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clipped from www.teachers.tv From Good To Outstanding - Vicky Edwards

TRAINEES´FAVOURITE ACTIVITIES 2007

Contribution by: Girolami Cecilia, Ercegovich Gisela Workshop 3 -2007

Lesson Stage: Practice

Name of activity: writing a short anecdote.

Level: Intermediate

Procedure: as a warm-up, the teacher will brainstorm types of stories such as ghost stories, fairy tales, legends, funny anecdotes, etc. and also she will elicit some short funny or scaring story they may remember. After that, she will explain the parts of a story (setting, development and ending.) The students will form groups of three and they will plan a story following the steps taught beforehand. They will also have to decide who will tell the story and how. One student per group will tell the story aloud to the rest of the class. The others should listen carefully because then one student will retell it (the teacher will chose the once who are not paying attention.)

Comment:

The students worked well and they were almost all engaged in the activity. They even did not realize that the lesson was finishing and they were working during break time. We think they liked the activity because they wrote what they wanted, i.e. it was communicative and personal. The activity was challenging compared with those in the book. Although it was carried out at the end of an 80’ lesson (they are usually restless by this time) they worked pretty well.

Contribution by Clara Miranda. Workshop III 2007.

The Game of Unspeakable Fun", Taboo is a spoken word game that involves trying to get your team to guess a secret word without using any of five clue words specified as "taboo". As a player gives clues, he is constantly monitored by a member of the opposing team; if he makes any mistakes, a point is deducted from his team's score. There are many ways to succeed in Taboo. Hand gestures, sound effects, and "sounds like" clues are prohibited, but legal clues can consist of suggestive sentences, song lyrics, fill-in-the-blanks phrases, or even one-word hints. I played Taboo on my last practice, and it was great! The students had to find the way to make their team guess the word without using the prohibited ones. And they all managed to do so very well! Here are some of the cards the students picked:

OUT In Doors Exit Leave Go COMPUTER Laptop Screen Games Chat E-mail

CAMEL Animal Desert Spit Cigarettes Hump SCHOOL Teacher Student Classroom Learn

LION Cat King Jungle Animal UMBRELLA Rain Open Get wet Under

I suggest that you try playing it in one of your classes. It can be really fun, and students will have to manage to manipulate the language in the best way possible.

Lesson Stage: 5 min activities

Name of Activity: Taboo

Level: Any (except beginners)

Procedure: Taboo involves trying to get your team to guess a secret word without using any of five clue words specified as "taboo". As a player gives clues, he is constantly monitored by a member of the opposing team; if he makes any mistakes, a point is deducted from his team's score. There are many ways to succeed in Taboo. Hand gestures, sound effects, and "sounds like" clues are prohibited, but legal clues can consist of suggestive sentences, song lyrics, fill-in-the-blanks phrases, or even one-word hints.

Contribution by Ana Laura Salinas

- WORKSHOP III - 2007 -

• Lesson Stage: Post-Reading
• Name of activity: Acting Out
• Level: pre-intermediate (can be adapted to any level)
• Procedure: After reading a text about William Shakespeare's play Hamlet, the Ss are given handouts with differents moments in the story. They have to invent the dialogues among the characters. Then, they act the scenes out (each of them can have a name tag as identification of the character they are portraying). Provide them with some previous 'rehearsing' time.

The Bomb game (ACTIVITY BANK)

Contribution by Nadia Tacchella and Evangelina Vera Workshop lll 2007

Material used: Timer

Source: Educationalworld. July,2007.

Aim: -to motivate SS -to create expectations -to make SS get involved in the subject matter

-to activate vocabulary related to food. -to contextualize the reading activity

The T says that SS are going to play a game about “FOOD”

The game has some modifications so as to fit the topic presented and the group of SS.

Procedure: The T sets a timer with an alarm for 1 minute. The timer is going to be a “bomb”. The “bomb” has to make its way around the classroom. When a S is handed the “bomb “, he/she must say a word related to the topics given in class (FOOD). When the “bomb “ explodes, the S holding it has to either answer a question from the T or do something silly, which his/her classmates will ask.

Timing (of the game): 5 min

Our experience with this activity was very nice. We used it as a warm up activity to activate vocabulary related to food. Each SS had to say an item of food/drink and pass the timer to his/her partner. When the timer rang, they had to answer to a question about themselves. SS enjoyed the game a lot, they laughed and got involved in the lesson. Even the form teacher participated!

Contribution by Georgina Murray

LESSON STAGE: Systematization
NAME OF THE ACTIVITY: Matching
LEVEL: Pre-intermediate
PROCEDURE: The T will draw a time line on the bb and she will write some years on it. Then, she will stick on the bb flashcards with some events. These ‘events’ are in the past simple tense and in the present perfect tense. The Ss will have to match these sentences to the year in which the event took place. The Ss will realize that they cannot match the sentences in the present perfect tense to any specific time in the past. After that, the T will ask the sts which tense is used to talk about past actions that we know when they happened and which is used to talk about actions that happened at an indefinite time in the past, which tense is used for actions that started in the past and have results in the present and which tense is used for actions that started in the past and finished in the past.
COMMENT: learning becomes meaningful when sts see that the present perfect tense is used to talk about indefinite past events and they cannot place the sentences anywhere in the time line. They tried very hard to find a place for them but in the end they couldn’t. That raised their awareness of the difference between the past simple and present perfect tenses.

Communication

Communicative activity 1

Name of the Activity: Direction Direction

Material: may vary according to the game chosen

Ss’ Level: any

Source: BBC. June, 2007.

Procedure: The T selects a game that has specific rules ( and enough to make it hard for Ss to remember them all ) that must be followed in order to play a certain game ( whichever the T chooses as appropriate ).Prior to the activity, the T selects one S and gives her /him the directions for the game without telling the rest of the class. The directions should be clear and oral ( not written). At the same time of the game, the S who has heard the rules will give the directions to the rest of the group, without any help from the T.

She should allow the group to play the game once before having a group discussion or making any corrections or clarifications of the rules of the game.

COMMUNICATIVE ACTIVITY 2

Name of Game: “Discussion Wheels”

Material: Discussion Wheel drawn on the bb or a big poster, and individual copies of the wheel

Student’s level: advanced

Procedure:

1. Prepare yourself for the activity:
1. Think of 8 or 10 contentious sentences based around a theme which you would like the students to discuss.
2. Draw a circle on a piece of paper and draw lines through the circle one line for each sentence) so that the circle is divided into segments. At the end of each line, write one of the sentences, and then make sure to copy enough so that each student has one.

