TEACHING ENGLISH TO ADOLESCENTS AND ADULTS

TASK 2- LEARNING STRATEGIES

LEYLA CECILIA HERNÁNDEZ OROZCO

45.488.885

GROUP: 551004_14

TUTOR: DIANA CONSTANZA CRUZ

UNIVERSIDAD NACIONAL ABIERTA A DISTANCIA

(UNAD)

CARTAGENA - 2019
 Learning strategies form
Learning Strategies
Activities to develop the strategy in adolescents
Direct Indirect
Memory strategies. A strategy is guided interaction. With this
These are method, teachers structure lessons so students
employed for work together to understand what they read—by
storing and listening, speaking, reading, and writing
retrieving new collaboratively about the academic concepts in
information. The the text.
principle of *strategy is explicit instruction, or direct
memory strategies teaching of concepts, academic language, and
is meaning. reading comprehension strategies needed to
complete classroom tasks.
*the use of modeling, graphic organizers, and
visuals. The use of a variety of visual aids,
including pictures, diagrams, and charts, helps
all students—and especially English learning
language students—easily recognize essential
information and its relationship to supporting
ideas. Visuals make both the language and the
content more accessible to students.
Activities to develop the strategy in adults
Help students connect the dots after
finishing a book, a learning module, or a
lesson. Have your students complete an A-
Z Topic Summary either as individuals or in
pairs. If it is an individual activity, have
students write either a word or a sentence
that connects to the book, module, or
lesson for each letter of the alphabet. For
example, if you learned about baking they
might write a sentence for A such as:
“Always preheat the oven before baking.”
To speed up the activity, you can assign
students to work in pairs or assign a letter
to each student or pair and have them write
a sentence for that letter rather than the
whole alphabet.
Cognitive We can use reconstruction activities based on
strategies: they comics to get my intermediate-level English
Have an unified students to interact with texts. I try to choose a
common function: comic strip that often uses a series of daily
manipulating or strips to tell a story over the period of a week or
transforming the two. This produces about 5-10 self-contained
target language. but related comic strips. I photocopy them, cut
them up into their individual strips, and jumble
them. Then I have the students put them in the
correct order as a gist task. Comic strips are
particularly useful because they have pictures
to accompany what might otherwise be
somewhat dense language.
Response Cards, This is a great way to mix
things up a bit. Have students create a
stack of common responses,
including: agree/disagree, true/false,
yes/no, greater than/less than, multiple
choice options, and common emotions.
After students have created their response
cards, you can have them use them to
respond in a variety of different settings.
For example, while reading a book together
as a class the teacher may pause and ask
her students what they think the character
is feeling right now. The students then
select one of the common emotion cards
from their personal stack of cards and lift it
up to answer the question.
Compensation Secret Answer, This activity is great for
strategies. They are
students that might not be confident in their
used to help
learners use the answers—students that look around the class
new language for when doing Stand Up/Sit Down or Thumbs
comprehension and Up/Thumbs Down to see how the other
production
students’ answer before they answer
regardless of the
limited knowledge themselves. To give students a secret way to
learners have with answer, assign different responses a number
the new language. and have students hold up the number of
fingers that correspond to the answer they think
is correct. To do this exercise properly, have
your students place their hand near their heart
(physically) with the appropriate number of
fingers raised to indicate their answer. This
way, especially if all the students are facing the
teacher, it is difficult for students to copy their
neighbor’s answer.

Metacognitive With authentic assessments, teachers use a Thematic instruction is where a single
strategies: they variety of activities to check students’ theme is tied into multiple subject areas.
are “actions understanding, acknowledging that students This method of teaching has been shown to
which go beyond learning a second language need a variety of be very effective in special education
purely cognitive ways to demonstrate their understanding of classrooms. A “theme” could be anything
devices, and concepts that are not wholly reliant on from a current event, honing the skill of
which provides a advanced language reading comprehension, a writing topic or a
way for learners skills. historical event. For example, a historical
to coordinate their event could be tied into all other subjects.
own learning The theme should be attention-getting —
process. something that will grab the students’
interest and keep them engaged.
Affective Before teaching a new decoding skill or After reading a passage or learning new
strategies. Refer grammar rule, preface the lesson with a pretest. vocabulary terms, ask your students to
to learners Let your students know that the test will not be write down one word that they feel sums up
emotional, scored, lowering anxiety and increasing student that material. This might seem overly
attitudes, performance. If the pretest is on a computer or simplistic but it actually requires higher
motivation and iPad, have students share the device between processing skills that help your students
values. the two of them. During the pretest walk around digest what they are reading. This can be
the room so you can gauge student needs and done either with a pencil and paper or a dry
adjust the lesson accordingly. When lesson erase marker and personal whiteboard for
material matches student ability and each student.
understanding, engagement is higher. Make
sure that the pretest is similar to the posttest so
you can see how much was actually retained
during your lesson. Before teaching a new
decoding skill or grammar rule, preface the
lesson with a pretest. Let your students know
that the test will not be scored, lowering anxiety
and increasing student performance. If the
pretest is on a computer or iPad, have students
share the device between the two of them.
During the pretest walk around the room so you
can gauge student needs and adjust the lesson
accordingly. When lesson material matches
student ability and understanding, engagement
is higher. Make sure that the pretest is similar to
the posttest so you can see how much was
actually retained during your lesson.
Social strategies: *Forming small groups of two or three students
refers to learner’s personalizing the teaching according the
communication objective along their education pathway. Each
with people who group will work in the activity that the teacher
use the target will explain, they would also be somewhat self-
language explanatory and self-guided to allow the teacher
to rotate among the classroom and the different
groups and provide appropriate guidance.
*This is an approach to peer learning where
one student instructs another on material
in which the first student is proficient and
the second student is a novice. Decide
which role your student will take: tutor or
tutee. Connect with the teacher of a class in
a higher or lower grade who is open to the
activity. In general, a range of two to three
grades higher or lower will work well.
Select a student from each class and pair
them together.
Choose a topic or lesson plan for the
students to discuss. While you are
welcome to pick any lesson for the activity,
subjects that have been shown to be
suitable for cross-age peer tutoring
include: number sense and numeration,
identification of sight words, vocabulary,
and general reading skills.
Explain to both students that the activity is
an open conversation, and questions from
both participants are encouraged. Facilitate
this by asking the students to come up with
three things the tutee learned during the
activity. After the allotted time, follow up
with the students to discuss their
questions and gain an idea of how the
process went.
 REFERENCES

Oxford, R. L. (2001). Language learning strategies. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English
to Speakers of Other Languages: (pp. 166–172). Retrieved from https://bibliotecavirtual.unad.edu.co:2300/core/books/the-
cambridge-guide-to-teaching-english-to-speakers-of-other-languages/language-learning-
strategies/758215854B91D0187E83F4E3245CC694

Sara Young. (2015). This content is based on a webinar presented by Reading Horizons Reading Specialist, Stacy Hurst.
Retrieved from https://www.readinghorizons.com/blog/14-classroom-activities-that-increase-student-engagement

Tai, F. (2013). Adult EFL Students’ Preferred Learning Styles and Motivation. Retrieved
from http://www.hraljournal.com/Page/16%20Fang-Mei%20Tai.pdf