Teaching in Nursery School

Lesson Plan - Activity

Here!!

The role of metacognition

How to foster metacognition?

• Students have to work for their own learning objectives.
• Selfevaluation and selfcontrol of the activities.
• Analyse prior knowledge
• Analyse learning objectives, learning strategies, etc.

In your own words, what is "automaticity" and "cognitive load"?

Automaticity is practice, something that we can learn by experience, when we repeat and practice the activity. For example, daily activities like speak, walk, etc.

Cognitive load is the excessive quantity of information that the students receive. With this type of method, the brain work a lot and it is difficult to process all of the information for a better result.

Glogster and Webquest activities!

Webquest

Lesson Plan

Webquest activity

Cátedra I

Listening :

To download the listening activities click here 

And the Unit 1 : here !

And Reading:

To download the activities : here !!

The answers and teacher's guide: click here

Part of the activity : here and here

lesson plan "listening" 2°

* the dialog: http://www.youtube.com/watch?v=xDIVX9RtDEI&feature=related

lesson plan "listening" 6 grade

link's song

http://www.youtube.com/watch?v=N5bEbgBBAyU

lesson plan "vocabulary" level:6° grade topic: the city and others places

lesson plan "grammar"

LEVEL: 5° GRADE ------ TOPIC: FAMILY AND HOME



 the song: http://www.youtube.com/watch?v=hx8i-Wq_jtc

QUESTIONS FOR DISCUSSION: VOCABULARY PRESENTATION TECHNIQUES

1.    SOME TECHNIQUES ARE MORE POPULAR THAN OTHERS. WHAT ARE THEY, AND CAN YOU ACCOUNT FOR THEIR POPULARITY?

For me are examples, illustration and definition. Because they are specific and précises in their function.

2.    ARE THERE TECHNIQUES THAT ARE PARTICULARLY APPROPRIATE FOR THE PRESENTATION OF CERTAIN TYPES OF WORDS?

Yes, they are. For example whit “illustration” we help to a visual child and when we pronounce we help to other type of child, whit “example” the student can to assimilate whit other things and learn more than one word. And “definition” is a very direct technique because is the more quickly form to know new words, but it can be so boring or monotone. 

3.    ARE THERE TECHNIQUES WHICHH ARE LIKELY TO BE MORE, OR LESS, APPROPIATE FOR PARTICULAR LEARNER POPULATIONS (YOUNG/ADULT, BEGINNER/ADVANCED, DEFFERENT BACKGROUND CULTURES)?

Yes, for example for a:

4.    DO YOU, AS AN INDIVIDUAL, FIND THAT YOU PREFER SOME KINDS OF TECHNIQUES AND TEND TO AVOID OTHERS? WHICH? AND WHY?

I prefer “examples”, “descriptions” and “synonyms”. Because when we know more about something is easier to remember it, and avoid “opposite”, because when we have more word and these word are completely different to the real meaning (which we are looking for), may be these word mixes with the mean word and confuse the students.



WHAT IS VOCABULARY?

Can be defined, as words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, post office and mother-in-law, which are made up of two or three words but express a single idea.

What needs to be taught?

1.    Form: pronunciation and spelling: to know what a word sounds like and what it looks like.

2.    Grammar: the grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules.

3.    Collocation: the collocations typical of particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context.

4.    Aspect of meaning: denotation, connotation, appropriateness, the meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary. A less obvious component of the meaning of an item is its connotation, the associations, or positive or negative or negative feelings it evokes, which may or may not be indicated in a dictionary definition. A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not.

5.    Aspect of meaning: synonyms, antonyms, co-hyponyms or co-ordinates, superordinate.

6.    Word formation: vocabulary items, whether one-word or multi-word, can often be broken down into their component “bits”. Exactly how these bits are put together is another piece of useful information – perhaps mainly for more advanced learners. (Prefixes and suffixes).

Presenting new vocabulary

Vocabulary testing:

Multiple choices, matching definition, prefixes, odd one out, writing a sentence, filling the gaps, finish the sentence.