Here are the kids--just a few minutes ago.
Friday, October 31, 2008
Draft of my Goodbye speech in English
Here is what I think I want to say. Can you help me learn how to say this in Spanish? Please comment below to help. Read others' comments before commenting. Thanks!
----------------------------------------------------------------------------------------
Hello.
I am an English speaker, and yet I stand before you speaking Spanish.
At least, I hope I am making sense in Spanish.
If I am successful in speaking Spanish to you today, it is because the Chilean students were able to teach me well.
If I fail, it’s their fault! : ) I’m just kidding of course!
There are many factors that impact whether or not students learn language.
And, that’s what we have spent our time talking about here:
How can we as teachers really make a difference?
How can we as teachers teach English so that our students really learn?
So, what have I learned, in addition to a little Spanish?
I have learned about the challenges that exist in the teaching of English in Chile.
I have brainstormed about ways to meet those challenges.
I have been changed by the experience and I thank you for that.
And you, the students, have been changed as well.
I can see changes in your use of technology.
I can see changes in the way that you think about the role of parents in schools.
I can see changes in the way that you think about the use of first languages.
As well as many others.
What we have done together is grow.
And, I expect that we will continue to do so as we stay in contact and help each other.
I wish all of you the best of luck.
I expect great things from you. Great things.
And so do your future students.
Thank you.
----------------------------------------------------------------------------------------
Hello.
I am an English speaker, and yet I stand before you speaking Spanish.
At least, I hope I am making sense in Spanish.
If I am successful in speaking Spanish to you today, it is because the Chilean students were able to teach me well.
If I fail, it’s their fault! : ) I’m just kidding of course!
There are many factors that impact whether or not students learn language.
And, that’s what we have spent our time talking about here:
How can we as teachers really make a difference?
How can we as teachers teach English so that our students really learn?
So, what have I learned, in addition to a little Spanish?
I have learned about the challenges that exist in the teaching of English in Chile.
I have brainstormed about ways to meet those challenges.
I have been changed by the experience and I thank you for that.
And you, the students, have been changed as well.
I can see changes in your use of technology.
I can see changes in the way that you think about the role of parents in schools.
I can see changes in the way that you think about the use of first languages.
As well as many others.
What we have done together is grow.
And, I expect that we will continue to do so as we stay in contact and help each other.
I wish all of you the best of luck.
I expect great things from you. Great things.
And so do your future students.
Thank you.
Link for ideas for activities involving parents in homework
Here is the link that we'll look at today. It will take you to a site that has ideas and information for including parents in their children's schoolwork.
http://www.csos.jhu.edu/P2000/tips/index.htm
http://www.csos.jhu.edu/P2000/tips/index.htm
Thursday, October 30, 2008
Teaching demo: Using, building on and supporting L1s and C1s
Teaching Demo: Using, Building on and Supporting L1s and C1s
Content Focus: Artifacts
Grade level: 3rd to 6th grade
1. Put objectives on board:
Content objectives: Become introduced to the concept of artifacts; build list of questions that should be asked about artifacts; understand relationship between culture and artifacts; demonstrate understanding of the genre of ‘artifact talks’.
Language objectives: Expand vocabulary with ‘artifact’ and ‘item’ (and possibly ‘antique’ and ‘Cracker Jack’ from my model); use question-formation skills; use general listening skills.
2. Go over objectives.
3. Tell students that today they are going to learn about artifacts because we have a very special school event coming up soon. Ask if anyone has heard of ‘artifact’ before. If so, ask them to tell us what they think it means. Build on this response.
4. Tell students that you brought an artifact of your own today to help them learn about what an artifact is. Hold up the item that you brought. Tell students that you will pass it around twice. The first time, they should each only hold if for a few seconds. Be gentle with it. The second time it comes, they can take longer with it.
5. After each student has gotten to hold it once, tell the students that this item is a very special item in your family. Tell them that museums are full of special items like this but also very different. Each time a new item is found or brought into a museum, the people working there ask questions about it. These questions allow them to find out about the item.
6. Tell the students that you will be glad to tell them about the item, but that they need to come up with the questions that they will ask. Have a volunteer come to the board and lead the class in creating questions.
7. When the class feels that the task is completed, offer both content and structure feedback on these questions so that the following are included: What is it? How is it used? Who owns/uses it? What is its significance? What is its story?
