برنامه عملياتي ساليانه گروه آموزشي زبان انگلیسی دوره متوسطه استان اصفهان
( سال تحصيلي 90 – 89 )
ضمن تبریک سال تحصیلی جدید گروه زبان انگلیسی ناحیه ۵ اعلام می دارد جهت بهبود وضعیت آموزشی گروه در سال جاری آماده دریافت هر گونه پیشنهاد از طرف همکاران عزیر می باشد.
Vocabulary box
A small box, such as a shoe box, is a very useful tool in the classroom - it can become a vocabulary box. You also need some small blank cards or pieces of paper.
This box just becomes so flexible in how you can use it. It could be at the end of the lesson. For example 'You can't leave the classroom until you've defined two words that are in the box'. Vocabulary boxes are fantastic and they take so little time but provide so many activities.
Weena Kanadpon
Everyone knows that there are four skills in learning a language, namely listening, speaking, reading and writing. They are always related in terms of usage, and speaking is viewed by learners as the most desirable skill in face-to-face communication in the globalization era. However, what is the answer to the following questions?
Listen, of course!
Naturally, children begin listening to their parents when they are babies. They are often greeted, spoken to and admired without any response expected. Though nobody knows if the baby understands the spoken words, the process continues. Children automatically acquire such language over some time, and later on gradually produce it through actual experience. The production may be incomplete at first, but successful at last. That leads to speaking skill which is quite applicable to daily conversation.
In learning English, listening can help improve speaking considerably. Although it is the first of all skills, it is neither the easiest nor the most meaningless. We need to hear various types of English repeatedly and continuously if we want to communicate properly, meaningfully and naturally.
Nowadays, radio cassette recorders are household appliances, but we often overlook their radio function. We can experience English language radio programmes almost anywhere in the world. They are usually picked up on FM bands and aired particularly for foreigners. Short wave radio programmes are another option. Two of the most easily found English language broadcasters are the BBC and Voice of America. Today, you can even access them by internet. You'll find some useful links for listening to the radio by internet, including "News in Easy English",
يک ديکشنري خوب چه ويژگيهايي دارد؟
هنگاميکه صحبت از ديکشنري به ميـان ميآيد، افـراد اغلب بـه يک ديکشنري دو زبانه، مثلاً انگليسي به فارسي، فکر ميکنند. اما بايد بدانيد که بهترين ديکشنري براي زبانآموزها، ديکشنري تکزبانه يا انگليسي به انگليسي است. البته منظور ما اين نيست که نبايد از ديکشنري انگليسي به فارسي استفاده کنيد، بلکه منظور اين است که تأکيد اصلي شما بايد روي ديکشنري انگليسي به انگليسي باشد. در بخش بعدي در مورد نحوهي استفاده از ديکشنري بيشتر توضيح خواهيم داد، اما در اينجا به بيان ويژگيهاي يک ديکشنري انگليسي به انگليسي ميپردازيم.
در يک ديکشنري انگليسي به انگليسي کلمات ترجمه نشدهاند، بلکه به زبان انگليسي توضيح داده شدهاند، بنابراين استفادهي منظم از اين نوع ديکشنريها باعث ميشود بطور خودکار گرامر و لغات را بخاطر بسپاريد. آنها فايدهي ديگري هم براي شما دارند و آن اينست که هنگاميکه يک لغت را در ديکشنري جستجو ميکنيد ممکن است با کلمات تازهتري هم مواجه شويد و بدين ترتيب در يک زمان چند لغت را فرا ميگيريد.
بطور کلي يک ديکشنري خوب بايد اطلاعات زير را به شما برساند:
توضيح معني هر لغت به انگليسي
تلفظ صحيح لغت از طريق علائم فونتيک (ترجيحاً با روش IPA)
نوع کلمه (صفت، فعل، قيد، اسم و...)
ويژگيهاي دستوري يا گرامري كلمه (مثلاً قسمتهاي دوم و سوم فعل، قابل شمارش يا غيرقابل شمارش بودن يک اسم و...)
ترتيب قرارگيري لغات (مثلاً do homework و نه make homework)
جملات نمونه براي هر لغت
کلمات هم معني و متضاد (بعضي از لغات)
يك ديكشنري خوب علاوه بر اطلاعاتي كه بايد به شما برساند، بايد از ويژگيهاي زير هم برخوردار باشد:
توضيح معني هر لغت بايد نحوهي به کار بردن هر لغت را براي شما بيان کند. بطور کلي تعاريف طولاني تر بهتر هستند، چونکه اطلاعات بيشتري را به شما انتقال ميدهند.
بايد هر دو تلفظ آمريکايي و بريتانيايي را داشته باشد.
متداولترين اصطلاحات و افعال چند قسمتي آورده شده باشد.
