estrategias del equipo de ingles

8/11/2019 Estrategias Del Equipo de Ingles

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LEARNING STRATEGIES FORENGLISHLANGUAGELEARNERS

PARTNER WORK

1.DEFINITION

Partner work( Meyers, 1993) is a form of cooperative learning that is particularly

effective with English langugae learners because of the opportunities for verbal

interaction and support it provides( Diaz-Rico & Weed , 2002) . In partner work the

teacher pairs tow students to accomplish a learning task. They are given specific

situations and are expected to accompliusha process or product to share with the

group or other pairs.

2. APPLICATIONS

The steps in implementing partner work are:

Pairing the students- Decide the purpose of the partner work to be done before you

assign the pairs. If language development is one of the main purpose of the pairing,

make sure one of the partners can provide a strong English model.

Modeling the task- Model the task to be done.Choose one student to act as yourpartner for the demonstration and walk through the step to be done.List the tasks on

a chart or whiteboard to serve as a reminder of the steps in the process and the

expectations of what will be accomplished.

Providing support and practice-Circulate among the pairs during the activity , giving

them feedback on the way they are working together and communication. Support

pairs who are struggling by entering into their interactions , modeling strategies they

can use to get the task done.

Sharing progress-Provide an opportunity for the pairs to share their process or

product with another pair or the whole group. Celebrate their accomplishments and

review the language they were able to use.


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COMMUNICATION GAMES

1.

DEFINITION

Communication games ( Gibbons, 1993) are activities set up in the classroom to

create opportunities and purposes for verbal communication practice. Many times the

purpose of communication in these games is to convey information or cause something

to occur as a result of the activity. Some of the games provide practice in the use of

a particular language function such as giving direction or asking questions. Other

games require students to work together and communicate top solve a problem.

2.

APPLICATIONS.

The steps in teaching communication games are:

Identifying a language need- Identify a language function in which your students

need practice. Following directions , asking questions, and conveying academic

information are among some of the most commonly used in communication games.

Choose a category of communication game

Modeling the game- Model the way the game is played by involving one or morestudents in demonstrating the game to be played. Review the rules carefully and

post them in the room so that students can refer to them during the activity.

Organizing the pair or groups-Organize the students in pairs or groups , making

just sure you have fairly fluent English speaker in each pair or group. Give the

pairs or groups the chance and get them started.

Guiding the practice- Move around the room providing support and

encouragement.

Talking about the experience-After the activity , ask the students to share

their experiences, any problem they had, and the solutions thay devised. Make a list

of the vocabulary that found helpful and discuss how it was used.


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Using video for integrated skills

1.Definition:

films and other video materials are used as a language teaching andlearning resource . It is motivating, and it provides a source of authentic and varied

language. A lot of films are well known, and some are recognized worldwide as a

common frame of reference. Video materials are excellent at communicating culturalvalues,attitudes, and behaviours. They are very effective at bringing the outside

world into the classroom and providing a stimulatingframework for classroom

communication and discussion.

2.Applications :We can divide video playback activities into three general

categories:

1.Preview:what you do before you watch a section of recording

2.Viewing:what you do while you watch

3.Follow up :what you do after watching

Any one lesson might include a number of these as different sections of the

recording are used , e.g. preview first section , view first section , preview second

section , view second section , follow up first and second section

Preview activities

Here are four typical preview activities:

A language focus on lexis, function or grammar that will come up on the

recording

Students predict what will happen from some given information or pictures

Students discuss a topic that leads into or is connected with the subject on

the recording Students study the worksheet that they will use while watching the recording

Viewing activities

It usually helps to set clear viewing tasks. Tasks might be in form of oral instructions

or in form of a worksheet , or they might be a natural follow-on from the preview


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They can describe what happened using narrative tenses; describe the scene;

anticipate dialogue or reactions; arrange the cut up dialogue which you have given

them.

Finally, play the extract again with sound, and your students will be able to fit whatthey hear into a context much more effectively than viewing the extract cold.

3 Jigsaw viewing

You may have done jigsaw reading activities in your class, where students have half

the information and have to share what they have read to recreate the whole story.

You can also do this with short video sequences:

Half the class watches with no picture, then the other half with no sound (you'll have

to take half the students out of the class in each case). In pairs they question each

other to recreate the scene.

