

http://www.songsforteaching.com/

http://www.supersimplesongs.com/

http://www.writingproject.org/

DESCRIPTION OF DIDACTIC STRATEGIES, TECHNIQUES, ACTIVITIES AND/OR GAMES WITH THE LANGUAGE

TO DEVELOP THE CONTENT

DESCRIPTION OF DIDACTIC STRATEGIES, TECHNIQUES, ACTIVITIES AND/OR GAMES WITH

THE LANGUAGE TO DEVELOP THE CONTENT

TEMPO MANAGEMENT, DIDACTIC SEQUENCE AND

LINKAGE AMONG ACTIVITIES

Tempo management,

didactic sequence and linkage among

activities

Why is tempo management so significant?

Tempo management let you turn the English class into an active and enjoyable place where students can learn what they need and want to learn. Keeping students focus are a daily concerned for many teachers. Don´t let your students get bored or lose their attention in the class.. Don´t forget variety is very important. Learning should always be fun. Avoid always doing the same kinds of things and in the same order.

http://www.teachingideas.co.uk/more/management/contents.htm

Using a variety of drilling methods will help us to make the class more interesting. If we have a good tempo management we will support our students to develop a positive attitude toward language learning, provide students with a successful experience in language learning, encourage students to work productively and cooperatively and give students control over their own learning.

http://www.teachingideas.co.uk/more/management/contents.htm

What is a didactic sequence?

A didactic sequence is a group

of activities created in order to

reach an objective. Those

activities must follow an order

and an organization. That

means that each activity has

its own purpose and all of

them work together in order to

reach a bigger objective

(Marin, P. 2011).Marín, P.(2011). Didactic Sequence. Retrieved January 13, 2012. From http://ecepattymarin-ensep.blogspot.com/2011/06/didactic-sequence.html

http://ecepattymarin-ensep.blogspot.com/2011/06/didactic-sequence.html

In other words….

Planning in a didactic way refers to a process of designing a didactic sequence through the appropriate activities in order to achieve a specific purpose or objective. It is necessary to specify the objective, the activities to be carried out, the materials needed, the way the students will be organized and the way the learning process will be assessed.

SEP-ITESO (2011). NEPBE- Professional Development Workshop “Strengthening NEPBE at State Level” Cycles 1, 2 and 3.

Linkage among activities

It is important to think about the connection between the activities in order to achieve our goals. In this way our students will find the activities meaningful, they won´t get lost and they will feel self confident about what they are learning. And something important, they will feel Motivated about the language, and have the desire for further learning.

Mary S., Alan P. and Melanie W. (2010). The teaching Knowledge Test Course. Cambridge Universitty Press .

Mary S., Alan P. and Melanie W. (2010). The teaching Knowledge Test Course. Cambridge Universitty Press .

The activities in a lesson often follows this pattern: • Introductory activities: an

introduction to the topic of the text and activities focusing on the language of the text.

• Main activities: a series of activities developing different skills and subskills.

• Post activities: activities which ask learners to talk about how a topic in the text relates to their own lives. These activities also require learners to use some of the language they have met in the text.



DIDACTIC STRATEGIES

Teaching strategies

Learning strategies

Didactic strategies

SEP-ITESO (2011). NEPBE- Professional Development Workshop “Learning Environments and Assessment”.

Didactic strategies

Teaching strategies

Teaching

Challenges students to

get involved

Fosters and encourages use (gives meaning)

English

Reflection (gives form)

upon English as a

language

Through specific

communicative

situations or tasks

Some background to take into account

In this section we will present some of the teaching strategies that teachers can use to facilitate meaningful learning in their students. Different studies have shown the strategies highlighted here to be highly effective when introduced as supports either in academic textbooks or in the dynamics of the teaching-learning process in schools. You will find a brief definition and general conceptualization of some of the most representative teaching strategies.

Teaching strategies


Objectives

Statements that set conditions, type of activity and way to evaluate students´ learning. As teaching stategies shared with students, they generate apropriate expectations.


Synthesis and abstraction of the relevant information from oral to written discourse. They emphasize key concepts, principles and the central argument.

Summaries


Introductory and contextual information. They build a cognitive bridge between new and previous information.

Prior organizers


Visual representations of objects or situations concerning a specific theory or topic (photographs, drawings, dramatizations, etc.)

Illustrations


Visual representations of concepts, explanations or information patterns (outlines, C-Q, A tables).

Graphic organizers


Propositions that indicate that one thing or event (concrete and familiar) is similar to another (unknown and abstract or complex)

Analogies


Questions inserted in the teaching situation or in a text. They maintain attention and promote the practice, retention and gathering of relevant information.

Embedded questions


Marks inserted in a text or teaching situation to emphasize or organize relevant information within the learning content.

Highlighting


Graphic representations of knowledge frameworks (indicating concepts, propositions and explanations).

Concept maps and webs


Rhetorical organization of a discourse to facilitate understanding and recall.

Textual organizers


Didactic strategies

Didactic Strategies

Didactic strategies are steps taken by teachers to promote the development of learning strategies that lead to effective learning by students.

In your NEPBE didactic sequence you can use teaching and learning strategies combined.


Learning strategies

Students

Active participants

in the construction of learning

Users and learners in real-life or

life-like communicative activities

Develop their own ideas and questions

about English

Use their own

knowledge and

experiences

Make decisions,

accept responsibilities, and have an opinion

Some background to take into account

Learning Strategies

Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence (Oxford, 2005:1).

Learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. This definition, while helpful, does not fully convey the excitement or richness of learning strategies. It is useful to expand this definition by saying that learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations (Oxford, 2005: 8).

Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.

1. Contribute to the main goal, communicative competence.

2. Allow learners to become more self-directed.

3. Expand the role of the teacher.

4. Are problem-oriented.

5. Are specific actions taken by the learner.

6. Involve many aspects of the learner, not just cognitive.

7. Support learning both directly and indirectly.

8. Are not always observable.

9. Are often conscious.

10. Can be taught.

11. Are flexible.

12. Are influenced by a variety of factors.

Main characteristics of learning strategies


Language Learning

Strategies

Direct Strategies

Memory Strategies

Cognitive Strategies

Compensation Strategies

Indirect Strategies

MetacognitiveStrategies

Affective Strategies

Social Strategies

Classification of learning strategies


Direct Learning StrategiesI. Memory strategies

A. Creating mental linkages

B. Applying images and sounds

C. Reviewing well

D. Employing action

II. Cognitive strategies

A. Practicing

B. Receiving and sending messages

C. Analysing and reasoning

D. Creating structure for input and output

III. Compensation strategies

A. Guessing intelligently

B. Overcoming limitations in speaking and writing


Memory strategies

For remembering and retrieving new information (Oxford. 1990).

Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers

1.Memory strategies

A. Creating mental linkages

1. Grouping

2. Association/ elaborating

3. Placing new words into a context


1. Using imagery

2. Semantic mapping

3. Using keywords

4. Representing sounds in memory

C. Reviewing well

1. Structured reviewing

D. Employing action

1.Using physical response or sensation

2. Using mechanical techniques

Figure:1.2 Diagram of the Memory Strategies. (Source: Oxford , 1990)

A. Creating Mental Linkages

1. Grouping

Classifying language material into meaningful units.

E.g., Type of words (nouns, verbs), topic (the farm, fruit), opposition (cold/hot), and so

on.

2. Associating/elaborating

Relating new information to concepts already in memory.

E.g. Association can be between two things, such as

monkey and banana.

3. Placing New Words into a Context

Placing a phrase or a word in a meaningful sentence,

conversation, or story , in order to remember it.


1.Using

imagery

• It can be used to remember abstract words by linking such words with a visual symbol or a picture.

2. Semantic Map

ping

• It visually shows how certain groups of words relate to each other.

3. Usin

g Key

words

• To remember something abstract, such as a name, associating it with a picture of something concrete that sounds like the new word.


• Creating a meaningful, sound-based association between the new material and already known material.

4. R

epre

sen

tin

g S

ou

nd

s in

Mem

ory


C. Reviewing Well

Then 20 minutes later

An hour or two later

A day laterA week , and

so on.

Review 10 minutes after

the initial learning

1. Structured Reviewing

Looking at new language information once is not enough; it must be reviewed in order to be remembered.


D. Employing action

1. Using Physical Response or Sensation• Relating a new expression to a meaningful

movement or action. For instance, going to the door.

2. Using Mechanical Techniques • Using tangible techniques, involving moving or

changing something which is concrete, in order to remember new target language information.


What are compensation strategies?

