Post on 29-Nov-2014
description
EFFECTIVE PLANNING FOR SECONDARY EFL COURSES
Lic. Silvia Rovegno
√ Key characteristics of adolescence√ Teenagers as language learners√ Teaching teenagers: main considerations√ A lesson cycle√ Sample activities
Agenda
Lic. Silvia Rovegno
Before we start….
Lic. Silvia Rovegno
Task 1 – Complete the statements with your own ideas
• Teenagers…..
• Teenagers learn….
• Teaching teenagers…..
• A motivated teen…
• An unmotivated teen…..
Teenagers…..
Key word in adolescence
CHALLENGE
Challenge #1
7Early maturation
12-1410-12Growth spurt
11-1310-12Onset of puberty
Biological Development
Challenge #2
to argue for the sake of arguing to be self- centered to constantly find fault in adult’s
position to be overly dramatic
Normal adolescent behaviour?
Cognitive Development
Cognitive Development
• ability to think abstractly• ability to analyze situations
logically• ability to think realistically
about the future, goal setting• moral reasoning • Entertain hypothetical
situations, use of metaphors Need guidance for rational decision making
10 years
19 years
Challenge #3
Who am I? Where do I belong?
- Identity development (gender, sexual, ethnic)
- Self-esteem
- Role of peer group
Social Emotional Development
How do I relate to others?
- Social Skills
- Emotional Intelligence
Environmental Settings
YOUTH
Peer
s
Community
School
Family
Neighborhood
Media/Internet
Social Toxicity
Social factors that poison youth’ well being and healthy development
Risk Taking Behaviour?
But there is concern – Adolescents overestimate their capacities, rely on their immature ability to judge, or give in to peer pressure
It is normal! - Exploration of new behaviors, decision making skills, identity development
Problem Behaviours
Teen Pregnancy Violence Delinquency Substance Abuse School drop out Mental health
Positive Youth Outcomes
• Volunteerism• Music &
Performing Arts• High School
Graduation • Enrollment in
College
The motivated teen
The unmotivated
teen
Using songs Why songs? a context for language theme-based pronunciation and intonation. gist listening and detailed listening.
PopularitySensitization
Language standardMeaningful learning
When starting over,..............
I feel____________________________________________________________
I need __________________________________________________________
I’m worried about _______________________________________________
I’m keen on ____________________________________________________
I look forward to_________________________________________________
Example of Authentic Materials: (Hedge, 2000; Baird, 2004)Spoken: TV commercials, films, news items, weather forecasts, airport and station announcement, radio talks, interviews, and debates. Written: recipes, articles, train timetables, advertisements, brochures, poems, application forms, and instruction for use of equipment.
Interaction
Chinese whispers
Find sb who
mingles
Surveys
Drama and acting
www.dramaresource.com
Two truths one lie
Random sounds
sketches
How important are rules, norms and discipline to promote language learning?
Which are your top 5 rules and norms in the classroom?
How did you reach them? Are the same for every group? Can discipline be imposed on learners? What are the main characteristics a set
of rules must have to be successful?
Authoritarian
T places firm limits and controls on the students.
verbal exchange and discussion are discouraged
students need to follow directions and not ask why.
students receive praise and encouragement infrequently, if at all.
T tells the students what to do and when to do it. He makes all classroom decisions.
Authoritative
places limits and controls on the students but simultaneously encourages independence..
open to considerable verbal interaction, including critical debates
exhibits a warm and nurturing attitude toward the students and expresses genuine interest and affection.
will guide the students through a project, rather than lead them.
Laissez-faire
few demands or controls on the students. T strives to not hurt the student's feelings
and has difficulty saying no to a student or enforcing rules.
T sometimes bases classroom decisions on his students feelings rather than on their academic concerns.
T wants to be the students' friend. He may even encourage contact outside the classroom (through facebook, twitter and other social media sites).
Indifferent
This teacher places few demands, if any, on the students and appears generally uninterested.
T often feels that class preparation is not worth the effort.
Also, classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to discipline students.
The students sense and reflect the teacher's indifferent attitude.