خوب است که از تصاوير نيز استفاده شده باشد. گاهي يک تصوير را ميتوانيد بهتر از يک تعريف درک کنيد.
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ديکشنريهاي متوسط |
ديکشنريهاي بزرگ |
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Cambridge Learner's Dictionary Longman Active Study Dictionary |
Cambridge Advanced Learner's Dictionary Longman Dictionary of Contemporary English Oxford Advanced Learner's Dictionary |
Here are some of the problems many teachers have:
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Some of your children may not enjoy being in class |
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You may find it hard to have all your children pay attention |
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Your class may not repeat things back to you enthusiastically |
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Some of your class may not be motivated to learn |
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Your pupils may not get much chance to practise speaking English during class |
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We need repetition to learn, and to make things stick, but how do you make this interesting? |
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You may not have time to revise all the vocabulary, themes and grammar that you have covered as if you spend time revising you fall behind in the coursework |
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You may feel some of your pupils getting restless during class time, and losing their focus |
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You may lack time to put that extra boost into your classes having a lot of paperwork, report writing and marking to do |
Here is how these ideas for teaching English games address these problems:
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Games make learning fun so your class and children are willing participants and not just there because they have to be. |
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Students pay more attention because they are enjoying themselves, so they do better, they feel better about themselves, and do EVEN better – it is a vicious circle working in your favour. |
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Playing a game has a purpose to it, an outcome, and in order to play students have to say things – they have a reason to communicate rather than just repeat things back mindlessly. Therefore they want to know and learn more. |
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Games stimulate and motivate children to new levels. If they do not pay attention during the presentation of new language, and make a mental effort to memorise it, they will not be able to play the games well, and they will let their team and themselves down, so they make more effort to join in and learn as much as possible. |
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Students get to use the language all the time during the games |
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They involve a lot of repetition, and repetition is the mother of skill, it can be BORING, but thanks to these games it is FUN. How do you expect your class or children to remember vocabulary if they never use it? Repetition is the mother of skill. |
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The games lend themselves perfectly to quick bursts of revision. Using some of the games you can revise a massive amount of vocabulary and grammar in a few minutes. If you use games to revise two or three topics every lesson, as well as teach the new language, imagine how well your kids will do at exam time, and how proud you will feel. |
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The physical movement involved in some of the games also helps keep everyone stimulated and focused. Children naturally have a lot of energy and are not good at sitting for long periods so if you throw in a game with movement from time to time you will prevent them from getting restless and bored. |
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Children have a short attention span (even more so these days with the style and pace of the media, and computer games), so injecting lively varied games into your classes to practise the language you are teaching will keep your children alert and enjoying themselves. |
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The philosophy of encouragement incorporated into these games allows all students, including the less good ones, to gain in confidence. Usually this doesn't just mean they get better at your subject, but in all subjects. This makes everybody, including you, more motivated and optimistic, and you can really make a difference by helping your pupils have more self-esteem so they succeed in all areas of life. |
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There are literally hundred of ways of adapting the games so you can cater for a broad age range (suggested range: age 4 to 12). This gives you an incredible battery of learning tools and ultimate flexibility. |
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You can practise almost any language you wish with the vast majority of the games and adapt them at will to your curriculum and the text books you are using. You will be able to deliver fun, unpredictable lively classes that your students will love. |
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You do not need many materials to play these games (in some cases you need only your regular black board or classroom props). Once you have used the games once you will need virtually NO PREPARATION TIME AT ALL! You will be able to give stimulating fun classes while keeping your evenings free for yourself and your own hobbies, family and friends. |
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You can easily control the class by switching to calming games when you need to calm everyone down or throw in an exciting game when you want to pick up the pace. Variety is the key and with over one hundred games you are spoiled for choice. |
Each game has either a Calm down, Wake up or Excitable category to help you do this. In this way you control the mood to get maximum learning throughout the session.
I can promise you that I have thoroughly tried and tested using games in class, and in my experience it works. But let’s hear from a few more of my old pupils…to show you that these ideas for teaching English games really do work:
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The children appreciate you! Hannah Watson, Canterbury Kent, UK The games help children remember! Julie O’Devlin, Salisbury, UK
Ultimately it is up to each individual how well they apply themselves, but you can make a difference, and certainly make it easier for them and give them every chance to succeed | |||||
Teaching English Tips to Stay in Control of a Large Class
Teaching English with games is becoming standard through out
ESL classrooms of the world. And this is good news, because
children love to learn through games, and become much more
motivated students as a result. However games often make
children excited, and if you have a large class you need a
few things up your sleeve to bring the class into line
immediately if things get a little over-heated.
Here are some tips and ideas to help you contain your
pupils' enthusiasm and manage your large class. There are
three sections. Essential basics, useful tips, and
attention grabbers.
1. Some essential basics to manage a large class
Together with your pupils define the rules in the first
lesson, and post them on the classroom wall for reference.