Compensation strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. Ten compensation strategies exist, clustered into two sets. See figure 3

Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers (p. 47).

http://www.google.com.mx/imgres?q=overcoming+obstacles&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=bdVeGxGIjJKv1M:&imgrefurl=http://www.pixmac.com/picture/overcoming+obstacles/000068776557&docid=EtesQHqoAfXEyM&imgurl=http://illustration.pixmac.com/4/overcoming-obstacles-cartoon-pixmac-illustration-68776557.jpg&w=400&h=315&ei=ADwXT-vtJbSJsAKkna3vAQ&zoom=1

http://www.google.com.mx/imgres?q=overcoming+obstacles&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=d2RzTqDHwchkJM:&imgrefurl=http://www.pixmac.com/picture/overcoming+obstacles/000068776555&docid=iVZJvaFGLS9NgM&imgurl=http://illustration.pixmac.com/4/overcoming-obstacles-cartoon-pixmac-illustration-68776555.jpg&w=400&h=315&ei=ADwXT-vtJbSJsAKkna3vAQ&zoom=1

http://www.google.com.mx/imgres?q=overcoming+obstacles&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=d9q4h5I2K2d3DM:&imgrefurl=http://www.colourbox.com/media/1684247&docid=GHIDXQzsMb0nfM&imgurl=http://www.colourbox.com/preview/1684247-13725-overcoming-obstacles-the-destruction-of-brick-wall.jpg&w=480&h=360&ei=ADwXT-vtJbSJsAKkna3vAQ&zoom=1

Compensation strategies


1.- Using linguistic clues

2.- Using other clues

B. Overcomming limitations in speaking and writing

1.- Switching to the mother tongue

2.- Guetting help

3.- Using mime or gesture

4.- Avoiding communication partially or totally

5.- Selecting the topic

6.- Adjusting or approximating the message

7.- Coining words

8.- Using a circumlocution or synonym

“Language learners can GO far with compensation

strategies”

Why to use compensation strategies?

There are some reasons to use compensation strategies, some of these are:

•Guessing strategies, sometimes called “inferencing”, involve using a wide variety of clues---linguistic and nonlinguistic---to guess the meaning when the learner does not know all the words.

•Good language learners, when confronted with unknown expressions, make educated guesses. On the other hand, less adept language learners often panic, tune out, or grab the dog-eared dictionary and try to look up every unfamiliar word---harmful responses which impede progress toward proficiency.

•Compensation strategies allow learners to produce spoken or written expressions in the new language without complete knowledge .

Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers. (p. 47-49)

http://www.google.com.mx/imgres?q=choosing&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=FD_E955PDP1DeM:&imgrefurl=http://www.adomatisappraisalservice.com/article4.html&docid=dFrD9L240aPatM&imgurl=http://www.adomatisappraisalservice.com/images/choosing-printer.jpg&w=347&h=346&ei=ViUXT-PHJsL9sQL4vrGbAg&zoom=1


Using linguistic clues

Seeking and using language-based clues in

order to guess the meaning of what is heard

or read in the target language, in the absence of complete knowledge of vocabulary, grammar, or other language target

elements.

Using other clues

Nonlanguage clues may come from a wide

variety of sources: knowledge of context,

situation, text structure, personal

relationships, topic, or “general world

knowledge.

http://www.google.com.mx/imgres?q=guessing&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=W7f6dGPak-tQ8M:&imgrefurl=http://adityapasula.blogspot.com/2011/02/guessgame.html&docid=Pc3147usOGdK5M&imgurl=http://4.bp.blogspot.com/-7YUOS01yLFE/TV82oehNjLI/AAAAAAAAED8/_b7zFNViK90/s320/guess.jpg&w=284&h=320&ei=ZCMXT-eLNMb7sQKBrfWxAg&zoom=1

http://www.google.com.mx/imgres?q=school&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=YNRgPd5RwyccnM:&imgrefurl=http://sjo.schools.smcdsb.on.ca/&docid=LOlT9IdCwzs6ZM&imgurl=http://sjo.schools.smcdsb.on.ca/UserFiles/Servers/Server_6/Image/Secondary%20Schools/SJO%20-%20St.%20Joe's/link%20thumbnails/school_homework.gif&w=436&h=504&ei=AyEXT6GZL8a1sQKNyMGdAg&zoom=1

1.- Switching to the Mother TongueUsing the mother tongue for an expression without translation it, as in Ich bin eine girl. This strategy may also include adding word endings from the new language onto words from the mother tongue.

2.- Getting HelpAsking someone for help by hesitating or explicitly asking for the person to provide the missing expressions in the target language.

3.- Using Mime or GestureUsing physical motion, such as mime or gesture, in place of an expression to indicate the meaning.

4.- Avoiding CommunicationPartially or TotallyPartially or totally avoiding communication when difficulties are anticipated. This strategy may involve avoiding communication in general, avoiding certain topics, avoiding specific expressions, or abandoning communication in mid-utterance.

5.- Selecting the topicChoosing the topic of conversation in order to direct the communication to one´s own interests and make sure the topic is one in which the learner has sufficient vocabulary and grammar to converse.

6.- Adjusting or Approximation the MessageAltering the message by omitting some items of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing, such as saying pencil for pen.

7.- Coining WordsMaking up new words to communicate the desired idea, such as paper-holder for notebook.

8.- Using a Circumlocution or SynonymGetting the meaning across by describing the concept (circumlocution) or using a word that means the same thing (synonym); for example, “what you use to wash dishes with” as a description for dishrag.

B. Overcoming limitations in speaking and writingEight strategies are used for overcoming limitations in speaking and writing. Some of these are dedicated solely to speaking, but some can be used for writing, as well

http://www.google.com.mx/imgres?q=school&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=YbQNBa6k8JEzhM:&imgrefurl=http://www.henderson.kyschools.us/southheights/&docid=UgJtasz0EsngVM&imgurl=http://www.henderson.kyschools.us/Portals/11/Photos/Clip%20Art/animated-teacher.gif&w=300&h=286&ei=AyEXT6GZL8a1sQKNyMGdAg&zoom=1

http://www.google.com.mx/imgres?q=mime+and+gestures&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=C0FY7M6TMu6u0M:&imgrefurl=http://mybestideasesl.blogspot.com/2010/05/mime-game.html&docid=zqMdtzrfUOe4LM&imgurl=http://2.bp.blogspot.com/_wlgDdpHOo-Q/S_yIuDjfNkI/AAAAAAAAAJg/AupFZdMOYDI/s1600/Mime_Pose1_Close.jpg&w=1078&h=720&ei=3iQXT8iLAsyAsgKfldiDAg&zoom=1

http://www.eltworld.net/howto/wp-content/uploads/2009/04/silent.png

http://www.google.com.mx/imgres?q=choosing&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=ocj5LJzNMbT0nM:&imgrefurl=http://pakmeds.com/2011/05/research-in-medical-school-choosing-an-appropriate-research-project/&docid=AdZsxC7WhXzHuM&imgurl=http://pakmeds.com/wp-content/uploads/2011/05/choosing_a_doctor1.gif&w=490&h=449&ei=ViUXT-PHJsL9sQL4vrGbAg&zoom=1

http://www.google.com.mx/imgres?q=short+message&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=gt5cxZrrJXJggM:&imgrefurl=http://www.njlplive.jex.com.br/educacao/text-speak+and+the+death+of+english+think+again+-+patr+one&docid=1019m1SHpVxaDM&imgurl=http://www.njlplive.jex.com.br/includes/imagem.php?id_jornal=16145&id_noticia=3&w=500&h=403&ei=0isXT9j6EY_HsQLvpeGNAg&zoom=1

http://www.google.com.mx/imgres?q=sopa+para+comer+de+letras&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=tf64oz6njJS-bM:&imgrefurl=http://es.123rf.com/photo_3177882_ortograf-a-de-la-palabra-pasta-con-sopa-de-letras-alfabeto-comida-para-ni-os-de-antecedentes.html&docid=kyINBlVp9yM9bM&imgurl=http://us.123rf.com/400wm/400/400/sirylok/sirylok0806/sirylok080600018/3177882-ortograf-a-de-la-palabra-pasta-con-sopa-de-letras-alfabeto-comida-para-ni-os-de-antecedentes.jpg&w=266&h=400&ei=3DIXT9SlPKqKsQK844SJAg&zoom=1

http://www.google.com.mx/imgres?q=speaking+too+much&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=R0qhyvZL-FnpkM:&imgrefurl=http://godcenteredmom.com/2011/07/11/listening-uncontrolled-tongue/&docid=fLVTbVG5XaQixM&imgurl=http://godcenteredmom.files.wordpress.com/2011/07/talk_too_much.jpg&w=450&h=302&ei=PC8XT9GVKsrKsQKEubCpAg&zoom=1

http://www.google.com.mx/imgres?q=synonym&hl=es&gbv=2&biw=1280&bih=560&tbm=isch&tbnid=hrllXLnFcUEqYM:&imgrefurl=http://synonymsforhappy.com/&docid=iYheMR6evv922M&imgurl=http://synonymsforhappy.com/synonyms-for-happy-1.jpg&w=252&h=212&ei=mC8XT5vLOtKmsAL3qOymAg&zoom=1

COGNITIVE STRATEGIES

Cognitive theory

A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. Learning strategies are special ways of processing information that enhance comprehension, learning or retention of information. This explanation of language learning contrasts strongly with the behaviorist account of language learning, which sees language learning as an unconscious, automatic process.

