Universidad Mariano Gálvez de Guatemala Escuela de Idiomas Profesorado en enseñanza del inglés (profesionalización) Teaching Techniques Wendy Velasquez
HOW TO TEACH ENGLISH Book Summary
Gina Fiorella Lavagnino Viaud Carne: 5076-15-21480
Contenido Chapter 1: Learners ......................................................................................................................... 5 GLOSARY ..................................................................................................................................... 6 TASK FILE..................................................................................................................................... 9 CASE STUDY ............................................................................................................................. 14 MIND MAP ................................................................................................................................... 15 Chapter 2: Teachers ...................................................................................................................... 16 Glosary ......................................................................................................................................... 17 TASK FILE ................................................................................................................................... 19 CASE STUDY ............................................................................................................................. 23 MIND MAP ................................................................................................................................... 24 Chapter 3: Managing the classroom. .......................................................................................... 25 GLOSARY ................................................................................................................................... 26 TASK FILE ................................................................................................................................... 27 CASE STUDY ............................................................................................................................. 34 THREE COLUMN DIAGRAM ................................................................................................... 35 Chapter 4: Describing learning and teaching. ............................................................................ 38 GLOSARY ....................................................................................................................................... 39 TASK FILE ................................................................................................................................... 43 CASE STUDY ............................................................................................................................. 48 DIAGRAM .................................................................................................................................... 49 Chapter 5: Describing language................................................................................................... 51 GLOSARY ................................................................................................................................... 52 TASK FILE ................................................................................................................................... 56 CASE STUDY ............................................................................................................................. 67 DIAGRAM .................................................................................................................................... 69 Chapter 6: Teaching the Language System............................................................................... 70 GLOSARY ....................................................................................................................................... 71 TASK FILE ................................................................................................................................... 74 CASE STUDY ............................................................................................................................. 82 DIAGRAM .................................................................................................................................... 84
Chapter 7: Teaching reading ........................................................................................................ 85 GLOSARY ................................................................................................................................... 86 TASK FILE ................................................................................................................................... 88 CASE STUDY ............................................................................................................................. 94 DIAGRAM .................................................................................................................................... 96 Chapter 8: Teaching Writing ......................................................................................................... 97 GLOSARY ................................................................................................................................... 98 TASK FILE ................................................................................................................................. 100 CASE STUDY ........................................................................................................................... 104 DIAGRAM .................................................................................................................................. 106 Chapter 9: Teaching Speaking ................................................................................................... 107 GLOSARY ................................................................................................................................. 108 TASK FILE ................................................................................................................................. 109 CASE STUDY ........................................................................................................................... 114 DIAGRAM: Teaching speaking .......................................................................................... 115 Chapter 10: Teaching Listening ................................................................................................. 117 GLOSARY ................................................................................................................................. 118 TASK FILE ................................................................................................................................. 119 CASE STUDY ........................................................................................................................... 123 DIAGRAM: Teaching Listening .............................................................................................. 124 Chapter 11: Using course books ................................................................................................ 127 GLOSARY ................................................................................................................................. 128 TASK FILE ................................................................................................................................. 128 CASE STUDY ........................................................................................................................... 133 DIAGRAM .................................................................................................................................. 134 Chapter 12: Planning lessons..................................................................................................... 136 GLOSARY ................................................................................................................................. 137 TASK FILE ................................................................................................................................. 139 CASE STUDY ........................................................................................................................... 141 DIAGRAM .................................................................................................................................. 142 Chapter 13: Testing ...................................................................................................................... 143 GLOSARY ................................................................................................................................. 144 TASK FILE ................................................................................................................................. 146
CASE STUDY ........................................................................................................................... 151 DIAGRAM: Testing ................................................................................................................... 152 Chapter 14: What if? .................................................................................................................... 154 GLOSARY ................................................................................................................................. 155 TASK FILE ................................................................................................................................. 156 CASE STUDY ........................................................................................................................... 163 Diagram: Testing ......................................................................................................................... 164
HOW TO TEACH ENGLISH
Chapter 1: Learners
Tomado para fines educativos: https://www.google.com.gt/search?q=colegios+educaci%C3%B3n+abierta&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ved=0 ahUKEwjn5tjvsvjKAhXCdR4KHUEGCPYQ_AUIBigB#tbm=isch&q=educaci%C3%B3n+en+areas+abiertas&imgrc=hGqSxqeZeGrIXM%3A
GLOSARY
1. Target-language community: it is a place where the English is the national language. 2. ESP: English for a Specific Purpose. 3. Business English: Ss learn how to operate in English in the business world. 4. EAP: English for Academic Purposes. 5. General English: Ss don´t have a particular reason to learn, but only the wish to communicate in English. 6. EFL: English as a Foreign Language; example: Guatemalan learning English in Guatemala. 7. ESL: English as a Second Language; example: Latinos in the U.S.A. learning English. 8. ESOL: English for Speakers of Other Languages, third language. 9. IT: Information technology. 10. One-to-one teaching: private sessions. 11. Pairwork: assigned learning activities worked in pairs 12. Groupwork: assigned leaning activities worked in groups. 13. Virtual learning: students can learn even when they are thousands of miles away from the teacher or other classmates with the development of internet. 14. Neuro-Linguistic Programming model: It takes in account the three different stimuli that students respond to learn. 15. Multiple Intelligences: different intelligences Ss develop to learn. 16. Homework: activities assigned to do at home. 17. Reading for pleasure: It is read what you want to read and not what the teacher ask you to read. 18. Beginner: those who don´t know any English. 19. Advance: those whose level of English is competent. 20. Intermediate: basic competence in speaking and writing and an ability to comprehend fairly straightforward listening and reading.
21. False beginners: can´t really use any English but actually know quite a lot which can be quickly activated. 22. Elementary: Ss are able to communicate in a basic way. 23. ALTE: Association of Language Europe. 24. TESOL: U.S. organization. 25. Plateau effect: Ss seem that they don´t improve that much or that fast as they want. 26. Appropriacy: using the right language in the right situation. 27. Connotation: whether words have a negative or positive tinge. 28. Inference: how we can read behind the words to get a writer´s true meaning. 29. Discursive essay: academic essay that persuades you. 30. Drill: where students repeat in chorus and individually. 31. Elicit: try to get the language from the students rather than giving it to them. 32. Cultural background: cultural pre-knowledge 33. Educational background: educational pre-knowledge. 34. Learning by rote: memorizing facts and figures. 35. Learning by doing: ss. Are involved in project work and experimentation in order to arrive at knowledge. 36. Multilingual classes: classes where students come from different countries and therefore have different mother tongues. 37. Mother tongues: native language. 38. Extrinsic motivation: motivation that students bring into the classroom from outside. 39. Intrinsic motivation: motivation that is generated by what happens inside the classroom. 40. Sustaining: maintain. 41. Level of challenge: things are neither too difficult nor too easy. 42. Affect: how the students feel about the learning process. 43. Agency: students should take some responsibility for themselves. 44. Learner autonomy: students choose what to learn, when to learn and how to learn it.
45. Monolingual learners´ dictionaries: dictionaries written only in one language, but which are design especially for learners. 46. Self-access centre: range of physical and electronic resources to search and learn.
TASK FILE.
Answers: A : ii;
B : iii;
C: i;
D : v;
E : iv
Answers: A: virtual learning;
B: one-to-one teaching;
C: English lesson at secondary school; D: large classes; E: In-company teaching;
F: Private language school
Advantages
Disadvantages
Children: Respond well to individual attention from the teacher Respond well to activities that focus on their lives and experiences. Become competent speakers with remarkable facility Adolescents: Greater capacity of abstract thoughts. They readily understand and accept the need for learning of a more intelectual type.
Children: The learning of grammar will be less effective. Children attention os often failry short. They forget language with equal ease. Adolescents: Adolecence is bound up with a search for identity and a need for self-esteem.
They have a great capacity of learning. They have enormous potential for creative thought and a passionate commitment to things which interest them. Adults: They have wide range of life experience. They are often more disciplined and apply themselves to the task of learning. They have a clear understanding of why they are learning. They can sustain their motivation.
Adults: Previous learning experience can harm their progress. If they have got out of the habit of study may find classrooms daunting places. They may have strong views about teaching methods from the past.
Answers: A B C D E F G H i
Ad A C C A Ad Ad A A
Answers: A B C D E F G H i
I/A B/I/A I/A B B I/A A B/I/A A
Your definition Neuro-lingustic Programming (NLP)
Multiple Intelligences theory (MI)
It is a model where the learning styles are taken into acount to help students in hteir learning process. Human has different intelligences, that depending on the person some are highly developed.
Relevance to language learning/teaching Teachers must have this into account to hook all students styles of learning in the class plan. Teachers must plan different activities to actĂvate the students multi-intelligences, to take advantage of them
Learning by note
Learn the things in a theoritical way.
Learning by doing
Kinesthetic way of learning.
Extrinsic motivation
All the external factors that can help people to be motivated. The inner things that makes people want to know more a do more. How the student feel in the learning process.
Intrinsic motivation
Affect
Agency
Are the reaponsibilities that the students must have in their learnin g process.
Learner autonomy
The way how the students want to learn, when, where and how.
and make easier the learning process. There are asome things that people must learn, memorize to apply them in a problema solution. Nota ll the students can learn only by Reading or memorizing things, others must apply the learning into something real. Students must be motivated to enjoy the learning process. Students should want to learn to have a significant learning process. Student should be interested in the learning process to take advantage of it. They must know that learning is important form them, not for the teacher, so they must search for material and infromation to increase their own learning. It is important because the student must enjoy the learning process, so they must choose in a logical range of topics, what they want to know first, what next, and what at the end to complete the learning process.
CASE STUDY Chapter tittle and No. 1. Overview
Chapter 1 Learners
The following case is about how learning styles are very important in the students’´ learning process. I have a large Where, who, group of students (40) so I need to hook the interest from when the majority of them before assigning them the mainly activity or project, that´s why in the activation schemata part I planned the same activities but for different learning styles. 2. Description This case is about an activity assignment to hook the What is the case attention of all the students, taking care of all the learning styles. about? In the diagnostic week I recognize some of the kinesthetic, visual and auditory students, so I planned some activities for each group of students. We were practicing the nouns, adverbs and adjectives. The warm up was only to watch some pictures (visual) and they must describe the pictures using the three topics we were practicing, then I read some sentences (auditory) related to the pictures, and the students must complete a chart classifying the topics. At the end, I asked the students to stand up and clap when they heard a noun, to touch their feet when they heard an adjective and to jump when they heard an adverb (kinesthetic), again I read the sentences and they follow the instructions. After that students understood the use of each depending on the learning style they learn with and they could begin to work their activities.
3. Ilustration
MIND MAP
HOW TO TEACH ENGLISH
Chapter 2: Teachers
Tomado con fines educativos: https://www.google.com.gt/search?q=colegios+educaci%C3%B3n+abierta&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ved=0 ahUKEwjn5tjvsvjKAhXCdR4KHUEGCPYQ_AUIBigB#tbm=isch&q=teachers&imgrc=qEFCttjM42jQUM%3A
Glosary 1. Controller: the teacher that stands at the front of the class, dictating everything that happens and being the focus of attention. 2. Agency 3. Prompters: the teacher that encourages students to evaluate their performance. 4. Assessors: the teacher that guide the students in their learning process, telling them how well they have done. 5. Resources: tools or material that students need for their learning process. 6. Tutor: an advisor who responds to what the student is doing and advises them on what to do next. 7. Rapport: empathy between teacher and the students. 8. Learner autonomy: students decide what to learn and how to learn, always based on a specific objective to reach the class competency. 9. Preparation: the knowledge teachers have of their subject and the skills of teaching. 10. Record keeping: all the ways teachers use to have the record of the students learning process and their attitude toward it. 11. Learner roles: all the roles students take in their learning process. (taking notes, reading, speaker, etc.) 12. Drills: activity that is done repeatedly in order to learn something. 13. Learning outcomes: are statements of what students will learn in a class or in a class session. 14. Lexical: vocabulary. 15. Grammar: is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. 16. Sounds: the energy speakers apply in their presentations.
17. Sress: is the emphasis you give to some specific words to communicate your feelings. 18. Intonation: the sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said. 19. Monolingual learner´s dictionaries (MLPs): the words and their meanings are going to be in the same language. 20. Language laboratories: is an audio or audio-visual installation used as an aid in modern language teaching. 21. Overhead project: a device that shows information or pictures on a wall or screen by shining a light through a sheet with the information or pictures on it. 22. Data projector: a piece of electronic equipment that is used to show information from a computer screen on a large screen. 23. Interactive whiteboards: is an instructional tool that allows computer images to be displayed onto a board using a digital projector. 24. Podcast: consiste en la distribución de archivos multimedia (normalmente audio o vídeo, que pueden incluir texto como subtítulos y notas) mediante un sistema de redifusión (RSS) que permite opcionalmente suscribirse y usar un programa que lo descarga para que el usuario lo escuche 25. Blog: is a Web page that serves as a publicly accessible personal journal for an individual. Typically updated daily, blogs often reflect the personality of the author.
