Writing

Hello!!

There are somes clues to improve our writing activities.

To begin the text:

• Initially
• First of all
• To start
• First
• Al first

Secondly

• Also
• In addition
• Moreover
• In fact

In conclusion

• Kastly
• Finally
• To summut up 

Evicence:

• For example
• For instance

Contradiction

• But
• Althougt
• Nonetheless
• However

Listening

Listening is an active process by which students receive, construct meaning from and respond to spoken and or nonverbal messages.

Listening comprehension complements the reading comprehension verbally clarifying the spoken message before during and after a presentation.

The stages of listening comprehension activities are:
Pre-listening
During-listening
After/Post-listening

And don´t forget, you must include: The purpose of the activity.

Welcome Back

Welcome back to CLIL

Now is the time to evaluate and think about all the experiences like a CLIL teacher with our students.

The first step to continue is to work in listening and writing activities and improve the reading comprehension activities made during the semester.

Activity # 4

INSTRUCTIONS

Why instructions are important?

Reading strategies:

• Read first the questions
• Read the text
• The last activity is to give them the paper. IF you give them the paper you lose their attention.

HOW

• Clear language: the language for all the students. Simple is good
• Logical sequence
• Concise: clear and short
• Precise: give them the relevant ideas.
• Illustration / demonstration
• Checking: You have to check the instruction

WARNINGS

• Ask “do you understand?
• Have I made myself understood?
• Don’t patronize students

HOWPlan the task

• Prepare instructions
• Get learners’ attention
• Be assertive.
• Use visual, written clues, gestures, body language.
• Demonstrate
• Hand out the worksheet.

When teacher give clear instructions

• Student feel more secure in the lesson
• Student confidence in their knowledge and skills increase
• Student can begin / do tasks faster
• Student can be more independent
• Learning time increases
• Classroom management improves
• Lesson aims might be achieved more easily

Teacher actions	Order (1-6)
Get the students attention	1
Hold up the work sheet	2
Give instructions	3
Gesture the interaction pattern to be used (e.g.work in pairs)	4
Check the instructions.	5
Hand out the work sheet	6

INSTRUCTIONS

• Feedback
• Impulse student learning
• Qualities

1. Specific what worked well?   What needs improvement? Only one change would make the most significant improvements
2. Actionable: What can be done differently next time?
3. Timely: Immediate and frequent.
4. Respectful: look good. Focus on future solutions. No judge who is performing the action.

What I learn today?

I learned:

It's important to give specific Instructions at the begining of the activities. For our students a deficient instruction could generate bad results and maybe could confuse them.

For a better understanding of an instruction, it´s necesary keep all their parts in a correct order. 

I learn that if I create a good instruction, the probability of success increase.

How do I plan to use it in next term?

I will use all the recomendations of create a great instruction in order to design better activities for my students.

Activity # 3

What I learn today?

I learned:

The diferent types of questions that I can use for a complete activity using reading comprehension.

I learn that I can use the same type of questions but in different level. This is a huge change that I can make in the next activities.

How do I plan to use it in next term?

I will use all the types of question in order to make diferent activities to guide the students in new topics.

SESSION # 4

TYPES OF TASK

·         Identify the main idea.

·         Get specific information.

·         Identify vocabulary.

·         Establish comparisons.

·         Apply prior knowledge.

·         Give opinion.

TYPE OF QUESTIONS

·         Yes/no questions.

o    They can be answered with either yes or no.

o    Drawback: allowing the student a 50% of chance of guessing the correct answer.

o    It is recommended to follow up with other form of questions that ensure ss understood the text.

·         Open questions

o    They are the most common way to check literal understanding of the text reorganizing information on the text making personal responses and predictions.

o    Questions with how/why are often uses to help students to go beyond a literal understanding of the text.

·         True or false

o    Student have a 50% chance of guessing the correct answer

o    Teacher might simply accept a right answer falling to ask why the answer is correct.

o    Difficult to prepare: false answers must be carefully designed so as to exploit potential misunderstanding of the text.

o    False answer obviously incorrect do no help comprehension as Ss do not have to understand the text to recognize them as incorrect.

o    Hare to write because sometimes both answers are plausible regardless of the degree of comprehension of the text.