Half the class have picture and sound, the other half just sound. You can do this by

sitting students in two rows, back to back, so that only one row can see the screen.

The half who only had sound question the other half.

One student listens with headphones, the others view without sound. The student

with headphones questions the others.

4 Backwards viewing

Choose a short sequence with a lot of action. For example, a woman enters anapartment, picks up the telephone, speaks, looks terrified, runs out of her apartmentand down the stairs, and runs off down the street. Movies are a good source for this

sort of material. Play the sequence backwards to the students, then have the

students reconstruct the story in chronological order, using narrative tenses, or

future tenses, or whatever you want the linguistic focus to be. Play the sequencenormally so students can compare it with their version.

5 Freeze frame

Do you use pictures in your classroom for introducing new vocabulary, describing

people and scenes? You can add a new dimension to this with the freeze frame buttonof your video or DVD player. Hit freeze frame when a character has an interesting

expression on his / her face, is about to react to something or answer a question, or

when there is a lot of colourful new vocabulary on the screen! Have students describethe character/scene, or anticipate what the character will say or do next. Release

freeze frame to compare with what actually happens.


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Video is a motivating and effective way to bring variety in to your ESL classes. Using

short, sharp sequences with a clear linguistic focus, your students will go away from

your class with more than if you sit them down in front of the screen and hit "play"!

6.Vocabulary in context

Choose an extract of about two or three minutes which is rich in vocabulary (dramaand documentary films work well for this). Make a sheet with ten to twenty words

that are used in the extract. Give one sheet to each pair of students and go through

it discussing meanings and possible contexts. (Giving them the context of the

movie/documentary as a whole can make it easier to guess possible contexts ofindividual words within this.) Play the extract through once, asking students to listen

for the contexts in which the words are used. Students can then pool their

information and produce a list of contextualised vocabulary on the board.

7 Subtitles

A big advantage of DVD over video is the subtitle feature.

A good exercise for building confidence is to play an extract with subtitles in thestudents' own language. Play it first with the sound down and let them read the titles,

then with the sound up, again reading the titles, and finally, with the sound up and the

titles covered.

As reading practice for higher level students, use an extract with subtitles in English.

8 The news

Record the TV news and choose an item with a lot of visual footage. Make a list of

vocabulary essential to the understanding of the item. Play the item with the sound

down and have your students discuss in groups what they think the item was about.

Next, hand out the vocabulary list and have the groups use it to reconstruct thestory. Finally, play the item with the sound up for students to compare their version

with the original.

9 Cultural differences

Here's an activity to fit in with a topic on cultures. Find a short extract which showsa typical aspect of British or American culture. In groups, have students discuss the

differences between what they saw and their own culture. Students do not

necessarily need to understand the dialogue for this - the visual aspect of thecultural scene is usually enough.


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10 Voices in my head

Choose a short extract with some interesting and expressive dialogue between two or

more characters. Show the scene and check students' comprehension. Put your

students into groups, one group for each character - if there are 4 characters in the

scene, you will need four groups. It is the groups' task to imagine what is going on in

the head of their assigned character! Play the scene again several times if necessary,for students to familiarise themselves with the character, and allow them to work

together to imagine the character's thoughts. Finally, play the scene again, pausing

after each character has spoken, at which point the groups add what they think

he/she is thinking.

Video is a motivating and effective way to bring variety in to your ESL classes. Using

short, sharp sequences with a clear linguistic focus, your students will go away from

your class with more than if you sit them down in front of the screen and hit 'play'...!


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Listening activities

1.

WALL DICTATION

This strategy is used to discriminate similar sounds.

Draw up a list of sounds which your students are having difficulty in telling apart and

write them on a large sheet of paper in Word lists and sentences. Make enough copies

of the sheet so that there is one for every four to five students.

APPLICATION

1.

Divide the class into groups of four or five.2.

Stick papers on the walls. Show each group which is their paper and make

sure that groups are roughly the same distance from their papers and will not

get in the way of furniture or other students when they go to read them.

3. Each group should nominate three of its members as messengers. The other

members of the group will be secretaries. Explain that a sign from you,all the

groups will send one of their messengers up to the wall to read their paper.

