APPROACHES TO COMMON GOALS

TEACHING READING
Phonics approach Must include
learning how to blend sounds
together
Multi-Sensory Approach Uses all
possible senses tracing,
saying, listening, looking
Linguistic Method Teaches
"whole words" in word families
Language Experience Expects
child to learn reading as
"naturally" as speech
Reading Comprehension
Support Explicitly teaches
strategies and techniques for
studying texts and acquiring
meaning

Promote and foster a love of

reading;
Develop vocabulary and a
knowledge of book language
and text forms;
Develop awareness of the
sounds, rhythms, and patterns
of language;
Engage learners in
conversations about texts;
Encourage learners to respond
imaginatively to a variety of
texts;
Promote oral language
development;
Develop skills in listening
comprehension and critical
thinking;
Provide opportunities for
learners to visualise aspects of a
text;
Help learners to develop
effective strategies for dealing
with unfamiliar
Vocabulary and building
meaning;
Support learners who are
learning english;
Create opportunities for
retelling and ideas for writing.

Learner-centred approach to teaching reading is an approach to education focusing on the interests of

the learners, rather than those of others involved in the educational process, such as teachers and
administrators. This approach has many implications for the design of the curriculum, course content
and interactivity of courses.
The incorporation of a few educational practices such as Bloom's Taxonomy and Howard Gardners
Theory of Multiple intelligences can be beneficial to a Learner-centred approach because it promotes
various modes of diverse learning styles, thereby accommodating the varied learning styles of students.
The following provides a few examples of why student-centred learning should be integrated into the
curriculum:
1.
2.

Strengthens student motivation

Promotes peer communication

3.

Reduces disruptive behaviour

4.

Builds student-teacher relationships

5.

Promotes discovery/active learning

6.

Responsibility for ones own learning

Bernardo G F

Agreement:

Disagreement:

I agree with you.

I disagree/don't agree (with that) I

think ...

I totally agree with you.

I can't agree with that.I feel ...

Yes, I think you're right.

I don't agree with that. I feel that ...

Asking for an opinion:

Giving an opinion:

What's your opinion about ...?

I think learners should ...

How do you feel about ...?

I feel that learners should ...

So, how do you feel about ...?

In my opinion learners should ...

Acuerdo: Desacuerdo:
Estoy de acuerdo con usted. No estoy de acuerdo / no estoy de acuerdo (con eso)
Creo que ...
Estoy totalmente de acuerdo con usted. Yo no puedo estar de acuerdo con la
sensacin that.I ...
S, creo que tienes razn. No estoy de acuerdo con eso. Siento que ...
Pedir una opinin: Dar una opinin:
Cul es tu opinin acerca de ...? Creo que los estudiantes deben ...
Cmo te sientes acerca de ...? Siento que los estudiantes deben ...
As que, cmo te sientes acerca de ...? En mi opinin los estudiantes deben ...

Shoeshop robbed by elves

Zapatera robado por los
Report by the Brothers elfos Informe de los
Grimm
hermanos Grimm
A local shoemakers house was broken
into last night by elves as the owner
was sleeping in the upstairs bedroom.
The thieves escaped with dozens of
pairs
of
hand-made
shoes
worth
hundreds
of
pounds.
When
the
shoemaker woke up, he was very upset
so he called the police.
They took everything I had! the
shoemaker told police at the scene of
the crime. Police are looking for seven
small elves dressed in red hats.

La casa de un zapatero local estaba

dividida en ltima
noche por los elfos como el dueo
dorma en el habitacin del segundo
piso. Los ladrones escaparon con
decenas de pares de zapatos hechos a
mano por valor de cientos de libras.
Cuando el zapatero se despert, l
estaba muy molesto por lo que llam a
la polica.
"Se llevaron todo lo que tena!" Dijo el
zapatero la polica en la escena del

They were last seen by neighbours

leaving the shoe shop early in the
morning. This is the latest in a series of
shoeshop burglaries in the area in the
last month.
Shoemakers are advised to lock their
doors securely before going to bed,
the local police community officer told
reporters.
Street cameras in the area were
examined by police to find evidence.
Residents are asked to report strangers
behaving in an unusual way in
the
neighbourhood to the local police.