8. Next, allow the students to ask the questions. Answer them by telling about the antique toy that you brought with you.
9. Tell them that the information that you just gave is what is called an ‘artifact talk’. Tell them that each of them will be giving an artifact talk at the Spring Artifact fair that will be held in your school. To do this, they will complete the following steps: a) Look around their homes for something interesting that belongs to the family; b) Ask their parents about the item using the questions that we created; c) Write an artifact talk with your family’s help; d) Memorize the talk with your family’s help. Tell students that our artifact talks will be in English but that the students can use their first languages with their families as they ask about the objects and begin to put the ideas together. Ask for any questions.
10. Give homework: Go home and look for objects. Come with two ideas tomorrow. We’ll talk about the choices then.
Content Focus: Artifacts
Grade level: 3rd to 6th grade
1. Put objectives on board:
Content objectives: Become introduced to the concept of artifacts; build list of questions that should be asked about artifacts; understand relationship between culture and artifacts; demonstrate understanding of the genre of ‘artifact talks’.
Language objectives: Expand vocabulary with ‘artifact’ and ‘item’ (and possibly ‘antique’ and ‘Cracker Jack’ from my model); use question-formation skills; use general listening skills.
2. Go over objectives.
3. Tell students that today they are going to learn about artifacts because we have a very special school event coming up soon. Ask if anyone has heard of ‘artifact’ before. If so, ask them to tell us what they think it means. Build on this response.
4. Tell students that you brought an artifact of your own today to help them learn about what an artifact is. Hold up the item that you brought. Tell students that you will pass it around twice. The first time, they should each only hold if for a few seconds. Be gentle with it. The second time it comes, they can take longer with it.
5. After each student has gotten to hold it once, tell the students that this item is a very special item in your family. Tell them that museums are full of special items like this but also very different. Each time a new item is found or brought into a museum, the people working there ask questions about it. These questions allow them to find out about the item.
6. Tell the students that you will be glad to tell them about the item, but that they need to come up with the questions that they will ask. Have a volunteer come to the board and lead the class in creating questions.
7. When the class feels that the task is completed, offer both content and structure feedback on these questions so that the following are included: What is it? How is it used? Who owns/uses it? What is its significance? What is its story?
8. Next, allow the students to ask the questions. Answer them by telling about the antique toy that you brought with you.
9. Tell them that the information that you just gave is what is called an ‘artifact talk’. Tell them that each of them will be giving an artifact talk at the Spring Artifact fair that will be held in your school. To do this, they will complete the following steps: a) Look around their homes for something interesting that belongs to the family; b) Ask their parents about the item using the questions that we created; c) Write an artifact talk with your family’s help; d) Memorize the talk with your family’s help. Tell students that our artifact talks will be in English but that the students can use their first languages with their families as they ask about the objects and begin to put the ideas together. Ask for any questions.
10. Give homework: Go home and look for objects. Come with two ideas tomorrow. We’ll talk about the choices then.
Wednesday, October 29, 2008
Building Consensus with a Group Diagram
Gina is the perfect case study on what works for teaching/learning language. We will now build on our work in class by creating a group diagram that shows the following:
--Gina's goals
--the elements of Spanish that she needs to know to be successful
--the types of activities that will get her there
Please add your email address here (by commenting) so that I can 'invite' you to join the session in creating this diagram. Watch for an email that invites you.
Good luck creating the language learning plan!
Gina
--Gina's goals
--the elements of Spanish that she needs to know to be successful
--the types of activities that will get her there
Please add your email address here (by commenting) so that I can 'invite' you to join the session in creating this diagram. Watch for an email that invites you.
Good luck creating the language learning plan!
Gina
Friday, October 17, 2008
Teaching demo: High expectations
Here is the demo that I'll do today to demonstrate having high expectations for students.
Teaching Demo: Teaching with High expecations
Content Focus: Requesting that a Behavior Stops
Grade level: 2nd-4th grade
1. Put objectives on board:
Content objectives: Learn how people in English ask others to stop a behavior
Language objectives: Become familiar with the vocabulary, stress and patterns of requesting that a behavior stop; Become comfortable creating own statements
2. Go over objectives.
3. Tell students that you have thought about their request to you to talk with the other students who are carrying out behaviors that they don’t like. You have decided that rather than talking for the students, you will help them with the language that they need to do this themselves.
