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| Wordlink Issue 9 November 2008 | |||||||||||||||||||||||||||||||||||||||||||||
ELT Dictionary Resources
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Download
What's the word?
Tuesday, 18 November 2008
RV: Ready-made activities from ELT Dictionaries
Monday, 17 November 2008
DEALING WITH READERS
From now on, the Rapidshare links will only last for 90 days and they can be downloaded 10 times.
If you would like to download them and the files don`t work, please let me know and I will be happy to upload them again.
Penguin Guide To Guided Readers
penguin Guide to Using Best Sellers
Using Films and Tv
DEALING WITH READERS IN THE EFL CLASSROOM - WORKSHOP BY VANESA - FEBRUARY 2007
Readers in the classroom
Material: photocopies with questions and the different readers used in all the levels
Warm-up:
Find someone who…
Has dealt with the same readers you have and share ideas about your experience, how you worked with it, what students liked most, least.
Feedback
--------------------------------------------------------------------------------------------------------------
Discussion : pre-reading activities. (based on the readers they’ve worked with in Network especially, although of course they can mention other ideas as well)
1) How can we introduce a reader in the classroom for the first time? Make a list of activities. (Ask Javier to explain what he did in his upper 2 course)
2) How can we deal with pre-reading activities? Mention everything we must take into account so that our students can understand it and are ‘eager to read’.
3) How can we integrate the teaching of vocabulary with the readers? (pre-teaching, making students use it, predictions, they’ll read them later, then they’ll use them when discussing the readers , the word bag)
Feedback
--------------------------------------------------------------------------------------------------------------
Discussion: while-reading activities
1) What are the advantages of making our students focus on the questions about the reader at home?
2) What are the different activities we can do in class once students have read either at home or in class?
Feedback:
--------------------------------------------------------------------------------------------------------------
Discussion: follow-ups / after-reading activities
1) What’s the difference between while-reading and after-reading activities?
2) How important do you think after-reading activities are? As or more important, students can create, produce, we realize whether they have read or not.
3) Mention the different activities which can be done.
--------------------------------------------------------------------------------------------------------------
Dealing with films and readers:
Mention the advantages and disadvantages of having our students work on a reader which has a film version. Would it be possible to overcome or compensate for any of those disadvantages?
Which activities can be done using the reader and the video?
--------------------------------------------------------------------------------------------------------------
TIPS:
Is there anything essential we must do or tell our students as regards the readers?
· Read it till you understand it
· Answer comp qs at home
· Read it and remember the story so that you are able to speak about it in class
· Use a dictionary if necessary
· If a student is absent he should phone a classmate or the institute to find out about the homework
· If a student was absent the day a certain chapter of the reader was discussed, he must read that chapter plus the chapter which was assigned for the following class.
· Reading day
· Remember to check students’predictions.
· ?????
-------------------------------------------------------------------------------------------------------------
Follow-up:
Find someone who will have the same course you have this year and share ideas about the corresponding reader. (They look at it and may come up with ideas)
Pre-reading activities:
· We can show sts the front cover but not the title and ask them to predict what it is about. They can give it a title and compare it with the real one.
· Ask students to read the chapter heading (in the right order) and predict what the story is about.
· Give students the title of the book and cards with the different chapter headings. Students order them in the way they want and make up a story . It would be grreat to ask them to write it so that when they finish reading the book the can compare the real story with the story they made up before reading it.
· Predictions with parts of the text. (paragraphs, letters, first and last sentences of chapters, etc.)
Activities to check understanding:
Number the events in order,
Join the two parts of the sentences
Complete sentences with one word (from the box)
True/False activities
Who said it? Who are they speaking to? Who/What are they speaking about?
Choose the best alternative
Cross out the incorrect word and write the correct one.
After-reading activities
Board game with qs, roleplays, vocabulary cards, feelings cards, games made up by the students (sts make qs for the others to answer - crosswords)
If you would like to download them and the files don`t work, please let me know and I will be happy to upload them again.
