Ingles Profesor PDF

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GUÍA DIDÁCTICA DEL DOCENTE

básico básico INGLÉS

INGLÉS

Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

PROHIBIDA SU COMERCIALIZACIÓN

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GUÍA DIDÁCTICA DEL DOCENTE

Lina Alvarado Jantus

Teacher of English

Instituto Profesional Chileno-Británico

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2014 © Ediciones Cal y Canto

Travelers 8º básico Teacher’s Book

Nº de Inscripción: 235.002

ISBN: 978-956-339-140-4

Original text

Original text © © Lina Lina Alvarado Alvarado JantusJantus

Teacher

Teacher of of EnglishEnglish

Instituto Profesional Chileno-Británico

Basado en Trav

Basado en Travelers 8º elers 8º básicobásico

2009 © Ediciones Cal y Canto Ltda.

Nº de Inscripción: 171.756

ISBN: 978-956-8623-54-8

Original i

Original illustratiollustrationsns © © Ediciones Ediciones Cal Cal y y Canto Canto Ltda.Ltda.

Design

Design © © Ediciones Ediciones Cal Cal y y Canto Canto Ltda.Ltda.

General Manager

General Manager Jorge Muñoz RauJorge Muñoz Rau

English Editor

English Editor Marián González Del FierroMarián González Del Fierro

Design

Design María Jesús Moreno GuldmanMaría Jesús Moreno Guldman

Cover Design

Cover Design María Jesús Moreno GuldmanMaría Jesús Moreno Guldman

Layout

Layout Marcela Silva Marcela Silva PedrerosPedreros

Proofreading

Proofreading Nicholas Gunn JohnNicholas Gunn John

General Production

General Production Cecilia Muñoz RauCecilia Muñoz Rau

Production Assistant

Production Assistant Lorena Briceño GonzálezLorena Briceño González

Recording Producer

Recording Producer Rodrigo González DíazRodrigo González Díaz

Recording Engineer

Recording Engineer Ignacio Ignacio ArriagadaArriagada

Photos

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• Plan of the book ……… 4

• Description of the course ………6

• Student’s Book ……… 6

• Unit Structure ……… 6

• Methodology ……… 8

• Classroom management ……… 11

• Some basic teaching reminders ………14

• Some methodological suggestions for skill development 14 • The Internet in the language classroom ………16

• Using literature in the language classroom ……… 17

• Classroom Language ………18

UNIT 1: EXPLORING TRADITIONS …… 20

• Background Information ……… 21, 25, 28, 31 • Error Alert! ……… 27, 30, 33 • Extra Test ……… 36

UNIT 2: TAKE CARE OF YOURSELF! …40 • Background Information ………43, 46 • Error Alert! ……… 42, 47, 49 • Extra Test ……… 52

UNIT 3: INSPIRING PEOPLE ………54

• Background Information ……… 55, 58, 63, 66 • Error Alert! ……… 56, 59, 62 • Extra Test ……… 69

UNIT 4: DIFFERENT PEOPLE, DIFFERENT LIVES ……… 72 • Background Information ……… 74, 75, 78, 82 • Error Alert! ……… 76 • Extra Test ……… 85 • Answers Workbook ……… 88 Reading Booklet ……… 90

• Evaluation Instruments (Photocopiable) ……… 91

• Language Reference (Photocopiable) ………104

• Irregular Verbs (Photocopiable) ………112

• Thematic index ……… 114 • Bibliography ……… 115 • Question bank ……… 116 Answers ……… 120

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I N T R O D U C T I O N

6 DESCRIPTION OF THE COURSE

DESCRIPTION OF THE COURSE

Travelers has been especially written for teenagers in the eighth year of primary school. The English program for the level and the concepts and guidelines of the Chilean curriculum have been considered throughout its preparation.

The course aims to:

• foster an integrated development of the four skills, p roviding students with techniques and strategies that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life.

• improve learning and thinking skills.

• help students realize English is an important tool for getting and exchanging information, knowledge and culture.

• educate in a broader sense by providing information about Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question. • encourage language awareness and develop critical thinking

through literary texts.

Travelers consists of a Student’s Book, a Workbook, a Reading Booklet, a Teacher’s Book and a CD.

STUDENT’S BOOK

The course is topic-based and contains a conducting line: Conductive thread

The text has a conductive thread represented by children of the same age and level of the intended readers. They are present in different situations according to the topics of the unit. These children include English native speakers related with Chile, and also Chilean children. They interact throughout the book among them and also with other people. Special emphasis has been put on presenting girls and boys participating in similar ways and occasions.

At the end of each unit there is an illustrated cartoon strip whose main characters are the same as the ones who appear in the lessons included in each unit.

This resource has been included mainly because children of all ages enjoy this type of material and also because the visual aspects are effective to support the comprehension process. It also has other advantages, such as:

• To present language in a meaningful context.

