Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
Every individual is unique with different IQ levels. Some students have the capability of grabbing fast and memorizing for long. Others have less picking capacity. In an organization, school or college, both the active and weak students study.Teachers and professors are supposed to take care of each and everybody as per their specific needs. Weak students or slow learners require extra attention. Punishing a weak student won’t provide the necessary solution.
Guiding you through the proper teaching methods for the weak students:
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
Lesson Plan for Adjectives – Std. II by Marina CordaMarina Corda
Lesson Plan for Adjectives – Std. II by Marina Corda
A Std II language with ease lesson on adjectives. The purpose of this lesson is to understand the concept of adjectives and how adjectives are used to make a sentence more exciting.
Students will learn about adjectives and identify them. They will use some common adjectives to describe things and sing a catchy song on adjectives. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the video clip & clip art are reserved to its owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
Every individual is unique with different IQ levels. Some students have the capability of grabbing fast and memorizing for long. Others have less picking capacity. In an organization, school or college, both the active and weak students study.Teachers and professors are supposed to take care of each and everybody as per their specific needs. Weak students or slow learners require extra attention. Punishing a weak student won’t provide the necessary solution.
Guiding you through the proper teaching methods for the weak students:
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
Lesson Plan for Adjectives – Std. II by Marina CordaMarina Corda
Lesson Plan for Adjectives – Std. II by Marina Corda
A Std II language with ease lesson on adjectives. The purpose of this lesson is to understand the concept of adjectives and how adjectives are used to make a sentence more exciting.
Students will learn about adjectives and identify them. They will use some common adjectives to describe things and sing a catchy song on adjectives. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the video clip & clip art are reserved to its owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. The Incorporation of
the Action-Oriented
Approach in the EFL
Costa Rican
Instruction
By: Ana Marcela Montenegro Sánchez
Sam Houston State University
3. What do we know about the Action
Oriented Approach?
What is the difference between Action
Oriented Approach and Communicative
Approach?
4. What is the Action Oriented Approach?
“The AOA is “views users and learners of a language primarily as ‘social agents’, i.e. members of
society who have tasks (not exclusively language-related) to accomplish in a given set of
circumstances, in a specific environment and within a particular field of action”
(Delibaş & Günday, 2016, p. 148).
Action Oriented Approach
General Components
Language
Competences
Tasks
Student as a
social agent
Implications
5. Student as a Social Agent
The learner performs
the action in a social
context
The learner is aware
of the learning goal
The learner learns
through social actions
6.
7. How do Learners Achieve the Development of their
Linguistic Goals?
General Competences
•Facts
•Skills
•Self-Knowledge
•Ability to Learn
•Communicative
Language Competences
• Linguistic
•Sociolinguistic
•Pragmatic
Competences
11. The Tasks
Students should be able
to face everyday life
situations that are core in
the lesson development.
The tasks are open-ended
and complex, requiring a
variety of knowledge and
skills.
Tasks are acts of speech,
or words and group of
words that enable
students to
communicate for a
specific purpose.
Tasks should actively
involve learners in a
meaningful
communication, which is
relevant and challenging,
but feasible for the
students.
17. Pre-Teaching
Warm Up
• Engages students and
motivates them to start
learning.
Activation of Background
Knowledge
• Helps students related
their lived experiences
(schemata) with the
new information.
Relatable experiences.
Modeling
• Teacher models what
they expect students
accomplish during the
lesson.
Clarifying
• Students consolidate
the knowledge.
Pre
Task
Activation of
students’ prior
knowledge to carry
out a specific task
and to reach a
specific goal
(listening, reading,
spoken production,
spoken interaction,
writing) placing
emphasis on the
forms, sounds and
vocabulary words
within a theme and
scenario.
Task
Rehearsal
An activity that
provides students
with language
practice for
successful task
completion. It is
student-centered.
Students practice
with Teacher´s help.
Task
Completion
Learners perform in
oral, written
comprehension,
oral or in written
production tasks.
The purpose of this
task is for students
to demonstrate if
they have reached
the goal.
Task
Assessment
Teacher´s assessment
of the task, self and
peer assessment for
feedback on task
performance.
It could require repair
and reinforcement by
a supplementary task
if the goal has not
been reached by
most of the students
Pedagogical Mediation
18. UNIT SCENARIOS VOCABULARY AND
GRAMMAR IN CONTEXT
AOA ACTIVITIES ASSESSMENT
Unit 1
I Grade
All about me Hi! Hello! Good
morning, Good
afternoon, Good
evening, How are
you?
Good-bye, bye,
see you, see you
later.
My name is…
I am from… /
7 years old.
‘I live in…
A teacher asks you to greet a
new student and to introduce
yourself. Help this person feel at
home by answering questions
about yourself such as: where
you live, how old you are, and
what is your favorite subject.
