10154676
Descripción
Mapa Mental por Luisa María Paternina Bertel, actualizado hace más de 1 año
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Creado por Luisa María Paternina Bertel
hace más de 7 años
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Length of a Lesson
- Beginning
- Pre-beginning
- Fluid Boundaries
- You may come in
a little late.
- You may leave the door open so
as not to create a feeling of
lateness in students.
- You may not say ‘Hello!’ in a clear
and definite way.
- you may hand something out to
students instead so that they look at the
text and not at you
- You may draw attention to what is
left on the blackboard from the last
class and discuss what mystery lies
behind it.
- You may start up a
conversation with one or two
students rather than with the
whole group.
- You may start up a
conversation with one or two
students rather than with the
whole group.
- You may draw attention to what is
left on the blackboard from the last
class and discuss what mystery lies
behind it.
- you may hand something out to
students instead so that they look at the
text and not at you
- You may not say ‘Hello!’ in a clear
and definite way.
- You may leave the door open so
as not to create a feeling of
lateness in students.
- You may come in
a little late.
- Clear Boundaries
- Engage the students
in eye conteact
- Shake hands
- Ask students to stand up
- Shut the door
- Greet the class and
expect a greeting in
return
- Call the register
- Have a procedure for late students
(e.g. asking for an apology and a
reason for lateness or conversely
expecting a quiet, unobtrusive
tiptoe to a chair)
- introduce yourself and the first activity
- introduce yourself and the first activity
- Have a procedure for late students
(e.g. asking for an apology and a
reason for lateness or conversely
expecting a quiet, unobtrusive
tiptoe to a chair)
- Call the register
- Greet the class and
expect a greeting in
return
- Shut the door
- Ask students to stand up
- Shake hands
- Engage the students
in eye conteact
- Fluid Boundaries
- Two Procedures
- tight schedule
- having students hand
in their homework
- checking past homework
- calling roll or asking
students to get out
certain books.
- Socialising later in
the lesson
- Socialising later in
the lesson
- calling roll or asking
students to get out
certain books.
- checking past homework
- having students hand
in their homework
- Linking back to a past
lesson to review things
- explaining the aim of the current
lesson and how it fits into the
lesson and course
- zooming in immediately on the main
work of the lesson, for example, ‘Here
is your task. Please get into groups
now. You have 15 minutes to
complete stages 1, 2 and 3.’
- zooming in immediately on the main
work of the lesson, for example, ‘Here
is your task. Please get into groups
now. You have 15 minutes to
complete stages 1, 2 and 3.’
- explaining the aim of the current
lesson and how it fits into the
lesson and course
- tight schedule
- Atmosphere Care.
- Subjetive
- If you like students to be quiet
and concentrated, you might
say, ‘With your eyes shut, listen
to the sounds and name them
mentally in English or do some
guided visualisation exercises,
like the Spiral concentration
created by Clem Laroy (1992)
- If you like students to be
lively and eager to
participate, you may
tend to choose team
games as starters.
- • If you need to make a
friendly atmosphere, you
will tend to socialise,
asking students how they
got on in the last lesson or
whether they have been
watching the sport
recently.
- • If you need to make a
friendly atmosphere, you
will tend to socialise,
asking students how they
got on in the last lesson or
whether they have been
watching the sport
recently.
- If you like students to be
lively and eager to
participate, you may
tend to choose team
games as starters.
- If you like students to be quiet
and concentrated, you might
say, ‘With your eyes shut, listen
to the sounds and name them
mentally in English or do some
guided visualisation exercises,
like the Spiral concentration
created by Clem Laroy (1992)
- Subjetive
- Start
- Teacher's start
- Tell students the topic of
the lesson and asked them
to recall individually, in
pairs or in groups, in note
form on paper, everything
they know about the topic
- To pool ways of learning
vocabulary, ways of
studying for an exam, and
how students make use of
teacher comments on
homework.
- give clear guidance to the
students on what is
expected of them and why
- give clear guidance to the
students on what is
expected of them and why
- To pool ways of learning
vocabulary, ways of
studying for an exam, and
how students make use of
teacher comments on
homework.