Penguin Guide To Guided Readers
penguin Guide to Using Best Sellers
Using Films and Tv
DEALING WITH READERS IN THE EFL CLASSROOM - WORKSHOP BY VANESA - FEBRUARY 2007
Readers in the classroom
Material: photocopies with questions and the different readers used in all the levels
Warm-up:
Find someone who…
Has dealt with the same readers you have and share ideas about your experience, how you worked with it, what students liked most, least.
Feedback
--------------------------------------------------------------------------------------------------------------
Discussion : pre-reading activities. (based on the readers they’ve worked with in Network especially, although of course they can mention other ideas as well)
1) How can we introduce a reader in the classroom for the first time? Make a list of activities. (Ask Javier to explain what he did in his upper 2 course)
2) How can we deal with pre-reading activities? Mention everything we must take into account so that our students can understand it and are ‘eager to read’.
3) How can we integrate the teaching of vocabulary with the readers? (pre-teaching, making students use it, predictions, they’ll read them later, then they’ll use them when discussing the readers , the word bag)
Feedback
--------------------------------------------------------------------------------------------------------------
Discussion: while-reading activities
1) What are the advantages of making our students focus on the questions about the reader at home?
2) What are the different activities we can do in class once students have read either at home or in class?
Feedback:
--------------------------------------------------------------------------------------------------------------
Discussion: follow-ups / after-reading activities
1) What’s the difference between while-reading and after-reading activities?
2) How important do you think after-reading activities are? As or more important, students can create, produce, we realize whether they have read or not.
3) Mention the different activities which can be done.
--------------------------------------------------------------------------------------------------------------
Dealing with films and readers:
Mention the advantages and disadvantages of having our students work on a reader which has a film version. Would it be possible to overcome or compensate for any of those disadvantages?
Which activities can be done using the reader and the video?
--------------------------------------------------------------------------------------------------------------
TIPS:
Is there anything essential we must do or tell our students as regards the readers?
· Read it till you understand it
· Answer comp qs at home
· Read it and remember the story so that you are able to speak about it in class
· Use a dictionary if necessary
· If a student is absent he should phone a classmate or the institute to find out about the homework
· If a student was absent the day a certain chapter of the reader was discussed, he must read that chapter plus the chapter which was assigned for the following class.
· Reading day
· Remember to check students’predictions.
· ?????
-------------------------------------------------------------------------------------------------------------
Follow-up:
Find someone who will have the same course you have this year and share ideas about the corresponding reader. (They look at it and may come up with ideas)
Pre-reading activities:
· We can show sts the front cover but not the title and ask them to predict what it is about. They can give it a title and compare it with the real one.
· Ask students to read the chapter heading (in the right order) and predict what the story is about.
· Give students the title of the book and cards with the different chapter headings. Students order them in the way they want and make up a story . It would be grreat to ask them to write it so that when they finish reading the book the can compare the real story with the story they made up before reading it.
· Predictions with parts of the text. (paragraphs, letters, first and last sentences of chapters, etc.)
Activities to check understanding:
Number the events in order,
Join the two parts of the sentences
Complete sentences with one word (from the box)
True/False activities
Who said it? Who are they speaking to? Who/What are they speaking about?
Choose the best alternative
Cross out the incorrect word and write the correct one.
After-reading activities
Board game with qs, roleplays, vocabulary cards, feelings cards, games made up by the students (sts make qs for the others to answer - crosswords)
Friday, 14 November 2008
Saturday, 25 October 2008
Saturday, 11 October 2008
STAGES IN TEACHING
...
4. You tend to be more concerned about your class plan than about how it will turn into actual on ground class managemet.
5. While teaching, you are often more concerned about your teaching than about student´s leraning.
6. You find yourself thinking: This might work pretty well in his/her classroom, but my students are different even if they are in the same level, so it won´t work with my sudets.
7. You admire certain teachers and you feel you will never get to be that good.
8. You are often surprised by the emergent. There is always something you haven´t considered when planning or there´s always a student who ask the unexpected question.
