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7/30/2019 Projecto Semi Estrategies

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Speak without Fear

The biggest problem most people face in learning a newlanguage is their own fear. They worry that they wont saythings correctly or that they will look stupid so they donttalk at all. Dont do this. The fastest way to learn anything

is to do it again and again until you get it right. Likeanything, learning English requires practice. Dont let alittle fear stop you from getting what you want.

Use all of your Resources

Even if you study English at a language school it doesntmean you cant learn outside of class. Using as manydifferent sources, methods and tools as possible, will allowyou to learn faster. There are many different ways you canimprove your English, so dont limit yourself to only one or


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two. The internet is a fantastic resource for virtuallyanything, but for the language learner it's perfect.

Surround Yourself with English

The absolute best way to learn English is to surroundyourself with it. Take notes in English; put English booksaround your room listen to English language radiobroadcasts, watch English news, movies and television.Speak English with your friends whenever you can. Themore English material that you have around you, the fasteryou will learn and the more likely it is that you will beginthinking in English..

Listen to Native Speakers as Much as Possible

There are some good English teachers that have had to

learn English as a second language before they could teachit. However, there are several reasons why many of thebest schools prefer to hire native English speakers. One ofthe reasons is that native speakers have a natural flow totheir speech that students of English should try to imitate.The closer ESL / EFL students can get to this rhythm orflow, the more convincing and comfortable they willbecome.

Watch English Films and Television

This is not only a fun way to learn but it is also veryeffective. By watching English films (especially those with


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Often, it is by comparing your score on a test you tookyesterday with one you took a month or six months agothat you realize just how much you have learned. If younever test yourself, you will never know how much you are

progressing. Start now by doing some of the manyexercises and tests on this site, and return in a few days tosee what you've learned. Keep doing this and you really willmake some progress with English.

Record Yourself

Nobody likes to hear their own voice on tape but like tests,it is good to compare your tapes from time to time. Youmay be so impressed with the progress you are making thatyou may not mind the sound of your voice as much.

Listen to English

By this, we mean, speak on the phone or listen to radiobroadcasts, audio books or CDs in English. This is differentthan watching the television or films because you cant seethe person that is speaking to you. Many learners ofEnglish say that speaking on the phone is one of the mostdifficult things that they do and the only way to improve isto practice.

FinallyHave fun!


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Try to develop and appreciate the following habits:

Take responsibility for yourself Recognize that in order to succeed you need to makedecisions about your priorities, your time, and yourresources

Center yourself around your values and principlesDon't let friends and acquaintances dictate what youconsider important

Put first things firstFollow up on the priorities you have set for yourself,and don't let others, or other interests, distract youfrom your goals

Discover your key productivity periods and placesMorning, afternoon, or evening?Find spaces where you can be the most focused and

productive. Prioritize these for your most difficultstudy challenges.

Consider yourself in a win-win situationwhen you contribute your best to a class, you, your


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fellow students, and even your teacher will benefit.Your grade can then be one additional check on yourperformance

First understand others, then attempt to beunderstood when you have an issue with an instructor(a questionable grade, an assignment deadline, etc.)put yourself in the instructor's place. Now ask yourselfhow you can best make your argument given his/hersituation.

Look for better solutions to problemsFor example, if you don't understand the coursematerial, don't just re-read it. Try something else!Consult with the professor, a tutor, an academicadvisor, a classmate, a study group, or your school'sstudy skills center.

Look to continually challenge yourself.


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Focus your attention on the subjectStop all non-relevant activities beforehand to orientyourself to the speaker or the topic.

Review mentally what you already know about the subjectOrganize in advance relevant material in order to develop

it further(Previous lectures, TV programs, newspaper articles, websites, prior real life experience, etc.).

Avoid distractionsSeat yourself appropriately close to the speakerAvoid distractions (a window, a talkative neighbor, noise,etc.).Acknowledge any emotional stateSuspend emotions until later, orPassively participate unless you can control your emotions.

Set aside your prejudices, your opinions


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You are present to learn what the speaker has to say, notthe other way around.

