Unit - 10
Activities
Narrative Chaining:
Introduction:
Narrative Chaining is a memory development technique that helps us develop memory skills long-term memory information. Narrative Chaining is known as a mnemonic device that is strategies are used by individuals to help improve their ability to remember / retrieve information. It is a memory strategy to help encode the brain and remember important information. (Bower & Clark,1969) research has shown the effectiveness of narrative narrative, with a group of participants (control group) were asked to recall as accurately as the 12 lists of ten simple nouns.
Definition:
Narrative chaining involves linking elements that are intertwined in one way to another (‘chaining’) to form a meaningful sequence or story (‘narrative’).
Concepts of Narrative Chaining:
Evaluation:
Sequence tracking is a very useful way to forget and optimize maintenance. Bower and Clark, (1969) asked participants in their research to read a 12-digit list of 10 nouns. The second group that was instructed to use the narrative series remembered an average of 93% and the control group remembered an average of only 13%. Thus, a narrative approach is more effective than any other memorization method used because it is how certain individuals are able to recall memory when linking information in meaningful sequences.
Encoding: The process of breaking the information into an understanding form is the encoding process (and later "decoding" the information to remember it). But the process of getting into the memory storage system is retrieving code.
Self-reflection: Self-reflection is a tendency for people to gain a better memory of information related to them by focusing on information that is less related to them.
Specification: Integration involves linking the information learned with others.
Activity: 1
Procedure:
Put on the chalkboard the sentence 'If we have free time, we will go to a party.' and explained that students will make each article using the same structure (If ..., we will ...). What matters is that every student needs to use the second part of the statement made by the previous student as the first part of his / her own.
Student 1: When we have free time, we go to a party.
Student 2: When we go to a party, we will have fun.
Student 3: If it's fun, we'll be home late.
Student 4: When we arrive home late, we will miss our test tomorrow. etc.
Variation 2
• For vocabulary upgrades, make cards with the vocabulary words you need to revise, one word or phrase on each card.
• Place the cards facing down on the desk in the center. The first student draws the first card and says the first sentence, the next student pulls out the card and says the second sentence, and so on.
• Learners tell a story, using one sentence per word at a time, trying to make the story flow. (You can ask them to use a specific structure if you wish).
Tip: If the class is large, divide it into two groups and have them create their own stories at the same time, taking turns. It would be more interesting if both teams had the same start.
Variation 3
Instead of (or in addition) handing out cards with vocabulary items in them, give students cards with various conjunctions and connecting words: and, just in time, while, but, but, but, yet, etc. Students need to tell the Story by adding their own sentence with the help of the conjunction written on the card. In this action they were allowed to alter the grammatical structure of the previous sentence.
Collaborative writing can be a very useful tool for teachers who can use English as a second language learner (ESL). This lesson introduces the functions of the text designed to be used in the ESL classroom.
Activity: 2
Continuous Chain Story:
One of the best ways to introduce students to storytelling is with simple work, such as an ongoing chain story.
• Arrange students' desks into four or five rows.
• Give the student the first page of each line and ask them to write one sentence. A sentence can be about anything.
• When the first student in each line has finished writing, they should pass the paper to the next student in the line.
• Ask students to keep adding sentences and passing their sheets of paper to the last student in each row.
• Invite the last student in each line to read the sentences out on paper aloud, or collect the papers for class.
To conclude this activity, compare and contrast the stories written by each line of learners, and discuss how well the sentences were connected.
Chain Story Scramble:
To prepare for this task, write the lines containing the following numbers individually on the index cards; be sure and enter a number.
Activity: 3
In this activity the learners narrate their stories that the pictures show.
The work is done as a mixture.
• Cut out cards for different objects, tasks, animals, etc. Occasionally selected.
• Place cards scattered on the floor in the middle of the classroom.
• Ask students to take a card from the floor that they think makes them remember one of the following:
a) an unforgettable event in their lives
b) positive or negative experience past or present or
c) A story about a friend / family member / acquaintance / etc.
• Tell students that they need to find another one in the classroom and tell them what the picture is that makes them remember and listen to someone else's stories.
• Each student should tell their own story for one to two minutes.
• Students must answer the pictures and find another student to talk to.
• •Emphasize that they must ask the name of the person they are talking to before they can continue talking to each other.
• Students must talk to another student and tell him / her the last person to talk to.
• Students rotate the pictures again and continue talking to the reporter.
• Do the work around by asking each pupil to report to the class what fun things they have learned about other people in the class.
Activity: 4
Each student will need a paper, which will be forwarded to the class. Describe the order / manner in which the papers will be forwarded.
Target Language:
The Story Chain ESL project can be a fun warm-up or a time-fill of any level. As long as students add full sentences, it is best to do at least a simple, or a wide range of narrative times - i.e., continuous, simple past simple, and / or complete past continuous. Guide your students on what times to use that are appropriate for your level.