Example This view leads to a classroom focus on using learning strategies that have been observed in successful language learners and to a view of the learner as an 'information-processor', with limitations as to how much new information can be retained, and who needs strategies to be able to transfer information into memory.

Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

II. Cognitive StrategiesPracticingRepeating

Formally practicing with sounds and writting system

Recognizing and using formulas and patterns

Recombining

Practicing naturalistically

Receiving and sending messagesGetting the idea quickly

Using resources for receiving and sending messages

Analyzing and reasoningReasoning deductively

Analyzing expressions

Analyzing contrastively (across languages)

Translating

Transferring

Creating structure for input and outputTaking notes

Summarizing

HighlightingOxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

A. Practicing

Repeating

Saying or doing, listening to something several times; rehearsing, imitating a native speaker.

Formally Practicing with sounds and writting systems

Practicing sounds in a variety of ways: The student create their own phonetic spelling : through = thru . Listening audios Practicing the new writing system of the target language :

copying letters, words.

Recognizing and using formulas and patterns

Being aware and using routine formulas such as “ Hello, how are you?” “It´s time to_________.

Recombining

Combining new elements in new ways to produce a longer sequence. Linking one phrase with another in a whole sentence.

Practicing naturalisticallyPracticing the new language in natural realistic settings.

Participating in a conversation, reading a book or article, listening to a lecture or writing a letter. Movies, audio, role-plays etc…

Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

B. Receiving and sending message

Getting the idea quickly(used for extracting ideas)

Using the idea quickly to determine the main ideas or scanning to find specific details of interest .

Using resources for receiving and sending messages(involves using a variety of resources for understanding or producing

meaning)

Using print or non print resources such as: dictionaries, Google, word lists, etc. Tapes, TV, cd´s museums, exhibitions.

C. Analyzing and reasoningThese strategies concern logical analysis and reasoning as applied to various target language skills. Ss

can use these to understand the meaning of a new expression or to create a new expression.

Reasoning deductively

Using general rules and applying them to new language situations. Grammatical structures, tenses, etc.

Analyzing Expressions

Determining the meaning of a new expression by breaking it into parts.

Analyzing contrastively (across languages)Comparing elements of the new language with elements of one´s own

language to determine similarities and differences. Mango=mangoActually= act

Excited= emocionado

TranslatingConverting a target language expression into the native language at various levels: words, phrases, whole texts.

Converting the native language into target language. You use one language as the basis for understanding or producing

another.

TransferringDirectly applying knowledge of words, concepts or structures from one language to another in order to understand or produce an expression in

the new language. Weekend in English and weekend in French is the same. Bon

weekend.

D. Creating structure for input and outputThese strategies are ways to create structure, necessary for both comprehension and

production.

Taking notes: Writing down the main idea or specific points. Raw notes or a more systematic form of

note taking such as shopping list format, semantic map, etc.

Making a summary or abstract of a longer passage.

Summarizing

Highlighting:

Variety of emphasis techniques (underlining, starring, color coding.Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers



TECHNIQUES, GAMES AND ACTIVITIES WITH THE

LANGUAGE

Plan communicative situations that:• Articulate the curricular contents (doing with, knowing about, and being through

language) in a process that involves an initial, development and closing phase.

• Foster cooperative work, i.e. distribute actions that involve responsibilities among students, offer opportunities in which everyone participates, make sure couples exchange knowledge and are aware of what they need to learn.

• Allow to foresee difficulties and possible solutions as well as to evaluate each stage and the process as a whole.

• Ease the way to approach unknown or particularly difficult contents that require an in-depth treatment to continue with the process and obtain the intended product.

• Boost students’ self-esteem and confidence in the use of English.

Guarantee the development of routine activities that:

• Are the product of consensus and negotiation between teacher and students, instead of being previously determined.

• Foster confidence in students in the classroom, give a sense of belonging tohe class, extend learning, and allow the processes to be more efficient in this situation.

SEP (2011), Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Fundamentos curriculares. Preescolar. Primaria. Secundaria., SEP, México, p. 75.

Role play

Role plays are typically very short, seldom more than fifteen minutes. In a role play, two or more students improvise a specific, assigned scenario. These roles may be familiar (for example, introducing a new student to a friend) or beyond their realm of experience (for example, a world war II resistance fighter). The actors receive only a sketchy outline of the scenario. Role plays may be set in the past, present or future. The directive may be no more than a sentence or two. For example, two students in a French class may role play a job interview or order a meal from a menu (Partin, 2009: 225).Partin, R (2009). The classroom teacher´s survival guide: practical strategies, management techniques and reproducibles for new and experienced teachers. John and Wiley and Sons.

Pictionary

Put students into two or more teams and then

have a student come up to the front and show

him or her a flashcard. That student should then

draw the flashcard picture on the board. The first

student to guess the picture gets a point. It is

beneficial to ask students to make full sentences

(depending on the grammar point) when

guessing the picture.

eslkidsworld.com

Basketball Bonanza

Students will ask questions in a clockwise manner.

The grammar or vocabulary point can be anything.

For example: What do you do in the morning? I

have my breakfast. The first student to answer the

question after the teacher says ‘begin’ gets to stand

up and throw the ball into the basket. They can

answer a further question to attain an extra throw of

the ball, but if they are wrong they lose both these

chances. eslkidsworld.com

Charades

Divide the class into two (or more) teams. One

student from each team comes to the front of the

classroom. The teacher whispers a

word/sentence or shows a flashcard to the two

students and they act it out. The first team to say

the correct word gets a point. For example: cat,

dog, sheep...

eslkidsworld.com

Vocabulary Bingo

Students randomly write down all the vocabulary

words for a unit or class, one word per box.

Read the definition of each word aloud.

Students then cover the matching word on the

Bingo sheet with a small square of paper, dried

bean, or other marker. Once they get a

consecutive row, they yell “Bingo” or another

word you chose. Pick a word that relates to the

unit the class is studying.

Scavo, M. (2002). Creative classroom ideas.

Action Vocabulary

Give a set of partners one word from the unit or class. They are to learn the definition and then come up with a simple charade-type action associated with the word. The action should be a clue to the meaning of the word. Once practiced, students share their word, definition, and action with the class. The class repeats the action. After every two words, go back and review actions and definitions of the previously learned words. The action will help secure the meaning in their minds.

Scavo, M. (2002). Creative classroom ideas.

Echo Reading

The teacher reads a sentence and students repeat it, following along with their books.

Calderón, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Shadow reading

A more fluent reader reads a sentence and the partner repeats it, following along in his or her book. After a few pages, the new reader attempts to read each sentence on his or her own, and the partner helps only when necessary.


Sentence elaboration

Writing complete and elaborate sentences can be practiced through activities for defining, identifying negative and positive examples, using webbing words and phrases to develop meaningful correct sentences.


Word Banks

Words generated from the prior activity can be written on color-coded cards to represent the different groups. These cards can also become the word bank of the student. The cards can be used for peer-learning activities in which students drill each other for meaning, concept mastery, or spelling. These cards can also be kept in envelopes or in a key-ring binder, or they can be hung on strings from the ceiling for easy consultation during writing activities.


Mapping and graphic organizers

Semantic maps are very effective in building vocabulary. Using semantic maps, webs, diagrams, or any cognitive (graphic) organizer engages students in a mental activity that activates prior knowledge and provides multidimensional contextual clues to the new vocabulary and concepts. It also gives students more vocabulary for talking about new knowledge or new words. First, model on the board techniques for mapping. Second, have small groups of students work on their maps. This preliminary practice will provide the students with patterns to replicate. Encourage students to use drawings for those words not yet in their repertoire. Calderón, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Spelling Bee

Spelling Bees help students improve their spelling, increase their vocabularies, learn concepts, and develop correct English usage that will help them all their lives. The rules you set will depend on the age and level of your students. We recommend keeping the rules very simple. Here are some basic rules for classroom spelling bees.

1The teacher announces the word to be spelled. He speaks slowly and clearly, without changing the normal pronunciation of the word. He uses the word in a sentence and says the word again.2. The students listens carefully to the teacher and asks for the word to be repeated if necessary.3. When the student is sure she understands the word, she pronounces it, spells it and then says the word again. She must say it loudly enough for the teacher to hear it.

