TEACHING PRACTICE II In this magazine, you´´ll see important aspects about the learning of English language
Gilberto Javier Vela Guidos
1. COLLAB ORATIVE LEARNING Is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.
Examples of Collaborative Learning Techniques ▪ ▪ ▪ ▪
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Think‐Pair‐Share Instructor poses question to class. Students write a response (1‐2 minutes). Students pair up with another student nearby. Each student explains his/her response to the other. Reciprocal Teaching Instructor preps students by showing how to read a text. In groups students jointly read course material (e.g., primary source, article, artifact). Students take turns being the teacher and leading discussion of a segment of text. Student summarizes the segment, asks a question, and clarifies material.
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Group Grid Form groups and distribute blank grid as a handout. Give students uncategorized, scrambled items of information. Groups categorize the information in the grid. Instructor should recommend process—open. Discussion, take turns, divide categories w/in group.
Group Writing Assignments ▪ Use a wiki, Google Docs, or Office Live for collaborative writing ▪ Use assignment that has authentic purpose and audience such as creating Wikipedia entries or study guides for the course. ▪ Establish guidelines to scaffold the process.
Benefits of collaborative learning Social benefits: ▪ CL helps to develop a social support system for learners ▪ CL leads to build diversity understanding among students and staff ▪ CL establishes a positive atmosphere for modelling and practicing cooperation. ▪ CL develops learning communities.
Psychological benefits: ▪ Student-centered instruction increases. ▪ Students' self esteem ▪ Cooperation reduces anxiety. ▪ CL develops positive attitudes towards teachers.
Academic benefits: ▪ CL Promotes critical thinking skills. ▪ Involves students actively in the learning process. ▪ Classroom results are improved. ▪ Models appropriate student problem solving techniques.
2. COOPERATIVE LEARNING Cooperative learning, which will be the primary focus of this workshop, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.
In cooperative learning small groups provide a place where: ▪ Learners actively participate. ▪ Teachers become learners at times, and learners sometimes teach. ▪ Respect is given to every member.
▪ Projects and questions interest and challenge students. ▪ Diversity is celebrated, and all contributions are valued. ▪ Students learn skills for resolving conflicts when they arise. ▪ Members draw upon their past experience and knowledge. ▪ Goals are clearly identified and used as a guide. ▪ Research tools such as Internet access are made available. ▪ Students are invested in their own learning.
Important aspects of COLLABORATIVE LEARNING
3. LEXIS Lexis is a term in linguistics for the vocabulary of a language. Adjective: lexical. The study of lexis and the lexicon (a collection of words) is called lexicology. The process of adding words and word patterns to the lexicon of a language is called lexicalization. In grammar, the distinction between syntax and morphology is, by tradition, lexically based. In recent decades, however, this distinction has been disrupted by research in lexicogrammar: lexis and grammar are now generally perceived as interdependent.
Grammar and Lexis "Lexis and morphology [are] listed alongside syntax and grammar because these aspects of language are inter-related. . . . The morphemes above—the 's' on 'cats' and on 'eats'— give grammatical information: the 's' on 'cats' tells us that the noun is plural, and the 's' on 'eats' could suggest a plural noun, as in 'they had some eats.' The 's' on 'eats' could also be a form of the verb used in the third person—he, she, or it 'eats.' In each case, then, the morphology of the word is strongly connected with grammar, or the structural rules that govern how words and phrases relate to each other."
MIND MAP - LEXIS
4. GRAMMAR In linguistics, 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 phonology, morphology, and syntax, often complemented by phonetics, semantics, and pragmatics.
Why gramar is your friend? Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules. If we use the word "rules", we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call "grammar" is simply a reflection of a language at a particular time. So think of grammar as something good, something positive, something that you can use to find your way - like a signpost or a map.
11 rules of GRAMMAR ▪ Use active voice ▪ Link ideas with conjunctions ▪ Use a comma to connect two ideas as one ▪ Use a serial comma in a list
▪ Use the semicolon to join two ideas ▪ Use the simple present tense for habitual actions ▪ Use the present progressive tense for current action
▪ Add “ed” to verbs for the past tense ▪ Use perfect tenses ▪ Use past perfect for the first of two past actions
5. PRONUNCIATION Why is English Pronunciation Important? Good English pronunciation is an essential part of good communication. If you don’t have clear English pronunciation, other people may not understand what you’re saying. Mistakes in pronunciation can cause major misunderstandings. Imagine if you ask someone for a pen to write with, but you pronounce pen as “pan.” The other person may try to give you a frying pan!