Another option is to ask students to support stories around the trip / trip, when teaching travel vocabulary. Or, you may need them to use new adjectives in each sentence. There are so many possibilities!
10.2 Describing/Narrating:
Activities for Introducing Students to Descriptive Writing:
Once students are familiar with the general concepts of descriptive writing, it is important to include them in other exercises and activities to develop their new skills. Here are some activities you can do with your students.
These activities can be adapted to a higher level of senior and any age group. They can be adapted and focused on specific vocabulary categories. For example, one activity involves words for food, another can be used to teach vocabulary related to travel, etc. You can do one, a combination of a few or all activities, depending on the time you have and your interest in the students.
1. Transform the Sentences: Non-Descriptive to Descriptive:
Prepare worksheet in different sentences. The sentences must be basic and inaccurate. Students must turn these sentences into descriptive sentences. Remind your learners to use their five senses and reading machines.
For example:
It was cold.→The air was frigid and I couldn’t feel my ears.
The car was red and fast.→The car was apple-red and could easily go 120 miles per hour.
Students work alone or in pairs. They should share their sentences at the end of the class.
2. Describe the Picture and Match it to the Description: You can use famous drawings or pictures.
In class, give each student a different picture. Ask students to describe the picture using their five senses, typewriters, and adjectives.
Give them enough time to explain the picture. Afterwards, collect the pictures again and show them in front of the class. Students must read their descriptions and the whole class should try to find out which picture the student is describing.
3. Describe an Object:
This is a game. Each student is quiet and thinking about something. Give them 10 minutes to explain. Set the minimum name or maximum size as needed and encourage them to specify as much as possible.
You can use/implement different guidelines. For example, "you can't use any color names" or "you must use all five senses" or "you must use one writing tool."
Once they have selected and explained their object, students take turns reading their definitions. Some students should try to guess what their classmates read.
4. Describe a Restaurant:
Once the students have mastered the basic learning tools and the importance of using the five senses, they can begin to write their descriptive paragraphs.
Ask them to describe their favourite restaurant. At the restaurant all your senses are turned on and sight can be overwhelmed by smells and sounds.
At the end of the class, ask students to volunteer to share their descriptions before you collect their work.
5. Describe your best friend or family member:
This work is great for focusing on other types of definitions. In addition to describing appearance, students may also describe things such as behaviour/mannerisms, feelings and characteristics.
Students should share their description with the class.
6. Describe a Favourite Food:
I like this activity because it's easy for students to not only describe the taste or taste of their favourite foods, but also have to work on defining the aroma of food as it is prepared with the nutritional value of their mouths.
You can add different vocabulary related to foods like: salty, spicy, sweet and spicy.
Also, be sure to save time at the end of the class for students to share their definitions.
7. Describe Your Favourite Room In Your Home:
Another great activity that gets students thinking about defining their favorite room at home.
Students should think about size, colors, atmosphere and furniture, among other things. Be sure to ask them to say why they are their favorite room.
Save time at the end of the lesson so they can share what they have written if they want it.
8. Describe your best or worst vacation ever:
This activity encourages students to bring their student on vacation. They must describe the situation, the order of events, and the people who were with them.
If you have time, encourage them to write about good holidays and bad holidays, which will help them work with definitions and words to describe good and bad.
9. Describing a picture:
Show students the picture and ask them to point to the words they see in the picture. Students with high language may have more voice during this activity, and that's okay. As students call their names, you must label them. For example, in a class photo, students can point to a clock, a flag, a globe, a measuring board, a teacher, students and books.
Sorting:
Next, read and review the words as a class. Ask students to get involved in sorting activities, make their note cards and classify words in advance (for low-performing students) or for specific categories (for high-ability students). For example, students may classify words into categories such as:
• Nouns and adjectives
• People, places and things
• Living with inanimate objects
• Words I know and words I don't know
• Words with 1, 2 or 3 syllables
Writing:
When the sorting activity is completed, ask students to write sentences (or paragraphs, for gifted students) about the picture using the generated vocabulary. Some students may need additional support, such as being able to work with a more enthusiastic partner or the use of sentence frames. For example, you could give students the following frames and ask them to copy the sentences in their paper and give one of the vocabulary words in the other spaces.
• _____ is more than a clock.
• There is a lot of _____ on the bookshelf.
• Some students are _____ in the arts center.
• The door is next to _____.
• The teacher has _____ hair.
A combination of image defining, filtering and writing work together in this work to help ESL students gain new vocabulary.
Picture Stories:
You can help students improve their oral language skills by getting them involved in picture subjects. Provide paired readers with picture books or copies of comic strips and delete captions. Let them make their own stories and share with your classmates.