2. Run the activity:

• Hand each student in their own discussion wheel and get them to look at the sentences and put a cross on the line next to the sentence according to how much they agree or disagree with it. A cross near the centre of the circle indicates strong disagreement and one near the edge of the circle can indicate strong agreement. A cross half way along the line can mean they are undecided.
• Once your students have had time to put crosses on each of the lines they can then start to discuss. This can be done in a number of ways, for example, assigning each st a partner or small groups or mingling around the class to speak.
• Once they have a partner to talk to, get them to discuss and explain their opinions and see if they can convince their partner to change the position of the crosses.

FOLLOW-UPS

Follow-up 1

Name of the Activity: Mini Project

Material: newspaper pictures

Ss’ Level: any

Source:Nolasco, Rob. WOW !2 Window on the world. OPU; 1994. unit 3, page 14.

Procedure: After being working with, for example, past tense and present perfect for talking about “ achievement “, Ss are asked to collect photographs of a person or team you admire. Then Ss should write , using the past and present perfect in this case, captions for them in which the achievements of the person/team are mentioned. Then each Ss’ production will be gathered to be arranged as a “ Class- Magazine “

Five-min activities

Five-minute activity 1

Name of the Activity: The Bomb game

Material: Timer

Ss’ Level: any

Source: Educationalworld. July,2007.

Procedure: The T sets a timer with a n alarm for 2-3 minutes then places it in a pencil case and passes it to a student. The “bomb” has to make its way around the classroom. When a S is handed the “ bomb “, he/she must say an adjective/ a sentence/a verb /a phrase/anything related to the topics given in class. When the “bomb “ explodes, the S holding it has to either answer a question from the T or do something silly , which his/her classmates will ask.

Activity for early finishers 2

Name of the Activity: MAKE THE CLUES

Material: no need material

SS’ level: any

Procedure:

Give the early finisher a word for him/her to make up the clues, following the example given. Example clues:

I am a noun but I am very important.
I begin with the letter ‘f’.
People in prison have lost it and want it back.
People demand it when it is taken away by dictators.
It is related to speech.
(Puzzle word = Freedom)

The last lesson of each week the class play the game ‘GUESS THE WORD’. Once the clues for a puzzle word are given, the class have three chances to guess it. The student guessing the word wins. If nobody guesses the word, the student who has made the clues is the winner.

GRAMMAR CAN BE FUN

Grammar can be fun 1

Name of the Activity: Inspiration cards

Material: 20 cars with different pictures, bb.

Ss’ Level: any

Source: Educationalworld. July,2007

Procedure: The T puts Ss into 4 groups and gives each of them 5 cards with different pictures. The she assigns each group a phrase structure ( whichever the Ss may have dealt with lately ) such as VERB- ARTICLE – NOUN or NOUN – VERB.

Ss have to write, in a sheet of paper, different phrases using the structures asked for. The phrases can be wild, surreal, non sensical in which all the elements from the pictures can be combined o associated, for example “ ignore the sun “, “ dog flies “, “chase the thunder “. A few minutes later, the T collects the pictures and the papers and sticks the pictures, at random, on the bb. Then she invites one S per group to come to the front of the class and to read the paper his/her team wrote. The rest of the Ss have to identify the pictures the phrases stand for and the structure used.

Grammar Can Be Fun 2

Name of Game: “Broken Telephone”

Material: -

Student’s level: Any

Procedure: First the class is arranged in a horseshoe. Then, the T gives a sentence to the first student in the line, which he or she must then memorise and pass on to the next person, by whispering. The next person will pass the sentence down the line to the next and so on until it finally gets to the last person in the group. That person in the group will then have to stand up and say what the sentence is.

It's really funny hearing the sentence at the end because it is often a mad distortion of the original. The students often have a good time laughing at what it all became in the end, and more importantly, realise the value of word order and structure.

Grammar can be fun 3

Name of the Activity: THIRD CONDITIONAL GUESSING GAME

Source: Teaching English. August 17^th 2007. <http://www.teachingenglish.org.uk/try/speaktry/third_con.shtml>

Material: no material needed

SS’ level: intermediate

Procedure:

• The teacher asks for a volunteer to leave the room.
• While that person is out of the room, the teacher and the rest of the class decide on something very unusual that could have happened while he/she was out of the room. For example, two students get married, the OHP explodes, basically whatever the students can suggest.
• Then, the person who has left the room comes back in and asks each student in turn 'What would you have done if this had happened?'
• Each student in turn answers in a full sentence for example, 'If this had happened, I would have bought some flowers.'
• When answering, the students must not mention the names of anyone involved because the student who is guessing has to work out what happened to whom.
• If the student guessing cannot find out what happened in his/her absence, he/she asks a new round of questions and the rest of the class must give new answers.

As this is for speaking practice, the students should use the contracted form for the conditional grammar - 'If this'd happened, I’d have bought.’

Vocabulary- activity bank

Vocabulary building 1

Name of the Activity: Word master

Material: dictionary

Ss’ Level: any

Source: Educationalworld. July,2007.

Procedure: The T groups the Ss in 2 teams. She has a dictionary and picks a letter for the day. Then one team picks a word, from the dictionary, starting with the letter suggested by the T. She reads the meaning to the opposite group so that they can guess the word. For example, the T may say · This word starts with B and means to construct “. The Ss have to guess the word, in this case “ build “.

To enhance motivation and participation, the T can record the pints on the board and the team with most points wins.

Vocabulary Building 2

Name of Game: “Word Train”

Material: bag with cards with words that sub classes such food, clothes, verbs of walking, etc.

Student’s level: Any

Procedure: The class will be arranged in a big circle. The T will say “ Here comes a train full of…” and she will take a card out of the bag and complete the sentence with the word. Each ss will have to say aloud a word related to the word in the card. .

T: “Here comes a train full of fruits...APPLE”

S: “…banana”

S: “…peach…”

(…)

The ss have to listen carefully to their classmates so as not to repeat the same word and also to know when their turn is, the st that is switched off or repeats the same word, has to do something decided by the rest of the class.

