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Teaching to All Types

Teaching to All Types. Rachel Green 2 nd year ALT Tagata Agricultural High School.

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Teaching to All Types

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  1. Teaching to All Types Rachel Green 2nd year ALT Tagata Agricultural High School

  2. Disclaimer: this is (more than likely) not the exact version of the powerpoint that will be used during the actual presentation. Probably there will be last minute additions and changes, resulting in a slightly different powerpoint. The finished version will be available for dowload/however you’re viewing this after SDC is finished. Cheers.

  3. Where I’m Coming From • Classes • Low level of English • 2nd and 3rd years • Oral communication • Zero technology • Smallest class: 11 students • Largest class: 41 students

  4. Where I’m Coming From • Curriculum • Completely of my choosing • No textbook • I create topics, lessons, activities, and tests

  5. Where I’m Coming From • Weight • 2nd years • 1/3 of total English course • 30% of midterm and final tests • 3rd years • ¼ of total English course • 25% of midterm and final tests

  6. So what are we talking about?

  7. So what are we talking about? • How do you give a lesson to both small and large classes without altering the material?

  8. So what are we talking about? • How do you give a lesson to both small and large classes without altering the material? • How can you teach classes of all sizes the same amount of material in the same amount of time for the same test without boring everyone to tears?

  9. So what are we talking about? • How do you give a lesson to both small and large classes without altering the material? • How can you teach classes of all sizes the same amount of material in the same amount of time for the same test without boring everyone to tears? • What kinds of activities can you use in all sizes of classes?

  10. So what are we talking about? • How do you give a lesson to both small and large classes without altering the material? • How can you teach classes of all sizes the same amount of material in the same amount of time for the same test without boring everyone to tears? • What kinds of activities can you use in all sizes of classes? • How can you make lessons interesting for students and classes of various ability levels?

  11. Where we’re going from here • Lessons and topics • Individual activities • Problems in the classroom and how to deal with them

  12. Shooooooooooom!!!Let’s do something not boring.

  13. Lessons and Topics

  14. Self Introductions • Extended! • This can continue for a whole semester, depending on the level of your students • Games • Final composition

  15. Self Introductions • Name & nickname • Age • School and year • Club activities • Where you live • Family • Hobbies • Music • Movies • Sports • Dream • Likes/dislikes

  16. Grammar Points • (~ing) vs. (~ed) • Adjectives and adverbs • “I like~” and “I like to~” • Using reasons

  17. Final Composition • Include everything we’ve done during the semester • As much as they can write (a minimum is necessary!) • 2nd Years • Self Introductions • 3rd Years • Letters

  18. Individual Activities • Journals & Stickers • Cards • Paper Airplanes • Simon Says • Karuta • Pictionary • Spelling Race • Vocabulary Matching • Bonus Homework

  19. Individual Activities • Repeat the same activities more than once • Several different lessons • Warm ups for the same topics

  20. Problems in the Classroom

  21. Problems in the Classroom • Uncontrollable rowdiness • Sleepers • Silence • Comprehension checks • Unhelpful or absent JTEs • Classroom dynamics

  22. DiscussionWhat have you got?

  23. Questions?

  24. Survey…?

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