4. The teacher determines whether or not the word was spelled correctly.5. If the correct spelling was given, the students remains in the game.

6. If the spelling was incorrect, that student is eliminated from the game. The teacher gives the correct spelling of that word and reads a new word to the next student. 7.When there are only two students left, if one player misspells a word, the other player must spell that word correctly, plus one more word to be declared the winner of the spelling bee.

http://www.spelling-words-well.com/spelling-bee-rules.html

Odd One Out

Odd one out is a strategy that supports classification by asking students to identify similarities and differences between items. It is also a strategy that helps to develop an understanding of key concepts and vocabulary. The students are presented with three pictures, artefacts or names of people, items, stories or activities and asked, in pairs or small groups, to identify similarities and differences between the three items and to choose which they think is the odd one out with a reason.

http/www.funenglishtechniques.com

Word Scramble GameA scramble is a brain teaser you can use for fun or educational purposes. Using sentences makes the scramble more challenging and thus you reinforce grammar besides vocabulary.

To play, split the class into groups of around 4 to 6 students. Once you have given them the scrambled word, the teams have around 1 minute to come up with the answer. If you use sentences give them 2 minutes. The team that gets the most words unscrambled in the shortest amount of time wins the game.

Word Scramble Bridal Shower Games | eHow.com http://www.ehow.com/info_7956988_word-scramble-bridal-shower-games.html#ixzz23OMpqw9N

http://www.ehow.com/info_7956988_word-scramble-bridal-shower-games.html

http://www.ehow.com/info_7956988_word-scramble-bridal-shower-games.html

Hangman

Hangman is a classic activity that can act

as a quick time filler or a chance to

reinforce key words for students in the

process of learning English.• Choose a word and draw lines on the

blackboard to represent each of the letters that makes up the word. Ask a student to guess a letter, if they are correct then write the letter in the corresponding space on the black board and if they are wrong then draw another part of the hangman picture.

• Keep asking students to guess letters until they know the word or the hangman picture is completed. If they successfully guess the word they win but if the hangman picture is completed then you win, easy but fun.

http://www.hangmangame.net/

Cat Dog Counting Game

If you've got a few minutes to spare then this

counting game is always a good time filler. It

might sound easy but once you get the speed

up it can be easy to make a mistake.

• Explain to the class that they will simply be counting from 1 to 40. The only catch is that they must replace some numbers. For example they must replace any number that has number 5 (5,15,25,35) with the word 'cat' and any number that has number 7 (7,17,27,37) with the word 'dog. You can change the numbers if you want. You can also try eliminating students that make a mistake in order to find your classroom's Cat Dog Counting champion!

http://www.funenglishgames.com/activities/catdogcounting.html

Alphabet Boxes

• You need: 26 baby wipe boxes / tissue boxes, various items to go with each letter (e.g. apple magnet for the letter A) & permanent marker. Write the upper and lower case letter on each wipe box, one letter of the alphabet for each box. Get your Ss to fill each box with items that begin with that letter. Some can even be pictures of items (this can be done slowly over a matter of weeks/months). Each class show the items to the children and pass them around, this captivates the children! One box is used at a time. You don't even have to fill all the boxes at once but fill them as you go through the year. This hands-on experience is a big hit!

• http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS8

http://www.eslkidstuff.com/Alphabetgamescontent.htm

http://www.google.com.ar/imgres?q=alphabet+boxes&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=QEGmHq4kEMVZvM:&imgrefurl=http://teachingmama.org/letter-a-alphabet-box-sensory-tub/&docid=7zvuR8Suv1J7gM&imgurl=http://teachingmamadotorg.files.wordpress.com/2012/09/img_2697.jpg&w=5184&h=3456&ei=oa4GUbvFIIi42QWbpYCoDw&zoom=1&iact=hc&vpx=1044&vpy=2&dur=4789&hovh=183&hovw=275&tx=144&ty=110&sig=105031159389132469286&page=1&tbnh=137&tbnw=214&start=0&ndsp=21&ved=1t:429,r:20,s:0,i:141

Alphabet Line-up

• Give each S an alphabet flashcard. Play the ABC song and have the Ss skip around in a circle singing along to the song. Stop the tape at random points and the Ss have to line up in the correct alphabetical order according to their cards.

• http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS8


Alphabet Sentences

One S says a letter (for example 'A') and his/her teammate says a word that starts with that letter (like 'Ant'). Then you go on to a sentence that uses the letter A word ('or example 'A nice person would not smash an ant'). This way the children will learn their letters and words that start with the letter. (Submitted by Sierra)

http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS8



http://www.google.com.ar/imgres?q=alphabet+sentences&start=92&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=nirPqCylN-1LyM:&imgrefurl=http://englishlanguage.org.nz/picture-resources&docid=JT71jEOmCdWbwM&imgurl=http://englishlanguage.org.nz/sites/englishlanguage/files/kcfinder/images/English%20by%20Laptop%20'Dictionary%20A%20to%20C'.jpg&w=1912&h=1404&ei=-7gGUbaYKeTI2AW9nYCoAQ&zoom=1&iact=hc&vpx=1057&vpy=2&dur=5741&hovh=192&hovw=262&tx=95&ty=76&sig=105031159389132469286&page=4&tbnh=151&tbnw=208&ndsp=32&ved=1t:429,r:15,s:100,i:49

Alphabet Soup:

Place plastic letters in a bowl. Divide flashcards by their beginning letters. Each student draws a letter from the bowl and then finds the flashcards associated with that letter. (Submitted by Lori Supernaw).





Alphabet Wave

Divide the a-z flashcards among all your students. Put Ss in a line and play the ABC song. As it plays each student must hold up their corresponding alphabet flashcard.



Alphabet whispers

The children split up into groups of three, one is at the blackboard, one is sitting down and one is running between the two. The student sitting down has a sheet with the alphabet printed out in a disordered manner - s/he whispers the first letter to their team mate who in their turn runs to the board and whispers the letter to their other team member. If the letter is understood s/he writes it on the board. The first team to write it correctly gets a point. This can also be adapted to spelling words. The teams can change positions and get maximum benefit from this game. (Submitted by Katie McCarthy).



http://www.google.com.ar/imgres?q=alphabet+whispers+children&start=158&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=sqlfJcVEMucbLM:&imgrefurl=http://www.bashcorner.com/exciting-and-funny-party-games-for-kids/&docid=tRHdWvUXFuSKuM&imgurl=http://www.bashcorner.com/wp-content/uploads/2012/10/Chinese-whispers.png&w=300&h=300&ei=aLcGUeTvGea42QWgjYGACA&zoom=1&iact=hc&vpx=499&vpy=148&dur=1201&hovh=225&hovw=225&tx=107&ty=112&sig=105031159389132469286&page=6&tbnh=144&tbnw=142&ndsp=31&ved=1t:429,r:61,s:100,i:187

Balloon Alphabet

This is a great game that everyone loves. You need a balloon, this is your timing device evoking the alphabet from the Ss unpredictably. This game can get a bit out of hand if the T isn't careful in his/her method of control. T starts and is A, next S is B, then C and so on. Each S touches the balloon and says their letter - this goes round and round until Z. This can be random or in a circle or line, but the balloon goes anywhere, control is essential so the littlies don't trample each other. This can also be used for subject review such as colors, or animals. I usually touch it a few times to gain control e.g. "B B B B" and then pass it on to C. (Submitted by Laura Gravity).http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS8


http://www.google.com.ar/imgres?q=balloon+alphabet&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=AfUfZLLkqh4HaM:&imgrefurl=http://www.communication4all.co.uk/http/Literacy%20Extra.htm&docid=Bb7p3Fx0_4xOmM&imgurl=http://www.communication4all.co.uk/Screen%20Shot%20Images/balloons.jpg&w=1292&h=912&ei=sLEGUZXuEcmk2gW7s4GABA&zoom=1&iact=hc&vpx=942&vpy=291&dur=1872&hovh=189&hovw=267&tx=122&ty=98&sig=105031159389132469286&page=2&tbnh=136&tbnw=192&start=25&ndsp=30&ved=1t:429,r:39,s:0,i:198

Board Scramble

T puts the whole alphabet on the blackboard in a scramble of letters here and there, but low enough that the Ss can reach it. Have two teams and call out a letter. The person that is able to find and circle it first wins a point for their team. To make things harder have capitol and small letters. Even more challenging- have four teams all looking for the same letter. The kids just love it. You can do it with numbers and also words. (Submitted by Susie).



http://www.google.com.ar/imgres?q=board+scrabble&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=I8YNKS1mnVaf3M:&imgrefurl=http://www.shutterpoint.com/Photos-ViewPhoto.cfm?id=739409&docid=35HXN6zZjkArPM&imgurl=http://www.shutterpoint.com/photos/Y/739409-Scrabble-Board_view.jpg&w=700&h=529&ei=qrwGUbvnCuie2AXCt4CoBA&zoom=1

Chalkboard Fun

Give each student a small chalkboard, rag and a piece of chalk (chalkboards can be purchased at a discount store). Call out a letter and have students draw that letter and then hold up the chalkboard when finished. This makes writing practice more fun! Small whiteboards can also be used. (Submitted by Tania Bibbo).