Narrating:
Narrative writing serves the function of "informing", reporting events that have occurred or telling stories. Two skills involved in this type of communication are the ordering of events and the proper selection of details to be included in the story. The "Personal Experience" paper, for example, is an important function of developing these skills. The following are some of the following activities that I have used with my students.
One-Word-to-Time Story Tales The series of activities below shows the focus on students' attention to the skills involved in speaking and writing. It can also be used as an introduction to the introduction and discussion of important aspects of a subject.
Step 1 "Today in the whole class we will participate in the making of the story. Now, I want to be fair about this and make sure that everyone has an equal chance to contribute, so let's tell this story one word at a time. we keep going up and down the lines until everyone has a chance to contribute. Feel free to start a new sentence whenever it seems appropriate, and don't take too long to think about what to say next, just listen carefully to how the story develops and add to your voice quickly.
This activity not only leads students to focus on the idea of "sequencing" and develops their listening skills. Students are careful to listen to the words given by their classmates, knowing that their time will come in a word that will “fit in,” which will build on the words and events that have taken place so keep the story going. This will be difficult to do if one has not listened closely to what the students have said before and how the story develops with a variety of word contributions. If, for some reason this story seems out of place, just stop and start a new issue with the next student by following the first word Step 2. It won't take students long to catch up with the exercise above
Step 2: It will not take long for students to get on with the exercises and be able to get their word out on building issues quickly. The problem is that students do not have the opportunity to participate more often. With 25 to 30 students in a class, it takes a while for the story to come up with students making a second contribution. So, follow this first activity by making the students break into small groups of five or six students each. each volunteer by first name and then others adding to it. With this design, students will be participating regularly, adding a fifth or sixth word to the story. Instruct groups to reduce if they have to find out what their story is, for what reason it may seem to be ineffective and constructive, they should start a new story with a first name.
Step 3. "We will try this work again as a whole class, but in this case I would tell a story in one sentence at a time. We would suggest that we should try to tell a science fiction story. The first one would be "Rock set to explode." Vincent will give a second sentence and go up the line until the whole class Has had a chance to contribute so the story. Make these variations first as a whole class and then divide the students into smaller groups and to add to the sentence many times
Step 4. After practice building the story collaboratively - first by adding a word, then one sentence when the students are ready to make a donation for the group effort. They should meet in small groups with five students each. Instruct each group to write one, but add these clues. Only write a description of the situation that puts us in the story - when and when Ser happened with Sid and details details as you can "Allow 5 to 6 minutes for writing At the end of this time.
Introduce the main characters Who would you like? What else do you know about these characters that will be helpful ask students to stop and pass their paper to the sitting partner let each student now have a story about the other group in front of them. They should read the text so far and add to it but with these instructions this is what they do. After 7 to 10 minutes of writing let the students slow down and pass their paper to this letter again. These you should read the ocean far from heat and then add to the story by describing prhe that the characters you have to solve it. The next time the papers are moved to the left, students will add to the new subject in front of them by placing the problem in perspective. "No matter what the problem is, where the characters are looking - no matter how bad the situation - make it worse." After the students have written for several minutes on this part of the story, the papers are finally presented to the left, and the students are directed to resolve the matter, writing the conclusion "What happened? How did it all work?" Allow for the final period of the activity for students to read the various stories produced jointly in their group
Step 5. Proper follow up of the above activity sequence introduces students to completing unfinished stories. Refer to the publishers of nonfiction books for readers for this purpose or read aloud the beginning of the short story and have the students write the correct conclusion Students learn about the concept of "unity." recognizing that the conclusion must look and flow naturally to what happened earlier in the story. not solve them immediately. Argue the situation - it makes it worse without writing a conclusion that ends up puzzling the reader about what will happen next.
Writing a good article requires more than just memorizing facts. Students should be able to understand what they are talking about and be able to convey their message clearly and concisely. When writing articles, you will use the visual part of the writing process in the editing stages. After you finish writing, you can expect to spend more time re-editing your work, fixing errors and editing your content. ChatEbooks believes there is no shortcut to writing a relevant school essay, but here are a few tips to help you navigate:
Have a plan:
There is no substitute for editing when learning to write an essay. Start with brainstorming. The purpose of brainstorming is to find out the focus of your story and develop the best ideas to support your topic of discussion. With a plan, you can continue to write your article with a specific purpose in mind. The worst articles often put unsuccessful arguments in the first place because their authors did not take the time to edit their essay.
Make It Readable:
Every article must have the correct structure. Reading a full page of solid text without having to rest for paragraphs can be a huge challenge! In order for a story to have a logical flow you need to divide it into various parts and sections. The general structure of the article is to divide it into three parts - an introduction, a body (3 supporting paragraphs) and a conclusion.