Improving English Pronunciation a) Listen and pay attention. Listen to
spoken English and pay attention to how the words are pronounced. Listen again if you can rewind. Let the sounds of the words fill your ears. There are many different things you can listen to: videos, podcasts, newscasts, TV shows, and radio.
b) Listen and repeat. Listen again and repeat the words and sentences to yourself. Try to copy the English pronunciation of each word.
c) Practice. This means speaking the
words and sentences out loud. Quietly reading or just saying word in your head is not enough. You need to move your tongue and mouth, forming the sounds properly, to really practice your English pronunciation.
d) Don’t guess at the pronunciation of words.
This is how you develop bad habits. You say a word incorrectly so often that your brain thinks it’s correct. Listen to native speakers and try to imitate their pronunciation of the word. Check the pronunciation of English words in a dictionary. Most online dictionaries offer the audio pronunciation of the word.
7 Factors that May Affect Your Students’ Pronunciation ▪ Learners´ attitudes ▪ Students´ ages ▪ Student motivation
▪ Native language interference ▪ Exposure to English ▪ Not explicitly taught ▪ Native vs. Non-native input
6. INDUCTIVE APPROACH An inductive approach to teaching language starts with examples and asks learners to find rules. Example: Learners listen to a conversation that includes examples of the use of the third conditional. The teacher checks that the students understand the meaning of its use through checking learners' comprehension of the listening text, and only after this focuses on the form, using the examples from the text to elicit rules about the form, its use and its pronunciation.
Toward Learner-Centered Teaching
An Inductive Approach
Through the past several years, the emphasis in education has shifted from a teachercentered to a learner-centered approach. Traditional teaching has too often been based on a passive lecture model, dependent on an expert teacher who funnels knowledge into the somewhat retentive minds of students. More current learning theory suggests a different role for teachers—that of facilitators. Based on research about how people learn, this article advocates that teachers use more active, inductive instruction in the classroom and demonstrates a student-centered approach using classroom examples implemented in a required, college-level business communication course.
The many faces of Inductive Teaching and Learning
7. TEACHER TALKING TIME At the simplest level, teacher talk time (TTT) refers to how much the teacher talks during a lesson. However, this will vary according to the stage of the lesson. For example, the teacher needs to speak more when providing explanations of and examples for the target language early in the lesson. Elsewhere he may speak less as students need ample opportunity to practice the new material. Overall, however, the teacher should roughly limit his speaking to 20% to 30% of the class time, with the remainder devoted to speaking/use of the language by the students.
Talk time by the teacher and students accomplishes the following: It allows the teacher to restrict his speaking to vital areas of the lesson. When he then speaks, students know the information is important. They listen more attentively and work harder to successfully process the information. Students get to speak more. When students speak more, they have increased opportunities to become familiar with the new material. Students have more chances to experiment with and personalize the language. They can mix previous vocabulary and grammar structures with the target language of the lesson, as well as steer conversations towards their individual interests. As students speak more, they must also rely on their skills. For example, if two students fail to understand one another, they must work together to repair the miscomprehension. This better prepares the class for the real world, where they can't rely on the teacher for help.
As the teacher speaks less, students have added opportunity for interest and challenge.
Why reduce TTT? Many training courses based on CLT insisted that teacher talking time (TTT) was counterproductive and that teachers should reduce TTT for a number of reasons: ▪ Excessive TTT limits the amount of STT (student talking time). If the teacher talks for half the time in a 60 minute lesson with 15 students, each student gets only 2 minutes to speak.
▪ A large amount of TTT results in long stretches of time in teacher-to-class (T/class) mode and a monotonous pace. Student under-involvement inevitably leads to loss of concentration, boredom and reduced learning. ▪ TTT often means that the teacher is giving the students information that they could be finding out for themselves, such as grammar rules, the meanings of vocabulary items and corrections. Teacher explanations alone are often tedious, full of terminology and difficult to follow. There may be no indication of whether the students have understood. ▪ If the teacher takes the dominant role in classroom discourse in terms of initiating the topic, allocating turns and evaluating comments, the student’s role is only that of respondent. Opportunities for developing the speaking skill are therefore severely limited. ▪ If the teacher is constantly dominant and controlling, the learners take no responsibility for their own learning but learn what the teacher decides and when. Student autonomy is thus limited.
