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Programa Binacional de Educación Migrante
Strategies forTeaching English
Oaxaca, Oax. June 08.

Special thanks to organizers of this event of english teachers of secondary schools from all over the state. To professors from Gadsden, Arizona: Ralph Williams, David Castro, José Sepúlveda and Carlos Arroyo who shared their strategies with Oaxaca's teachers. We hope to see you soon.


· When reading texts, students underline unknown words.
· Explain for everybody each unknown word. Avoid translation, it's better to act it out o give an example.
· Read the text quickly in order to cause some confusion, avoid intonation. Students will be confused for a while but, this a warm-up to catch attention.
· Then read the text aloud, with clear entonation, paused.
· Next, students read the text in chorus.
· As an exercise, they look for synonims and antonyms.
· Elaborate " yes or no" questions. Ask questions aloud until being sure that students understood every single question and answer.


· When a student asks for permission to go to the bathroom he/she has to say "I have been learning…" and mention what's he/she is learning in the class, if he/she can't, don't allow him/her to go and he/she has to try again within three minutes.
·Assign homework that could be read aloud to parents.
· Introduce songs in class, it's fun and improves fluency.
· Students must make oral presentations in front of group. Students could describe themselves, take photos, present artists, etc.
· When students speak, repeat aloud what they say as reinforcement, thus, everybody listens to and could correct mistakes.
· Write a short text. Example: I am going to the beach. I need ___________ and _____________. Students complete it and read it aloud.
· Tongue twisters are good when improving speaking abilities.
· Record students when they explain sayings.
· Include sayings regularly, students could add them to their speaking repertoire.


· Teach the phonetic alphabet, it's truly important to compare words with similar sound sonido similar. If you teach the phonetic alphabet, your students will pronounce correctly words of the diccionary .
· Ask your students to watch television in english language.
· Ask your students to listen to the radio in english language.
· Dictate sentences which include grammar mistakes and ask students to correct them.


·When students write a word incorrectly, they do not erase it; instead they cross it and write the word correctly next to it. Thus, they notice the mistake and maybe they will not commit it again.
· Write sentences whic include grammar mistakes, students look for them and correct them.
· Ask students to bring newspapers to class and cut or assemble phrases.


· Provide your students with lists of words or phrases before introducing new topics.
· Play "Stop".
· Make sure that your students use athesaurus and a dictionary.
· Assign 3 or 4 quadrants as a homework; Divide a table into 4 spaces, add an ovale in the middle. The word to be learned is written in the ovale. In the 4 spaces a definition, a picture, a synonim or antonym , and a 5up sentences should be added (including the word to be learned).
· Write lists of vocabulary and students categorize them.

Positive Environment

· Shake hands when students come in the classroom.
· Put a finger on your mouth and raise the hand as a attention catcher when starting the class; it creates a habit if you do it every class.
· Do not allow negative attitude in the class. If a student has a bad attitude, give him/her few extra work.
· Be consistent with the regulations in class.
· When correcting mistakes, do it once for the whole group.
· Say hello clear and sound, sell energy at the beginning of the class.

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