• To allow students to internalize language patterns that they may use later on.

• To help develop critical thinking.

• To provide visual elements to improve students’ reading comprehension skills.

• To provide an appropriate context to work with activities that foster students' creativity.

The Student’s Book contains four units based on the English program for the level and the concepts and guidelines of the Chilean curriculum.

Unit 1: EXPLORING TRADITIONS. Unit 2: TAKE CARE OF YOURSELF! Unit 3: INSPIRING PEOPLE.

Unit 4: DIFFERENT PEOPLE, DIFFERENT LIVES. UNIT STRUCTURE

• Each unit begins with a two-page spread showing a diagram of the objectives of the unit, attractive illustrations to set the theme and motivate students, and a few short activities meant to introduce the topic, activate previous knowledge, and raise students’ interest.

• The Preparation for the unit section identifies and practices language and skills that the students will need to have

mastered in order to move on to the new contents of the unit. • The tasks in each unit are indicated with the following

headings: Reading, Listening, Writing, Language focus, Reflections, Synthesis, Test your knowledge, and Self-evaluation.

• The tasks to develop reading, listening and writing skills help students learn strategies to improve their understanding of written and spoken messages, as well as to compose different types of brief texts.

In the case of the lessons working with reading and listening skills, the methodology adopts a three-phase approach. Each phase is specified in the lessons as while and after reading / listening tasks.

The Before reading / listening activities provide a setting, motivation and linguistic preparation, and activate previous knowledge; the While reading / listening activities focus students’ attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and the After reading / listening activities connect the text with their own reality, give practice on a specific grammar structure, clarify points that may be useful later on, and / or enlarge vocabulary areas.

• To develop writing skills, the lesson starts with a simple analysis of a model text. This phase, called Have a look at...,

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includes activities that will help students to analyze the model text in terms of its format and language. This simple and important analysis will allow them to have a clear idea of what they will have to write in the lesson task.

After students are familiar with the text’s main characteristics, they prepare their writing in a phase called Drafting. In this section, students focus on the organization of their ideas and manipulate the language they will use both at word and sentence level. The next step is the phaseWriting, where students use their practice in the previous phases to elaborate their composition.

Finally, students have the opportunity to edit their work in the last phase, Editing, where they can also find technological resources to publish their compositions.

Finally, the speaking skill is integrated along the lessons, in the form of guided exercises that invite learners to discuss topics, role-play and repeat dialogs and monologues.

•Language focus.Travelers deals with grammar only after a certain structure has appeared in a reading or listening text and it is likely to be encountered again in other texts. Students are asked to find or revise the example(s) of the structure in the text and analyze how it works, going through a guided process of discovery.

The activities are meant to promote independent learning, and to make students figure out grammar, word formation, and vocabulary rules by themselves.

•Complementary activities that provide extra practice on the contents of the unit.

•Reflections is a special section that helps students think about their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. It also enables students to become independent learners as well as independent thinkers.

Teachers are strongly recommended to train and help students to reflect on their learning process and should encourage their students to keep tidy notes of the activities in class, of any extra work done, of tests, quizzes, homework, handouts, vocabulary records, etc., so that they can have easy access to all this information whenever they need to use it again, when they study at home or when they revise for tests.

•Project is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating an instance where students can apply what they have learnt in the unit.

It gives students a chance to revise their knowledge, connecting the activities with the skills developed.

• Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after Lessons2 and4

in each unit, through theTravel Back section. It helps students revise their performance in the reading, listening, and language activities and also allows teachers to make further use of the reading and listening texts.

More formal evaluation is done at the end of each unit through theTest your Knowledge andSelf-evaluation sections. In theTest your Knowledge section students revise contents and evaluate their performance in the whole unit.

TheSelf-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. Learners, by getting involved in their evaluation, come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement.

•Creative skills is a special section in the comic strip that help students develop their creativity. It includes group, role-play activities in which students continue the story, create alternative endings or change some details in the comic strip by using their creative skills.

•Learning styles.Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included.

- Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc.

- Auditory learners learn better by listening, and like working in pairs and small groups.

- Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc.

- Tactile learners like board and card games, projects, etc. •Values.Value-enhancing topics such as equality, health,

respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking

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countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students’ awareness of the target culture, and develop a richer perspective of their own culture. • There are other small but interesting sections in the units.

- Did you know that …? The aim of this section is to provide more information on the main topic of the lesson and interest students in finding more information on their own.

- Throughout the book students and teachers will also find website-based resources to expand their knowledge of specific subjects.

- American v/s British English. Special notes that show students the differences between American and British English in writing, pronunciation, and vocabulary. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable.

TEACHER’S BOOK

This component includes:

• Instructions and orientations that will help teachers work with contents , resources, and activities proposed throughout the book. • An introduction with a description of the course, the

methodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc. • Detailed teaching notes for every unit.