Knowing WHY a rule is in place makes it easier to keep. You
must establish the rules on day one and stick to them!
Be consistent in applying your rules. If you are arbitrary
about how you dish out your rewards or 'consequences', or
punishments you will undermine the rules themselves.
Praise good behavior to generate love and self-esteem.
Whatever you do, avoid being like so many parents who spend
their whole time telling their children, "don't do
this", and "don't do that". By focusing on
the positive in order to draw more attention to it you
apply the universal law of "you attract what you focus
on".
If you are working in a school know the law and rules of
your institution before you go into the classroom for the
first time, and work in harmony with the school.
Start out strict and fair - and stay that way! Being
strict is not about looking stern and being bossy. It is
about making sure the rules are kept, in a firm but fair
way. You can still be a really fun, loving teacher and be
strict with your class at the same time.
2. Useful Tips
Don't break your own rules by raising your voice to be
heard. Instead talk quietly or stop and wait. Your class
should know that for every minute you are kept waiting they
will receive extra English homework, or whatever consequence
you have designated.
Children love the sound of their own name more than
anything else. So use an individual's name for praise and
avoid using it when telling someone off.
Create teams and deduct or reward behavior points to a
team's score during a game. Your class will respond
naturally by using peer pressure to keep the naughty
children from misbehaving.
Empower your children with choices. For example, ask a
naughty child, "Do you want me to speak to your
Dad?" By asking a question you give the child the
power to choose, whereas if you use a threat such as,
"I'll call your Dad if you don't behave", you
take the initiative away and seem tyrannical.
You can also say things like, "you can either play the
game properly or you can sit in the corner". The child
will probably choose to play the game properly, and you make
them responsible for their behaviour.
Prevention is better than cure, so try giving boisterous
children an important task BEFORE they start to play up.
They may respond well to the responsibility.
It is important, especially with a large class, to hand
things out quickly or use a system to have this done, such
as giving the well-behaved children the task as a reward.
Sing a song together or do some counting or a quick game to
occupy the class while materials are handed out.
Play a mystery game and, before you start your fun game say
that during the activity you will be watching the whole
class for 3 well-behaved children who will be rewarded.
Only play games where you know you can keep a handle on the
situation. For example there is no point playing a
boisterous game with a lot of movement if you have more
than around 20 children. With large classes, including
classes of up to 60 children, you need special games where
the children have limited movement - such as standing up or
making gestures but while remaining in their seats. You can
sign up to receive free games in the resource box below, and
some of the free games given out are suitable for very large
classes.
Attention grabbers
Start an English song the children know and love – they
will all join in with you and at the end you’ll have their
attention.
Clap out a pattern which the class must clap back, or start
a rhyme they know with actions.
Use quiet cues such as heads down or lights off. Vary these
with other fun quiet cues such as "Give me
five".1--on your bottom, legs crossed; 2--hands folded
in your lap; 3--face the speaker; 4--eyes and ears open;
5--mouths closed.
You teach this repeatedly in the first lessons and after a
few weeks, you only have to say "Give me
five:1,2,3,4,5", and the children will do it.
You can also use the Magic 1 2 3 idea. When a child does
not comply start counting 1, 2,…The child knows that if you
get to 3 there will be some sort of consequence, such as
missing out on the next game. If you use this and you reach
3, you must follow through with an appropriate consequence
consistently.
To summarise, establish the rules and consequences for good
and bad behavior, apply them consistently, set a good
example, use peer pressure and points, and use attention
grabbing cues such as favorite songs, English rhymes with
actions and countdowns. Above all play suitable games where
you know you can keep in control of your class.
You can be firm and fun at the same time, and if you cannot
manage your class, you should realize that, although it
sounds harsh to say it, you are wasting their time.
Shelley Vernon has helped 1000s of teachers be an
inspiration to their pupils and achieve results 2x as fast.
Improve the effectiveness of your lessons by up to 80%.
Receive free English language games now on
http://www.teachingenglishgames.com
ادامه مطلب را کلیک کنید
A sample Lesson Plan
from Book One – Lessen Three.
BY: Bagheri Khalili
Level: Grade One
Number of Student: 30
Estimated time of teaching: 60 min
November . 16 th , 2008
Teaching Points: 1. New Word
2. Reading
3. Structure
4. Language function
5.pronunciation
Teaching aids: Real objects, Pictures, flash cards,
drawings, chalk and black board.
Warm up: ( 4 min )
After greeting the students, a brief explanation about famous scientist, Newton will be given to gain the student's attention the following questions
can be asked:
1. Are you interested in reading about great men and women?
2. Do you like to be famous?
3. Can you name some other famous?
4. What make such people famous?
5. What Lessons do great men / women teach us?
I. New Words:
I. 1. Preview: ( 4 min )
A. The new words will be pronounced three times while all books are closed.
B. Then the class will have choral, group and individual repeat.
C. The written forms will first be shown by the flash cards and then on the black board.
D. The meaning of different new words will be introduced by various procedures.
e.gà (a) Pan: /p n/ noun.
a metal pot that you use for cooking
by showing the picture in the book page34 or
by drawing the picture of the pan on the board.
e.gà 1. The servant went to his room with a pan of water.
