W3 - Didactic Resources - 2024

• English
• University

Learners have to become aware
that they should match reading strategies to ...

1. reading purpose
2. reading skill
3. reading hobbies
4. reading time

Didactic Resources

EXTRA WORKSHOP

October 9th, 2024

Procedures are used in learning . . . which serve as a way of reaching a
goal.

1. skills
2. Strategies
3. objectives
4. none

Two
strategies quite widely practiced in
ELT reading courses.

1. listening & reading
2. speaking & writing
3. scanning & skimming
4. none

To locate specific information
in a text.

1. Skim
2. Scan
3. Read
4. See

To extract general information from a text.

1. Skim
2. Scan
3. Read
4. Listen

They can be useful because they focus learners’ attention on the types of information that they are about to read.

1. pictures
2. reader
3. Pre-reading questions
4. none

Efficient readers are able to
relate ‘texts’ to their background knowledge of the world.

1. Barlet theory
2. Schema theory
3. Carrel theory
4. Brown theory

To find a way to motivate students to read, and to facilitate their reading.

1. Student´s job
2. Principal´s job
3. Teacher´s job
4. Parents´job

Write clue words about Tomlinson's 5 stages for a Reading Activity.

One way of thinking about reading comprehension questions is to consider the form of the question; for example, yes/no, true/false, multiple choice, non-verbal matrix to be completed, open-ended question and the type of question, what the question is trying to get out of the reader.

1. TRUE
2. FALSE
3. MAYBE
4. I don´t know.

Tomlinson´s 5 stages - Reading

Go to page 129 and identify five basic question types commonly used for reading.

Nuttall (2005) identifies 5 basic question types commonly used for reading.

1. Literal comprehension

2. Reorganizing or putting the information in the text into a different order.

3. Inferring questions or ‘reading between the lines’

4. Questions requiring a particular personal response supported by reference to the text.

5. Questions of evaluation

Reading Resources

In the chat, share online resources that could be used in a reading class.

https://readtheory.org/

Vocabulary Resources

In the chat, share online resources that could be used to teach vocabulary.

https://ielts-teaching.com/vocabulary-online/

LISTENING SKILLS

Listening consists of three basic processing phases that
are simultaneous and parallel:

1. decoding, comprehension, and interpretation
2. decoding, comprehension, and listening
3. decoding, interpretation, and interpretation
4. decoding, comprehension, and processing

What are the 3 stages in listening activities?

1. Pre-, Will, and Post-listening
2. Pre-, While, and Post-listening
3. Pre-, While, and Past-listening
4. None

Listening Resources

In the chat, share online resources that could be used to teach listening.

https://elllo.org/book/A1/A1-01-Be-Verbs-Introductions.html

LESSON PLAN

OBJECTIVES

SMART objectives are learning outcomes that follow a specific structure, where SMART is an acronym for:

Specific: The objective should focus on the specific skills, knowledge, and abilities that the student will be able to demonstrate.

Measurable: The objective should be quantified so that achievement can be objectively measured and progress tracked.

Achievable: Given the available resources and time, the objective should be realistic and attainable.

Relevant: The objective should be targeted toward the learner.

Time-bound: The objective should have a specific deadline. 

Objective: By the end of the week, students will be able to list and define 10 new vocabulary words related to travel with 90% accuracy in a written quiz.

SMART Breakdown:

Specific: Focuses on vocabulary related to travel.

Measurable: 90% accuracy on a quiz.

Achievable: Suitable for EFL level.

Relevant: Essential for conversational fluency in common situations.

Time-Bound: By the end of the week.

Objective: Students will write 5 sentences describing their daily routines using present simple tense with minimal errors by the end of the week.

SMART Breakdown:

Specific: Targets writing about routines in present simple.

Measurable: Assessed on accuracy of grammar.

Achievable: Matches EFL level expectations.

Relevant: Essential for basic English fluency.

Time-Bound: By the end of the week.

Objective: By the end of the semester, students will design and deliver a 2-minute presentation introducing themselves and describing one hobby or interest in English, using vocabulary and phrases learned in class.

SMART Breakdown:

Specific: Presentation focuses on self-introduction and hobby.

Measurable: Evaluated on fluency, vocabulary use, and structure.

Achievable: With practice and preparation, students can succeed.

Relevant: Builds speaking confidence and language production.

Time-Bound: By the end of the semester.

STAGES IN A CLASS

1. Warm-Up

2. Presentation (Input)

3. Practice (Controlled Practice)

4. Production (Free Practice)

5. Review and Feedback (Assessment of Performance)

6. Homework/Follow-Up (Optional)