4. Put the following stems on the board. Explain that these are very powerful ways to tell someone to stop. Ask students to think about what might go into those blanks. Put suggestions on the board. Model saying them to the students.
I don’t like it when
It me
I want it to stop.
5. Hand out Jazz Chant “I don’t like it”. Have students turn to Side A. Explain how it works with two ‘speakers’. Read it aloud to the students to model.
6. Have everyone turn to Side B. Explain that Side B shows the stress that it put on certain words. This will help them remember how the sentences sound.
7. Have the class say the jazz chant with you.
8. Put the class in partners. Have each partner take one of the roles of speakers in the jazz chant. Have them chant it with each other.
9. Now, give the students each 5 minutes to write silently at their desks about what it is that they want students to stop doing.
10. After students have done this, have them recreate the jazz chant with their partner so that these new requests are included.
11. At the end of class, partners read their new jazz chants to the class.
12. Homework: Think about the kinds of changes that the students would like to see in the school so that these behaviors don’t happen. Write down ideas. Bring them with you tomorrow. Tomorrow we will write a group letter to the principal with these ideas.
I don’t like it! (Side A)
I don’t like it
When you hit my arm
I don’t like it
When you hit my arm
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you make fun of me
I don’t like it
When you make fun of me
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you don’t give me a turn
I don’t like it
When you don’t give me a turn
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
Are you willing to stop?
It would mean so much to me.
Are you willing to stop?
It would mean so much to me.
Yes. That’s okay.
I won’t do it again.
I’ll stop. I’ll stop.
Let’s just be friends.
I don’t like it! (Side B)
I don’t like it
When you hit my arm
I don’t like it
When you hit my arm
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you make fun of me
I don’t like it
When you make fun of me
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you don’t give me a turn
I don’t like it
When you don’t give me a turn
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
Are you willing to stop?
It would mean so much to me.
Are you willing to stop?
It would mean so much to me.
Yes. That’s okay.
I won’t do it again.
I’ll stop. I’ll stop.
Let’s just be friends.
Teaching Demo: Teaching with High expecations
Content Focus: Requesting that a Behavior Stops
Grade level: 2nd-4th grade
1. Put objectives on board:
Content objectives: Learn how people in English ask others to stop a behavior
Language objectives: Become familiar with the vocabulary, stress and patterns of requesting that a behavior stop; Become comfortable creating own statements
2. Go over objectives.
3. Tell students that you have thought about their request to you to talk with the other students who are carrying out behaviors that they don’t like. You have decided that rather than talking for the students, you will help them with the language that they need to do this themselves.
4. Put the following stems on the board. Explain that these are very powerful ways to tell someone to stop. Ask students to think about what might go into those blanks. Put suggestions on the board. Model saying them to the students.
I don’t like it when
It me
I want it to stop.
5. Hand out Jazz Chant “I don’t like it”. Have students turn to Side A. Explain how it works with two ‘speakers’. Read it aloud to the students to model.
6. Have everyone turn to Side B. Explain that Side B shows the stress that it put on certain words. This will help them remember how the sentences sound.
7. Have the class say the jazz chant with you.
8. Put the class in partners. Have each partner take one of the roles of speakers in the jazz chant. Have them chant it with each other.
9. Now, give the students each 5 minutes to write silently at their desks about what it is that they want students to stop doing.
10. After students have done this, have them recreate the jazz chant with their partner so that these new requests are included.
11. At the end of class, partners read their new jazz chants to the class.
12. Homework: Think about the kinds of changes that the students would like to see in the school so that these behaviors don’t happen. Write down ideas. Bring them with you tomorrow. Tomorrow we will write a group letter to the principal with these ideas.
I don’t like it! (Side A)
I don’t like it
When you hit my arm
I don’t like it
When you hit my arm
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you make fun of me
I don’t like it
When you make fun of me
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you don’t give me a turn
I don’t like it
When you don’t give me a turn
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
Are you willing to stop?
It would mean so much to me.
Are you willing to stop?
It would mean so much to me.
Yes. That’s okay.
I won’t do it again.
I’ll stop. I’ll stop.
Let’s just be friends.
I don’t like it! (Side B)
I don’t like it
When you hit my arm
I don’t like it
When you hit my arm
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you make fun of me
I don’t like it
When you make fun of me
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
I don’t like it
When you don’t give me a turn
I don’t like it
When you don’t give me a turn
But why?
