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Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
Choosing the style to suit the mood
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Choosing the style to suit the mood

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  • 1. Choosing the style to suit the mood Teaching III Michael Rebolledo M
  • 2. Ice Breaker At the end of the class you will have to answer a quiz about this presentation.
  • 3. Video  How do you define the work of the teacher?  Is it a complex work?  Comments
  • 4.  There will be occasions when your class comes to the language on a “high”.  Sometimes it is because they have just had sport or a lunch break.  Sometimes they have been with another teacher who keeps them silent nearly all the time.
  • 5.  The SS will arrive at the language lesson in a state of noise and energy.  There are occasions when they will start the English lesson unsettled.  The SS may be distracted by a wasp, the window cleaner, the weather or the student clown… the list is endless.
  • 6.  Recent language teaching has tended to follow patterns of work which do not help to calm the students but instead stir them up!  Oral review takes 25 minutes at least.  For example: it can help with a difficult restless class to start a lesson with something settling and actively occupying like copying out a short list of words which the Ss are going to use later.
  • 7.  A settling version of revision of the previous lesson’s vocabulary.  Stick five flashcards on the board and number them. (places of the city)  Say the phrases or words represented by the cards and the class writes the numbers in order you say them, e.g. I´m going to the supermarket. I´m going to the sport center. I´m going to the library. And the children write down the numbers correspondingly.  Do this several times in a row with the same phrases or words, just varying the order.
  • 8.  This is not mindless repressive activity. It gives the class the chance to hear the words over and over again and they have to recognize the meaning of what you are saying in order to choose the correct picture.  But at the same time it keeps them occupied and settled.
  • 9. Examples of Active Learning Strategies:  Discussion Partners  Reciprocal Teaching  Discovery Activities  Walking Tours  Journals
  • 10. Activity  NAME YOUR OWN POISON

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