Activity 4: (Reading)
Students look at a list of inventions. And discuss whether people will put them in their favorite or least favorite lists. (The motor car, the radio nuclear power, the bicycle, the mobile phone, the printing press, the television the plastic bag the land mine).
· Ask them to read an article about people’s attitudes to inventions.”Inventions: The top ten? And check their ideas.
· Ask students to read the text.
· Elicit from the students what they understood from the text.
· Explain the new vocabulary items that students have doubt about.
· Read the text aloud or ask for some volunteer to read it.
· Explain the meaning of some words.
Activity 3: (Writing)
. Ask students to use some notes to write a text about trainers. They can add more sentences about trainers if they want.
· Option: We can find out about other topics of students` interest
Trainers
-First canvas basketball boots made 1917 for players- Converse All Star Athletic shoes.
-Originally only made in black or white (now 64 different colors of Converse boots).
invent
can of soda
Reading
Writing
9 comentarios:
COMMENTS on the rationale behind the activities by karina & Octavio
ACTIVITY 1: Presentation
It is a receptive skill activity in which students have to listen to some information. They are given some information to complete, so they have to show immediate evidence of their understanding.
New vocabulary is not presented explicitly by the teacher. Some realia is used to present it.
Teacher’s role: The teacher is a facilitator, provides learners with some suitable input.
Teaching learning process: Grammar Deduction
Interaction: Students work in pairs
CHART ACCORDING TO THE PRINCIPLES IN LANGUAGE TEACHING
ACT. 1 ACT. 2 ACT. 3 ACT. 4
Goal Presentation Consciousness raising Communication Extract information from a written text
Roles T. as a facilitator T. as a provider and a guide T. as a facilitator, guide, monitor T as a guide, monitor
Teaching/learning process Attention, reflection, discrimination New grammar items
Associate L2 and meaning directly in context Associate L2 and meaning directly in context
St/ T. interaction S-centered. Ss work in pairs. Cooperative learning T- students
T elicits sentences
Ss drills Ss- Ss
Group or pair-work Ss individual work
View of language/ culture Language is a tool to obtain information Language for discovering grammar Language for developing thinking. Culture integrated with language. Culture integrated with language
Skills listening Speaking/grammar and vocabulary Speaking, reflecting. Sharing cultural knowledge Reading, dealing with new lexical items, inference through context
Role of L1 Not used Not used none Translation if needed only.
How does evaluation occur? By filling in a card they show immediate evidence of understanding By having accurate logical sentences Accuracy in sentences formation By showing oral evidence of understanding
Treatment of errors Nonthreatening Correction by modeling Correction by modeling Providing feedback
The methodology used in these lessons is a combination of Presentation Practice and Production (with some variations) and Task Based Learning.
The lesson starts by activating students’ schemata to introduce the topic: ¨inventions¨ (in the warm-up)
Then presentation takes place because the topic is presented by using a tape-script. Students have to listen to some information about inventions.
In activity 3, by providing input, the teacher elicits examples of the grammatical item in a given context. It is a communicative activity in which students have to show their communicative competence. The teacher selects a context which students know about, so that they feel they are talking about something they are familiar with. In activity 3 there is an optional task which we found might be very interesting to students because it involves a challenge. It is a task which requires the students to match the sentences; they have to focus on meaning and must provide evidence of grammar competence, vocabulary usage and cultural knowledge. A time limit must be set.
In activity 4 we deal with reading as an active skill. Students have to work with unknown lexical items. They are required to use some internal techniques to guess new vocabulary and make out meaning from the context. This activity may lead to a short discussion so learners are given a chance to share their views and compare or contrast their own ideas with their peers.
Activity 5 deals with a productive skill, writing. It aims at providing learners with opportunities to put what they learned into practice. It could be assigned for homework giving learners time to think or as a follow up/further practice activity to round off the topic of invention by means of an activity which involves using both active and passive voice.
Hi Karina and Octavio:
Although I don´t know you both in person yet. I have followed your comments and participation during the development of Grammar Teaching. I can tell by far you are very well-experienced teachers and these kind of feedback activities make us learn from each other. As a matter of fact I enjoyed a lot following step by step the way you described your activities using the PPP model and integrating skills. Something I really liked was the use of realia. I teach at UAEM too and I am so glad English Teaching at our University is becoming "communicative" thanks to teachers like you...
Thanks for sharing your knowledge with us guys...!
Take care.
I hope to finally meet you at Fac. de Lenguas, ok?
José Luis Martínez V.
I liked your lesson plan as it showed us an ecclectic methodology what is useful in order to cover SS needs; as Pedro and José Luis said, your are very clear in your lesson plan and your communicative perspective is good. The usage or communicative grammar, teacher as facilitator was nice as well as focus on SS schemata.
Gaby Ramírez
Kary & Octavio:I really enjoyed your class or lesson plan. I've always thought that wishing to have received that class as a student means that it was a success. A success in everything in planification, teaching and being learnt and understood by your students. The way you introduced little by little your topic was amazing and most of all you use material from books that can help you but helping yourselves with realia and meaninful topics is always a success to have communicative enjoyable classes. Elsa
well, as everybody had previously mentioned i also think you lesson plan was very communicative (i think it is great) and you were using an eclectic approach which for me was excelent.
Keep up the good work
Susana M.
I forgot to say: I think i will steal you some of your ideas for my next "passive voice" class ;)
Susana
Hi Karina & Octavio,
I think you taught a grammar structure in a very attractive way, the topic from the beginning was very real and intersting. I am sure this is the best way to teach grammar: engagening our students in the topic and the grammar will come inductively. Since it was a two days lesson plan, you could show us more varied activities related to the same topic. Well done!!
LIST OF ERRATA
Sorry, it is not "engagening" but "engaging"
Hortensia
I enjoyed your lesson planning because it was a very easy reading one, I belive that not all the lesson plans must be described line by line on what the Teacher and students say, there are different ways to express the class mangement and development, that´s why I liked your model. The way you linked the skills is completely logic,taking the reference that you worked with upper intermidiate students and acquisition of the grammar structure is noticable for them. Congrats!!! greetings gricel
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