WARM-UPS

WARM-UP 1

Name of the Activity: Hangman Headlines

Material: bb

Ss’ Level: any

Source: Educationalworld. July,2007.< href="http://www.educationalworld.com/" target="_blank">www.educationalworld.com>

Procedure: The class is divided in 2 teams. The T puts a headline from the news (or TB) on the board, replacing each letter with a small flat line. The Ss then play hangman in the usual way , and the groups compete with each other. The team that reveals the headline firsts gets more points. Then both teams have to imagine/or think of the possible story behind the line. As a next step, the T leads a class discussion on the possible topic of the piece of news.

This activity could serve to introduce any subject such as accidents, disasters ) eg. Themes of worldwide interest ) for later presentation of specific structures and/or vocabulary.

WARM UP 2

Name of Game: “I’m a mime”

Material: A bag with cards with words for activating lexis, or a bag with cards containing sentences to activate grammar (depending on what the T wants to activate).

Note: only one bag will be used according to the aim of the warm-up: to activate/review either vocabulary or grammar.

Student’s level: any

Procedure: The T will divide the class into two teams: boys and girls, blue team or red team, a or b, etc. One member of either team will go to the front and pick up a card from the bag. She or he will have to mime the word or sentence and the rest of her/his team will have to guess to score a point.

Note: in the case the aim is grammar activation, the T will make clear that they have to formulate the sentences, and the mime can make use of the bb only for pronouns and only using pictures.

WARM-UP 3

Name of the game: The Balloon Game

Materials: balloons, strips of paper

Ss’ Level: any

Aims:

• To energise students and foster cooperation / team spirit.
• To channel energy positively.
• The sentences are chosen to either revise a language area like word order or to set a task or question for the students to focus on a new topic/language area.

Procedure:

• For a class of 30 students get 6 balloons.
• Cut up questions or sentences – taking into account their language level, for example:

Peter has regularly played tennis on Wednesdays.

If you won the lottery, how would you spend the money?

• Stuff the cut up bits of paper into each balloon (this is not difficult) and blow them up and tie them securely.
• Explain the activity clearly to the students.
• Divide class into 6 groups of 5 students.
• Each groups chooses a runner.
• When the teacher says GO the runner runs up to their balloon, which is on the floor at the front of the classroom (with as much space made around it as possible).
• They must burst the balloon without using their hands or feet and pick up the pieces of paper inside.
• They return to their group and together must put the sentences(s)/ question(s) in the right order.
• The group who finishes first are the winners.
• If they have produced questions, the next step is to work together to answer then questions or discuss them.

Source: One Stop English. 16/08/07. http://www.onestopenglish.com/section.asp?catid=59492&docid=146812

WARM-UP 4

Name of the Activity: HOT SEAT

Source: Teaching English. August 18^th 2007. <http://www.teachingenglish.org.uk/try/speaktry/hotseat.shtml>

Material: bb

SS’ level: any

Procedure:

• The teacher split the class into different teams (two is best, but if it is a large class, any number could be used).
• The students sit facing the board.
• Then two empty chairs - one for each team – are placed at the front of the class, facing the team members. These chairs are the 'hot seats'
• Then one member from each team sits in his/her team hot seat, so they are facing their team-mates and have their back to the board.
• The teacher writes a word on the board.
• The aim of the game is for the students in the teams to describe that word, using synonyms, antonyms, definitions, explanations, examples etc. to their team mate who is in the hot seat - that person can't see the word!
• The student in the hot seat listens to their team mates and tries to guess the word.
• The first hot seat student to say the word wins a point for their team.
• Then two different students sit in the hot seats.
• The teacher writes the next word on the blackboard.

This activity can be adapted to different class sizes. If there are many teams, perhaps some teams wait to play. Or if the team sizes are large, the number of tem members doing the describing can be restricted.

Activity bank ICE BREAKERS

• Ice breaker 1
  

Name of the Activity: MAKE A DATE

Source: Resident Assistant. August 17^th 2007 <http://www.residentassistant.com/games/icebreakers/makeadate.htm>

Material: a paper plate per student

SS’ level: pre-intermediate onwards

Procedure:

• The teacher gives each student a paper plate and instructs them to draw the face of a clock on it with a line next to each number.
• Then the students walk around and find a “date” for each hour, writing their name by the hour. No one can make a “date” with more than one person per hour.
• After everyone has made their dates, the teacher speeds up time and allows 1-3 minutes for each hour.
• The teacher asks a question for discussion on each date. The pairs will have a chance to get to know one another.

• Ice breaker 2
  

Student’s level: elementary on…

Procedure: The T will make a st pick a number from one to twenty four and any day of the week. Then, she will ask the st a question using the words the st chose.

For example:” T: Marcos, pick a day of the week and a number from one to twenty-four…”

St: “ ..eh..,Monday …eleven…

T: “ Ok...What did you do on Monday at 11 .am. ?”

St: “On Monday, at 11, I was at school.”

T: Ok.. now … Caro, pick a day And a number, please?

St: eh…Saturday and …twenty.

T: Ok…now Marcos ask Caro, please

(…)

By doing this, each st will have to pay attention and everybody will be encouraged to speak.

Note: if students are not acquainted with past simple, the activity can be modified for the present tense..

• Ice-breaker 3
  

Name of the game: The Toilet Paper Game

Material: toilet paper

SS’ level: any

Procedure:

Throw out a role of toilet paper and tell SS to take as much as they need. (Don't tell them what it's for). After everyone has taken some, have them tear the toilet paper at the perforations. For each square of paper in their possession, they have to share one fact about themselves.

Murciar, Christine. teAchnology. The Online Teacher Resource. 20^th August, 2007 < http://www.teach-nology.com/ideas/ice_breakers/>

• Ice breaker 4

Name of the game: Detectives

Material: pieces of paper

Ss’ level: elementary / pre-intermediate upwards

Procedure: The T hands out a Clue Sheet to each student. The Ss fill in the blanks of the statements such as

• "My favorite hobby is ________."
• "When I grow up, I want to have a job as a _________."
• "The most funny thing I did all summer was __________."

The Ss won’t put their names on their papers. They hand the sheets to the T who mixes the papers. Then the T hands an anonymous Clue Sheet to each student. If a student ends up with his or her own sheet, we make some switches. Then the T invites them to move around, asking questions of their classmates, narrowing down the list of "suspects" until they find the person who matches all the clues they hold.

