Techniques for Eliciting

Techniques for Eliciting
Read this article carefully. I've been detecting some problems in the "elicit performance" section of the lesson plan template. This will be considered from now on and, specially, in catedra 2 and your exam.

Randall's ESL Cyber Listening Lab - For English as a Second Language

Useful links to teach LISTENING!
http://www.bbc.co.uk/skillswise/words/listening/
Randall's ESL Cyber Listening Lab - For English as a Second Language
http://www.elllo.org/
http://www.cdlponline.org/
http://grooveshark.com/ (if you want to work with songs)
http://www.englishclub.com/listening/news.htm
http://www.esolcourses.com/content/topicsmenu/listening.html
http://michel.barbot.pagesperso-orange.fr/hotpot/movies.htm
http://www.teacherjoe.us/Listen.html
http://www.englishpage.com/listening/
http://edition.cnn.com/video/

Teaching Listening

Sometimes listening is a neglected skill. However, it is usually attractive for the learners if you choose an appropriate recording and prepare tasks with clear instructions and some visual support. Don't forget to consider the following when planning a listening lesson:
-The topic must be appealing
-The length should be related to the level of proficiency of the learners
-The recording must be of GOOD quality
-The activities must be short and varied

Your task this week is to plan two listening comprehension lessons!
Lesson 1:
Level: primary school (different from the ones you have chosen before)
Steps:
1. Read the corresponding listening comprehension session of the mineduc programme.
2. Choose a topic and two or three objectives.
3. Select a topic.
4. Look for an useful listening situation and script.
5. Plan your listening lesson using the "Lesson Plan Template" including pre-while-post activities.
6. Design the corresponding workheets or aids.
7. Blog the lesson plan, recording, script and materials.
Lesson 2:
Level: high school (different from the ones you have chosen before)
Repeat steps 1-7

Take a look at this video only as one of many possible examples

Methodology I, Teaching grammar

Instructions (May 24th)
Evaluated in-class task
1. Choose a level
2. Download the programme
3. Open the lesson plan template
4. Identify your teaching objective, topic, skill, suggestions for activities from mineduc programme
5. Plan your class
6. Provide all the worksheets and accompaning material

Methodology II, teaching high school

It is very importang to become familiar with the offcial documents from mineduc. These guidelines will help you to apply effective teaching procedures. There is always a possibility to change, improve or discuss other ways to plan, teach and assess the learners progress.
Follow these preliminary steps:
1. Choose a level (1,2,3,4 medio). Download the corresponding programme.
2. Select one of the suggested units in the programme or consider the suggestions for the design of units.
3. Study the objectives and procedures presented in the document.
4. Print Bloom's taxonomy.
4. Create three activities to develop reading, writing, listening and speaking skills (12 in total). Receptive skills must include pre-while-post approach.
5. Follow the same format presented in the high school programme. Include the necessary material for each activity.
Deadlines
20 of May reading
27 of May listening
3 of june writing
10 of June speaking
If you are absent without medical certificate, minimal mark will be awarded.
You can use any type of resources (coursebooks, digital lesson plans, videos, songs, websites) but sources must be acknowledged at all times.

Methodology I, Teaching Vocabulary

After discussing Box 5.2, create a vocabulary activity:
1. Choose a level and download the corresponding program (mineduc.cl)
2. Pick a topic/situation
3. Set an objective
4. Write the instructions clearly
5. Design your worksheet

You must show me your work tomorrow (May 17th)

Methodology II: Presenting your webquest

This week 5 students will be selected at random to present their webquest in front of the class. This will be evaluated.
We will also be discussing "Ajustes curriculares para inglés de mineduc". Check our syllabus and print the document, please.

Methodology I: Teaching pronounciation

The experience of many learners is that pronunciation can be, and often is, acquired adequately by intuitive imitation. Many teachers never teach pronunciation, and their students' command of it is never quite satisfactory. However, there is also evidence that deliberate correction and training does improve pronunciation and if this is so it seems a pity to neglect it.

(Ur, P. 1996)

Check these links to get some ideas :)

http://www.shiporsheep.com/

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/

http://www.soundsofenglish.org/pronunciation/index.htm

Your task is to plan the introductory class of a prononunciation workshop for II medio students. Choose two teaching points and plan 4 activities. Use the same lesson plan template as in The Landlady. Your work in class will be evaluated at the end of our session.

Methodology II: Webquests

Follow these steps please:
1. Choose a level to work with (5th to 12th)
2. Read the corresponding MINEDUC programme.
3. Design two webquests: one to develop speaking skills and the other one to develop writing skills.
4. Use the following links for help:
http://webquest.sdsu.edu/designpatterns/all.htm
Webquest 1
www.zunal.com
5. Present one of them in class (Friday 6th of May).
6. Upload them in your blog.
Day Class
Evelyn: Year 11th  (Tales, Poe)       María José: Year 5th
Karina: Year 11th   (Euthanasia)      Pamela M.: Year 6th (Family members)
Claudio: Year 10th   (Social Issues)  Jorge: Year  8th (Sel-care)
Katherine: 10 th       (Social Issues)  Cristian: Year 8th (Celebrations)
Pamela A.: Year 12th (Love)
Romina: Year 11th
Juan: Year 6th (Places in the city)
Diana: Year 9th (Famous people and places)

Methodology I: Classroom interaction

Dr. Harvey Silver, founder of The Thoughtful Classroom, will guide you through four learning sessions that will help you develop more effective questioning practices for your classroom. 


TASK: (taken from Ur, P. A Course in Language Teaching)
Observe one or two lessons.  After the obsevation, discuss or reflect on the following questions:
l. Was there one particular type of interaction that seemed to predominate?
2. Did teacher activity predominate? Or student activity? Or was the interaction more or less balanced?
3. How appropriate did you think the chosen interaction patterns were for the teaching objectives in the different activities?
Post your comments here :)