TASK FILE
1. One was Mrs. Linares, she was opened mind, she always listened to us and understood us when we were extremely happy, or sad, and adapted her classes of the group necessities. The other one is Mr. Martínez, I really don´t know the specific characteristic from him, but he is special and her classes were incredible, maybe the topics were boring, but he made I don´t know what so we enjoy them. 2. A. 3 B. 4 C. 9 D. 2 E. 8 F. 5 G. 6 H. 1 I. 7 J. 10 K. He/she has empathy L. He/she is creative.
1. I agree with the first part, because a good teacher should know what to do any minute of the class, but I disagree with the second part, because teacher must adapt his/her plan to the necessities from the group, time, size, mood, etc. 2. A. iii B. ii C. i D. iv E. v
It is easy to create good rapport with your students; all you have to do is to know your students, have empathy with them, plan your classes thinking on them and not in the context, and listen their necessities.
Advantages Disadvantages Teacher will learn the Teacher can´t move students´ name easily the students to make different activities. Name badges Teacher will learn the Teacher will students´ name easily accommodate and maybe will not pay attention learning the students´ name. Name cards on the desk Teacher will learn the They can´t change students´ name easily places or ss. will joke the teacher changing names. Not using students´ names Must learn the names It is impersonal and the in another way. teacher is not going to have a good rapport with the students. Students always say their Teacher will always Teacher isn´t going to names when they ask a know their names. learn their names, but question or when you ask she them to do something. Write notes about Know their students Teacher isn´t going to appearance/attitude against not only by their name the students by the students´ name in the names, but also by their names. class register. their characteristics. Class seating plan
In use when I was at school/university Black/whiteboard CD player Computer Data projector DVD player Interactive whiteboard Language laboratory Overhead projector Tape recorder Video machine
X X X
I use this in my daily life (give details) X X X
I have never used this (or been taught using this)
X X X
X
X X X
1 X
Magic moments
Special moments in the learning process.
Learning outcomes
All the significant learning
Different roles that the student must comply in their learning process. Monolingual learners´ A dictionary with the dictionary (MLD) words and meanings in the same language. Podcast Multimedia learning tools.
Blog
3 5 X
Your definition
Learning roles
Usefulness rating o (=useless) to 5 (=fantastic) 5 3 5
1 1
Relevance to language learning/teaching Very important to motivate the students/ teacher. Students will apply their learning in their daily life. Students develop different kind of learnings
Students learn the word in the same language context. Another tool for a different and modern way of learning Internet page where A new tool to make the people can interact. students practice the language.
CASE STUDY Chapter tittle and No. 4. Overview Where, who, when
5. Description What is the case about?
6. Ilustration
Chapter 2: Teachers The following case is about how a teacher can rapport with students depending on their necessities. This case is based in a group of 41 students of a private school that studies in the afternoon. This case is about an adaptation of a class plan because of the day time and the students´ situation. The plan was organize to work in the classroom; the activating schemata with be a hot potatoes’ game, and then ss will explain the parts of the paragraph and at the end they will have 30 minutes to write a complete paragraph with a specific topic that I will give them, but that day, the students came to school at 11:00 am to received “seminario”, after that they received one period class and then they have had the “ aptitude test ” from the university, that last three and a half hours, and the last period was English. Obviously, the students’ didn´t want to do anything, so I decided to change the plan. We moved to the “bosquesito” (named like that because we worked under some trees and in an open area), and the only instruction was, discuss how did you feel with today’s schedule and with the test, (in that moment I was checking oral interaction) and after that they should write a paragraph to evaluate that day, so I can take them to the academic coordinator an shoe her how the students were feeling. (seminario, class, test, and another class at the same day, from 11:00 to 6:30). My class objective was that the students practice writing a paragraph, and I did it, but the students thank me because they never notice that.
MIND MAP
HOW TO TEACH ENGLISH
Chapter 3: Managing the classroom.
GLOSARY 1. Mother tongue: the first language or the native language. 2. Rough-tune: a tone of voice adjust for a specific situation. 3. Gestures: a non-verbal communication or non-vocal communication in which visible bodily actions communicate particular messages. 4. Check: revise, look at. 5. TTT: Teacher Talking Time. 6. STT: Student Talking Time 7. Comprehensible input: students receive rough-tuned input in a relaxed and unthreatening way. 8. TTQ: Teacher Talking Quality. 9. L1: mother tongue. 10. Grammar-translation method: teaching or learning method based in the grammar structure to learn how to structure proper sentences, paragraphs and essays, most of the time translated into the mother tongue. 11. Interactive board: An interactive whiteboard is an instructional tool that allows computer images to be displayed onto a board using a digital projector. 12. Overhead transparency projector: An overhead projector is a machine that has a light inside it and makes the writing or pictures on a sheet of plastic appear on a screen or wall. 13. Collaborative writing: refers to projects where written works are created by multiple people together (collaboratively) rather than individually. 14. Cooperative activity: involves students working together and learning together.
TASK FILE
appearance
1
General presence in class
5
audibility
5
movement
5
clarity
5
Vocal quality
5

He was a very old teacher, and he only went to the class, sit down in front of the class and began to speak, but nobody could listen because the tone of voice was very silent and almost whispering.
appearance
3
General presence in class
1
audibility
1
movement
1
clarity
2
Vocal quality
1

Because of the methodology used in the place where I worked and the number of students I have in each class, I must comply with almost all.
1. 1 2 3 4
yes
yes
2. First of all I will use pictures:
a. Put a pan on the stove and heat it.
b. Put some oil in it.
c. Open the eggs in an extra small bowl.
d. When the oil is hot, add the eggs.
e. Place a lit and wait till the egg is cooked.
f. Take it out with a spatula and put them on a plate.
1. Each student should have: more or less, 2 minutes. 2. A and D Chart TTT
STT
Advantages Auditory students are going to learn faster and with not difficulties. Students are going to recognize the word pronunciation.
disadvantages Students aren´t going to practice the communicative competence. The classes can be boring. Visual and kinesthetic students are going to have difficulties to understand.
Students are going to practice the communicative competence. Students are going to learn from others opinions. They will learn to dialogue. They will learn to respect others opinions.
The class must be good planned. In some cases there are going to be organized noise in the class.
Students and teachers should be discourage from using the students´ mother tongue (L1) in the communicative skills (oral production, oral interaction, writing) but not in specific grammar situations.
A B C D E F g
A B C D E F G
6 5 3 4 7 1 2
Seating arrangement Separate tables Circle Pair orderly rows Separate tables (two groups) Separate tables Orderly rows /horseshoe Orderly rows
1. Whole class
Groupwork
pairwork
solowork
Advantages The students feel as part of a group. They can have a good eye-eye contact.
Disadvantages It is difficult to ask the students to focus in their own learning process. Can be noisy.
Students can learn more by the other group members’ experiences. Can share information. Can practice communicative skills.
Some students accommodate and leave other to work. Not all the students want to work with all classmates. Can be noisy. Students can scatter. Can discuss without reach agreements. Can be noisy.
Students can practice their communicative skills. They help each other. They know what to work (easy organization) Focus in their work. Students can learn from The class would be quiet others.
A
G
B
G
C
W, S
D
W
E
S
F
W
G
P
H
P
I
S
J
W
Your definition Gesture Expression Mime
TTQ
L1 L2 Mixed-ability class
Collaborative writing
Non-verbal communication Form in which things are communicate in words. Communicate ideas by performing them. Teacher Talking Quality. What and how a teacher express her/his ideas. The first language children learn. A different language that people learn Classes with different levels and ages of students. Students working in the reach of a same writing goal.
Relevance to language learning/teaching. Clarify meaning of vocabulary or feelings. Good communication. To reach the necessities (understanding) from all the students. To have a good and clear communication To understand the specific topics. To communicate with other language people. They help each other.
They learn from other classmates abilities.
CASE STUDY Chapter tittle and No. 7. Overview Where, who, when
Chapter 3: Managing the classroom. The following case is about how a teacher can plan, trying to use in the same class period (90 min.) the different seating arrangements, to take advantage of each. I was apply in a private school with a class of 41 students.
8. Description This case is about an adaptation of a class plan to all the seating What is the case about?
9. Illustration
arrangements. Activating schemata: The class plan begin with an orderly row, so the students can watch a video to introduce the topic. Teacher stays in the front of the class and time by time makes some questions. Personal work: The second part of the class, teacher assigns some reading material to introduce the topic in a real case and some theory students must know. In this period, students focus in their work and take notes from important facts of the reading while the teacher walks through the students to answer any doubt they have. (solowork) Cooperative work: Students make groups (separate tables) and share the personal information they have, with that information they make group mind maps in a card board to verify if they really understand the topic. Students make a horseshoe arrangement to pay attention to the presentation from some groups, again to check if all the students have summarize and recognize the important facts from the topic. Wrap up: Students make a circle to ask and discuss any doubt about the topic. They return to orderly row after the wrap up activity to wait for the next class.
THREE COLUMN DIAGRAM Characteristics Classroom
Class organization.
management
Classroom time
Voice (from the
Specifications
student and teacher)
Role (from the students and teacher)
The teacher in the
Difficult situations
Physical
classroom
*Physical presence *Physical characteristics and habits
Proximity
*How close to be with ss.
Appropriacy
*Sit or stand in the class.
Movement
*Around the classroom.
Awareness
*What ss. are doing or feeling. *Assessing ways ss. act. *Self-aware.
Using the voice
Audibility
*Voice quality *Good voice projection
Variety
*Quality *Volume
Conservation
*Breath correctly *Being relaxed
Talking to students
Rough-tune
*Similarity between teachers and parents.
Kind of language
Think what you wish to say.
*Appropriate language.
*Clarity
Manner
*Intonation *Tone of voice
Giving instructions
Gestures
Keep as simple as
*No more than 2
possible
instructions at the time.
Logical
*First, next, then.
Check if ss.
*Paraphrase the
understood
instruction.
Student Talk and
Minimize TTT
teacher talk
Maximize STT
Quality of TTQ
L1- mother tongue
Using the Language
*Spanish
language
L2- Language that ss
*English
are learning Creating lesson stages
Diagnostic
*Pre-knowledge
Activating schemata
*Introduce new topic.
Personal work
*searching for new information.
Cooperative work
*Share and compare the information.
Wrap up
*Check if the ss. understood.
Different seating arrangement
Rows
*Restrictive *Clear view *Eye contact teacherstudent *Good to explain or give presentations
Lange circle or
*Small classes
horseshoe
*Lowering barriers *Eye contact studentsstudents / teacherstudent.
Separate tables/Small *Mixed abilities groups
*Focus in specific needs *Collaborative work *Cooperative work.
Different student
Whole class
groupings
*Sense of belonging *Less effective
Groupwork and
*Cooperative activities.
pairwork
*Oral practice in discussions *Independence. *More attention to specific cases.
Solowork
*Their own speed. *Self-evaluation and analysis.
Class-to-class
*Help between levels. *Projects work
HOW TO TEACH ENGLISH
Chapter 4: Describing learning and teaching.
GLOSARY 1. Acquisition: is a subconscious process; the effortless mastery of language through being expose to it, rather than consciously. 2. Exposure: when students hear or listen to language, they are exposed to it. 3. Rough-tuning: is when teachers adjust their language use to the comprehension abilities of their students. This is not done precisely, but rather in a ‘more-or-less’ kind of way so that students receive comprehensible input. 4. Learning: in its technical sense, learning is the conscious focusing in on the construction of language, and is thus seen as different from acquisition. 5. Comprehensible input: is a term used to describe language which the students see or hear and which they more or less understand, even though it is slightly above their own language level. 6. Monitor: this describes when we evaluate our own language output, trying to gauge whether it is right. Teaching gallows us to monitor our own language use. 7. Noticing: is what happens when we become conscious of a language feature so that the next time we see or hear it we recognize it. Some people think that it is impossible to learn or acquire anything unless we have noticed it first, 8. Activate: is what happens when students try to use all and/or any language to complete some kind of a task. 9. Study: is any stage of a teaching sequence where students focus on the construction of something (grammar, pronunciation, discourse, etc). Similar in meaning to learning. 10. Lexical approach: a way of looking at language and language learning which suggests that vocabulary and the way it collocates (and the lexical chunks that are formed) are perhaps a more proper subject for learning than focusing on grammar. 11. Language chunks: group of individual words which operate as a common meaning unit, e.g. ‘See you later’ and ‘No way’ (where you can’t substitute
any of the words) or, ‘Sounds awesome!’ (Where different words other than ‘awesome’ can be used). 12. Silent way: a methodology developed in the 1970s where the teacher tries to remain as silent as possible, directing students themselves to find answers, make corrections, etc. 13. Community Language Learning: methodology where bilingual teachers help students to say what they want to say in the language they are learning. 14. Structural-situational: was a (1950s-1960s) way of marrying the habit formation of audio-lingualism to realistic situations, showing how the language is used and what it means. 15. Audio-lingualism: was a methodology, which relied on avoidance of error and used repeated and extensive drilling. 16. Behaviorism: is the idea that behavior can be conditioned through the use of stimulus-response-reinforcement produced so that people will learn good habits through constant reinforcement. 17. Response: is what happens when a student reacts to a stimulus or acue or prompt from the teacher by saying or doing something. 18. Stimulus: is the first stage in the conditioning cycle where the subject is encouraged/ prompted to do something specific in order to get a reward if they give the correct response. 19. Reward: is a stage in the theory of behaviorism where the subject is given a present (which could take the form of praise from the teacher) because their response was satisfactory 20. Conditioning: is the process in behaviorism where subjects are conditioned through stimulus, response and reinforcement to always behave in a certain way. 21. Cue-response drills: when the teacher gives a cue (or stimulus), nominates a student and the nominated student offers a response. 22. Drilling: a technique where the teacher asks students to repeat words and phrases, either in chorus or individually, and then gets them to practice substituted phrases, still under the teacher’s direction.