Dominoes

You need a large piece of Tag board & one permanent Black magic marker. Cut the tag board into 1" by 2" pieces. On each Piece print 2 letters, make the pieces look like dominos, but with letters. Use all upper case, or lower case. If the children are ready for a challenge use both upper and lower. Play as you would with regular dominos!!! Have fun. You can also make these using shapes, colors, animals, etc.




Find it

T holds up a letter flashcard and the Ss search around the room for an object beginning with that letter. (e.g. A - arm, B - book, C - clock). You can also do this activity by spreading picture flashcards around the classroom and having Ss find the picture that has the correct first letter.



Last Letter, First Letter

(A popular Japanese game called Shiri Tori). Have the Ss sit in a circle with you. T starts by saying a word, then the S to the T's right must make a word that starts with the last letter of the word that the T said (e.g. bus --- steak --- key --- yellow --- etc.). Continue around the circle until someone makes a mistake.




http://www.google.com.ar/imgres?q=says+last+letter+first+letter&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=hoF14YuFAhF79M:&imgrefurl=http://www.endlessgames.com/gamesFollowLetter.html&docid=lPSjLl8w6MiBIM&imgurl=http://www.endlessgames.com/img_games/logoFollowLetterBig.gif&w=288&h=194&ei=F78GUe2lA8W02wWSwoGYBg&zoom=1&iact=hc&vpx=211&vpy=342&dur=10389&hovh=155&hovw=230&tx=141&ty=81&sig=105031159389132469286&page=2&tbnh=112&tbnw=166&start=20&ndsp=27&ved=1t:429,r:21,s:0,i:144

Letter Sculptures

Either print the alphabet on the board or use alphabet flashcards. Divide the class into teams of 3. Model that each team must work together and use their bodies to make a letter. Then start with: "Make the letter (H) ... Go!" Ss can make the letter shape either by standing or lying on the floor. A points can be allocated for: (1) the team that is the first to make the letter shape, or (2) the team that makes the best letter shape.



http://www.google.com.ar/imgres?q=kids+play+letter+sculptures&start=88&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=9J67ZcMcI9iuPM:&imgrefurl=http://www.guardian.co.uk/artanddesign/artblog/2008/apr/07/keithharingslifewasfleetin&docid=KqKZmaHT2i7JxM&imgurl=http://image.guardian.co.uk/sys-images/Arts/Arts_/Pictures/2008/04/07/KeithHaring460.jpg&w=460&h=276&ei=A8EGUeryA8XT2QXg_4GgAg&zoom=1&iact=hc&vpx=2&vpy=115&dur=3807&hovh=174&hovw=290&tx=102&ty=117&sig=105031159389132469286&page=4&tbnh=138&tbnw=242&ndsp=28&ved=1t:429,r:9,s:100,i:31

Letter Shape Race

Alphabet blocks or shapes are great for this activity. Scatter all the alphabet shapes randomly around the classroom floor. Line up all the Ss against the front wall and have them race to find the first letter: 'a'. The first S to find it stamps on it and shouts "A". The S then wins the 'a' flashcard. Ss then have to race to find 'b' and once again the first S to stamp on it and shout "B" wins the 'b' flashcard. Continue until 'z' is reached. The S with the most flashcards is the winner.




Magic Finger

This is a good activity to use before going on to printing practice. Go through your routine of teaching a letter using an alphabet flashcard. Then hold the flashcard letter up in front of each S and let them trace the letter on the card with their 'magic' finger. Then the T, using his/her magic finger, traces the letter in the air and the Ss follow suit. The T and the Ss can then use their magic fingers to trace the letter on all sorts of fun places. E.g. T: "Draw 'P' on your hand. Now on the floor. Now on your partner's back. Now on your cheek. Now on the wall. Now on your foot" etc. Finally, if you have posters on the walls get the Ss to find examples of the letter in the posters. http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS8



http://www.google.com.ar/imgres?q=magic+finger&start=169&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=tPUakDTbr3Q0yM:&imgrefurl=http://itunes.apple.com/au/app/magic-finger!/id405843164?mt=8&docid=bghuCPMCvCdOJM&imgurl=http://a3.mzstatic.com/us/r1000/037/Purple/9e/a9/86/mzl.hdalswcd.320x480-75.jpg&w=480&h=320&ei=pLUGUa-uMYqj2QWlh4G4CQ&zoom=1&iact=rc&dur=624&sig=105031159389132469286&page=6&tbnh=136&tbnw=204&ndsp=32&ved=1t:429,r:84,s:100,i:256&tx=133&ty=47

Make an Alphabet Book:

For this you need: Ring binder folder, white paper & old magazines. Each week we choose a new letter to work on. Write the upper and lower case letter on a piece of white paper, then go through old magazines with your Ss to find pictures that begin with that letter. Let them cut them out and glue them on the paper, which helps them improve their cutting skills too! Use a hole punch and put it into a folder to make a book. The Ss love to look at it over and over.




Musical Chair Alphabet

Place chairs in the form of musical chairs with alphabet flashcards placed on them. Start the music when the music stops the students pick up their flashcards and have to read the sound on the flashcard. The child who is unable to read is out of the game. (Submitted by Farah Najam)





http://www.google.com.ar/imgres?q=musical+chairs+alphabet&start=268&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=GNq75Idwx7bi-M:&imgrefurl=http://kindersmarties.blogspot.com/2011/12/polar-express-party.html&docid=lOxe4mF2lxE9aM&imgurl=http://2.bp.blogspot.com/-eYzCSr_KJic/Tut4YEArSBI/AAAAAAAAAgw/g0QJAyNe8jM/s1600/DSCN5511.JPG&w=1600&h=1200&ei=IrUGUcnPB8W62gWkxICQBg&zoom=1&iact=hc&vpx=589&vpy=195&dur=6724&hovh=194&hovw=259&tx=120&ty=140&sig=105031159389132469286&page=10&tbnh=138&tbnw=186&ndsp=31&ved=1t:429,r:95,s:200,i:289

Pass

Sit with your Ss in a circle. T holds up a flashcard letter and says the letter (e.g. "A"). T passes it on to the next S who also says it and passes it on to the next S. Variations: change directions, speed rounds, have many flashcard letters going round at the same time.



http://www.google.com.ar/imgres?q=children+pass+the+letters+in+a+circle+in+the+classroom&hl=es&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=li4orOOiOWhlSM:&imgrefurl=http://newsletter.schoolbox.com/category/cooperative-learning/page/2/&docid=HTQlABpH_Inf-M&imgurl=http://schoolbox.files.wordpress.com/2010/09/colorful-kids-in-a-circle.jpg&w=848&h=565&ei=9sMGUdayL4OU2wXplIHACQ&zoom=1&iact=hc&vpx=2&vpy=2&dur=6084&hovh=183&hovw=275&tx=127&ty=103&sig=105031159389132469286&page=4&tbnh=137&tbnw=206&start=81&ndsp=29&ved=1t:429,r:89,s:0,i:348

Scrapbook

You need an old scrapbook or photo album, old magazines & scissors. Take a scrapbook or photo album and on each page write a letter of the alphabet starting at A through to Z. Then with your Ss look through magazines for pictures of things and put them on the pages with the same first letter. An example would be a picture of an airplane for A, etc. Use photo albums with the cling plastic covering so no gluing is involved. Afterward your Ss have their very own class alphabet book that they helped to make.



Window game

You can only do this if your classroom has a window that you can stand outside of and look into the classroom (don't try this on the 10th floor!). Model first: stand the Ss in front of the window and go out of the room. Wave to them through the window and silently mouth some words (so it seems like they can't hear you through the glass). Look at an alphabet flashcard and then mouth the letter a few times. Go back in and the S who first tells you the letter you were saying can have a turn.