What you can control in your studies:

"Here I study"Get a dedicated space, chair, table, lighting andenvironmentAvoid your cell phone or telephonePut up a sign to avoid being disturbed or interrupted

If you like music in the background, OK, but don't let it bea distraction. (Research on productivity with music versuswithout music is inconclusive)Stick to a routine, efficient study scheduleAccommodate your day/nighttime energy levelsSee our Guide on Setting goals and making a schedulingFocusBefore you begin studying, take a few minutes tosummarize a few objectives, gather what you will need, andthink of a general strategy of accomplishmentIncentivesCreate an incentive if necessary for successfully completinga task, such as calling a friend, a food treat, a walk, etc.


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For special projects such as term papers, design projects,long book reviews, set up a special incentiveChange topicsChanging the subject you study every one to two hours for

varietyVary your study activitiesAlternate reading with more active learning exercisesIf you have a lot of reading, try the SQ3R methodAsk yourself how you could increase your activity levelwhile studying? Perhaps a group will be best? Creatingstudy questions?Ask your teacher for alternative strategies for learning. Themore active your learning, the better.Take regular, scheduled breaks that fit youDo something different from what you've been doing (e.g.,walk around if you've been sitting), and in a different areaRewardsGive yourself a reward when you've completed a task


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Review from memory what you have learned

Using the left hand margin's key words and questions, talkthrough, or illustrate definitions, concepts, etc.

Create your own examples

1. Reflect: Think over!

How does this relate to what you knew before?

Note the essay terms and find the best ones that refer toyour studies: Apply Compare, Diagram, Evaluate, etc...

2. Review the notes you took

At your next study session

Before reading new material

When studying for tests

Make notes on your "notes page"


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Take notes on both positive and critical items

Thank the person whether fellow student, teacher, or guestcommentator

Use active listening skills

Respond to direct questions regarding process

or how you developed such-and-such, or arrived at a

certain viewpointDo not react immediately to criticism, but say you willreflect upon what is said

After you have reflected upon the feedback, create a "covernote summary" to refer to for the next presentation.


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Read the feedback carefully

Try to understand not only the points made, but also thepoint of view

Re-read your assignment to analyze

The areas that the feedback refers to

Highlight and/or cross-reference the feedback to yourwork, or draw attention in the text to corrections andsuggestions

Pay attention to positive and negative comments

Think of feedback as you would compliments andsuggestions for improvement

Feedback is also an opportunity for idea exchange.


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Add a cover note that summarizes your revision of theassignment

File the original, the corrected version, and cover note

For reference for the next assignment

If requested, turn in the corrected version with its covernote


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The following techniques and exercises use associationswith letters, images, maps, etc to help you remember.

As you proceed through this list of techniques, try to thinkof strategies that would be useful to you!

Some people use letters, some images, even songs.

Each depends on how comfortable you are with, or howuseful they are to, your way of thinking!

1. Acronyms

An acronym is an invented combination of letters. Each

letter is a cue to, or suggests, an item you need toremember

ROY G. BIV, the colors of the visible spectrum

Red, Orange, Yellow, Green, Blue, Indigo, Violet

2. An acrostic is an invented sentence or poem with a firstletter cue:

The first letter of each word is a cue to an idea you need toremember.


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First, after considering the foreign word you need toremember, select a key word in English that sounds likethe foreign word.

Next, imagine an image which involves the key word withthe English meaning of the foreign word.

For example, consider the Spanish word "cabina" whichmeans "phone booth." For the English keyword, you mightthink of "cab in a " You could then invent an image of a cabtrying to fit in a phone booth. When you see the word"cabina" on the test, you should be able to recall the imageof the cab and you should be able to retrieve the definition"phone booth."


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Select any location that you have spent a lot of time in andknow well.

Good for kinaesthetic learners!

Imagine yourself walking through the location, selectingclearly defined places--the door, sofa, refrigerator, shelf,etc. Imagine yourself putting objects that you need toremember into each of these places by walking throughthis location in a direct path.

Again, you need a standard direct path and clearly definedlocations for objects to facilitate the retrieval of theseobjects.


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Simply invent any relationship between the name and thephysical characteristics of the person. For example, if youhad to remember Shirley Temple's name, you might

ingrain the name in memory by noticing that she has"curly" (rhymes with Shirley) hair around her temples.

