EFFECTIVE PLANNING FOR SECONDARY EFL COURSES

Lic. Silvia Rovegno

√ Key characteristics of adolescence√ Teenagers as language learners√ Teaching teenagers: main considerations√ A lesson cycle√ Sample activities

Agenda

Lic. Silvia Rovegno

Before we start….

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Task 1 – Complete the statements with your own ideas

• Teenagers…..

• Teenagers learn….

• Teaching teenagers…..

• A motivated teen…

• An unmotivated teen…..

Teenagers…..

Key word in adolescence

CHALLENGE

Challenge #1

7Early maturation

12-1410-12Growth spurt

11-1310-12Onset of puberty

Biological Development

Challenge #2

to argue for the sake of arguing to be self- centered to constantly find fault in adult’s

position to be overly dramatic

Normal adolescent behaviour?

Cognitive Development

Cognitive Development

• ability to think abstractly• ability to analyze situations

logically• ability to think realistically

about the future, goal setting• moral reasoning • Entertain hypothetical

situations, use of metaphors Need guidance for rational decision making

10 years

19 years

Challenge #3

Who am I? Where do I belong?

- Identity development (gender, sexual, ethnic)

- Self-esteem

- Role of peer group

Social Emotional Development

How do I relate to others?

- Social Skills

- Emotional Intelligence

Environmental Settings

YOUTH

Peer

s

Community

School

Family

Neighborhood

Media/Internet

Social Toxicity

Social factors that poison youth’ well being and healthy development

Risk Taking Behaviour?

But there is concern – Adolescents overestimate their capacities, rely on their immature ability to judge, or give in to peer pressure

It is normal! - Exploration of new behaviors, decision making skills, identity development

Problem Behaviours

Teen Pregnancy Violence Delinquency Substance Abuse School drop out Mental health

Positive Youth Outcomes

• Volunteerism• Music &

Performing Arts• High School

Graduation • Enrollment in

College

The motivated teen

The unmotivated

teen

Using songs Why songs? a context for language theme-based  pronunciation and intonation. gist listening and detailed listening.

PopularitySensitization

Language standardMeaningful learning

When starting over,..............

I feel____________________________________________________________

I need __________________________________________________________

I’m worried about _______________________________________________

I’m keen on ____________________________________________________

I look forward to_________________________________________________

Example of Authentic Materials: (Hedge, 2000; Baird, 2004)Spoken: TV commercials, films, news items, weather forecasts, airport and station announcement, radio talks, interviews, and debates.  Written: recipes, articles, train timetables, advertisements, brochures, poems, application forms, and instruction for use of equipment.

Interaction

Chinese whispers

Find sb who

mingles

Surveys

Drama and acting

www.dramaresource.com

Two truths one lie

Random sounds

sketches

How important are rules, norms and discipline to promote language learning?

Which are your top 5 rules and norms in the classroom?

How did you reach them? Are the same for every group? Can discipline be imposed on learners? What are the main characteristics a set

of rules must have to be successful?

Authoritarian

T places firm limits and controls on the students.

verbal exchange and discussion are discouraged

students need to follow directions and not ask why.

students receive praise and encouragement infrequently, if at all.

T tells the students what to do and when to do it. He makes all classroom decisions.

Authoritative

places limits and controls on the students but simultaneously encourages independence..

open to considerable verbal interaction, including critical debates

exhibits a warm and nurturing attitude toward the students and expresses genuine interest and affection.

will guide the students through a project, rather than lead them.

Laissez-faire

few demands or controls on the students. T strives to not hurt the student's feelings

and has difficulty saying no to a student or enforcing rules.

T sometimes bases classroom decisions on his students feelings rather than on their academic concerns.

T wants to be the students' friend. He may even encourage contact outside the classroom (through facebook, twitter and other social media sites).

Indifferent

This teacher places few demands, if any, on the students and appears generally uninterested.

T often feels that class preparation is not worth the effort.

Also, classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to discipline students.

The students sense and reflect the teacher's indifferent attitude.