23. PPP: a teaching procedure which grew out of structural-situational teaching in which the teacher presents a situation and the language; the students then practice the new language (often through drilling ) , before they go on to produce the language for themselves, making their own original sentences, etc. 24. Controlled practice: is practice where students are expected to concentrate on specific language items, often in the context of cue-response drills. 25. Pronunciation: the way we make the sounds of the language, how and where we place stress, and how we use pitch and intonation to show how we are feeling and what we mean, 26. Language functions: are ways in which we do or perform certain things such as apologizing, inviting, suggesting, etc. Language functions are realized through a number of different language exponents. 27. Language exponents: the different language formulations for performing a language function. ‘If I were you, I would ...’, ‘Why don’t you ...?’ and ‘I think if I was in your position, I would ...’are all exponents of the function of advising. 28. Communicative activities: are those where students use language to communicate real meaning, rather than just practicing language. 29. TBL: Task-based learning. an approach where students have to learn language to complete tasks, rather than just learning language ‘because it is there’, 30. Pre-task: the stage of preparation, planning, etc before students perform a task in ta sk-based LEARNING. 31. Task cycle: the stages that students go through in a ta sk -based learning sequence. 32. Language focus: concentrating on a particular language feature, 33. Principled eclecticism: using a variety of techniques and approaches rather than sticking rigidly to one approach - specifically as a result of beliefs about teaching, rather than just as a product of carelessness, 34. Engage: is the involvement of the students through curiosity or emotion that means their ‘hearts’ (as well as their minds) are switched on.
35. Prediction: the process of students trying to anticipate what they will hear or see in read in gand listening texts. 36. Discovery activities: are those where students are shown language and asked to try to work out how it works (rules, etc) for themselves rather than being told by the teacher. 37. Personalization: is the stage where students use the language they are studying to talk about themselves and their lives, 38. Debate: is the name for a number of activities in which students are asked to discuss or argue different points of view. 39. Role-play: an activity in which students are asked to imagine themselves in a situation and are given roles to play in that situation. 40. Test-teach-test: is a procedure where students first try out the language, are taught what they were unable to do (if they were), and are then tested (e.g. they try to use the language again on the basis of the ‘teach’ session). Similar to boomerang sequences. 41. Patchwork: the name for a lesson sequence in which the ESA (English, study and activate) elements occur and recur in different orders.
TASK FILE
Mother tongue The baby needs to communicate. He/she is always listening the language. The learning is automatic. (he/she must think before speaking, writing) He/she learns with an communicative approach.
Second/foreign language The students must communicate He/she is expose to the language only in specific situations. Students must think before speaking or writing so he/she doesn´t commit mistakes. Most of the time he/she learn with an analytical approach.
It was an unlike experience, I hatted English because the class was so boring, but I like to learn German because I loved the dynamics, activities and techniques the teachers use to teach us.
Statements A B C D E F G H
Method/approach PPP Audio-Lingualism The lexical approach Grammar translation Communicative Language Teaching Teaching language functions Task-based Learning Silent Way
1.1. 1.2. 1.3. 1.4.
CLT: Communicative Language Teaching. PPP: Presentation, Practice and Prodcution. TBL: Task-Based Learning All three are based on the ESA lesson planning, in different sequence but always respecting the engaging, studying and activating parts.
2. English, study and activate 1 A B C
E E E
2 A S A
3 S S A
4 S S S
5 A S S
Your definition Rough-tuning
Comprehensible input
Monitor (v)
Noticing
Conditioning
Cue-response drill
It is when the teacher uses vocabulary that the students already know. Activities and techniques you use to improve the listening and writing skills from the students. To make a selfevaluation about the language output. To recognize what we are learning. You prepare the students to respond to some stimuli. Activities planned to make the students answer with a specific response.
6 A S S
7 A E
8
A
Relevance to language learning/teaching Help students to be comfortable with the language learning. To improve the pronunciation and spelling skills from students. To correct the language output on time and improve it. Help the students to improve their language acquisition. Maybe in some cases to have a good class management. Help the teacher to guide the students in the correct way in their learning process.
Language function
Task cycle
Discovery activity
They are some expressions used to have a basic communication with L1 speakers. The steps that a student must follow in a taskbased learning. These are some activities presented to the students so they can guess the topic there are going to learn or are learning.
A communicative approach activity.
Students learn how to organize their time and work. It is an excellent way to make the students to have a significant learning process
CASE STUDY Chapter tittle and No. 10. Overview Where, who, when
11. Description What is the case about?
Chapter 4: Describing learning and teaching. The following case is about how a teacher plan the ESA lesson sequence plan for a three days project (6 hours), in a private school with a class of 41 students. The class was divided in groups of 4, and each group worked a different topic. The objective in this class was that the students demonstrate their analysis abilities and solving problem skills. They applied their reading, listening, speaking and writing abilities to work the project. One group project: Based on the ESA lesson sequence, the teacher planned the following class: Engage: The teacher shows the students a short video about Santa María; Totonicapán, so the students notice the water necessities in the peoples´ orchards. The teacher asks the students to pay attention also in where do people get the water to water their orchards. Study: Students search for information about irrigation methods used in the antiquity, such as Archimedes method, the siphon method and/or the wheel method. Activate: Students analyze and decide the best irrigation method that can be used in Totonicapán. Engage: The teacher asks the students to explain him/her how does that irrigation method function, with the only objective to hook the students to the “fluid physics” analysis. Study: Students search about the fluid physic used in the irrigation methods and then they make a model of one irrigation method, based in the information searched in internet. Activate: Students present the results and the model or models to show the other students the best method to irrigate Totonicapán’s land to increase the production.
12. Illustration
Con fines educativos: https://www.google.com.gt/search?q=metodos+de+irrigaci%C3%B3n&biw=1366&bih=667&sour ce=lnms&tbm=isch&sa=X&ved=0ahUKEwjGlv2xlZ7LAhXDkh4KHQSwDRAQ_AUIBigB#tbm=isch&q =maqueta+irrigaci%C3%B3n&imgrc=elK7cN2yA-keeM%3A
DIAGRAM Language acquisition
subconsciously
exposure
Acquisition and learning
acquisition = subconsciously and anxiety free
learning = conscious process
motivation to communicate
Times and methods
Lexical approach
based on language chunks
Silent way
students learn by language input.
Communicative language learning
the teacher translate what the ss want to say
Grammar translation
Based in grammar rules.
List of vocabulary is given
Audio Lingualism (Army)
Structural situations
Based in the behaviourism theory.
Cue-response drills
PPP (Presentation, practice and production)
Topic presentaiton
Controlled practice
Production
Communicative Language teaching (CLT)
Language functions + language exponents
enough exposure
Task Based Learning (TBL)
Task rather that language
Pre-task Task cycle Language focus
Elements for successful language learning (ESA)
Engage (E)
games, music, discussions, stimulating pictures
dramatic stories, amusing anecdotes, predictions.
Study (S)
Focus on the sonsruction on something
Discovey activities.
Activate (A)
Communicative (oral or written)
Read or listen for pleasure.
Straighr arrows
Engage, Teacher shows a picture and topic.
Study, students practice patterns.
Activate, students describe their animal.
Boomerang
Engage, activating schematta, hook.
Activate, teachers model.
Study, Grammar and vocabulary Avtivate
Patchwork
Engage Activate
Study - Activate
Study - Engage Activate
ESA and Planning
Balance the three ESA elements.
ESA Lesson sequence
HOW TO TEACH ENGLISH
Chapter 5: Describing language.
GLOSARY 1. Anaphoric references: is when we use words to refer to something that has already been mentioned. 2. Antonym: are words with opposite meanings. 3. Aspect: describes whether the action of a verb is ongoing or complete. We talk about continuous, perfect or simple aspect. 4. Clause: are parts of sentences with a subject and a verb. They are often joined together by conjunctions. 5. Complement: are sentence elements that give more information about the subject with verbs like ‘appear’, ‘seem’, ‘be’. 6. Connotation: is the impression that a word gives beyond its literal meaning. For example, ‘slim’ and ‘thin’ both mean more or less the same thing, but ‘slim’ has the more positive connotation. 7. Consonant: are sounds like /p/ - people, Afe/ - judge, or 16/ - that, which are formed when something (lips, tongue, palate, teeth, etc) obstructs the passage of air from the lungs. 8. Content words: are words which carry meaning (such as ‘blue’, ‘write’, ‘environment’, ‘push’). 9. Context: describes the environment (topic and linguistic) in which a word or phrase occurs. 10. Determiners: are words or phrases that are used at the beginning of noun phrases. They include articles, quantifiers, etc. 11. Discourse markers: are items of language that explain the relationship between what went before and what comes after (e.g. ‘Yeah, as I was saying ...’, ‘Hold on a second’, ‘Furthermore’, etc). 12. Discourse: is a term used to describe any stretch of text (whether written or spoken) bigger than a sentence or, usually, paragraph or utterance. 13. Ellipsis: means leaving out words (and so saying something much shorter) because we assume that our listeners/readers will understand what we are saying (e.g. ‘Biscuit?’ meaning ‘Would you like a biscuit?’).
14. Exponents: the different language formulations for performing a language function. ‘If I were you, I would ...’, ‘Why don’t you ...?’ and ‘I think if I was in your position, I would ...’are all exponents of the function of advising. 15. Function words: are words that make the text work but do not have any topic meaning 16. Grammatical cohesion: is when the use of grammar in a text helps to bind it together (e.g. repeated use of the past tense). 17. Idioms: are sayings that are commonly used by a cultural group. Even though we know the meaning of every individual word, we can only understand the idiom if we know the meaning of the whole phrase (e.g. ‘as plain as the nose on your face’, ‘She thinks she’s the cat’s whiskers’). 18. Intonation: is when pitch changes to convey meaning or functionality. Saying ‘yes’ in a doubting way has different intonation (a different tune) from saying ‘yes’ in an enthusiastic (agreeing) way. 19. Language function: 20. Lexical chunks: a group of individual words which operate as a common meaning unit, e.g. ‘See you later’ and ‘No way’ (where you can’t substitute any of the words) or, ‘Sounds awesome!’ (where different words other than ‘awesome’ can be used). 21. Lexical cohesion: is when words are used to bind a text together - as when a series of similar topic words (e.g. ‘children’, ‘adults’, ‘grandparents’, ‘grandchildren’) are all used in a text, making the connections between them clear. 22. Lexical phrases: is the same as lexical chunk. 23. Linkers: are words or phrases which connect ideas, e.g. ‘for’, ‘furthermore’, ‘for instance’, ‘for example’. 24. Morphology: is the study of the structure of words and how they can be changed, for example, through inflection (e.g. adding‘-ed’ for the past tense) or by addition (e.g. ‘town hall’, ‘midwife’, etc. 25. Object: are things which generally occur after verbs because the verb has affected them in some way, e.g. ‘The cat killed the bird’, ‘He wrote a letter’.
Objects can be direct or indirect, e.g. ‘She sent him (indirect object) a letter (direct object)’ 26. Paralinguistic: a reference to times when we convey meaning without using verbal language (e.g. by shrugging our shoulders, showing with the p itch of our voice how we feel, etc), 27. Phonemes: are the sounds of the language; they are represented differently from regularly written letters because there are many more sounds and sound combinations than there are letters of the alphabet, 28. Phrasal verbs: are verbs of more than one word created by a verb and a particle, e.g. ‘take off’ (an aeroplane), ‘look into’ (investigate). Like idioms, it is often difficult to understand their meaning even if you understand all the individual words. 29. Pitch: describes how high or low the sound of the voice is. We call changes in pitch intonation. 30. Quantifiers: are words which say how much of something or how many things we are talking about - e.g. the quantity of nouns Examples are ‘many’, ‘some’, ‘a lot of’, etc. 31. Relative clauses: are clauses introduced by relative pronouns and which say something more about the n o u n s or noun phrases they refer to (e.g. ‘The man who came to tea stayed for supper’). 32. Stress: is the degree of emphasis that is given to different syllables or words (e.g. in the word ‘glossary’, the first syllable is stressed, whereas the next two have less stress), 33. Subject: are nouns or pronouns which come before verbs in active sentences. They say who or what does the action. 34. Synonyms: are words that more or less mean the same (e.g. ‘tolerate’ ‘stand’). Different from antonyms. 35. Tense: show the time of an action or event, e.g. past tense (‘He sent an email’, ‘He was relieved’), present tense (‘She teaches children’, ‘They are rehearsing for a concert’).