Source: Education World. 18^th August 2007.<http://www.education-world.com/a_lesson/lesson/lesson019.shtml>

Assertive discipline-Contribution by Giselle Luchini-WorkshoplV-07

Assertive Discipline How a teacher views his role in helping to prepare students to be productive citizens is in part a reflection of his values about behaviour, and its rewards and consequences. The name most associated with assertive discipline is Lee Canter. He maintains that the key to this technique is catching students being "good," recognizing and supporting them when they behave appropriately, and on a consistent basis letting them know you like what they are doing. For Canter, students obey the rules because they get something out of doing so, or conversely, understand the consequences of breaking the rules.
Assertive discipline is not without critics. One of the most interesting of these is John Covaleskie. He believes that the very simplicity of assertive discipline is one of its biggest problems. He believes that children should obey the rules because that is the right thing to do, not because there is some reward associated with obeying, or some punishment for not obeying. The long term implications of rewarding behaviour as suggested by the assertive discipline model are not yet well understood. The Canter and Jones Models These two sections spell out the Canter and Jones models in some detail. These are the two systems most in use in public schools. THE CANTER MODEL Assertively Taking Charge Marlene and Lee Canter have developed a discipline model based on thousands of hours observing teachers in the classroom. What they have included in their model is based on what the successful teachers do. Assertive Discipline is a direct and positive approach to make it possible for the teacher to teach and the students to learn. It is based on several principles: Teachers should insist on responsible behaviour. When teachers fail, it is typically due to poor class control. They can't teach and the kids are denied the opportunity to learn. Many teachers believe that firm control is stifling and inhumane. However, firm control that is maintained humanely is liberating. Teachers have basic rights as educators: The right to maintain an optimal setting for learning. The right to expect appropriate behaviour. The right to expect help from administration and parents when appropriate. Students have basic rights as learners: The right to have teachers who help them develop by helping them limit self-destructive and inappropriate behaviour. The right to have appropriate support from their teachers for their appropriate behaviour. The right to choose how to behave with advance knowledge of the consequences that will logically and certainly follow. These needs/rights and conditions are met by a discipline plan by which the teacher clearly states the expectations, consistently applies the consequences, and never violates the best interests of the pupils. Assertive discipline consists of: Stating and teaching expectations early. Persistence in stating expectations and wishes such as, "I need you to ..." and "I like that." ["I” messages don't interfere with the pupil's positive self-esteem. "You are no good, why won't you behave," does interfere.] Use of a clear, calm, firm voice and eye contact. Use of non-verbal gestures that support the verbal statements. Influencing student behaviour without threats or shouting. Practicing the broken record technique [calmly repeating the message every time pupil tries to argue] rather than escalating into an argument. The assertive teacher is more effective than the non-assertive or the hostile teacher. It is hostility and wishy-washiness of the teacher that causes confusion and psychological trauma in students, not calm, firm, consistent assertiveness. The assertive teacher is able to maintain a positive, caring, and productive climate in the classroom. A climate of care and support produces the climate for learning. According to the Canters, the climate of positive support and care is best provided by the careful application of assertive discipline. It replaces teacher inertia and hostile behaviour with firm, positive insistence. [Photo] FIVE STEPS TO ASSERTIVE DISCIPLINE Recognize and remove roadblocks to assertive discipline. Most of the roadblocks have to do with negative expectations about students: they have poor health, home, personality, genes, and/or environment and, therefore, they are expected to misbehave. Problems or no problems, no child should be permitted to behave in a manner that is self-destructive or violates the rights of peers or of the teacher. Recognize that the teacher can influence in a positive way the behaviour of all students in the class no matter what the problems. To do this, remember that: All students need limits, and teachers have the right to set them. Teachers are admired who have high expectations, set high standards, and stick to them. Teachers have the right to ask for and receive back-up help from parents, principals, and other school personnel. We can't always treat all students exactly alike. Some students may have to be given special incentive programs or behaviour modification programs before they can live up to the standards expected. Practice the use of assertive response styles. The Canters differentiate among three response styles: non-assertive, hostile, and assertive. Non-assertive teachers typically feel it is wrong to place demands on students, fail to establish clear standards of behaviour, and if they do, they fail to back up their words with appropriate actions. They are passive. Hostile teachers typically use an aversive approach characterized by shouting, threats and sarcasm. Both hostile and non-assertive teachers are violative of the student rights cited above. Both styles should be eliminated. Assertive teachers make their expectations clearly known to students, parents, and administrators. They calmly insist that students comply with those expectations. They back up their words with reasonable actions. When students choose to comply with teacher guidance, they receive positive benefits. When they choose to behave in unacceptable ways, the teacher follows through with consequences that reasonably accompany the misbehaviour. Example: Non-assertive: "Please try to stop fighting." Hostile: "You are acting like disgusting savages again!" Assertive: "We do not fight. Sit down until you cool off." [and then we will discuss the consequence (if appropriate).] The assertive teacher calmly, firmly, and clearly communicates the teacher's disapproval of the behaviour, followed by a statement of what the student is to do. Learning to set limits. No matter what the activity, in order to be assertive, you need to be aware of what behaviours you want and need from the students. Think in terms of what you want students to do, e.g., take turns, not shouting out, starting to work on time, listening to another who is speaking. Instruct the students about what behaviour is desired at the beginning of an activity. Specify what is desired. "Be nice" and "work hard" are not specific. The expectations should be so clear that any student can instruct a newcomer as to how they are to behave at any time. Be sure to praise good behaviour more frequently than you apply negative consequences to bad behaviour. Teacher responses need to be appropriate--for most students, verbal acknowledgement is enough, for some situations tangible rewards or special privileges may be necessary to motivate the continuance of desired behaviour. Secondary students usually don't like to be singled out for praise--for them, the teacher will need to find more appropriate ways such as knowing looks, comments on papers, private conferences, etc. Teachers should not ignore inappropriate behaviour. They should stop it with a firm reminder of what is expected. They should decide in advance how they will handle a given situation. Eye contact is essential if the message is to have full impact--but don't insist that the student continue to meet your eyes since that is contrary to custom in some cultures. Use of the student's name is effective--especially if the message is being directed across the room. The broken record ploy is effective [when the student makes