What is a discipline problem?

in Classroom Management Techniques, CUP, 2012

Categorizing levels of behaviour (adapted from Scrivener)

Poor behaviour Unacceptable behaviour

Serious offence

Being noisy Being rude to classmates

Making racist, sexist, homophobic or other discriminatory comment

Distracting others Being rude to the teacher

Theft

Late arrivals Cheating in a test Vandalizing

Leaving rubbish or litter in class

Missing lessons

Using L1 Swearing in class

Using mobile phones, mp3 in class without permission

in The Educator's guide to preventing and solving discipline problems,ASCD, 2005

So what are the components of discipline?(by M Boynton and C Boynton)

So how can we deal with small disruptions?

Consistency Don’t threaten sanctions unless you

mean it Minimal rules State and wait Wordless interventions Physical proximity Sit down with them Distract rather than address Everyday nuisances: toilet visits, late

arrivals, packing up early, mobile phones

How about serious discipline issues?

Break out of escalating cycles Distinguishing between

presenting problem and the underlying problem: Deal with the immediate,

visible, tangible bad behaviour Follow up later

Don’t leave it too late

Lee and Canter

A key concept: Assertive discipline

Assertive teachers react confidently and quickly in situations that require the management of student behaviour. 

They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently. 

They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately.  Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences. 

Assertive teachers do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style  (as with "hostile" teachers).  Neither do they react in a passive, inconsistent, timid, non-

directive manner (as with "non-assertive" teachers). 

False on the whole

True on the whole

1. I try to avoid using L1 in the classroom.

2. When I find myself using L1, I tend to feel a bit guilty about it.

3. I try to avoid translating new words,use translation only as a last resort.

4. If an L1 translation is necessary, I’delicit from a student rather than giving itmyself.

5. I might translate orally, but would notwrite up L1 translations on the board

6. I would not ask my pupils to do full translation exercises of lists of words, expressions or sentences (English L1)

7. I would not ask my pupils to do full translation exercises (L1 English)

When does using the L1 help?

To save time

To clarify

To help learning

Testing

Motivation

Dealing with discipline issues

Tips for promoting L2 use

Teach ‘classroom management’ English

Insist on pupils using the English they know

Make sure understanding English is necessary!

Translate only what is necessary for understanding

Addressing individual needs Realistic expectations

A unit of work

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A lesson cycle

Opening

Stimulation

Instruction-

participation

Closure

Follow-up

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Opening a lesson

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What are the aims of the lesson? What prior knowledge do students need to work

through the lesson?Do I need to pre teach something?

aims

How can we organize it all in the wb?

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Stimulation

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How can I help students relate the topic of the lesson to their lives?

How can I grab sts´attention? How can I lead them into the lesson?

Visuals (pictures, realia) – sounds – sounds and images – riddle/puzzle – game – acting out –

wordwebs – asking questions – recap on book´s story

wordwebs

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Listen and predict

Peephole

Instruction/participation

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How can I check students´understanding? How can I encourage participation? How can I encourage interaction?

Ways of checking understanding

Do you understand?

Ok?

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Techniques

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Target sentence: Look! They're painting the wall  

Is it happening now? Yes Can you see it?  Yes Is the painting finished? No Are they painting now? Yes Is this the past, present or future?  Present 

Concept questions

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Target sentence: She's a shop assistant. She works in a shop

  Has she got a job? Yes Is she working now Don't know Does she work there every day? Yes Is this the past, present or future?  Present, but also past and probably future.

Concept questions

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Interaction and participation

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Groupwork/pairwork/workstations

Find sb who…Role play

GamesWriting

togetherJigsaw reading

Closure

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How can I evaluate my students´learning? Were the aims of the lesson achieved?

Communication

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Can students use the target language

spontaneously?

√ Class surveys√ Conversation grids√ Line dialogue√ Jeopardy game

surveys

Conversation grids

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Follow-up

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How can I reinforce learning? How can I prepare them for next lesson?

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√ Pronunciation spot√ Vocabulary revision and expansion√ Learner development activities

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3 things you take from this session

Any concepts? Activities? Ideas?

That you will be introducing to your planning this year

Happy start

of the academic year!!!

Lic. Silvia Rovegno