Strategies for reducing TTT ▪ Using elicitation rather than explanation. If students are presented with clear examples and guiding questions, they often do not need to be “told”. This kind of guided discovery leads to better understanding and more successful learning. Organising activities as pair work also means that all the students have the chance to work on the new language. ▪ The use of body language, mime, gestures and facial expressions rather than words. The position of the teacher in the classroom can also indicate to the students what is expected of them at a particular stage of the lesson. ▪ Getting students to give feedback on tasks to each other rather than to the teacher. This is often done in pairs, but answers can also be checked against a key. Student nomination, whereby one student nominates another to answer a question, is also a useful technique. Feedback involving the teacher is therefore limited to problematic questions rather than every question in an exercise. ▪ Eliminating unnecessary TTT. Grading language is important, but over-simplification can lead to unnatural models from the teacher. Instructions should be kept simple, while explanations need to be carefully worded and repeated if necessary rather than paraphrased. Simple concept questions should be asked to check understanding. If explanations are clear and concept checking is effective, there should be no need for reexplanation or interrupting an activity to reteach or re-instruct.
In class, student should be active
Teacher should avoid talking too much in class.
Student participation
8. DEDUCTIVE APPROACH A deductive approach to teaching language starts by giving learners rules, then examples, then practice. It is a teacher-centred approach to presenting new content. This is compared with an inductive approach, which starts with examples and asks learners to find rules, and hence is more learner-centred. Example: The form and use of the third conditional is explained to learners, then they have a gap-fill exercise to complete, then prepare their own examples.
Important details of Deductive Approach
To remedy or overcome the tendency to jump to conclusions at once
To master difficulties by utilizing truth established by others.
Students are not actively involved in the beginning of the lesson. Present principales and generalization s.
Provides guidance. To teach students to delay judgment until truth is proven and not to judge even in the face of seeming certainty.
Example of Deductive Approach
9. PDP APPROACH The Parallel Distributed Processing (PDP) model of memory is based on the idea that the brain
does not function in a series of activities but rather performs a range of activities at the same time, parallel to each other. PDP differs from other models as it does not focus on distinctions among different kinds of memory. Instead it proposes that cognitive processes can be represented by a model in which activation flows through networks that link together neuron-like units or nodes, i.e. Parallel - more than one process occurring at a time; distributed processing - processing occurring in a number of different locations. For example, information about a person, object or event is stored in several interconnected units rather than in a single place. This approach to memory explains why people can still come to a correct conclusion even when incorrect information has been given. We are also able to make generalisations based on the links between information that were already know.
A brief description
10. GNOMIO It is an online platform in that people can study virtually different courses, maintaing communication between partners and teacher making different activities according to the study program, depending of the method that teacher applies. Also, this platform has a variety of functions in order to accomplish a better undersating for the student.
My own online course in GNOMIO ▪ Website of the course: Gilbertovela96.gnomio.com ▪ My course´s name: That´s a possibility
Syllabus, and Textbook
The entry of the course
I elaborated different activities for each skill As a teacher is very important to take into account the four skill of English language for students can develop de different functions that each skills has.
In this case, students should be work hard to make each task, and be patient checked everyday the course.
It is agood way to study, and learning a new language
Forums, Chats, and Cooperative Learning
Quizzes, Test, and Extra Activities
My students in the platform
As a teacher, you can see the grades
11. LEARNING OBJECTIVES The learning objectives are very important within the educational field
What Are Learning Objectives? A learning objective should describe what students should know or be able to do at the end of the course that they couldn't do before.
The most common verbs in objectives:
The appropiate verbs to use in Objectives
How do you write aims and learning objectives?
As part of your planning you need to decide what your students need to be able to DO after they have learned something that you have taught. Beginning your planning with the learning objectives will also help you ensure that your tasks and activities are appropriate and will help your students achieve their objectives.