• The cognitive abilities implied in every activity of the lessons. • Background notes for the teacher related to the information

content of the different texts.

• Error alert! A section that helps the teacher with information about the most common errors students can make. However, teachers must be very careful as to when and how to correct errors, always having in mind to avoid interrupting students while they are doing communicative activities.

• Idiomatic expressions. When idiomatic expressions appear in the texts or in the activities, they are explained, defined, and an example is given. Idioms or idiomatic expressions are those that cannot be immediately understood by analyzing the literal meaning of their components; literal translation will sound odd. This section will help teachers to include them naturally in different exercises.

• Observation and evaluation sheets for the teacher and the students (photocopiable, in Appendix at the end of the book):

- Listening comprehension. - Reading comprehension.

- Extended response reading rubric. - Behavior rubric.

- Beginners’ writing. - Project evaluation.

• Answers for all the tasks in the Student’s Book ,in the tests, in the Workbook, and Reading Booklet.

• The transcript of the recordings.

• A complete bibliography for the teacher.

• A list of useful web sites for the teacher and the students. • Four extra tests.

• The level of difficulty of the activities included in the book. This is shown with the following icons:

Low =+ Medium =++ High=+++ CD

The CD contains all the material for the listening tasks, including Pronunciation, Listening, and Listening test material. It also includes useful expressions for the classroom. The transcripts of the recordings are at the end of each unit.

METHODOLOGY

Task-based learning

Travelers helps students develop language and learning skills to carry out sequences of tasks.

These are some advantages of task-based learning.

• Increased motivation - learners become personally involved. • All four skills, reading, writing, listening, and speaking, are

integrated.

• Autonomous learning is promoted as learners become more responsible for their own learning.

• There are learning outcomes: learners have an end product. • Authentic tasks and therefore, more authentic language input. • Interpersonal relations are developed through working as a group. • A break from routine and the chance to do something different. Collaborative Work

In project-based learning, students work in teams to explore real world problems and create presentations to share what they have learned. This approach has many benefits for students, including:

• deeper knowledge of subject matter; • increased self-direction and motivation; • improved research and problem-solving skills.

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Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real life situations.

The book has projects for students to carry out. Each relates to the unit and asks students to try and answer a question or solve a problem - one that has relevance for them and that they might have to face one day in real life.

Let students choose their own group – there is nothing worse than being stuck with someone you do not get along with. Give them enough time to prepare the project. Praise and reward good presentation and extra effort made.

Learner training

This concept has to do with developing students’ awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning. Special attention should be paid to the training of students in pair and group work, emphasizing the importance of everyone’s contribution and the respect for the ideas of classmates. Mixed ability

Travelers caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is

advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of individual needs of students.

Additionally, each lesson in Travelers offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task.

Games

Games are important when learning a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end – they are a way of making learning more entertaining and

should not be treated as time fillers. Each game in this book is there for a purpose and needs teacher supervision and

sometimes prior preparation. Cognates

Cognates are words in different languages related to the same root, eg, education (English), educación (Spanish).

The different lessons in Travelers provide students with a question to help them notice and recognize cognates. The teacher should encourage students to find the cognates whenever they face a new text.

False Cognates

Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Here are a few examples of false cognates.

• Actually = realmente, not actualmente (at present, currently). • Embarrassed = avergonzado/a, not embarazada (pregnant). • Realize = darse cuenta, not realizar (carry out, fulfill). • Approve = aprobar (agree with something), not aprobar un

examen (pass an exam).

• Lecture = conferencia (a talk about a topic), not lectura (reading). • Try = tratar de hacer algo, not tratarse de (be about) or tratar

con (deal with).

• Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore)

• Familiar = estar familiarizado con, not familiar (relative) • Parents = padres (father and mother), not parientes (relatives). Evaluation and assessment

In Travelers, evaluation is ongoing and an integral part of the learning process. It takes the form of both student evaluation and teacher evaluation.

Student evaluation

As well as making students feel more responsible for their own learning, the process of evaluating themselves and evaluating classmates actually helps them to learn and remember. Students are asked to evaluate the following aspects: their performance, their participation, their products, the working arrangement. This is done informally through the Reflections and the Travel Back sections, and more formally at the end of each unit through the Test your Knowledge and Self-evaluation sections. The teacher must help by organizing correction of the activities, but students themselves must check their own performance and assign marks. At the end of this activity, students are asked to add up their marks and use a Progress

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chart to find out their level of achievement. Many students may be new to the process of self-evaluation and at the start teachers will need to give guidance.

Informal evaluation should also take place on a regular basis at the end of lessons through short discussions about the lesson, carefully guided by the teacher.

Teacher evaluation

Teacher evaluation combines formative and summative instruments. The following suggestions could be considered to reach a final mark for each student.