Action Oriented Approach Suggested Activities For I & II
Cycles
21. Why Found Poetry in Your EFL Class?
F.P. is a helpful resource to
engage ELs in writing
poems that may have no
sense, but that may help
them to write a simple or
complex piece of writing
In F.P students must
choose language that is
particularly meaningful or
interesting to them and
organize the language
around a theme or
message.
22. Procedures for Found Poetry
1. Students create a list of
words, phrases, and quotations
5. Share poems
2.Students identify a theme and
message
6. Students decide who is the
winner.
3.Students select additional
language
4. Students compose a poem
https://www.facinghistory.org/resource-library/teaching-strategies/found-poems
https://www.facinghistory.org/sites/default/files/Creating_a_Found_Poem_1.pdf
24. Self-Portrait Instructions
• Grab a piece of paper, pen or pencil and a mirror or the camera of
your cellphone.
• Look at yourself in the mirror and begin by placing your pencil on the
paper and drawing a continuous line.
• Don't pick up your pencil and try not to look at the paper! In the end
you will have a single continuous line self portrait.
• Add color using water color, crayons, pencils crayons pastels or
whatever you have handy.
• If you like , go back over the lines with black marker for more
contrast.
25. Self-Portrait Instructions
• Use one of the following prompts to write on the background of your page.
• Don't worry about perfection or saying the right thing, just start with the
prompt and see where it takes you.
• - I am the beautiful messy part of you that....
- When I let go...
- I celebrate....
- This man/woman is...
• Look back at your writing and portrait and give the piece a title.
• If you like, repeat this process and see how different each portrait is.
• As you write notice how the portrait changes your reflections.
27. Why Using Comics in the EFL
Classroom?
1. It is fun
2. It allows creativity with language and art
3. Uses grammar and vocabulary in context
28. How to Use Comics in EFL Writing?
Comics can promote the
acquisition of L2 pragmatic
intelligence as students
discuss “appropriate”
responses.
Pragmatic
Intelligence:
Politeness and
Sarcasm
29. How to Use Comics in EFL Writing?
Comics can encourage to
think “out of the box” and
create new endings or
beginnings.
Sequencing and
Prediction
32. Teaching Writing to EFL Students
with Digital Tools!!
Source: https://bridge.edu/tefl/blog/use-emojis-to-teach-english/
33. Why Using Emojis in your EFL Class?
Young ELs can find the process of writing
more engaging using Emojis
ELs can use daily life situations that are
relevant and appealing to their learning
process
ELs can use digital technologies in the
classrooms
34. How to Use Emojis in your EFL
Instruction
1. Create a representation of a
daily life situation using Emojis
through SMS text.
2. Have the students to work in
pairs (or in a bigger group) to
write sentences based on
present or past tense.
Steps:
4. Variation: ELs can create the
SMS texts and share them with
other students to have a variety
of stories.
3.ELs can use their phones or
you can create the handouts
using your own phone and print
them for the EL’s to work in
groups.
35. Emoji Writing Example
• Example: I was sick. I threw
up, because I ate so much
junk food. I went to the
hospital. The doctor gave me
a shot and some pills. Then, I
went home. I slept for a few
hours. After that I felt much
better.
37. Story Dice Activities
1. Charades: ELs can roll the dice and
determine which role he/she will be
performing.
2. Creating Stories: ELs can work individually
or in groups to create their own stories using a
template or from scratch. ELs can roll the dice
as many times as they decide to create their
stories.
3. Poems: ELs can create poems rolling the
dice. Students can work in pairs or in groups.
4. Writing Prompts: When students do not have
ideas to write sentences, they can roll the dice
and start writing.
44. Sing in the Class with Karaoke!
• Singing is not an overrated activity for
the students to practice the language
skills. This activity can be part of the
EFL classroom as well.
• To have students choose their favorite
songs could be a helpful strategy to
engage them to practice the target
language!
• At the beginning students might feel
shy to sing, but if you create a safe
environment, it will ease students’
fear!
• Let’s watch this video!
https://www.youtube.com/watch?v=Fz
MrXFCU-m0
45. Fun Prompt Questions to Start Speaking in
Class!
• Use a prompt question to have
students speak in your class .
• Write the questions in different
pieces of paper and put them in
a box.
• Students play “hot potato”.
• When the teacher says “stop”,
the student who has the ball,
draws a slip of paper.
• The student reads the question
aloud and answer it.
46. Mix-Freeze-Pair
• With this activity, students will have the
opportunity to talk with their classmates about
different topics studied in class.
• STEPS
1. Teacher announces “mix” and students walk
around the classroom.
2. Teachers calls “freeze "and students stop.
3. Teacher announces “pair” and students find a
partner.