Tell the Story:
The primary purpose of any article is to tell a story. This requires the student to focus on the specific subject, the subject they intend to explore, and the argument they want to present or refute. Excellent articles are written by students who are able to carefully choose the right details to enter to prove their point and tell the right story.
Use Humor:
Many tips on how to write an article will inspire you to sprinkle some humor into your book. However, it came down to the writer to estimate the amount of humor they put into their story. Properly placed faith will do the trick. You are disappointed to fill your job with bad puns or politically incorrect jokes. Ess are expected to be considered. Your goal should be to engage your student's mind while bringing smiles to their lips. While the essays shouldn't be heavy, don't try to be fun and smart enough that your article looks stupid.
Show Variety:
Try injecting different elements into your story by not using the same phrases and words over and over. You do not need an existing dictionary to produce content with certain variations, you just add variety to your knowledge. The best articles contain sentences of varying degrees of difficulty. For example, make an effort to keep your information fresh by editing some of your topic sentences as questions instead of statements. This diversity will not only engage your students, but will make you look more competent.
Show Instead Tell:
When writing a essay, instead of simply telling your reader your argument, take time to provide details and examples that support your ideas and opinions. Essays get stronger when their authors choose to simply state their ideas and opinions instead of justifying them. Involve your learners. Don't just relate details. Describe the cause of your consultation and what led you to your conclusion.
Anyone can learn to write a story, but it takes a really talented reader to produce a story that is engaging, entertaining and informative. Fortunately, most can nurture talent in this area by simply using the art of storytelling as often as possible.
Communicative Language Teaching:
Teaching a language of communication is an effective way to engage learners and help them grow their language skills in a natural setting. It encourages students to develop their own language in person approach and help them interact with English in real life situations rather than just learning the English grammar rules and word lists. Learners develop their skills by “doing it”. It can be compared to riding a bike – you cannot learn to ride a bike without practice.
So communicative language teaching is about allowing students to become more active and related to the language in their realities. Activities in Communication Language Teaching focus on students really communication. When students practice and become more proficient in English, their enthusiasm improves to read and learn.
Classroom management:
Activity 1:
Using Coursebooks communicatively:
Using textbooks in person does not mean that you have to be more prepared - it simply means letting go students have more time to practice by emphasizing book activities by practicing conversation. Use of textbooks/ coursebooks may include:
Activity 1:
Activity name | Stories Retold |
Level | B1/B2 |
Skill | Speaking |
Time | 40 minutes |
Grouping of students | Groups of 6 to 8 |
Materials | Pictures- Each picture represents a topic or theme |
Objectives:
Instructions:
o have heard any exciting news lately
o are aware of any childhood issues of their parents.
• School
• Work
• Childhood
• Birth
• Marriage
• Travel
• Family
• Weekend plans
• Sports
The teacher rotates between groups that monitor their informal, informal communication help when needed.
Stages:
• Setting (forming teams, giving instructions - guidelines, objectives, rules, time limits and assessment rubric.): 5 minutes
• Heat work: 30 minutes
• Assessment and feedback from students: 5 minutes
Activity 2:
Activity name | Radio show |
Level | B2 |
Skill | Speaking |
Time | 40 minutes |
Grouping of students | Groups of 6 |
Materials | Placards,Poster, Music System, Musical instruments (Guitar, Keyboard etc..,), Paper, Pen, Charts |
Objectives:
Instructions:
Stages:
• Setting (forming teams, giving instructions - guidelines, objectives, rules, time limits and assessment rubric.): 5 minutes
• Heat work: 30 minutes
• Assessment and feedback from students: 5 minutes
Activity 3:
Activity name | Two-Minute Debate |
Level | B2 |
Skill | Speaking |
Time | 40 minutes |
Grouping of students | Groups of 6 to 8 |
Materials | Board |
Objectives:
“I would like to argue that…”
“I admit that…”, “It does not follow from what was said earlier….”, “In my view ... I disagree with ...”
