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LEARNING STRATEGIES FORENGLISHLANGUAGELEARNERS
PARTNER WORK
1.DEFINITION
Partner work( Meyers, 1993) is a form of cooperative learning that is particularly
effective with English langugae learners because of the opportunities for verbal
interaction and support it provides( Diaz-Rico & Weed , 2002) . In partner work the
teacher pairs tow students to accomplish a learning task. They are given specific
situations and are expected to accompliusha process or product to share with the
group or other pairs.
2. APPLICATIONS
The steps in implementing partner work are:
Pairing the students- Decide the purpose of the partner work to be done before you
assign the pairs. If language development is one of the main purpose of the pairing,
make sure one of the partners can provide a strong English model.
Modeling the task- Model the task to be done.Choose one student to act as yourpartner for the demonstration and walk through the step to be done.List the tasks on
a chart or whiteboard to serve as a reminder of the steps in the process and the
expectations of what will be accomplished.
Providing support and practice-Circulate among the pairs during the activity , giving
them feedback on the way they are working together and communication. Support
pairs who are struggling by entering into their interactions , modeling strategies they
can use to get the task done.
Sharing progress-Provide an opportunity for the pairs to share their process or
product with another pair or the whole group. Celebrate their accomplishments and
review the language they were able to use.
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COMMUNICATION GAMES
1.
DEFINITION
Communication games ( Gibbons, 1993) are activities set up in the classroom to
create opportunities and purposes for verbal communication practice. Many times the
purpose of communication in these games is to convey information or cause something
to occur as a result of the activity. Some of the games provide practice in the use of
a particular language function such as giving direction or asking questions. Other
games require students to work together and communicate top solve a problem.
2.
APPLICATIONS.
The steps in teaching communication games are:
Identifying a language need- Identify a language function in which your students
need practice. Following directions , asking questions, and conveying academic
information are among some of the most commonly used in communication games.
Choose a category of communication game
Modeling the game- Model the way the game is played by involving one or morestudents in demonstrating the game to be played. Review the rules carefully and
post them in the room so that students can refer to them during the activity.
Organizing the pair or groups-Organize the students in pairs or groups , making
just sure you have fairly fluent English speaker in each pair or group. Give the
pairs or groups the chance and get them started.
Guiding the practice- Move around the room providing support and
encouragement.
Talking about the experience-After the activity , ask the students to share
their experiences, any problem they had, and the solutions thay devised. Make a list
of the vocabulary that found helpful and discuss how it was used.
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Using video for integrated skills
1.Definition:
films and other video materials are used as a language teaching andlearning resource . It is motivating, and it provides a source of authentic and varied
language. A lot of films are well known, and some are recognized worldwide as a
common frame of reference. Video materials are excellent at communicating culturalvalues,attitudes, and behaviours. They are very effective at bringing the outside
world into the classroom and providing a stimulatingframework for classroom
communication and discussion.
2.Applications :We can divide video playback activities into three general
categories:
1.Preview:what you do before you watch a section of recording
2.Viewing:what you do while you watch
3.Follow up :what you do after watching
Any one lesson might include a number of these as different sections of the
recording are used , e.g. preview first section , view first section , preview second
section , view second section , follow up first and second section
Preview activities
Here are four typical preview activities:
A language focus on lexis, function or grammar that will come up on the
recording
Students predict what will happen from some given information or pictures
Students discuss a topic that leads into or is connected with the subject on
the recording Students study the worksheet that they will use while watching the recording
Viewing activities
It usually helps to set clear viewing tasks. Tasks might be in form of oral instructions
or in form of a worksheet , or they might be a natural follow-on from the preview
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They can describe what happened using narrative tenses; describe the scene;
anticipate dialogue or reactions; arrange the cut up dialogue which you have given
them.
Finally, play the extract again with sound, and your students will be able to fit whatthey hear into a context much more effectively than viewing the extract cold.
3 Jigsaw viewing
You may have done jigsaw reading activities in your class, where students have half
the information and have to share what they have read to recreate the whole story.
You can also do this with short video sequences:
Half the class watches with no picture, then the other half with no sound (you'll have
to take half the students out of the class in each case). In pairs they question each
other to recreate the scene.
