Anthology: Universidad Mundo Maya. Raquel Arjona Pérez

Universidad Mundo Maya. Raquel Arjona Pérez.
Anthology
Techniques and Strategies for Teaching English.

Universidad Mundo Maya Raquel Arjona Pérez
INDEX
1. INTRODUCTION
2. INDEX
3. THE FIRST ENGLISH LESSON
4. TEACHER EXPECTATIONS
5. INICIO DE UN CURSO DE INGLES
6. LEARNING COMMUNITIES
7. ORAL DICTATION
8. PICTURE DICTATION
9. TEXT TRANSLATIONENGLISH TEACHING TECHNIQUES
10. COMPREHENSION, VOCABULARY, AND FLUENCY STRATEGIES
11. VOCABULARY
12. TECHNIQUES OF TEACHING ENGLISH
13. ENGLISH TEACHING TECHNIQUES
14. ESTRATEGIAS DE ENSEÑ ANZA DE INGLÉ S
15. ESTRATEGIAS PARA LA INTRODUCCIÓ N A TRAVES DE LA PLANEACIÓ N
16. FOMENTAR LA PARTICIPACION EN CLASES
17. PRINCIPLES OF PLANNING
18. PRINCIPIOS DE PLANEACION
19. ACQUISITION OF KNOWLEDGE IN CLASSROOM
20. THE TEACHING TASK FORCE

THE FIRST ENGLISH LESSON
HOW TO TECH ENGLISH TO BEGINNERS

Students just starting their English studies risk being overwhelmed by new material.
Showing them that lessons can be fun and that they can perform well is important to get them engaged in and
positive about your classes. Your curriculum should be designed with this in mind so be sure to dedicate plenty
of time to each section. If students are doing better than expected, simply use the free lesson period to review or
better yet, have fun with a cultural lesson or holiday activity.
HOW TO PROCEED
1. LESSON MATERIAL
Especially with beginners it is important to go slowly. There is a steep learning curve at the very beginning of
their studies especially if you are the first to introduce them to the new language. Try to introduce manageable
chunks of information and do not add in more information until your students are comfortable with what they
have already covered. This may mean that they are not able to understand the purpose of learning certain things
initially but perhaps after a few lessons on a topic, you can help put it all together and then they will be amazed
at how much they have learned. For example, in one lesson you may teach your students the words I, you,
he/she/it and what they mean but they cannot make sentences with this vocabulary until you give them
some verbs to work with which may not be appropriate until a later lesson.
2. TEACHER TALKING
In the classroom you will also have to slow down your talking speed. Students are never going to understand
you if you are talking a mile a minute. If you assist a teacher who is not a native speaker and would like you to
speak at a normal speed, you can speed up slightly but a normal speed would not be appropriate for beginners.
At the intermediate and advanced levels, you may speak more rapidly as their grasp on English increases and
they can follow you better but it may still be challenging for them. When you do choral repetition or drill
exercises, be sure to enunciate clearly and be loud enough for the entire class to hear you. It is often difficult for
people to understand you, if your mouth is hidden from view which is odd because your students are supposed
to be listening but even so, try to direct your attention towards your students, as opposed to the blackboard for
instance, when you are talking to them and hold flashcards at an appropriate level.
3. PRACTICE
Choose practice activities that are simple, easy to understand, and easy to explain. Using lots of words that
students don’t recognize to explain how to do a practice activity is only going to further confuse them. In many
cases a demonstration may be your best option. As your students improve, you can introduce more complex
activities but if an activity ever takes longer to explain that to complete, it is not worth doing again. Practice
activities should revolve around students having the opportunity to speak English so even worksheets should be
used for that purpose. After a worksheet has been completed, ask for volunteers to read the questions, translate
the questions, and give the answers. Try to involve as many students as possible and give them continuous
positive feedback.
4. HAVE FUN
Language studies give students the opportunity to learn in a different way. English should not be taught the
same way Mathematics or History is taught. There is no room for lectures because luckily as the teacher, you
already know how to speak English while the students really need to practice more than anything else. Getting
students to communicate with you and each other in a positive creative environment should be the goal of every
language teacher. You can incorporate many different games into your lessons and with lots of miming and role
plays students will probably laugh at you, in a good way, on more than one occasion. Taking the focus away
from grammar rules and focusing on communication will encourage them to try their best, which is all you can
really ask of them.
Students just beginning their English studies have absolutely no idea what to expect so it is beneficial to you
and all their later English teachers to help them enjoy it by encouraging them and showing them that learning
another language is not an overwhelming task.
TEACHER EXPECTATIONS
Teachers form expectations for student performance and tend to treat students differently depending on these
expectations. Research strongly supports this assertion.8 To establish a student-centered learning culture,
teachers must adjust their expectations and instructional practices so that all children can learn to high levels.
Evidence That Expectations Influence Performance The classic Hawthorne study at Western Electric’s plant in
Cicero, Illinois (1927–1932), provided data that suggested that teacher’ expectations can greatly influence
students’ performance. Like the work- place, the classroom is a powerful social network, and students’ feelings
about both their teachers and classmates have important implications for how much they are willing to exert
themselves to succeed at learning. As with adult employees, students’ aptitudes are less important than their
attitudes about schoolwork in predicting their academic achievement.
Likewise, in Pygmalion in the Classroom, 9 investigators (a Harvard University professor and an elementary
principal) told elementary school teachers that, based on their students’ standardized test scores, certain children
were “late bloomers” and could be expected to be “growth spurters.” In truth, the tests did not exist, and the
children designated as “spurters” were chosen randomly. Nonetheless, findings showed that changes in teacher
expectations can produce changes in student achievement. When teachers expect students to do well, students
tend to do well; when teachers expect students to fail, they tend to fail.
They influence the strategies they use to meet these goals; the skills, energy, and other resources they use to
apply these strategies; and the rewards they expect from making—or not making—this effort. And as research
shows, teachers’ behaviors reflecting these expectations are related to measures of student academic
achievement.
Developing teachers’ instructional capacities pays off because, the more effectively teachers teach, the higher
all their students achieve—and the less accurate teachers’ initial predictions become about who will or will not
achieve well. Each player’s positive expectation influences the other in a mutually reinforcing manner. As
observed in
Pygmalion in the Classroom, when teachers treat all students as high achievers—providing them with similar
rigorous academic content, similar praise, and similar feedback and making similar demands for actual effort
and products—students perform and achieve well.
1.-Students want and need teachers to demonstrate their authority by academic and behavioral expectations
realistic
2.-Teachers who run the successful classroom help students identify what is expected of them and how to meet
these expectations
3. - When teachers have high expectations for students, students typically achieve higher performance
standards.
4.-Low expectations are communicated to students when teachers provide less waiting, less or improper
bracing, less feedback, less opportunity to participate in training, reduced eye contact, more critical to failure or
when teachers show less recognition of the ideas of students .
5.-The expectations that teachers have for students influence their performance today and can influence their
performance in the future, particularly in grades beginners studies.
6.-Clarity of instruction increases student success and attention in academic affairs.
INICIO DE UN CURSO DE INGLES