Instructions:
Possible topics
o A bike is better than a car
o It's more interesting to watch a soap opera than to watch the news
o Better to be a student than a teacher
Stages:
• Setting (forming teams, giving instructions - guidelines, objectives, rules, time limits and assessment rubric.): 5 minutes
• Heat work: 30 minutes
• Assessment and feedback from students: 5 minutes
Activity 4:
Activity name | Role-Play |
Level | B1/B2 |
Skill | Speaking |
Time | 40 minutes |
Grouping of Students | Pairs |
Materials | Four job advertisements cut from a newspaper/ magazine (enough copies of each ad.) |
Objectives:
Instructions:
Stages: Students in groups discuss job advertisements. Students in each group wrote two biodata candidates for the right election (10 minutes)
• Half of each group will be interviewers and should look at work profile sheets. Other they are candidates and should be looking at biodata. They get used to their roles for some time. (15 minutes)
• Interviewers conduct interviews with each candidate. (15 minutes)
Activity 5:
Activity name | Story Writing |
Level | B1/B2 |
Skill | Speaking |
Time | 40 minutes |
Grouping of Students | Groups of 10 |
Materials | A pen and paper for each student |
Objective:
Instructions:
Stages:
• Setting (forming teams, giving instructions - guidelines, objectives, rules, time limits and assessment rubric.): 5 minutes
• Heat work: 30 minutes
• Assessment and feedback from students: 5 minutes
Activity 6:
Activity name | Spin a Yarn- Weaving a story based on newspaper headlines |
Level | B1/B2 |
Skill | Speaking |
Time | 5 minutes for each team |
Grouping of Students | Groups of 4-6 |
Materials | Newspapers, Scissors, a box or bowl [to keep the slips] |
Objectives:
Instructions:
Stages:
• Setting (forming teams, giving instructions - guidelines, objectives, rules, time limits and assessment rubric.): 5 minutes
• Heat work: 30 minutes
• Assessment and feedback from students: 5 minutes
Background:
Vocabulary specific instructions can help students learn enough words to become better learners, and being a better student can help students learn more vocabulary. So, how can we teach students to find out or acquire new vocabulary? Research suggests that vocabulary instruction should include the following: detailed and verbal information and multiple word disclosure in various contexts; and to encourage student involvement in their learning of new words.
Activity 1:
Compound Words Game Board
This is a really fun way to teach blended words where they have to collect the words that are combined with a board job.
First, place students in pairs. Next, print out the integrated wordplay board and provides the dice to every group. After the learners carry the dice, they will write down the name they reach. As they still work on the parlor game , they're going to need to make the compilation words they write down.
For example, "BLUE" is analogous to "PRINT" and "BERRY" to make compound words. When they get to these three words, they can earn 2 points - each set of words combined. And when they get to "FOOT", then they can compare it to "PRINT" and another point.
Activity 2:
Frayer Model / Gallery Travel:
This graphic organizer helps students learn new vocabulary by not only explaining the word in their own words, but using it correctly using authentic examples and visual representations.
Classroom Integration: Gallery Walk
Preparation: Identify and list the key words of the unit. Working in groups of 3-4 learners, give each group one term.
Mini lesson: Introduce the Frayer Model point strategy. Establish expectations for student learning product using a rubric or checklist.
Group Work: Prepare for student learning by meeting with each group and using questions that help students think about reasoning with them.
Status of the Class: Assign one student in the group as the 'presenter'. Some team members go around the room and go to other groups to read in half. Use a 2 minute count to keep the work moving at a faster pace.
Activity 3: Graffiti Vocabulary
Social Studies Graffiti Word Wall:
When words and vocabulary associate concepts in a specific subject, have the reader create word posters. Give recognition for good work by turning students' work into a classroom word wall!
Graffiti Criteria:
1. Vocabulary voice is drawn using bubble letters
2. Meaning of a word using your own words
3. At least 3 independent TERM
4. All white space must be colored
Activity 4:
Making Meaning:
This is an excellent job of introducing students to the direction of the situation. Identify 4-5 vocabulary words in the text that students will need to understand in order to understand the text. In order to apply previous knowledge, learners will focus on what they already know about terminology. Do a thought-provoking assignment if you see that they will have difficulty with new words. During reading, use the concept of thinking aloud to show how contextual clues give context and give meaning to vocabulary words.
Activity 5:
Word Wall Match-Up
Living Environment Visual Word Wall
True learning means putting the student at the center of the experience. But sometimes, they need a little extra support, especially when introducing new complicated words. Using simulation techniques on word walls, students will use problem solving and reasoning skills to match words and meanings, in some cases symbolic representations.
Activity 6:
Vocabulary Anchor
There are times when it is clearly appropriate to teach a new vocabulary. Try using a word anchor to introduce new terms during the whole group tutorial. Using an interactive smartboard, simplify class discussion by introducing a new vocabulary and the same name. For example, enter the word 'colon' and point to the word 'country' as a synonym. Because students are familiar with the meaning of a situation, activate their knowledge by asking them what qualities the two words have in common (+). Next, use an imaginative strategy aloud to help students consider how the word colony is different (-).
Activity 7:
Vocabulary Cartoons
This strategy, taken from the SAT Prep source, is a great way to help students identify with new vocabulary words. Includes the following:
• vocabulary
• phonetic spelling
• a brief description
• connecting words
• cartoon
• a sentence using a word pair
Jigsaw this activity at the beginning of the unit so that each group of students will commit to one word. Throughout the unit, refer to the vocabulary cartoons as the words appear in the lessons. Teams/ Groups should present their work on the spot.