2. She was boiling the egg in a pan.
After contextualization, the word should be repeated several times.
(1)
(b) Servant /S3:V nt/ noun
person who works in another person's house, doing work like cooking and cleaning.
By giving definition or
By reading sentences in paragraph in page 34 or
By holding provided picture in my hand.
e.gà Newton's servant took an egg for him
(c) forget: /f get/(verb)
not remember (sth)
1. Amir had an accident. After that he can't remember
any thing. he forget every thing.
By giving more easy sentences and giving opposite.
e.gà I always forgot important things.
(d) Wise: /WaIz/ (wiser – wisest)
A person who is wise knows and understand a lot About many things.
e.gà Ahmad is a wise boy. He never drives when he feel.
(e) Pocket: /p kIt/ noun
A small bag in your clothes for carrying things.
e.gà I have some keys in my hand. I put the key in my pocket.
By showing the real pocket on my coat to the students.
(f) great: /greIt/ adj
Important or special; Famous.
By holding a provided picture in my hand.
e.gà Einstein was a great scientist.
I have a picture in my hand. You see a man in this picture.
He is Einstein. He was a great scientist.
(2)
After contextualization, the word should be repeated.
Several times, chorally or individually.
The same procedures can be applied to introduce other new words.
I.2. View (6 min)
After introducing new words, at this stage of teaching all the key words of the lesson will be practiced, that is randomly picked students will read a new words and the related Sentences. Any errors concerning the pronunciation, stress, intonation and meaning will be dealt with.
I.3. Review : (3min)
All the learners are required to generate some sentences using the new words .
(II) READING
II. 1. Preview: (3min)
First of all, a brief summary of the passage will be given. Orally. Then the passage will be read at a natural speed the reading passage will be
accompanied and the clarification of any difficult word or structure
II. 2.View: (6min)
Some of the students are asked to read some paragraph of the
reading passage. While their pronunciation is checked. They are
supposed to paraphrase their part. Furthermore, to check their meaningful understanding some comprehension questions will be asked finally some of them will summarize the reading passage. The question are as follow as:
Questions
Based on the last paragraph
1. Did the servant come back Newton's room?
2. Why did the servant return his room?
3. Where was Newton standing?
4. What was boiling in the pan?
5. Where was Newton's watch?
(3)
II. 3. Review: (3min)
A topic such as " great men or women "Will be given and all the learners should talk about this topic. Moreover, as homework, they may be asked to write a short paragraph about the given topic for the next session.
(III) STRUCTURE
III. 1. Preview: (3min)
A.
To teach from known to unknown the following sentence will be written on the black board.
Ali is 70 years old, but Ahmad is 30 years old.
Ali is old, but Ahmad is young.
The students are asked to make sentences like me. In fact they have been familiar with these forms of adjectives before. Then I draw two same trees on the blackboard. And then I want a student to make two sentences.
e.gà This tree is tall. That tree (one) is tall, too.
Then I ask this question, can we write a sentence for two sentences (trees)?
now the students are given time to think. On the black board. By using color chalks.
This tree is as tall as that tree (one).
In fact I write a following pattern under the above sentence.
noun (phrase) + to be + as + adj + as + noun (phrase)
And then I'll tell them that this is the structure of comparison with as + adj + as]
(4)
B.
this time I draw two different trees one is tall and the other is short. On the black board. And I want a student to write a sentence for each tree while
I help him/her to write correctly.
This tree is tall. That tree is short.
Then, I’ll ask students whether we can write one sentence for two trees or not. Some of them try to make a sentence but they can't so I help them by writing a sentence under the above sentences such as
e.gà This tree is taller than that tree.
Then I’ll ask the students to write a pattern like this. Some students raise their hands and finally they tell a pattern with the aid of me.
noun (subj.pron)+to be+ adj+er+than+ noun (object.pron)
by showing the pictures of page 40 and 41 I give an example
e.gà the car is newer than the bus.
C.
at the of presentation I talk about spell changes of adjectives by adding suffix – er such as big + er à bigger
1. When the last letter of adjective is consonant and there is just one vowel letter before that consonant, we should double the last letter and then I
give more example: e.g à fatter / thinner
2. When an adjective has two syllables and ends in (y) we can add (er ) and change (y) à into (i) and then add ( er) Such as
(5)
e.g à heavy + er à heavier
(y à i)
I'll give more example : pretty – busy – funny – easy
Ali's bag is heavier than Raza's bag.