 Presentarse a los estudiantes
 Realizar una actividad para conocerse alumno-profesor
 Clasificar objetivos del curso
EXPLICAR FUNCIONAMIENTOS BASICOS DEL CURSO

 Metodología
 Evaluación
 Normas
 Bibliografía y otros recursos
VERIFICAR LA PREPARACION PREVIA DE LOS ALUMNOS

 Conocimientos y habilidades.
 Intereses del curso o profesionales.
TIPOS DE CLASES DE INGLES

 Con el apoyo de un libro.
 Usar diferentes bibliografías, juegos, y dinámicas.
 Procurar hablar mucho.
 Clases mixtas: gramática + vocabulario + speaking + listening:
 Alternar la gramática y el vocabulario con la conversación.
 Se consigue que todos hablen, y a la vez, se fomenta la participación espontánea.
 Pensando en el speaking: Requieren cierta creatividad: incluyen canciones, juegos, excursiones o ideas
ingeniosas para fomentar la participación activa de todos los estudiantes.
 Clases de gramática: Enseñar a los alumnos a construir frases correctamente
 Clases de fonética: Son también bastante divertidas y suelen incluir muchas risas, ya que acaba toda la
clase pronunciando sonidos graciosos y extraños.
LEARNING COMMUNITIES
The concept of community learning can be defined as a group of people learn in common, using common tools
in the same environment.
Paulo Freire model suggests give up (leave) the traditional concept of education bank (the teachers emit the
knowledge and the students store the information and after that repeat it in a test.)
Freire propose pedagogy in which the students participate actively in a community learning that exist in a social
context.
Within learning communities, members exchange feedback about their practice with one another, visit each
other's classrooms or work settings, and share resources. Learning community members strive to refine their
collaboration, communication, and relationship skills to work within and across both internal and external
systems to support student learning. They develop norms of collaboration and relational trust and employ
processes and structures that unleash expertise and strengthen capacity to analyze, plan, implement, support,
and evaluate their practice.
WHAT IS HOMEWORK?
Schoolwork that a pupil is required to do at home or work or study done in preparation for an event or situation.
HOMEWORK´S ADVANTAGES
 Strengthen the links between home and school.

 Allow practice, extend and consolidate the work done in class.
 teach students and school plan and organize their time
 Develop research capacity of students and school.
 Establish habits of study, concentration and self-discipline that will serve the school students and
lifelong.
 Reaffirm the role of parents and caregivers as participants in education.
 Allow parents and caregivers to penetrate what is being taught in the classroom and know the
progress of their children.
 Challenge and broaden the outlook of gifted and talented children.

TYPES OF HOMEWORKS
 Practice exercises.
 Preparatory homework.
 Extension assignments.
WHAT IS A PRACTICE EXCERSICE?

• Are those in which the newly acquired skills or knowledge in the classroom are reinforced.
• Serve to stimulate the skills and background information of each student and to apply the latest
knowledge of direct and personal way.
HOW CAN I GET THEM TO DO THEIR HOMEWORK?

• Are those in which the newly acquired skills or knowledge in the classroom are reinforced.
• Serve to stimulate the skills and background information of each student and to apply the latest
knowledge of direct and personal way.
ORAL DICTATION
Dictation is the process of speaking to another individual while that individual writes down the words spoken.
CARACTERISTICS
 It improves listening and comprehension skills.
 The punctuation is achieved.
 Dictation allows teachers to present texts for learners for a later focus on skills or language, either
vocabulary or grammar.
 Dictation helps learners see the relationships between spelling and pronunciation.
 Different types of dictation
 Standard dictation: It requires the examine to write verbal sequences of material as spoken by an
examiner or played back from a recording.
 Dicto-comp: is a technique that works with much larger units of language than phrases and clauses.
Here, the learners listen as the teacher reads a text to them. The teacher may read it several times. Then,
without any further help, the learners write what they can remember.