Half the class have picture and sound, the other half just sound. You can do this by
sitting students in two rows, back to back, so that only one row can see the screen.
The half who only had sound question the other half.
One student listens with headphones, the others view without sound. The student
with headphones questions the others.
4 Backwards viewing
Choose a short sequence with a lot of action. For example, a woman enters anapartment, picks up the telephone, speaks, looks terrified, runs out of her apartmentand down the stairs, and runs off down the street. Movies are a good source for this
sort of material. Play the sequence backwards to the students, then have the
students reconstruct the story in chronological order, using narrative tenses, or
future tenses, or whatever you want the linguistic focus to be. Play the sequencenormally so students can compare it with their version.
5 Freeze frame
Do you use pictures in your classroom for introducing new vocabulary, describing
people and scenes? You can add a new dimension to this with the freeze frame buttonof your video or DVD player. Hit freeze frame when a character has an interesting
expression on his / her face, is about to react to something or answer a question, or
when there is a lot of colourful new vocabulary on the screen! Have students describethe character/scene, or anticipate what the character will say or do next. Release
freeze frame to compare with what actually happens.
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Video is a motivating and effective way to bring variety in to your ESL classes. Using
short, sharp sequences with a clear linguistic focus, your students will go away from
your class with more than if you sit them down in front of the screen and hit "play"!
6.Vocabulary in context
Choose an extract of about two or three minutes which is rich in vocabulary (dramaand documentary films work well for this). Make a sheet with ten to twenty words
that are used in the extract. Give one sheet to each pair of students and go through
it discussing meanings and possible contexts. (Giving them the context of the
movie/documentary as a whole can make it easier to guess possible contexts ofindividual words within this.) Play the extract through once, asking students to listen
for the contexts in which the words are used. Students can then pool their
information and produce a list of contextualised vocabulary on the board.
7 Subtitles
A big advantage of DVD over video is the subtitle feature.
A good exercise for building confidence is to play an extract with subtitles in thestudents' own language. Play it first with the sound down and let them read the titles,
then with the sound up, again reading the titles, and finally, with the sound up and the
titles covered.
As reading practice for higher level students, use an extract with subtitles in English.
8 The news
Record the TV news and choose an item with a lot of visual footage. Make a list of
vocabulary essential to the understanding of the item. Play the item with the sound
down and have your students discuss in groups what they think the item was about.
Next, hand out the vocabulary list and have the groups use it to reconstruct thestory. Finally, play the item with the sound up for students to compare their version
with the original.
9 Cultural differences
Here's an activity to fit in with a topic on cultures. Find a short extract which showsa typical aspect of British or American culture. In groups, have students discuss the
differences between what they saw and their own culture. Students do not
necessarily need to understand the dialogue for this - the visual aspect of thecultural scene is usually enough.
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10 Voices in my head
Choose a short extract with some interesting and expressive dialogue between two or
more characters. Show the scene and check students' comprehension. Put your
students into groups, one group for each character - if there are 4 characters in the
scene, you will need four groups. It is the groups' task to imagine what is going on in
the head of their assigned character! Play the scene again several times if necessary,for students to familiarise themselves with the character, and allow them to work
together to imagine the character's thoughts. Finally, play the scene again, pausing
after each character has spoken, at which point the groups add what they think
he/she is thinking.
Video is a motivating and effective way to bring variety in to your ESL classes. Using
short, sharp sequences with a clear linguistic focus, your students will go away from
your class with more than if you sit them down in front of the screen and hit 'play'...!
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Listening activities
1.
WALL DICTATION
This strategy is used to discriminate similar sounds.
Draw up a list of sounds which your students are having difficulty in telling apart and
write them on a large sheet of paper in Word lists and sentences. Make enough copies
of the sheet so that there is one for every four to five students.
APPLICATION
1.
Divide the class into groups of four or five.2.
Stick papers on the walls. Show each group which is their paper and make
sure that groups are roughly the same distance from their papers and will not
get in the way of furniture or other students when they go to read them.
3. Each group should nominate three of its members as messengers. The other
members of the group will be secretaries. Explain that a sign from you,all the
groups will send one of their messengers up to the wall to read their paper.