By pointing to student's bag
III. 2. View: (6min)
Giving the following sentence pattern, the learners are required to repeat the sentence with the substitutions given by
A) me: This man is as old as that man.
1. Young 3.this tree 5. This car 7. good
2. Tall 4. Pretty 6. expensive
In addition, the drill on page 38 and 39 will be practiced.
B) me : Jim is fatter than Jack.
1. old 2. thin 3. happy 4. he 5. Mrs. Kabiri
6. busy 7.good 8. big
In addition, the drill on page 40 , 41 will be practiced.
III. 3. Review: (3min)
At this stage of teaching, the following activities are to be performed:
A) the students are asked to produce sentences with the new structure according to the situation.
(6)
1) A: Is lesson one as easy as lesson three?
B: No, lesson three ------------------------
2) A: Is your grand father as old as your father?
B: ----------------------------------------------
B) All the students should write five four sentences with new
pattern on a piece of paper. On their own.
C) The writing 1 and 2 page 42 will be assigned as homework.
one sample of these exercises will be done in the classroom
(IV): Language function
IV. 1. Preview: (3min)
On the basis of the provided situation, the "from" and the " meaning" of the language function will be introduced. I will add that in the foreign language culture when a person wants to ask about someone's family,
he/she should use the following forms:
A: Do you come from a large family?
B: yes, I do.
A: How many are there in your family?
B: seven.
A: What does your father do?
B: He's a doctor.
A: What about your mother?
B: She's a teacher.
IV. 2. View:(6min)
During the view of the language function. The passage on page 43 will be
practiced chorally and individually Besides any complicated items will be explained.
IV. 3. Review:(3min)
All the students are encouraged to take part a conversation each other.
(7)
(V) PRONUNCIATION
V.1. Preview:(3min)
At first I'll write the phonetic symbols of this lesson. An page 43 on the board à / / as in 'but' while the books are closed. Then I'll read aloud some words that have / / sound.
V.2. View :(6min)
The learners will repeat several times after me (the teacher) until they master the correct pronunciation.
V.3. Review: (3min)
At this stage, they will given some sentences and words that they will read them correctly. At the end the class will end by homework assignment
Here are some tips which may help you to master the English Language!
Speak without Fear
The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it – again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want.
Use all of your Resources
Even if you study English at a language school it doesn’t mean you can’t learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so don’t limit yourself to only one or two. The internet is a fantastic resource for virtually anything, but for the language learner it's perfect.
Surround Yourself with English
The absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English.” .
Listen to Native Speakers as Much as Possible
There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become.
Watch English Films and Television
This is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.
Listen to English Music
Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though, is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine.
Study As Often As Possible!
Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language.
Do Exercises and Take Tests
Many people think that exercises and tests aren't much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English.
Record Yourself
Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.
Listen to English
By this, we mean, speak on the phone or listen to radio broadcasts, audiobooks or CDs in English. This is different than watching the television or films because you can’t see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.
OTHER ENGLISH LEARNING TIPS
Travel to an English speaking country:-
Spend your time on things that interest you. If you like cooking then buy an English-language cookbook or find recipes on the net and practice following the recipes. You'll soon know if you have made a mistake!
Keep something English on you (books, newspapers, cassettes, flash cards) all day and every day, you never know when you might have 5 spare minutes.
If you are too tired to actively practice just relax and listen to some English pop songs or radio stations.
Finally
Have fun!
Using Stories in the Preschool ESL Classroom
Do you want to start using stories in the preschool ESL
classroom but don't know where to start? There are many
great pre-k activities for ESL classrooms, including games,
but it's also very important to not discount the power of
stories. Whether you're reading a classic book, making up
a story as you go along or designing a story specifically
for a particular lesson, you'll want to be sure to include
stories in the preschool ESL class every day.
One of the reasons why stories work so well in the ESL
preschool classroom has to do with intrinsic motivation.
Intrinsic motivation is the theory that people are
motivated by internal factors. Children of preschool age
do not understand the external factors that might motivate
an adult to decide to learn a second language, so as a
teacher it's up to you to create a classroom that
internally motivates them to participate in the activities
and, ultimately, learn the language you are teaching.
Stories are perfect for teaching young ESL students because
children already love stories and are already motivated at
the thought of listening to one. In addition to that, when
children listen to the stories, they are able to internalise
the language structure and will eventually begin recognize
words and phrases they hear in the stories. Besides, there
are so many ways to use them in the classroom that the
possibilities with stories are practically endless. Here
are some possibilities on how you can use stories in your
classroom:
Teach Vocabulary
Before you use a story in the ESL preschool classroom,
you'll need to teach the students the key vocabulary words
to they are able to follow the story. Thus the story can
serve as a basis for drawing vocabulary words. It goes
deeper than that, however. The students will not just
"learn" the words, they will immediately see how
the words are used and hear them in context of the
language. This is so much more beneficial to the students
than simply memorizing a list of words.
