Four Teaching Strategies in English
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This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
Four Teaching Strategies in English
- 2. •Risk taker •Flexible •Energetic •Compassionate •Develop highly effective instructional repertoire •Scaffold frequently and support learners on their first attempt to learn new concepts •Maintain high expectations •Provide clear purpose and directions •Believe that all can achieve •Know how and when to combine methods/approaches/strategies that result in highly effective literary growth
- 3. Activating prior knowledge and Building Background Information ( anything that stimulates thinking) •Brainstorming Purpose : Brainstorming is primarily a group of activities in which everyone shares ideas as quickly and freely as possible, making no judgments about which ones are good or bad, sensible or silly. This is to come up with as many ideas as possible, not to judge them as serious or trivial question. “What would the universe be like if I perceived it from a streetcar going at the speed of light?”
- 4. Example 1. (Process Approach to Writing) Procedure : 1.Read the job wanted specifications in the advertisement below. 2.Pair off with your seatmate, then, brainstorm on how you are going to answer the advertisement . What will you state under each of the following sections in your letter? * Reason for writing * Personal Data * Experience * References * Education * Closing
- 5. •Photography Study Purpose : This is usually done by showing a number of photographs to the students to help them create a mental picture of the main character of a story. Procedure : 1.Students are asked to observe the facial expression, physical features, manner of dressing, even the posture of the person in the photographs. 2.Students can be asked also to make inferences or judgments about the character’s thoughts, motives, or desires.
- 6. Use visual images to study the mood of characters How can we tell what kind of mood someone is in? * Facial expressions * Body Language * What they are saying; vocabulary * Behaviors
- 7. List as many moods as you can think of about these pictures.
- 9. •Preview and Predict – have students browse through the selection to get a sense of its format. Procedure : 1. Invite students to preview the title and illustrations to help them get ready for the story by thinking what it might be about. • Ask : • What do you think of the title “Roxanboxen”? •What are the children on the cover doing? 2. Have students discuss in groups what they see and make predictions. “ I think the story is about playing games in the desert”
- 10. •Literary Map Purpose : This is a fictional map constructed based on a literary text which features the setting as a significant element in the text. This is used as a means to represent : •the fictional setting of a literary text • a real map using the legend • a trail or path with important people •Street map
- 11. is a language teaching strategy which introduces new language through a series of commands to physically enact an event. Research on this strategy shows that more efficient learning with student involvement occurs when students actually move than when they do not. (McCloskey, 1988). Procedure : 1.Setting up. The teacher sets up a situation in which student follow a set of commands using actions, generally with props, to act out a series of events. Suggestions for K-5 (building something with blocks or legos) Suggestions for 6-8 (Baking a pie) Suggestions for 9-12 (Shopping for groceries, Ordering food in a restaurant) 2.Demonstration. The teacher or a student demonstrates the series of actions. (Setting the context & Learning Activity Sequence)
- 12. Procedure : 3. Group live action/Student Demonstration. The group acts out the series as the teacher or a group leader gives command. This step is repeated several times so that students internalize the series thoroughly before they produce it orally. Students may also work in pairs. 4. Written copy. Students will write on a chart the series of actions. 5. Oral repetition and questions. After the students have made a written copy, they read each line or points out some questions which will help them understand better the concepts/series of commands. Example : Watching Television 1.It’s time to watch your favorite show. Turn on the television. 2.This is a wrong show. You hate this show. Make a terrible face. Change the channel. 3.This show is great! Smile! Sit down in your favorite chair. 4.This part is very funny. Laugh. 5.Now there’s a commercial. Get up and get a snack and drink. Sit down again. 6.The ending is very sad. Cry. 7.The show is over. Turn off the television. 8.Go to bed.
- 13. Dyad Activities Purpose : Dyad activities help students practice some aspect of English structure. The students work in pairs. Each student has the answers for the other student, and can provide immediate correction. The teacher can prepare the exercises ahead of time, or the students can write exercises in pairs and exchange them. The teacher should check them for accuracy. Procedure : 1.The exercises for student A and Student B are cut apart so that Student A sees only the first four sentences and Student B sees only the last four sentence. 2.They sit facing each other. Student A reads sentence 1, filling in the blank with the correct form of the word in parentheses. 3.Student B checks the answer and tells Student A whether the answer was right or wrong. 4.Then Student B reads sentence 2, filling in the blanks, and Student A checks the answer. 5.They continue until they have done all the sentences.
