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Creating Transitions in the Language Classroom

Learn how transitions connect activities for effective teaching. Create transitions based on objectives. Follow steps to smoothly implement transitions in your lessons.

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Creating Transitions in the Language Classroom

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  1. Creating Transitions in the Language Classroom • Transitions are used to connect one activity to the next • Transitions enhance “seamless” teaching and learning • Transitions permit learners to easily follow the sequential steps of a lesson

  2. How To Create Transitions • Usually predicated upon content of the lesson • Objectives must first be established, e.g., What do you want the learner to be able to do? • Look carefully at what is to be taught and then decide how to go about teaching it. Make a list!

  3. Steps to Follow to Implement Transitions • Treat the Warm-Up as a point of departure. • From the Warm-Up use the last sentence/question as the lead-in to the first activity of the day. • Go to your list and make sure activities are in an order that connects each one.

  4. Steps continued • “Connecting” is what ties together each activity. • The last sentence(s)/question(s) provides the transition to the next activity.

  5. Example Warm-up: • What day is today? • What is the weather today? • What do you wear when it’s hot? • What do you like to eat when it’s cold?

  6. Example continued Activity # 1 Introduce fruits and vegetables using a video clip of an open-air market in a country where the target language is spoken. Have students watch first w/o the sound. Ask questions. Have students view with sound. Have students pair and discuss, naming foods they recognized. Transition: In the video, what’s the weather like? Where does this video take place?

  7. Example continued Activity # 2 Students use a color transparency to discuss weather conditions in countries where the target language is spoken. Incorporate foods (fruits/vegetables) that may be grown in these countries. Transition: What do you wear when you go to countries that are cold in December & January?

  8. Example continued Activity # 3 Have a suitcase filled with clothing items and a picnic basket filled w/ plastic fruits and vegetables and have students come up in pairs while the class gives them clothing and food items to select. Once these are selected, students create a scenario in which they utilize the vocabulary for clothing, food, and weather.b

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