Activity 8:
Essential Prefix:
Give students the opportunity to create a Prefix Index Chart in their notes. A quick activity at the beginning of the school year can help students use new words depending on their understanding of prefixes and root words.
Activity 9:
Wordsplash
NYS Social Studies Curriculum
A Wordplash is a collection of selected key words or concepts in a paragraph or chapter that students will be studying. This strategy gives students the opportunity to relate new words or concepts to a larger reading topic.
Activity 10:
Interview a Word:
Why not turn the word receiver into a game? Using Word Communication strategies, students will review and use short reading to develop concepts and understanding.
• Select key words that are important for understanding the concept or unit.
• Divide the class into groups of 2-4 learners.
• Give each group a name and a list of discussion questions.
• Ask students to be the “voice” and write down the answer to the questions.
Without disclosing the name, the teacher or student acts as the Prosecutor and asks questions as the group members read the written answers. After the discussion, the class guesses the word.
Activity 11:
Word Sorting:
Provide a list of vocabulary words in the reading selection and have students classify them into various categories (e.g. speaking sections, government departments). Students can rearrange the words into "guess my sort" using the categories of their own choosing.
Activity 12:
Vocabulary Frames:
Turn your vocabulary review card into a great idea for learning new words. In this activity, learners will construct word frames using concept names. They will develop meaning based on their orientation (right corner), and the other side (left corner). Finally, they will write a quirky sentence to remind them of the meaning of the word (in the bottom left corner) and a quick sketch (in the bottom right corner).
Activity 13:
The K.I.M.Strategy:
This is a basic type of vocabulary frames where students identify the key word, details, and memory string based on their understanding of the vocabulary.
Activity 14:
Crossword Puzzles:
Believe it or not, the introductory puzzle is a great way for students to practice the vocabulary they've learned. Include a word bank to support terrified students.
Activity 15:
Vocabulary Squares:
In this exercise, students 'dissolve' the word by completing parts of the word worksheet. Not only will the students understand the term, they will also use their knowledge to create a visual presentation and visual presentation.
Activity 16:
Learning Maps:
Learning maps are a way of concept maps developed by the learner depending on their understanding and experience with concepts.
Cue cards:
Cue cards helps to learn vocabulary in a very effective way. They play a very important role in memorizing new vocabulary.
Audio player:
In my 3 Minute Languages lessons, each lesson gives you a handful of new words and phrases, and you get the opportunity to practice putting them into sentences. To help the learning process and make new words memorize quickly, what you can do is to find cue cards. You can find cue cards at many stationery stores or online. However, if you can't find anything, just cut the pieces of paper into smaller pieces and they will do the same job.
After each lesson, grab a cue card and write down any new words you learned. You have to do this in a special way. To be able to remember correctly, you have to write new words in English down the middle of one of the cue cards, then change it and write French words (whatever language you read) down the middle of the other.
How to use Cue cards effectively:
If you look at the picture below, you can see what a cue card for the first 3 Minute Spanish lesson would look like.
The reason you write English on one side and on the other side is that, when you practice, you can read the words on the English side and try to guess French words. For example, if you see "fantastic", you might think, "fantastique".
In full 3 Minute Languages: Course 1, there are nine courses, so you'll have nine cue cards full of words and phrases. You should check these cue cards daily for just a few minutes. Just look at the English side and try to guess the words in your new language. Only turn it on if you don't think properly about a foreign word. It will help to impress new words and phrases in your mind.
Other useful thing to do with your Cue cards:
Obviously, going through the words on the cue cards will not take a few seconds. So, you can do and create a few sentences in your mind for each word you find. For example, if you come up with the word "good", you can try saying things like "good", "always very good here" or "not very good". Say these sentences aloud (if no one is around!) To help make your language rotate. It will make it much easier for you when you will actually use words and phrases in real life situations.
Therefore, cue cards are a great way to memorize new words and phrases you find in each lesson. Look at them everyday, just look at the English side and try to guess another language. You can also try to create a few sentences that you can use with each word.
What if I still can’t remember the words even with cue cards?
Sometimes, even with cue cards, there will be one or two (or maybe three or four!) Words that just won't stick in your head, no matter what you do! Don't worry; it's normal, but there's something you can do about it. Read the following to find out.
3 Minute Languages:
3 Minute Languages courses are perfect for beginners. They will make you speak the language from the beginning, assuming you know nothing. You will be surprised at how quickly you are able to combine sentences together. And you'll memorize new words and phrases easily without even trying.
Building Structures:
The Building Structure courses are a revolutionary way to look at foreign language acquisition; you will learn that any language can be divided into fifteen categories. Each lesson focuses on a different structure, and you'll learn how to build it, make it ugly and turn it into a question. Each structure gives you a great amount to say, and once you've mastered all fifteen layers, you'll know everything about language. All you have to do is fill in the blanks with words to form a sentence. These courses are designed for students who are slightly familiar with the language, and what they can increase their progress.