 Dictogloss: is "an output-oriented focus-on-form type of instruction" (Qin 2008, p. 61) in which learners
listen to a short text read to them at normal speed and reconstruct their version of the original text in
small groups. Later the different versions are compared and analyzed in the class setting.
PICTURE DICTATION
 This is a low preparation fun activity that works well with large classes, especially with young learners
and teens. All your students need is a blank piece of paper and all the teacher needs is a little bit of
imagination.
 In the particular, they identify conditionals, negation, prepositions, and word order as specific areas of
difficulty. This strategies gives an example of how to teach the language of position and shape in an
interactive task that requires both listening and speaking.
 A picture dictation. The teacher reads out sentences that contain prepositions (e.g. "There is a big tree
behind the house") and the students draw that object into the picture. Great way to do some revision on
prepositions. Let your students fold the gap exercise to the back, they don´t need it for the dictation. It´s
for the correction afterwar...
 Level: elementary
 Age: 7-17
CARD GAMES
 Playing cards is a funny way to teach kids basic skills such as counting, taking turn, strategys and being
a good sport, of course!
 Description Flashcards and Appearance flashcard- cover hair and describing people: blond, Brown hair,
red hair, black hair, gray hair, bald, curly hair, wavy hair, streight hair, shaved head, long hair, a
mustache, beard, long sedebumns, pigtails, braids, a polytail.
TEXT TRANSLATION
 Is a process when the student has to know the meaning of a text.
 Figurative translation.
 Literal translation.
Yesterday that i went to my grandma´s house

was raining cats and dogs.
Yesterday that I went my grandma´s house
was raining so hard.
ENGLISH TEACHING TECHNIQUES

They are strategies that we use for making students to learn a second language.
CHORAL EXERCISES
• is an interesting way of practising language. These activities provide the learners a safe environment to
practise language accurately which builds up their confidence and motivates them to practise using the
target language.
Characteristics:
 Easy and Safe
 Used in beginners group
 Excellent for practising pronunciation
 Make students to feel confidence
Characteristics:
PAIR OR GROUP WORK
Pair work is learners working together in pairs. One of the main motivations to encourage pair work in the
English language classroom is to increase the opportunities for learners to use English in the class.
Group work makes it possible for the teacher to devote more time to the students' oral production.
Characteristics:
 Motivates less confident students
 Makes students to be cooperative and helpful
 It´s useful for practising and developing English.
REPRESENTATIONS
It is a technique used for acting, it develops speaking, fluency and pronunciation
CHARACTERISTICS
 Improves speaking
 Improves pronunciation and fluency
 It´s used for intermediate students
 Makes students to feel confidence

COMPREHENSION, VOCABULARY, AND FLUENCY STRATEGIES
Comprehension "Comprehension depends on the ability to decode and recognize single words rapidly and
accurately" (Lyon and Chhabra 1996).
So for many students, teaching fast, efficient word reading will have a strong impact on comprehension and
they may not need direct instruction on comprehension.
For other students comprehension instruction is crucial for understanding written language. Comprehension is a
complex combination of problem solving and high level linguistic ability.
COMPREHENSION
1) Phrasing and punctuation
Students will improve in comprehension and fluency by learning to chunk text into phrases: noun phrases, verb
phrases, prepositional phrases, or other meaningful units (see Hook 2002). You may want to create reading text
with separation between phrases for reading or draw lines under phrases within sentences to be read.
2) Paragraph structure
One useful activity is for the teacher to read a paragraph with one topic sentence and three or four supporting
detail sentences and then asks the students to identify which is which. Another activity is to provide 3 or 4
supporting sentences and have students tell you what the topic sentence could be. Alternatively, provide the
topic sentence
e and have them come up with supporting sentences.

Eventually you will need to have your students practice reading passages from different styles of text:
newspapers, poetry, narrative, essays, fables, etc. Direct teaching of different text styles helps students
understand how text is organized.
3) Expository text
For expository text the teacher needs to set a purpose before reading. The use of graphic organizers, webs, time
lines, multiple events charts (branching tree), mind maps and semantic networks can be very useful for
understanding text (Bakken 1997).
4) Narrative Text - story mapping.
For reading stories, story mapping is a great way to teach students about the structure of narrative text .
5) Making predictions
Have your student make predictions of what will happen in a passage from looking at pictures, headings, etc.
before you start reading. Have them continue to make predictions about what will happen next as they read
through the text. As students gain better understanding of text structure, they will become better predictors. This
can improve reading fluency and comprehension.
6) Self-monitoring

Many students also need to be taught how to self monitor understanding of a text. They need to always keep an
awareness of their understanding. They need to know at the end of each sentence or paragraph either, "I
understand what's going on", or "I don't understand and I need to figure this out".
7) Visualizing and imagining

Visual image training is an excellent way to help students with comprehension skills. Students who are good at
comprehension seem to be good image makers and students with poor comprehension appear to be poor at
making mental images (Bell 1991). Teach your students to create visual images (mental pictures) in their minds
of words, of phrases, of sentences, of paragraphs and of whole pieces of text.
8) Using other media (pictures, drawing, etc.)
Comprehension can be aided by encouraging students to explore various multisensory responses to their first
and subsequent responses to text (Short 2000). They can be encouraged to explore their individual and personal
connections to the text through the use of drawing, painting, poetry, singing, music, movement, drama,
mathematics, language, or relating to other media such as a movie or TV program.
9) Summarizing and retelling
Summarizing is another important aspect of comprehension. Work with the students in summarizing paragraphs
and longer passages. "Who or what is this paragraph or passage mainly about." Encourage students to give
summaries in ten words or less. Again, this is probably a strategy that you will need to teach directly (Gajria
1992; Malone 1992; Simon 1991).
10) Open-ended questions
As well as asking specific questions at the end of a reading, ask more general questions
VOCABULARY.
A) Oral reading of more advanced texts.
Even though your student or students are probably reading text that is below their grade level, you should be
helping them develop higher level comprehension strategies by reading higher level texts to them. Spend time
reading good literature or other interesting reading materials to your students.
B) Working with Roots
A program that helps to develop higher level vocabulary and reading skills through the study or root words,
prefixes, suffixes.
Fluency
Many students will develop fluency slowly as they learn decoding skills. Your student should have good
phonics skills before you do fluency training with text.
For students who are having problems developing fluency skills try these activities:

1. Doing repeated reading speed drills with individual words and even letters have been shown to highly
impact reading fluency.
2. Best Practice. Pick a passage from a text in which your student can read 90% to 95% of the words. Set a goal
of how many words per minutes you want to aim for. Have the student read for one minute and record number
of words read and the number of errors.
3. Train the parents of your students to do the fluency training as explained above. You will need to provide
them with the proper reading materials, information, and training.
4. Have the group read a story or passage and time them. Then have them read it again (with each student
reading the same part) and try to beat their record.
8. Another technique that can improve both comprehension and fluency is to do choral reading with a
student. Read aloud in unison with the student, not getting to far ahead or behind. You should read about 50%
of the words before the student does.
5. Schedule short, frequent periods of fluency practice on a regular basis.
6. Vocabulary development has been shown to improve fluency - see comprehension above. Teaching
vocabulary from a text before reading it has been shown to increase fluency.
7. Try making long lists of three to twelve words, in random order to use for fluency training (Fischer 1999).
You could use a few sight words such as: "was, to, were, what" or words demonstrating phonics rules.
TECHNIQUES OF TEACHING ENGLISH

Language education was once a matter of memorizing and repeating, boring and uninspiring process for
students. The twentieth century, however, witnessed an explosion of new methodologies that focused on the
most creative and attractive approaches.
By learning these techniques, teachers of English as a second language, or ESL, can select the most effective
method for students.
The English teaching methods emphasize different skills such as:
1. Writing
2. Grammar
3. Oral skill.
GRAMMAR TRANSLATION METHOD
Traditional language teaching technique, dating back to the teaching of Latin and Greek mainly focuses on
grammar and translation skills.
It is the easiest method for teachers with limited English proficiency, often is neglected some teachers
resources, the extensive criticism of this method is due to the pronunciation, speech and active engagement with
language.

DIRECT METHOD
Powered by Maximilian Berlitz and Francois Gouin in the nineteenth century. It represented an improvement in
the method of translation of the grammar.
This approach connects the meanings or objects in the student's native language and English, without
translation. Teachers and students use English only in the classroom, with new material demonstrated through
actions or images.
NATURAL APPROACH
This method attempts to mimic the way in which a student acquires his mother tongue
The natural approach competes explicit knowledge of linguistic rules of a language as essential to the learning
process.
Therefore, the method places little emphasis on formal rules and grammar, and students acquire knowledge of
the language intuitively and through experience.
AUDIO-LINGUAL METHOD
It emerged during WWII, because Americans needed to communicate with allies and enemies in their
languages. Language acquisition occurs through habit and repetition.
With the discourse as its focus, the method emphasizes oral exercises and imitation made phrases, as well as
pronunciation.
APPROACH COGNITIVE ACADEMIC LANGUAGE LEARNING (CALLA)
Developed to meet the academic needs of bilingual students, CALLA incorporates the area of teaching learning
strategies.
Its main focus is the content of the subject, this method teaches and develops academic skills in English if
necessary.
TOTAL PHYSICAL RESPONSE (TPR)
The Total Physical Response uses commands and performance of action to rapidly integrate new material
language through a kinesthetic learning.
This technique recognizes that English comprehension precedes the student's ability to communicate orally in
the language.
SUGESTOPEDIA
Use natural and cozy media and sensory input such as colors, images and especially music, with an emphasis on
active participation.
Georgi Lozanov, the founder of this technique, believed that the mind could absorb more knowledge in a
relaxed state.
Lozanov and his followers began to introduce the material of language students while reproduced soft music,
believing that students became "suggestible" and more open to learning.

ENGLISH TEACHING TECHNIQUES
LINK AND COMBINE SENTENCES
 Sentence combining presents teachers with an alternative to traditional grammar instruction and holds
greater promise for students to produce quality writing. Instruction in sentence combining teaches
students to construct more complex and sophisticated sentences by combining two or more simple
sentences. This approach has been shown to be effective in helping students write sentences that are:
 More complex and interesting.

 Clear, tight, and focused.
 Varied in form and sequence.
 Sentence-combining activities alert students to different kinds of sentence structures they might use to
express their ideas. Often, students’ writing is monotonous because they use the same structure
repeatedly. Help them become more creative and write in more interesting ways. This section has ideas
on how to use sentence combining with various levels of writers and types of texts.
 Teach the exercise in whole or small groups. Group students by the types of errors they make so you can
focus your feedback and modeling.
 Go for fluency and multiple options—there are no right answers, just better ones. Make this fun and
generative.
 Focus on meaning and effectiveness—don’t get distracted by spelling or technical issues.
 Stay focused. If students get distracted or frustrated when you do not give them the correct spelling, just
supply it and move on.
CROSSWORD PUZZLES
 Crossword are the world’s most popular word games. It consists in a group of words that can be read
across or down.

Caracteristics:
 Versatility and flexibility

 Most people are already familiar with them.
 They are more enjoyable.
 It’s an efective tool to teach definitions, terminology, spelling and pairing key concepts.
 It´s helpful for retention and and memorization activities.

