Rebeca Torres

UNIVERSIDAD AUTONOMA DE BAJA CALIFORNIA

¨Por la realización plena del hombre¨

Teaching Techniques

Rebeca Saray Torres Silva

Aydée Mariscal Martínez

Mexicali Baja California a de diciembre de 2014

Empiricist Rational

Structural Functional Interactional

Behaviorist Cognitive

Grammar translation Direct method Audio-lingual Silent waySuggestopedia Community language learning Total physical response Communicative language teaching Content based Multiple intelligence

Approach•Theoretical principle

•Language theory model

•Learning theory

Design•Material: constructive paper and pencil•Learners’ role: processor

Procedure• Method

Type of activityTechnique: students practice and develop the skill of speaking

Exercise: students practice names of food in order to increase vocabulary.

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The Hungry Caterpillar

• Language task: drilling• Skills: speaking• Time: 20-30• Materials: a caterpillar made with a can or bottle, the book ¨The

hungry Caterpillar¨ and little pieces of food (on paper)• Level: kindergarten, 1st and 2nd grade of elementary school• Procedure: • Teacher read the story ¨The hungry caterpillar¨ to the class.• After reading the story s/he starts taking the little pieces of food

and ask the students which food is it.• Teacher waits the students t answer, when the answer is correct

the caterpillar eats the food (the teacher introduces the food in the bottle )

• The teacher keeps asking for the names of food until the pieces are finish.

• This activity can be reinforced with a dictation about the new vocabulary.

.

Approach• Theoretical principle

• Language theory model

• Learning theory

Design• Material: the figure on paper of a snowman and his clothes in separated pieces • Learners’ role: processor

Procedure• Method

Type of activity

• Technique: students practice their writing skill• Exercise: students write cards

.

Poetry Pops• Language task: free writing• Skills: writing• Time: 30 minutes• Materials: ice pops in constructive paper and pencil• Level: 3rd to 5th grades• Procedure:• The teacher gives each student a card with the shape of an ice pop

and give instructions and the topic to write about in the cards.• Students write something special to one classmate of the class.• After finishing writing the cards , the cards are given to the one

those are written for.

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Approach• Theoretical principle

• Language theory model

• Learning theory

Design• Material: a caterpillar made with an oats can • Learners’ role: processor

Procedure• Method

• Type of activity

• Technique: students practice their oral skill• Exercise: students name clothes

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Dressing the Snowman• Language task: drilling• Skills: speaking• Time: 20 minutes• Materials: the snow man and his clothes on paper• Level: kindergarten and 1st level elementary school• Procedure: each students is given a cookie sheet with the snow man

and his clothes (separated)• The teacher shows each piece in front of the class and say its name• The students repeat each word, while mean the teacher makes sure

that every student achieve the right pronunciation• To finish each student dress the snowman as they want to.

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Approach• Theoretical principle

• Language theory model

Learning Theory

Design• Material: a work sheet with the topic to be written• Learners’ role: processor

Procedure• Method

Type of activity• Technique: students practice their writing skill• Exercise: students use a topic to express their thoughts

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I don’t want it to rain meatballs• Language task: guided writing• Skills: writing• Time:30 minutes if the teacher explain by himself, or 2 hours if he

uses the movie.• Materials: a worksheet with a topic for the guided writing• Level: 1st and 2nd level of elementary school• Procedure: The teacher can introduce the topic whether telling the students

about the rain and what would happen if there will be another kind of rain, or using the movie ¨Cloudy with the chance of meatballs¨Each student is given a sheet with a the topic for the guided writing

They write why they want/don’t want it to rain meatballsTeacher checks papers to revise grammar.

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Approach• Theoretical principle

• Language theory model

• Learning Theory

Design• Material: a worksheet with a topic for guided writing • Learners’ role: processor

Procedure• Method

Type of activity• Technique: students practice their oral skill• Exercise: students contribute to create a story

.

Story Telling Basket• Language task: free speaking• Skills: speaking• Time: 30 minutes• Materials: a basket with various toys • Level: 1st -3rd levels elementary school• Procedure:• The teacher shows each piece to the class and ask the students,

one by one, to create a sentence to build the story• At the end the students write on their notebooks the story the

have just create.

The ideas for the activities presented here were taken from

images in Pinterest, but the development of the activities were

designed by me.