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1.- USING/ADAPTING ONLINE MATERIALS FOR MIXED ABILITY CLASSES

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1.- USING/ADAPTING ONLINE MATERIALS FOR MIXED ABILITY CLASSES

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3.- HELPING STUDENTS REMEMBER VOCABULARY

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3.- HELPING STUDENTS REMEMBER VOCABULARY

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2.- ELEMENTS THAT NEED TO BE TAKEN INTO CONSIDERATION WHEN ASKING STUDENTS TO READ

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2.- ELEMENTS THAT NEED TO BE TAKEN INTO CONSIDERATION WHEN ASKING STUDENTS TO READ

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We interviewed an elementary program student about the elements that are necessary to take into account at the moment of choosing a reading activity.
To our surprise, the thing she said were related to the "7 rules of engagement" we read

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This activity consisted on adapting the activities for listening proposed in a website considering the different levels of proficiency that students may have in a class, so that every student could participate.

According to Bases curriculares from MINEDUC (2013, p.240) students should acquire knowledge that allows them to keep communication through the use of different strategies to avoid the limitations of language management. Therefore, by adapting activities all students will be able to achieve the main objective proposed by the ministry of education.

Participants:
Fernanda Chandía 33,3%
Matías Molina 33,3%
Alondra Rodríquez 33,3%

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Target audience: 10th graders
High and Low proficiency learners

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It is important to encourage students to participate with classmates that have different levels of proficiency so that they complement their knowledge.
In addition, if some students don't feel confident enough to do the activities by their own, then ask them to work with a partner so they can also use speaking.

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I realized how difficult it is to find an audio that can be used for high and low proficiency learners.
Besides, it is a challenge to adapt activities because although some must be simpler, it is difficult to find the balance and not to make it too easy in comparison with the ones for high proficiency learners

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This activity was aimed to adapt a Chilean English Textbook activity (2005) based on the current "Planes y programas" (2013). Also, mixed abilities were considered.

Participants:
Yair Berrios 18%
Francisca Klener 5%
Matias Molina 18%
Silvana Cáceres 5%
Alexis Inostroza 18%
Fernanda Chandía 18%
Alondra Rodríguez. 18%

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Target audience: 11th graders

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Sometimes the different levels of proficiency that students have are taken from granted. This type of activities help future teacher to pay attention to both, too proficient and the ones that are not that much.
Moreover, I learned that adapting activities doesn't mean to change everything (which was what we wanted to do at first, but modify what it is already given by the ministry).

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Based on 3 strategies, we adapted three activities so as to help students remember specific vocabulary.
We chose words that can be used daily since it is more meaningful.
According to Bases Curriculares (2013, p. 240) communicative language teaching considers the language as a medium to communicate meanings and as a tool for interaction. All the language elements (grammar, pronunciation, VOCABULARY, use of strategies) are important to develop the communicative ability. Therefore, it is crucial to provide students skills and strategies to develop an importan aspect of communication: vocabulary.

Participants:
Claudia Bravo 33,3%
Fernanda Chandía 33,3%
Alondra Rodríquez 33,3%

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Target Audience: any kind of proficiency

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Try to teach words that are likely to be used in their daily life.
Help students to make connections between the new vocabulary acquired and other aspects of language such as gestures, images, etc

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In the case of this activity, the vocabulary was related to flights by plane, which may seem something that can not be related to every student. However, this vocabulary is not exclusive for flights because it can also be used for every transportation mean.
So, it is important to try to find ways to make connections with the students' reality.

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The activity consisted on watching a video of a class and find possible solutions to the problems presented.
This type of activity alignsto “Planes y Programas” from MINEDUC since it attempts to demonstrate comprehension of explicit information and main ideas in simple texts related to characters and places that are current in students' lives and that include communicative functions to inform, give reasons and express preferences: recognizing vocabulary related to the unit and key words.

Participants:
Fernanda Chandía 50%
Matías Molina 50%

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Target audience: 9th graders

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It is important to avoid taking things for granted, so providing explicit information previous to any activity is something that can not be avoided.

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To prepare a listening lesson is not simple. It is necessary to take into account that there are steps that demand to be followed. If those steps are not accomplished, then the objective of the lesson could possibly not be accomplished.

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The activity consisted in to modify the activities so that students of all proficiency level could participate.
We didn't make major changes since we thought that the activities are well done.

