VERBS-VOCAB- GRAMMAR
KEY IRREGULAR VERB
CONJUGATION (INFINITIVE, PAST, PAST PARTICIPLE)
CONTEXT SENTENCE
1.-PRIOR KNOWLEDGE
BEFORE READING: WHAT DO I KNOW ABOUT THE TEXT, QUESTIONS, CONTEXT? BY TOPIC USING NOTE TAKING
1. PRE WRITING
BRAINSTORMING: THINK AND DECIDE BY NOTETAKING TECNHIQUE
INTRODUCTORY SENTENCE: SUBJECT + VERB + COMPLEMENT (A WHOLE-BIG IDEA RELATED TO THE TOPIC AND THAT SUPPORT OTHER IDEAS)
1.- PRIOR KNOWLEDGE
BEFORE LISTENING: WHAT DO I KNOW BASED ON QUESTIONS TO BE ANSWERED OR PICTURES IF THE AUDIO INCLUDES ANY VISUAL AIDS? BY NOTETAKING TECNHIQUE
WHAT DO I KNOW ABOUT THE TEXT, QUESTIONS, CONTEXT?
Step 1: Research and SELF- WRITTEN Preparation FIRST
1.- HAVE RESOURCES I NEED BEFORE START SPEAKING: CONTEXT VOCABULARY LIST, PRONUNCIATION-DICTIONARY APPS, GRAMMAR TENSES`TYPES AND CONTEXT VERBS (AND ITS CONJUGATION) I NEED TO USE.
2.- RESEARCH + NOTE TAKING: WRITE FACTS, DATES, EXAMPLES, OPINIONS, RELEVANT INFORMATION RELATED TO THE TOPIC (VOCABULARY + GRAMMAR IN CONTEXT)
KEY REGULAR VERB
CONJUGATION (INFINITIVE, PAST, PAST PARTICIPLE)
CONTEXT SENTENCE
2.- QUESTIONS`+ CONTEXT PREDICTING
BEFORE READING: When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information BY NOTE TAKING TECNHIQUE
2.- RESEARCH + STRUCTURE DESIGN (DRAFT 1)
ORGANIZE YOUR IDEAS (AT LEAST THREE SMALL IDEAS BASED ON THE INTRODUCTORY SENTENCE)
3.- YOUR IDEAS CAN INCLUDE: EXAMPLES, FACTS AND RESEARCH (APA REFERENCES)
NOTE: Put the information you researched into your own words AS A WHOLE USING CONNECTORS
2.- QUESTIONS`+ CONTEXT PREDICTING
BEFORE LISTENING: BASED ON ANY WRITTEN CLUE (WORDS-PHRASES- QUESTIONS I KNOW) OR VISUAL AUDIO AIDS IF WE HAVE ONE TRY TO GET THE IDEA OF THE AUDIO AND WHAT INFORMATION I NEED TO COMPLETE THE TASK.
NOTE: NOTE TAKING IS IMPORTANT
2.- WRITING SPEECH (NOTE TAKING)
NOTE TAKING (FACTS, EXAMPLES, OPINIONS, RELEVANT ACADEMIC-NON ACADEMIC INFORMATION YOU NEED TO HAVE OR TO USE) AS A WHOLE= CREATE A PARAGRAPH WITH THE WHOLE IDEA THEN COPY ON GOOGLE TRANSLATOR AND PRACTICE USING PRONUNCIATION WEBSITES
CONTEXT KEY VOCABULARY WORDS
CONJUGATION (INFINITIVE, PAST, PAST PARTICIPLE)
CONTEXT SENTENCE
3.-IDENTIFYING + SUMMARIZING
BEFORE READING: WRITE MAIN IDEA, FACTS, DATES, KEY INFORMATION BY USING STORY MAPS AND GRAPHIC ORGANIZERS OR NOTE TAKING TEMPLATE-TECNHIQUE
3.- DRAFT 2 . REVISING
MAKE IT BETTER
Read what you have written again
3.- LISTENING TRY I + NOTE TAKING (REMEMBERING)
LISTENING TO THE AUDIO + NOTE TAKING (TRY TO GET FACTS, A GENERAL IDEA, EXAMPLES, SPEAKERS`NAMES, DATES, ATITTUDES, OPINIONS, PLACES, RELEVANT INFORMATION TO COMPLETE THE LISTENING COMPREHENSION TASK)
Remembering begins with listening; if you can’t remember something that was said, you might not have been listening effectively.