What is a discipline problem?
in Classroom Management Techniques, CUP, 2012
Categorizing levels of behaviour (adapted from Scrivener)
Poor behaviour Unacceptable behaviour
Serious offence
Being noisy Being rude to classmates
Making racist, sexist, homophobic or other discriminatory comment
Distracting others Being rude to the teacher
Theft
Late arrivals Cheating in a test Vandalizing
Leaving rubbish or litter in class
Missing lessons
Using L1 Swearing in class
Using mobile phones, mp3 in class without permission
in The Educator's guide to preventing and solving discipline problems,ASCD, 2005
So what are the components of discipline?(by M Boynton and C Boynton)
So how can we deal with small disruptions?
Consistency Don’t threaten sanctions unless you
mean it Minimal rules State and wait Wordless interventions Physical proximity Sit down with them Distract rather than address Everyday nuisances: toilet visits, late
arrivals, packing up early, mobile phones
How about serious discipline issues?
Break out of escalating cycles Distinguishing between
presenting problem and the underlying problem: Deal with the immediate,
visible, tangible bad behaviour Follow up later
Don’t leave it too late
Lee and Canter
A key concept: Assertive discipline
Assertive teachers react confidently and quickly in situations that require the management of student behaviour.
They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently.
They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.
Assertive teachers do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style (as with "hostile" teachers). Neither do they react in a passive, inconsistent, timid, non-
directive manner (as with "non-assertive" teachers).
False on the whole
True on the whole
1. I try to avoid using L1 in the classroom.
2. When I find myself using L1, I tend to feel a bit guilty about it.
3. I try to avoid translating new words,use translation only as a last resort.
4. If an L1 translation is necessary, I’delicit from a student rather than giving itmyself.
5. I might translate orally, but would notwrite up L1 translations on the board
6. I would not ask my pupils to do full translation exercises of lists of words, expressions or sentences (English L1)
7. I would not ask my pupils to do full translation exercises (L1 English)
When does using the L1 help?
To save time
To clarify
To help learning
Testing
Motivation
Dealing with discipline issues
Tips for promoting L2 use
Teach ‘classroom management’ English
Insist on pupils using the English they know
Make sure understanding English is necessary!
Translate only what is necessary for understanding
Addressing individual needs Realistic expectations
A unit of work
Lic. Silvia Rovegno
A lesson cycle
Opening
Stimulation
Instruction-
participation
Closure
Follow-up
Lic. Silvia Rovegno
Opening a lesson
Lic. Silvia Rovegno
What are the aims of the lesson? What prior knowledge do students need to work
through the lesson?Do I need to pre teach something?
aims
How can we organize it all in the wb?
Lic. Silvia Rovegno
Stimulation
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How can I help students relate the topic of the lesson to their lives?
How can I grab sts´attention? How can I lead them into the lesson?
Visuals (pictures, realia) – sounds – sounds and images – riddle/puzzle – game – acting out –
wordwebs – asking questions – recap on book´s story
wordwebs
Lic. Silvia Rovegno
Listen and predict
Peephole
Instruction/participation
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How can I check students´understanding? How can I encourage participation? How can I encourage interaction?
Ways of checking understanding
Do you understand?
Ok?
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Techniques
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Target sentence: Look! They're painting the wall
Is it happening now? Yes Can you see it? Yes Is the painting finished? No Are they painting now? Yes Is this the past, present or future? Present
Concept questions
Lic. Silvia Rovegno
Target sentence: She's a shop assistant. She works in a shop
Has she got a job? Yes Is she working now Don't know Does she work there every day? Yes Is this the past, present or future? Present, but also past and probably future.
Concept questions
Lic. Silvia Rovegno
Interaction and participation
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Groupwork/pairwork/workstations
Find sb who…Role play
GamesWriting
togetherJigsaw reading
Closure
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How can I evaluate my students´learning? Were the aims of the lesson achieved?
Communication
Lic. Silvia Rovegno
Can students use the target language
spontaneously?
√ Class surveys√ Conversation grids√ Line dialogue√ Jeopardy game
surveys
Conversation grids
Lic. Silvia Rovegno
Follow-up
Lic. Silvia Rovegno
How can I reinforce learning? How can I prepare them for next lesson?
Lic. Silvia Rovegno
√ Pronunciation spot√ Vocabulary revision and expansion√ Learner development activities
Lic. Silvia Rovegno
3 things you take from this session
Any concepts? Activities? Ideas?
That you will be introducing to your planning this year
Happy start
of the academic year!!!
Lic. Silvia Rovegno