It’s no big deal.
It hurts me
It hurts me
And I want it to stop.
Are you willing to stop?
It would mean so much to me.
Are you willing to stop?
It would mean so much to me.
Yes. That’s okay.
I won’t do it again.
I’ll stop. I’ll stop.
Let’s just be friends.
Monday, October 13, 2008
URLs for the blogs YOU'VE created for YOUR students
I can't believe it---I'm a blogmother! Many of you in the current Chileteach program have opted to create blogs for the 12 or so students that you have been assigned to work with in your mentoring program.
Please provide me with your URL by commenting on this post. I'll look forward to seeing what choices you make.
Also--those of you who choose NOT to create a blog for your students, please write a short comment as well about what you WILL choose to do with the students and how you will communicate with them.
Best wishes,
Gina
Please provide me with your URL by commenting on this post. I'll look forward to seeing what choices you make.
Also--those of you who choose NOT to create a blog for your students, please write a short comment as well about what you WILL choose to do with the students and how you will communicate with them.
Best wishes,
Gina
Friday, October 10, 2008
Teaching demo: Teaching through social interaction
Teaching Demo: Teaching through Social Interaction
Content Focus: Avalanches
Grade level: 6th or 7th grade
1. Put objectives on board:
Content objectives: Become introduced to the concept of avalanches; begin building ideas about the science of what causes them
Language objectives: Improve focused listening comprehension; Learn vocabulary associated with avalanches including caved in, roared, explosion, swirled, panic, shovels, buried, destroyed, vibrations, jarred; Use skimming skills
2. Go over objectives.
3. Tell students that today they are going to learn about avalanches. Remind them that they have learned about tsunamis and earthquakes already. Ask—how is an avalanche different than a tsunami and an earthquake? How is it the same?
4. Hand out paragraph (cloze passage) summarizing a video clip. Have students look over it and make predictions about what it is going to say.
5. Each person is assigned one of the blanks to be listening for in the paragraph.
6. Everyone watches the video about avalanches: “Forecasting Danger” http://www.pbs.org/wgbh/nova/minutes/q_2418.html
7. After the video, recreate the paragraph with the gained knowledge.
8. Have students open their book to “A New Year’s Party Turns Deadly” about an avalanche in Canada.
9. Explain that the reading is in three parts. The first part tells us what the people experienced right before the avalanche; the second part tells us what people did immediately after the avalanche; the third part tells us what happened in the hours and days afterwards and the cause of the avalanche.
10. Assign 5 students to each part. Quickly skim to gain just enough information to be able to report back on the main ideas in the section.
11. As each group reports, point out the list of vocabulary words on the board as they come up—vocabulary in context.
12. Remind the students that the video said that people are always responsible for avalanches. What does this tell us about the avalanche in Canada?
13: Homework: Read the reading a second time for meaning. Read a third time and answer the comprehension questions on p. 91.
“Forecasting Danger”
Avalanches are becoming more/less common. In the U.S., an average of people die every year in avalanches. Avalanches are made possible because of three factors: terrain, snowpack and . However, avalanches would not occur unless you had . Avalanches happen when a layer of snow lies on top of a layer of snow. Today, scientists are able/not able to measure how weak a snow pack is. It is hoped that people will be able to make better about their activities on snow.
Content Focus: Avalanches
Grade level: 6th or 7th grade
1. Put objectives on board:
Content objectives: Become introduced to the concept of avalanches; begin building ideas about the science of what causes them
Language objectives: Improve focused listening comprehension; Learn vocabulary associated with avalanches including caved in, roared, explosion, swirled, panic, shovels, buried, destroyed, vibrations, jarred; Use skimming skills
2. Go over objectives.
3. Tell students that today they are going to learn about avalanches. Remind them that they have learned about tsunamis and earthquakes already. Ask—how is an avalanche different than a tsunami and an earthquake? How is it the same?
4. Hand out paragraph (cloze passage) summarizing a video clip. Have students look over it and make predictions about what it is going to say.
5. Each person is assigned one of the blanks to be listening for in the paragraph.
6. Everyone watches the video about avalanches: “Forecasting Danger” http://www.pbs.org/wgbh/nova/minutes/q_2418.html
7. After the video, recreate the paragraph with the gained knowledge.
8. Have students open their book to “A New Year’s Party Turns Deadly” about an avalanche in Canada.
9. Explain that the reading is in three parts. The first part tells us what the people experienced right before the avalanche; the second part tells us what people did immediately after the avalanche; the third part tells us what happened in the hours and days afterwards and the cause of the avalanche.