36. Utterances: are spoken phrases, i.e. a word or group of words that form a unit before the next speaker says something. 37. Verb: generally refer to actions (‘play’, ‘listen’, ‘read’, ‘agree’) or states (‘be’, ‘seem’, ‘have’). Main verbs carry meaning (‘She read a book’), whereas auxiliary verbs have to be used with a main verb to make ten se s , passive forms, etc (‘She is reading a book’, ‘Did she read a book?’). Verbs can be transitive (they take an o b je c t) or intransitive (they don’t take an o b je c t). They can be active (‘She read the book’) or passive (‘The book was read by her’). 38. Vocal cords: are the two flaps of muscle which lie horizontally across the throat behind the Adam’s apple. They can either be wide open for voiceless sounds, or pressed together for voiced sounds . 39. Voiced: are all vowels and some consonants which are distinctive because air from the lungs is forced to pass through the nearly closed vocal cords. The vibration of these cords causes the voice to sound, 40. Voiceless: (also sometimes called ‘unvoiced’) are sounds made when the vocal cords are wide open. As a result the air from the lungs can pass through without any obstruction - and therefore without vibrating. Thus the voice doesn’t sound, 41. Vowel: are the written letters A, E, I, O and U. Vowel sounds (of which there are many more than written vowels - see page 267) are made when the air coming from the lungs is not obstructed by any part of the mouth (tongue, palate, teeth, lips, etc).
TASK FILE
1.
a. SVA d. SVO
b. SVC f. SVA
2.
a. transitive, direct object.
c. SVOA
b. intransitive. c. transitive, (me) indirect object, (the letter) direct object. d. intransitive. e. transitive, (me) indirect object, (that song) direct object. f. intransitive. g. transitive, (the message) direct object, (their family) indirect object.
1. a. 6; b. 9; c. 7; d. 6; e. 4; f. 14; g. 8; h. 4; i. 4; j. 8. 2. a. activate; b. adolescent; c. classroom; d. emotion; e. export; f. export; g. learner; h. procrastination; i. stipulation; j. willingness. 3. a. It was only last night that you arrived. a. Was: past tense fact. b. Last: specific time, not any night. c. Night: not day, neither evening, it tis specific night. d. You: someone known arrived. e. Arrived: someone come last night. b. This is the best show I´ve ever attended. a. This: a specific show. b. Best: very special, there is no other. c. Show: special event. d. I: not other opinion, it is my opinion. e. ever: comparing all the shows he/she had seen. f. attended: where he/she have gone. c. She´s decided she loves you. a. She´s: a specific woman decided. d. decided: she took the decision. e. she: only her. f. loves: more that like, love. g. you: loves someone special.
4.
a. well:
question, asseveration, opinion.
b. no: denial, question, tag question. c. happy: feeling, opinion, question. d. OK: asseveration, opinion, acceptance.
1. a. edge: point, rim, limit, portal, turn, skirt, peak, line, corner, lip. b. end: close, culminate, die, drop, stay, end, quit. c. flag: banner, emblem, stream, Jack, standard, pennon. d. pick: choice, choosing, prize, selection, aces, bag, best. e. shadow: dark, gloom, obscurity, shade, dusk, cover. f. twist: curve, arc, bend, coil, hank, curlicue. g. They are off.: used in horse racings. h. I don´t want to miss her.: I don´t want to miscue her. i. It´s a goal.: A specific objective to reach. j. They´re watching a DVD.: They are watching a movie. 2. a. temporary present. b. repeated action (always) c. plan for the future. d. past tense story, but with present continuous dialogues. e. temporary present, I am not paying attention.
nouns Pronouns Adjectives Verb Adverb Preposition Article conjunction
Matilda, parents, house, journey, gate, Mercedes, motor-car, cars, place, father. / Manolo, restaurant. she, we, I, you, her. / he, they, it. eight-minute, large, strange, better, lousy /big, fat. said, walk, arrived, saw, take, were / sleep, eat. home, frantically, in half an hour, often./ every day, yesterday at, outside/ in, on a, the/ an but, and/ so, nor
2. Look at the chart in Exercise 1. Add two more to each category which ar not found from the text.
1. a. Parent, journey, gate. b. cloth, notice 2. a. countable or uncontable nouns, also plural and collective. b. countable nouns. C. countable (in sigualr), uncountable and collective nouns. d. countable (in plural), collective nouns. e. countable nouns (in singular), uncountable nouns.
3. a. adjective is in wrong order. b. sentence structure. c. often goes before the verb. d. you can´t use article. e. wrong contraction. f. there is no relative pronoun. g. use of comparative is wrong. h. the article is wrong.
i. the use of in spite or is not properly. J. not specific time. K. time tense,
We´re leaving for the big and beautiful white airport in half an hour so you´d better get well and propper packed.
1. a didn’t take (= did not take), what on earth’s going on? (= what on earth is going on?), What’s happening (= what is happening), We’re off, we’re leaving, (= we are), You’d better get packed (= you had), Your brother’s upstairs (= your brother is), It’s a better climate ( - it is), I don’t want to (= I do not), do as you’re told (= you are), I’ve got enough troubles (= I have got), I’m not missing that plane (= I am), We aren’t (= are not) I didn’t (take), what´s (happening),
2. a don’t (auxiliary) want (main) b ’re (auxiliary), leaving (main) c can’t (modal auxiliary), understand (main) d was (auxiliary), brought up (phrasal verb) e might (modal auxiliary), mind (main)
3. a said, set out, was, arrived, saw. b What’s happening? We’re leaving, I’m not missing c We’re off, your brother’s upstairs, It’s a better climate, I love it here, etc d she was confronted by a scene.
4. a present perfect simple b past continuous passive c present continuous d present passive e past continuous f past perfect continuous g phrasal verb h present perfect continuous i past simple (both verbs)
a real, future b hypothetical, past c hypothetical, present d real, timeless present e real, future f hypothetical, past g hypothetical, present h hypothetical, future
Fast Fully Half Semi Sound wide
alert X
asleep
awake
Conscious.
X X
X X
X X X
X X X
2. A: love
B: break
a. If I were you, I’d study more, How about studying more? Why not study more? Study more, I reckon, Perhaps you should study more. b. Would you like to come to dinner? Do you fancy coming to dinner? I was wondering if you might be interested in coming for dinner? How about coming for dinner? Dinner at my place? c. Can I help you? Would you like some help? I’ll help you, let me help you. d. In my opinion ..., the way I see it ..., it’s a fact that. you’ve got to admit th at..., as far as I can see ..., etc
a I, d F,
1. d, a people c people e people g people i people k people m people’s phones
2. b,
b I, e I,
c F, f N, g N.
3. e,
4. a, 5. c. b people’s d people f all of us, society h people j all of us l people o the people talking into their mobile
1. Speaking is different from writing because one is an oral communication and the other is a physical (written) communication. Speaking is different from writing because speaking requires some skills and abilities and writing others. Speaking is different from writing because speaking requires oral intonation, fluency and tone of voice and writing requires grammar, punctuation, etc. Speaking is different from writing because speaking can be informal and writing is more formal.
2. Astrid: Hey, it’s me! How are you Gina? Gina: Hi Astrid! I’m good, and you? Astrid: I’m great! Do you want to go to the cinema on Saturday? They are showing Star Wars! Gina: Sounds like fun! What time shall we go? Astrid: There is a showing at seven o’clock. Gina: Perfect, I’ll buy popcorn if you buy a drink! Astrid: Ok, no problem. See you later! Gina: Cool, see you on Saturday. a. a. Hey, it’s me! How are you Gina? b. Good morning Gina, how are you? Do you remember me, I´m Astrid. c. Sounds like fun! What time shall we go? a. It is a good idea, at what time would we go? b. Good morning. Do you remember me? It is a good idea. Would
CASE STUDY Chapter tittle and No. 13. Overview Where, who, when
14. Description What is the case about?
Chapter 5: Describing language The following case is about how a teacher plan a grammar/vocabulary class, with a pronunciation skill within in a private school with a class of 41 students. The class was divided in groups of 4, and each group worked a different topic. The objective in this class was that the students demonstrate their grammar analysis abilities and pronunciation. They applied their reading, listening, speaking and writing abilities to work the task. One group task: The teacher asks the students how to write a sentence. Students help the teacher to write the basic sentences structure on the board. Students dictate some sentences to the teacher. (SSVC, SVVC, SSVVC, SVCC) Teacher asks the students if they know what a tongue twister is? She/he shows some tongue twisters on the TV. Students try to repeat some. Teacher gives the students Betty Butter´s tongue twister. Betty Botter bought some butter But she said this butter's bitter If I put it in my batter It will make my batter bitter, But a bit of better butter Will surely make my batter better. So she bought a bit of butter Better than her bitter butter And she put it in her batter And her batter was not bitter. So t'was better Betty Botter Bought a bit of better butter. Taken from: http://www.learnenglish.de/pronunciation/tonguetwistersbettybotter.html#sthash.0wdS4r7z.dpuf
Students read it. They listen to the audio. They try to repeat the tongue twister. Vocabulary Teacher ask the students to underline 5 new words and look for the meaning in the dictionary. In groups they analyze the meaning of the tongue twister by drawing a sequence. Grammar Students copy five sentences from the tongue twister. They analyze the grammar structure and correct the sentences if they have mistakes.
Pronunciation They practice the tongue twister listening to the audio and watching the video. (https://www.youtube.com/watch?v=02LmAAuwqUI) Students act, dramatize or play the signed tongue twister.
15. Illustration
Con fines educativos: https://www.google.com.gt/search?q=traductor&espv=2&biw=1366&bih=667&source=lnms&tb m=isch&sa=X&sqi=2&ved=0ahUKEwiy9LaP18fLAhXDPB4KHe2yBNIQ_AUIBigB#tbm=isch&q=betty +botter&imgrc=VWbAHaLN3pPoJM%3A
DIAGRAM
HOW TO TEACH ENGLISH
Chapter 6: Teaching the Language System.
GLOSARY 1. Attemps: is a term used to describe the kind of mistakes students make because they are trying to say something they do not yet quite know how to say. 2. Back-chaining: is when teachers get students to repeat sentences bit-by-bit, starting from the back, e.g. ‘known ... I’d known ... if I’d known ... come if I’d known ... have come if I’d known ... I would have come if I’d known.’ 3. Boomerang-type: the name for a lesson sequence which goes in the order engage - activate - study -> ESA 4. Check question: are asked by the teacher to make sure that students have understood a new situation, concept, piece of grammar or vocabulary item. 5. Choral repetition: is when the teacher gets all the students to repeat a short phrase or sentence at the same time and with the same rhythm. 6. Cognitive effort: is when students are encouraged to think about what they are seeing, hearing or working on - rather than, say, just repeating mindlessly. 7. Controlled practice: is practice where students are expected to concentrate on specific language items, often in the context of cue - response drills. 8. Correction: happens when students make mistakes (slips, errors or attempts). There are various ways of telling students they are wrong so that they can get it right. 9. Cue-response: are when a teacher gives a cue (or stimulus) such as “question”. 10. Cues: the first stage in a cue -response drill. 11. Cuisenaire rods: small blocks of wood f different colors and lengths. 12. Deductive approach: is a name given to procedures where students first learn rules and then try to make sentences on the basis of those rules (see for example ppp). -+ inductive approach 13. Developmental errors: are errors that occur naturally as learners gain more in sight in to the language system (e.g. saying ‘I seed ’ instead of ‘I saw’ because they have learnt the ‘- ed ’ past tense rule ). ->• mistake
14. Echo correction: a technique whereby the teacher repeats what a student has just said (often in a questioning way) 15. Elicit: when we try to get information and language from students rather than telling it to them (e.g. ‘Can anyone tell me what you can say in this situation?’). 16. Errors: are mistakes that students make because they have not learnt some language correctly. 17. Explain: teaching sequences where the teacher first shows how language works, through explanation of meaning and form, before going on to a controlled practice session. -≫ deductive approach 18. False friends: are words which sound the same in two languages but actually mean something different, e.g. ‘libreria’ in Spanish means ‘bookshop’ in English, not ‘library’, 19. Inductive approach: the name given to procedures where students come into contact with examples of the language and try to work out how it is constructed, rather than having it told to them. -> discovery activities. Different from deductive approach . 20. Intonation patterns: are the different directions that in to n a tio n takes, 21. Intonation: is when pitch changes to convey meaning or functionality Saying ‘yes’ in a doubting way has different intonation (a different tune) from saying ‘yes’ in an enthusiastic (agreeing) way. 22. Isolating: is where the teacher picks out a specific part of a model (e.g. ‘-mg’ when modelling‘ he’s swimming’) and focuses the students’ attention on it. 23. Kinaesthetic learners: are students who learn best through movement and physical manipulation of items. 24. Long-term memory: is where we store things which we remember permanently. Different from short - term memory. 25. Minimal pair: are pairs of words which are only different in one sound (e.g. ‘ship’ and ‘sheep’). 26. Model: are well-said or written examples of language, often given by the teacher, for students to imitate. Also used when a teacher ‘models’ a sentence.
