Reaiesding activit

Activity I

Course: 3^rd medio

Objectives:

·         Recognize the meaning of the text and its purpose.

·         Learn about new words (lexical) in its context.

Objectives: comprehend the purpose of the text and answer the questions below.

                    Analyze phrases in context to increase vocabulary.

                    Discuss the theme helped by their own experience.

Pre- reading

1-Do you know facebook?

2- What do you think of it?

3- What do you know about depression?

4- Do you know what does “breaking news” mean?

5- Have you ever heard about “social network” movie?

6- Do you know “the social network” meaning?

7-Could you paraphrase the phrase in the picture?

While-activities

8-Read the news about Facebook and how this has affected us

 

Do you suffer from facebook depression?

A new study suggests that social media sites have created a new phenomenon known as “Facebook depression”. The American Academy of Pediatrics recently warned parents about the possible dangers of networking websites on their children’s mental health. Report co-author Gwenn O’Keefe described the way social interaction is changing: “For some teens and tweens, social media is the primary way they interact socially, rather than at the mall or a friend’s house,” she said. Ms O’Keeffe added: “A large part of this generation’s social and emotional development is occurring while on the Internet and on cell phones. Parents need to understand these technologies so they can relate to their children’s online world, and comfortably parent in that world.”

The report says it is essential for parents to be aware of how social media sites can affect children and that the Internet is not always a healthy environment for kids. The writers also urged parents to be on the lookout for cyber bullying, sexting and online predators. They recommended parents take an active role and discuss things like bullying, privacy and feeling down because of what’s happening on Facebook. A recent poll stated that 22 per cent of teenagers log on to a social media site more than 10 times a day and more than half at least once a day. There are conflicting reports as to whether Facebook helps youngsters, by allowing them to express themselves, or isolates them from society

9-What is the communicative purpose of the text?
10-What did you understand about the text?

11-Discuss with your partner about:

·         Dangers

·         Healthy environment

·         Cyber bullying

·         Self-expression

·         Privacy

·         Social interaction

1212-Is there any new word you didn’t know? Which one?

1313-Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

1414-Tell to their classmates 5 good things of facebook and 5 bad things of facebook

FACEBOOK
pros	cons

15-True or False

          
          The condition known as facebook depression is a new phenomenon              T/  F

An American organization for the aged highlighted this condition. T / F The report author said teens preferred to interact at malls, not online. T / F The author said parents needed to get with it regarding social media. T / F The article says the Internet is not always healthy for kids. T / F f. The report said parents should talk to their kids about bullying. T / F A survey found that 10% of kids use social media sites 10 times a day. T / F All reports agree that Facebook leads to the isolation of children. Post –activity 16-How important are social media sites to you? 17-Do you think social interaction was better before the Internet came    along? 18-What do you think Facebook will be like in the future? T / F

Fundamental objectives for 3^rd medio

1.      Understand authentic texts of increasing length, extracting information
general and specific; deduce the meaning and significance of texts’
nature and varied communicative purposes, by evidence
contextual, draw conclusions and make connections that allow to interpret
or summarize the message in a foreign language or Spanish.

2.     
2. Overall understanding a variety of oral texts, authentic cast
at a normal speed or multimedia speakers, identify
relationships between ideas, draw conclusions and demonstrate understanding
in Spanish, if necessary.

3. Function in communication situations by issuing verbal messages
and / or writing simple and understandable to the speaker / receiver, request,
deliver and share information, demonstrate understanding, use
different communicative intentions.

4. Recognize and handle a vocabulary of about 1600 words including
1300 words of the 2^nd medio.

5. Develop a positive attitude toward reading, respect for diversity
cultural and interest in the information submitted by the language texts abroad.

Reading skills

Minimum content:

Authentic texts, largest,
semantic and grammatical complexity, representative
the workplace, academic
cultural and recreational activities
of interest to students.


Annual expected learning
At the end of the school year the student:

1. Demonstrates comprehensive understanding and detailed information in texts
authentic writings, conceptual and linguistic complexity increased,
an extension that not exceeding 3 pages answering questions or solving tasks in oral and written English or language
according to the linguistic complexity of the issues or difficulties
text.
2. Applies strategies and techniques for:
a) locate relevant information
b) establishing spatio-temporal logic (cause-effect
condition-result)
c) synthesizing the most relevant information and
    draw conclusions.
3. Use the organization of the text, context cues and clues
language to recognize or infer the communicative function
requesting supplementary texts of varied nature and
greater complexity.

Module IV: INCREASING CLASSROOM INTERACTIONS

EFL(english foreign language)STUDENTS NEED TO SPEAK OUT !

I-introduction:


this module talks about that teachers need to increase the quantity and the quality of english spoken by their students in their classrooms. this workshop will introduce the basic interactions found in EFL classrooms and will demonstrate techniques for teachers to create a more interactive and communicative classroom.


