2016 FINAL PROJECT
Universidad Mariano Gálvez de Guatemala Pedagogía aplicada al Aprendizaje de Lenguas Licda. Abigail de Girón
FINAL PROJECT
Keisy Orfelinda Fajardo Palencia 076-15-544 Lesly Andrea López Pérez 076-15-16455 Marjorie Magaly Rivas Chacón 076-04-304 Josué David Rivas Velásquez 076-15-19312
Guatemala, junio 2016
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CONTENT Introduction ....................................................................................................................................4 Course Description ........................................................................................................................5 Course Description.....................................................................................................................6 Identifying the Academy’s Situation and Context .............................................................6 Problematizing ................................................................................................................................8 Goals ...............................................................................................................................................10 Objectives .....................................................................................................................................10 General objectives ...................................................................................................................10 Specific objectives ..................................................................................................................10 Methods .........................................................................................................................................12 TPR ..............................................................................................................................................12 Direct Method ..........................................................................................................................13 Communicative Language Teaching .......................................................................................13 Methodology ..................................................................................................................................14 Techniques and Activities ..........................................................................................................15 Syllabus ..........................................................................................................................................22 Worksheets Per Unit Examples ................................................................................................28 Skills Practiced .............................................................................................................................46 Speaking .....................................................................................................................................46 Listening .....................................................................................................................................46 Reading .......................................................................................................................................46 Writing .......................................................................................................................................47 Grammar .....................................................................................................................................47 Vocabulary .................................................................................................................................47 Motivation ......................................................................................................................................48 Classroom Management ...............................................................................................................49 2
Seating .......................................................................................................................................49 Rules............................................................................................................................................49 Resources and its purpose..........................................................................................................50 Supplies ......................................................................................................................................50 Interview about our Text Book.................................................................................................51 Assessments .................................................................................................................................52 Students Evaluation.....................................................................................................................53 Summative .................................................................................................................................53 Formative ...................................................................................................................................53 Grade Detail ..............................................................................................................................53 Assessment Survey .....................................................................................................................54 Conclusion ......................................................................................................................................55 Bibliography ...................................................................................................................................56 Comments.......................................................................................................................................57
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Introduction This course is designed for beginner students (teenagers) it will provide students the necessary tools to develop the knowledge in the four main skills (listening, speaking, reading, and writing). By using activities which will help every student to discover and explore their own learning. This course provides exposure to the language through activities like: readings, songs, poems, games, speaking workshops, and value activities. Those activities promote student’s logical thinking, creativity and curiosity.
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Course Description
Name
Level
Quantity
Age
Duration
•Touchstone for Beginners
•Level 1 for 7th Graders
•25 students
•Between 12 and 14 years old
•6 months
•Monday- Wednesday-Friday Time per •45 minutes each period unit
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Course Description We decided to teach teenagers with a beginner level because we realized that a lot of students haven’t received English as a second language classes during Elementary School. It is important to notice that we are going to teach English as a foreign language because our Academy is located in Guatemala City and all our students are citizen of Guatemala with the Spanish as their mother tongue. We have to encourage them to learn the new language to succeed in their careers and in business when they need to work. English is going to open new opportunities and they would have the advantage of speaking a second language.
Identifying the Academy’s Situation and Context About us: Our English academy provides a complete package for language-learning with the highest standards of customer service. Our innovative program focuses on language in context, teaching students how to use their newly-acquired skills naturally and effectively in real life situations. We work to create a friendly, relaxed classroom environment conducive to learning. Location: 19 street 19-02 zone 10 Guatemala City. Kind of Students: Our academy is focused to work with beginners (Teenagers) which their social class is upper middle that will help us because students would have all the material they need to learn.