A mark should be given to each of the three components below. The final mark should be the average of these three marks. 1. Classwork. Taking into account general attitude,

participation, cooperation with classmates and work done. 2. Projects. A project evaluation sheet (photocopiable) is

provided in the Evaluation Instruments Appendix.

3. Tests. There are two mini-tests, one final test, and one extra test per unit. These tests assess listening and reading comprehension, as well as specific language items studied and practiced in the units.

Further suggestions for evaluation

As evaluation is an ongoing process, apart from the formal tests provided in the Student‘s Book, remember to evaluate students’ performance in every activity they carry out, making notes of their problems and achievements, keeping a record of their participation, giving them informal marks that you can put together and average at the end of a term, using the evaluation instruments provided in the Evaluation Instruments Appendix, at the end of book. You may also agree with them to consider their self-evaluation at the end of each unit, monitoring their performance and using the marks they give themselves as part of their official marks.

Additionally, here are a few suggestions that you can adapt for different contents and use at different moments of your lessons, and that you can mark according to the level of difficulty, time students spend preparing and presenting, etc.

- Mini-presentations by small groups of students. Give them time to gather information, suggest they use patterns you provide or that have appeared in the lesson, help them

rehearse the presentation, correcting pronunciation, and invite two or three groups to present. This activity can be used in all the units in connection with projects and activities, or with contents the students find interesting in the lessons.

- Role-plays. Choose any of the dialogs, give groups time to practice and invite two or three groups to present.

- Questionnaires. Prepare a short questionnaire at the end of a unit on the content of the different texts. Assign it for

homework or use it as an informal test, which they can answer looking at the texts – they do not need to know the

information by heart, but should know how to find it! - Bulletin board displays. Ask students to collect photos,

pictures, cut outs on a chosen topic, add a short text about them following a model you can provide, and assign a place in the classroom or the school for them to display their work. - Written quizzes based on the written or oral texts used in

class, that may include: fill in the blanks with or without words given, put words in order to form sentences, correct the mistake (grammar or information), etc.

- Contests and games. Bingo with vocabulary words or verb tenses, find as many words as you can in x minutes under different categories, find information in the dictionary, how much do you know about ...?

Introducing Travelers to your Students

Before starting Unit 1, introduce students to the course, the components and methodology. Explain the importance of their participation, the work organization into individual, pair and group work, the role of self-evaluation, etc.

Bibliography

Both the Teacher’s book and the Student’s book offer

suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school.

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Classroom management has to do with methods used by the teacher in order to establish harmonious class organization and discipline. The following components play an important role in the achievement of these goals.

The teacher

A classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation.

In most cases the teacher is the only direct contact the students have with English. It is therefore important that she / he tries to communicate with the students in English as much and as often as possible. Some students may not be used to this, and

teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class.

The students

The main objective of the English classes is the development of reading, listening, speaking, and writing skills, so the teacher may insist and encourage students to use English in class as much as possible to show understanding of the reading and listening texts. The teacher must provide patterns and clear examples for them to do so, following these patterns and examples. The teacher must also emphasize the importance of everyone’s participation in and contribution to the activities, giving clear explanations of their purpose and the role of the individuals, the pairs, or the groups carrying them out. Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness on the students’ part to do the different tasks they are assigned. The topics in Travelers have been carefully selected to attract and keep students’ attention.

The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one the students have among themselves.

Travelers helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work.

Discipline

One of the reasons for bad discipline is usually students’ inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behavior, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested:

- careful planning, so that students realize there is a feeling of purpose which keeps their attention on the task in hand; - clear instructions, given very simply and assertively so that

students know exactly what to do. Working with big classes

These ideas may help you deal with a big class and allow you to put into practice the suggestions for activities in the lessons. • At the beginning of the year, discuss and establish, together

with the class, a few class rules. Ask different groups to write them on pieces of poster board and display them permanently on a wall. They may be written in Spanish and little by little turned into English, or they may be written in English and accompanied by pictures illustrating them.

• Involve the whole class when giving instructions,

explanations, or when checking answers, but try to use pair and group work as often as possible.

• Train your students to work in pairs or groups from the very beginning, little by little, first only in pairs, doing simple tasks such as making lists of words, looking up words in a dictionary, preparing a couple of questions, etc., then move on to more complex tasks, and finally start asking them to work in groups. • An important part of the training period should be to ask

them to move quickly and with as little noise as possible. Do not ask the whole class to form groups or pairs at the same time, but do it by rows and praise the row that does it best. • Try and use a variety of working arrangements: pairs with the

student next to them, with the student behind, with the student in the row opposite, etc., or form pairs with simple action games, such as forming two big circles, asking them to move in different directions and stop when you say so: their partner is the person they are standing opposite to at that moment, etc.