Yell it

Have your Ss close their eyes and turn their backs so they can't see what you are doing. Take a letter flashcard, letter block or letter shape and hide it somewhere in the classroom (behind a curtain, on a chair seat, under a book, etc). Then shout "Go!" and Ss race around the classroom looking for that letter. The S that finds it yells it out and wins a point. This can be done a letter at a time, or with a number of letters at the same time".



http://www.google.com.ar/imgres?q=kid+looking+for+in+the+classroom&start=185&um=1&hl=es&sa=N&tbo=d&biw=1366&bih=616&tbm=isch&tbnid=wKofxFAd7aFj0M:&imgrefurl=http://www.agefotostock.com/en/Stock-Images/Royalty-Free/BIM-AS1006EDU-085&docid=DsBPU1zVqS-1aM&imgurl=http://t3.thpservices.com/fotos/thum4/004/703/bim-as1006edu-085.jpg&w=133&h=194&ei=DK4GUeDIE-ie2AXCt4CoBA&zoom=1&iact=hc&vpx=472&vpy=342&dur=2699&hovh=155&hovw=106&tx=90&ty=85&sig=105031159389132469286&page=7&tbnh=148&tbnw=96&ndsp=32&ved=1t:429,r:12,s:200,i:40

CONTENT

What is articulation?

The curriculum contents (“doing with”, “knowing about”, and “being through” the language) are displayed in the central column of the charts.

DOING WITH THE LANGUAGE

• The contents are in bold, since it is the

teacher who determines, depending on the students’ needs

and characteristics, which ones to use, to

what extent and in what order to plan their teaching and

learning.

KNOWING ABOUT THE LANGUAGE

• The list is neither restrictive (different contents can be approached), nor exhaustive (since their treatment follows similar guidelines to the “doing with” contents)

BEING THROUGH THE

LANGUAGE

• The list is neither restrictive (different contents can be approached), nor exhaustive (since their treatment follows similar guidelines to the “doing with” contents)

SEP (2011), Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Fundamentos curriculares. Preescolar. Primaria. Secundaria., SEP, México, p. 77

ArticulationIn a process that involves an initial,

development and closing phase.

Learning TO BE..

Learning TO DO..

Learning TO KNOW..

Integrating or articulating contents

Divide the process not into lessons but into

stages


It corresponds to the communicative actions carried out in concrete interactive situations which, besides the production and interpretation of oral and written texts, are necessary to accomplish the communicative aim associated with participating in specific competencies with the language.

Therefore, the teaching treatment for this type of contents entails, on the part of the teacher, a planning that guarantees that students “will learn by doing”, that is to say, they learn to listen by listening, to speak by speaking, to read by reading, and to write by writing in real communicative situations and with different purposes.



The contents of “doing with language” are organized in a sequence that articulates the rest of the contents (“knowing about language” and “being through language”) in a cyclic and recurrent way in order to:

Help teachers to plan the necessary stages to create a product.

Solve a problem

Attain a specific goal

Decide when and how to address the “knowledge about language”

required to develop the previously planned stages.

Knowing about the language


Being through the language

These contents refer to aspects related to the role of intercultural education in general and to language diversity in particular, as well as the multiple functions they carry out and the attitudes and values underlying oral and written interaction.Its goals are:

Increasing the opportunities for students to share their knowledge and experiences with English through socializing the different products obtained during the work through tasks in and out of school

Appreciating the importance of fostering a harmonious, effective, tolerant, and inclusive atmosphere of communication.


CONTENT(SABER, SABER HACER

Y SER )

INICIO

DESARROLLO

CIERRE

The articulation consists of three

stages.

NEPBE - Professional Development Workshop, “Didactic Strategies and Class Planning” SEP, ITESO

It is necessary to articulate the curricular contents shown in the centralcolumn of the syllabus.

Currently, the stages will be not mentioned in the lesson

plan but they will be in an implicit way in it.

ASSESSMENT

http://www.bhsu.edu/FacultyStaff/AcademicServices/Assessment/tabid/6923/Default.aspx

A group of

actions …

aimed at getting

information about the students´

performance…

in order to intervene at

different moments

(before, during and after)

assessment

Assessmenttakes into account…

The teaching purposes

The social and communicative

practices

The activities with the English

language

The program contents

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

(Education Queensland 2001, Years 1-10 Curriculum Framework for Education Qld Schools, Department of Education, p.13)

What is assessment?

Why is assessment important?

Everyone needs information to plan. Doctors need information

about patients to plan treatments. Investors need information to

help you invest your money. And educators need information

about student´s achievement to help them learn. They need to

collect evidence of the student´s learning. That evidence may

focus on individuals or groups of students, and it may come from

different sources (Chappuis & Chappuis 2002:17). In conclusion,

assessment increases achievement, helps students meet more

standards and supports ongoing students growth.

Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute.

Why assessing?• Diagnose students strengths and needs

• Provide feedback on student progress

• Provide a basis for instructional placement

• Inform and guide instruction

• Communicate learning expectations

• Motivate and focus students’ attention and effort

• Provide practice applying knowledge and skills• Promote, assist and improve students’ learning• Inform teaching and learning• Provide data that can be communicated to a range of people about

the progress and achievements of individual students or groups of students.

Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman; Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn.

Assessment Training Institute (p.19).

Assessment for learning

• Focus of assessment: Specific achievement targets selected by

teachers that enable students to build toward standards. • Driving force: Improvement .• Place in time: Process during learning.• Primary users: Students and teachers in partnership .• Typical uses: Help students see the target and how to hit it; help

teachers diagnose and respond to students needs; help parents see

progress over time. • Teacher´s role: Transform standards into classroom targets; inform

students of targets; build assessments; adjust instruction based on

results; involve students in assessment. • Student´s role: Strive to understand the target; act on classroom

assessment results to be able to do better next time.

Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p. 17-18).

What is the NEPBE assessment approach?

• Global, because it considers the students’ foreign language skills as a whole and does not isolate or break them down into fragments.

• Continuous, because it takes into consideration work and performance done throughout the development of the stages of the communicative situation, not only the final product.

• Formative, because it is a continuous process of uninterrupted gathering of evidence and qualitative data on the students’ performance; that is, their strong and weak points, so that positive and effective feedback among students and between them and the teacher is guaranteed.

SEP (2010). Syllabus 2010. Cycle 2. 3rd and 4th grade. Elementary school. México: SEP

When do teachers use assessment information formatively?

• Pretest before a unit of study and adjust instruction for individuals or for the entire group.

• Identify which students need more help.

• Revise instruction based on assessment results.

• Reflect on the effectiveness of their own teaching practices.

• Confer with students regarding their strengths and areas needing improvement.

Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p.19).

Fortunately, there exist many different instruments and strategies to support

you in the assessment process.

• Assessment strategies: such as interviews, observations (stories, games,

oral presentations, songs, individual work, team work) or products.

• Assessment instruments: such as checklists, self- assessment

instruments, time lines, peer assessment instruments, portfolio assessment,

rubrics and tests.

However, some authors identify some assessment strategies as

assessment instruments and vice versa; the classification depends on each

author and context.

Are tests, portfolios, rubrics and checklists the only sources of assessment?


Every assessment instrument or strategy has potential value. Which are best for your particular situation depends primarily on the purpose of your assessment and the learning outcomes you are assessing. Other factors, such as resource availability, culture, and context can also affect your decision.

Which assessment instrument or strategy is best?

Which is which?

Assessment

• ongoing process• generally encompasses a

wide domain• subconscious impression• Incidental judgment• implicit evaluation

Testing

• administrative procedure• specific times• curriculum referenced• peak performance• measured and evaluated

Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman

Tradicional Assessment Evaluations that include standardized and classroom achievement tests with different types of exercises

Alternative /authentic assessment New method to assess that reflects student learning, achievement,

motivation, and attitudes on instructionally-relevant classroom activities

One-shot, standardizedTimed, multiple choiceDescontextualizedScores onlyNorm-referencedFocus on “right” answerSummativeOriented to productNon-interactiveFosters extrinsic motivation

Continuous long-termUntimed, free-responseContextualizedIndividualized feedbackCriterion-referencedOpen-ended, creativeFormativeOriented to processInteractive performanceFosters intrinsic motivation

Traditional vs alternative/authentic SL assessment

Brown, H.D. Language Assessment: Principles and Classroom Practices. (2004). Longman

Assessment instruments and strategies

Do you agree?

Assessment instrument

Mechanisms to gather information about the students´ learning development. The different instruments provide different types of information, for this reason, a variety of instruments is recommended.

SEP-ITESO (2012). Professional Development Workshop “Strengthening NEPBE at State Level”

Classroom tests

A formal classroom test is one of the many options available if you

want to assess your learner´s progress and achievement. In many

institutions, formal tests are highly valued and everyone expects

that teachers will use them.

Some recommendations when designing classroom tests:

• Make your test representative rather than exhaustive.

• Use activities that you use in class.

• Avoid unfamiliar question formats.

• Get a colleague to check your question paper.

• Make your test criterion-referenced.

• Give detailed feedback, promptly. (Wharton & Race, 1999:108-109)

Wharton, S. & Race, P. (1999). 500 tips for TESOL: teaching English to speakers of other languages. USA: Routledge.