Visit Us 6
PHOTO GALLERIA
Computer Lab 7
Problematizing At this moment that we are starting with our Academy, it is important to consider some problems that might be necessary to face during the process of teaching. For example, it would be a problem if by the midyear a teacher leave us, the students’ learning process is going to be affected, but we are going to have a file with some teachers’ resumes in order to fill the position as soon as possible. Another problem could be if a teacher doesn’t respect the students, in this case it will be necessary to communicate it immediately to the Academy’s Manager because this attitudes won’t be allowed in our institution. The teacher is going to work under supervision but if the problem happen a second time, he will be fired. It is also important to help students when they are shy and they find difficult to communicate themselves in another language. What we need to do is to hire teachers who could lead their classes without embarrassing their students, dynamic teachers who encourage them to speak with good attitude and support. Sometimes we will face the situation to have students with some physical or learning disability. In those cases, we can’t deny the students the opportunity to learn. We have to look for help. The Education Ministry has a department that is in charge of giving techniques that help teachers to deal with these type of situations. supervise your teachers and your students and give you some tips to follow.
They
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Now, with teachers’ troubles. We have a special team that will evaluate our teachers before hire them. But sometimes we will face the problem that at the middle of the course, these teachers become lazy or they can control their groups. As institution we will have a special training for teacher every two months, in order to avoid these problems. Another problem could be that teachers are absents a lot of times. We have to solve this problem immediately because the students’ learning process could be affected. We need to talk with this teachers but if they insist to do it we would have to replace them.
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Goals
Using this course students can develop confidence in their ability to understand real life English.
Express themselves clearly and effectively in everyday situation. We hope you enjoy this course and wish you every success with your English classes.
Objectives General objectives
This course makes learning English fun.
It gives you many different opportunities to interact with your classmates.
Students can exchange personal information, take class surveys, role-play situations, play games, and discuss topics of personal interest.
Specific objectives Unit #1: All about you. o
Say hello and good-bye.
o o
Introduce yourself. Exchange personal information (names, phone numbers, and e-mail addresses).
o
Spell names.
o
Thank people
Unit #2: In class o
Ask and say where people are
o
Name personal items and classroom objects
o o
Ask and say where things are in a room Make requests
o
Give classroom instructions
o
Apologize
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Unit #3: Favorite People o
Talk about favorite celebrities
o
Describe people’s personalities
o
Talk about friends and family
Unit #4: Everyday life o o
Describe a typical morning in your home Discuss weekly routines
o
Get to know someone
o
Talk about lifestyles
Unit #5: Free time o o
Discuss free-time activities Talk about TV shows you like and don’t like
o
Talk about TV- reviewing habits
Unit #6: Neighborhoods o
Describe a neighborhood
o
Ask for and tell the time
o o
Make suggestions Discuss advertising
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Methods To this course we will work with three different methods: TPR for teaching vocabulary, Direct Method for the content topics and Communicative Language Teaching for oral tasks. Below you will find a brief description of each one.
TPR This method is known for the use of physical movement. Using this method students are stress free and can react to verbal input and increase their participation when learning a new language. People acquire knowledge in a better way when they observe and imitate not only movement but words. In this method the listening skill is emphasized. At the beginning of the activity the students stay in a silent period and the teacher produce the language, then they can respond to the commands or requests. It is important to have a role model to increase the chance to learn faster. This method requires more attention in meaning than grammar and form. Grammar is taught at the end in an inductively way.
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Direct Method This method was developed during the 19 century in Europe. There was a need to develop a language in a proficient way and the grammar translation method was not enough to reach this ability in learners. It is called “Direct” because it is directly connected with the target language without translation. It is based on the need of speaking naturally and spontaneously. In this method the conversation is the most important characteristic. The goal is to reach students to feel free to talk and interact with others. This method establishes a relation between experiences and expressions. This method follows a process: show (visual aids or objects); say (teacher pronounces words correctly); try (students participate repeating words); mold (teacher correct the students and show them with demonstration); and repeat (students repeat several times). In the United States it was introduced by Maximilian Berlitz who actually named it as “the Berlitz Method”.
Communicative Language Teaching The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes referred to as "communicative competence." Hymes coined this term in order to contrast a communica-tive view of language and Chomsky's theory of competence. Chomsky held that
linguistic theory is concerned primarily with an ideal speaker-listener in a
completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as mem-ory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance.
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Methodology We have built our teaching methodology on a fun, dynamic, and communicative approach to teaching English because we understand that it’s easier to learn a second language when you feel relaxed and have the opportunity to express your ideas. Our commitment is to prepare students to face any professional or personal situation where English is needed with confidence and success.