A learning objective must not include the phrases 'to know' or 'to understand' but instead active verbs such as 'state', 'explain', 'outline', 'list' or 'describe'. Avoid using verbs that are difficult to measure objectively. The following verbs are difficult to assess and measure and therefore should be used with caution: â–Ş Know, comprehend, understand, appreciate, familiarize, study, be aware, become, acquainted with, gain knowledge of, cover, learn, realize
Elaborating objectives Know and understand do not specify any overt 'doing' and although knowing and understanding underpin learning, objectives are always written using active doing verbs. They are statements of what you want your learners to do and should ▪ Be stated clearly ▪ Define or describe an action ▪ Are measurable, in terms of time, space, amount, and/or frequency. ▪ Be differentiated
The lesson objectives The objectives must be clear to students. They ALL must know WHAT they are learning and WHY they are doing it. They also need to see the point of the objectives in the bigger picture; that is, how they relate to the last lesson’s learning, the course they are following and the big overall goal. This means that you can’t simply write the objectives on the board and hope that the students copy them down. It implies that you have fully explained them in context; the students have engaged with them and can explain them to any observer.
The objectives and outcomes must be differentiated for the individual student. All the learners should be able to see where they are and what they need to do to get to the next level. This should link into subject standards and progression where possible. It is crucial to have high expectations of what can be achieved and engage the students with that belief. SUCCESS CRITERIA for achieving the outcomes need to be negotiated with the students for optimum engagement to enable them to be clear about what it will look like and feel like and sound like when they have made that progress
12. LEARNING OBJECTIVE MAKER
Different verbs to elaborate excellent objectives
The Learning Objective maker offers a few simple steps that will help you in creating perfect learning objectives. To start using it, create a new section, under the section title add the Learning objective and click on Use learning objective maker.
Everything there is to know about Learning Objectives Learning Objectives are the backbone of learning, all professional e-learning developers create their courses based on learning objectives. So far Easygenerator is the only e-Learning authoring software that’s based on learning objectives. However, we discovered a problem: If you create bad learning objectives – that aren’t measurable –you will get equally bad courses. To solve this problem we have developed a tool to guide you through creating the perfect learning objectives, based on the industry standard: Bloom’s Taxonomy. If you’ve never created learning objectives before, this tool is exactly what you need. The Learning Objective Maker guides you through the essential elements of creating learning objectives, without even thinking of it. In just a few clicks you will create perfect learning objectives, that answer these four essential questions: ▪ Who are the learners completing this course?
▪ What do you want them to be able to do after completing the course? ▪ What do they need to know to do this, and ▪ What must the learner understand to be able to do it?
13. TEACHING EXPERIENCE I am a student of TEACHING PRACTICUM II: I´´ve taught some topics various time.
Teaching experience in a public school Basically, teach is something intertesting, but also very hard in some cases, when students act rude in not do a task. Also, be a teacher have many advantages and disavantage. Therefore, in this case I will mention postitive things. I always ellaborate lesson plans because is a key/guide step by step how I wan to teach the lesson. Obviously, with the participation of students.
Everything is in the attitude, and the motivation of students in learn a new language (English) developing the different skill such as: ▪ Pronunciation ▪ Listening ▪ Writing ▪ Reading
Pictures
14. CARROUSEL EXPERIENCE In my case, I feel that this is coupled when each of us works in “Micro-teaching sessions�. We worked in groups of 5 students, and each one gave a class for 10 minutes using different worksheets so that the student could work and easily understand the subject. It seemed to me a good method to be able to demonstrate our capacity within the educational field teaching subjects of specific fields. Each one of us, was very attentive and participating in the classmates, maintained verbal communication between the teacher and student. It was very cool because this is how we learn and with time and practice we will become great educators. teaching is a very interesting field in which you can discover new things.
15. UNEXPECTED CLASS SITUATIONS During the class of Teaching Practice there were two problems: ▪ A male student stood up and told the teacher that he did not like the way he taught. ▪ A female students stood up and walked towards the teacher, then she deleted one letter of a Word, she write another Word, saying to the teacher that that word is incorrect, because the according to her, the teacher wrote the word in a incorrect way. Teach is difficult in some cases, and I know, as teachers we see different problems of students This is personal, one day I experimented an unexpected class situation: ▪ I was teaching the class, and a student stood up, and he closed to me for say me that I was wrong with the theme, but at the end the situations get solution.
16. LESSON PLANNING A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. Having a carefully constructed lesson plan for each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful learning experience with your students. A successful lesson plan addresses and integrates three key components: ▪ Learning Objectives ▪ Learning activities ▪ Assessment to check for student understanding
When you are faced with planning whole lessons on your own for the first time it can seem like a daunting task. Where do you start? How do you choose a topic? Which order do you do the tasks in? What if you run out of time? What if you run out of materials? Ah! So many things to think about! In this tip I aim to answer these questions and give you some ideas for making the planning of the lesson as simple and painless as possible. Remember that as you start teaching not everything will go to plan. In fact, using your lesson plan in a flexible way is part of the skill involved in giving a good lesson. If a task is going well and students are engaged in it and making good use of the time you should probably let it carry on for longer than planned. Likewise, if an activity in your plan isn’t going down so well you may decide to cut your losses and move on. So, please don’t think the plan is to be stuck to whatever happens. React to your students and adapt on the spot whenever possible. Consider the plan to be a tool to guide you, but always use it flexibly.