The messengers must remember as much as they can from the paper and come

back and dictate it to the group, who will copy it down. They can go to the wall

as many times as they need to. The first group to correctly write everything

will be the winners.

Bag back bag

Cab cab cap

Paper pepper paper

Said said setVest west vest

Packed packed backed

He packed the car

Show me the bag.He sneezed and the papee went everywhere.

Its in the back

Can you get me the paper?


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2.

PEOPLES SOUNDS

This strategy is used to recognize particular sounds.

Prepare one picture yourself, by selecting a sound you want to focus on and

constructing an imaginary description of job, hobbies, likes and likes, and so on

, for the person of job, hobbies, likes and dislikes, and so on, for the person in

the picture. The sound should appear frequently in the description.

For example, you could choose the sound / i: / and your description could be

something like this:

This is Tina. She is almost sixteen and she comes from Queensland in

Australia. She is studying at the momento and she is not sure what job shewants to do in the future _ perhaps work on magazine or be a teacher. She

likes skiing but she hates tennis and swimming. Her favourite foods are peas

and ice cream and her favourite color is light green.

3. DISCRIMINATION QUIZ

This strategy is used to help students with some of the problems in

uderstanding caused by weak forms, similar sounds, and word divisions.

APPLICATION

Make copies of the following quiz:

DISCRIMINATION QUIZ

Tick the one the teacher says:

1.

a She wants a present

b She wants her present.2. a Two pens are mine.

b Two opens of mine

3.

a The way to serve itb The waiter served it.

4. a I wont go.

b I want to go.

5.

a I lived here for ten years.

b Ive lived here for ten years.


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1. Give out copies of the discrimination quiz and ask the students to get into

pairs and decide what the difference in meaning is between each pair of

sentences.

2.

Tell the students that they are going to listen and tick the right answer when

you say one of the alternatives.

3.

Read out one of the alternatives, a or b for each question. Do it in a relaxedand fairly brisk fashion so that students practice in hearing the reduced

forms of sounds. Be careful not top ut unnatural stress on any of the words.

4. Give or elicit the answers and discuss any that the students found difficult.


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Reading

1. Predicting:

We can use this in readings like using part of the text (such as illustrations,

titles, headings, organization) or real life situation and your own background

knowledge to anticipate what is likely to occur next.

London Underground

The London Underground is a public transport network,

composed of electrified railways (that is, a metrosystem) that run underground in tunnels in central

London and above ground in the city's suburbs. The

oldest metropolitan underground network in the world,

first operating in 1863, the London Underground is

usually referred to as either simply "the Underground" by

Londoners, or (more familiarly) as "the Tube".

2. Skimming for Main ideas.

The strategy consists in reading the whole text in one time without paying

attention new words; the idea is to get the general idea of the text. Try

reading quickly through the table of contents, the preface, and the index,

then select from the chapter headings. You can then read the first and lastparagraphs, and perhaps the first sentenceof each of the other paragraphs.

Examples of Skimming:

The Newspaper (quickly to get the general news of the day) Magazines (quickly to discover which articles you would like to read in more

detail)

Business and Travel Brochures (quickly to be informed)


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3. Scanning.

This strategy consists in reading by looking specific information; to do this

you can read the questions first and then the text.

Activity: Comprehension questions used as cues for scanning a TV schedule

Level : Intermediate

Outline:

Do a short awareness raising session by asking students how they go

about making decisions based on schedules, short articles etc. Focus on

whether they read every word and if the read in strict order whenmaking such a decision in their own mother tongue.

Remind them that this process is the same in English and does not

require that they understand every word perfectly.

Distribute comprehension questions and TV schedule to students.

Make a special point of asking students to complete the exercise by

first reading the question and then scanning for the appropriate

answer.

Ask students to use the TV schedule to answer the questions. To

increase difficulties add a timing element (this should help students who

insist on understanding every word to not do so).

Correct activity as a class.

Extend activity by bringing in a number of magazines concerning travel,

entertainment or a similar activity and asking students to complete a

given task - for example finding a destination they would like to visit

or choosing a film they would like to see. Once again, ask students to

do the exercise by scanning and not reading each word.

What's On?

First read the following questions and then use the TV Schedule to find

the answers.

1. Jack has a video - can he watch both documentaries without having

to make a video?