• At the beginning, ask students to form pairs or groups with the people near them, but eventually ask them to move around more. When they have been trained in pair and group work, you may ask the whole class to leave their seats and move around the classroom to work with different partners, gathering information or opinions, carrying out a survey, etc.

CLASSROOM MANAGEMENT

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• Apply different criteria to form pairs and groups: sometimes put together students of similar levels and assign different tasks according to their levels; at other times, form mixed-ability pairs or groups, so that stronger students may help weaker ones; take an active part in the formation of groups, but occasionally, let students choose who they want to work with. Take these opportunities to emphasize the importance of cooperation and respect for everyone’s ideas, abilities, and contributions. • Give short, clear instructions, and always check that students

have understood what they have to do by asking them to repeat your instructions – in Spanish if necessary. You may ask the best students to write short reminders of the steps of the activity on the board.

• Provide a clear model of what pairs or groups have to do with one or two students in front of the class before they begin working on their own.

• Assign a clear time limit for each activity – and keep to it! Do not ask “Are you ready?” as most probably the answer will be a loud NOOO!, even if they are ready.

• After you have given and checked instructions for the activities, start walking around the classroom, going from group to group as quickly as possible. Repeat the instructions if you see that most of the students have not understood or are not doing what they are supposed to be doing.

• Agree with the class on a code you will use to indicate that they have to stop doing the activity, stop talking and get ready to check results. For example, you may stand in a particular place in the classroom; or you may raise your hand and as students see you they have to do the same; or you may count from five to one, etc. In general, avoid shouting, as loud noises tend to generate louder responses.

• Occasionally, ask either troublesome or faster learners to act as your assistants, writing things on the board, walking around the classroom checking that all groups are doing the activity, taking notes of the work in progress, keeping the time, distributing and collecting worksheets, etc. It is better if these assistants are not always the same students.

• At the end of each activity check answers, correct general mistakes you may have detected while walking around the class and do something that clearly indicates that the activity has finished: some final examples, choral repetition of key words, phrases and sentences, congratulations and praise for the good work done, etc.

• If your students are used to getting marks for their work, agree on a system of marking pair and group work as well: give and accumulate points for participation, good behavior and results. (Examples of observation sheets and class evaluation are provided).

• Dealing with troublesome students may be difficult. This may be made easier if you ask all students to write a suggestion for ‘punishment’ of these students on a piece of paper. Check that the suggestions are acceptable, put them in a box and ask troublemakers to get a piece of paper from the box and do whatever is indicated there whenever they misbehave. Pairwork and groupwork

This type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students’ involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn - taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).

Students learn best when they are actively involved in the process. Researchers report that students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other formats. Students who work in collaborative groups also appear more satisfied with their classes.

• Informal learning groups are temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have asked. You can also form groups of three to five to solve a problem or answer a question. You can organize informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace. I N T R O D U C T I O N

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•

•Formal learning groupsFormal learning groups are teams established to complete are teams established to complete

a specific task, such as write a report, carry out a project, or

prepare a presentation. These groups may complete their work

in a single class session or over several weeks. Typically,

students work together until the task is finished, and their

final product is formally evaluated.

•

•Study teamsStudy teams are long-term groups (usually existing over the are long-term groups (usually existing over the

course of a semester) with stable membership whose primary

responsibility is to provide members with support,

encouragement, and assistance in completing course

requirements and assignments.

•

•Study teamsStudy teams also inform their members about lectures and also inform their members about lectures and

assignments when someone has missed a session. The larger

the class and the more complex the subject matter, the more

valuable study teams can be.

•

•General StrategiesGeneral Strategies

Plan for each stage of group work. When you are preparing for

the course, decide which topics, language contents, or projects

might lend themselves to formal group work. Think about how

you will organize students into groups, help groups negotiate

among themselves, provide feedback to the groups, and

evaluate

evaluate the products of the products of group work.group work.

Carefully explain to your class how the groups will operate and

how students will be graded. Explain the objectives of the group

task and define any relevant concepts. In addition to a well

defined task, every group needs a way of getting started, a way

of knowing when its task is done, and some guidance about the

participation of members.

Give students the skills they need to succeed in groups. Many

students have never worked in collaborative learning groups

and may need practice in such skills as active and tolerant

listening, helping one another in mastering content, giving and

receiving constructive criticism, and managing disagreements.

Discuss these skills with students and model and reinforce them

during class.

Consider written contracts. Some teachers give students written

contracts that list members' obligations to their group and

deadlines for tasks.

Adapted from:

Adapted from: Gross Davis, B. (1993). Gross Davis, B. (1993).Collaborative Learning: Group WorkCollaborative Learning: Group Work and Study Teams

and Study Teams. Retrieved July . Retrieved July 18, 2012 from http://teaching. 18, 2012 from http://teaching. berkeleyberkeley.. edu/bgd/collaborative.html edu/bgd/collaborative.html NOTES NOTES I I N N T T R R O O D D U U C C T T I I O O N N

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I I N N T T R R O O D D U U C C T T I I O O N N

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• Start every lesson in a way that focuses everyone's attention

to create expectation and prepare students for what is to

come. You can write the topic of the lesson on the board and

ask some questions about it, show a poster or picture related

to the lesson, ask who can remember what they did the

previous class, etc.