The process of Lesson Planning
Identify the learning objectives/ Lesson plan Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A learning objective describes what the learner will know or be able to do after the learning experience rather than what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language that is easily understood by students and clearly related to the program learning outcomes. The table below contains the characteristics of clear learning objectives:
Plan the specific learning activities/ Lesson plan When planning learning activities you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course. Learning activities should be directly related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards those objectives.
▪ What will I do to explain the topic? ▪ What will I do to illustrate the topic in a different way? ▪ How can I engage students in the topic?
▪ What are some relevant real-life examples, analogies, or situations that can help students understand the topic? ▪ What will students need to do to help them understand the topic better?
Plan to assess students understanding/ Lesson plan Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer targeted feedback that can guide further learning. Planning for assessment allows you to find out whether your students are learning. It involves making decisions about: ▪ The number and type of assessment tasks that will best enable students to demonstrate learning objectives for the lesson ▪ The criteria and standards that will be used to make assessment judgements ▪ Student roles in the assessment process ▪ The weighting of individual assessment tasks and the method by which individual task judgements will be combined into a final grade for the course ▪ The provision of feedback
Plan to sequence the LESSON in an engaging and meaningful manner
Lesson Planning Example
10 Steps to better Lesson Plans 1.
Learning Goal
2.
Resources
3.
Standards
4.
Anticipatory Set
5.
Introduction
6.
Direct Instruction
7.
Guided Instruction
8.
Assessment
9.
Closure
10. Differentiated Instruction
17. VISUAL AIDS You should only use visual aids if they are necessary to maintain interest and assist comprehension in your presentation. Do not use visual aids just to demonstrate your technological competence - doing so may compromise the main point of your presentation - getting your messages across clearly and concisely. Read more at: https://www.skillsyouneed.com/present/visual-aids.html
Different types of visual aids ▪ PowerPoint (or equivalent) Microsoft PowerPoint is probably now the most commonly used form of visual aid. Used well, it can really help you in your presentation; used badly, however, it can have the opposite effect. The general principles are:
▪ Overhead projector slides/transparencies • Pre-prepared slides : these can be words or images either hand written/drawn or produced on a computer. • spontaneously produced slides: these can be written as you speak to illustrate your points or to record comments from the audience. • a mixture of each: try adding to pre-prepared slides when making your presentation to show movement, highlight change or signal detailed interrelationships.
Continuing with the different types â–Ş White or black board White or black boards can be very useful to help explain the sequence of ideas or routines, particularly in the sciences. Use them to clarify your title or to record your key points as you introduce your presentation (this will give you a fixed list to help you recap as you go along). Rather than expecting the audience to follow your spoken description of an experiment or process, write each stage on the board, including any complex terminology or precise references to help your audience take accurate notes. However, once you have written something on the board you will either have to leave it there or rub it off - both can be distracting to your audience.
â–Ş Paper handouts Handouts are incredibly useful. Use a handout if your information is too detailed to fit on a slide or if you want your audience to have a full record of your findings. Consider the merits of passing round your handouts at the beginning, middle and end of a presentation. Given too early and they may prove a distraction. Given too late and your audience may have taken too many unnecessary notes. Given out in the middle and your audience will inevitably read rather than listen. One powerful way of avoiding these pitfalls is to give out incomplete handouts at key stages during your presentation. You can then highlight the missing details vocally, encouraging your audience to fill in the gaps.
The last ones types ▪ Flip chart A flip chart is a large pad of paper on a stand. It is a very useful and flexible way of recording information during your presentation - you can even use pre-prepared sheets for key points. Record information as you go along, keeping one main idea to each sheet.
▪ Video (DVD or VHS) Video gives you a chance to show stimulating visual information. Use video to bring movement, pictures and sound into your presentation. Always make sure that the clip is directly relevant to your content.
▪ Artefacts or props Sometimes it can be very useful to use artefacts or props when making a presentation (think of the safety routine on an aeroplane when the steward shows you how to use the safety equipment).
