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Teaching vocabulary through listening (Entry3)

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Teaching vocabulary through listening (Entry3)

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target audience: 8th grade

Come up with 3 activities for each strategies from Thornbury (2002) to teach new vocabulary for the activities in the textbook "E-teens 8" Unit 3: My body.
Choose 6 words to teach to the students.

To depart - Aircraft - Emergency landing - Seatbelt - To release - Lift the buckle

We decided to come up with activities that would involve movement with a more dinamic focus.

For the strategy 9 "Imagng", we decided to make the students match the selected vocabulary with images from magazines they should have brought to class.

For strategy 3 "Spacing", we decided to do an activity, in which they will have to look for the meaning of each concept, and they will have to keep in mind that remembering them is important, so at the end of the lesson they should close their copybooks and, in pairs, try to remember each concept mentioned at the beginning. **This activity can be also done at the beginning of the next class as a warm up**

For strategy 10 "Mnemonics", we chose to play a game called "charades", in which one student would have a word in his/her forehead and the rest of the class will have to mimic the concept so the student have to guess which is the word. **If mimcs are difficult maybe a synonym could be said**

Clau B, Feña C & Alondra: Same work percentage.

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Adapting listening text from older books (Entry2)

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Adapting listening text from older books (Entry2)

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Target audience: 11th grade

Adapted activities to differentiate high from low proficiency students.

This task was more difficult as it made us compare the current book with an older book from 2005, and the "planes y programas" of MINEDUC. We realized that both books had not the same units, so in the new book we had to look for a unit that could be similar to the one we chose in the older book to adapt the activities.

The textbook that was given to us was "Going Global" and the unit chosen was "Celebrities". The idea was to adapt the activities mentioned there, but at first we thought of changing everything in the listening activity, as we reflected that the celebrities mentioned there were not current for the knowledge of the students. Nonetheless, we decided to just adapt the activities not changing them as we did not have enough time.

When adapting the activities, in exercise 2 of matching in the before listening section, we decided to put 2 more concepts for the high proficiency learners to distract them and make it more challenging.
Also, we realized that some names on the exercise 1 of while listening can be difficult, so we would practice pronunciation before the listening to prepare their ears.

Tip: Help students practicing the pronunciation of some words that may be difficult or every word. (There are more tips on the audio)

Yair Berrios, Feña C, Alexis I, Mati M, Francisca K, Alondra R
15%           20%        15%      20%            10%             20%

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Adapting online materials for mixed ability classes (Entry1) 

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Adapting online materials for mixed ability classes (Entry1) 

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target audience: 10th grade

We adapted the activities by differentiating between high and low proficiency students.
For this adaptation we chose 3 strategies to work with mixed level groups.

•S1: Plan differentiated listening outcomes

•S3: Encourage collaborative listening

The idea was to put less challenging activities for low proficiency students as in exercise 1 of the while listening, in which we decided to leave them the alternatives. Therefore, if they have trouble with writing in English, they would have to only choose an alternative. Also, we decided to put the words in a box in exercise 2 of while listening, so if students have problems to hear the exact word they would have it there to see. Whereas, the high proficiency students' handout does not have the alternatives in exercise 1, and does not have the words in a box in exercise 2. Even though, we did some changes in the activites they still make the students fulfill one of the objectives that the "Planes y Programas" from MINEDUC has for them.

Demostrar comprensión de ideas principales e información explícita en textos simples relacionados con deportes y pasatiempos que contemplan las funciones comunicativas de hacer referencia a experiencias personales y expresión de preferencias:

- reconociendo vocabulario temático de la unidad y palabras clave

Our main goal here was to make the exercises a bit more collaborative, so in the instructions of some exercises we mention that the students should work in pairs to compare answers.

We chose this series, because it has a lot of popularity among teenagers and could be in line of the Unit 1 "Sports and Hobbies".

Tips: Try to make them speak, even when the activities are focused on other skills.

References

MINEDUC. (2009). Planes y Programas 2do medio.

Matias M, Fernanda C, & Alondra R. Same work percentage.