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Transcript of Student-Centered English
by Brenda Raymond
"Voy a memorizar estas antes del examen. A que hora termina esta clase?"
too many words
students memorize for the exam
Forgotten soon after
"Mmmm, quiero un peach. Vea muy rica. Mi mamá le gusta la watermelon pero yo no."
Focus is on words /vocabulary rather than
vocabulary in useful sentences.
students learn words not sentences
"Odio la fruta y no me importa sus nombres en inglés."
themes established by teachers / curriculum developers
students aren't motivated to learn
when there is repetition, students often just repeat answers rather than thinking about them
students aren't learning to speak English
students learn to speak and understand real English in full sentences
student-centered focus using topics / vocabulary of personal interest / usefulness
learning process requires full brain engagement / very active participation / involvement of multiple senses
addresses multiple learning styles
grammar-focused and repetitive
Students enjoy learning English and are motivated to learn more
Most Important Vocabulary
be: am, is, are, was, were
am not, isn't, aren't, wasn't, weren't
do: do, does, did
don't, doesn't, didn't
have: have, has, had
haven't, hasn't, hadn't
Frequency Adverbs / Time Indicators
Prepositions (in, on, at)
Articles (a, an, the)
What percentage of your students can consistently use the English you have taught them?
A Paradigm Shift
What percentage of your students is excited about learning English?
What percentage of your students uses the English they’ve learned outside of your classroom?
What percentage of your students tries to produce English sentences on their own?
What percentage of your students can produce full, grammatically correct, sentences in the form of statements and questions?
object pronouns, articles, and common prepositions rarely need to be taught explicitly; they're generally acquired naturally through modeling
always, usually, often, sometimes, seldom, rarely, usually
every ... day, morning, night, week, year, etc.
yesterday, today, tomorrow,
Students determine nouns, verbs, and adjectives based on:
what they want to say or talk about
what they are interested in
what they do
Teachers can encourage vocabulary by:
asking the right questions
setting up interesting situations / learning experiences
reading / telling engaging stories
My mom has a new car.
I like it.
We went to Puntarenas in her car.
I usually eat pinto for breakfast.
Today I ate eggs and fruit.
My baby brother likes balls.
His favorite ball is small and green.
Does your little sister like balls?
Do you want to come to my house today?
What is Daniela doing?
Is she eating ice cream?
8:50 Paradigm Shift Presentation
10:30 Goal Setting / Closing
7:40 Round Table Discussion
8:20 Coffee Break
10:00 Group Work #2
9:30 Group Work #1
"English Cubed" Technique
"Engaging the Whole Brain" Technique
Nouns, Verbs, and Adjectives
Improving English Skills
Making Math Fun (while REALLY learning Math)
Hands-on Science Discovery