Tools in The Teacher's Toolbox
equipa de autoras do projeto swoosh – inglês
cláudia regina abreu, cidália sousa,Vanessa reis esteves
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O Tools in the teacher's toolbox
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Tools in the teacher’s toolbox: the technological kit
When a teacher makes use of activities that have been specially designed to
incorporate several language skills simultaneously (such as reading, speaking,
listening, and writing), they provide their students with situations that allow for
well-rounded development and progress in all areas of language learning.
(source: http://www2.education.ualberta.ca)
In class we should aim to develop these skills in an engaging way that engages
students. Learning activities should encourage our students to learn by doing and
develop their autonomy.
By using our technology kit: the e-book.
Use it to:
1. capture student’s attention (appeal to the fact
that they are digital natives).
2. empower students: Go for a learn by doing
rather than a learn about learning approach!
3. develop memory skills.
4. scaffold learning: Cater for a mixed ability class.
5. Make learning fun and memorable.
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The advantages of e-books…
E-books typically contain the same content and layout as paper copies of books
and are made available for web viewing. There are a lot of advantages when using
an e-book:
1. Instant availability
2. New reading tools provide opportunities to highlight the text and jot notes in the
book margins (own the text).
3. Music, sound effects, animation, pictures, hyperlinks, and supplementary
materials are embedded in an e-book providing a richer and diverse learning
opportunity.
4. You can customize the viewing experience for your students’ unique learning
needs and eyesight by changing font size and screen contrast.
5. E-books are easily portable. A teacher/student can carry several books on a
portable reader or memory stick.
6. Easily done with e-textbooks is copying and pasting.
Fun technological classroom activities…
• activity 1: predict away
Zoom in on part of a text and project
it. Ask your students to read it and
write down the key words. Then ask
“What is the text about?” Get
students to predict what else is in
the text.
Then students open the book, read and
check their predictions.
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• activity 2: can anyone tell me?
One student gets an envelope with the key words taken of the text. He/she
leaves the room, and examines the cards outside. The teacher projects a text
and the class reads (ZOOM). Then student A returns and the teacher hides the
text. This student A faces the class and asks questions about the keywords.
He/she wants to find out information (authentic communication is taking place).
The other students try to explain. If the students don’t remember, the teacher
projects the text again, but student A continues facing the class (he/she is not
allowed to see the text).
Now the class is ready to open the book and do the reading comprehension
exercise.
• activity 3: Guess the hidden word?
The teacher covers some words in the e-book. The students in small groups
have to guess the missing word. This activity is a game and so the following
points are awarded:
• activity 4: Go with your gut
The teacher zooms in on a grammar exercise, without explaining the grammar
rules. In pairs, student should try to do this exercise in their notebook simply by
following their guts. The students then read the grammar explanation and have
the opportunity to reformulate their answers. Finally, the whole class corrects
the exercise. This can be done interactively to motivate students.
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• activity 5: Matching
Teacher projects a matching exercise that has chunks of language and the
students do the matching in their notebook (they can’t open their student books
yet). Then the teacher corrects it orally (or by using the interactive mode).
Afterwards the T asks if there are any questions. Now all the students must
close their notebooks and the T covers half of the exercise (square tool in the
toolbox). Next, the teachers says that they are going to play a memory game in
pairs. “What can you remember?” Pairs of students come up to the board and
redo the interactive exercise based on what they can remember. If they need
help, they can sneak a peek at their student books. After the pairs have had a
go, students open their student books and do the exercise individually. Students
are being exposed to the exercise several times thereby training their memory
skills. In this way the teacher is introducing a policy of success in the classroom.
Students are memorizing vocabulary chunks without realizing it!
• activity 5: Word gym
Group students in pairs and zoom in on a picture. Ask each pair to make a list
of all the words that they can remember in English. Then get feedback about all
the words that the various groups
know. See which group has the highest
number of words. Now challenge students
to find the remaining words. Help
students by projecting the exercise on
the board. Next correct the interactive
exercise as a class by inviting various
students to come up to the board.
Finally, test students’ memory skills by
inviting students to open their student
books and do the exercise in class or for homework.
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OobriGado
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