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English Teaching Strategies and Methods

English activities about different learning approaches and methods for 3rd grade elementary and 9th grade secondary
by

pia pedreros yañez

on 31 May 2014

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Transcript of English Teaching Strategies and Methods

DIALOGUE SCRIPT
This is a telephone conversation between a student, who wants to get a
part time work, and a supermarket company, who offers different kind of jobs.
Telephone Assistant: Hello, CTV Company. My name is Melissa. How can I help you?
Melissa: Good morning. My name is Paia Papaia and I called you to apply for a job yesterday.
Telephone Assistant: Yes, I remember you. What kind of job are you looking for?
Melissa: I’m looking for a part time job.
Telephone Assistant: Would you prefer to work during the mornings or in the afternoons?
Melissa: I would prefer working during the afternoon.
Telephone Assistant: According to your time schedule, I can offer you a job as a cashier.
Melissa: It’s perfect.
Telephone Assistant: Well, I need to know your personal information, so could you come as soon as possible during this week? I will be the whole afternoon in my office. But if you cannot today you could come tomorrow morning.
Melissa: I prefer going tomorrow. Can I be there at 3 o ‘clock?
Telephone Assistant: Mmm, I strongly recommend you to come
in the morning. Could you arrive at 10 o’clock?
Melissa: Sure, I’ll be there tomorrow. Good bye.
Telephone Assistant: Good Bye Miss Papaia.

English Teaching Strategies and Methods
Activity #1
Audiolingual Method

Activity #6
Lexical Approach

Activity #2
Communicative Approach: Information Gap

Activity #7
Task-Based Approach

Activity #3
TPR Method

Activity #5
Cooperative Project
Activity #4
Communicative
Approach: Game

Purpose Statement:
To improve listening and speaking skills

Method / Approach:
Audiolingual Method

Textbook:
Alvarado, Lina (2012).Teens Club. Ediciones R&B
Level:
9th grade highschool.
Name of the Unit:
How about working?

Objective/Learning Outcome:
They will be able to ask people about preferences and participate in a telephone conversation
Description of Activity:

The teacher plays a record of a telephone conversation, between students who wants to get a part time job and a company which has posts available.
Students listen the recording 3 times, each interaction is repeated by the teacher and the students do the same after him/her. Then the teacher pauses the recording before certain expressions and the students complete the dialog with the correct information previously heard.

Materials and resources needed:

Recording and script of the dialog

Short reflection on what you learned through this:
The teacher’s role is fundamental in audio-lingual method, monitoring and guiding students.
Purpose Statement:
To increase the interaction between students and discover meaningful information.

Textbook:
Alvarado, Lina (2012).Teens Club. Ediciones R&B
Level:
9th grade highschool.
Name of the Unit:
How about working?

Objective/Learning Outcome:
They will be able to locate missing information, discriminate between correct and incorrect information
Description of Activity:

Teacher gets the students working in pairs.
Give one person of each pair the Student A page and the other the Student B page.
There are two different non-profit organizations being advertised in the local paper.
Students should ask each other questions to find out the missing information from their page, then write it down, asking for spellings as necessary.
Encourage them to communicate verbally to get the answers, rather than letting each other look at their pages.
When all the students have finished, bring the group back together and ask checking questions to elicit the answers, as well as to find out how much the students have understood about the other material in the adverts

Materials and resources needed:
Worksheets with the information advertised with missing information

Short reflection on what you learned through this:
Creating these kinds of activities involves previous research of the teacher, but despite the work, it can result as a very interesting activity.

Information Gap Activity
Student A: make questions to your partner to find out the information that is missing from your page, and then write it down, asking for spellings as necessary.


Student B: make questions to your partner to find out the information that is missing from your page, and then write it down, asking for spellings as necessary.


Teacher’s copy

Purpose Statement:
Young learners will be completely involved through psychomotor learning activities.

Textbook:
Alvarado, Lina; Llanas, Angela; Kniveton, Julie (2012).
Bounce 3. Macmillan
Level:
3th Grade Elementary School
Name of the Unit:
Look at my Clothes

Objective/Learning Outcome:
Students will be able to recognize and reinforce vocabulary related with clothes
Description of Activity:

The teacher presents clothes vocabulary and then he/she shows where the piece of clothes is usually worn. The students repeat every movement following the teacher’s actions

Materials and resources needed:
Pieces of clothes

Short reflection on what you learned through this:
The teacher and students have an active role in TPR, which is very useful to the young learners

Purpose Statement:
These activities help move the students from working in a more structured environment into a more communicative one.
Textbook:
Alvarado, Lina; Llanas, Angela; Kniveton, Julie (2012). Bounce 3. Macmillan.
Level:
3th Grade Elementary School.
Name of the Unit:
Look at my Clothes.