The messengers must remember as much as they can from the paper and come
back and dictate it to the group, who will copy it down. They can go to the wall
as many times as they need to. The first group to correctly write everything
will be the winners.
Bag back bag
Cab cab cap
Paper pepper paper
Said said setVest west vest
Packed packed backed
He packed the car
Show me the bag.He sneezed and the papee went everywhere.
Its in the back
Can you get me the paper?
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2.
PEOPLES SOUNDS
This strategy is used to recognize particular sounds.
Prepare one picture yourself, by selecting a sound you want to focus on and
constructing an imaginary description of job, hobbies, likes and likes, and so on
, for the person of job, hobbies, likes and dislikes, and so on, for the person in
the picture. The sound should appear frequently in the description.
For example, you could choose the sound / i: / and your description could be
something like this:
This is Tina. She is almost sixteen and she comes from Queensland in
Australia. She is studying at the momento and she is not sure what job shewants to do in the future _ perhaps work on magazine or be a teacher. She
likes skiing but she hates tennis and swimming. Her favourite foods are peas
and ice cream and her favourite color is light green.
3. DISCRIMINATION QUIZ
This strategy is used to help students with some of the problems in
uderstanding caused by weak forms, similar sounds, and word divisions.
APPLICATION
Make copies of the following quiz:
DISCRIMINATION QUIZ
Tick the one the teacher says:
1.
a She wants a present
b She wants her present.2. a Two pens are mine.
b Two opens of mine
3.
a The way to serve itb The waiter served it.
4. a I wont go.
b I want to go.
5.
a I lived here for ten years.
b Ive lived here for ten years.
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1. Give out copies of the discrimination quiz and ask the students to get into
pairs and decide what the difference in meaning is between each pair of
sentences.
2.
Tell the students that they are going to listen and tick the right answer when
you say one of the alternatives.
3.
Read out one of the alternatives, a or b for each question. Do it in a relaxedand fairly brisk fashion so that students practice in hearing the reduced
forms of sounds. Be careful not top ut unnatural stress on any of the words.
4. Give or elicit the answers and discuss any that the students found difficult.
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Reading
1. Predicting:
We can use this in readings like using part of the text (such as illustrations,
titles, headings, organization) or real life situation and your own background
knowledge to anticipate what is likely to occur next.
London Underground
The London Underground is a public transport network,
composed of electrified railways (that is, a metrosystem) that run underground in tunnels in central
London and above ground in the city's suburbs. The
oldest metropolitan underground network in the world,
first operating in 1863, the London Underground is
usually referred to as either simply "the Underground" by
Londoners, or (more familiarly) as "the Tube".
2. Skimming for Main ideas.
The strategy consists in reading the whole text in one time without paying
attention new words; the idea is to get the general idea of the text. Try
reading quickly through the table of contents, the preface, and the index,
then select from the chapter headings. You can then read the first and lastparagraphs, and perhaps the first sentenceof each of the other paragraphs.
Examples of Skimming:
The Newspaper (quickly to get the general news of the day) Magazines (quickly to discover which articles you would like to read in more
detail)
Business and Travel Brochures (quickly to be informed)
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3. Scanning.
This strategy consists in reading by looking specific information; to do this
you can read the questions first and then the text.
Activity: Comprehension questions used as cues for scanning a TV schedule
Level : Intermediate
Outline:
Do a short awareness raising session by asking students how they go
about making decisions based on schedules, short articles etc. Focus on
whether they read every word and if the read in strict order whenmaking such a decision in their own mother tongue.
Remind them that this process is the same in English and does not
require that they understand every word perfectly.
Distribute comprehension questions and TV schedule to students.
Make a special point of asking students to complete the exercise by
first reading the question and then scanning for the appropriate
answer.
Ask students to use the TV schedule to answer the questions. To
increase difficulties add a timing element (this should help students who
insist on understanding every word to not do so).
Correct activity as a class.
Extend activity by bringing in a number of magazines concerning travel,
entertainment or a similar activity and asking students to complete a
given task - for example finding a destination they would like to visit
or choosing a film they would like to see. Once again, ask students to
do the exercise by scanning and not reading each word.
What's On?
First read the following questions and then use the TV Schedule to find
the answers.
1. Jack has a video - can he watch both documentaries without having
to make a video?