- 14. Student A 1. My car is ______ than yours. (fast) 2. My car is the same size as his. 3. His car is ___ _______color ___mine (different) 4. His car is more expensive than hers. 1. My car is faster than yours. 2. My car is ___ _____ size ____ his. 3. His car has a different color from mine. 4. His car is _____ ________ than hers (expensive) Student B
- 15. Purpose : This is to deepen the understanding of the details about an article or a particular genre. (Dybdhal & Black) Procedure : 1.After reading a selection or a literary piece, students will write their interaction /impression about the topic. RAIN Looks like Feels like Sounds like Tastes like Shiny Cold Music Cold Crystals Soft Nothing Water Falling sparkles Wet Sloshing with my boots Ice Cream Tiny Droplets Drips or plops Popsicles Rain Shiny crystals Softly falling So wet Sloshing, sloshing Sparkling water Waiting quietly
- 16. Purpose: The Word Square graphic organizer (McCloskey & Stack, 1996) is a tool for multidimensional vocabulary development. The learners use a variety of ways to study a new term, including writing a personal definition, writing a dictionary (or glossary) definition, and drawing picture of the word or action. Procedure : 1.Draw a four square on the board. Label each of the squares : Definition (or meaning), Characteristics, Examples (or picture), Non- examples Check for Understanding a Topic/ Skill
- 17. Tre e Tre e Definition Characteristics Examples Non- examples •A tree is something that grows outdoors. •It has leaves and branches. •It has roots that get nutrients and water from the soil to live. • has bark made of wood. • has wooden branches. • grows leaves. • gives shade. • provides a home to birds and some animals. •Acacia •Mahogany •Palm •Cedar •Rose •Horse •Dog •Ant 2. Demonstrate by doing a Word Square with the whole class. Select a new word from a reading selection. Complete the square with the help of the class. 3. If this strategy will be used to unlock difficult word in a selection, students may work in a group or by pairs on each assigned square. 4. If this graphic organizer following the lesson, in the next chapter, words can be self selected or assigned and students can create their own squares independently or in pairs. Circulate the squares and let other class members offer feedback and suggestions. 5. Remind students that they can use this tool on their own with words that challenge
- 19. Brace Map is used to teach students how to visually represent the thought process of the whole to part relationship
- 21. The Frame of Reference (metacognitive frame) can be used with ANY map.
- 22. The Bubble Map is very effective for vocabulary development. The process of describing is closely linked to how we value and evaluate things.
- 23. Multi-flow Map * This is used for identifying the causes and effects of an event, adding consequences, and predict changes..
- 24. One-sided Multi-flow Map •This is to focus on just the causes or just the effects of an event. •Ask students : - Does brushing your teeth daily cause them to be healthy?
- 25. Flow Map is used to teach students how to visually represent the thought process of sequencing.
- 26. •Reader’s Theater Purpose: Learners read literature aloud dramatically in the form of a play / dialogue Procedure : 1.Introduce Reader’s Theater with a prepared script. 2.Have the learners read the script aloud, taking the parts of various characters. 3.Adjust the assignment of characters to match student reading levels. 4.Later, involve students in creating scripts from text – be sure to choose text with lots of dialogue. 5.Help learners revise and perfect script. 6.Students perform the skit by reading it aloud and acting it out as appropriate. (Practice and Application)
- 27. • Jazz Chants Purpose : This is simply bringing rhythm into the classroom and the brain loves rhythm. Students can work with clapping, stamping, and simple body movements. (Carolyn Graham , carolyngraham@hotmail .com)
- 28. •Choose a topic – for example sports Football Basketball Golf •Say each word and notice how many sounds you hear •Turn the simple vocabulary chant into a Grammarchant by adding He, She, They plus a verb that would make sense such as play. The sample is using the Simple Present Tense . He plays football. She plays basketball. They play golf. •Next practice may be the Yes/No questions and short response. Does he play football? Yes, he does. Does she play basketball? Yes, she does. Do they play golf? Yes, they do.
- 29. •Inside / Outside Circles Purpose : To provide authentic opportunities For students to give and get information Procedure : 1.Students prepare questions and answers. These might be about a content area they have studied. 2.Students stand in two circles, one inside the other. The students in the inside circle face out and the students in the outside circle face in. 3.Students in the inside circle ask the students in the outside circle a question. Then the students in the outside circle answer the question. 4.After asking and answering a question the students on the outside circle move to the right. They face a new partner and ask and answer questions again. Students rotate after each question. 5.Have each pair swap cards before moving around the circle.
- 30. Strategies are f l e x i b l e.
- 32. Students become active participants in the learning process – where they think, create and construct knowledge.