II-Why use classroom interaction techniques?


when students listen they're focusing on meaning and may not pay attention to form. However, when students speak, they must consider form as well as meaning to get their ideas across. it is important that teachers provide opportunities for producing english within the classroom because it can be used to give students a chance to build their oral language proficiency. Students can practice using english in meaningful and communicative contexts with the teacher's guidance and feedback


benefits of increasing students' oral english production in the classroom

—Familiarizes students using english

—Motivates students to learn english

—Build students’ confidence in using english                               

—Gives students the opportunity to notice “the gap”

—Get feedback from the teacher

Teachers' role

—Provide authentic language situations and material

Create a non-threatening classroom environment in which students will be motivated to

participate 

Make sure that each student has the opportunity to interact in class

“push” students into producing output

Provide each student with feedback on their progress

students' role

Participate and cooperate in classroom activities

Risk making mistakes. 

Try out, experiment, and create with the language

Learn and use language learning strategies

Provide feedback to the teacher

Ask for help and correction

III- teacher-directed interaction techniques

what are some ways we can promote students language production in our classrooms?

1-give students opportunities to speak

a- repetition

b-ask and answer questions

c-paraphrase the content

d-summarize the content

e-give examples

f-give an opinion on or personalize the content

2-prompt students to improve the quality of their responses 

after students provide some output, the teacher can "push" the quality of it by getting
students to

work with their output. In adittion, the teacher should be ready to assist students when
they

struggle with correcting or improving their output.

V-  examples of classroom interactions

repetition

T: what is the girl in the picture doing?

S: the girl smiling

T: great! everyone repeat after me: the girl in the picture ...


student answer teacher's questions 


T: the girl in the picture  is smiling. Are the cats smiling too?
S: no
T: can you make a sentence?
S: no, the cats are not smiling


student asks the teacher a question


T: the girl in the picture is smiling, Why is she smiling?
S: (silence)
T: do you need help? ask me for help 
S: can you help me?
T: sure! ask me the question "why is she smiling?"
S: why is she smiling?
T: she is smiling because she loves cats! now your turn


student asks a question
T: I like cats. Asli do you like cats?
A: yes, I like cats
T: can you ask Khadija
A: Khadija, do you like cats?
K: no, I don't
student summarizes, then student repeat
T: can anyone tell us what we learn today? Fatima? you can start like this: "today we talked about jobs"


students asks teachers questions, student clarifies
utterance, student personalizes content
T: look at these picture. these are my pets. what kind of pets do I have?
S: you have cats
T: yes, I have two cats. Do you want to ask me about them?
S: what is your name?
T: My name is Ms. Shin
S: no, cats ...


students repeats or paraphrases directions
T: write 5 activities you'd like to do this weekend
S: yes
T: Huda, can you tell us the directions?
H: we should write five things we want to do this weekend


student gives example, student asks student a question,
student gives an opinion, student elaborates


student gives an opinion, student elaborates, student 
paraphrases
T: I don't like travelling in the summer. There are too many tourits then. what about you, Asli?
A: I like travelling in the summer. Last summer I went to Europe
T. that's sounds interesting. Can you tell me about your trip?


student - student interaction techniques
both quantity and quality of students can suffer because
students lack negotiation skills
students are unable to ask questions
students aren't given clear tasks or models


the following activities work well because they...
increase the amount of classroom interaction
give students practice in asking questions
give students clear language models
improve students' accuracy as well as fluency 
allow all students to participate equally
build students' confidence in the negotiations process


controlled pair work 
1- give a small bit of language input
2- check comprehension using Q&A
3- have students in pairs do the exact same interaction being sure that you clearly model the
    interaction desired


giving students language models
could you read question number one? please read number one

VI-conclusion

—Implementation of techniques

You need to:

Train your students how to interact

Provide plenty of language models

—Start from the first day of class!

Put models of classroom language on posters and put

them on your walls

Give students handouts

—Use the interactions consistently

Require that students participate in various types of interactions

Keep introducing new language structures

What is a webquest?

WebQuests are a lesson format developed by Dr. Bernie Dodge from San Diego State University. One of the main characteristics of a WebQuest is that it is an inquiry-based curriculum unit. With inquiry-based activities, students don't just memorize facts and retell them to the teacher. They are expected to take the information that they interact with and transform it to create new information that has meaning to them. With WebQuests, students create meaningful projects that they share with others via oral presentations, posting to the web, etc.







course: 9th grade
unit 1 from the minister of education "Famous people and places"
students:
task:  the students have to present a guide tourist for an specific magazine, it has to present only a section called "around the world" about the country and give the necessary information. then the y have to present it to their classmates

processs:
they have to think about that they are working in a magazine, and they are responsible for the travel section
parts of the travel section

destination guides
hotel reviews
news
special offers
travel articles
travel products
travel reports
travel tips

page http://www.thetravelmagazine.net/