excuses, argues, etc., calmly restate the original direction as many times as necessary--used only when students refuse to listen, persist in responding inappropriately, or refuse to take responsibility for their own behaviour. Preface your repetitions with, "That's not the point...," or "I understand, but ...." Use broken record a maximum of three times. After the third time, follow through with an appropriate consequence if necessary]. Learning to follow through on limits. Limits are the positive demands you have made on students. Take the appropriate action when students either refuse to meet the demands or act in compliance with the demands. Either response requires follow-through. In the first case, the natural, undesirable consequences would be invoked. In the second, the natural desirable consequences should be invoked. Make promises, not threats. Establish the criteria for consequences in advance. Select appropriate consequences in advance. Practice verbal responses. Implementing a system of positive assertions. Much of what has gone before is negative. Rules and limits are only one side of the discipline picture. The other side is the positive one. When systematic attention is given to pupils who behave appropriately, Your influence with students increases. The amount of problem behaviour decreases. The classroom environment becomes more positive. What are some of the positive consequences that so motivate students? Personal attention from the teacher--greetings, short talks, compliments, acknowledgements, smiles, and friendly eye contact. Positive notes/phone calls to parents. Special awards--from comments on papers to certificates. Special privileges--five extra minutes of a desired activity for the whole class, choosing a friend with whom to work. Material rewards--posters, school pencils, popcorn. Home rewards--in collaboration with parents, privileges can be extended at home. Completing homework can earn extra TV time. Reading a book can earn a favourite meal. Group rewards--Preferred Activity Time. SUMMARY. The Canter model emphasizes stating rules/expectations clearly, applying positive consequences when expectations are met and negative consequences when they are not met, and being assertive rather than passive or hostile. [Photo] THE FRED JONES MODEL Body Language, Incentive Systems, and Providing Efficient Help. Frederick H. Jones is director of the Classroom Management Training Program which develops and promotes procedures for improving teacher effectiveness. The emphasis is on learner motivation and classroom behaviour. His model is based on extensive observation of classroom teachers and student behaviour. Teachers find the model is easy to understand because it is a refinement of the practices of effective teachers into a system. About 50% of classroom time is lost due to student misbehaviour and being off task.
80% of lost time is due to talking without permission.
19% is lost to daydreaming, out of seat, making noises, etc.
1% is lost to more serious misbehaviour. Most of lost time can be avoided by systematically employing effective body language, incentive systems, and efficient individual help. Effective body language causes students to stop misbehaviour without being costly in teacher time: eye contact, facial expression [calm, no nonsense look], posture [first step in "moving in"], signals and gestures, and physical proximity. Effective nonverbal acts typically stop misbehaviour and avoid verbal confrontation. [An appropriate gesture, e.g., pointing at the rule on the board, (or briefly calling the miscreant by name) may stop the disturbing behaviour, with little more than a pause in instruction, while failing to act "until I have time to deal with him" may allow the situation to deteriorate until significant time and emotional expenditure will be required.] Incentive systems motivate students to start doing the right thing, maintain on-task behaviour, and behave properly. An incentive is something the teacher can provide that students like so much that in order to get it they will work throughout the period/week/month. Incentives like stars, being dismissed first, having work displayed, grades, etc. motivate only the achievers...the also rans have no realistic expectation and so, no motivation. Preferred activity time [PAT] can provide incentives for the entire class. [Incentive systems are designed to build student cooperation so efficiently that almost any student will do as requested with a minimum of teacher effort.] Positive instructional support. Students are motivated to complete work when teachers are able to move quickly from pupil to pupil [praise, prompt, and leave] and provide help efficiently [Visual Instruction Plans (VIPs)]. Back-up Systems. A series of responses the teacher can call upon after the above fails. If some students continue to misbehave after being presented with appropriate instruction, well-planned and delivered, with immediate response to off-task behaviour with limit setting acts, an incentive system, and positive instructional support, then what to do? It is important that the teacher plan...and be prepared to use...in increasingly severe order--a sequence of consequences administered within the classroom and a backup system outside the classroom. The implementation of the plan sequentially to the point at which students are back on task insures minimum loss of instructional time. The knowledge of what to do next...if what you are doing doesn't work...instills confidence that you can gain control without getting upset. Setting the stage. There a number of things that the teacher should do to manage a classroom effectively. These include: Set up the room to facilitate learning and movement. Talk to parents to gain their support at the start of the semester. Be aware of the nature of classroom disruptions so that responses are appropriate. General rules tell what behaviour the teacher expects. Rules for rules: Must be simple and clear.
There should be very few rules and they should be posted.
Don't make a rule unless it will be enforced every time it is broken. Operational rules describe the nuts and bolts and must be specified to provide for smooth operations [however they are typically not part of the "discipline plan" general rules]. What materials to use, e.g., paper size, pencil or pen.
What must be done to complete an assignment, when due, etc. [Performance expectations.]
When to sharpen pencils, get a drink, go to the bathroom.
When it is appropriate to move about the classroom.
When and to whom it is appropriate to talk.
How to get help.
How and when to clean up.
How the class is dismissed. Why do you need rules? Pupils want to know what they can do/get away with. If you don't make the rules clear, they will test the limits until your limits are reached.
This is normal, human behaviour. Rules need to be taught as carefully as any other lesson. Rules need to re-taught at the beginning of an activity, after a vacation, when there is confusion. Rules need to be enforced consistently, calmly and promptly. The drill sergeant approach is unnecessary and works at cross-purposes if your goal is to help pupils develop self-control. [Note: There are three basically different approaches to teacher/parental discipline: Permissive [low structure] Authoritarian [high structure, low justification] Authoritative [high structure, high justification] Adolescents are most likely to follow their consciences rather than to give in to peer pressure if they grew up in an "authoritative" home...where rules are firm but clearly explained and justified...as opposed to "authoritarian"...where rules are laid down without explanation...or "permissive"...where children are able to do as they wish. This note is not from Fred Jones although it is consistent with him. Unfortunately, I am unable to retrieve the citation and apologize to the author.] Students like classrooms to be well-managed. Disruptions that interfere with work time, upset the teacher, and cause privileges to be withdrawn tend to be unpopular. A well-administered discipline plan with incentives saves time so that the content of the course can be studied more effectively. The teacher that is "too busy" to teach rules and enforce them promptly will be forever out of time. .