Varying Classroom Activities
Telling a story adds variety to your lessons in terms of
content and pace. Preschoolers don't have a terribly long
attention span, so you'll want to vary your activities
throughout the class period. Changing your activities
every five to ten minutes is appropriate for this age group
- and that's a great length of time to spend telling a
story. Furthermore, preschool students have a ton of
energy, so you'll want to have some activities that allow
them to burn this energy. To keep the class from getting
out of control, use a story after a boisterous activity to
allow everyone enough time to settle down before moving
onto something else. Remember also that you can tell the
same stories over and over again.
Be Creative
Whenever you tell a story allow your creativity show
through. Have fun with it and go with the flow. Make
animal sounds, change your voice, sing little songs and,
most of all, use gestures. You might even be able to get
some of your students to go along with you when it comes to
animal sounds, songs and gestures.
Introduce Other Activities
Stories are a great jumping board for other activities.
Here is just a sampling of activities you could do
following a story:
* Give each student a picture that depicts the events of
the story and have them line up in order of the events.
* Have the students come up with a title for the story.
Allow as many titles as students who'd like to share one.
* Repeat quotes from the story and ask the students
"Who said it?"
* Leave off the ending of the story and have the students
predict what they think will happen. Then, read the ending
of the story.
* Encourage the children to look for patterns in the story.
Have them guess, for example, what the character will say
if there is a pattern in what the character says.
* Teach them a song that goes along with the theme of the
story.
* Teach them actions to go along with the songs.
* Let them act out parts of the story.
* Set up stations that allow them to dress up like
characters in the story and do things the characters in the
story did. So, if the characters in the story decorated
cookies, give them some time to decorate cookies.
* Tell a story to introduce a new unit.
* Give the students three events in the story and ask them
what came first.
* Have the students draw a picture about their favorite
part of the story and then explain it to the class.
* Let the students tell about a similar experience they
might have had.
There are so many things you can do with stories in the ESL
classroom. Just let your imagination go and soon so will
the imaginations of your students! If you want some ideas
to help you get started, just visit the link in the box
below the article for some free materials on using games in
the preschool classroom.
Shelley Vernon has helped 1000s of teachers be an
inspiration to their pupils Improve the effectiveness of
your lessons and enjoy yourself more. Receive free
preschool ESL games and stories now on
http://www.teachingenglishgames.com/3-5.htm
دلايل اصلي ناكامي در يادگيري زبان
بشر در هيچ دورهاي اين چنين با حجم انبوهي از دادهها و اطلاعات مواجه نبوده است. سرگرداني انسان امروز، انتخابي مناسب از بين هزاران امكاني است كه عمر كوتاهش را بر نميتابد و اين سرگرداني، در انتخاب روشي مناسب براي يادگيري يك زبان بين المللي با گستره توليد جهاني، صد چندان شده است. كتابها، فيلمهاي صوتي - تصويري، كلاسهاي آموزشي رسمي و غير رسمي، نرم افزارها و پهنه گسترده اينترنت در كارند تا امر فراگيري يك زبان خارجي تحقق يابد. آيا اشكال در بهره هوشي ما دانش آموزان و دانشجويان ايراني است كه با گذراندن بيش از ده سال از دوران راهنمائي تا دانشگاه هنوز نتوانستهايم در حد قابل قبولي زبان بياموزيم؟ چرا ما دانش آموزان و دانشجويان ايراني با گذراندن بيش از ده سال، از دوران دبيرستان تا دانشگاه، هنوز نتوانستهايم در حد قابل قبولي زبان بياموزيم. بدون شك اشكال در بهره هوشي و توانائيهاي ما نيست بلكه مشكل در روشها و تكنولوژيهایي است كه ما با استفاده از آنها زمان بزرگي از زندگي خويش را از دست دادهايم. عمدهترين دلايل ناكامي در فراگيري زبان در كشور ما بقرار زير است:
ترس
ما هميشه زبان را درس مشكلي تصور مي كرديم كه بايد آنرا امتحان دهيم و بدين دليل هرگز فرصت استفاه از آنرا بصورتي نيافتيم كه از آن لذت ببريم.
تكيه بر محيط مبتني بر متن
دنياي واقعي زبان، يك دنياي صوتي است. در حالي كه سيستم آموزشي ما، دنيايي مبتني بر متن بوده است و اين باعث ميشد كه مشكل تلفظ نيز بر مشكلات بيشمار ما افزوده شود. بدليل عدم زيستن در يك محيط واقعي صوتي با آن احساس بيگانگي ميكنيم. نتيجه اين سيستم آموزشي در آرماني ترين شرايط تربيت مترجم بود، نه كسي كه با زبان بتواند ارتباط برقرار كند.