4. Teacher announces discussion topic or task for
pair work.
5. Pairs discuss a topic or perform a task
previously established by the teacher.
6. Students mix, freeze, and pair for each new
topic or task.
47. 10x10 Activity
• This strategy is used for
students to analyze a
piece of artwork.
• The students get into
small groups and in the
small groups they have
to list 10 observations
they make about the
piece of art and 10
questions they have.
• The students share with
their classmates and
teachers what the 10
aspects they observed.
48. Wordless Picture Book Speaking Activities
• Wordless picture books can be helpful for EFL students to express
their ideas creatively.
• WPBs can be used in the EFL classrooms to have students listen write
their own stories, based on their L2 level.
• WPBs can used as a tool to have the students describe different
settings and add vocabulary into context.
• There are different ways of using WPBs in your classrooms, we only
need our imagination!!!
56. Expressing an Opinion
• If you ask me…/ As for me
• The way I see it ….
• Personally, I think…
• I suppose/ I ‘d say that…
• If you want my opinion…
Conceding an argument:
• Perhaps you’re right.
• OK, you win.
• You’ve convinced me.
57. Checking for Understanding
• See what I mean?
• What are you saying?
• You mean ….?
• what do you mean?
• what I’m trying to say
• Are you saying that…?
• Sorry, I didn’t catch that…
58. Showing Interest in a Conversation
• That’s interesting/ nice / amazing/ incredible
• Wow!
• Oh, I see.
• Right.
• No way!
• You’re joking!
• Really?
59. Expressing STRONG Agreement
I agree with you one hundred percent.
I couldn’t agree more.
I totally agree with you
I completely agree.
That’s so true./ That’s a brilliant idea
Absolutely.
You’ re right
Exactly
.
60. Expressing Disagreement
I totally disagree. (with you/ with this idea)
No way! (slang)
I’m afraid I can’t agree with you.
Well, to be honest..
On the contrary.(formal)
it’s out of the question
61. Expressing Mild Disagreement
I agree with you up to a point.
It sounds interesting, but…
Yes, that’s a very good idea but….
Well yes but…
That’s true but…
You could be right.
I get your point, but…
Yes, I see your point but…
62. Making Suggestions
• How about (verb in ING) trying a new marketing strategy?
• What about …..+ (VERB ending in ING )?
• What about the new products we launched?
• WHAT IF… we (verb in the past) tried a new strategy?
• Why not …?
• SHALL we try a new…..?
• I think we SHOULD …
• We ‘d better try a new marketing strategy
• We need to ……. / LET’S try a new….
• Perhaps we could …?
• We COULD try a new ….
69. Four-Corner Book
• Teacher reads a story that has
characters, setting, a problem, and a
solution.
• The students make a foldable following
the teachers’ instructions.
• The teacher tells the students they
need to identify the aspects they wrote
in the foldable during the reading aloud.
• The students need to listen to the
teacher carefully.
• After the reading, the students
complete the four-corner book with
pictures or sentences according to what
they understood from the story.
70. And the next word is …
• Choose a piece of audio.
• Tell the students the topic of the audio.
• Play a short section and then click on the pause/stop
button.
• Ask the students to predict the next word (they can do
this by whispering their ideas to the student sitting next
to them).
• Click play and let the students hear the word.
• Don't make any comments at this point.
• Play another section and repeat the process.
• Do this with the whole of the audio.
• At the end ask the students how successful they were in
predicting the next word.
• You will be able to tell from the students reactions how
well they are doing.
72. Retell What’s the Most Important by
Making Connections to the Problem
• Provide with a book or
reading passage that has
a conflict.
• Ask students to find the
character’s main
problem.
• Have students find the
pages where the
character tries to solve
the problem.
• Students retell those
pages and try to find the
solution to the at the
end.
The character’s
problem is:
________________
________________
The character tries
to solve the
problem by:
________________
________________
The character’s
solution at the end
is….
________________
Provide a different
solution to the
character’s problem
________________
________________
75. Making Connections
• Students read a
passage about a story.
• EFL teacher asks
students to think
about the passage and
make the connections
according to the
prompts they read.
78. What are Literature Circles?
• Literature circles for EFL students might be a helpful
activity to have students share their thoughts and ideas
about a book they read.
• EFL learners have the chance to discuss a book, depending
on their L2 level.
• Students work in groups of five or four. They are assigned
roles that will guide them during the reading.
79. How to Implement LC in an EFL Class?
1. EFL learners should have the choice to decide on the book they
would like to read. Then, they read the books independently.
2. While reading, they use a notebook or sticky notes to
write what they like about the book to share in the circle.
3. Students have the time in class to discuss the book they
are reading.
