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TEACHER:
Milton Acevedo
STUDENT:
Johaira Kihara Cabello
Manrique
CLASSROOM:
507
AO:
2017
2
D e d i c a t i o n
O b j e c t i v e s
Chapter 6 and 7
Summary
Essay
Online Quizzes
3
Classroom The
management learners
Planning
is a
Materials thinking The aims
skill
2. Exposure
3. Noticing
4. Understanding
5. Practice
6. Active use
10 Exposure
Authentic exposure Restricted exposure
Reafing Listening
magazines music
Restricted Restricted
clarification
exposure output
Formal Evidence
lesson Personal goals
observation Class profile
Timetable fit
Assumption ( about what students know/can do)
Predicted problems
Context (to use in teaching)
Materials used
The
13 materials
you use
The activities
The aims of
that Will be
the lesson
Its done
important
to keep in
mind
14 Flow chart
formal planning
Alternatives to
Dream through the lesson
Half plan
Lesson images
15 1. Conversation and discussion clases
2. Communicative activities
Chapter
7: 3. Role play, real play and simulation
Speaking
4. Fluency, accuracy and communication
Playing
Structuring
devils
talk
advocate
Do not interrupt
Break the rules
the flow
A few keys
to getting a
good
discussion Specific problems
going are more
Buzz groups
producive tan
general issues
Frame the
Role cards
discussion well
Learers are usually given some information about a role
These are often printed on role cards
18 Learners take a Little preparation time
Role play Then, they meet up with other students to act out small scenes
In this case, situations and one or more of the characters are drawn not from cards,
but from a participants own life and world
It allows to the learners to practise language they need in their own life
Real play
Role cards are normally used, but there is often quite a lot of other printed and
recorded background information as well newspaper articles, graphs, memos, new
flashes, etc whick may come at the start of the simulation or appear while the
simulation is unfolding, causing all the participants to take note of the new data and
simulation possibly readjust their positions
19 Corrections after a
scaffolding
fluency activity
You write up a number Does not interfere too
of sentences used much with the Flow of
during the activity and conversation
discuss them with the Offers useful language
students feedback
You give the Actually helps the
pens/chalks to the speaker to construct
students and his conversation
encourage them to
make corrections
1. Set task
20
Exposure the 2. Plan the
example speaking
3. Rehearse the
7. Redo the task
speaking
6. add/correct/
4. Do the task
revise
5. feedback/review
the success
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I remember that my aun who love teach their students tell me that to manage a classroom is a big job and its
considered as an aim for teachers. I really would like to emphasize that a good classroom managementrequires
also to group students, follor sequency of activities, authority during the activities, critical momentswhen there is
a problema, tools and techniques which includes the usage of the board and gestures that will allow them to
understand better the meanings of some words that students acquires in the book or when they want to know the
words they want to say.
I strongly believe that classroom interaction is a good way that engage students with the usage of english, they feel
more comfortable when they interact with other people like them. They are able to work in pairs, group, face to
face, opposing teams, etc.
On the other hand, it is a good idea to give clear instruction with examples and using the correct usage of english
to get the attention of the learners; but not only that, teachers are able to draw in the board the words they want
to explain.
In addition, there are many kinds of steps to develop the usage of english, this would be posible with materials in
english like for example posters, music, videos, exchanging ideas, and so on
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