Teaching English to large classes
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The document discusses strategies for preparing students who do not speak English for the Prueba Saber Grade 11 English test, emphasizing that the test assesses reading comprehension rather than communication skills. It suggests using workstations with various interactive activities to enhance vocabulary and grammar, leading to improved understanding through meaningful text engagement. The presentation aims to empower teachers to transform their teaching methods and foster a positive attitude toward learning English among students.
Teaching English to large classes
- 1. ESTUDIOS CAMBRIDGE PRUEBA SABER PREPARANDO ESTUDIANTES QUE NO HABLAN INGLES PARA LA PRUEBA SABER GRADO 11 DE INGLES WORKSTATIONS
- 2. ES POSIBLE CONSEGUIR BUENOS RESULTADOS EN LA PRUEBA SABER DE INGLES DE GRADO 11 SI LOS ESTUDIANTES NO SON NI SIQUIERA A1? Primero que todo, la prueba saber no mide competencias comunicativas, si no comprensión lectora en su gran parte. Para leer en un idioma, es necesario pensar en el idioma y esto requiere haber dominado la gramática y el vocabulario del texto. Por lo tanto inicialmente la meta no puede ser esa tampoco. La meta inicialmente debe ser la traducción del texto, la cual con el tiempo y la práctica se convertirá en comprensión lectora. Para traducir se parte de la descomposición del texto en meaningful chunks o trozos mínimos con significado. Se le agrega un 20% del vocabulario del texto, se enseñan o fomentan habilidades de predicción y manejo del sentido y en poco tiempo, el estudiante se sentirá cómodo con textos nuevos de su interés, curiosidad o necesidad para el entorno en que vive. En este momento, se despierta la inquietud por manejar la gramática y la pronunciación correcta de lo que se ha aprendido y las clases comunicativas pueden empezar en contextos donde antes se consideraba imposible: grupos grandes de mas de 30 estudiantes, sin recursos, sin tecnología, sin aplicabilidad directa, sin docente con competencias comunicativas avanzadas. Es decir, lo que ocurre en la mayoría de los colegios del país. Esta presentación está dedicada a todos aquellos docentes que quieren hacer un cambio en su forma de enseñar inglés y lograr que sus estudiantes desarrollen gusto por esta disciplina.
- 3. Para traducir se parte de la descomposición del texto en meaningful chunks o trozos mínimos con significado. Se le agrega un 20% del vocabulario del texto, se enseñan o fomentan habilidades de predicción y manejo del sentido y en poco tiempo, el estudiante se sentirá cómodo con textos nuevos de su interés, curiosidad o necesidad para el entorno en que vive. En este momento, se despierta la inquietud por manejar la gramática y la pronunciación correcta de lo que se ha aprendido y las clases comunicativas pueden empezar en contextos donde antes se consideraba imposible: grupos grandes de más de 30 estudiantes, sin recursos, sin tecnología, sin aplicabilidad directa, sin docente con competencias comunicativas avanzadas. Es decir, lo que ocurre en la mayoría de los colegios del país. Esta presentación está dedicada a todos aquellos docentes que quieren hacer un cambio en su forma de enseñar inglés y lograr que sus estudiantes desarrollen gusto por esta disciplina. ES POSIBLE CONSEGUIR BUENOS RESULTADOS EN LA PRUEBA SABER DE INGLES DE GRADO 11 SI LOS ESTUDIANTES NO SON NI SIQUIERA A1?
- 4. WHAT ARE WORKSTATIONS? Workstations are composed of cross-curricula activities set up in the form of “stations”, where student groups rotate through activities independent of direct teacher instruction. The key to successful workstations is establishing clear expectations and consistency. Stations should be self-explanatory and independent of teacher input. A leader is chosen for each group and stays there until he requests rotation.
- 5. VOCABULARY STATION 1. Students find the translation of most words possible for their peers. They speculate freely about the possible meaning of the text or passage. They make a dictionary on a board, cardboard, pieces of paper on a desk or floor. 2. The idea is to gain confidence about the hidden meaning in the passage or text so that they can make reasonable deductions of meaning.
- 6. GRAMMAR STATION: Students focus on verbs, tenses and structures. They make lists of verbs, connectors, prepositions and explain their meaning and function to their peers.
- 7. READING STATION: Silent reading is done here. Afterwards, a summary may be written either in Spanish or in English depending on the skills of each student.
- 8. TEST-TAKING SKILLS STATION Students take a test or parts of it silently simulating the actual conditions of the Pruebas Saber. 70 seconds per question. They report their ratings to the teacher. Internet tests are available at this level.
- 9. ENGLISH COMMUNICATION STATION English is spoken at this Station. Students discuss the topics presented. They give their opinions and viewpoints and state their solutions or ideas should they be involved in those situations.
- 10. LANGUAGEGAMES AND COGNITIVE SKILLS The workstations are sometimes stopped so that the teacher can present an activity for the whole class in order for students to stand up, move and have fun for 10 minutes. This will bring fun and variety to the class and they will get more motivation to continue working at the stations.
- 11. GAMES STATION Simon says with prepositions, adverbs, action verbs. Verb gun: Students are given a list of verbs for them to memorize using mnemonics. Then they make a circle and the teacher stands in the center. They move around him and after the teacher says a verb, he or she passes a ball to a student. The students on both sides of the student who caught the ball, pull out their finger gun and say the translation to shoot down and eliminate the other student from the game (you may change the gun finger for something else if you think it is appropriate). The game goes on until there is a winner. If you need more ideas, http://busyteacher.org/19874-7- outdoor-activities-teach-english-esl.html
- 12. COGNITIVE LANGUAGE SKILLS Mnemonics. Teach the steps of a trance song by giving names to the moves. These names can be actions, adverbs, etc. The choreography is learned easily this way. Pegs: Students are given mental pegs so they can hang new vocabulary there. 1: lamppost 2: bike 3. tripod 4: car etc.
- 13. PUTTING STUDENTS UP FRONT SO THEY LEARN MORE Teaching is often compared to a circus act; you stand in the ring, speak as loudly as possible, and hope it holds the attention of the audience. At times it is revealing to step back and consider the merits of decentralizing the teaching process by using workstations. When teachers create structured, independent, learning stations, they can step out of the ring and let the students step into the spotlight.
- 14. LEARN MORE AT
- 15. F E A T U R E BY YUSRA ABOU-SAYED USING SMALL GROUPS AND WORKSTATIONS: FROM CHAOTIC TO CONSTRUCTIVE
- 16. CARLOS MAN OSPINA NOVA 2015 cminnovayahoo.com Content-based English textbook with Colombian topics and issues with an emphasis on reading comprehension and preparatory for Prueba Saber Grade11