QUESTIONARIES
 List of a research or survey questions asked to respondents, and designed to extract specific information.
caracteristics
 Real self expression
 Provide an opportunity for structed or lexical practice.
 Use the student’s answers as the basis for feedback on errors, new vocabulary and revision of structure.
 Break the ice the first day of class.

puzzles
 Game of skill and patience consisting reconstruct a picture or an image by combining a properly selected
pieces, each of which is a part of the picture or image; parts can be flat and in different ways, leading to
a single image, or cubes that create six different images.
 When children are solving custom puzzles for whichever purpose they strengthen a plethora of skills
that are important for successful learning. They sharpen their reasoning abilities. Puzzles present a good
opportunity for children to develop spatial awareness and the ability for logical thought. Apart from
cognitive skills,also helps to develop motor skills because children have to move pieces of the puzzle
and place them where they belong. More importantly, children sharpen their eye-hand coordination
abilities and which play a great role in day to day activities such as writing, tying shoelaces, and so on.
ESTRATEGIAS DE ENSEÑANZA DE INGLÉS.
• Materiales
• Las hojas de ejercicios.
• Los ejercicios sencillos como traducir párrafos desde su idioma original hacia el inglés les ayudarán con
la comprensión del inglés.
• Materiales para leer en inglés.
• Las tarjetas de vocabulario.
• Ejercicios de rellenar espacios en blanco.
Curriculum
• Las clases de inglés como segundo idioma deben enfatizar un plan de estudios que ayudará a los
estudiantes a conseguir y practicar las habilidades de comunicación necesarias en el idioma.
• El plan de estudios puede tener lecciones de escucha, lectura e inglés hablado
• Además de las lecciones sobre vocabulario y gramática, también es necesario incorporar lecciones sobre
pronunciación adecuada.
• La preparación de los exámenes de inglés como segundo idioma (TOEFL), también debe ser incluida en
el plan de estudios, para ayudar a los estudiantes a prepararse para conseguir sus certificados de idioma
inglés.

Interacción
• Es importante que los estudiantes interactúen con el idioma a través de varios pasos. Mostrarles
películas y programas de televisión en inglés les ayudará a sumergirse en el idioma de una forma
divertida. Los profesores también pueden ayudar a los estudiantes a interactuar con el idioma invitando a
hablantes nativos de inglés en la clase para conversar con los estudiantes.
• Las herramientas multimedia como los videos y pistas de sonido ayudarán a la comprensión auditiva.
Después de cada clase, pregunta a los estudiantes para analizar lo que han aprendido explicándoles los
materiales en inglés.
ESTRATEGIAS PARA LA INTRODUCCIÓN A TRAVES DE LA PLANEACIÓN
Propuesta de actividades basadas en algunas estrategias de aprendizaje para alumnos

1. Set your goals and objectives
• Estrategia: Planteamiento de metas.
• Objetivo: Ayudar a los alumnos a establecer metas y objetivos a largo y corto
• plazo al aprender inglés.
• Material: Copias del cuestionario.
• Tiempo: Establecer objetivos a largo plazo: 15 - 20 minutos. El establecimiento de
• objetivos a corto plazo debe hacerse de manera periódica, ya sea cada unidad o
• cada determinado lapso de tiempo.
• Procedimiento:
• 1. Explicar a los alumnos que la actividad servirá para establecer lo que quieren
• lograr mediante el establecimiento de objetivos a largo y corto plazo a lograr
• durante el curso. Pedir a los alumnos que contesten el cuestionario con lo que
• quieren lograr durante el curso.
2. Calm down through meditation and music

• Estrategia: Relajación mediante el uso de la meditación y la respiración profunda.
• Objetivo: disminuir el nivel de estrés en los alumnos.
• Tiempo: 10 minutos.
• Procedimiento:
• 1. Explicar a los alumnos que la meditación puede ayudarlos a reducir el nivel de
• estrés al que se enfrentan cuando se encuentran ante una situación difícil.
• 2. Pedir a los alumnos que se sienten en una posición cómoda.
• 3. Poner música de fondo (barroca o instrumental).
• 4. Pedir a los alumnos que cierren los ojos, que respiren con calma desde el
• abdomen y que piensen en un objeto, persona, palabra o lugar que los haga sentir
• calmados y relajados.
• 5. Los alumnos deben permanecer con los ojos cerrados aproximadamente
• durante cinco minutos, sin olvidarse de continuar con la relajación, es importante
• que el maestro continúe hablándoles en voz baja y calmada pidiéndoles que se
• sientan tranquilos ya que ese momento es sólo de ellos y de nadie más.
• 6. Pedirles que abran los ojos, preguntarles como se sienten y sugerirles que este
• ejercicio lo pueden hacer ellos solos cuando quieran disminuir su nivel de estrés
3. I like you are different

• Estrategia: Escribir oraciones positivas.
• Objetivo: Escribir oraciones positivas en la lengua meta acerca de uno mismo con
• la finalidad de sentirse con mayor confianza en el salón de clases.
• Material: Cartas blancas para que los alumnos puedan escribir oraciones, las
• cartas deben ser idénticas en tamaño y en color.
• Procedimiento:
• 1. Explicar a los alumnos que en ocasiones la gente quisiera ser diferente o
• simplemente ser como alguien más sin darse cuenta de que cada persona es
• única y que lo que nos hace ser diferentes de los demás también nos hace ser
• especiales.
• 2. Repartir a los alumnos una carta.
• 3. Pedir a los alumnos que en escriban tres oraciones sobre cosas que hayan
• hecho en el pasado y que los hace sentir especiales, el profesor puede dar
• algunos ejemplos, (estos pueden ser inventados, el objetivo es que los alumnos