Types of tests

• Diagnostic test - identify learners' strengths and weaknesses. Helps teachers to make decisions on what needs to be taught

• Objective test - scored according to 'right' or 'wrong' answers, i.e., non-judgmental on part of examiners

• Subjective test - compared to objective tests, the examiner judges learners' answers

• Placement test - used before the beginning of courses, to determine learners' language levels' and based on this information 'place' them in the classes most appropriate for them

• Oral test - measures learners' speaking abilities• Proficiency test - measures language ability and based on what

is needed for a particular purpose, e.g., English for secretaries, English for car mechanics etc

• Progress test - measure learners' progress during a language course

• Achievement test - measure what learners have learnt on a language course - usually given at the end of the course

• Summative test - end of year/end of course test measuring learners' overall achievement of course objectives


Rubrics

Rubrics provide detailed descriptions of performance at different levels. These criteria-based assessment tools can be used to assess the acquisition and application of knowledge, skills, and professional behaviors.

Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers

Checklists

The most common way of recording the observations of children´s performance is through a checklist on which the teacher simply ticks when a pupil has achieved a goal. They are easily managed and convenient, they limit the amount of information that can be recorded.


Portfolio assessment

Portfolio assessment provides a purposeful collection of the student´s work that was gathered over time, thereby offering a longitudinal depiction of the student´s journey to professional competence. The portfolio should provide evidence of competence relative to specific outcomes (Sylvia & Barr 2011:218).

Keep the following points in mind when using portfolios:• The portfolio belongs to the student. Encourage students to take pride in their work.• Add samples regularly, but not too often.• Add a variety of samples documenting various phases of the learning process. • Review portfolios frequently. Be sure to include times to look through the portfolios.• Note the progress of each student. Be sure to set up times to meet individually with

each student.• Share with parents. Allow parents to review the portfolio.• Allow time for students to write or dictate a reflection about their knowledge and

abilities. These reflections will show progression and growth as well (Overend, 2010:220).

Overend, J. (2010) Jumbo book of writing lessons. Teacher Created Resources.Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers

Anecdotal records

Anecdotal records are written accounts of events and behaviors the teacher has observed in the classroom (Airasian, 1997). Teacher´s daily observations give them a wealth of information regarding their student´s learning and achievement. For example, Ed does not seem to be paying attention during shared literacy, and Sydney is not using punctuation correctly in her writing. Such daily observations have special evaluative significance in that they allow teachers to assess how students perform in many different situations and at many different times. It allows them to develop a profile of student learning that, in many ways, is more valid than a “one-shot” test or assessment. These observations should be written down on a daily basis and used as a supplement to support data obtained from other assessments. In some instances, anecdotal records may be the primary means of assessment for determining specific literacy outcomes, such as increasing the frequency and quality of using conversational English for an ELL (Cohen & Cowan, 2007: 380)

Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson

Running records

The running record is used as the basic guided reading assessment tool. Running records provide a systematic way to observe and monitor individual student reading behavior, by recording and collecting pertinent data and by analyzing these data to make strategic instructional decisions. According to Clay (1993), the running record is more than an assessment instrument used to collect and analyze data; it is integral to teaching, in that it sharpens the teacher´s observation skills and gives a deeper insight and understanding into the reading process. While the child is reading a familiar text, the teacher records patterns of reading behaviors, stressing how the child uses strategies of self-monitoring, searching for cues, and self-correcting. The teacher also observes and records how the child uses sources of information, which, according to Clay´s analysis, are related to the three cue systems: graphophonic (grapheme-phoneme), syntax (grammar and sentence structure), and semantic (meaning). The running record is an assessment tool that helps teachers identify how a child is using these sources of information, and that will, ultimately, determine his or her future reading growth (Fountas & Pinnell, 1996).

The running record analyzes samples of individual students´ reading errors during oral reading. The teacher listens to the child´s oral reading, keeping a running record of each word read correctly by use of a checkmark, or as Clay calls them, “ticks” and notes reading errors by use of a symbol or by noting the mistaken word. Coding a running record is done systematically, so that when a student´s running records are forwarded to the next grade level. Cohen & Cowan, 2007: 380)

Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson

Rating scales

A rating scale rubric resembles a checklist but has one exception. Instead of only one column to check, there are several, and they include a scale from high to low. They allow the teacher to show gradations in the level of performance. To score accurately and effectively using the rating scale, show students examples of previously scored products and the reasons why they received a particular score. This approach helps them to understand the difference between an excellent, good, fair, or poor score. Students may also use this rubric to score peer performances (Canolly, 2010: 76).

Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning

Structured observation guides

In a structured observation guide, the teacher lists the performance criteria required in the performance task, and rather than develop a rating scale, simply leaves room for notes. This tool is subjective and qualitative but it is also direct and valid (Canolly, 2010: 76).

Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning

Toy box

Attractive concrete physical objects to motivate children to talk more readily. Questions and commands requiring only comprehension (“Is there a truck?” “Put the rabbit in the truck”) move on to questions requiring language production responses (“Which is bigger, the boat or the airplane”).

McKay, P. (2006) Assessing young language learners. USA: Cambridge University Press.

Poster presentations

Posters serve as …

• a source of information• a conversation starter• a summary of your work• an advertisement of your work Poster presentations are often used to assess

student learning from student individual and group research projects.

Hess, George R. 2010. Effective Scientific Posters: Quick Reference (Version 3)

Appearance

1. Display attracts viewer's attention.

2. Words are easy to read from an appropriate distance (3-5 feet).

3. Poster is well organized and easy to follow.

4. Graphics and other visuals enhance presentation.

5. The poster is neat and appealing to look at.

Content

6. Content is clear and easy to understand.

7. Purpose of model (question being addressed) is stated clearly.

8. I understand why someone might be interested in the model results.

9. Key simplifying assumptions are identified.

10. There is enough detail about methods (e.g., deriving rate equations and parameter values) for me to understand the model and results.

11. The approach taken is appropriate for the problem and technically sound.

12. Poster is free of unnecessary detail.

13. Conclusions are stated clearly.

14. Conclusions are supported by model results.

Presentation

15. Presenter's response to questions demonstrated knowledge of subject matter and project.

16. Overall, this was a really good poster presentation.

Example of the criteria to assess poster presentation

Written Products

Students are asked to write an original selection. There are many written forms that teachers can use to get students to write. In addition, students may be asked to write about a previous activity such as a field trip or guest speaker. Students may also be asked to create a piece of persuasive writing or a reflection about their learning experience. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.

Best of Bilash. Improving Second Language Education. Olenka Bilash May 2009

K-W-L Charts

Many teachers have success using K-W-L charts (what I know/what I want to know/what I've learned) to begin and end a unit of study, particularly in social studies and science. Before the unit, this strategy enables teachers to gain an awareness of students' background knowledge and interests. Afterward, it helps teachers assess the content material learned. K-W-L charts can be developed as a class activity or on an individual basis. For students with limited English proficiency, the chart can be completed in the first language or with illustrations.

Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students

K

Lincoln was important.

His face is on a penny.

He's dead now.

I think Lincoln was a President.

W

Why is Lincoln famous?

Was he a good President?

Why is he on a penny?

Did he have a family?

How did he die?

L

Lincoln was President of the U.S.

He was the 16th President.

There was a war in America when Lincoln was President.

He let the slaves go free.

Two of his sons died while he was still alive.

Sample K-W-L Chart


Physical Demonstrations

It is a nonverbal assessment strategy used to express academic concepts without speech, students can point or use other gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events. As a comprehension check in a unit on Native Americans, for example, teachers can ask students to respond with thumbs up, thumbs down, or other nonverbal signs to true or false statements or to indicate whether the teacher has grouped illustrations (of homes, food, environment, clothing, etc.) under the correct tribe name. The teacher can use a checklist to record student responses over time.


Pictorial Products

It is a nonverbal assessment strategy used to elicit

content knowledge without requiring students to speak or

write, teachers can ask students to produce and

manipulate drawings, dioramas, models, graphs, and

charts. When studying Colonial America, for example,

teachers can give students a map of the colonies and

labels with the names of the colonies. Students can then

attempt to place the labels in the appropriate locations.

This labeling activity can be used across the curriculum

with diagrams, webs, and illustrations.


Journals

• Interactive diaries of one´s feelings, thoughts, assessments, ideas, progress towards goals, among others, collecting information for evaluation

• Pedagogical purpose: Communication student-teacher• Important role in the teaching-learning process: teacher

feedback(Brown :260, Genesse :119)

Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman; Genesee, F. & Upshur, J. A. (1996). Classroom-based Evaluation in Second Language

Education. CUP

Learning logs

Learning logs usually consist of short, objective entries under

specific heading such as problem solving, observations,

questions about content, lists of outside readings, homework

assignments, or other categories designed to facilitate

recordkeeping.