• Do not allow students to open their books until everyone is

paying attention.

• End an activity before students get bored with it, but do not

hurry them or end the activity too soon if they are obviously

enjoying it.

• Ask students their opinion.

• Do not assume that if one student says they understand,

everyone else does.

• Ask (elicit) rather than tell. Someone in the class can probably

give the information.

• Do not ask students to explain difficult things, such as

definitions of words, in English.

• Do not interrupt students during pair or group speaking

activities to correct their English; note the main, common

mistakes, put them on the board and correct them with the

class at the end.

• Do not insist on 100% accuracy all the time. Mistakes are a

normal part of the learning process, and a valuable source

of information.

• Give praise and encouragement, especially to weaker students.

Write positive comments on their work; let them know what

they are doing well and what they need to improve.

• Remember that you are the main motivator in the classroom!

• Remember that you are the main motivator in the classroom! SOME METHODOLOGICAL SUGGESTIONS

SOME METHODOLOGICAL SUGGESTIONS

FOR SKILL DEVELOPMENT

Developing listening skills

• Follow the organization of activities into before, while and

after listening.

• Before listening

- Introduce the topic of the text and get students involved.

Elicit what they know about it and help them relate it to

their own experiences. Make use of pictures.

- Present key vocabulary and structures, and write them on

the board.

- Invite students to predict the content and to formulate

hypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the interest

created to continue with the listening activities.

• Listening

- Play the recording once or twice for students to check their

predictions and hypotheses. Accept other information they

may have gathered, but do not go into details at this stage.

- Remind students of cognate words, which help

comprehension and consequent task realization.

- Read and clarify instructions with the class, and do the

different listening activities one by one, concentrating on the

task assigned and checking answers after each successive

listening.

- Every time students listen, they should have a clear purpose

and task, provided in the instructions, which will help

them focus

them focus their attentheir attention and tion and identify the identify the informationinformation

required.

- Help students recognize different supporting elements in the

listening texts:

listening texts: intonation, intonation, voice pitvoice pitch, pauses, ch, pauses, emphasis,emphasis,

background noise, etc.

• After listening

- Help students summarize the text using the models provided.

- Encourage reinforcement of vocabulary and grammar that

appeared in the text, always using the context, and providing

further examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on the

contents and

contents and highlight the vhighlight the values presented, alues presented, making themmaking them

notice the

notice the connections with connections with their own their own reality.reality.

- Make students evaluate their own performance in the lesson.

a.

a. Did their predictions help them understand the text? Did their predictions help them understand the text?

b.

b. How did they do in the different listening activities? How did they do in the different listening activities?

c.

c. What new worWhat new words, expressions, ds, expressions, or structures did they learnor structures did they learn

in this lesson? Can they use them in other situations?

Developing reading skills

• Follow the organization of activities into before, while and

after reading.

• Before reading

- Introduce the topic of the text and get students involved

Elicit what they know about it and help them relate it to

their own experiences. Make use of pictures.

- Present key vocabulary and structures, and write them on

the board.

- Invite students to predict the content and to formulate

hypotheses of what will appear in the text.

SOME BASIC TEACHING REMINDERS

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- Always ask students to give a quick look at the text to find

the cognates and the words they already know. This will help

them formulate more informed hypotheses and also feel less

insecure when facing a new text.

- Draw students’ attention to the structure of the text: layout,

punctuation, titles, subtitles, etc., to identify the type of text.

This will also provide clues that will help them understand

the text.

- Do these activities quickly and take advantage of the interest

created to continue with the reading activities.

• Reading

- Ask students to read the text quickly to check their

predictions and hypotheses. Accept other information they

may have ga

may have gathered, but do thered, but do not go into details not go into details at this stage.at this stage.

- Remind students of cognates, which they can identify

easily,

easily, and which help and which help comprehension and comprehension and consequent taskconsequent task

realization. Pr

realization. Present false cognates if esent false cognates if there are there are any in the text.any in the text.

- Read and clarify instructions with the class, and do the

different reading activities one by one, concentrating on the

task assigned and checking answers after each successive

reading. Ev

reading. Every time ery time students read the text, they should havestudents read the text, they should have

a clear purpose and task, provided in the instructions, which

will help them focus their attention and identify the

information required.

- Help students recognize different supporting elements in

the texts: text organization, reference markers, letter types,

graphic support, punctuation marks, illustrations, etc.