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Techniques and Activities The techniques, activities and projects discussed here can be used with any student to instruct, practice, and improve grammar, reading, and English vocabulary. Basic Strategies and Activities for Improving Grammar 
Sample Writing: This can also be called free writing. Sample writing should be completed at the first tutoring session, but can also be repeated many times throughout the semester, especially times when the student brings nothing to work on. This is a good way to determine areas of weakness. Explanation: Give the student a topic, and have him/her write a sample paragraph (you could also write one of your own while the student is writing, and share yours with the student when you are finished). Only allow 15 minutes (at the most) for the student to write. After they are finished writing, there are many ways to use your time. You could go through the paragraph and underline grammatical problems. Give the student an opportunity to make changes to these areas without telling him/her what is wrong. Many times students will be able to correct themselves. For those mistakes that they could not correct, explain the grammar rule that was broken. Or, if you think the student needs more positive reinforcement, don't comment on the grammar. Simply point out the strong areas in the paragraph and encourage them to try this exercise at home.

Grammar Notebooks: This is a good way to have the student begin to recognize mistakes in his/her own writing. Explanation: Have the student write in a "grammar notebook" the mistakes that he/she made in the sample writing, or those that the tutor sees repeatedly after a few sessions. The student should write down each grammar mistake, and the rule that was broken. Keep this notebook throughout the semester, and have the student add to it each session so that he/she will start to recognize repeated mistakes. After a few sessions, the tutor should have the student check his/her own writing for the mistakes he/she commonly makes before the tutor even looks at it.
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Cartoons, Comics and Pictures: This is a fun activity that does not rely on books or computers. This is especially good for students who feel intimidated by writing long paragraphs. Explanation: White out words in a comic strip or editorial cartoon, or just bring in an interesting picture and have the student write sentences to fit the comics/pictures. Then review the grammar together. Encourage the student to correct him/herself before you begin to explain the grammar rules broken.
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EW! Web Page: The EW! Web page has a wealth of practice exercises geared toward Gallaudet students. Explanation: The tutor should either print out exercises to work on with students, or work directly on the computer with the student. Some of our grammar exercises can be used to determine areas of weakness (the tutor will be able to see what repeated errors the student may make). If the student works through all of the relevant grammar exercises on the Web, encourage the tutor to use the many books that we have in the resource room.

Dialogue Journals*: These give students a place to write and to express their thoughts freely without worrying about grammar or structure. These help the student develop college level thinking and reasoning skills. Students who continue to practice their writing in dialogue journals will eventually pick up on grammatical rules and sequences. (Dialogue journals also help a student's reading and vocabulary). Explanation: Dialogue journals are simply a notebook or a composition book shared by both the tutor and student. The tutor should have his/her student write in this notebook on a specific topic for 5 minutes at the end of each session. Then, before the tutor's next session with the student, he/she should write a response in the journal to what the student has written. These responses should be open-ended and focus on the content rather than on the grammar, quality, or quantity of the student's entry. The tutor's replies should subtly encourage logical thinking and reasoning skills on the student's part. They should leave the student with some new aspect on which to focus his/her next entry. The entries should remain private unless both parties consent to making them public.
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
Role Reversal**: This encourages the student to think for himself, and assimilate what he has learned in class and in tutorial sessions. This can force a sleepy, unmotivated student to become active and involved during his tutoring session. It also works well as a review session. Explanation: Give the student a sample writing approximately one paragraph long with some clear errors in it. If you wrote the paragraph yourself, you could incorporate errors that you know your student tends to make him/herself. Have the student play the role of the tutor, and point out errors in the passage and tell you what is wrong. Or, you could also have the student "teach" you how to map, outline, or summarize a passage. Keep in mind that this activity will only work if the student has the foundation of knowledge necessary to deliver the lesson to the tutor. Be sure that the student understands the significant information before having them trade roles with you.

Summaries: This is great for improving grammar, vocabulary and reading comprehension. Doing a summary requires that the student read a written text, understand it, and express its meaning in his/her own words using correct grammar. Explanation: Bring in a short passage for the student to read. (A one-paragraph magazine/newspaper article is long enough). Have the student read the article, and summarize it in his/her own words on a separate sheet of paper. When the student is finished, read over his/her summary. First, you should focus on whether or not the student understood the article he/she was reading. Point out places where he/she demonstrates clear understanding of the article. Second, you should underline grammatical errors that you find. See if the student can correct his/her errors him/herself before you explain the grammar rule that was broken.