9. You have been able to focus on individual students and individual problem situations and seek a solution.. You find yourself thinking “How can i help a particular student who”?
10. Your classs ussally runs smoothly most of the times.
11. You enjoy teaching most of the times.
12. You have a few management “tricks” that usually work very effectively and you rely on them.
13. You are more concerned with specific aspects of your planning in order to approach a particular.
14. You are more concerned with specific aspects of your management such as “What other errror corrections could I use”.
15. You are rarely surprised by emergent. You pretty much know what to expect from students and they seldom ask an unexpected question.
16. You have found yourself seeking help from teachers who have had similar experiences and you´ve been willing to try out some of those suggestions.
17. You are getting tired of doing the same things over and over.
18. You ask yourself more questions about new developements in the field.
19. You occasionally think you should have chosen a different profession.
20. You sometimes wonder: is this what I´m going to do the rest of my life? I don´t know if I want to.
21. You feel you have been repeating yourself and you find a need for renewal and refreshment.
22. You believe there is basically “nothing new under the sun”.
23. You have thought of leavingg the profession.
24. You have come to terms with the profession.
25. You have reached a comfortable level of confidence in your own competence.
26. You ask yourself deeper and more abstract questions about learning, teaching, education or school management.
27. You keep expanding your repertoire of teaching techniques.
28. You have found yourself giving guiadance, support and suggestions to younger colleagues.
29. You feel you are pofessional who can keep developing and growing.
30. You are pretty confident to face most substitutions on the spur of the moment.
4. You tend to be more concerned about your class plan than about how it will turn into actual on ground class managemet.
5. While teaching, you are often more concerned about your teaching than about student´s leraning.
6. You find yourself thinking: This might work pretty well in his/her classroom, but my students are different even if they are in the same level, so it won´t work with my sudets.
7. You admire certain teachers and you feel you will never get to be that good.
8. You are often surprised by the emergent. There is always something you haven´t considered when planning or there´s always a student who ask the unexpected question.
9. You have been able to focus on individual students and individual problem situations and seek a solution.. You find yourself thinking “How can i help a particular student who”?
10. Your classs ussally runs smoothly most of the times.
11. You enjoy teaching most of the times.
12. You have a few management “tricks” that usually work very effectively and you rely on them.
13. You are more concerned with specific aspects of your planning in order to approach a particular.
14. You are more concerned with specific aspects of your management such as “What other errror corrections could I use”.
15. You are rarely surprised by emergent. You pretty much know what to expect from students and they seldom ask an unexpected question.
16. You have found yourself seeking help from teachers who have had similar experiences and you´ve been willing to try out some of those suggestions.
17. You are getting tired of doing the same things over and over.
18. You ask yourself more questions about new developements in the field.
19. You occasionally think you should have chosen a different profession.
20. You sometimes wonder: is this what I´m going to do the rest of my life? I don´t know if I want to.
21. You feel you have been repeating yourself and you find a need for renewal and refreshment.
22. You believe there is basically “nothing new under the sun”.
23. You have thought of leavingg the profession.
24. You have come to terms with the profession.
25. You have reached a comfortable level of confidence in your own competence.
26. You ask yourself deeper and more abstract questions about learning, teaching, education or school management.
27. You keep expanding your repertoire of teaching techniques.
28. You have found yourself giving guiadance, support and suggestions to younger colleagues.
29. You feel you are pofessional who can keep developing and growing.
30. You are pretty confident to face most substitutions on the spur of the moment.
Thursday, 9 October 2008
RV: Download a story and inspire your students
-----Mensaje original-----
De: Oxford University Press [mailto:elt.marketing.uk@oup.com]
Enviado el: jueves, 09 de octubre de 2008 11:11
Para: cecilia@networkinstitute.com.ar
Asunto: Download a story and inspire your students
De: Oxford University Press [mailto:elt.marketing.uk@oup.com]
Enviado el: jueves, 09 de octubre de 2008 11:11
Para: cecilia@networkinstitute.com.ar
Asunto: Download a story and inspire your students
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To motivate students it is important they read at a comfortable level.
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