Planning a unit of work

Planning a unit of work

Ministerio de Educación

Secretaría de Educación Básica

Subsecretaría de Educación Básica

Programa Nacional de Innovaciones Educativas

Centro Nacional de Innovaciones y Nuevas Tecnologías Educativas

Autora

Ana Armendáriz

Identifying needs, topics and interests. Grading linguistic material

Hello! This chapter will focus on planning a unit, and the dilemmas and doubts. OK?

As we’ve seen before, you’re teaching the First Level of English at EGB 3. So we’re teaching beginners. What does this mean? It means we must:

• give a lot of weighing to exposure. This action results in longer pre-tasks and shorter task cycles;
• plan a set of short tasks rather than one long one;
• lay less emphasis on public use of language until learners have gained confidence, the planning and report stages are either omitted or very short, with yourself giving the first reports informally;
• initially concentrate on words and phrases, only gradually progressing towards grammar;
• work on language and communication awareness.

And here we are, notebook pen and textbook.

When we sit down to plan a unit of work there are many many aspects we have to consider. Generally, the textbook we use is great help because there are several aspects that were decided upon by the author or authors.

In Chapter 5 we said that the choice of topics was essential for learner motivation. But it is also crucial that the linguistic aspects should be properly sequenced so that the learning task becomes orderly and smooth.

The materials –texts, activities– included in the textbook we’ve chosen have been graded on the basis of degree of difficulty – alleged order of acquisition or natural route of development, length, number of unknown words, etc. Illustrations are essential to lead in the activity. The task preparation phase has that purpose. Remember: task preps are the key to the success of an activity.

As anyone can imagine, within a content-based task-based approach, grading becomes very complex. Language learning, as you know, is a process of learning to do things with language. Grading tasks, from this perspective, means specifying degrees and types of skill as well as choosing language contents and ordering them some way.

Some of the aspects to take into account are:

• how contextualised the language is, or the degree to which the language is put in a context, which facilitates comprehension;
• how demanding the expected language use is, or the degree to which language use makes cognitive demands on the learner, which implies defining which skills are easier than which others ;
• how much sense the (language) task makes to the learner, or the degree to which the learner’sprior knowledge is required to make comprehension easier;
• how autonomous a certain group is, or the degree to which your help is demanded from all or some of the learners;
• consequently, how much stress is experienced by the learners, or where on the continuum positive excitement –paralysing anxiety a certain task or group of tasks finds the learner;
• how "considerate" the language learning task is in general and on particular occasions, or the degree to which learner factors have been taken into account: confidence, motivation, personal learning pace, cultural knowledge/awareness, linguistic knowledge;
• how adequate a certain task or group of tasks is, or the degree to which they can be said to be relevant, possible to implement in terms of available time, demanding in terms of grammatical accuracy/contextual appropriacy;
• how functional the texts chosen to teach the language are, or the degree to which the texts required can be characterised as demanding in terms of size and density, format, contextual clues, content.

All these decisions have to be taylor-made. There are very few general principles, and the few there are are so general that remain unnoticed due to their very generality, so to speak.

And then what? How to start the task?

A good way to start is with a very simple activity. Announce what you’re going to do. Think of ways in which you could explain to learners what you expect them to do, preferably in English.

By necessity, your instructions must be very short and to the point. Use simple sentences. Look at your learners. Check if they’re attentive. Check their reactions. If they’re not, stop and wait for silence. If necessary start again. But don’t always start again: they will get used to it and will not listen the first time.

Gestures will always be useful. If necessary, think of Spanish key words in-between. Immediately check comprehension. Ask them what they’re going to do. But remember: you must try to build a transition from Spanish into English as soon as possible. Plan for that as well.

Tell your learners you’re going to try once to see how it works. Give this the status of a trial, so that there can be error.

Think of this: for a short time -we hope!- or during brainstorming sessions, learners will have to answer in Spanish. Preferably, however, try to find ways to check understanding in English. Strategies like ‘Listen-and-Do’, which require some non-verbal response, like pointing to pictures, performing an action, might come in handy.

Teach your learners a few routines to go by at the beginning. Include these in the planning of your unit. What are routines? They’re semi- productive expressions which they can find appropriate to the situations proposed, combined with vocabulary coming from the topics chosen. Many of these will be transparent –cognates in writing at the beginning. But they will not be transparent when produced orally.

In this way true beginners can begin to make themselves understood A basic requirement is for this initial repertoire to be communicatively useful, and success allows their marvellous brains to put everything into the right place.

So, make a list of those routines. Pin them up in one of the corners of the classroom.

Well now, you’ve thought about what to do. Now let’s think about how to do it.

Encourage learners to start the activity. Think of ways to create some "magic". If the topic is interesting, if it’s in keeping with your learners’ interests, then the whole thing will be much easier.

Plan the activity and then set a certain time to do it. Try to assign a possible time limit. But if you say 5 minutes, keep your word. Even if you then realise it was too little. If this was the case, don’t negotiate: they won’t take you seriously next time. But find ways to make the time longer.

Next time you will have learnt the value of 5 minutes with these learners.

Meanwhile walk around, listen to them, help them, suggest but don’t give answers directly. Correct errors only if there’s no understanding. Encourage them to say things in English, even if these are isolated words. Or "inventations".

If it is a game, play it, if you feel OK playing.

And now a little headache: quick learners, learners with a higher level of English. What to do? How to plan for them?

Not all learners do all things at the same time. We must respect each learner's personal rhythms and see if we can find different ways to help those that take longer. Besides, learners can do some things faster than other things.

What to do with them? Here are some ideas: get all the quick learners at any one time together into a group and plan a few follow-ups of the activities you’ve thought about for the group at large; with all the quick learners together, in a group, ask them what they would like to do in relation to the task the others are doing; distribute one or two quick learners in each of the other groups and instruct them to help their classmates; if some quick learners know more English than the group's level, apart from being quick, ask them to help you correct some drafts during process writing.

Something important: don't always do the same. Remember they need attention and have a right to enjoy the interaction with the group.

Well, here we come to the end of one more chapter. Hope you’ve found it useful. See you nextChapter.

• Bibliography

Estaire, S. & J. Zanón, Planning Classwork: A task-based approach, London, Heinemann, 1994.

Scrivener, Jim, Learning Teaching, London, Heinemann, 1994.

Willis, Jane, A Theoretical Framework for Task-Based Learning, London, Longman, 1996.