10. Assign 5 students to each part. Quickly skim to gain just enough information to be able to report back on the main ideas in the section.
11. As each group reports, point out the list of vocabulary words on the board as they come up—vocabulary in context.
12. Remind the students that the video said that people are always responsible for avalanches. What does this tell us about the avalanche in Canada?
13: Homework: Read the reading a second time for meaning. Read a third time and answer the comprehension questions on p. 91.
“Forecasting Danger”
Avalanches are becoming more/less common. In the U.S., an average of people die every year in avalanches. Avalanches are made possible because of three factors: terrain, snowpack and . However, avalanches would not occur unless you had . Avalanches happen when a layer of snow lies on top of a layer of snow. Today, scientists are able/not able to measure how weak a snow pack is. It is hoped that people will be able to make better about their activities on snow.
Teaching demo: Teaching language through content
Teaching Demo: Teaching language through content
Content focus: Irony
Grade level: 9th or 10th grade
1. Write objectives on the board.
Content objective: Identify what’s ironic and what’s not. Identify types of irony.
Language objective: Identify language people use to talk about irony; Notice use of tenses to express telling a story/commenting on it.
2. Go over objectives.
3. ‘Remind’ the students that they have been learning about irony in their Literature class. —Here, we are going to continue that discussion in English.
4. Give out the handout listing three traditional forms of irony.
5. Have a student read the first type. Restate it. Check to see if the students understand.
6. Repeat with the second two forms.
7. Hand out the lyrics to a song in which the singer is giving examples of what she thinks is irony. Ask if anyone has heard this song before. (If most students have heard it before, you will only need to listen/watch once. If many haven't heard it, repeat it twice below.)
8. Instruct the students to watch/listen to the video as they look at the lyrics. Begin to notice where the examples of irony are. Note them if you can while listening.
9. Play video.
Alanis Morissette – Ironic http://www.youtube.com/watch?v=8v9yUVgrmPY
10. Assign partners. Circle all the individual examples that the singer is using to talk about irony. Then analyze each one. Can you identify any of the types of irony with any of them?
11. Check in with students. Did they find true examples of irony? Discuss. (Most of the examples are NOT irony--just bad luck.)
12. State that the song switches back and forth in tenses. Why? What does this tell us?
13. Now, identify three sentences that English speakers use in everyday speech in the song to talk about irony.
Homework: You can choose one of the following for your homework. Either compose a letter to Alanis explaining what she doesn’t seem to know about irony OR rewrite the song so that it DOES contain instances of irony.
Handout for lyrics:
Alanis Morissette - Ironic lyrics
An old man turned ninety-eight
He won the lottery and died the next day
It's a black fly in your Chardonnay
It's a death row pardon two minutes too late
Isn't it ironic... don't you think?
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
Who would've thought? It figures!
Mr. Play-It-Safe was afraid to fly
He packed his suitcase and kissed his kids good-bye
He waited his whole damn life to take that flight
And as the plane crashed down he thought
'Well isn't this nice...'
And isn't it ironic ... don't you think?
Well life has a funny way of sneaking up on you
When you think everything's okay and everything's going right
And life has a funny way of helping you out when
You think everything's gone wrong and everything blows up
In your face
It's a traffic jam when you're already late
It's a ‘No Smoking’ sign on your cigarette break
It's like ten thousand spoons when all you need is a knife
It's meeting the man of my dreams
And then meeting his beautiful wife
And isn't it ironic... don't you think?
A little too ironic... and yeah I really do think...
Life has a funny way of sneaking up on you
Life has a funny, funny way of helping you out
Helping you out
Content focus: Irony
Grade level: 9th or 10th grade
1. Write objectives on the board.
Content objective: Identify what’s ironic and what’s not. Identify types of irony.
Language objective: Identify language people use to talk about irony; Notice use of tenses to express telling a story/commenting on it.
2. Go over objectives.
3. ‘Remind’ the students that they have been learning about irony in their Literature class. —Here, we are going to continue that discussion in English.