- Remind students of some general characteristics of text

organization: main ideas are usually at the beginning of each

paragraph, connectors give important clues –

paragraph, connectors give important clues –and and indicates indicates

addition,

addition,but, however but, however indicate contradiction, indicate contradiction,becausebecause

indicates a reason,

indicates a reason,or or indicates alternatives, etc. indicates alternatives, etc.

• After reading

- Help students summarize the text using the models provided.

- Encourage reinforcement of vocabulary and grammar that

appeared in the text, always using the context and providing

further examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on the

Contents, and highlight the values presented, making them

notice the connections with their own reality.

- Make use of the FL (Fast learners) activities or the cartoon

strip episode in the Student’s book and of the

complementary a

complementary activities in ctivities in the Tthe Teacher’s book to provideeacher’s book to provide

further practice in a free? context, either for the whole class

or for faster, keener students. Invite them to make comments

on the contents and share them with the rest of the class.

- Encourage students to make use of the Reflections section to

evaluate thei

evaluate their own r own performance in performance in the lesson.the lesson.

Developing oral expression

• At the beginning of the course, prepare posters with the class,

showing the expressions they must use as part of the

classroom interaction (See Classroom language on Page

classroom interaction (See Classroom language on Page1818.).)

You may use different colors to identify their function.

• Teach them to address you as Mr. / Miss / Mrs. plus your surname.

• Encourage students to use English to do the different speaking

activities that show comprehension.

• Choose relevant parts of the listening texts, especially dialogs,

for students to listen, repeat, and try to memorize and present

in front of the class.

• Create a positive atmosphere in the classroom to facilitate

students’ participation in oral exchanges.

Developing written expression

• Always provide a model for students to follow. Go from simple,

very guided activities to more complex ones: just words that

students use to fill in blanks, or exercises in which they put

words in order to form sentences, short answers to simple

questions, using a pattern given and substituting some

elements, etc.

• Make students aware of punctuation marks and connectors.

• Check written work while walking around the classroom, or

collect notebooks, or provide the correct versions on the board

or on a transparency. or on a transparency. I I N N T T R R O O D D U U C C T T I I O O N N

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In this age of information revolution and the widespread use of the Internet in almost all spheres of life, using computer technology in the teaching process is more and more accepted and widespread.

The Internet can serve as a teaching medium and as a rich resource of materials (texts, pictures, sounds, music, films, etc.) You can use these as a basis for your lessons instead of texts from the coursebook only. In this way, Internet-assisted lessons supplement teaching, adding an additional dimension to the classroom.

Students can use web resources to gather information on various topics or prepare to present a project. The Internet gives great possibilities for students’ individual work, allowing them to work at their own pace, with materials they choose

themselves, giving them variety and choice, and offering an attractive and interactive learning environment. This is largely achieved by the use of e-mail, chat, or discussion groups. Due to these widely accessible and inexpensive tools, students can communicate with people from different parts of the world. How useful is the Internet in the classroom?

• Students do online reading, listening, writing, or speaking and thus improve their skills.

• Students encounter grammatical structures in real contexts. • The potential of communication tools may be exploited

through e-mail, chat, discussion groups, or video-conferencing. • Activities demanding collaboration can be developed.

• Internet-assisted instruction fosters learner independence. • Individual students find partners and exchange e-mails. • Collaborative work between schools can be developed. How does the Internet help the teacher?

• Teachers can gather information about different topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans.

• Communication tools can serve the goals of the teacher reinforcing structures and lexis, enlarging their knowledge of the world and practicing the conventions of writing.

• Teachers can easily find opportunities for professional development through up-to-date resources and seminars.

Information collection and analysis

The use of the Internet allows students to practice and develop web searching techniques, as well as analyze and critically evaluate online sources. Make sure students not only look for required information, but also understand the materials and use their own words to paraphrase the web sites. In this way, students use all their learning skills and favorite techniques to collect, organize, and present information found on the web. Web searches help students develop analysis and synthesis skills, and stimulate them to think critically.

Students should be taught to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so that they are not overwhelmed by a multitude of resources.

Some tips to develop Internet-safe lessons

• Never ask students to use search engines on their own. • Ask students to find very specific information, not just surf. • Always tell students to write down the URLs of the sites they

use in a bibliographical format.

• Do not send the entire class to the same site at the same time. • When possible, try to preview sites before students visit them. • URLs of web sites change all the time, so try the links

yourself first. I N T R O D U C T I O N

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LANGUAGE CLASSROOM

THE INTERNET IN THE

LANGUAGE CLASSROOM

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Literature has proved to be a resource that takes students beyond the elementary level of intensive language instruction to a level which enables them to function effectively in the second language. Numerous scholars believe that the literary heritage should not be avoided with students who are

intellectually and emotionally ready to examine literary works. Moreover, research has shown that the use of authentic literary texts gives learners experience in ‘real’ reading in the foreign language and can be confidence - building and motivating. The value of literature in language learning is that it helps to develop the learners’ interpretive skills and it can provide a basis for extending language usage. (Byrne, 1997).