27. Murmuring: is when teachers tell their students to practice saying things ‘under their breath’ - so they all try out saying something new very quietly and in their own time. 28. Nominating: is when the teacher chooses who to speak (for example), especially in a cue - RESPONSE DRILL. 29. Peers: are people at the same level, of e.g. seniority, who work or study together, 30. Personalization: is the stage where students use the language they are studying to talk about themselves and their lives, 31. Repetition: is when students are asked to repeat a sound, word or phrase, either individually or in chorus. 32. Semi-chorus: is where the teacher divides the class in half so that each half takes part in different episodes of choral repetition. 33. Short-term memory: the ability to remember things (e.g. house and phone numbers) for a temporary period only, because they do not get transferred to our long - term memory. 34. Slip: are small mistakes of production which students can usually self correct if they are pointed out (i.e. they actually know the right way of saying it, but have just ‘slipped up’), 35. Stress: is the degree of emphasis that is given to different syllables or words (e.g. in the word glossary’, the first syllable is stressed, whereas the next two have less stress), 36. Time lines: are used to represent verb tenses diagrammatically.
TASK FILE
A. a. D d. D
b. I e. D
c. I f. D
B. 1. a. mimic, example, dramatizing f. showing me b. gestures g. gestures, dramatizing c. picture h. showing with songs B. 2. d. phisically, showing explain it picture and then ask them to make a row a. Ordinal numbers: firts the cardinal i.numbers e. phisically, gestures, dramatizing j. gestures, gestures numbering them with cardinal numbers while writing themhands, on thearms bosrd. b. “Do you like X?”, “yes, I do/No, I don´t”: I will show a video with this kind of questions and answers. Ss will write the patterns on the board and then they will practice with them. c. going to future: I will ask them what will they do on future vacation, I will write their ideas and then correct the structure to explain the future. d. the first conditional: I will ask the ss what will they do if they …. I will write their answers on the baord and then with their help, we eill complete the sentences using the conditional with their answers. e: the past continuous: I will show the ss some pictures and ask them what were the people in the pictures doing. Then I will ask them what werre they doing yesterday at … Then, ss will ask between them.
C. a. Past tense negative: I will write t he sentence in afirmative and then using different colors I will show them how to make it negative. b. Present simple, 3rd. Person: I will give the students some pronouns flashcards and some predicates base don the pronouns. I will write the “s” with another color. I will ask the students to unscramble the sentences and they will explain me why the 3rd. Person verbs have “s”. c. superlative: I will bring some comparative things and I will show them, I will ask them how to compare them and write them on the board, using different colors. d. past pasive: I would give the students some flashcards with the use of the verb tenses and the structure of them, and one would be the past progressive. Students will analyze the structures and on they will explain how the sentences change to have a correct structure of it. e. compund words with participle: Students will play mimic with the words and then with the phrasal verbs.
D. 1. a. adverbs of manner:
He moved silently. He listened closely. He was purposefully silent. He was sadly mistaken. He was regretfully wrong. He spoke softly.
b. must and mustn´t:
What must you do at home to help your mother or father? I must ……. What mustn´t you do at school to follow the school rules? I mustn´t…… What must you do to study? I must…
c. past simple: What did you do yesterday? I ……… What did your father do las week? He …… What did your sister do for Christmas? She ….. d. prepositions of place: I will write the complete lyruic of the prposition song so they can dramatyze it. e. the present perfect with “never”: Have you ever visit the zoo? No, I have never visited the zoo. Why not? Have you seen a giraffe? No, I have never seen a giraffe. That´s mean that you have never pet a baby tigger? No, I have never pet a baby tigger. D. 2. Order: f, k, c, m, g, h, d, j, e, i, b, l, a, n. Cues: e, f and g Teaching nominating: h, I, and k Student responses: a, b, c, and d.
a. I will use it for high intermediate level. b. Students could recognize the verbs and analyze the meaning in context. c. I will ask them if they know about Archery Target. Then we will watch a video. d. I will ask them to recognize the verbs and apply them with personal experiences. e. They will dramatize the scene writing a complete dialogue.
a. With the pitch and intonation follow by gestures, you can explain questions, exclamations (surprise, emotion, etc.) and the differences meaning of each. b. Beginners
a. I will show the ss. a song with the different sounds of the letter “a�. They will listen it first, then I will read it, showing the students the real things that appear in the song and ss. will repeat after me. Then we will sing it sometimes and at the end we will dramatize it with the different things. (It could take some days to dramatize it) b. First I would show them a video with American people pronouncing those words (cat, cot and cut), then I will give the ss. a flashcards with words that are pronounce similar. I will pronounce them and the ss will repeat. Then they will classify them in a pronunciation chart.
a. Low intermediate. b. Showing them some flashcards with different people/things that have these characteristics. Askins some students with those characteristics to stand up in front of the class and the rest of the ss to describe them. c. The pitch and intonation. d. Writing a descriptive paragraph from someone they admired.
a. Where is the book? b. He has never been in Paris. c. He can play tennis.
Your definition Personalization Deductive approach
Thinking is each student learning style. Begin the topic with rules and then practice.
Model
Show the students how to act.
Isolate
Information presented without connection with anything.
Inductive approach
Begin the topic with practice, and from here deduce the rule.
Relevance to language learning/teaching Students feel comfortable learning a new language. Students organize their ideas connecting L2 with their L1 It is easier for the students to follow instructions by watching the teaching modeling them. In some cases it is going to be easier for the L2 learners to understand the topic. To make the students analyze to discover the topic is more meaningful.
Check questions
Some questions to check if the ss understood the topic.
Elicitation
Know what the learner know about the topic.
Minimal pair
Words with a minimal sound difference.
Error
Errors that should be corrected by the teacher. Errors that can be corrected by the student.
slip
attempt
Errors when learners want to say something they don´t know.
False friend
Words that have different meaning according to the language. Errors that can be corrected with the practice and use of language. (puted / put)
Developmental error
For a formative evaluation and correct and repeat topics if necessary. It is important to know the level from the students. Students connect their L1 language to communicate in L2 with this kind of words. Learners would improve their L2 learning. Learners notice the mistakes and correct them. They are important because learner try to communicate in L2, without taking care of the mistakes. Students use them to communicate in L2 without feeling ashamed. Students commit them but if they have a good self-esteem, they will correct them with the practice.
CASE STUDY Chapter tittle and No. 16. Overview Where, who, when
17. Description What is the case about?
Chapter 6: Teaching the Language System. The following case is about how a teacher plan a vocabulary class of 45 min, with a pronunciation skill within in a private school with a class of 41 students. The objective in this class was that the students recognize the meaning of some phrasal verbs and how to use them. They applied their reading, listening, speaking and writing abilities to work the task. Teacher gives some verbs and/or nouns to the students and dramatize them. (hands out, ask around, blow up, break in, call back)
Ss. will guess the words.
Teacher pastes the words on the board building phrasal verbs.
Teacher gives them some phrasal verbs flashcards with words and pictures, so they understand the meaning.
ask around
break in
blow up
call back
hands out
Ss act the phrasal verbs so the rest of the class can guess the phrasal.
Teacher asks the ss if the words separated and together means the same.
18. Illustration

ss. will analyze them and copy them in their notebooks with their respective pictures.

HW. Ss. will make 5 new phrasal verb in flashcards with pictures.
DIAGRAM
HOW TO TEACH ENGLISH
Chapter 7: Teaching reading
GLOSARY 1. Comprehensible input: is a term used to describe language which the students see or hear and which they more or less understand, even though it is slightly above their own language level. Helpful for acquisition -> rough – tuning. 2. conditional sentences: generally use ‘if’ to specify what condition has to apply if something else happens. First conditionals typically talk about the future (‘If it rains, I won’t go out’). Second conditionals often talk about the present (‘If you weren’t my brother, I’d never speak to you again’) and third conditionals often refer to the past (‘If I’d been in town, I would have bought a book’). We talk about real and hypothetical conditional sentences. There is a ‘zero’ conditional which states what is always true if certain conditions are met (e.g. ‘If you prick us, do we not bleed?’ - Shylock speaking in Shakespeare’s Merchant of Venice). 3. Discussion: an activity in which students are asked to give opinions about a topic or debate it. 4. Extensive reading: are any activities we take into a lesson with us to use in case we get through what we had intended quicker than expected. Teachers often have extra activities with them at all times, just in case. 5. Genres: a style or type of d is course which is often identified by discourse features, register and layout. 6. Graded readers: simplified reader 7. Intensive: is when students read texts - usually in class - and discuss detailed aspects of meaning as well as studying language and text construction, usually with the help of the teacher. 8. Level of challenge: the degree of difficulty students are likely to encounter when doing a task or learning some new language. 9. Reading for pleasure: is reading which is done for fun rather than study
10. Simplified: a book (fiction or nonfiction) where the language has been specially chosen so that students at a certain level can read and understand it. 11. Skim: - to read a text to get the general meaning or gist. 12. Tasks: something we ask students to do, such as solving a problem (in English), making a presentation or creating an advertisement. This is seen as different from, say, studying an item of language. ->• speaking-as-skill, writing -for - WRITING 13. Topic: the subject or theme of a reading text, a task, a lesson or a lesson sequence. -> syllabus 14. Webquest: - the name for a project where students get various kinds of information from the Internet (web) in order to complete a task. The websites they visit have often been preselected by the teacher.
TASK FILE
Types of reading I read a lot of newspaper news.
I read some e-documents to search for specific information. I read a magazine to relax myself.
I read a book only to enjoy reading. I read some comics in the newspaper to have a little bit of fun.
Useful? Why/why not? Yes, because they are always interested in the last news and you can connect them with discussion topics. Yes, because students can search for all the topics they are working in class and improve their learning. Yes, because students can practice vocabulary and grammar structure reading something that they enjoy without noticing a specific topic. Yes, because they can improve all the skills only by reading for fun. Yes, because if they can understand the comic, they can also write some and practice other skills.
a. What level would the text be useful for? b. Is the extract designed for extensive or intensive reading? c. How would you describe the genre in which the text is written? d. What would you get the students to do with the text?
a. i,
b. iii,
Text A Low intermediate
Text B Low intermediate
Extensive reading
Intensive reading
Fiction genre
Informative genre
In a before-reading I will present them a video to hook the attention to the topic.
It could be asking the students if they know something about the topic
c. ii,
d. iv
a. From intermediate to experts. b. They can work with vocabulary, grammar structure, listing, summarizing (graphic organizer) c. I will ask how many hours do they sleep and why? Then I will ask how do they feel when they haven´t sleep enough? And if they know why? d. Health vocabulary. e. I will ask to make a schedule to organize their sleeping time. They will also make a campaign to communicate the rest of teens the unhealthy results of not sleeping enough and to convince them to sleep enough.
Students should give creative feedback on books which they have read for pleasure.
Your definition Genre
Genre analysis Authentic text
Graded reading
webquest
Relevance to language learning/teaching. The way how a text is Students should know written. what to find in the text based on the genre of the text. The study of the different To recognize the author types of genres. purpose. The language in which To hook the readers with the text is written, most of daily vocabulary texts. the time for native. Different levels of To improve the reading reading. skills taking advantage of the interest from students. It is an electronic project, To work in groups but by where students can build electronic devises. a web feeding it with different information
Jigsaw reading
Reassembling poems
Different students reading the same book or text but divided in parts. Unscramble texts or poems.
Teacher and students can cover more readings topic in less time. Different activity to enjoy the language learning.
CASE STUDY Chapter tittle and No. 19. Overview Where, who, when
20. Description What is the case about?
Chapter 7: Teaching reading The following case is about how a teacher plan a reading week, with a pronunciation skill within in a private school with a class of 41 students. The objective in this classes was that the students recognize the different kind of disasters and how to use different summary strategies to summarize the disasters. Teacher shows the students some videos of natural, human disasters and diseases.
https://www.youtube.com/watch?v=zQYe3ngG6qs
https://www.youtube.com/watch?v=cPiINrpQEgI
Teacher asks the students if those disasters could be avoid (they make a brainstorm with their ideas)
Teacher gives the students the books and ask them to look for the cover, and read the introduction.
They share in third their ideas and then they stablish a reading objective.
Each group is going to read a part of the book and
Each student read a different chapter. (natural, human disasters and diseases) and applying a summarizing strategy make the summary from the chapter.
Students will work in groups and they will make a complete summary from the three chapters.
21. Illustration

They will present the summaries.

Students will make a graffiti to show the disasters and how to prevent them.