Create a story where each word or idea you have toremember cues the next idea you need to recall. If you had

to remember the words Napoleon, ear, door, and Germany,you could invent a story of Napoleon with his ear to a doorlistening to people speak in German.


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Used to generate ideas; encourages a group of people tothink creatively about a topic. Innovative, unique, oruntried ideas as well as traditional ideas are equallyconsidered. Pick any topic or aspect of a topic forexploration.

Small clusters of learners who are temporarily groupedtogether for a short period to address a topic presented by

a facilitator. The groups can discuss various aspects of ascenario and then compare viewpoints.


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An analysis of an actual event or situation. Case studiespresent "real" pictures of situations with facts, objectiveinformation, or data. Learners analyze the case study tointerpret, predict, and resolve issues associated with thecase study.

Give handouts that ask a series of leading questions,students work in small groups to figure out how somethingworks or build a conceptual model. They make their owndiagrams and record observations. Participants can createtheir own simulations by linking concepts and draftingnew models or procedures, operations, or strategies.


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Participants are given access to manuals, publications,charts, books, the Internet, and other tools in order to findinformation or answer questions.

Participants can discuss the material more in-depth, shareinsights and experiences, and answer questions.Participants can reflect on the lecture topic before, during,or after the presentation.


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Students are given only a portion of a scenario and askedto elaborate on what they think actually happened.Students are supposed to "fill in" the missing pieces by

elaborating on the information they are given.

Participants are presented a scenario, simulation, orsituation and then asked what should happen next, whatwould they do next? The participants are expected to"predict" the future by explaining what will develop.


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A strategy that gives each participant a chance to expresshis or her views. Use a "roundtable" format to haveparticipants respond to a particular topic. Considerimposing a time limitation or having a different participantexpress an idea after each module.

Break the information to be mastered into three to fiveparts. Give each learner one of the parts. Learners with thesame learning task gather in the expert groups to masterthe content. Heterogeneous groups are then assembled toteach each other. Whole group performs the final task.


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Members of the team are selected to represent expertise inthe various areas that will be covered in the presentation.After carefully listening to a lecture, the team's task is to

make the presenter's comments more applicable to thelocal situation or to raise questions ignored in the originalpresentation. The participants can be "queued" before thepresentation to extrapolate certain information or they canlisten "freely".

Participants are asked to respond to a question or

statement by generating a list of responses. The groupfacilitator asks each member to contribute an idea fromtheir list in a round-robin approach. The group is given theopportunity to discuss and clarify any of the ideas thathave been selected. The group members rank or rate eachitem. Voting may then take place to reach consensus.


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Several experts sit around a table and discuss a topic; theymay field questions from an audience. Learners mayprepare questions in advance for panelists. Each learner

can submit one question anonymously or ask ".

Each learner reads a different selection and then teachesthe essence of the material to his or her randomly assignedpartner. Have participants share material that reflects theirexperience and occupation.


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Learners start a topic by solving a problem thatincorporates the concepts of the module. Have participantswork in teams to solve a scenario. Begin the presentationwith the problem-solving exercise and then debrief theexercise by highlighting important points in thepresentation.

Participants ponder a presentation and then discuss or listpoints they agreed or disagreed with. They may alsodiscuss pros and cons of a proposal or methodology. Ask

participants to write down a viewpoint or evaluativesummary on an index card during a break (could beanonymous). The facilitator addresses the comments in asummarizing and synthesizing manner--not judging orcriticizing the viewpoints.


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Relate the presentation to current world news or eventsimpacting the organization. Use news articles, the Internet,magazines, tapes of broadcasts, or audio/videoconferencing to bring outside updates on the latestpolicies, technology, and news makers affecting the topic ofdiscussion.

Each person has a 2 or 3 minute opportunity to express his

or her point of view on a given topic, or passes, whileothers listen. Used to elicit a range of viewpoints and builda sense of safe participation.


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Create a realistic model of an actual situation orenvironment. Use a computer modelling programincorporating multiple dimensions and perspectives to

illustrate complex scenarios.

Facitators and students share personal, humorous storiesto liven or highlight a concept.


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Show a video or a video clip without any introduction orelaboration. the participants "present" their analysis of thevideo to each other in small groups. Use an interestingvideo that will stimulate dialogue and interpretation.Handout questions that relate the video to other modules

in the seminar.

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