• entiendan lo que deben escribir) como los siguientes:
• I won a dancing prize.
• I took lessons on three musical instruments
• I got a ten in my science class.
• Los alumnos deben poner sus nombres en la parte de abajo de la carta y colocarla
• dentro de una caja.
• 4. Para continuar la actividad, el profesor escoge una carta de la caja y lee las oraciones en voz alta.
• 5. Pedir a los alumnos tres opciones de personas a quienes pueda pertenecer la carta, no sin antes dejar
claro a los alumnos que no deben revelar si la carta les pertenece.
• 6. Escribir los nombres de las opciones y someter a votación, después de la votación pedir a la persona
misteriosa dueña de la carta que se ponga de pie y verificar si los demás alumnos acertaron a la hora de
votar.
• Repetir las veces que se desee.
4. Debate
• Estrategia: Esta actividad incluye el uso varias estrategias de comunicación tales
• como:
• 1. El uso del conocimiento lingüístico para entablar o continuar una
• conversación.
• 2. El uso de sinónimos, cognados y oraciones simples.
• 3. Uso de la mímica o de la gesticulación para comunicar algo.
• Objetivo: Que los alumnos sean capaces de expresar su opinión en la lengua meta
• sobre algún tema específico.
• Tiempo: 1 hora.
• Material: Los alumnos deberán realizar una investigación previa acerca del tema
• elegido para el debate y deberán traer a clase su propio material. El tema debe ser
• de interés, tomando en cuenta que los alumnos son adolescentes, algunas
• sugerencias pueden ser: tatuajes, el uso del celular, algún género musical que se
• encuentre de moda, programas de televisión etc.
• Procedimiento:
• 1. Explicar a los alumnos que un debate es la defensa de una idea, que es
Techniques
una and Strategies for Teaching English.
• forma de expresar ideas a través de una sana discusión.
• 2. Dividir al grupo en dos equipos, se puede escoger a un alumno que haga
FOMENTAR LA PARTICIPACION EN CLASES.
• Hacer que los estudiantes participen

en clases.
• Establecer un tipo de interacción formal e informal en que los alumnos vean al profesor
• cercano y disponible al diálogo.
• i) Llegue cinco minutos más temprano a la sala de clases para conversar informalmente con los
alumnos (les ayuda a sentirse más cómodos y acogidos).
• ii) Hagamos que los alumnos participen en clases a través de estrategias simples, como por ejemplo
hacer que respondan a una pregunta que formula el profesor, dándoles un minuto para que ellos escriban
sus pensamientos antes de elegir a alguien para que hable. Dé una pista a los estudiantes acerca del tipo
de respuesta que espera.
• Separe la clase en pequeños grupos para que discutan la respuesta, luego vuelva a reunirlos a todos.
• iii) Hagamos un debate con toda la clase. Si usted desea que su clase participe activamente

• en las discusiones, podría considerar lo siguiente:
• • No olvide distribuir las sillas en forma de herradura cuando sea posible, o de
• alguna manera en que se asegure que se establezca contacto visual entre los
• mismos alumnos.
• • Siéntese ocasionalmente entre sus alumnos durante la discusión de la clase.
• • Si algún estudiante está dominando la discusión a expensas del resto, elimine el contacto visual con tal
estudiante y observe
• a otros.
• iv) Planifique en forma sistemática al menos un conjunto de clases participativas en el semestre,
especialmente anunciadas y
• programadas de acuerdo al Syllabus.
• v) Contar con un listado especial de las personas tímidas para tenerles en cuenta y solicitarles de vez en
cuando alguna respuesta de fácil elaboración; registrar también a las personas que NO participan en
absoluto por desinterés y así tener presente cualquier progreso que hagan al respecto para ser sutilmente
destacado.
• vi) Haga que los alumnos construyan un parafraseo con el concepto central que se está utilizando en
clases. Junto con felicitarlos cuando lo digan correctamente en voz alta, pregúnteles su nombre.
• vii) Reparta un sobre con una hoja de papel y pídales, antes de terminar la clase, que escriban qué
concepto de la clase les ha quedado claro y cuál necesita ser clarificado para la próxima sesión, con su
nombre y asegurándoles que ello no significa ninguna
• nota. Sorpréndalos en la clase siguiente, aclarándoles o comentando los conceptos vertidos en sus
sobres confidenciales entregados a Ud.
PRINCIPLES OF PLANNING
1. Principle of feasibility: feasible means you can carry out, possible or practicable. The plans should be made
possible, avoiding wasting time and money on things or utopian plans unrealistic and operating conditions in
the environment.
2. Principle of objectivity and quantification: when planning is necessary to rely on data and facts and
accurate and precise, avoiding based on subjective opinions, speculations, or arbitrary estimates. Nothing
should be left to luck or chance. Avoid hunches or intuitions meaningless when developing plans.
3. Principle of flexibility: it is desirable to establish margins of slack to allow to move freely and to deal with
unforeseen situations, and to provide new courses of action that will easily adapt to new conditions.

4. Principle of unity: all the specific plans of the company must be integrated into the overall plan of the
company and aim at achieving the purposes and objectives.
5. Principle of change strategies: Due to rapid changes in the environment, plans established long term may
become obsolete and inadequate, in that case should be reformulated in whole or in part without implying that
the purposes be abandoned, but if some policies, procedures, programs or strategies have to be changed
completely.
Types of planning:
According while covering these plans are classified into three types:
Short term:
The short run is defined as a period that extends only a year or less into the future. The short term plans are
divided into two types:
Immediate. They are established for a period extending not more than six months.
Mediate. There are plans to have a duration of more than six months but less than twelve months.
Medium term:
Is one whose scope is for a period ranging from one to three years.
Long haul:
The term is defined as a period extending pproximately 3 to 5 years into the future.
Planning activities, objectives and strategies
Planning is the stage in which it is structured from beginning to end everything that involves the
implementation of the instructional process.
It requires decision making, organization, control and the overall evaluation of the work carried out. Set in turn,
the purposes of instruction, therefore, planning is the determination of the most appropriate procedures to
implement the programs.
The reasons why planning is necessary are:

- Making the instructional work more aware and better perceived and understood in its details and in its entirety.
- Determine the objectives to be achieved.
- Specify the material and human resources that are necessary.
Session plan.
It's the suitably structured project activities to be developed and distributed in a certain time and depending on
the instructional objectives.
Planning activities per session
Factors to consider:
1. Characteristics of participants
2. Conditions of time and place
3. The content addressed
4. The content to be addressed
5. The evaluation process
6. Bibliography.
Defining the Objective