REMEMBER NOTE TAKING TECNHIQUE
3.- SELF-ORAL PREPARATION
USING STEPS 1 AND 2: RECORD A VIDEO AND AN AUDIO AT LEAST THREE TIMES TO BE PREPARED. AFTER THOSE RECORDINGS BE YOUR OWN EVALUATOR USING THE CRITERIA: HOW WERE MY BODY LANGUAGE, INTERACTION, GRAMMAR CONTENT, VOCAB CONTENT, VERBS`CONJUGATION, FLUENCY, INTONATION, WORD STRESS, SENTENCE STRESS, SPEECH (UNDERSTANDABLE?), SILENCE, PAUSES, NERVOUS?, WRITTEN+ORAL SPEECH AS A WHOLE?
CONTEXT KEY VOCABULARY PHRASES
CONJUGATION (INFINITIVE, PAST, PAST PARTICIPLE)
CONTEXT SENTENCE
4. QUESTIONING + VISUALIZATION
Questioning: Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences: In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
DURING READING: ANSWER THE QUESTIONS
4.- DRAFT 3: EDITING AND PROOFREADING
MAKE IT CORRECT
4.- LISTENING TRY II: BASED ON LISTENING I + NOTE TAKING
PAY ATTENTION TO YOUR NOTES THEN IN THIS SECOND OPPORTUNITY TRY TO COMPLETE AND PAY ATTENTION TO INFORMATION FROM QUESTIONS BECAUSE THE PURPOSE OF THE READING IS TO ANSWER QUESTIONS.
REMEMBER: NOTE TAKING IS IMPORTANT
4.- SPEAKING FIRST TRY! BE PREPARED FOR QUESTIONS
NOW YOU ARE READY: REMEMBER STEPS 1-3 + NOTE TAKING STRATEGIES (FACTS, EXAMPLES, ATTITUDES, OPINIONS, RELEVANT CONTENT, TASK INFORMATION) WHEN TAKING TO PEERS (DURING TALKING IN AN INTERNATION EXAM), EVALUATOR (TO GET WHAT I NEED TO DO OR TO AGREE-DISAGREE WHILE SPEAKING TASK)
GRAMMAR TENSE (PAST-PRESENT-FUTURE TYPES)
CONJUGATION (INFINITIVE, PAST, PAST PARTICIPLE)
CONTEXT SENTENCE
5.-RETELLING + KWL CHART + WHAT`S NEXT?
AFTER READING.- Retelling: Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.
There are three steps in the K-W-L process (Ogle, 1986):
5.- LAST DRAFT + WHAT`S NEXT?
MAKE SURE EVERYTHING IS CLEAR, HAS SENSE, FLOWS CORRECTLY AND THEN SAVE IT AND SEND IT TO THE TEACHER, PEER (CO EVALUATION), ONE SELF (SELF ASSESSMENT RUBRIC CRITERIA BASED ON PREVIOUS STEPS)
5.- LISTENING + TRANSCRIPT + WHAT`S NEXT?
LISTEN AGAIN BY VISUALIZING THE LISTENING`S TRANSCRIPT AND DO THE READING PROCESS.
5.- SPEAKING FIRST TRY! I DON`T GET IT= DO NOT WORRY= SURVIVAL SPEAKING QUESTIONS + WHAT`S NEXT?
IF SOMETHING FAILED: DO NOT WORRY: IN THIS SECOND TRY LET`S USE SPEAKING SURVIVAL QUESTIONS (ASK FOR REPETITION (WORDS, PHRASES), ASK FOR CLARIFICATION (WORDS IN CONTEXT, MEANING, ETC) + INTERACTIVE COMMUNICATION WITH PEERS OR EVALUATOR TO DEAL WITH "WHILE SPEAKING DOUBTS AND ISSUES"
PRACTICE RECORDING (AUDIO + VIDEO) IN ANY TOPIC BASED ON READING, WRITING, LISTENING STEPS AT LEAST 10 MINUTES EVERYDAY. POST ON THE GROUP AS YOU 10 MINUTE CHALLENGE! GOOD LUCK!