1.4 Language analysis

We form the passive like this:
Present simple passive: am/is/are + past participle
Past simple passive: was/were + past participle
Check your answers to the two activities here.

Main events of the story:

1 The house was broken into by elves.
2 The thieves escaped.
3 The shoemaker woke up and called the police.
4 The police arrived and the shoemaker spoke to them.
5 The police spoke to reporters.
6 The police examined the street cameras.
Examples of the passive in The Fantasy Times

Present simple passive:

1 are advised
2 are asked
Past simple passive:
1 was broken into
2 were last seen

crimen. La polica est en busca de siete

pequeos
duendes
vestidos
con
sombreros rojos.
Fueron vistos por ltima vez por los
vecinos que salen de la Zapatera
temprano en la maana. Esta es la
ltima en una serie de robos en la zona
Comercial de zapatos enel ltimo mes.
"Se aconseja a los zapateros para
bloquear sus puertas segura antes de ir
a la cama, "la Polica Local funcionario
de la comunidad a los periodistas.
Cmaras de la calle en la zona fueron
examinadas
por
la
polica
para
encontrar pruebas. Los residentes se les
pide que informe a la polica local de
extranjeros que se comportan de una
manera inusual en el barrio.

3 were examined

Download the phonemic whist cards

Play with 4 people.

The aim of this game is to collect as many pairs of cards as possible. The winner is the player who first
collects ten pairs of words.

Nominate a player to deal the cards. Each player has 12 cards.

Place the remaining cards in a pile, face down in the middle of the table.

Players look at the 12 cards that they have and see if they can match two cards (they have to match a word
with its phonemic transcription).

Players put any 'matching pairs' on the table in front of them to start their collection.

The player on the left of the dealer starts the game by putting a card that s/he doesn't want at the bottom of
the pile in the centre. Then s/he takes a new card from the top of the pile.

If the player can match the card with one that s/he already has, they add it to their collection of pairs.

The next player continues the game in the same way and so on.

The first player who reaches ten pairs of cards is the winner.

3.5 Transcribing
Check your answers to activity 3.5.

he

lives

think

mother

day

go

jump

sing

love

man

/bi:/

/tek/

/du:/

/i:p/

/p/

/bed/

/ht/

/lvd/

4.1 Are you a language whiz?

Look at your answers from the g and look at the information in the boxes below to find out what kind of a teacher you
are.

A = 3 points

A = 2 points

A = 1 point

A = 1 point

B = 2 points

B = 4 points

B = 4 points

B = 3 points

C = 4 points

C = 3 points

C = 3 points

C = 2 points

D = 1 point

D = 1 point

D = 2 points

D = 4 points

What kind of a teacher are you?

14 - 16
points

You are definitely a language teacher. You use reading texts to teach vocabulary and
grammar.

11 - 13
points

You are more of a language teacher than a teacher who teaches reading. You try to
help your students understand the text as a whole.

7 - 10 points You use texts to teach reading skills, but you like to have some control over the ways
your students read texts.
4 - 6 points

You are definitely a teacher of reading. You prefer to help students become
independent readers and develop their own reading strategies.

I have been a teacher for 15 years in general education and adult education. I have
organized around 6 field trips. We need pay attention to any aspects on
coordinating a field trips: transportation, funding, handling money and dining.
Invite two or more parents to the trip and assign each student a partner.
-Choose field trip activities that are affordable for example Beach or Pool. Be
mindful of the student whose parents can't afford the field trip. Make
arrangements to help everyone participate. Ask for special rate days, group
discounts and opportunities for schools and students to defray the cost of the field
trip.
I organized a field trips three years ago, I went to Caverns Tolu Viejo with my
students of 7Th grade, then we went to extinct Volcano of San Antero-Cordoba and
finally we went to Coveas Sucre beach.