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1.Carlos Valiente
2.Exon Cabeza
3.Armando Villa
4.Ernesto Serge

General comments

Limitations: It`s complex.
Mother tongue: Children make fun of language.
Their unspoken Assumptions: Lack of actual language.
We dont know what children want to say: Children will
use their native language (communication)

Finding the balance: Controlled & Guided activities
(natural talk)
Correction: It should be done straightforward,
For free oral activities the emphasis for the pupil
should be on content, so correction should not be
done while the activity is going on.

Presenting new language
Presentation ------- Oral production.
Through the pupils: (actions and sounds)

Using a mascot (puppets):
Its successful, familiar and
(good for questions).
Examples: (A model) Teddy.


Theyre social, psychological, encourages
creativity, and imagination,

Silhouettes: Overhead projector,
can be attached to a piece of wire.

They should be easy (paper)
Mime, act situations, use realia such as clothes,
telephones, etc.

Controlled practice
As well as presentations, controlled practice is
good for the pupils to learn and review
vocabulary. Two examples of this are activities
Telling the time
Whats she doing?

Guided Practice
This type of activities follows on directly from
controlled practice and will often be done
ether in pairs or in small groups.
Whats the time? : Same activity as in the
controlled one, but more extended.
Chain work: use flashcards to make sentences
with the pictures seen on them.
Dialogues and
Role Play Work
Working with dialogues is a useful way to
bridge the gap between guided practice and
freer activities controlled dialogues can easly
develope into freer work when the pupils are
ready for it.
Using objects:

Role play: Another way of presenting
dialogues is through role play. In this type of
activities, pupils are pretending to be someone
Student A is a custumer that needs something
from a store. Student B is the clerck of the store.
Make a conversation.
Free Activities
Focus on message/content.
Genuine communication.
Show that learners can/cant use English.
Focus on meaning. Fluency over accuracy.
(Mistakes corrected afterwards.)
Minimal teacher control (Check students have enough language to do task.)
Informal and non-competitive atmosphere. (Everyone wins!)
Game element often present.
Wide range of free activities card games, mini-talks, personal or school news.

Pair Work
ACTIVITIES: Mostly based on the information gap principle.
Classroom arrangement Half of the class turns their backs to teacher. He/she
gives info to those facing him/her. Then, they pass it on to the other students.
1. Older children One student receives map A and the other gets map B.
St A explains to st B where the places
are, or St. B asks where they are.
Restricted free exercise Vocabulary
and language structures are limited.
Learners should know where to start.

Pair Work
2. Younger Children A more communicative activity. Teacher gives all students a
a picture to color. Two groups As color the girl, and Bs color the boy. Teacher walks
around interacting with sts. Then, teacher
puts As and Bs facing and asking each
other how they have colored their part of
the picture: What color is his shirt/her
blouse? Teacher makes sure As and Bs
dont see each others pictures. Pictures
should be identical in the end!! Learners decide what colors to use!!

Pair Work
2. Find the differences

Group Work
EXAMPLES: These are easy to organize, fun, and
focused on oral work. Teacher plays a non-dominant
role. Just a facilitator or organizer.
1. Teacher takes a picture story, copies it, cuts
it up and gives one picture to each member of
the group. Then, each student describes to the
others what is in his/her picture without
showing it to the others. Finally, the group decides on
the correct order of the pictures.
Group Work
2. Story-telling (More imaginative, suitable for the 8/10-year-olds)
Everyone in the group has two objects or pictures, to be woven into a story.
Teacher starts off the story: I went
to the beach with my family last week.
The story continues with a student
according to the objects/pictures they
have. For example: (car: We went in my new car.// weather
The weather was awful.). As the story goes on with a different
student, it gets funnier and more ridiculous, and students have
to help each other to make it to the end.

Whole Class Activities
(Matching Activity)

Take an
English class.
Go to work.

Ask your partners questions about what they do each
day of the week. Use the following questionnaire if the
answer is no, ask then, when they do those activities.

1. Do you go shopping on Mondays?
2. Do you do the laundry on Saturdays?
3. Do you take an English class on Sundays?
4. Do you clean the house on Wednesday?
5. Do you do the ironing on Tuesdays?
6. Do you eat out on Fridays?
7. Do you get up late on Thursdays?

8. Do you make a lot of phone calls on Mondays?
9. Do you exercise on Fridays?
10. Do you have lunch at home on Saturdays?
11. Do you make your own breakfast on Sundays?
12. Do you watch TV on Wednesday?
13. Do you have breakfast at home on Tuesdays?
14. Do you read the newspaper on Thursdays?

Example: A)Do you play videogames on Mondays?
B) No, I don`t.
A) When do you play video games?
B) I play videogames on Sundays.
Micro-Teaching Class
Objectives: Sts. will be able to express some animal
movements in English. (8-10 years old)
Warm-up: (TPR) Ask the children to stand in a
circlethey will do what do teacher does in a fun way.
Example: jump, swim, climb, or Im jumping,
swimming, etc. (5 min)
Presentation: Present the language through

Practice: Choose one child to select an animal, eg. A fish.
Ask him/herWhat can your animal do?, eg. Swim.
Write on the boardIm a fish and I can swim
Ask the child to read this sentences aloud. This child then selects
someone else to choose another animal.
The next child chooses an animal and says, He is a fish and he
can swim. I am a monkey and I can climb.
This can continue for as long as the children can remember the
animals learned in class.
Homework: Students have to write about 3 different animal