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Context and
Universal Themes
BY:
• ALFREDO RIVERA 4-769-452
• DANIEL ORTIZ 4-151-312
• ASABANA MARTINEZ 8-822-66
• JOHANA MACHADO 5-711-2271
• ELIVIA SMITH 1-716-2285
• MARINO FLORES 4-796-1883
• MARISOL CORELLA 4-717-1846
TABLE OF CONTENTS
❑ Introduction
❑ Definition
❑ Activities :
o Quick write responses
o Recording student responses to visuals
o Current event stories
o Real- life models
o Video clips
o Teacher read - alouds
o Thematic Proumpts
TABLE OF CONTENTS
o Role plays
o Comparing language uses for similar contexts
o Identify and analyzing different perspectives and language
references
o Conclusión
Introduction
Objective:
► Provides students an opportunity to think about and then express what
they know about a particular topic.
► PROCEDURE
► After the 5-10 minute time period is done, asks the participants/students
to voluntarily share their Quick-write write through an oral presentation.
► Participants/students who have written a Quick-write read their responses
aloud.
► Student to write as much as they can during the time period.
► Participants should not preoccupy themselves with organizing their
thoughts but rather writing as much as they can.
Quick writing response: example
Recording students to visuals
► Objectives:
► Students will be able to determine how visual elements influence the
meaning of a text. Students will be able to make connections between
visual elements and the text. Students will be able to draw inferences from
a text.
► Items which require students to select the correct response from several
alternatives.
► To answer a question or complete a statement.
Recording students to visuals
( examples)
Current event stories
► Direct your students to the classified section and have them read the
employment section.
► Choose a page at random from the paper and have your class use it
to construct the week's spelling word list.
Current event stories ( examples)
Real life Models
► Objective:
► Drive student interest, engagement and retention. This is especially
true for students who feel school is unimportant or irrelevant.
► Give examples of real situations to the students.
Real life models
► Procedure
► Step 1: Photocopy and distribute copies of the Global warming
worksheet to each student of the class .
► Step 2: Students have to read the passage , “what is global
warming” and answer the question below.
Real life models
► Step 3: All the students have to sign their names in the pages, and
for 5 minutes be focusing on why the global warming is destroying
our environment.
► Step 4: At the end of the class, ask the students to predict how
global warming affects our plannet.
Real life models ( example)
Video Clips
► Video clips are short clips of video, usually part of a longer recording. The
term is also more loosely used to mean any short video less than the
length of a traditional television program.
► Videoclips are more persuasive than other types of content because the
human brain requires emotional input to make decisions.
Video clips
► Objective:
► Video is a medium that engages viewers from multiple senses – sight and
sound – and can generate excitement about a subject or concept.
► Students will enjoy the experience and retain more information from the
class. This is due to the fact that video caters to both the brains’ visual
and auditory systems, picking up on cues like body language, facial
expressions, imagery and music.
Video clips
► Procedure : To effectively integrate video into your course, you must first
determine a specific learning objectiveand create an activity that uses the video
in support of that objective.
-2. is the video to introduce new concepts, review old ones, or extend something
that happened in class?
► Procedure:
► Select a text: Most texts are appropriate to read-aloud.
► Read Aloud: When doing a read-aloud, its is best if all students have a
copy of the text.
Teacher read alouds (example)
Thematic Prompts
► Definition:
► are descriptions of situations and encourage designed to interest students
in a topic them to write about it in a thoughtful and creative way.
► Supplementary stimulation often is provided for the speaker by another
person. If the person providing the supplementary stimulation can identify
the upcoming response, then the supplementary stimulus is called a
prompt.
► If there is no point-to-point correspondence (that is, the supplementary
stimulus is nonverbal, intraverbal, or audience), then the prompt or probe
is thematic.
Thematic Prompts
► Objective:
► The porpose is introduces and focuses the writing topic.
► Procedure:
► Determine the purpose of the assignment, the goals of the writing, and the assessment
criteria you will use.
► Create a situation that interests students and is consistent with their experience and/or
imagination.
► Write directions that encourage students to share their knowledge and experience, and
spark their creativity.
► Objective:
► Enhance current teaching strategies.
► Motivate and engage students.
► Use skills with real situations (debate, teamwork, cooperation
Role play
► Procedure:
► This strategy facilitate the learning of each student and also the
teachers learn by teaching in meaning based content , it promotes
metacognition and language practices or tasks to both school
based or community based uses.