Participants:
Yair Berrios 33,3%
Saray 33,3%
Fernanda Chandía 33,3%

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The first step to encourage students to read and to give them reading activities is by providing them clear instructions. This is an example on how to do it based on the article "7 rules of engagement".
The purpose of this activity is to use clear vocabulary and instructions since the target audience is not people who study English Pedagogy but any other person.

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Uploaded by Fernanda Chandía on 2017-11-17.

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The activities from the books are often very similar one to the other, so I believe that adaptation must be compulsory every now and then.

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A field trip is always a good option to engage students. They have a good time and they also have the chance to learn new things. An interesting way to motivate them to read is by visiting the local library and make them play and learn.

The activity is ideal for 10th graders during their first Unit "sports and hobbies" proposed by "planes y programas" MINEDUC. However, this type of activity can be applied to any level.

Participants:
Fernanda Chandía 50%
Matías Molina 50%

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TARGET AUDIENCE 10TH GRADERS

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- Some students may not know a library, do it is necessary to prepare them previously so that they know what to expect and how to behave.
- Divide the students into groups so that everyone can participate collaboratively
- Warn the librarian about your activity

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Personally, I don't like reading, but the fact that we went to a library and stayed there for a while, made me feel attracted to some books while I was there. I imagine that the same thing may happen with other students and since they are in the library the will find something interesting to read based on their own interests.
It's a good way to help students realize that reading is not always a boring activity.

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This entry is about signpost questions that are the questions that the reader may wonder (to him/herself) while reading a text. These types of questions help the reader to draw inferences about the plot and/or characters (Contrast & Contradictions); to wonder what lesson the book may have (Words of the Wiser); to figure it out how an event can change things (Aha moment); to discover why a part of the story or a phrase is being repeated (Again & Again): to stop and wonder why the author include a flashback in the story (Memory Moment); to understand and think what could happen when the main characters ask him/herself a difficult question (Tough Question).

Participants:
Fernanda Chandía 50%
Matías Molina 50%

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Encourage your students to ask themselves those questions by providing them texts that allows them to do it.
Signpost questions are better and more effective when they are not many.
These questions can be asked on the whole text or you can ask one for each section.

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Although there are 6 types of signpost question, they are not necessarily to be answered after reading. In other words, asking more questions doesn't always ensures comprehension.

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It is important to use different devices to deliver the instructions effectively. For example, pronunciation should be clear and a bit exaggerated, body language should demonstrate what we are saying, the whiteboard can be an useful material to make evident some items.

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MINEDUC. (2011). Inglés Programa de Estudio para Segundo Año Medio
Unidad de Currículum y Evaluación. Retrieved in http://www.curriculumenlineamineduc.cl/605/articles-34429_programa.pdf

MINEDUC. (2013). Bases Curriculares 2013: 7° básico a 2° medio Idioma Extranjero Inglés. Retrieved in: http://www.curriculumenlineamineduc.cl/605/articles-30013_recurso_17_07.pdf

Nuttal, C. (1996). Teaching Reading Skills in a foreign language. Oxford: MacMillan

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The five finger rule is a very simple but effective method that helps the teacher to know how difficult is the a text since the learners will provide the information of how many words they do not know. For instance, if a text or a book has between 0 and 1 new word the text can be considered as “too easy”, so you should change it. If a text has between 2 and 3 words, the text can be considered as “the perfect level”. A text with 4 new words is considered a challenge for the students. Finally, if a text has 5 or more new words, it is considered as “too difficult”.

Participants:
Fernanda Chandía 50%
Matías Molina 50%

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Target audience: any level

The texts that you choose for your students to read should be always challenging or even difficult. So I recommend to pick those that have more than 2 or 3 new words

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From my point of view, this method is an easy way to choose a new text and can be helpful for teachers since it is very difficult to find a text appropriate for all levels of proficiency.
It is important to emphasize that this shouldn't be the only aspect to take into account when choosing a book. You need to pay attention to the topic of the text and its organization, for instance.

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The truth is that I'm very skeptical when it comes to read articles about "how to" do something inside the classroom. Mainly because these articles are rarely written by people who actually have worked in the chilean context so they mention the ideal of teaching and sometimes that is very far from reality.
However, the fact that this interviewee mentioned very similar things from the article "7 rules of engagement" makes me thing that it was not so utopic after all.