A
valuable resource to practise and learn English based on real visual material.
This term and many others are part of NILE online website glossary. Samples of
Norwich environmental print are posted on the NILE blog.
Group
work (4-5 SS) as a follow-up activity after the trail activity scheduled on the
previous session.
§
Introduction to the concept of Jigsaw group
work. Analysis of group work dynamics presented in the previous lessons in
terms of number of participants, tasks and TR’s role controlling time.
§
Group dynamics foster interaction and active
participation of the SS.
§
In the classroom scene, it is remarkable to
notice that SS are more used to the group work conventions in terms of
instruction active listening and end of task conventions (hands up).
Lesson
based on environmental print. London Tube Signs.
§
Collocation
matching as a thinking skill booster
§
Comparison
with the first short story (Monday 29th June). Both activities share
simple language but they entail higher thinking skills. Creativity
development is discussed as a source of 21st
skill development.
§
A
range of tasks is adapted since different thinking processes are entailed within
the same group of students at different pace.
Brainstorming final remarks about the creativity
environmental print outcomes:
§
Dialogues
and role plays
§
Leaflets
§
Designing
training for future strategies.
§
“Beyond
the classroom” lessons.
Websites
for teachers. NILE website as a tool
Computer lab tip: turning
off the screen until the TR sets up the classroom.
E-learning platform
Moodle is presented actively, it is the SS task to surf the websites in search
of their own choice for the TR proposed questionnaire.
It is a
collaborative task online to have access to the comments and activities or
tools SS have chosen bearing in mind their students’ needs.
Visual
literacy.
Visual organisers
and graphs contribute to language learning, this session explores the use of
double T-charts in a lesson plan “Beyond the Classroom” featuring Sainsbury
Arts Centre pieces of art.
Lesson plan combines
both individual (slow down activity) and pair work.
Individual work,
“My reaction”
§ - Preserves
critical thinking processes. SS are not influenced by other SS remarks.
§ -Fulfils
schedule or classroom requirements.
Pair work “My partner has said”, “Matching titles”
§ -Sequencing
discussion encourages turn-taking strategic learning and summarising
information skills.
Related to visual
literacy, the activity “A picture is worth…” combines visual prompts and
previous knowledge of newspaper conventions to create a caption for any of the
pictures. Creativity is encouraged in a quiet and relaxing atmosphere. Everyone
enjoys reading the SS witty captions proposed.
Made up captions and real captions are compared.
The classroom ends
up closing the circle. The set of follow-up activities recollect the environmental
print and visual literacy input provided.
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