DIAGRAM
HOW TO TEACH ENGLISH
Chapter 8: Teaching Writing
Taken from: https://www.google.com.gt/search?q=reading&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ved=0a hUKEwjQy6vh1Z_MAhWDXB4KHXFmCSsQ_AUIBigB#tbm=isch&q=students+writing&imgrc=itTui5xtcMSJ9M %3A
GLOSARY 1. Brainstorming: is when we ask students to get into pairs or groups to prepare a topic and come up with as many ideas as possible in the shortest possible time. 2. Correction: happens when students make mistakes (slips, errors or attempts). There are various ways of telling students they are wrong so that they can get it right. 3. Dictogloss: a technique where students try to write down exactly what they have heard (delivered at a faster speed than a dictation) - and then compare their versions with the original in order to see how they differ, 4. Discourse community: are any groups that share ways of communicating in terms of established routines, writing formats, etc. 5. Drafting: the stage in the writing process where we write out our first version of something, knowing that we are probably going to amend it later. 6. Editing: the stage in the writing process where we look at what we have d r a f t e d and make corrections and changes to it. 7. Genre analysis: is when students study different examples within a g e n re in order to find out how texts are constructed within that genre, 8. Genres: a style or type of discourse which is often identified by discourse features, register and layout, e.g. advertisement, letter, lecture, etc. 9. Guided writing: is where we give students the shape and sequence of a piece of writing (and some of the language they might need) in order to help them to do it. 10. Language processing: is when students think about language they are producing or being exposed to so that they understand its construction better. 11. Live chat: is when people ‘talk’ to each other in real time on the Internet by emailing a website to which all the other ‘chatters’ are also connected. 12. Narrative: is the word used to describe writing or speaking that tells a story. 13. Over-correction: is when teachers indicate every mistake that students make (especially in writing) and thus demotivate the students,
14. Pen pal: a person who sends letters to (and receives letters from) people in other countries to establish a connection, and give opportunities for writing practice. 15. Planning: when teachers decide roughly what they are going to do in a lesson before they teach it. The plan formats may vary from highly technical to very scrappy, depending on teachers and their circumstances. - the name given to the part of the writing process where writers think about what they are going to write (and the order they are going to write it in) so that they can write their first draft. 16. Process: the various stages (planning, drafting, editing, etc.) that writers go through in a variety of sequences in order to compose written text, 17. Responding: the way teachers react to student work (especially during the writing process). Unlike correction, the aim of which is to make students get things right, responding is designed to be supportive and suggest future courses of action. 18. Reviewing: is the part of the writing process where we look at what we have written to see if it needs (further) editing. 19. Writing-for-learning: describes activities where students write in order to learn language better, e.g. in order to reinforce something they have been studying. 20. Writing-for-writing: describes activities which are designed to train students to be better writers. The tasks reflect real writing tasks.
TASK FILE
A. a. L g. L
B. a. f.
b. W h. W
10 5
b. g.
c. L
6 4
c. h.
d. L
9 2
d. i.
e. W
8 3
e. j.
f. L
7 1
It is because I need to check what they know (pre-knowledge) and review with them the basics (review), and after that, I will begin to increase the writing practice (new learning).
C. a. They could be for teens in an intermediate level. b. Yes, because I am open to new topics and the students preferences. c. 1. They don´t have enough information to write about. 2. They don´t remember how to structure questions. d. Remember the students the question structure. And let them search for the topics. e. Writing questions activities. Present the results and share the prompts.
Symbol S WO G T C h WW ?M P F/I
Meaning Spelling error Word order error Grammar mistake Verb tense error Concord mistake (Subject verb agreement) Something missing Vocabulary Something is not necessary Something has been left out Punctuation mistake Formal vocabulary.
Example error The answer is obvius. I like very much it. I am going to buy some furnitures. I have seen him yesterday. People is angry. He told that he was sorry. I am interested on jazz music. He was not –too- strong enough. That is a very excited photograph Do you like London. Hi Mr Franklin, Thank you for your letter‌
Your definition Discourse community
Communities that communicate to share not only information, but also routines and academic learning.
Relevance to language learning/teaching It is good for the learning process from the students because they increase their vocabulary and learn the language in context.
Guided writing
Writing process
Structure that help students to learn how to organize their writing process. Step by step to write properly.
Collaborative writing
A final written worked by a group of students.
Dictogloss
Is a practice to teach the students how to take notes from oral expositions or activities. Like a pair-work with a good friend that could help you in your learning process. When the teacher corrects everything. How the teacher react to the students work.
Mousepal
Over-correction Responding
Helps the students to organize their ideas and learn how to make a good writing. Helps the students to organize their ideas and learn how to make a good writing. Helps the student to make an Co-evaluation and learn more from their mistakes. It is a good practice to earn a good life competency.
Students learn from another classmate. It is not good, because students can get frustrated. It can be positive if the teacher react positive to the students activities, and negative if his/her reaction is bad.
CASE STUDY Chapter tittle and No. 22. Overview Where, who, when
23. Description What is the case about?
Chapter 8: Teaching writing, page 212 The following case is about how a teacher plan a writing week to write an essay, with a reading and listening skills within in a private school with a class of 41 students. The objective in this classes is that the students practice the writing process step by step and how to use reading and listening to search for information needed. Planning:
Ss choose a topic from the ones that the teacher proposes.
Students narrow the topic.
Example:
Topic: music. Narrow
music latin music Caribean music punta
They search for information about that topic (written or oral information)
Ss. work the brainstorm applying the strategy they want (10 min writing, single ideas, list, etc)
Ss cluster their ideas (organize the ideas in groups)
Ss make a sub-list with the specific sub-topics they would use to write the essay.
Ss will complete the outline format.
Drafting:
Ss begin to make the first draft.
Reviewing:
Ss work in pairs and make a first revision, making comments and signal advertisements.
Editing:
Ss. check again and edit the draft.
Final Writing:
Write their final Essay following the writing structure.
24. Illustration
Taken from: https://www.google.com.gt/search?q=outline+format&biw=1366&bih=667&source=lnms&tbm= isch&sa=X&sqi=2&ved=0ahUKEwjhoMmejoXMAhVEdD4KHbIpCvIQ_AUIBigB#tbm=isch&q=stude nts+taking+notes&imgrc=OMx4l2I02xb4eM%3A
DIAGRAM
Writing Wr
issues. Reasons for teaching writing. * Thinking time. * Writingforlearning * Writingfor writing
* Genres, discourse communit y, genre analysis * Writing process: planning, drafting, reviewing and editing. * Building the writing habit: lack of confidenc e, engage students interest.
Writing sequenc es
More writing suggesti ons.
* Postcards * e-mail interview * writing a report: choose topic, gather informatio n, plan, write a draft, check, write final report.
* Instant writing * Using music and pictures. *Newspap ers and magazine s. *Brochure s and guides. * Poetry. *Collabor ative writing.
T e a c h I n g
Correcti ng * Avoid overcorrection . * Written symbols. * editing tools
w r i t i n g
Handwri ting * Neatness. * Legibility
HOW TO TEACH ENGLISH
Chapter 9: Teaching Speaking
Taken from: https://www.google.com.gt/search?q=teaching+speaking&espv=2&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj 9oYO0hLrMAhULKx4KHWUKA-kQ_AUIBigB#imgdii=hgX-xdAtsHYZmM%3A%3BhgXxdAtsHYZmM%3A%3BP288d8uhYU2o9M%3A&imgrc=hgX-xdAtsHYZmM%3A
GLOSARY 1. Buzz groups: are impromptu groups of students which are formed to brain storm ideas before, say, discussion with the whole class. 2. Gentle correction: is a term used to describe situations where the teacher indicates that something has gone wrong with a hint or a nod but does not press students to correct it immediately, reformulation is often used in this way. 3. Participate: is when teachers take part in an activity at the same time as (and in the same way as) the students, 4. Purpose: the aim, the end point, the destination of a speaking or writing activity. 5. Reformulation: is a way of correcting where the teacher reformulates what a student has just said (incorrectly). In other words, the teacher says it correctly, but does not then insist on the student repeating the correct version. 6. Role cards: a card with information on it which is given to individual students who are going to take part in a role -play. It tells them what role they are playing, how their character feels, etc. 7. Role-play: an activity in which students are asked to imagine themselves in a situation and are given roles to play in that situation (e.g. a check-in clerk and a passenger at an airport). 8. Simulations: are activities where students pretend (or simulate) a real-life event in the classroom, such as checking in at an airport, ringing a helpline, etc. When students have role - cards, simulations become role –plays.
TASK FILE
A. 1. a. NO
b. YES
c. YES
d. YES
e. NO
f. YES
2. a. A drill, because it is not an productive, neither an interactive speaking skill. b. A gramar exercise, because gramar studies the structure of language. c. Study, because it is the only that is personal.
B. 1. a. The trafic sign. b. the bird infron of the window. c. One child is missing d. the man who is Reading the newspaper is in a different position. e. The man in the apartament is in a different floor. f. The girl is in the apartament. g. The cat is infront of the newspapaer boy. h. The sign says shower instead of bath.
B. 2.1.
a. Low intermediate to advance b. Yes, because it could be a good activating schemata and also a diagnostic test to check the students level. c. The different opinions from the students. d. Only review the vocabulary. e. The gerunds / speaking: to give their opinions.
2.2. 2.3.
For that levels: c and e. Speaking: students will practice adjectives and new vocabulary (colors, shapes, size)
C. 1. a. Perdita. b. The store owner c. The store police d. The cashier girl e. The cheese seller. 2. a. Picture 1: Speaking: describing the pictures to the rest of the class, so the classmates can draw the image. b. Picture 2: Speaking: Student can give solutions on how to make that big sculpture pass through the streets.
Your definition Rehearsal
Speaking-as-skill
Simulation
Practice following some basic patterns and trying to add more. The approach the students work and have to communicate in a language. Use the language in almost real context. (prepared contexts)
Role-play
Same as dramatize a play. (they can dramatize stories, or cases)
Role-card
Specific cards given to students so they can speak about them. Group work to discuss and make conclusions about one topic
Buzz group
Describe and draw
Story reconstruction.
One student describe and the other draw to check if he/she could describe the picture good. Students unscramble de story and rebuild it. It can be with the same vocabulary or re-telling it.
Relevance to language learning/teaching It is important to give the students confidence. It is important because it is the first way how they communicate. It can give the students not only confidence, but also fluency, intonation and pronunciation. Students not only practice vocabulary and speaking, but also analyze how to solve problems. Students practice their speaking interaction skill Students improve their vocabulary and structure based on the classmates’ participation. Students improve their vocabulary and structure
The must pay attention not only to the vocabulary, but also to the sequence of events.
CASE STUDY Chapter tittle and No. 25. Overview Where, who, when
26. Description
Chapter 9: Teaching speaking The following case is about how students plan a speaking week to introduce a topic to the rest of the classmates, with reading and listening skills within in a private school with a class of 41 students. The objective in this classes is that the students practice the speaking skills, vocabulary and grammar structures they know to explain a specific topic.
Teacher assign the different topics according to the class group organization. (plagiarism, quotations, paraphrasing, summarizing)
Reading: Students read about the topic.
Writing: Students plan the class activities according to the methodology from the school (activating schemata, personal work, and cooperative work and wrap up). They must include reading, listening, writing and speaking skills that their classmates should work.
Speaking: Students give a class. They must explain the topic, give instructions and solve any doubt the classmates have about the topic.
While they are giving the class the teacher evaluates the speaking production skills by a rubric.
What is the case about?
27. Illustration
Taken from: https://www.google.com.gt/search?q=research&espv=2&biw=1280&bih=923&site=webhp&sour ce=lnms&tbm=isch&sa=X&ved=0ahUKEwiR0Ke4Z_MAhVIbR4KHRFsDysQ_AUIBigB#tbm=isch&q=students+teaching&imgrc=NY4bdfLMQ4uevM%3 A
DIAGRAM:
Reasons for teaching speaking
Teaching speaking
• Rehearsal opportunities. • Feedback • Authenticity/autonomous language
• Photographic competition (upper intermediate to advance) • Role plays Speaking sequence • The portrait interview examples
Discussion
• • • •
Debate. Spontaneous conversation. Let the ss. assemble their ideas. Help ss. with brief statements of arguments about topics.
More speaking suggstions
Correcting speaking
What teachers do during a speaking activity..
• Inforation-gap activities. • Telling stories. • Favourite objects presentation • Meeting and greeting
• • • •
Survey Famous people Student
Balloon debate
Gentle correction Reformulating Talk to students obout the mistake. Repetitions
• Participate, but don´t dominate • Stand back to evaluate • Intervene in a specific situation or time
HOW TO TEACH ENGLISH
Chapter 10: Teaching Listening
Taken from: https://www.google.com.gt/search?q=teaching+speaking&espv=2&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj 9oYO0hLrMAhULKx4KHWUKA-kQ_AUIBigB#tbm=isch&q=teaching+listening&imgrc=ncZSQuNjsPSdEM%3A
GLOSARY 1. Authentic: the term used to describe texts or language written for native or competent speakers of a language (i.e. with no concessions for a foreignlanguage speaker). An English novel might be considered authentic, whereas a simplified reader, adapted for students of e so l often wouldn’t be regarded in this way. 2. Follow-up questions: are questions students are encouraged to ask after someone has answered their previous question. Follow-up questions keep the conversation going, 3. General understanding: reading or listening for general understanding is similar to skimming and describes situations where we listen or read to get the gist of what we are hearing/seeing. Different from specific information. 4. Genres: a style or type of discourse which is often identified by discourse features, register and layout, e.g. advertisement, letter, lecture, etc. 5. Live listening: is where students are listening to people in a face-to-face situation - or whom they can physically see (such as in the theatre, etc). Different from listening to recorded extracts. 6. Paralinguistic clue: the way someone looks, gestures or adopts a particular tone of voice, which tells us a lot about how they feel or what they actually mean. 7. Recorded extracts: are any stretches of film or audio which students hear via a tape recorder, CD player, DVD or MP3 file, 8. Regional varieties: are those particular accents and grammars of a language (e.g. British English) used exclusively in a particular geographical location (e.g. Cornish English or British 9. Specific information: scan
TASK FILE
Listening genre (e.g. play, conversation) 1. Conversation.