82. What is Reader’s Theater?
• RT is an oral presentation
of drama, prose, or poetry
by two or more readers.
These participants read
expressively from a
script.
83. Advantages of
Reader’s Theater For
EFL Classrooms
EFLs can benefit from RT by:
• having opportunities to read a text many times to
develop fluency, vocabulary, and comprehension.
• rehearsing and practicing their parts in the script
that would keep them engaged in the reading
process.
• having the opportunity to practice speaking skills,
such as pronunciation, inflection, expression, and
varied volume.
• feeling less anxious to read in the target
language, since they do not memorize a text or
script.
How to Get Started with Reader’s Theater
in your Class?
• Introduce RT to your students by explaining what
this is about.
• Select a story that is according to your ELs’ level. You
can use different stories or only one for the whole
class.
• Read through the script along with your students to
practice the pronunciation and spot vocabulary
words that they might find difficult to pronounce.
• Assign roles to the students depending on their
level (students can decide on the role they want to
perform).
• Have students practice in class and at home before
the performance
Watch this video!!!!
https://www.youtube.com/watch?v=utWd8TF_kwQ
88. Poems Examples
Little Boy Blue, Please Cover Your Nose
Little Boy Blue,
Please cover your nose.
You sneezed on Miss Muffet
And ruined her clothes.
You sprayed Mother Hubbard,
And now she is sick.
You put out the fire
On Jack’s candlestick.
Your sneeze is the reason
Why Humpty fell down.
You drenched Yankee Doodle
When he came to town.
The blind mice are angry!
The sheep are upset!
From now on use tissues
So no one gets wet!
(to the tune of "Twinkle, Twinkle, Little Star")
Tinkle, tinkle, little bat,
Wonder where the potty’s at?
Straight ahead or to the right?
Caves are very dark at night.
Little bat, why do you frown?
Did you tinkle upside down?
89. Reading Poem Activity
Description
• A high school student from Costa
Rica, Sharon, was given different
options to pick a poem that was
appealing to her.
• After picking the poem that she
liked the most, she used her App
audio recording without rehearsing
the poem.
• Then, she stopped the recording
and read the poem several times
to become familiar with the words
and pronunciation.
• Finally, she read the poem again.
Before
After
90. Reading Poem Activity
• What do you think about Sharon’s Experience?
• What does Sharon think about her Experience?
92. How to Use Newspapers in the EFL
Classroom?
1. Headlines Matching
2. Newspaper Treasure Hunt
3. News Mix and Match
93. Matching Headlines
1. Copy newspapers articles and their
headlines and separate them.
2. Use a different newspaper for each
group of 4 or 4 students.
3. Ask each group to match the articles
to the correct headlines.
4. When they’ve matched them give the
relevant newspaper to the groups and
ask them to find the report and check
if they have chosen the correct
headlined for the story.
94. Newspaper Treasure Hunt
1. For this activity you will need a pile of old
newspapers, enough to distribute amongst teams
of 4-5 students.
2. Write a list of articles / words / pictures that
the students need to find in the newspapers,
and give a copy of the list to the teams.
3. Tell them to cut out their 'treasures' and glue
them next to the appropriate word in the list (or
make a note of the page number).
Possible list:
A job advert
Some good news
Some bad news
Reference to a famous political figure
News about a star
Weather forecast
News about a sport
Name of a country
Favorite news item
95. Mix and Match
1. Cut newspaper articles into paragraphs
and scatter them through out the
class.
2. Put the students in pairs and give them
the headline of the article they need
to find.
3. Students then have to find the other
paragraphs that make up the whole
article.
4. Tell them how many paragraphs they
need for each article and that they
need to focus on looking for parallel
vocabulary.,
5. They need to negotiate with other
students to get the paragraphs they
need.
Editor's Notes
Introduce and Conduct Reflection Activity
Get to know the participants by facilitating a conversation about what challenges they face teaching vocabulary and building community.
Show Slide: Reflection Questions
Read the slide, and ask participants to take a few minutes to think to themselves about these questions.
Use the signal you established to get everyone’s attention; ask participants to turn to a partner and share their thinking.
After a few minutes, ask several pairs to share their thinking with the whole group, and chart their responses.
As they share their challenges, stop and have the whole group briefly discuss some that are appropriate or compelling.
Presenter Note: Think about jotting down their responses (journal or single piece of paper) so you can refer to them during the presentation, but there is probably not time to chart them.
Presenter Note: Personalize the slide with your contact information.
Session Goals
Review the session goals as noted on the slide.
Experience
Ask the participants to consider this passage, which includes nonsense words in place of 15% of the original vocabulary. Encourage them to discuss their thinking with a partner or those around them.
After they have read and realized the impact of the need for word learning, ask them to share what this passage has them thinking about in relation to the need for vocabulary instruction.