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2. Is there a show about making good investments?

3. You are thinking about traveling to the USA for a vacation. Which

show should you watch?

4.Your friend doesn't have a TV, but would like to watch a film starring

Tom Cruise.5. Which film should you record on your video?

6. Peter is interested in wild animals which show should he watch?

7. Which sport can you watch that takes place outside?

8. Which sport can you watch that takes place inside?

9.You like modern art. Which documentary should you watch?

10. How often can you watch the news?

11. Is there a horror film on this evening?

TV Schedule

CBC

6.00 p.m.: National

News - join Jack

Parsons for your daily

news roundup.

6.30: The Tiddles-

Peter joins Mary for

a wild adventure in

the park.

7.00: Golf Review-

Watch highlights

from today's final

round of the Grand

Master's.

8.30: Shock from thePast- This

entertaining film by

Arthur Schmidt takes

a poke at the wild

side of gambling.

FNB

6.00 p.m.: In-Depth News -

In-depth coverage of the most

important national and

international news stories.

7.00: Nature Revealed-

Interesting documentary taking

a look at the microscopic

universe in your average speck

of dust. 7.30: Ping - Pong

Masters- Live coverage from

Peking. 9.30: It's Your

Money- That's right and this

favorite game show could make

or break you depending on howyou place your bets. 10.30:

Green Park- Stephen King's

latest monster madness. 0.30:

Late Night News- Get the

news you need to get a hard

ABN

6.00 p.m.: Travel

Abroad - This week

we travel to sunny

California!

6.30: The

Flintstones- Fred

and Barney are at it

again.

7.00: Pretty Boy-

Tom Cruise, the

prettiest boy of

them all, in an

action packed

thriller aboutInternet espionage.

9.00: Tracking the

Beast- The little

understood

wildebeest filmed in


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10.30: Nightly

News- A review of

the day's most

important events.

11.00: MOMA: Artfor Everyone- A

fascinating

documentary that

helps you enjoy the

difference between

pointilism and video

installations.

12:00: Hard Day's

Night- Reflectionsafter a long, hard

day.

start on the upcoming day. its natural

surroundings with

commentary by Dick

Signit.

10.00: Pump ThoseWeights- A guide to

successfully using

weights to develop

your physique while

getting fit.

11.30: The Three

Idiots- A fun farce

based on those

three tenors whodon't know when to

call it quits.

1.00: National

Anthem- Close the

day with this salute

to our country.

4. Jigsaw reading

Each student in a group is given part of the story to read. He has to read and

comprehend it all by himself in order to report to other members of the group. After

each member has reported the different parts of the story,the whole group work

together re-arranging the parts to recover the original story.

We can use any coherent passage to create a jigsaw reading text. But it is

more interesting if we use short stories our students can read independently.

The noisy dog/barked loudly/ in the middle of/the night.

In upper primary (or for some students in junior secondary), we can ask themto rearrange jumbled sentences to form a story.

Example:

1.

That was why he could not read at the age of ten.

2.

He went into the women's toilet.


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3. He sat on a bench.

4. People told him to wash his hands in the toilet.

5. Tom hated reading.

6. One day, Tom went to the park.

7.

He made his hands very dirty because he could not read the sign "WETPAINT".

8. He walked to the toilets.

9. He was caught by the police.

10.He could not understand the words "MEN" and "WOMEN".

The right order should be : 5,1,6,3,7,4,8,10,2 and 9.

5. Skip, Read On, and Go Back

Sometimes you can skip an unfamiliar word and read to the end of the

sentence or paragraph, thinking about what would make sense. Then, using thecontext, go back and reread to try to determine the word. Examples

According to Indian custom, a great dowry of money and objects is given to

the bridegroom, in other words, it is a dot.

There are several types of aerosol cans. Simple ones contain a liquefied gas,

called the propellant, in which material is dissolved, i.e., melt.

6. Summarize and synthesize

Making a mental, oral or written summary of something you read by retelling a

story or other text in your own words, you can draw pictures to help you.

Source

The amphibian, which is the animal

class to which our frogs and toads

belong, were the first animals to

crawl from the sea and inhabit theearth.

Summary

The first animals to leave the sea andlive on dry land were the amphibian.


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