18. INTERCHANGE BOOK The interchange books provide: ❖A proven multi-skills syllabus ❖A focus on accuracy and fluency ❖Contemporary, real-world topics ❖Natural, conversational language ❖Grammar in communicative contexts ❖Task-based listening activities
❖An updated pronunciation syllabus ❖Frequent learner-centered progress checks ❖A new self-study listening section
There are four essential Interchange Books
Review of the book/ Purpose Interchange Fourth Edition is an updated version of the world's most successful
English series for adult and young adult learners. Its well-known communicative and functional methodology has been tried and tested by millions of students around the world. Interchange Fourth Edition is a fully revised edition of Interchange, the world's most successful series for adult and young-adult learners of North American English. The course has been revised to reflect the most recent approaches to language teaching and learning. It remains the innovative series teachers and students have grown to love, while incorporating suggestions from teachers and students all over the world. This edition offers updated content in every unit, grammar practice, and opportunities to develop speaking and listening skills. Interchange Fourth Edition features contemporary topics and a strong focus on both accuracy and fluency. Its successful multi-skills syllabus integrates themes, grammar, functions, vocabulary, and pronunciation. The underlying philosophy of the course remains that language is best learned when it's used for meaningful communication.
19. SCOPE AND SECUENCE
A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught and the sequence in which it will be taught. A scope and sequence shows the order of the units within a year or stage, and the syllabus outcomes that each unit addresses.
â–Ş A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught and the sequence in which it will be taught. â–Ş A scope and sequence shows the order of the units within a year or stage, and the syllabus outcomes that each unit addresses. Generally, a subject scope and sequence plan for a year should be captured on a single page.
Elements of a scope and sequence include: ▪ Title of each unit
▪ Sequence of each unit for the year/stage ▪ Duration of each unit ▪ Syllabus outcomes included in each unit (these are commonly represented by outcomes codes) ▪ Any specific-subject requirements (for example, text requirements, student research projects, a site study or time allocated to major aspects of a course) ▪ Additional information based on common practice in particular subject areas or particular school requirements.
Subject-Specific Advice The scope and sequences for the following subjects should include: ▪ English The types of texts studied during the unit to illustrate how syllabus requirements are met for Kindergarten to Year 6 and for Years 7 to 10
▪ Science When the student research projects are to be covered in both Stage 4 and Stage 5 ▪ History How the overview (10% of the total course time) has been addressed separately or integrated into the depth studies When the site studies in both Stage 4 and Stage 5 are to be covered. ▪ Geography When fieldwork is to be undertaken in each stage.
Description of the Process for the above Scope and Sequence
20. WEB APPLICATIONS The general distinction between a dynamic web page of any kind and a "web application" is unclear. Web sites most likely to be referred to as "web applications" are those which have similar functionality to a desktop software application, or to a mobile app. HTML5 introduced explicit language support for making applications that are loaded as web pages, but can store data locally and continue to function while offline. Single-page applications are more application-like because they reject the more typical web paradigm of moving between distinct pages with different URLs. Singlepage frameworks like Sencha Touch and AngularJS might be used to speed development of such a web app for a mobile platform. In contrast, web applications use web documents written in a standard format such as HTML and JavaScript, which are supported by a variety of web browsers. Web applications can be considered as a specific variant of client–server software where the client software is downloaded to the client machine when visiting the relevant web page, using standard procedures such as HTTP. Client web software updates may happen each time the web page is visited.
Some web applications
Another web applications
Important Information Web applications use a combination of server-side scripts (PHP and ASP) to handle the storage and retrieval of the information, and client-side scripts (JavaScript and HTML) to present information to users. This allows users to interact with the company using online forms, content management systems, shopping carts and more. In addition, the applications allow employees to create documents, share information, collaborate on projects, and work on common documents regardless of location or device.
Web applications are usually coded in browser-supported language such as JavaScript and HTML as these languages rely on the browser to render the program executable. Some of the applications are dynamic, requiring server-side processing. Others are completely static with no processing required at the server. The web application requires a web server to manage requests from the client, an application server to perform the tasks requested, and, sometimes, a database to store the information. Application server technology ranges from ASP.NET, ASP and ColdFusion, to PHP and JSP.