Basic Strategies and Activities for Improving Reading Comprehension 
Title Analysis: This helps the student begin to begin to use critical thinking skills in his/her reading. Explanation: Before the student begins reading the poem, chapter, story, essay, etc., have them look closely at the title. Discuss what the title could mean, and what the passage is likely to be about based on the title.
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
Reading and Summarizing on the Text: This activity assures that the student is really paying attention and thinking about what he/she is reading. It is a great study technique that the student should use when they are doing homework. It will also help the student when he/she reviews the chapter, paragraph, etc. for a test. Explanation: The tutor and student should read together, one paragraph at a time. Then the student should write (directly on the text, if possible) a very brief summary of the paragraph. The summary should be no more than 1 or 2 sentences, and can be incomplete sentences. It should just be enough information to indicate that the student understood the main idea of the paragraph, and to help him/her remember what it meant when they are reviewing the text later. Don't worry about the student's grammar here, it is overall understanding of the text that you are working toward. The student should get in the habit of summarizing each paragraph he/she reads.

Signing the Passage: This is useful for students who get easily lost in a paragraph, or thrown off by unfamiliar words. This helps the tutor determine where the student began to misunderstand the passage. Explanation: If the student does not understand the paragraph enough to write a summary, have the student SIGN THE PARAGRAPH to you. You will be able to see exactly what phrase of words confused the student. You should then discuss the confusing phrase or words, asking questions to lead the student toward understanding. Use a dictionary only when absolutely necessary. An overall understanding is more important than understanding each word by itself.

Vocabulary Notebook: This helps the student remember unfamiliar words and expressions. The student can refer to this notebook when he/she encounters the same unfamiliar word or phrase again. Explanation: Have the student write down any unfamiliar words or slang expressions and their meanings in a separate notebook. Have the student write the meanings in his/her own words, so that he/she will be sure to understand them later.
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Predicting: This helps to be sure the student is being an active reader and thinking about the text. This works particularly well with stories. Explanation: After summarizing a paragraph, have the student sign to you what they think might happen next. Then continue reading to determine what really happens.
Dialogue Journals: Explained above.
Summaries: Explained above.
EW! Web Page: Tutors should be sure that they are familiar with our resources before they refer a student to resources. Tutors should review the following areas on our web site that are related to Reading Comprehension: o o o o
Basic
SQ4R: Survey, Question, Read, Respond, Review, Reflect Types of Reading Questions: Comprehension, Detail, Directions, Main Idea, Inference and Sequence. Mapping: Summarizing what you read, or pre-writing. Interesting Deaf Americans
Strategies
and
Activities
for
Improving
Following
Vocabulary:
Title Analysis: Reading and Vocabulary are inextricably linked, and many activities that are used to improve reading can also be used to improve vocabulary.
Flash Cards: These help the student to memorize new vocabulary words. This is helpful, but can be boring and should not be relied on to fill an entire session. Explanation: Use index/flash cards with vocabulary words on them to increase the student's vocabulary. The tutor can either use vocabulary words from books, or he/she can make individualized flash cards for the student based on which kinds of words the tutor knows the student needs work on.
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Reading with the Student: Explained above.
Vocabulary Notebook: Explained above.
Summaries: Explained above.
Crosswords and Cartoons: These activities are fun, and different from the usual drills. These can help to increase the student's vocabulary. Explanation: Do a crossword puzzle with the student. Be sure you use one that uses appropriate words for the student. You could also read cartoons together and discuss any unfamiliar words/expressions.
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Discussions
Oral quizes
Games
Songs
Drills
Projects
Pairwork
Group work Monitoring and correcting
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Syllabus Unit 1: All about you Objectives o o o
o o
o
o
Say hello and good-bye. Introduce yourself. Exchange personal information (names, phone numbers, and email addresses). Spell names. Thank people
Listening Recognize responses to hello and good-bye Title: “Memberships” Listen for personal information, and complete application and forms.