·         Multiple choice

o    They can be a wh-questions with a choice

o    Generally, but not always it has only one correct answer when dealings with literal comprehension

o    MCQ may make open questions easier to answer because they give o the Ss some possible answers. Ss might be able to check the text to see if any of the choices are specifically discusses and then make a choice

·         Labelling

o    They consist of an image with a number of textual labels.

o    Good when remembering vocabulary.

o    Hard to construct for hits.

·         Matching

o    They consist of a column of key words presented on the left a side a column of options placed on the right side

o    Reduces the effect of guessing

o    Difficult to measured learning objectives requiring more than a simple recall of information

o    Difficult to construct due to the problem of selecting a commons set of key words and options.

Thank you!!

From Activity 1 to Activity 2

Hello!!

Today we start to improve our first activity (1) to create a new one that involve the three stages of the reading comprehension, and present to the student a better way to face the activities in foreing lenguage.

It is important to provide clear  instructions to our students in the way how they can do the activities. It's not only to give them a text to read. It's necesary  introduce them to the reading using special tools to make it easier.

The stage of pre-reading maybe is the most important part of a reading comprehension activity, because if you as a teacher don't guide your student into the context of the activity, the result couldn't be the expected.

What I learn today?

I learned:
The strategies to pre-reading, while-reading and post-reading comprehension activities. I discovered the huge change that a pre-reading activity can cause in the students and make them understand easier all the topics.

How do I plan to use it in next term?

I will use specialy the pre-reading activities, because I found the wonderfull changes than those activities can make into a class.

Now I present my notes of the class.

3 LEVELS OF READING COMPREHENSION

1.    Reading on the line (Literal)

Understanding and remembering

·         Find meaning directly in the text.

·         Mentally answer the question. Who? What? When? Where?

2.    Reading between the lines (Inferential)

Applying and Analyzing

·         Readers interpret what is in the text

·         Keys concerns are:

o    What does the passage represent, suggest or personify?

o    What does a certain allusion or metaphor mean?

o    You are analyzing, interpreting, classifying, comparing, contrasting and finding patterns.

3.    Reading beyond the lines (Critical)

Evaluating and creating

·         Readers move beyond the text to connect literature to their own experiences as well as with universal meaning.

BLOOM’S TAXONOMY

READING COMPREHENSION LEVEL	SKILL	TYPE OF QUESTION
Reading on the line (Literal)	Understanding	What is the meaning of?  describe , explain paraphrase, retell
	Remembering	Who what when where cite define find list
Reading between the lines (Inferential)	Analyzing	What other ways could …? Categorize, dissect,
	Applying	How would you solve? Apply, demonstrate, implement and practice.
Reading beyond the lines (Critical)	Creating	What would it be like if…? Create, develop, generate, produce, imagine.
	Evaluating	What do you think that…? Conclude, debate, justify, judge assess.

SKIMMING: For speed reading.

SCANNING: Look for details.

PRE-READING STRATEGIES

·         Reading the little and imagining what the text might be about.

·         Looking al illustration /pictures and trying to guess how they are related to the text.

·         Skimming the text quickly to get the gist.

·         Reading the first line of every paragraph to understand what the text is about.

·         Thinking about previous know-ledge on the topic of the text.

WHILE-READING STRATEGIES

·         Reading without looking up every unknown word in the dictionary.

·         Using a dictionary for the important words.

·         Guessing the meaning of a word from the grammatical category.

·         Remembering a new word by thinking of a situation in which the word might be used.

·         Skipping some of the unknown words.

·         Rereading a sentence.

·         Considering the other sentences in the paragraph to figure out the meaning of a sentence.

·         Reading without translating word-for-word.

·         Having a picture of the events in the text in mind.

·         Thinking aloud during the reading.

·         Paying attention to words or phrases that show how the text is organized.

·         Taking notes on the important points of the text.

·         Making guesses about what will come next based on the information already given in the text.

·         Relating the text to background knowledge about the topic to remember important information.

POST-READING STRATEGIES

·         Classifying the words according to their meanings.

·         Classifying the words according to their grammatical categories.

·         Summarizing the main ideas.

·         Rereading the text to remedy comprehension failures.

·         Rereading the text to remember the important points.

Thank you!!

Activity 1

What I learn today?

I learned:
The way than I can prepare an activity of Reading comprehension for my students and the posibilities to estimate the time than my students can take to do the reading comprehension activities.  

How do I plan to use it in next term?

I will use all the new concepts to start to plan the activities to develop in the classes. I'll review and take care of the time that I'll need to prepare the activity and the way I'll introduce the reading comprehension activities.