تكيه بر گرامر
كاش ما زبان را با روش كودكان ياد ميگرفتيم كه كمترين اهميتي براي دستورات پيچيده زبان نميدهند. راستي ما، خود چقدر با گرامر زبان مادري خود آشنا هستيم؟ دستوات گرامري در تمامي زبانها يك موضوع كاملاً تخصصي و انتزاعي از زبان است و اگر نه اينست، پس اينهمه رشتههاي دانشگاهي سطح بالا در رابطه با دستور زبان چه معني ميدهند؟ حرف زدن با رعايت دستورات گرامري زباني پر از استثناء، مانند انگليسي، تقريباً غير ممكن است.
تأكيد بر يادگيري لغات
آموزش ما، حفظ كردن فرهنگهاي لغت بود، هر معلمي براي خود ديكشنري كوچكي ميساخت كه مجبور به حفظ آن بوديم. و متأسفانه هنوز هم كار به همين منوال است. در يك فرهنگ انگليسي نگاهي به لغت GET يا TAKE بيندازيد. دو صفحه معني مختلف و گاه متضاد براي يك لغت، سردرگمي آدمي را در آموزش صد چندان ميكند. فرق عمده زبان انگليسي با زبان فارسي در اين است كه لغات در زبان انگليسي عمدتاً وقتي معنی واقعي دارند كه در كنار ساير لغات قرار ميگيرند. مثلاً لغت Take معني واضحي ندارد، در حالي كه معني عبارت Take off كاملا مشخص است.
اهميت دادن به امر خواندن
در هر زباني چهار عنصر عمده خواندن، نوشتن، صحبت كردن و گوش دادن وجود دارد. آنچه در سيستم آموزش رسمي ما بيش از همه به آن پرداخته شده است امر خواندن ميباشد. در برخي از كلاسهاي غير رسمي نيز صحبت از هم زماني چهار عنصر رفته است. اما وقتي ما در محيط واقعي زبان قرار ميگيريم در مييابيم كه اگر هدف فراگيري زبان باشد، عنصر خواندن و نوشتن اهميت درجه چندم دارند، به اين دليل ساده كه در تمامي زبانها افراد بي سواد آن جامعه نيز قادر با تكلم زبان مادري خود هستند.
منبع: www.okhdar.com
Earn Spelling Points!
This lesson provides a number of ways to spice up your weekly spelling assignments. Provide a list of activities students might do with their spelling words. Students select from the list activities that add up to at least 50 points. Some ideas and point values follow, but you will want to create your own list of activities and point values to post in your classroom.
If you teach young students, you might introduce a few activities a week instead of introducing students to a dozen ideas at once.
You also can set guidelines for each week’s activities. For example, students might be required to do at least two 5-point activities and one 10-point activity.
5-POINT ACTIVITIES
· Write your spelling words in ABC order.
· Write each spelling word without its vowels. Replace each vowel with a line.
· Write your words in shaving cream. (Students spray their desks with shaving cream. They use their fingers to spell the words. The teacher will correct this spelling assignment, which happens to be a nice way to clean students’ desks too!)
· Write your spelling words as fractions, based on the number of vowels and consonants in each word. (See the Fraction Spelling lesson.)
· Write your spelling words in crayon. Write each consonant letter in red and each vowel in blue.
· Clap the chalkboard erasers on your classroom’s chalkboard to make a white area. Dip a Q-tip in water and write your words on the board.
10-POINT ACTIVITIES
· Write each spelling word five times.
· Write each spelling word in a rainbow of colors. First, write the words with a red crayon. Trace over the words with a blue crayon. Finally, trace the words again with a green crayon.
· Write your words with all the letters mixed up. Then ask a friend to unscramble the words. Correct your friend’s paper. Each of you earns ten points.
· Write each spelling word. Next to each word, write two additional words of at least four letters that can be spelled using the letters in the word.
· Use plastic bags full of letters to spell out this week’s words. Spell them out on your desk or on a sheet of black paper. (Letters can be gathered from a number of sources: They might be old plastic/magnetic letters, letter tiles from board games, letters from a box of alphabet cereal, or letters from a box of "alphabet soup” pasta.)
· Create a secret code by assigning a number to each letter of the alphabet. Write your spelling words in code. Challenge a classmate to use that code to decode each word. Correct your classmate’s work. Each of you earns 10 points. (For more ideas, see the lesson Spelling Counts.)
· Spell your words into a tape recorder. Say each word, then use it in a sentence, then spell the word, then say it again.
· Spell out your spelling words using alphabet rubber stamps and an inkpad.
· Write your words with the hand you do not usually write with. (For example, if you are right-handed, write your words with your left hand.)
· Write each word in numbers. Find each letter on a telephone keypad and write the corresponding number for each letter.
15-POINT ACTIVITIES
· Use each spelling word in a sentence. Correct spelling and grammar count!