Propuestas para el aula - Lenguas extranjeras - EGB 3 - Nivel 1 - N° 6 - Autores

Ministerio de Educación Programa Nacional de Innovaciones Educativas

multiliteracies

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Communicative activities?

Which elements make this activity communicative? Is it?

English lessons to analyse

This is a video of an English lesson

Teaching grammar

This is part of a paper I wrote for the subject "Teorías de adquisición de L1 y

L2" in charged of Teacher Trainer Andrea Monserrat, at IES Olga Cossettini.

The aims of this paper are 1) to expose some conclusions from L2 research on the role of formal instruction on L2 acquisition; 2) to relate these conclusions to the concept words used to label stages in a formal lesson plan to teach grammar in the EFL classroom.

Some conclusions on the role of formal instruction on L2 acquisition

There is extensive literature reporting empirical studies on the place of formal instruction in L2 acquisition. Each survey has shed light on different aspects of the issue contributing to support some proposals for L2 methodology.

From the reviewed research Ellis (1994) concludes that formal instruction facilitates the process of natural language development and “should seek to draw learner´s attention to specific linguistic properties” (1994:660). He advocates the need of “consciousness-raising”, which he (Ellis 1993:109) defines as:

A deliberate attempt on the part of the teacher to make the learners’ aware of

specific features of the L2; it entails an attempt to instill an understanding of

the formal and functional properties of these features by helping the learners

develop a cognitive representation of them.

The concept of “consciousness” in L2 acquisition has underlied the issue of the relationship between explicit and implicit knowledge and how they are internalized.

Schmidt and Frota (1986 cited in Ellis 1993) state that:

Explicit knowledge functions as a facilitator helping learners to notice features in the input which they would otherwise miss and also to compare what they notice with that they produce, being one of the factors contributing to “intake enhancement” (information stored in temporary memory which may or may not be accommodated in the interlanguage).

From the previous statement it is necessary to clarify “noticing”, which Schmidt (1990 quoted in Ellis 1993) defines as “availability for verbal report, requiring focal awareness”.

Ellis (1993) stresses the theoretical importance of the term because for “noticed input” to become “intake” learners have to carry out a comparison of what they have observed in the input, and what they themselves are typically producing on the basis of their current interlanguage system. Schmidt and Frota (1986 in Ellis 1993) call this

“noticing- the- gap”, which is also a conscious process.

Thus “consciousness-raising” has set a new rationale for the teaching of grammar, which is now “aimed at developing explicit knowledge to raise learners’ consciousness about how the target language grammar works”.(Ellis 1993:108)

Larsen-Freeman (1991 in Ellis 1993:108) has pointed out that this approach will involve:

a)drawing attention to how grammatical forms are formed, b) developing an

understanding of how particular grammatical forms signal particular

grammatical meanings, and c) helping learners realize what constitutes

appropriate use of the forms in context.

When considering methodological options available to teachers, Ellis (1994) states that research lends support to the following compatible hypotheses:

a) Language teaching may take a “focus-on form approach”, which involves alternating in some principled way between a focus-on-meaning and a focus-on-form. (Long 1991 cited in Ellis 1994:639). Ellis explains that it occurs when teachers follow a task-based syllabus to focus learners’ attention on specific linguistic properties in the course of carrying out communicative activities. Teachers may device problem-solving tasks that supply the learners with the data they need to discover the rule for themselves (Ellis1993:109).

In this approach both meaning negotiation and corrective feedback may facilitate acquisition. (See Lightbown and Spada (1990) study cited in Ellis 1994:640)

b) Language teaching can adopt a structural syllabus, with a focus-on-forms, where grammar teaching is “directed at consciousness-raising” rather than practice”. (Ellis 1993:108)

c) Instruction should enable learners to establish form-meaning connections during comprehension. (see Van Patten and Cadierno (1993) study of how formal instruction affects learners ability to comprehend grammatical items, in Ellis 1994:646)

Ellis defines “comprehension” as “the learner´s ability to identify the meaning which can be realized by a particular grammatical structure” (1994:645) and states this concept “informs the idea of “interpretation tasks”. This approach implies that “input for comprehension is carefully planned and structured to ensure that the learner is systematically exposed to specific grammatical features to facilitate intake”.(Ellis 1993:104)

Concepts labels in formal lesson plans to teach grammar. Their link to L2 research

Scrivener (2005) illustrates how students learn a new item of language through a simple sequence of stages: ignorance, exposure, noticing, understanding, practice, active use. It is the teacher´s job to decide what to plan and what order to put the stages in. He suggests a lesson procedure based on three bricks. (see Figure 1)

Figure 1, “Building bricks” lesson procedure, (Scrivener 2005:115)

Scrivener (2005:113) defines restricted exposure as “exposure to texts specifically designed to be accessible to learners and probably to draw attention to specific language points”. It can be noted that this concept is built on:

Krashen´s (1985) comprehensible input : “real messages communicated to us that are comprehensible but just a little above our current level”; Chomsky´s Principles and Parameters theory of L2 acquisition, which stresses that “the chief role of teaching is to provide language evidence that can trigger the setting of parameters in the learners´minds” (Cook: 43); Ellis´s consciousness-raising for comprehension.

In Formal lesson Planning “restricted exposure” is realized in the Lead-in and Presentation Stages.

The Clarification stage, also called Focussing, is “a point in the lesson where the teacher wants the learner really to focus in on a piece of grammar, see it, think about it and understand it, to become much clearer on its form, meaning and use”. (Scrivener 2005:265)

Underlying Scrivener´s simple definition are Schmidt and Frota´s concepts previously discussed:

“…see it…” NOTICING

“…understand it to become much clearer on form, meaning and use…”

NOTICING-THE-GAP to enhance INTAKE

Scrivener differentiates three general categories within the heading of “clarification”:

Explanation; Guided Discovery; Self-directed Discovery (learners’ studying on their own)

Ellis`s consciousness-raising directed at explicit representation of a grammar rule admits Explanation as a suitable grammar clarification activity.

