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Incorporating G.L.A.D Strategies in the Classroom Key Notes By Kimberly Hartman

Backwards Planning ,[object Object],*What evidence will you need to have from your students to prove they understand the information? *What are the objectives of the students? ,[object Object]

Motivation ,[object Object],By incorporating “super scientist awards” students are motivated to work hard.

Motivation ,[object Object],1. Show respect 3. Make good decisions 2. Solve problems

Encouraging Oracy ,[object Object],Chants Raps Poetry Sentence patterning (with the tune to “ farmer in the dell”)

Incorporating Literacy ,[object Object],[object Object],[object Object],[object Object]

Incorporating Literacy ,[object Object],Cooperative paragraphs Found poetry Flip Chants Process Grid Mind Map for organizing writing

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ONE QUESTION LARGE CLASS I have given you the whole module under the question requirements. QUESTION You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad. When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning Please include List of words of words you will teach Assumed knowledge of students list of vocabulary structures you will expect your students to know Anticipated problems. Solution s. Prearations and aids Step by step entire lesson and timing THIS IS MY LAST CHANCE HELP Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging. Welcome to this module on teaching large classes. Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide. In this module, you will find out: a variety of methods and techniques to help you teach a large class of students to communicate in English how to manage your time outside class ways to manage a large group of students how to keep your students participating and motivated how to cater for students with different proficiency levels how to arrange students how to promote learner independence how to organise feedback how to monitor and assess student performance in a large class WHAT DO WE MEAN BY LARGE CLASS When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common. School administrations may choose to split students into smaller groups for the following reasons: Overpopulation and a lack of teachers. The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students. Depending on room size it would be difficult to divide the class but definitely possible. Assess competency and delegate stronger class members to lead smaller groups within class room. Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework. Failing to prepare before entering the class means the class is doomed to fail Rising to the challenge stimulates professional gro.

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ESOL Powerpoint

1. Incorporating G.L.A.D Strategies in the Classroom Key Notes By Kimberly Hartman

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