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2. Is there a show about making good investments?
3. You are thinking about traveling to the USA for a vacation. Which
show should you watch?
4.Your friend doesn't have a TV, but would like to watch a film starring
Tom Cruise.5. Which film should you record on your video?
6. Peter is interested in wild animals which show should he watch?
7. Which sport can you watch that takes place outside?
8. Which sport can you watch that takes place inside?
9.You like modern art. Which documentary should you watch?
10. How often can you watch the news?
11. Is there a horror film on this evening?
TV Schedule
CBC
6.00 p.m.: National
News - join Jack
Parsons for your daily
news roundup.
6.30: The Tiddles-
Peter joins Mary for
a wild adventure in
the park.
7.00: Golf Review-
Watch highlights
from today's final
round of the Grand
Master's.
8.30: Shock from thePast- This
entertaining film by
Arthur Schmidt takes
a poke at the wild
side of gambling.
FNB
6.00 p.m.: In-Depth News -
In-depth coverage of the most
important national and
international news stories.
7.00: Nature Revealed-
Interesting documentary taking
a look at the microscopic
universe in your average speck
of dust. 7.30: Ping - Pong
Masters- Live coverage from
Peking. 9.30: It's Your
Money- That's right and this
favorite game show could make
or break you depending on howyou place your bets. 10.30:
Green Park- Stephen King's
latest monster madness. 0.30:
Late Night News- Get the
news you need to get a hard
ABN
6.00 p.m.: Travel
Abroad - This week
we travel to sunny
California!
6.30: The
Flintstones- Fred
and Barney are at it
again.
7.00: Pretty Boy-
Tom Cruise, the
prettiest boy of
them all, in an
action packed
thriller aboutInternet espionage.
9.00: Tracking the
Beast- The little
understood
wildebeest filmed in
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10.30: Nightly
News- A review of
the day's most
important events.
11.00: MOMA: Artfor Everyone- A
fascinating
documentary that
helps you enjoy the
difference between
pointilism and video
installations.
12:00: Hard Day's
Night- Reflectionsafter a long, hard
day.
start on the upcoming day. its natural
surroundings with
commentary by Dick
Signit.
10.00: Pump ThoseWeights- A guide to
successfully using
weights to develop
your physique while
getting fit.
11.30: The Three
Idiots- A fun farce
based on those
three tenors whodon't know when to
call it quits.
1.00: National
Anthem- Close the
day with this salute
to our country.
4. Jigsaw reading
Each student in a group is given part of the story to read. He has to read and
comprehend it all by himself in order to report to other members of the group. After
each member has reported the different parts of the story,the whole group work
together re-arranging the parts to recover the original story.
We can use any coherent passage to create a jigsaw reading text. But it is
more interesting if we use short stories our students can read independently.
The noisy dog/barked loudly/ in the middle of/the night.
In upper primary (or for some students in junior secondary), we can ask themto rearrange jumbled sentences to form a story.
Example:
1.
That was why he could not read at the age of ten.
2.
He went into the women's toilet.
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3. He sat on a bench.
4. People told him to wash his hands in the toilet.
5. Tom hated reading.
6. One day, Tom went to the park.
7.
He made his hands very dirty because he could not read the sign "WETPAINT".
8. He walked to the toilets.
9. He was caught by the police.
10.He could not understand the words "MEN" and "WOMEN".
The right order should be : 5,1,6,3,7,4,8,10,2 and 9.
5. Skip, Read On, and Go Back
Sometimes you can skip an unfamiliar word and read to the end of the
sentence or paragraph, thinking about what would make sense. Then, using thecontext, go back and reread to try to determine the word. Examples
According to Indian custom, a great dowry of money and objects is given to
the bridegroom, in other words, it is a dot.
There are several types of aerosol cans. Simple ones contain a liquefied gas,
called the propellant, in which material is dissolved, i.e., melt.
6. Summarize and synthesize
Making a mental, oral or written summary of something you read by retelling a
story or other text in your own words, you can draw pictures to help you.
Source
The amphibian, which is the animal
class to which our frogs and toads
belong, were the first animals to
crawl from the sea and inhabit theearth.
Summary
The first animals to leave the sea andlive on dry land were the amphibian.
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