Flash cards:
Flash cards are one of the most basic learning tools, and for good reason - they stimulate active learning through memory, which is one of the ways our brains learn effectively.
However, many students use flash cards ... well, I don't want to say that they use them inappropriately - but they use them in ways that don't work well. Some of the mistakes people make when making and studying flash cards include:
1. Doing it in a beneficial way with only one head
2. Creating sophisticated cards that do not force the memory of reality - which leads people to mistaken perception of true information
3. Flash cards are most commonly used, or to use them when a different tool or study method is effective
I want to help you avoid making those mistakes, because flashcards can be very effective if used properly. For example, when I was learning Japanese, I made great use of flashcards in reading kanji. Doing this helped me learn faster.
You are probably learning a lesson right now that can benefit from learning flash cards, so it would be helpful to learn the best practices for making and studying those flash cards.
In this article, I will go over 8 of those best practices. Let's get into it.
1. Make Your Own Flash Cards:
Many people like to share their flash card decks, and there are also flash card apps and programs available that will let you download pre-made decks and start learning right away.
I think that using pre-made cards can sometimes be helpful - such as if you have a high number of facts you can read over and over - but in most cases, you'll use your brain better by making your own flash cards.
One of the most important and important parts of the act of learning is:
• Find new information
• Wrap it in your brain
• Creating something new about yourself - your words, pictures and ways of expressing that knowledge
Doing this creates strong neural pathways, which allow you to easily retrieve what you learned the next day. That is why one of Marty Lobdell's expert tips in his Lesson Lesson, a Smart Lesson to teach what you read - doing this forces you to present this information in your own words.
If you use pre-made flash cards, skip that part of the process. In most cases, the time you save is not worth it.
Also, deciding to make your own flash cards gives you the ability to customize and customize them. The following four tips will show you how.
2. Mix Pictures and Words:
Adding photos to your cards can make them more memorable.
In cognitive psychology, there is a concept called Picture Superiority Effect, which describes how people tend to remember images much better than how they remember words.
When we think about it from an evolutionary perspective, this is completely logical; The written language only exists for about 5,000 years (and Homo Sapiens has been capturing the world for over 200,000 years), and our brains are already very sensitive to images. Restaurants, animals that want to eat us or put us in the ground - these things are more important to our brain than using the squiggles present on the page.
However, this does not mean that you have to replace the words on your cards with pictures. Our brain works amazingly well, and it turns out that a mixture of images and words works better than pictures alone.
Don’t Treat Flash Cards Like a Silver Bullet:
Keep in mind that flash cards are just one way of updating things. There are many others that can work great, depending on what kind of things you learn and how far you are in the learning process.
Instead of using flash cards, you can:
• Write the meaning in your own words
• Create questions
• Take a test written by someone else
• Work out lots of practice problems (your math-strategy)
• Make concept maps or Venn diagrams
Flash cards are great for helping drive the relationship between two pieces of information - but that's it. That makes them ready to read definitions, words, words, etc. - but it also makes them a bad tool for studying information that corresponds to a larger visual or organizational hierarchy.
Debate Activities in the Classroom:
Each student has his or her own opinion. Class conflicts allow students to express their views. The debate gives you the opportunity to behave in the artistic way. According to the International Debate Education Association, "The Debate is, above all, a way for those who hold opposing views to discuss controversial issues without descending to insult, emotional appeals or personal bias. A key trademark of debate is that it rarely ends in agreement, but rather allows for a robust analysis of the question at hand.”
Successful Classroom Debate Activites:
In order to make the discussion activities successful, the teacher must ensure that each student is well acquainted with the topic before it is presented. Give them enough time to get ready and motivated for the big day! You can play certain games in the classroom leading up to the debate, and allow competing teams to play against building a productive rival in words. Some of the classroom discussion games are as follows:
1. A Four Corners Game:
This debate game uses four corners of the classroom to get students moving.
Steps to follow:
Strongly Agree, Agree Somehow, Agree Somewhat Disagree And Strongly Disagree.
2. Card Game:
This game will help the students think twice before they make a fuss or repeat.
Steps to follow:
• Pull together a large number of index cards and write "Comment" in half and say "Question" in the other section.
• Give each card each card.
• On the board, enter the topic of debate or decision. Students must raise a hand and money on the relevant card to make an idea or question.
• Students will learn how to save their cards when they have a very important point to make so that you can reward players with extra cards by making excellent points or asking important questions.