4. Give out the handout listing three traditional forms of irony.
5. Have a student read the first type. Restate it. Check to see if the students understand.
6. Repeat with the second two forms.
7. Hand out the lyrics to a song in which the singer is giving examples of what she thinks is irony. Ask if anyone has heard this song before. (If most students have heard it before, you will only need to listen/watch once. If many haven't heard it, repeat it twice below.)
8. Instruct the students to watch/listen to the video as they look at the lyrics. Begin to notice where the examples of irony are. Note them if you can while listening.
9. Play video.
Alanis Morissette – Ironic http://www.youtube.com/watch?v=8v9yUVgrmPY
10. Assign partners. Circle all the individual examples that the singer is using to talk about irony. Then analyze each one. Can you identify any of the types of irony with any of them?
11. Check in with students. Did they find true examples of irony? Discuss. (Most of the examples are NOT irony--just bad luck.)
12. State that the song switches back and forth in tenses. Why? What does this tell us?
13. Now, identify three sentences that English speakers use in everyday speech in the song to talk about irony.
Homework: You can choose one of the following for your homework. Either compose a letter to Alanis explaining what she doesn’t seem to know about irony OR rewrite the song so that it DOES contain instances of irony.
Handout for lyrics:
Alanis Morissette - Ironic lyrics
An old man turned ninety-eight
He won the lottery and died the next day
It's a black fly in your Chardonnay
It's a death row pardon two minutes too late
Isn't it ironic... don't you think?
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
Who would've thought? It figures!
Mr. Play-It-Safe was afraid to fly
He packed his suitcase and kissed his kids good-bye
He waited his whole damn life to take that flight
And as the plane crashed down he thought
'Well isn't this nice...'
And isn't it ironic ... don't you think?
Well life has a funny way of sneaking up on you
When you think everything's okay and everything's going right
And life has a funny way of helping you out when
You think everything's gone wrong and everything blows up
In your face
It's a traffic jam when you're already late
It's a ‘No Smoking’ sign on your cigarette break
It's like ten thousand spoons when all you need is a knife
It's meeting the man of my dreams
And then meeting his beautiful wife
And isn't it ironic... don't you think?
A little too ironic... and yeah I really do think...
Life has a funny way of sneaking up on you
Life has a funny, funny way of helping you out
Helping you out
Social Interaction
Here is a copy of the handout that I'll be going over today for our work with Chapter 6.
Chapter 6: Learning Take Place in Social Interaction
The key questions/activities that will help us understand this concept:
1. “Learning English is all about deciding to join the English-speaking club.” Explain what this mean and defend the statement.
p. 148-149
2. What theories from second language acquisition can you use to persuade teachers that group work really DOES lead to better language learning and is not just a messy waste of time? Put together a very persuasive speech.
p. 151-154
3. Technology has often led to LESS interation in language classrooms. Why? How can we ‘fix’ this? Create some activities that demonstrate how technology can be used to lead to more interaction.
p. 149-151
4. How could you know if a classroom you were observing REALLY contained social interaction? Create a list of factors that we can look for when we visit classes.
p. 154-156
5. Choose two of the many activities that will lead to social interaction that you can most see yourself using as a teacher in Chile. Describe how these activities work and why they appeal to you.
p. 156-168
6. What is the relationship between problem solving and social interaction? Create an original activity that you could carry out with students in your own future classroom. Describe the activity.
p. 168-173
Chapter 6: Learning Take Place in Social Interaction
The key questions/activities that will help us understand this concept:
1. “Learning English is all about deciding to join the English-speaking club.” Explain what this mean and defend the statement.
p. 148-149
2. What theories from second language acquisition can you use to persuade teachers that group work really DOES lead to better language learning and is not just a messy waste of time? Put together a very persuasive speech.
p. 151-154
3. Technology has often led to LESS interation in language classrooms. Why? How can we ‘fix’ this? Create some activities that demonstrate how technology can be used to lead to more interaction.
p. 149-151
4. How could you know if a classroom you were observing REALLY contained social interaction? Create a list of factors that we can look for when we visit classes.
p. 154-156
5. Choose two of the many activities that will lead to social interaction that you can most see yourself using as a teacher in Chile. Describe how these activities work and why they appeal to you.
p. 156-168
6. What is the relationship between problem solving and social interaction? Create an original activity that you could carry out with students in your own future classroom. Describe the activity.
p. 168-173
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