21. SPEAKING (3 SUBSKILLS) Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns &Joyce, 1997)..
Subskill 1 1) Fluency Students practice speaking with a logical flow without planning or rehearsing. Activities which require students to focus on meaning in communication without immediate concern for accuracy (errors can be corrected afterwards). Students often have difficulty producing fluent speech simply because they lack the vocabulary or grammar to express what they want to express. This activity is designed to get them to speak at length about something they are very familiar with. To start, choose a topic that you know students can speak about and then let them know what it is. For example, it could be what they did last night or last weekend/on their last holiday/etc. Speaking
Vocabulary
Subskills 2 and 3 2) Accuracy with Words & Pronunciation Students practice using words, structures and pronunciation accurately. Students need to be able to use and pronounce words and structures correctly in order to be understood. Controlled practice activities are the most common way of working on spoken accuracy
3) Appropriacy Students practice using language appropriate for a situation and making decisions about formality and choice of grammar or vocabulary. Activities which stress that the purpose of talking determines what language is appropriate. Students are required to make choices about grammar and vocabulary and also other aspects of communication like intonation and length of turn. For example, “What’s the damage?� is inappropriate in a four-star restaurant.
22. WRITING (3 SUBSKILLS) Writing is a visual representation of speech. In writing and speaking the language learner is engaged in communicating his ideas and feelings. In the case of speaking, a kind of give and take situation exists between the listener and the speaker. But, in the case of writing the message communicated is higher and to be effective. Writing is an act of forming letters or characters and artfully putting them together so as to express ideas; an essential component of any language learning. To learn written mode of second language, in addition to L1, one requires an additional ability and time.
Subskill 1 1) Word order word order typology is the study of the order of the syntactic constituents of a language, and how different languages can employ different orders. Correlations between orders found in different syntactic sub-domains are also of interest. The primary word orders that are of interest are the constituent order of a clause – the relative order of subject, object, and verb; the order of modifiers (adjectives, numerals, demonstratives, possessives, and adjuncts) in a noun phrase; and the order of adverbials. Some languages use relatively restrictive word order, often relying on the order of constituents to convey important grammatical information. Others—often those that convey grammatical information through inflection—allow more flexibility, which can be used to encode pragmatic information such as topicalisation or focus. Most languages, however, have a preferred word order, and other word orders, if used, are considered "marked".
Subskills 2 and 3 2) Use good standard grammar Grammar rules can help learners develop the habit of thinking logically and clearly. After studying grammar, learners are able to become more accurate when using a language. Without good grammar, clear communication is impossible. Proper grammar keeps you from being misunderstood while expressing your thoughts and ideas.
3) Use of synonyms and antonyms Antonyms, synonyms, and homonyms are three sources of concern in classrooms. They can be confusing, so it's good to get a hang of them early. These words can add a lot of variety to speech and writing. Once you understand how each is used, you will be able to overcome many challenges in spelling and vocabulary.
Important skills involved
23. READING (3 SUBSKILLS) Reading skill refers to the ability to understand written text. It is advisable to develop this skill at early age of schooling. When students comprehend or understand written text, and combine their understanding with prior knowledge, they are able to perform the following three readingcomprehension skills. ▪ 1. Identify simple facts presented in written text (literal comprehension) ▪ 2. Make judgments about the written text’s content (evaluative comprehension) ▪ 3. Connect the text to other written passages and situations (inferential comprehension)
Subskill 1 1) Prediction Prediction is an activity learners carry out before reading or listening to a text, where they predict what they are going to hear or read. This gives them a reason to listen or read, as they confirm or reject their predictions. Example: Learners are going to listen to a presentation about a journey through Africa. They predict what vocabulary they might hear, and also what kind of emotions the speaker might have felt. They listen to confirm their ideas. In the classroom Prediction is a valuable stage in listening and reading activities. It mirrors L1 skills use, where predictions form an important base for being able to process language in real time. Both content and language can be predicted.
Subskills 2 and 3 2) Skimming Skimming refers to looking only for the general or main ideas, and works best with non-fiction (or factual) material. You hone in on what is important to your purpose. Skimming takes place while reading and allows you to look for details in addition to the main ideas.
3) Scanning Scanning is another useful tool for speeding up your reading. Unlike skimming, when scanning, you look only for a specific fact or piece of information without reading everything.
You scan when you look for your favorite show listed in the cable guide, for your friend’s phone number in a telephone book, and for the sports scores in the newspaper.