Listening delivery method (e.g. radio, face-to-face)
2. Classes:
3. Discussion
4. Radio: 5. Face-to-face:
Advantage of using authentic listening texts at any level. Authentic listening should be good for students in advance and intermediate level, because they can practice their listening skills as they were in a real L2 context.
Useful for students to listen to? At what level? 1. It is important because they can practice listening to different accent and intonations. 2. It is important to receive instructions in a different language to practice the skill. 3. It is important to pay attention to the opinion of others. 4. It is important to know the language-culture interaction. 5. It is important to achieve the communicative competence.
Disadvantage of using authentic listening texts at any level. Authentic listening for beginners would be difficult, because they need to listen the L2 in an intonation and fluency according to their level.
a. Students should get everything they need from authentic and different exposure to listening text. Otherwise they may get bored. b. The most important thing that students should get from a listening text is information about the topic they are speaking about. c. Students should listen to listening texts in class, house and any place they can, to improve their listening kills.
a. b. c. d.
For Intermediate level. I will ask them if they like to go to the beach. New Vocabulary. A text completion and then act a play. They will listen to the text and then complete the text, then act the play and search for more information to make a champagne to take care of the “capa de ozono”. e. Search for videos to learn more about the “capa de ozono” and how to protect your skin from zone. f. Yes. It is an interesting topic.
1. Friends will be Friends, from John Lennon a. Grammar: present and future/ sentences structure. b. Vocabulary: friendship vocabulary. c. Attitudinal: how friends are important in their lives. d. Speaking: Intonation and fluency. 2. Paulina: Good morning Miss Margarita, I want to visit a police station, where can I find one? Miss Margarita: Hear, near the school is one. Paulina: Where? Miss Margarita: Are you going to go with your mother? Paulina: Yes, she is going to bring the car to go. Miss Margarita: That is good, so I will explain you how to get there. Paulina: wait, I will take out a paper and a pencil. Miss Margarita: Good! Paulina: I am ready. Miss Margarita: First you must go out from school, two blocks from here, you must turn right, then you must walk for two blocks and then turn left. After that you must walk for four blocks and then turn right again. 5 blocks from there you are going to find the police station. Paulina: Good, so first I must go out from school, two blocks from here, I must turn right, then I must walk for two blocks and then turn left. After that I must walk for four blocks and then turn right again. 5 blocks from there I am going to find the police station. Miss Margarita: Good Paulina, tell me about the visit tomorrow! I will give the student a map from the zone and they will follow the instructions with pencil to get to the police station.
Your definition Regional variations
Intensive listening
The intonation is going to be different depending on the region that is speaking the language. Listening for fun
Extensive listening
Academic listening
Live listening
Authentic listening (face to face)
Paralinguistic clue
The mood and feeling form the text. Comprehension questions.
Follow-up questions Sounds effects
The sound that can help you understand a text, or imagine the real context.
Radio genres Freeze frame
Audio text To make pause during the listening
Relevance to language learning/teaching It is important to manage them, because students can communicate in any place. It is important to increase their learning skills in a funny way. To learn more in a different way. It is a different and special way to learn, because you can see the real context. You learn also some specific structure, feelings and mood. It is important to check if the students are understanding. It is important to connect the text with the context and the sounds will make the text more interesting. To practice the listening skills. To connect the students with the listening.
CASE STUDY Chapter tittle and No. 28. Overview Where, who, when
29. Description What is the case about?
Chapter 10: Teaching listening The following case is about how a teacher plan a listening week to decide where to study, with writing and listening skills within in a private school with a class of 41 students. The objective in this classes is that the students practice the listening skills to decide the best option to study for their university career. Planning: Students watch the video of all the universities are there in Guatemala They take notes while they are watching the video. Students share their notes and analyze what, where and why would they study that.
Students from 4 different universities persuade the school students to study in their universities. Students take notes and make and analysis of pros and cons form the different information they heard from the universities. Some of them are going to share their analysis.
30. Illustration
Taken from: https://www.google.com.gt/search?q=listening+activities&espv=2&biw=1366&bih=667&source= lnms&tbm=isch&sa=X&ved=0ahUKEwiA3eTm8LnMAhVFWh4KHaS0AzgQ_AUIBigB#tbm=isch&q= pesuasive+presentation&imgrc=jwg-XulSfDYlMM%3A
DIAGRAM: Teaching Listening
Reasons for listening
1. Understand what people are saying in English. 2. Improve their pronunciation.
3. Improve their vocabulary. 4. Improve their grammar structure.
Different kinds of listening
1. intensive (for fun) a. recorded extract. b. live listening
2. extensive (academic) a. recorded extract. b. live listening
Listening levels
1. beginners 2. Intermediate
3. advance
Listening skills
1. Recognize paralinguistic clues. 2. Listing for specific information
3. General understanding
Principle 1: Encourage students to listen as often and as much as possible Principle 2: Help students prepare to listen. Principle 3: Once may not be enough.
Principle 4: encourage students to respond to the content of a listening, not just to the language. Principle 5: Different listening stages demand different listening tasks. Principle 6: Good teachers exploit listening texts to the full.
Listening sequences Example 1: live interview (beginner onwards). Example 2: buying tickets (preintemediate)
Example 3: prerecorded authentic interview-narrative (upper intermediate)
More listening suggestions
1. Jigsaw listening. 2. Massage-taking. 3. Music and sound effects.
4. News and other radio genres. 5. Poetry. 6. Stories
Audio and video
1. Play the video without sounds. 2. Play the audio without the picture.
3. Freeze frame. 4. Dividing the class in half.
HOW TO TEACH ENGLISH
Chapter 11: Using course books
GLOSARY 1. Personal engagement: is when we encourage students to make some personal relationship between themselves and various vocabulary items (e.g. by asking them which words they like best, for example), 2. Pilot: to use course books or other materials for a trial period to see whether it is a good idea to adopt them (and/or modify them) for permanent use. 3. Proposals for action: a term used to describe plans or course book extracts or units as possible lessons, but which can and will be modified in the light of what happens in the lesson
TASK FILE
No change Yes Use the Course book Extract!
Change
No
Omit Replace
Add Adapt Replace activities Re-order Reduce
a. Communicate their holydays ´preferences and how do they enjoy them. b. To have a conversation using the holiday routine and vocabulary. c. I would replace the first part, with a video of those parts of the world an people enjoying their holydays in there. d. Maybe I would take with me some real things that we should use to travel. I also would ask the students to make a passport. e. To dramatize a trip.
1.a. When I learnt a foreign language at school, the course book is very useful to clarify doubts. 1.b. The best kind of course book for a language student is the one that applies to their necessities and th school´s competency. 1.c. If I wrote a course book, I would add different learning styles activities.
2. Advantages of using course book. It is a structures guide. Students can check the process from their learning. It is a guide for the students and a research tool too. It has a sequential order. Students feel that they have something where they can clarify doubts.
Disadvantages of using course books. It has the same format for each unit. If the teacher must complete it, she/he wouldn’t have the freedom to adapt the topics with other tools. Students get bored.
3. Yes, but only as a tool or guide, not to follow all the activities and fill the book.
Area 1. Layout and design
2. Instruction/rubric
3. Methodology
4. Skills
5. Syllabus
6. Topic
7. Cultural appropriacy 8. Teacher´s guide
Comments The course book should have lesson sequence which are easy to follow. The course book should have topics acording to the studnts age. The course book should have interesting and colorful real pictures. The course book should have clear instructions for the studnets. The course book should have the specific objectives for the lesson. The course book should have a clear rubric to make a selfassessment of the progress. The coure book should combine different methofologies. The coursebook should specify the methodologies the teacher could apply. The course book should explain how to combine the methodologies. The course book should focus the four skills. The course book should propose activities for input skills. The course book should propose activities for output skills The course book should have a clear syllabus. The coursebook should have a sequential syllabus. The course book should have a syllabus with evaluating techniques The coure book should have a topic objective. The coure book should have a topic sequnce. The course book should have clear topics. The course book should have an integrated curruculum. The coure book should have an intracutural curriculum. The course book should have a cultural respect. The course book should have a clear teacher´s guide. The course book should have an open and creative teacher´s guide. The coursebook should have a lot of other tools in the teacher´s guide.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
The course book has lesson sequence which is easy to follow. The course book has topics according to the student’s age. The course book has interesting and colorful real pictures. The course book has clear instructions for the students. The course book has the specific objectives for the lesson. The course book has a clear rubric to make a self-assessment of the progress. The course book combines different methodologies. The course book specifies the methodologies the teacher could apply. The course book explains how to combine the methodologies. The course book focuses the four skills. The course book proposes activities for input skills. The course book proposes activities for output skills The course book has a clear syllabus. The course book has a sequential syllabus. The course book has a syllabus with evaluating techniques The course book has a topic objective. The course book has a topic sequence. The course book has clear topics. The course book has an integrated curriculum. The course book has an intra cultural curriculum. The course book has a cultural respect. The course book has a clear teacher´s guide. The course book has an open and creative teacher´s guide. The course book has a lot of other tools in the teacher´s guide.
Your definition Pilot
Consult
Analyze
Use the book with a group of students to check if it is functional. Ask and analyze the book you are choosing. Check pros and cos from the course book.
Relevance to language learning/teaching To check if the book is going to be useful for the curse. To be sure of the book you would use for the rest of the year. To be sure of the topics, content, activities, etc. to
Add-on
According to the necessities from the group, you should add more activities.
Balance of skills
The 4 skills worked in the same intensity. Without prejudice
Unprejudiced Syllabus Cultural appropriacy
Objectives, Content, activities, etc. That would not offend the culture.
reach the competence from the students. To take out the students from the routine and secure the learning process form the students. To reach the competence. To make the students feel comfortable. To organize your year plan. To make the students feel comfortable.
CASE STUDY Chapter tittle and No. 31. Overview Where, who, when
32. Description What is the case about?
Chapter 11: Using course books The following case is about how a teacher make a 2 periods plan for a pilot to check the new book that could be use next year with a groups of 41 students divided in subgroups, from a private school. The objective is to evaluate if the students can manage the level, vocabulary and content, and also if it has a zone of proximal development. Planning: The teacher chooses 8 different chapters to make a pilot with the students. She/he makes some guides based on the topics and contents from the book. Students follow the activating schemata, the personal work and the cooperative work based on the guide. Teacher walks around the class checking if they can manage the level and also are learning new things. At the end of each period, teacher makes a co evaluation, not only for the learning, but also from the book.
33. Illustration
Taken from: http://www.linguetic.co.uk/images/004lessons/Book%20-%20textbooks.gif
DIAGRAM
Options for coursebook use.
Omit he lesson
Repalce the coursebook lesson with one of our own.
Adding, adating and replacing.
Adapting and adding for elementary.
Adding for intermediate.
Add what is in the book.
Personal engagement. Word formation. Word games
Adapt what is in the book.
Replacing for preintermediate.
Reasons for (and against) coursebook use.
They are boring, stifling, and often inappropriate for the class.
Provides good teacheing material, has a consistent grammar syllabus, vocabulary, pronuciation ans writing tasks.
Choosing coursebook
Analyz e
Pilot it
HOW TO TEACH ENGLISH
Chapter 12: Planning lessons
GLOSARY 1. Coherence: in a lesson plan, coherence is where the pattern or ‘shape’ of the lesson makes sense. Instead of being a chaotic mess, there is some sensible sequence or thread /s to the lesson. (2 ) - in writing, coherence is when writers organize their ideas in a logical (or coherent) way. 2. ESA: stands for engage, study and activate: the three elements that should be present in a teaching sequence. 3. Feedback: is what teachers tell students about how well they have done in terms of the language they have used or a task they have performed. 4. Icebreaker: short activities which some teachers use at the beginning of a lesson to ‘warm up’ their students. 5. Learning outcomes: a term used both to describe what we hope the result of the lesson will be (what the students will have learnt, experienced or felt by the time the lesson is over) and also to say what the students actually did learn, etc when the lesson had finished, 6. Magic moment: are events which happen in a lesson which the teacher did not expect and/but which may well be extremely beneficial for the student seven though they were not part of the original plan. 7. Multi-lesson sequence: are sequences where teachers plan a series of lessons so that a two week period, for example, has some coherence, which may be partly the result of various lesson threads running through the sequence. 8. Peer observation: is where two colleagues of the same seniority observe each other; they often plan a lesson together and then one teaches while the other observes. Very different in character from when an examiner, manager or other outsider watches a lesson, 9. Predictability: describes a situation when students know exactly what the teacher is going to do (because they never vary their teaching). 10. Threads: are topics, activities or language areas that crop up more than once in a LESSON SEQUENCE.
11. Topic-linking: is where we use similar topics to join different parts of lessons or lesson sequences. 12. Variety: the degree of variety depends on how many different activities we use in a lesson (or in a series of lessons), on how often we change student groupings, or on how often we change the topic or skill focus in a lesson (or series of lessons).