The first link concerns the definition of the global objective of the operational plan. This goal must correspond
to the nature of the problems and causes analyzed as well as the organizational aspirations and expectations in
the short term.
The overall objective of the operational plan should also show the benefits derived therefrom.
This objective must consider each of its components explicitly. That is:
- Commitment to Action, formulated with an infinitive to reflect and link the proposed solution and subsequent
breakdown in operations.
- Responsible Operations Unit. This component encapsulates the need for differentiated relationships
responsibility (who is responsible and who?), And authority (who reports to whom?).
- Management Indicator based on the commitment to action.
Strategic planning can be defined as the art and science of formulating, implementing and evaluating
interfunctional decisions that will enable the organization to carry out its objectives.
"Strategy is the determination of long-term objectives and the choice of actions and the allocation of resources
to get"
"The competitive strategy consist in develop a broad formula for how the company is going to compete, what its
goals should be, and what policies are needed to achieve these objectives".
Stages of Strategic Planning

Formulating Strategies: development of the mission of the business, identifying opportunities and threats
external to the organization, determining internal strengths and weaknesses, establishing long-term objectives,
generating alternative strategies, and selecting specific strategies to be carried out.
Implementation Strategies: requires the firm to establish annual objectives, project policies, motivate employees
and allocate resources so that formulated strategies can be carried out; includes developing a culture that
supports strategy, creating an effective organizational structure, marketing, budgeting, information systems and
motivation to action.
Assessment Strategies: (a) review the internal and external factors that underlie current strategies; (b) measuring
performance, and (c) take corrective action. All strategies are subject to change.
PRINCIPIOS DE PLANEACION
 Steps for Preparing a Lesson Plan
(1) Outline learning objectives:
 What is the topic of the lesson?
 What do I want students to learn?
 What do I want them to understand and be able to do at the end of class?
 What do I want them to take away from this particular lesson?

In case you have to cut your time:

 What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?
 Why are they important?
 If I ran out of time, which ones could not be omitted?
And conversely, which ones could I skip if pressed for time?
(2) Develop the introduction
Remember…..because you will have a diverse body of students with different academic and personal
experiences, they may already be familiar with the topic.
 How will I check whether students know anything about the topic or have any preconceived notions
about it?
 What are some commonly held ideas (or possibly misconceptions) about this topic that students might
be familiar with or might espouse?
 What will I do to introduce the topic?
(3) Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch
the attention of more students and appeal to different learning styles.
 What will I do to explain the topic?
 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help students understand the
topic?
 What will students need to do to help them understand the topic better?
(4) Plan to check for understanding
You need to check for student understanding – how will you know that students are learning? Think about
specific questions you can ask students in order to check for understanding, write them down, and then
paraphrase them so that you are prepared to ask the questions in different ways.
 What questions will I ask students to check for understanding?
 What will I have students do to demonstrate that they are following?
 Going back to my list of learning objectives, what activity can I have students do to check whether each
of those has been accomplished?

(5) Develop a conclusion and a preview
Go over the material covered in class by summarizing the main points of the lesson. You can do this in a
number of ways:
 “Today we talked about…”
 ask a student to help you summarize.
 ask all students to write down on a piece of paper what they think were the main points of the lesson.
(6) Create a realistic timeline
 We know how easy it is to run out of time and not cover all of the many points they had planned to
cover.
Here are some strategies for creating a realistic timeline:
 Estimate how much time each of the activities will take, then plan some extra time for each
 When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more
productive rather than sticking to your original plan
OBJETIVE BEHAVE
How students are behave in class.
Things that we as a teacher has to remark to students with rules.
Strategies we can use to have control group.
How to encourage students to participate.
ACQUISITION OF KNOWLEDGE IN CLASSROOM

Knowledge acquisition
• Learning happens when we connect new information to what we already know. When children have
limited knowledge about the world, they have a smaller capacity to learn more about it.
TIP
• One sometimes hears that the real goal of education is "learning to learn." As the proverb says, "Give a
man a fish, and he will eat for a day; teach a man to fish, and he will eat for a lifetime." Better to teach
students how to learn facts on their own, rather than teach them facts. The idea sounds appealing, but if
it's coupled with the idea that teachers should emphasize cognitive processes (like comprehension and
reasoning strategies), and place less emphasis on content, then it's wrong.

Facts should be meaningful
• "Fact learning" should not be understood as "rote memorization." The importance of knowledge to
cognition does not mean that teachers should assign lists of facts for their students to memorize. Facts
are useful only if they are meaningfully connected to other bits of knowledge. So, fact learning should
be thought of as the kind of learning that results from, for example, reading a richly detailed biography
— not a barren timeline of a person's life. Teachers should include opportunities for students to learn
new material about the world and connect it to prior knowledge wherever possible. Mindless drilling is
not an effective vehicle for building students' store of knowledge.
Knowledge acquisition can be incidental

