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Meaning –Based

Context and
Universal Themes
• ALFREDO RIVERA 4-769-452
• DANIEL ORTIZ 4-151-312
• JOHANA MACHADO 5-711-2271
• ELIVIA SMITH 1-716-2285
• MARINO FLORES 4-796-1883
• MARISOL CORELLA 4-717-1846

❑ 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

o Role plays
o Comparing language uses for similar contexts
o Identify and analyzing different perspectives and language
o Conclusión

► As teachers our purpose is to teach, improve , and reinforce our students’

learning. Thus there are many types of strategies that can be used to
achieve our commitment. And in those strategies, there have been
developed different activities depending on the skill that teachers would
like to work with their students.
Meaning-based Context and
universal themes

► Refers to taking something meaningful from the students’ every day

lives and using it as a springboard to interest them in academic
concepts. Researchs shows that when students are interested in
something and connect it to their lives or cultural backgrounds they
are more highly motivated Content: Students will explain three main
points about (the content topic).
► Language: Students will write what they remember about (the
► Content: Students will explain three main points about (the content
Quick writing Response

► A quick write response is a first draft response to a short piece of writing,

( usually no more than one page of poetry or prose, or a short picture
► The strategy is used to develop writing fluency, create a habit of reflection,
and informally assess student thinking.
Quick writing response

► Provides students an opportunity to think about and then express what
they know about a particular topic.

► Be an effective way to activate students’ prior knowledge.

► Participants who have written the quick-write read their responses aloud.


► 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
► 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

It`s a collection of data, in which a teacher gives a series of worksheets to

student, in that the professor compare the different answer of students about
using visuals .
Most of the language teachers seem to agree that the use of visuals can
enhance language teaching. As they help teachers to bring the real world
into the classroom, they make learning more meaningful and more exciting.
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
► To answer a question or complete a statement.
Recording students to visuals
( examples)
Current event stories

► Benefits for students

► Cover a wide range of subjects and connect to all areas of the

► Build language, vocabulary, reading comprehension, critical

thinking, problem solving, oral expression, and listening skills.

► Provide a "writing model." Students can learn by imitating the clear,

concise style of news writing.
Current event stories ( procedure)

► Distribute newspapers to the entire class.

► Choose, as a group, one story from the newspaper.

► 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.

► Begin by asking yourself these questions:

► 1. ---What is it that you want your students to learn?

-2. is the video to introduce new concepts, review old ones, or extend something
that happened in class?

► 3. -Is it to provoke thoughts and promote critical thinking, or is it to provide

simple, factual information?
Video clips ( example)
Video Clips ( example)
Teacher read alouds

► Teacher read-alouds demonstrate the power of stories. By showing

students the ways that involvement with text engages us, we give them
energy for learning how reading works. By showing them how to search
for meaning, we introduce strategies of understanding we can reinforce in
shared, guided, and independent reading.
Teacher read alouds
► Among the many benefits of read aloud, Rog (2001) lists the
► building vocabulary
► developing understandings of story structures
► supporting developing connections between print elements
► encouraging high levels of understanding
► teaching the reading process in a meaningful context
► modeling fluency
► motivating students to read
Teacher read alouds

► 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
► 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.

► The purpose of a thematic prompt is to invite students to think about,

develop a perspective about and write about a topic.
Thematic Proumpts

► Procedure:
► Determine the purpose of the assignment, the goals of the writing, and the assessment
criteria you will use.

► Decide which type of prompt will meet those goals best.

► Create a situation that interests students and is consistent with their experience and/or

► Write directions that encourage students to share their knowledge and experience, and
spark their creativity.

► Or choose a prompt from one of the Education World articles below!

Thematic prompts (examples)
Role Play

A role Play is an activity in that students are assigned roles and

improvise a scene or exchange based on given information or clues .
Role plays

► Objective:
► Enhance current teaching strategies.
► Motivate and engage students.
► Use skills with real situations (debate, teamwork, cooperation
Role play

► Procedure:

► Students listen or read some materials with context.

► The teacher provide that all students perform the differents roles with that
► Students have to organizate and made a summary with the previous
Role play (example)
Comparing Languages for similar
► This resource gives examples of marked student responses to questions
from our AS English Language specimen materials, with accompanying
examiner commentaries illustrating why responses have been placed
within particular levels of the mark scheme.
Comparing language for similar
► Objective:
► This strategy is for study to compare two or more things who shares
a similar particularity.
► To make students work on their worksheets.
Comparing language for similar
► Procedure:

► Establish correspondence sets

► Discover what you are going to compare
► Examine the reconstructed system.
Comparing language for similar
Identyfing and analizing different
It is defined as the different opinions or ideas students have about a
particular topic .
► Objective:

► The functions are related to the topic of the lesson.

► The vocabulary is essential for students to participate in the lesson.
► Language learning use different strategies to aid comprehension
with some questioning.
Identyfing and analizing different
► Procedure:
► Identify a content
► Select thinking skill process
► Write a first draft
► Identify learners
► Identify what kind of context you are analyzing
Identyfing and analyzing different
pespectives ( example)

► 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.