24. LISTENING (3 SUBSKILLS) To learn about listening sub-skills To think about which listening sub-skills we use in different situations Listening is one of the four language macroskills (the others are reading, speaking and writing). But it’s important to understand that in real life there’s no such thing as just ‘listening’. In fact, there are several different kinds of listening, which we call sub-skills. Here are three listening sub-skills which are often practised in the language classroom:
Subskills 1) Listening for gist. This is when we listen to something to get a general idea of what it’s about, of what’s being said. We don’t want or need to understand every word. Example: listening to a summary of the day’s news on the radio.
2) Listening for specific information. This is when we listen to something because we want to discover a particular piece of information. We know in advance what we’re hoping to find out. We can ignore other information which doesn’t interest us. Example: listening to a weather report to find out about the weather in your part of the country.
3) Listening in detail. This is when we listen we listen very closely, paying attention to all the words and trying to understand as much information as possible. Example: a member of a jury listening to a statement from a witness.
Another important Listening-Subskills
25. TKT LESSONS TKT shows how you are developing as a teacher. It is ideal for people who want to prove their teaching knowledge with a globally recognised certificate.
TKT is a flexible series of modular teaching qualifications, which test your knowledge
in specific areas of English language teaching. You can take as many modules as you want, over any time period. You receive a Cambridge English certificate for each module you complete.
The book
TKT is at Foundation to Developing stages on the Cambridge
English Teaching Framework.
26. CHAPTER 27 “Identifying the functions of learners´ language” ▪ How do we identify the functions of learners´´ language? The functions of learners´ langugae are the purposes for which learners use language in the classroom. These purposes include talking part in tasks and activities, asking questions of the teacher, interacting with each other. Examples of the functions of learners´ language are asking for clarification from the teacher or other learners, and checking information or understanding. Learners need a range of classroom language so that they can interact appropriately with each other and with the teacher. The language that learners need for interacting with each other may sometimes be quite formal, and at other times more relaxed, depending on who is in the group. The language they need for interacting with the teacher is often neutral or more formal.
Key concepts Learners´´ language functions
Teacher´s and learners´ actions
Greeting
The teacher enters the classroom and the learners say ´Good morning´.
Asking for clarification
The learners check the instructions with the teacher by asking ´Can you explain that again please? What do we have to do?
Checking information and understanding
The learners complete the Reading task individually. The learners check their answers in pairs. They say, e.g. ´What answer do you have for number 4?
Saying goodbye
The lesson ends. The learners say ´Goodbye´
27. CHAPTER 28
Categorising learners´ mistakes ▪ How do we categorise learners´ mistakes? Mistakes show problems either with accuracy, i.e. using the correct form of the language, or with communication, i.e. sharing information clearly. Learners can make oral or written mistakes. Oral mistakes are mistakes learners make when they are speaking. They make mistakes in the accuracy of, for example, gramar, pronunciation or vocabulary or in the degree of formality of the language they use. In written language, learners may make mistakes, for example, in gramar, spelling paragraphing, ordering of information or pronunciation. Learners´s mistakes can be errors or slips. learners are usually able to correct slips themselves.
Key concepts
Take a look!
28. CHAPTER 29 Teacher roles • What are teacher roles? During a lesson a teacher needs to manage the activities and the learners in the classroom in different ways. This means he or she needs to behave in different ways at different stages of the lesson. These different kinds of behavior are called "Teacher roles". There are certain roles that we usually use of certain stages of the lesson. For examples, we are planners before the lesson and may be monitors during group work or pairwork activities. sometimes we take on more than one role at the same time.
Key concepts
Important aspects that are useful to know
29. TEST PERCEPTION
Students and educators want tests that support learning Education has a significant role in the development of a country. The progress of a country is also symbolized by the level of education provided. For most countries, the main factor to be considered is the quality and effectiveness of teaching and learning. The learning process becomes more significant with the increase in the quality of teaching and learning through continuous improvement (Tang & Lim, 2002). The institutions of higher education should be more competitive, conforming to the government policy and aspiration of transforming our country into the regional worldclass center of excellence in education in parallel with the increasing enrolment of students in various disciplines. Students are of the main stakeholder of an institution of higher education who needs to be prioritized, considering their individual needs which have to be fulfilled and they have the own right to get the good and quality education from the university and it is the responsibility of the university to ensure the program offered is qualified and suitable for them.
THE END! This information is important to you, I hope you have enjoyed it
Gilberto Javier Vela Guidos