• Every fact that students learn need not be explicitly taught — students can learn facts incidentally.
Incidental learning refers to learning that occurs when you are not specifically trying to learn. Much of
what you know stuck in your memory not as a result of your consciously trying to remember it, but as a
byproduct of thinking about it, such as when you reflect on a novel word that someone used in
conversation or are fascinated by a new fact. When schools use a content-rich curriculum, students have
many incidental learning opportunities as they are immersed in meaningful, connected facts throughout
the day. Teachers can also look for extra opportunities to provide incidental learning opportunities for
their students, for example, by using a vocabulary word that the students likely do not know, but the
meaning of which is deducible from the context of the sentence.
Knowledge learning should start early
• Building a store of knowledge works like compound interest — it grows exponentially. For that reason,
the earlier that students add to their database of knowledge the better. This process begins at home, long
before children attend school. (Note that virtually all learning before children start school is incidental.)
All teachers should take the job of teaching content to students seriously, but this job is doubly serious
for teachers in preschool and early elementary classrooms. Because of the exponential learning rate,
once children fall behind their peers, it becomes increasingly difficult to catch up. These young children
can learn little, if any, material via reading, so they must learn by listening to fiction and nonfiction
books read aloud, by watching demonstrations, through hands-on experiences, and so forth.
Regarding practice
• 1. Because practice requires intense, focused effort, students may not find it inherently enjoyable;
therefore, teachers can encourage students to practice more by pointing out every time that practice has
actually improved their performance. Teachers can also motivate students to practice more by
expressing confidence in students’ ability to succeed in solving practice-problems. Last, teachers can
motivate students to practice by designing activities that maximize students’ opportunities to succeed.
• 2. Teachers should design practice tasks with students’ existing knowledge in mind. When students
succeed at practice-problems the benefits of practice are maximized. On the other hand, when students
become frustrated with unrealistic or poorly designed practice-problems, they often lose motivation, will
not receive the full benefits of the practice they have done, and will be less motivated to attempt future
practice problems.
• 3. Students receive the greatest benefits from practice when teachers provide them with timely and
descriptive feedback.
• Students should have repeated opportunities to practice a task through practicing other tasks like it.
THE TEACHING TASK FORCE
GROUP:
• A group consists of a group of people that play specific and reciprocal roles, acting according to norms,
values and goals that were agreed to in their formal training to maintain the continuity and stability of it
in society.
The Teaching task force
The task force is a group intervention technique, created by Enrique Pichon Rivière. According P. Riviere, a
task force is a group of people with a common goal, which seek to tackle "operating" as a team.
"This serves to encourage students learning responsible and autonomous, which will make participants learn to
achieve learn.
LOS GRUPOS OPERATIVOS ESTÁN DIRIGIDOS A:

 * Estudiantes, científicos de ciencias sociales en general (psicólogos, médicos, sociólogos, trabajadores
sociales, etc..)
 * Catedráticos, docentes, maestros, pedagogos
 * Toda persona interesada en aprender sobre los grupos y de los grupos
El grupo operativo es de enseñanza y aprendizaje a la vez : todos aprenden y enseñan al mismo tiempo,
profesores y alumnos.
CARACTERISTICAS DE LOS GRUPOS OPERATIVOS:

 Poseer una red de comunicación abierta.
 Desenvolver eficazmente la tarea.
 Seguimiento de roles complementarios.
 Adaptación activa a situaciones nuevas
Personajes dentro del grupo.
 El observador: Miembro fundamental para la programación de la estrategia.
 El coordinador: Romper con los obstáculos a la tarea.
 El portavoz: Miembro que denuncia el acontecimiento grupal.
 El chivo emisario: miembro del grupo en el cual se vuelcan aspectos negativos o atemorizantes.
 El líder: los miembros del grupo depositan en el, solamente aspectos positivos.
 El saboteador: Se encarga de dificultar el cambio y atenta contra la tarea.



Anthology: Universidad Mundo Maya. Raquel Arjona Pérez

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Universidad Mundo Maya. Raquel Arjona Pérez.

Techniques and Strategies for Teaching English.

Techniques and Strategies for Teaching English.

HOW TO TECH ENGLISH TO BEGINNERS

INICIO DE UN CURSO DE INGLES

EXPLICAR FUNCIONAMIENTOS BASICOS DEL CURSO

VERIFICAR LA PREPARACION PREVIA DE LOS ALUMNOS

TIPOS DE CLASES DE INGLES

 Strengthen the links between home and school.

Techniques and Strategies for Teaching English.

WHAT IS A PRACTICE EXCERSICE?

HOW CAN I GET THEM TO DO THEIR HOMEWORK?

Techniques and Strategies for Teaching English.

Yesterday that i went to my grandma´s house

ENGLISH TEACHING TECHNIQUES

Techniques and Strategies for Teaching English.

e and have them come up with supporting sentences.

Techniques and Strategies for Teaching English.

7) Visualizing and imagining

Techniques and Strategies for Teaching English.

TECHNIQUES OF TEACHING ENGLISH

Techniques and Strategies for Teaching English.

Techniques and Strategies for Teaching English.

 More complex and interesting.

Techniques and Strategies for Teaching English.

 Versatility and flexibility

Techniques and Strategies for Teaching English.

Techniques and Strategies for Teaching English.

ESTRATEGIAS DE ENSEÑANZA DE INGLÉS.

Techniques and Strategies for Teaching English.

ESTRATEGIAS PARA LA INTRODUCCIÓN A TRAVES DE LA PLANEACIÓN

Propuesta de actividades basadas en algunas estrategias de aprendizaje para alumnos

2. Calm down through meditation and music

3. I like you are different

Techniques and Strategies for Teaching English.

FOMENTAR LA PARTICIPACION EN CLASES.

• Hacer que los estudiantes participen

Techniques and Strategies for Teaching English.

Techniques and Strategies for Teaching English.

Defining the Objective

Stages of Strategic Planning

Techniques and Strategies for Teaching English.

In case you have to cut your time:

Techniques and Strategies for Teaching English.

ACQUISITION OF KNOWLEDGE IN CLASSROOM

Techniques and Strategies for Teaching English.

Knowledge acquisition can be incidental

LOS GRUPOS OPERATIVOS ESTÁN DIRIGIDOS A:

CARACTERISTICAS DE LOS GRUPOS OPERATIVOS:

Techniques and Strategies for Teaching English.

Techniques and Strategies for Teaching English.

Techniques and Strategies for Teaching English.

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