3. Quick Debates/ Hat Debates:
A hat debate requires the teacher to divide the class into two groups: "Okay" and "Resistance". The "because" group should remain in the outer circle. The "Opposed" party should sit in a large inward-facing circle with each member facing a different party member. Different types of discussions should be written on small pieces of paper and placed on a hat. Usually, conversations like this take place with just one “no” speaker and one “counter” speaker on a topic. Just a one-minute argument. One circle should rotate and the teacher pulls a new article into the hat. Participants in this type of debate have little (or no time) to prepare, and therefore, a good practice for spontaneous thinking and arguments.
4. Inner Circle/Outer Circle Debate Strategy:
This debate strategy is focused on listening to the opinions of others and responding to them. It is an excellent pre-writing debate strategy.
Steps to follow
• Divide the students into four equal groups.
• Gather Group 1 students in a circle and sit on chairs facing out, away from the circle. Arrange students in Group 2 into a circle of chairs around Group 1, facing the students in Group 1. Groups 3 and 4 gather around the circle, facing the circle.
• Select an issue that learners will be encouraged to discuss / discuss.
• Now, give students in the inner circle 10-15 minutes to discuss the topic. During this time, all the other students focus more on the students in the inner circle. Some students are not allowed to speak.
• Students in an outdoor circle take notes about the points students bring; notes used in the discussion of the next class and / or in writing an editorial viewpoint that highlights the point of view of the subject at the meeting.
5. Role Play Debate:
In a role-play discussion, students explore different concepts or concepts related to a specific subject. For example, the debate on the question "Should students be allowed to wear uniforms at school?" can present different ideas. This may include views expressed by the student (or perhaps two students - one representing each side of the story), a parent, the school principal, a police officer, a teacher, a clothing store owner, and others.
Steps to follow
• Whatever the debate is in your class discussion, decide in advance or ask students to assist you in identifying those involved in the debate.
• Then collect reference cards - one card for each student.
• Write down the roles of participants on the index cards, who participate in each card. Make sure you have at least three index cards for each role involved.
• When it is time to negotiate, each party presents his or her opinion.
• After the presentation, the whole class can intervene by asking questions of the participants. If only, the students decide which side of the debate - Affirmative or Negative - presented the most powerful case.
6. National and International Topics:
National and international articles urge children to think globally about struggles, regardless of national or national boundaries.
In this context, other topics to consider are:
• Is the government doing well?
• Should certified health care be provided to all?
• What should be the reaction to global warming?
• What should be the work of the United Nations?
7. School and Local Issues:
Children may be more aware of domestic problems and problems affecting their school. For an exciting debate project, discuss the problem children are experiencing or give them an alternative to how things are going now. Children can argue about the following topics:
• That their class should have field trips during the school year and where they should go.
• Whether they are allowed to leave the school premises during the day
• That the school cafeteria should only work with healthy food
• Whether children should be able to go to school online.
• For smaller grades, children can discuss whether there should be homework every night or whether the school day should be longer or shorter.
8. Creative debate:
Creative debate is a role-playing game. Students think of a specific point of view on a topic and argue a controversial topic from this perspective. Creative arguments foster critical thinking and tolerance for opposing views.
Steps to follow
• Divide the class into three groups. Choose two parties to participate in the debate. The third group acts as observers.
• Rearrange the class so that the opposing parties face each other and the spectators are seated on the other side.
• Provide a reading choice that refers to one of the positions in the debate topic. Assign one party to contest the election; the other party is against it.
• Each student chooses a past or present character to state their position in the debate. (To speed up the process teachers can also top the list of characters.)
• Have each student introduce himself / herself as a character in the class and then debate the topic from the perspective of the character. Encourage your students to 'create' a character's personality (speech patterns, methods, etc.).
• Allow ten minutes for each group to present their posters. Allow more time for revenge.
• Next, ask groups of students to change their position and challenge the opposing view. (Maybe a group of viewers can change places with another group of groups.)
• Repeat the debate with the retaliation process.
• At the end of the debate, ask students to indicate their experiences.
The debates foster a positive classroom environment by promoting teamwork and friendly competition. Students often think critically and express themselves well.
Thus, dialogues as a function, help to achieve many classroom goals: they not only develop speaking and listening skills, but also inspire students, develop their argumentative strategies, and promote student autonomy. The debates foster a positive classroom environment by promoting teamwork and friendly competition. Students often think critically and express themselves well. Elementary, junior high (sometimes called middle school) and high schools use arguments in the classroom, and the process becomes more talkative as children become adults. The maturity level of students reflects the style of conflict with the expectations of teachers. At the end of the day, the whole debate bears fruitful results!
References:
1. R.P. Bhatnagar and Rajul Bhargava; English for competitive Examinations, Revised Edition.
2. Dr. Evangelin Arulselvi, Teaching of Special English, 2009.
3. Krishna Mohan and Meera Banerji, Developing communication Skills, 1990.