· Find each of your spelling words in a word search puzzle. (Teachers might use Puzzlemaker or another software program to create the puzzles; older students can create their own puzzles.)
· Spell your words in Braille or Morse Code.
· Use pipe cleaners, rolled modeling clay, broken-up spaghetti noodles, or ice-pop sticks to spell out your words.
· Edit ten sentences for errors of grammar, spelling, or punctuation. Each sentence should include one of the spelling words for the week; an error is carefully worked into the sentence. (For young students, the teacher will need to prepare this activity in advance; older students might create the activity on their own and have a classmate play editor.)
· Choose a partner. Cut index cards or drawing paper into 3-inch squares. Make 20 squares. Each of you must write the same ten spelling words on the squares, one word to a card. Then lay the cards face down and play a Concentration-like game.
20-POINT ACTIVITIES
· Use your spelling words to write a short story. Your story must include all your spelling words.
· Cut out large letters from headlines or ads in newspapers or magazines. Use the letters to spell your words. Paste the letters on a large sheet of paper.
· Use index cards or drawing paper cut into 3-inch squares. Choose a spelling word and write each letter of the word on one of the cards. Include 4 extra cards with letters that you or some of your classmates might use if they misspelled the word. (For example, if the spelling word is choice, you will include cards with the letters c, h, o, i, c, and e. Some students might hear the s sound or the y sound in choice, so include those letters among the four extra cards; those "wild cards” are included to try to throw your classmates off track. Put all the letters in an envelope and write on the envelope the definition of the word. Do this for ten of your spelling words. Then pass your letter game to a classmate. When the classmate is finished, check his or her work. You earn 20 points, and your classmate earns 10 points for this activity.
· Write a mnemonic sentence to help you remember each of your spelling words. Each letter of the word should start a word in the sentence. For example, an mnemonic sentence for the word throw might be Ted has rented one wheelbarrow.
30-POINT ACTIVITY
· Find a misspelled word in the newspaper, a magazine, or some other printed publication. Or find a misspelled word somewhere in your community (on a billboard, a sign, a menu…). Bring the misspelled word (or a picture of it) to school and add it to a "Spelling Detectives” bulletin board in your classroom.
Lesson Plan Source
Education World
Submitted By
Gary Hopkins
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Multiple choice reading comprehension sections are common on most English examinations including the TOEFL, Cambridge Exams (First Certificate, CAE and Proficiency). Follow these points to score high. 1. Keep in mind the exact amount of time you have to complete the exercise (18 minutes on the First Certificate, 20 Minutes per section on the TOEFL). 2. Read the text through quickly without stopping to check your understanding of individual words. The first reading is to get a general understanding of the text. 3. Read the text a second time more carefully. This time take to time to pause at sections you may find more difficult. 4. Scan the multiple choice questions without looking at the answers. See if you can answer the questions easily by yourself. Skip any questions that you cannot answer immediately. 5. Re-read the multiple choice questions and answer. Skip any question that find too difficult. 6. If you can not find something close to your original answer (step 4) to the question, take a look at the text again. 7. After you have answered each question, return to the text to find a justification for each of your answers. 8. Return to the questions that you were not able to answer immediately and see if you can answer them now. 9. If you still have time, check that the other possible answers are not specifically referred to in the text. Tips:
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A Strategy for Reading Textbooks
SQRW is a four-step strategy for reading and taking notes from chapters in a textbook. Each letter stands for one step in the strategy. Using SQRW will help you to understand what you read and to prepare a written record of what you learned. The written record will be valuable when you have to participate in a class discussion and again when you study for a test. Read to learn what to do for each step in SQRW.
Survey.
Surveying brings to mind what you already know about the topic of a chapter and prepares you for learning more. To survey a chapter, read the title, introduction, headings, and the summary or conclusion. Also, examine all visuals such as pictures, tables, maps, and/or graphs and read the caption that goes with each. By surveying a chapter, you will quickly learn what the chapter is about.
Question.
You need to have questions in your mind as you read. Questions give you a purpose for reading and help you stay focused on the reading assignment. Form questions by changing each chapter heading into a question. Use the words who, what, when, where, why, or how to form questions. For example, for the heading "Uses of Electricity" in a chapter about how science improves lives, you might form the question "What are some uses of electricity?" If a heading is stated as a question, use that question. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion.
Read.
Read the information that follows each heading to find the answer to each question you formed. As you do this, you may decide you need to change a question or turn it into several questions to be answered. Stay focused and flexible so you can gather as much information as you need to answer each question.
Write
Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the questionAs you practice using SQRW, you will find you learn more and have good study notes to use to prepare for class participation and tests
HINT: Once you complete the Survey step for the entire chapter, complete the Question, Read, and Write steps for the first heading. Then complete the Question, Read, and Write steps for the second heading, and so on for the remaining headings in the chapter