Objective/Learning Outcome:
They will be able to locate information and identify correct information
Description of Activity:
The teacher gives different bingo flashcards to pairs of students and explains how the game is played with a demonstration.
The pair of students, who first complete a line and shout BINGO, win the challenge.

Materials and resources needed:
Bingo flashcards.

Short reflection on what you learned through this:
Language can be taught in a interactive and funny way, especially in young learners.

Bingo Worksheets
Purpose Statement:
To implement group cohesion

Textbook:
Alvarado, Lina (2012). Teens Club. Ediciones R&B.
Level:
9th Grade Highschool.
Name of the Unit:
How About Working?

Objective/Learning Outcome:
The student will be able to distinguish facts and inferences, use Modal verbs to express necessity and preferences and, finally, write a leaflet promoting an organization
Description of Activity:
Teacher’s role
Forms groups, presents information, guides the activity, ensures major points are correct and debriefs activity.
Students’ role
Learn, rehearse materials, teach materials to others, learn new materials, prepare leaflet with the information given by the teacher and provide good reasons why people should consider doing a voluntary work, identify group process (individually and as a whole group).

Materials and resources needed:
Information about voluntary works in Concepción, from magazines, web-pages, leaflets, etc.

Short reflection on what you learned through this:
Meaningful group projects enhance confidence in others and plenty of socialization skills needed in everyday-life
Purpose Statement:
To make students acknowledge the significance of vocabulary.

Textbook:
Alvarado, Lina; Llanas, Angela; Kniveton, Julie (2012). Bounce 3. Macmillan.
Level:
3th Grade Elementary School.
Name of the Unit:
Look at my Clothes.

Objective/Learning Outcome:

Identify characteristics of clothes.
Description of Activity:

Multiple choice activity based on a PPT presentation with different images of clothes, where students have to decide between four written alternatives
Materials and resources needed:
PPT presentation

Short reflection on what you learned through this:
Grammar is not as necessary as vocabulary in the understanding of language.
PPT Presentation
CLOTHES

C Boots.

D Sweater.

B Socks.

A Shirt.

C Jeans.

B Hat.

A Gloves.

D Dress.

CORRECT!

D Vest.

C Skirt.

B Hat.

A Hood.

D Sweater.

C Coat.

B Raincoat.

A Vest.

D Sneakers..

C Sunglasses .

B Socks.

A Scarfs.

D Scarf.

C Sweater.

B Sock.

A Shirt.

D Short.

C Jeans.

B Sneakers.

A Slippers.

D Scarfs.

C Socks.

B Belts.

A Gloves.

D Dress.

C Shirt.

B Pants.

A Sweater.

B Shoes.

D Sandals.

C Boots.

A Trousers.

CORRECT!
CORRECT!

CORRECT!

CORRECT!

CORRECT!

CORRECT!

CORRECT!

Purpose Statement:
To involve real communication and carry out meaningful tasks.

Textbook:
Alvarado, Lina (2012).Teens Club. Ediciones R&B.
Level:
9th Grade Highschool.
Name of the Unit:
How About Working?

Objective/Learning Outcome:
To assess and appreciate the role of volunteer organizations around the world, value the importance of voluntary work for people in need. Use modal verbs to express necessity and preferences.
Description of Activity
Pre-Task:
The teacher exposes a list of social issues that might be alleviated by the intervention of voluntary workers. Then, students research about the foundation of different voluntary works.
While-Task:
Students plan their own voluntary work based on the previous information, they take a social problem and discuss about the best way to solve it. Finally, students present using multimedia resources including the voluntary work created.
Post-Task:
First, students evaluate in groups the presentations, and retroalimentation is given. The teacher selects language areas which presented major problems. Then students practice to increase their confidence.
Materials and resources needed:
information about social issues and voluntary work.
Short reflection on what you learned through this:
Students must fully comprehend the material or information in order to get to a conscious and meaningful outcome.

Jhon Mendoza Zapata - Doris Palma Garrido - Pía Pedreros Yáñez
Full transcript