Modern strategies for efl classes

1. Modern
Strategies
for EFL
Classes
Maria Ionesi

2. Objectives:
 To throw light on modern strategies and
approaches adequate for the 21st
Century generation
 To present some modern strategies
 To encourage teachers using modern
strategies as innovative teachers

5. How can a teacher
reach his/her students?

6. What is a strategy?
 Strategy (from Greek stratēgia, "art of troop leader;
office of general, command, generalship") is a
high-level plan to achieve one or more goals under
conditions of uncertainty.
Henry George Liddell,
Robert Scott, A Greek-
English Lexicon, on Perseus
 a plan of action designed to achieve a long-term or
overall aim.
Oxford Dictionary
 a detailed plan for achieving success in situations
such as war, politics, business, industry, or sport, or
the skill of planning.
Cambridge Dictionary

7. Teaching strategies
are various
techniques
used by the
teachers to
facilitate the
students with
different
learning
styles.

8. The goals of a teaching strategy
 Involves students in learning-process activities
rather than passive listening developing critical
thinking, writing and speaking skills
 Provides more frequent and immediate feedback
to students.
 Emphasizes student-centered learning.
 Develops collaborative learning and teamwork.
 Creates opportunities for differentiated instruction.

11. Multiple
Intelligences
https://www.youtube.co
m/watch?time_continue
=2&v=2FucqOpIfVM

13. Types of Strategies
Assessment Strategies
Time Management
Strategies
Active Learning
Strategies
Brain-Based
Strategies
Multiple Intelligence
Strategies
Learning Styles
Strategies
Vocabulary
Strategies
Behavioural
Intervention Strategies
Engaged Learning
Strategies
Effective Instructional
Practices
Accommodation
Strategies
Instructional
Intervention Strategies
Differentiated
Instructional Strategies
Classroom Management
Strategies
Learning Strategies (writing, reading,
comprehensive, listening, speaking)

14. Examples of Modern Strategies
1. Close Reading
2. Verb Action
3. Jeopardy game for Irregular verbs
4. Hot Seat
5. Checking for Understanding
6. Cognate Strategies
7. RTI (Response to Intervention ) for English
Language Learners

15. Close Reading
It is a strategy that supports students in reading and
rereading a text to obtain not only the information
about the actions in a text, but also perspective on
an author’s point of view and the use of language to
present an image or a point of view.

16. Close Reading
1. First reading: What does it say?
• Ask/answer the questions
• Retell the story
• Summarize the central message
• Describe characters and how they respond to the plot
2. Second reading: How does the text work?
• Story structure
• Text features
• The main purpose of the text, author’s purpose
• Points of view
• Dialogue
• Context clue, word meaning
3. Third reading: What does it mean?
How does it connect to other texts?
• Define the meaning from illustrations and words
• Compare/contrast 2 versions of the same story
• Analyse visual/multimedia elements

18. Verb Action
Is a strategy that approaches the understanding of irregular
English verbs through active learning and the combination
of action, speaking and writing.

19. Verb Action
Step-by-Step
1. Observe students and monitor
written work to identify verbs that
are being misused
2. Plan active experiences to
practice the correct usage of
identified words (throw/catch the
ball, eat chocolates etc.)
3. Document the activity by taking
photos of the students as they
participate
4. Involve students in contributing to
an irregular verb journal
5. Create a chart, bulletin board, or
word wall to provide a resource for
students

20. Let’s Play Jeopardy – Irregular Verbs
Purpose: To engage students in a
creative activity that will increase
their knowledge about irregular
verbs.
Materials needed:
a jeopardy board on a poster
before class or on the white board
How to Play:
1. Divide the class up into two or
three teams.
2. Each team chooses a team
captain who will be responsible
for stating the answer.
3. Mark the answer out so that it
cannot be chosen again.
4. Keep a chart of each team’s
points to see which team wins.

21. Hot Seat
This strategy has the goal to deep students’
understanding of what they are reading. It
develops students’ ability to think on their
feet as they analyse characters and make
inferences. Students have the opportunity to
refine their oral language abilities as they
give presentations, ask questions and
interview classmates.

22. Hot Seat (- a role-play activity)
Step-by-Step
1. Learn about the character
2. Create a costume
3. Prepare opening remarks
4. Introduce the character
5. Ask questions and make comments
6. Summarize the ideas

23. Checking for Understanding
Provides approaches that teachers can employ to
closely monitor students’ comprehension of material
being presented in the classroom.
https://www.youtube.com/watch?v=vd7TO9alAss

24. Checking for Understanding
Step-by-Step
1. Plan the format of your questions
ahead of time
2. Plan everyone responds activities
to encourage participation
3. Maintain visual contact with
learners
4. Provide adequate wait time
5. Be aware of your body language
6. Reward for asking questions to
provide incentive for participation
7. Continue to monitor both student
understanding and your use of
questioning
8. Teach minilessons that
demonstrate using questions to
form responses
9. Adapt lessons based on students’
English language development
levels

25. Cognate Strategies
Presents way to capture the knowledge of vocabulary
that students possess in their native language and help
them understand the connections to English words.
• Cognate: Word in different languages that share similar
meanings, pronunciation and spelling.
• False Cognate: Words in different languages that shares
the same spelling and pronunciation, but have different
meanings.

26. Cognate strategies
Step-by-Step
1. Identify cognates for words being taught in English
2. Provide instructions in the meanings of the English and
Romanian/ Russian words
3. Focus on spelling differences between the two
languages
4. Post cognates as they are studied
5. Adapt your cognate strategies to meet the English
language development levels of your students
6. Vary your cognate instruction approaches
7. Observe students to determine the need for reteaching
or additional guided practice
8. Encourage students to post cognates in their writing
journal
9. Evaluate your own use of cognate strategies

27. Romanian
Problema
Paradis
Complicat
Dictionar
Natiune
Umanitate
Geografie
Farmacie
Matrimoniu
Artist
Personal
Dormitor
fabulos
Cognate Strategies

28. RTI for English Language Learners
Response to Intervention
adapts an approach
currently used in
exceptional education to
monitor and document
the growth in English
learners.

29. RTI for English Language Learners
Step-by-Step
1. Identify students’ English language
development levels, strengths and
learning levels through assessment.
2. Use assessment results to identify areas to
be addressed by differentiating
instructions and possible approaches to
use.
3. Document the assessment results and RTI
plan, including length of intervention,
plans for updating assessment, and
parents involvement.
4. Observe and document students
responses to intervention as well as
academic and language development
progress.
5. Adjust interventions when student
progress slows or when students meet
standards.
6. Ask for assistance from the school
student study team when student
progress is slow or lacking.
7. Continue to use assessment and
documentation to support the
instructional approaches used

33. Bibliography
1. https://www.teachervision.com/teaching-
strategies/extracurricular-activities
2. https://www.understood.org/en/school-
learning/partnering-with-childs-school/instructional-
strategies/6-strategies-teachers-use-to-help-kids-with-
learning-and-attention-issues
3. http://www.teachhub.com/top-5-teaching-
strategies
4. https://www.teachthought.com/the-future-of-
learning/shifting-from-a-curriculum-of-insecurity-to-a-
curriculum-of-wisdom/
5. “50 Strategies for Teaching English Language
Learners” Adrienne L. Herrell and Michal Jordan
6. “CLIL Activities” Liz Dale and Rosie Tanner
7. “50 Literacy Strategies Step by Step” Gail E. Tompkins