John Scott. Authentic Assessment Tools. The University of Georgia

Types of assessment

Do you agree?

Types of evaluation Self-assessment It is performed by the student in order to test the degree of learning

in relation to the objectives and expected achievements in his performance.Establish the process and criteria of evaluation and qualitative or quantitative scale to be applied.Detect their own areas of improvement.Self-assessment principles: Autonomy (ability to set one´s own goals) and Intrinsic motivation (desire to excel)

Peer-assessment It is carried out when students evaluate their peers and evaluate each other. It is very important to teach students to properly evaluate their peers because it could lead to belittle the work of others, if it is not properly taught on how to do it.The teacher must observe and help students to gradually develop this skill, and that the benefits are enriching for who evaluates and the evaluated.•Peer-assessment principles Cooperative learning (collaboration in learning among the students teaching and helping each other)

instituto Tecnológico y de Estudios Superiores de Monterrey(2009) Calidad educativa y competencias docentes, México pp.12-13


Types of evaluation Hetero-assessment This is perhaps the best known type of assessment use in

the classroom. The teacher is responsible for checking the learning obtained of students and therefore properly design the tests to demonstrate the knowledge, skills and attitudes acquired in certain time period.In order to properly develop assessment tools, we haveconsider these steps or stages:Planning: This stage determines the purpose, processesand results that will be evaluated.Preparation: Prepare the questions, indicators or behaviorsto observe, the instructions are written and final presentation is performed to apply the instrument. The aspects to assess must be written in terms of the objective to be achieved and the level of the students.Administration: the test is applied in the estimated time.Qualification: A number is given or a range is assigned according to a qualitative scale.Analysis of results: the information is interpreted to guidelater learning and to develop future tests.

Instituto Tecnológico y de Estudios Superiores de Monterrey(2009) Calidad educativa y competencias docentes, México pp.12-13


Stages of assessment

Do you agree?

Stages and functions of the assesment

Types of evaluation Stage of the process Purpose

A. Diagnostic In the Beginning of a school year, a program, a topic or an didactic unit.

Identify previous knowlege, attitudes, habilities and expectations.

B. Formative It is applied continuouslyDuring the teaching-learning process.It is also calledprocessual.

•Give feedback of the teaching and learning process.•Identify achievements, strengths and weaknesses. •Improve the performance of the teacher and student.•Improve the performance entire school´s faculty.

C. Summative It is performed at the end of a unit, a topic, a programor a school year .

•Make decisions about teaching andlearning.•Design strategies to support students who need reinforcement.•Accreditation.

This type of testing/evalutation

Pre-assessment(diagnostic)

Formative(ongoing)

Summative(final)

Pretests Quizzes Teacher-made test

Observations Discussions Portfolios

Journals/logs Assignments Projects

Discussions Projects Standardized tests

Questionnaires Observations

Interviews Portfolios

Journals/logs

Standardized tests

WARM UP AND LEAD- IN

Warm-up• The introductory stage of a lesson helps students to settle

into the lesson and focus on its content. There are two kinds of introductory activities: warm ups and lead-ins.

• Warm ups are often used to raise students´energy levels or to make them feel comfortable. They are not always connected to the topic of the lesson. A warm up is a short and fun activity which a teacher can use with students. The purpose of a warm up is to encourage the students, prepare them to learn by stimulating their minds, wake them up–specially in the morning and after lunch. Warm ups and lead-ins should last from 3 to 5 minutes.

Lead-inLead-ins focus on the topic or new language of the lesson. They can also focus and motivate students and make a link with the topic of the lesson.

For example, if in the lesson students are going to read a text about the internet, rather than giving them the text inmediately, they can do a lead-in activity such as talking about their favorite websites, how often they use the internet, what they use it for, etc.

Here there are some examples of activities that you can use as warm ups or lead ins. You can adapt them according to your students´s background, characteristics, needs, the number of students and according to the topic of your lessons.

Front to frontChildren stand in pairs. The teacher calls out "front to front" and the children have to get into a pair and stand 'front to front', i.e. face each other.After about 5 different instructions, the teacher shouts "change" and the children have to quickly find a new partner and stand in the manner of the teacher's last instruction.Other instructions will be: back to back, elbow to elbow, side to side, toe to toe, finger to finger, knee to knee, hand to hand, shoulder to shoulder. Mix them up too, e.g. finger to shoulder, knee to hip, front to back etc

Hoop

Spread 4 different color hoops around the floor space. Children move around the space (run, skip, crawl etc.) until teacher shouts "hoop". The adult covers their eyes and counts slowly to 3. Children have this time to run to a hoop.The adult says the color of one hoop. Everyone in this hoop is out. Repeat until you have a winner.Children who are out can close their eyes and select the hoop colour.

Broken Telephone

This is a listening and pronunciation activity that always gets people laughing. The leader first must think of a sentence or phrase and whisper it to the person beside her. That person will then whisper what she heard to the next person. Each person can only say, "Can you please repeat that?" one time. When the message reaches the end of the chain that person must speak out loud. Oftentimes the message will be completely different when it reaches the end. Try to find out where the chain broke! In a big group you can send the message two ways and find out which team comes closest to the real message. (A famous example is the army message that started as "Send reinforcements, we're going to advance" and ended as "Send three and fourpence, we're going to a dance.")

Who am I?

In this game, the leader prepares cards with famous people's names on them. The leader tapes one card on the back of each member. Then everyone pretends they are at a party and asks each other questions to find out their own identities. When someone guesses their own name correctly, the name-tag gets taped to their front and they continue to chat with the party guests until everyone is wearing the name tag on the front.

http://www.teindia.nic.in/Files/Teacher_Trg_Module/17_Cambodia%20Module.pdf

Kim's game

1. The teacher or trainer collects 15-20 small objects, eg, a pencil, a leaf, a rubber, a book, a paper clip, a stone, etc.2. The teacher picks one object up at a time and holds them up and the students call out what it is.3. When the teacher has shown all the objects he/she cover them with a cloth.4. The students must write down all the objects they can remember. The one who has remembered the most objects is the winner.

Change places

1. Get all the students to sit in chairs in a circle except one person who doesnot have a chair. This person stands in the middle of the circle.2. The person in the middle calls out one instruction.eg, “Change if you are wearing a white shirt.”3. All the people wearing a white shirt must stand up and change places.The last person left standing without a chair, calls out another instruction.eg, “Change if you live in Phnom Penh.”4. All the people living in Phnom Penh now change places and the personleft standing calls out another instruction.eg, “Change if you are married.”5. Keep playing for a few minutes.

Memory game: Shopping bag

1. Put the students in groups of 8-10 people.2. The first person in the group starts by saying the following sentence:“Yesterday I went to the market and I bought some fish.”3. The next person in the group repeats the first sentences and adds another thing that they bought. eg,”Yesterday I went to the market and I bought some fish and some bananas.”4. Each person in turn repeats the sentence and adds another item. The students have to concentrate hard to remember all the things in the correctorder.

Get ready for school• This is a fun warm up activity. Tell the children to

copy all your actions.• Pretend you are asleep and suddenly wake up and

are late for school. Everything you do is done on the spot but in a hurry. Brush your teeth, wash your face, put your clothes on run downstairs, run back up (forgot to put trousers / skirt on) back down stairs, eat breakfast, pick up your bag, open front door, shut door, run down the street, jump over a hedge, look both ways, cross the road etc.

• Finally arrive at school slowing down panting and puffing then suddenly stop at the closed gates.

• Its Saturday!!

Draw the PictureIn this activity members split up into pairs or small groups. One person looks at a scene from a magazine or book (the leader should cut out enough pictures, or bring in enough magazines for the club). The other person has a pencil and a blank piece of paper. The person with the picture will try to describe everything he sees to the drawer. This is good practice for using prepositions of place. When the describer is finished, compare the drawings to the real thing! Whose is the closest to the original?

Fact or Fiction

In this game, the teacher tells a short story about herself/himself or someone they know or heard about. Usually it is something funny or crazy. It can be a true story, or something made up. Everyone around the room has to say whether they think the story is fact (true) or fiction (made up).They also can imagine the end of the story.

Hot SeatIn this game, the club is split up into two teams. One member from each team sits facing the group. The leader holds up a word (or writes it on the board if you are in a classroom) for all of the team members to see except for the two players in the hot seats. The teams must try to get the person in the hot seat to guess the word or phrase. The first person to guess correctly gets to stand up and a new member from their team takes the hot seat. The person on the other team has to remain in the hot seat until she gets an answer first. You can keep score or just play for fun. This game can also be played in pairs. One pair member closes their eyes while the leader shows the word to the other pair members. The first pair to get the word right gets a point. Warning! This is a loud game because people tend to get excited and yell!

Super presentación 2013

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