En un libro de texto - al principio pedigogicalmente da "functions." They become more practical. A syou think in a more functional way, you aren't focused on teaching them a topic, but rater enabling them.
In the beginning say: What do you want your students to be able to do in the end. This is what you use to form your objectives.
When objectives are first formed, they seem only to be the task that the teacher is focused on the topic they must cover. Your objective needs to be specific enough for you to measure it.
Use overall function and task.
We need to take our objective and see what the textbook gives us. If it's good don't reinvent the wheel. Reevaluate the activities to see if they contribute to the objectives.
Keep in mind "Why should the students care?"
Think about why the textbook puts stuff in the order that they use.
Formula util
1. Experencia con la gramatica y el vocabulario en contexto
2. Oportunidades para pensar en el significado
3. Enfocar en la forma
4. Practicar, practicar, practicar
Tying assignments to something that's part of their every day life makes it less about the activity and more about the language.
Pay attention to whether or not the lessons flop, and if the students don't understand. Learn from your mistakes.
After a few weeks in a text book, you will see what kind of activities the students prefer.
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Some students will get caught up on rr. Get a student to read words with t and d quickly. (ex. fox in sox). Then explain that the tt and dd. Tweedle beetle puddle paddle battle, butter, paddle. IT's moving the tongue faster, and focing more air through.
As you move stuff around and prep for the next segment, do it when the students are doing something else. Otherwise you will lose them.
Let the students figure out things. Don't just tell them. Ask them a question and let them figure it out. ej. Con una cuenta que da verbos en el preterito.
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You can organizae activities so that students present information to one another, so that you don't have to present it all yourself, and to help them get involved.
Round activity. Have students speak so that you can analyze, and let them write their own story.
homework
1. Choose a text: audio, print, video
2. Write a lesson plan for using this particular text (supplemental)
3. THe lesson plan is going to be for a 50 min period.
4. Your lesson should include the principles we just talked about include: pre-reading (activate or build prior knowledge), during-reading (students do. Multiple passes through the text), and some post-reading.
5. Select a 7-10 min segmnt to present to the class. You can condense it.
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