- Tell students the topic of
the lesson and asked them
to recall individually, in
pairs or in groups, in note
form on paper, everything
they know about the topic
- Students' start
- start greeting their neighbours
and asking them questions in
English at the sight of the teacher
in the doorway
- give their neighbours an
oral summary of
something read for
homework
- test their neighbours
on a list of words
from the last lesson
- prepare six to ten review
questions to ask the whole class.
- prepare six to ten review
questions to ask the whole class.
- test their neighbours
on a list of words
from the last lesson
- give their neighbours an
oral summary of
something read for
homework
- start greeting their neighbours
and asking them questions in
English at the sight of the teacher
in the doorway
- Teacher's start
- Pre-beginning
- Middle
- Threads
- ‘little and often’
- An animal a day
- each class will
consist of several
10–30 minute
activities that
gradually build up
over time.
- These threads do
not necessarily
have a connection
to other activities
in the same class
but do with
activities in
subsequent
classes.
- This way of working will
minimise planning time and
will give the variety and pace
necessary to keep students
interested and moving along.
It will be especially useful with
classes who find it difficult to
concentrate on one thing for
long periods
- each class will
consist of several
10–30 minute
activities that
gradually build up
over time.
- An animal a day
- ‘little and often’
- Middles
- Good for
wellmotivated
students who can
concentrate for
long periods
- Meeting the stimulus
- Students first
encounter the
stimulus.
- Not revealing all
the stimulus
immediately
- Give place for predicting
and speculating,
matching, sorting and
reordering.
- Give place for predicting
and speculating,
matching, sorting and
reordering.
- Not revealing all
the stimulus
immediately
- Students first
encounter the
stimulus.
- Analysis
- studying the stimulus to see
what is in it once it has been
totally revealed or pieced
together
- students
comment on
the stimulus
and compare
it with their
speculations
- students
comment on
the stimulus
and compare
it with their
speculations
- studying the stimulus to see
what is in it once it has been
totally revealed or pieced
together
- Personalisation
- establishing a link
between the students
and the stimulus.
- students can write or speak about how the
stimulus is similar to or different from them,
what the stimulus reminds them of, if they
have ever ..., what they would do if
- students can write or speak about how the
stimulus is similar to or different from them,
what the stimulus reminds them of, if they
have ever ..., what they would do if
- establishing a link
between the students
and the stimulus.
- Alteration and transfer
- material flexibly,
- making new things from the stimulus,
reducing or expanding it, thinking of
parallels, opposites or reversals.
- making new things from the stimulus,
reducing or expanding it, thinking of
parallels, opposites or reversals.
- material flexibly,
- Creation
- using the stimulus as a
springboard to new skills or
new products
- role plays or letter
writing activities
connected with the
stimulus.
- role plays or letter
writing activities
connected with the
stimulus.
- using the stimulus as a
springboard to new skills or
new products
- Meeting the stimulus
- Good for
wellmotivated
students who can
concentrate for
long periods
- Generalisable procedures for texts
- applied to short texts.
- expansion, reduction, media
transfer, matching, selection
and ranking, comparison and
contrast, reconstruction,
reformulation, interpretation,
creation, analysis, project work
- expansion, reduction, media
transfer, matching, selection
and ranking, comparison and
contrast, reconstruction,
reformulation, interpretation,
creation, analysis, project work
- applied to short texts.
- Break time
- Rounding off activities
- They signal the end of a chunk of work and
can be used to review what’s just been done,
as a bridge to the next block of work.
- Ask the students to write
down four new words they
think they will forget.
- Tell the students what is coming up in
the next part of the lesson and ask
them what they know about it already.
- Ask the students to write
down four new words they
think they will forget.
- They signal the end of a chunk of work and
can be used to review what’s just been done,
as a bridge to the next block of work.
- Rounding off activities
- Threads
- End
- It needs to start long before the
bell goes or finishing time arrives
- review the lesson
- give back old
homework or set and
explain new homework
- write dialogue journals
- make plans for the next lesson
- tidy up the classroom for
the next teacher
- review the lesson
- It needs to start long before the
bell goes or finishing time arrives
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