TASK FILE
1. Planning my vacation: a. From the easiest part that is to organize the time to calculate the cost from it. b. Very useful. c. Depends on the time, mood, day and necessities from that specific occasion. 2. Advantages Organization. Time management Sequence of events Security Must be flexible
Appropriacy of lesson plan format (For the teacher? For an observer?) Lesson details (Are they sufficient for the teacher? For an observer?) Lesson shape (e.g. Is the lesson coherent? Does it have variety?) Timings (e.g. Are they clear? Do you ‘believe’ them?) Who does what? (e.g. Do you approve of the patterns of interaction?) Is it a good plan? (e.g. What would you (a) leave out? (b) add to? (c) bringin? or (c) change completely?
Disadvantages Can be boring according the students necessities. Can block teacher´s the creativity.
The format is clear and for me is appropriate. The vocabulary and the sentences structure is not proper for a lesson plan. Yes, it is clear enough Yes, it has listening, reading, writing and speaking activities, also the role play that would change the common activities from a class. Yes, but teacher should remember always the time to the students. Yes, because the teacher encourage students to participate and create. I would try to use it and according to the students’ necessities and the time schedule I will modify some activities if it is necessary.
Your definition Coherence
The correct relation and sequence between the activities in a plan.
Variety
Different activities
Multi-lesson sequence
Two or more activities plan in the same lesson.
Pattern of interaction
Patterns that would be useful to make the student participate. Topics that are connected to reach a goal or competence. Repeated and connected activities Peer work where one plan and present and the other learn and also evaluate. The diary from each student.
Topic-linking Threads Peer observations
Journal
Relevance to language learning/teaching It is useful because it is going or be easy for the student and the teacher to organize their class or day Students are going to enjoy their learning process and also take advantage from heir learning styles. If the mood from the students is not prepare for the first plan, you should have a second one. They help the students to improve their language learning. Important for an accumulative meaningful learning process. A lot of practice for the students. A different way to make a formative evaluation. A self-evaluation for ss. selflearning process.
CASE STUDY Chapter tittle and No. 34. Overview Where, who, when
35. Description What is the case about?
Chapter 12: Planning lesson The following case is about how a teacher plan 10 learning centers to let the students learn in a creative and different way, in a groups of 41 students divided in subgroups, from a private school. The objective is to evaluate if the students can reach the objectives from each center to learn the 10 steps to write an essay. Planning: The teacher plans 10 learning centers to review the 10 steps to write an essay. Each plan is related to a typical Guatemalan game. (capirucho, trompo, avionsito, balloons, lottery, etc.) While students play, they also apply their knowledge to reach the center objective. 1. Choose the topic 2. Narrow the topic 3. Search for information 4. Brainstorm 5. Sub-list 6. Outline (5 paragraphs) Topic sentences Supporting sentences Concluding sentences 7. First draft 8. Peer checking 9. Editing. 10. Final essay Teacher gives the plan to the leader from the group so they can follow step by step the instructions to complete the task. The leader from each group evaluate the attitude from the students. At the end of each plan is an evaluating activity to check if the students reach the objective.
36. Illustration
Taken from: http://www.uchile.cl/image/f110453-1-h.jpeg?2405
DIAGRAM
HOW TO TEACH ENGLISH
Chapter 13: Testing
Taking from: http://www.elllo.org/Assets/images/P1151/1159-Jana-Tests-460.jpg
GLOSARY 1. Achievement test: a test taken at the end of a course of study to see how well students have learnt what they have been studying. 2. Continuous assessment: happens when teachers mark a student’s work at frequent intervals and use the marks to build into that student’s final results. 3. Continuous recording: takes place when the teacher keeps a continuous record not only of the students’ work but also their participation in lessons, etc. 4. Direct test items: an item which tests the students’ ability to do something, such as write a letter or make a speech rather than testing individual language points. 5. Discrete items: an item that tests only one thing (e.g. a verb form or the use of an article) at a time. 6. Distractors: are the two or three wrong answers in a multiple -choice item, 7. Exit test: a test taken at the end of a course of study 8. Face validity: is achieved when a test looks as if it probably has test validity. 9. Interlocutor: a person who engages a candidate in conversation in an oral test, but who does not mark the candidate (that is done by someone else). 10. Modified cloze: a test type where words are replaced by gaps/blanks for the students to fill in, but unlike cloze tests where the blanks occur every nth word whatever the original words were, in modified cloze tests, the test designer decides exactly which words should be replaced by gaps. 11. Placement test: a test (or series of tests) that students take, usually at the beginning of a semester or term, to find out which class they should be placed in. 12. Portfolio: a collection of a student’s work which he or she gradually adds to and which can be used to give a grade at the end of a semester or as part of a scheme of continuous ASSESSMENT. 13. Proficiency test: a test taken to assess a candidate’s language knowledge, irrespective of where the student has studied.
14. Progress test: a test given after a period of time (e.g. three weeks, two months, etc) to see how well students have been learning the curriculum they have been following, 15. Public test: an examination that anyone can enter for (and so different from, say, an internal school test), 16. Reliability: is achieved when a test gives consistent results whoever is marking it. 17. Transformation items: are items (often in a test) where students are asked to rewrite sentences, etc using different (or modified forms of) given words. 18. Valid: is achieved when the test does what it says it will - and when it is a good measure of what it is testing. 19. Washback/backwash effect: is the influence that a test has on the way students are taught (e.g. the teaching mirrors the test because teachers want their students to pass).
TASK FILE
A a portfolio assessment c proficiency test e progress test g placement test
b continuous assessment d achievement test f exit test
B a This test is not valid because tests the students’ writing ability and also their knowledge of issues surrounding DNA. b This item doesn’t work because both answer a and answer d are correct, c It is too short. d The instructions are so general. e This test would be good if the instructions were complete. f The blanks have different options of answers.
C. 1. a. I am angry, I __________ my _______. b. I came late, because the ___________ was really ________. c. When you don´t understand something, please ________ your ______. I will use it for low intermediate or level primary A2
When you read a book, ____ author usually takes you by ____ hand and you travel from ____ beginning to the middle to ____ end in a continuous narrative ____ interconnected steps. It may not ____ a journey with which you ____, or one that you enjoy, ____ none the less, as you ____ the pages, one train of ____ succeeds the last in a ____ fashion. We can then compare ____ narrative with another and, in ____ doing, start to build up ____ conceptual framework that enables us ____ evaluate further journeys, which, in ____, will influence our individualised framework.____ can place an isolated fact ____ a context that gives it ____ significance. So traditional education has ____ us to turn information into ____. a. I would prefer to use modified cloze, because I can check if the students remember the vocabulary related to the topic they are learning. b. I would use it for intermediate level.
3. a. In the middle of my bedroom is a _______________. (divisive/division) b. Could you please __________ me the homework! (explain/explanation) c. Than man is really ____________. (honestly/honesty) d. I need that _________ to complete the homework. (inform/information)
I didn´t understand this activity.
Your definition Validity
Reliability
Face validity
Backwash effect
Relevance to language learning/teaching is achieved when the test So the test is appropriate does what for the students and the it says it will - and when it measure. is a good measure of what it is testing. is achieved when a test So the test is appropriate gives consistent results for the students and the whoever is marking it. measure. is achieved when a test So the test is appropriate looks as if it probably has for the students and the test validity . measure. is the influence that a test So the students feel has on the way students confident are taught (e.g. the teaching mirrors the test because teachers want their students to pass),
Interlocutor
Discrete test item
Integrative test item
Direct test item
Indirect test item
a person who engages a candidate in conversation in an oral test, but who does not mark the candidate (that is done by someone else). an item that tests only one thing (e.g. a verb form or the use of an article) at a time. an item which tests more than one thing at a time (e.g. a writing task tests the students’ grammar, vocabulary, punctuation, spelling, etc). an item which tests the students’ ability to do something, such as write a letter or make a speech rather than testing individual language points. an item that tests knowledge of the language (grammar and vocabulary) rather than measuring the students’ ability to do things such as write a letter, make a speech, etc.
To help the teacher and students in the conversation test.
To check a specific topic
To make the student analyze grammar, vocabulary, punctuation, spelling, etc.
To produce with what the students already knows.
To check if the students manage the basis of the language.
CASE STUDY Chapter tittle and No. 37. Overview Where, who, when
38. Description What is the case about?
Chapter 13: Testing The following case is about how a teacher plan to make a teste to let the students know how they are improving in their language learning, in a groups of 41 students divided in subgroups, from a private school. The objective is to evaluate if the students have improve their listening skills. Planning: Students follows a guide to make a film analysis. First: watch the movie. Next: pay attention to the important facts and characters required in the guide. Then: Answer the questions in the guide to complete the outline. Finally: Write the essay to make the film analysis
39. Illustration
Taken from: http://www.hayshighguidon.com/wp-content/uploads/2014/11/yuck2.jpg
DIAGRAM: Testing
Reasons for testing students Diagnose the students knowledge.
How well students learned.
Level a student has reached at any time
Good tests
Indirect test items Valid
Multiple choice
Reliable
True false
Practicality
Fill in cloze Gap fill Transformation
Washback effect. Clear and not confuse
Students progress
Test types
Motivated
Direct test items Reading and listening. Writing Speaking
Marking tests
Designing tests
Overal score
What we want to achieve.
Subjective mark
Allow students to show what they know and can do. List the things we want to test.
Objective mark
Try the test first.
Scale
Edit it.
HOW TO TEACH ENGLISH
Chapter 14: What if?
Taken from: http://www.e-pol.com.ar/newsmatic/usr/113/812/tallertite2.jpg
GLOSARY 1. Mixed ability: are those where students have different le v e ls of English knowledge and ability. 2. Differentiation: is when teachers give students in the same class different tasks to do because they are at different levels.
TASK FILE
a. Mixed-ability classes present the teacher with some problems. b. The only thing you can do with a mixed-ability class is to face on the problem. c. Not all classes are mixed-ability class.
a. Asking the students to write some questions about the interview, according to the students’ levels or necessities. b. Ask students to write simple paragraph or for advance ones can be the complete story or book. c. Ask them to make pairs and first discuss the topic only in pairs, so they can prepare to have a class discussion. d. Some can work only comprehension and others can be a literary analysis. e. Work a project with them. f. You will evaluate according to the students.
Small Classes More dynamic classes Students receive individual attention Moving activities in class. Use more communicative activities Pair work Discussions and debates.
a. b. c. d.
Big classes Can´t have dynamic sessions Students don´t receive individual attention. Less moving activities in the class. Use worksheets Use pairwork and groupwork Use chorus reaction Use group leaders Visual and acoustics properly Take advantage to organize plays.
Teacher should be sure that all the students are listening. Teacher must walk around the class. Must be proper for the size of the class. Teacher must be sure to check if all the students can listen.
l
1. 2. 3. 4. 5.
Make them feel confident with the use of the language. Speaking exercises. Answer only if the students ask in English. Create an English environment. Remember them they should use only English.
A 8 1 9 4 2 7 6 5 3
B 8 1 9 4 2 7 6 5 3
1 2 3 4 5 6 7 8 9
1. 2. 3. 4. 5. 6. 7.
Students behave badly. (1) Deal with the behavior, not the students (6) Be even-handed (2) Go forwards (5) Use any means of communication (4) Enlist help (3) Prevent or cure (7)
The Language-Learning Contract Teacher As your teacher I will more open to your opinions and needs As your teacher I expect you to tell me when the class is too hard or too easy.
Learner As a learner I will be open to new learning and methodologies. As a learner I expect to explain me and motivates me in different ways.
Action Pair-work practice to practice language interaction.
Allow students to speak in a controlled way at first.
Use role-play Use recording
Consequences It would be easy for the students, because she/he knows their partner is in the same level. Student will feel confident practicing with specific patterns. They feel freely acting. Students can check their mistakes by recording them first only to practice.
1. Vocabulary, idioms, tone, intonation, volume, accent. One of the things teacher should do is to present them a list of vocabulary or idioms they are going to listen. They also can listen the trach in their own electronic devices. 2. a. The British English and the vocabulary. b. Present them some new vocabulary and let the sudents listen the tape more than three times. Also make them some specific questions to check if they are understanding.
1. a. some Reading tasks b. some projects tasks 2. a. They must explain why. b. I will stablish a specific time to decide. c. I will ask them some specific questions, so they return to the discussion. d. I will give them the instructions written, and I will tell them they must follow the instructions. e. I will say: That´s good, so you already know how this goes, so begin to analyze because you must give me the reason of your decision.
CASE STUDY Chapter tittle and No. 40. Overview Where, who, when
41. Description What is the case about?
Chapter 14: What if? The following case is about how a teacher plan a listening activity, by watching a movie and then showing their listening skills by making a film analysis, in a groups of 41 students, from a private school. The objective is to evaluate if the students have improve their listening skills. Students watch a movie. The second day, they couldn´t finish watching the movie, so the teacher leaves to finish watching the movie as homework. The third day (Friday last period), the plan was to complete the outline to write the essay for the film analysis, but students wasn´t with the proper mood to work on that, so the teacher decide to watch with them the last part and solve any doubt about the movie. The teacher assign the outline as homework for the next class. Students enjoy the class and the objective was accomplished, learn how to organize the ideas to make the movie analysis.
42. Illustration
Taken from: http://a6.typepad.com/6a01b7c7915d8c970b01bb0858acce970d-800wi
Diagram: Testing