In this approach, explicit representation of the rule (explicit knowledge) can be used to monitor the accuracy of communicative output (Krashen 1977 in Ellis 1994:644); to notice new grammar features in natural input and to facilitate “noticing-the-gap” to enhance intake. (Fotos 1993, study cited in Ellis 1994:644)

Beneath Guided Discovery is the second notion of “consciousness-raising for interpretation”. The teacher´s job is to “manipulate” intake by devising activities that help learners to process input. (Ellis 1994:645) The idea of input-processing develops from Mc Laughlin´s (1983) information processing model to L2 acquisition, which assumes that :1-humans are limited-capacity information processors;

2-humans develop ways of organizing information;

3-learning a L2 involves controlled processing (temporary activation of memory nodes in a sequence), with focal attention to task demands. Controlled knowledge can convert into automatic knowledge over time through practice.

4- learning a L2 is a complex skill that involves the gradual integration of lower-level skills and their accumulation as automatic processes en long-term memory. Automatic processing involves the activation of certain nodes in memory every time the appropriate inputs are present. (McLaughlin1983:139)

5- training should involve the frequent use of a particular sentence structure in varied lexical settings, not in frequent use of particular sentences. (Mc Laughlin 1983:154)

Mc Laughlin differs from Ellis when he concludes that:

The best pedagogical results are likely to come from keeping the input clear (i.e. not too much in advance of learner´s capacities), developing an “implicit learning strategy”. That is the learner might do best to ignore explicit considerations of form, and focus instead on communication. (1983:153)

This theory advocates the communicative language classroom, but Ellis remarks that it does not provide a clear definition of practice.

Johnson (cited in Ellis 1993:647) states that for practice to be of real benefit, it may be necessary to ensure that it takes place “under real operating conditions” by providing opportunities for learners to produce the target structure in similar circumstances to those that prevail in normal communication.

Ellis points out that …”the difficulty of contriving communicative tasks, where the use of the target structure in production is essential, provides a further reason for exploiting comprehension-based tasks more fully in formal instruction.” (1993:647)

However the author recognizes that more research is needed before dismissing approaches based on the notion of practice,which “ may well serve as one of the ways in which learners can improve accuracy over linguistic features they have already acquired”. (Ellis 1994:647)

Scrivener defines Practice as Restricted Output and Authentic Output:

Restricted Output: the students work on oral practice of examples of language that has just been presented, and then do a written exercise to practice these items.

Authentic Output: students are given the opportunity to use these items, along with the other language they know, in communicative activities. (2005:273)

In the Restricted Output stage Scrivener suggests that practice exercises must draw on material from the text used in presentation, which should also be used for checking the answers. In this way Restricted Output integrates Ellis´s notion of Interpretation-tasks.

Scrivener also includes the summary of what has been learned (grammar rules, substitution tables, definitions) and the recording in notebooks as part of Restricted Output.

Underlying Authentic Output two different hypotheses can be identified:

- the skill-learning theories of Anderson and Mc Laughlin) which state we first learn rules consciously and then gradually automatize then through communicative practice.

- Krashen´s Output Hypotheses, which comes in two forms:

1-Krashen´s output + correction hypotheses, which states students try out rules or items in production and then use corrections from other speakers to confirm or disconfirm them. (Ellis 1994:281). In his view the only role that speaker´s output plays is to provide a further source of comprehensible input, through the negotiation of meaning.

2-Swain´s comprehensible output (1985-cited in Ellis 1994:282), which argues learners need the opportunity for meaningful practice, and when they experience communicative failure they are pushed into making their output more precise.

Ellis summarises:

Both versions of the Output Hypotheses attribute considerable importance to feedback, both direct and indirect. In the case of “output +correction” feedback is necessary to supply learners with metalinguistic information, while in the case of “comprehensible input” it is necessary to push learners to improve the accuracy of their production in order to make themselves understood. (1994:282)

In Formal lesson Planning at the generally-called Practice Stage (restricted and authentic output) the teacher can anticipate the kind of errors students may make and decide what, when and how to correct.

Ellis points out that Error Analysis studies have sought to identify criteria for establishing error gravity, so that teachers can be guided in what errors to pay more attention to. The general conclusion is that teachers should attend most carefully to errors that interfere with communication. (1994:67)

Scrivener states that the teacher should bear in mind the aim of the activity to decide whether to deal with the error.

If the objective is accuracy, then immediate correction is likely to be useful; if

the aim is fluency …we either need to correct briefly and unobstrusively as we

go [ ] or save any correction for after the activity has finished or later.

(2005:299)

Bley-Vroman states that although experimental evidence is inconclusive theoretical work shows that …”some errors made by FL learners suggest they hold hypotheses requiring negative evidence for disconfirmation.” (1990:12)

If negative evidence is not provided, items become Fossilized. Selinker (1972, reprinted in Richards 1994:36) defines Fossilization:

Fossilizable linguistic phenomena are linguistic items, rules, and subsystems which speakers of a particular NL (native language) will tend to keep in their Interlanguage, relative to a particular TL (target language), no matter what the age of the learner or amount of explanation and instruction he receives in the Target language.

Lightboown and Spada conclude:

We would argue that second language teachers can (and should) provide

guided, form-based instruction and correction in specific circumstances.

For example teachers should not hesitate to correct persistent errors which learners seem not to notice without focus attention on forms. (1993:105)

Conclusion

The general model of P.P.P., Presentation, Practice, Production generally adopted for formal lesson planning, has been replaced by the Presentation, Clarification or Focussing and Practice Stages.

As it was shown along this paper, the new model relies on current L2 acquisition theories that favour context interpretation, comprehension of grammatical meaning form and use, and delay production, in which the role of negative feedback appears to be most effective when incorporated into a communicative learner-centered curriculum.

BIBLIOGRAPHY

Bley-Broman, R. 1990. “The Logical Problem of Foreign Language Learning”. Linguistic Analysis.20: 3-49

Cook, V. 1989 ? “Universal Grammar and the learning and teaching of second

Languages” (Perspectives on pedagogical Grammar. Terence Odlin)

Ellis,R. 1985. Understanding Second Language Acquisition. Oxford: OUP

Ellis,R. 1993. “Second Language Acquisition and the structural syllabus”. TESOL

Quarterly 27: 91-113.

Ellis,R. 1994. The Study of Second Language Acquisition. Oxford: OUP

Lightbown , P. and N. Spada. 1993. How Languages are learned. Oxford: OUP

Mc Laughling, B., T. Rossman, and B.McLeod. 1983.”Second Language Learning: an

Information-processing perspective”.Language Learning 33: 135-58

Richards, J. (ed.). 1994. Error Analysis. London: Longman

Scrivener, J. 2005. Learning Teaching. Oxford: Macmillan