Hellooo!! any teachers here? you are invited

قلوب حزينة · 2007-07-31, 22:44

!Dear English ******** teachers
You are all invited to create a space, in which we can exchange our experiences, our thoughts, our ideas and even the problems we can face in our careers. In our space we can speak, discuss, and open new doors, and
look for new horizons
So please join me now, and let’s create our kingdom

joseph · 2007-08-27, 23:54

it's ok I'm in.

la*amina · 2007-08-28, 17:37

it's a good idea !!!a'm with you

قلوب حزينة · 2007-08-28, 19:11

To all of you dear respectful teachers

bchouli · 2007-08-28, 22:19

I'm not a teacher
but i can join your kingdom.
If you don't mind, of course.

ath111 · 2007-08-29, 00:19

Thanks a lot,it's a good idea.I can join you.

ath111 · 2007-08-29, 00:24

I would like to ask you,dear teachers,about the best way to teach the reading skill,and thanks in advance

joseph · 2007-08-29, 22:14

I'll try to sum up
1-It begins with a warming up(a picture,a poster a drawing) to involve pp and introduce some useful voc.
2-a skimming question (oral or written),an individual reading
3-a group reading(groups of 4 /2 books) meanwhile T writes scanning qq /bb (unlike formerly method,the question should build up comprehension not knowledge,i.e mostly inference qq to test pp understanding(eg.Tom was born in 1987.q could be Is Tom old? instead of How old is Tom?
4-There should b a lexis act.too,a lexis that also builds up the comprehension (key words, for instance)
5-there should be a set "timing"to each activity and enough time devoted
6-the lesson should end up with a creative work (a small paragraph,a synthesis)
7-At the end,a HW assigned ,it should be creative and related to pp' social life

This is the way I plan my reading class...In here you should notice that in 4th grade,all reading lessons are built for establishing grammar rules(called exhaustive reading))which is in my opinion not helpful since pp are not faced to this of activity in the BEM layout.

I hope I was clear enough...I should say that it doesn't work out this way all the time,sometimes time is not enough ,so focus on most important parts and avoid giving much time for thinking-less-act's.and if you could,save time through printing the act's.

waiting for ur feed back

ASTUCIEUX · 2007-08-30, 08:49

ok look here I'm not a teacher but I'm going to be after 2 years

But I found great ideas one day for teaching teachniques

I hope it'll be good for you & benefitial too

Baloon game

1. Explain that three or four famous people are in a hot air balloon. The balloon has a slow leak and one person must be sacrificed to save the others. Each person is going to argue that s/he should be saved by explaining how important or useful s/he is to mankind.
2. Form groups of six to eight. Ask three or four students in each group each to choose a famous person they admire. They should then prepare a list of reasons why this person should be saved or why the other people in the balloon should be sacrificed. The remaining students should act as judges and should prepare a list of questions that they would like to ask the people in the balloon.
3. When everyone is ready, the famous people should give their accounts of why they think they should be saved and the others sacrificed. The judges may cross-examine them, and when they have heard all the accounts, they must decide who must be sacrificed for the good of the others.
4. Explain that the balloon is still losing height. Continue as in 3 until there is only one person left in the balloon. Note that the people who have been 'sacrificed' can also act as judges.

who's the real one???

1. Students in groups discuss the unusual experiences they have had and choose the most interesting one.
2. Then each member of the team memorizes the story.
3. Members of a team come up to the blackboard and tell their story one line each at a time.
4. The members of the opposite teams ask questions about the story and decide which of them is the real person that had that experience.

important people

1. Divide students into small groups or pairs
2. Ask them to tell their neighbours which person has been an important influence in their lives and why

controvesial statments
1. Write up two or three controversial statements, or proverbs, on the board. E.g. Beauty is only a matter of taste.
2. Then find out what the majority opinion on each is, by vote.
3. If you have time, discuss them.

stars

1. Show the students a picture of a movie, music or political star.
2. Ask them in turn to make a statement about the person.
3. When a student lacks information about a star and can't say anything he or she quits.

Make up a story

1. Prepare a story with as many sentences as there are students. Each sentence is written on a separate strip of paper.
2. Each student receives a strip of paper with one sentence on it. He is asked not to show it to anyone and memorise it within two minutes. After two minutes all the strips of paper are collected in again.
3. Explain that all the sentences they have learnt make up a story and students' task is to rebuilt it without writing anything down.

optimists & pessimists

1. Divide the students in two teams: optimists and pessimists.
2. One student from 'optimists' begins by giving a statement, e.g.: I enjoy eating.
3. 'Pessimists' have 30 seconds to prepare a pessimistic response: If you eat too much you put on weight

Getting to know someone

1. Ask the students to list three or four things they like to know about people they have just met.
2. Working in pairs, students exchange their lists and start a conversation using their partner's questions

silent dialogue

1. Ask students to make dialogues in pairs.
2. One pair should perform their dialogue in silent way but as expressive as they can.
3. The rest of the class should guess the ******* of dialogues

Rebuild the dialogue

One of the speaking skills is ability to keep up a conversation. At the lesson we study set phrases whereas ability to phrase one's thoughts is more important. Dialog is an unpredictable thing and your student can't learn by heart all the patterns so teach them to adequately react to every turn of the conversation.

1. Teacher divides students into pairs and gives each pair a dialog with missed words, phrases or sentences.
2. Each pair makes the full variant of the dialogue and produce it while the teacher compares it with the original.
3. The pair that is closest to the original or produces the funniest dialog is the winner.

If you use 'Rebuild The Dialog' idea, your students will always have an idea what to say. By having skill in talking they will be more prepared for real life communication.

Find a crib

When teaching 'yes/no' dialog construction, teachers ask students questions that require positive or negative answer. The students try to make a correct dialog construction, while dialog itself is not important for them. If the students were interested in positive or negative replies, they would learn the construction easier.

1. One student goes out of the class.
2. Teacher points to a student in the class.
3. He or she obtains a crib.
4. Then the first student comes in.
5. He has three attempts to ask any of the students for the crib. Ex.: Ann, do you have a crib? - No, I haven't