Another benefit of using literature in the EFL classroom is that it may enhance students‘ own creativity and invites them to see the world from other perspective.

When students are faced to reading literature, an extensive list of a variety of reading sub-skills are applied:

• deducing meaning and use of unfamiliar words; • understanding explicitly stated information;

understanding information which is not explicitly stated; • understanding conceptual meaning;

• understanding relations between the parts of a text through lexical cohesion devices;

• understanding cohesion between the parts of a text through grammatical cohesion devices;

• interpreting text by going outside it.

Since literature is language, the exploitation of literary texts in the classroom is a valid and relevant resource for of approaching language learning.

The methodological implications of the use of literature are the following:

• EFL classroom strategies such as cloze, rewriting, prediction activities, role-playing are adapted and adopted to teach literary texts in the language lesson;

• text manipulation (e.g., rearrangement and dramatization); • two-way channel of teacher-student communication and pair/

group work in order to achieve more self-sufficiency.

When dealing with literary texts, teachers should keep in mind that activities involve a constant reference back to and

interaction with the text and that ensue interaction between and among students.

Three-stage-framework proposed as a working model for the presentation of literary texts in the language classroom • Framing (thematic preparation): turning students‘ attention to

the content or theme of the text. It can also focus on distinguishing prose from poetry.

• Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand.

• Diverging (moving on): leading students into parallel activities of various kinds, e.g., role-play, transfer to other text-types, creative writing, etc.

Adapted from: Mirzaei, A., & Domakani, M. R. (2010). The Theory and Practice of Bringing Literature into the EFL Classroom.

USING LITERATURE IN

THE LANGUAGE CLASSROOM

USING LITERATURE IN

THE LANGUAGE CLASSROOM

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Greetings

Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday. Moods and feelings

A:_{How are you today?}

B:_{I’m fine. / I’m great. / OK. / Very well, thank you.}

I’m not very well. / I have a pro blem. / I’m feeling low. / I’m sad. Asking for clarification (STUDENTS)

Can you repeat that, please? Can you say that again, please? Sorry? I didn’t understand very well. Can you help me with this exercise, please? Encouragement (TEACHERS) Well done! Good! Excellent! Good work! Congratulations! The date

A: What day is it today?

B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.

A: What’s the date today? B: It’s (Monday) March 9th.

The weather

A: What’s the weather like today?

B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s snowing.

The time

A:What’s the time? / What time is it?

B:It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o’clock.

A:What’s the time? /What time is it?

B:It’s quarter past nine. / It’s half past ten. / It’s five past eleven. / It’s ten past twelve. / It’s twenty past one. / It’s twenty five past two. A:What’s the time? / What time is it?

B:It’s a quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four.

Some Commands and Instructions (TEACHERS) Add more words.

Answer the questions. Be quiet.

Check your answers. Check your predictions. Close the door.

Come to the board. Compare your answers.

Compare your answers in your group. Complete the paragraph.

Complete the sentences. Complete the summary. Complete the table. Copy the instructions.

Cross out the words you do not hear. Discuss the ideas in your group. Do Exercise 1.

Do not write in ink. Do not write in your book. Fill in the blanks.

Find examples in the text. Find out who wrote this poem. Find the cognates in the text. Go to the board.

Identify the best description. Listen to the recording. Listen.

Look.

Look at the pictures.

Look up these words in the dictionary. Make a list.

Make a list of topics. Make some notes. Match the pictures. Name three activities. Open the window. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Read the sentences. Select the correct answer. Silence, please. I N T R O D U C T I O N

Ingles Profesor PDF

GUÍA DIDÁCTICA DEL DOCENTE

GUÍA DIDÁCTICA DEL DOCENTE

GUÍA DIDÁCTICA DEL DOCENTE

GUÍA DIDÁCTICA DEL DOCENTE

Lina Alvarado Jantus

Lina Alvarado Jantus

Teacher of English

Teacher of English

Instituto Profesional Chileno-Británico

CONTENTS

CONTENTS

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DESCRIPTION OF THE COURSE

DESCRIPTION OF THE COURSE

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8

9

10

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11

CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT

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3

3

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4

SOME BASIC TEACHING REMINDERS

SOME BASIC TEACHING REMINDERS

SOME BASIC TEACHING REMINDERS

SOME BASIC TEACHING REMINDERS

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1

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THE INTERNET IN THE

LANGUAGE CLASSROOM

THE INTERNET IN THE

LANGUAGE CLASSROOM

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USING LITERATURE IN

THE LANGUAGE CLASSROOM

USING LITERATURE IN

THE LANGUAGE CLASSROOM

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CLASSROOM LANGUAGE

CLASSROOM LANGUAGE

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_{THE INTERNET IN THE}