Repaso y e.i. de 2º clil
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This document provides guidance and materials for teaching an English second level class. It includes routines for starting and ending lessons, as well as vocabulary, songs, stories, and conversation exercises to practice during class. Key areas covered are greetings, personal information, colors, counting, listening skills, and cooperative group work. Short scripts are provided for students to practice formal and informal conversations.
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The document discusses communicative approaches to teaching listening comprehension. It describes a lesson that introduces bottom-up and top-down listening approaches. Various classroom activities are suggested, including listening for perception at the word and sentence level through repetition and dictation exercises. Longer response activities involve answering questions, note-taking and summarizing. The dictogloss technique is also described as a four-step approach involving preparation, dictation, reconstruction and analysis. Its advantages incorporate both bottom-up and top-down listening strategies to integrate clues with background knowledge.
Sample assessment tools
The document contains examples of rubrics and checklists used to evaluate different language skills. It includes rubrics to assess writing skills through a six-trait model and presentation skills. It also includes checklists to evaluate listening, reading, group work, and general language progress over time. The rubrics and checklists focus on various language areas, including ideas, organization, word choice, voice, sentence structure, conventions, preparation, visual aids, logic, eye contact, not reading from notes, volume, clarity, topic attention, focus, organization, transitions, mechanics.
The Nature of Language Teaching Methodology Theories
The document discusses various aspects of language teaching methodology theories including:
1. The nature of language and how it can be analyzed into units like morphemes, words, sentences, and text.
2. Different approaches to language learning from traditional teacher-centered methods to more modern student-centered constructivist methods.
3. Major language teaching methodologies including grammar translation, direct method, audio-lingual method, and communicative language teaching.
4. The document emphasizes that the needs of learners and the learning context should guide methodology choices.
Teaching listening
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
Lesson plan 4 Secondary Level
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
Four skills
How to teach listening, reading, writing and speaking? A PPT made according to WHITE: CURRENT PRACTICE: THE FOUR SKILLS.
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Repaso y e.i. de 2º clil
- 1. English in second level class: I.Ev.
- 2. Starting the lesson routine Days of the school and routines It´s time to tidy up. Ending the lesson routine Rutinas Momentos en el aula Lenguaje habitual de aula Lenguaje instruccional básico. Vocabularios básicos E.I para ver grado de monitoreo del grupo clase. Lenguaje espontáneo desde lámina (uso de estructuras lingüísticas). Evaluación inicial del listening y focus (posturas-palabras llave en la comprensión). Momentos de la canción: Escucha, repetición, baile, y canción. Escucha activa Turnos Postura corporal adecuada. Tarea colaborativa en role play: pasos y organización acorde a trabajo colaborativo (líder, recursos, controlador de volumen…) Popurrí de vocabularios (grado de transferencia y analizar repasos, uso del blog en el verano). Lectura área básica Escritura básica. Transferencia y ampliación como aprendiente autónomo. Implicación familiar en el área
- 3. What´s the date today? What day is it? Remember the ordinal numbers: 1st, 2nd, 3rd, 4th. What month is it? Remember the month: January, February, March, April, May, June,… What´s the weather like today? Please, pay attention to lights and computers in class. Help me with ressources and remember to tidy up. Can you help me with some rules in class? For example, speak quietly. Weather song.
- 4. CLIL SEQUENCE & ENGLISH CORNER, bit by bit.
- 5. Bugs level 2 Who is this? There is There are Colours Let´s count! Let´s point! In-on-under- between- next to Name welcome
- 6. LET´S LISTEN AND FOCUS! STORY SONG
- 7. Annie is happy. She likes dancing and singing. Super Annie! Well done!!
- 8. Lucy is vey kind. I like her! She is a good friend. She likes helping her companions
- 9. Let´s listen and order with numbers, thanks.
- 10. Lesson 2.Listen and read the story. FOCUS ON LISTENING Entender la lengua hablada es más complejo que leer.. Es bueno que: 1. Te relajes. 2. No te desconectes si no entiendes todo. 3. La 1ª vez, capta la idea. 4. Necesitas recordar la información importante. 5. Usa el guión (script). 6. Si necesitas una información más específica, concéntrate. Group 1: Group 2 Group 3: Group 4: Group 5: Group 6: LA CONVERSACIÓN ES UN TRABAJO COOPERATIVO QUE TIENE VARIAS FASES: 1º Entender 2º Organizarse, repartir el trabajo 3º Escuchar, corregirse y memorizar 4º Interactuar, respetando el ritmo y la fluidez
- 11. Let´s point. Let´s circle. Let´s understand. Let´s listen to Let´s look at Let´s say colours. Let´s say names. Let´s identify Bugs. Let´s count. Let´s say materials. Let´s draw Let´s identify: background, base line, types of lines…. Let´s work in teams. This is… It´s a… Can I borrow your pencil? Threre is/are…m in total
- 12. The winner is Evaluations in class:
- 13. Shorts conversations in class to copy: FORMAL CONVERSATION - Name:
- 14. 1. Hello! . 3. Who are you? /What´s your name? 5. I´m Nela. Nice to meet you Bye, see you! 2. Hi! 4. I´m Marietta. Who are you? 6. Nice to meet you, too. Bye Conversation 1: PERSONAL INFORMATION & FORMAL
- 15. 1. Hello! This is Adri 3. How are you Adri? 5. I´m fine, too. Thank you! See you! 2. Hello! This is Nela 4.´I´m fine, thank you And how are you? 6. Bye, bye. Conversation 2: PERSONAL INFORMATION AND INFORMAL
- 16. PERSONAL INFORMATION: NAME SURNAME HEALTHY AGE ADDRESS BIRTHDAY TELEPHONE NUMBER FAMILY HOBBY My name is My surname is I´m fine, thank you. I´m seven years old I live in Carretería My birthday is in…. My mummy´s name is My daddy´s name is I like speaking English It´s your turn! How to use a script in class.