Grammar o
o
The verb “be” with I, You, and we in statements, yes-no questions, and short answers. Questions with: What’s….? And answers with: It’s…
Vocabulary o o o o
Reading
o
Different types of identification cards and documents
o
Expressions to say hello and good-bye Numbers 0-10 Personal information Everyday expressions
Conversation Strategies o o
Ask How about you? Use everyday expressions like “Yeah” and “Thanks”
Writing
Vocabulary Notebook
Complete an application
Meetings and Greetings o Write new expressions with their responses.
Pronunciation o o o
Letters Numbers E-mail adresses
Free Talk Meet a celebrity. o Class activity: Introduce yourself and complete name cards for three “celebrities”.
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Unit 2: In class Objectives o o
o
o o o
Ask and say where people are Name personal items and classroom objects Ask and say where things are in a room Make requests Give classroom instructions Apologize
Listening Who’s absent? o Listen to a classroom conversation, and say where students are Following instructions o Recognize classroom instructions
Grammar o
o o o o o
The verb “be” with he, she, and they in statements, yes-no questions, and short answers Article a, an, and the This and these Plural nouns Questions with: Where…? Possessives ‘s and s’
Vocabulary
o o o
Reading
o
Classroom conversations
Personal items Classroom objects Prepositions and expressions of location
Writing
o
Write questions about locations
Conversation Strategies
o o
Ask for help in class Respond to Thank you and I’m sorry
Vocabulary Notebook
My things o Link things with plances
Pronunciation
o
Plural nouns endings
Free Talk What do you remember? o Pair work: How much can you each member about a picture?
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Unit 3: Favorite People Objectives o o o
Talk about favorite celebrities Describe people’s personalities Talk about friends and family
Grammar o o
o
Listening Friends o Listen to three people’s descriptions of their friends, and fill in the missing words.
Possessive adjectives The verb “be” in statements, yes-no questions, and short answers (summary) Information questions with “be”
Vocabulary o o o
o o
Reading
o
A family tree
Types of celebrities Basic adjectives Adjectives to describe personality Family members Numbers 10-101 Writing
o
Write questions about people
Conversation Strategies o
o
Show interest by repeating information and ask questions Use “Really?” to show interest or surprise
Vocabulary Notebook
All in the family o Make a family tree
Pronunciation
o o
Is she…? Is he....?
Free Talk Talk about your favorite people o Pair work: Score points for each thing you say about your favorite people.
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Unit 4: Everyday life Objectives o
o o o
Describe a typical morning in your home Discuss weekly routines Get to know someone Talk about lifestyles
Listening What’s the question? o Listen to answers and infer the questions Teen habits o Listen for information in a conversation, and complete a chart about a teenager’s habits
Grammar
Vocabulary
Conversation Strategies o
o
Simple present statements, yes-no questions, and short answers
o o o
Reading
In the lifetime of an average American… o A magazine article describing how much time people spend on daily activities over a lifetime
Verbs for everyday activities Days of the week Time expressions for routines
Writing
o
o
Write an e-mail message about a classmate Use capital letters and periods
o
Say more than “yes” or “no” when you answer a question Start answers with Well if you need time to think, or if the answer isn’t a simple “yes” or “no”
Pronunciation
o
–s endings of verbs
Vocabulary Notebook
Free Talk
Verbs, verbs, verbs o Draw and label simple pictures of new vocabulary
Interesting facts o Class survey: Ask questions to compare your classmates with the average New Yorker
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Unit 5: Free Time Objectives o o
o
Discuss free-time activities Talk about TV shows you like and don’t like Talk about TVreviewing habits
Listening What do they say next? o Listen to conversations and predict what people say next Using computers o Listen for the ways two people use their computers
Grammar o
o
Simple present information questions Frequency adverbs
Vocabulary o o o o
Reading
Are you an Internet addict? o A magazine article and questionnaire about Internet use
o
o
Types of TV shows Free-time activities Time expressions for frequency Expressions for likes and dislikes
Conversation Strategies o
o
Ask questions in two ways to be clear and not too direct Use “I” mean to repeat your ideas or to say more
Pronunciation
o
Do you…?
Writing
Vocabulary Notebook
Free Talk
Write a message to a Web site about yourself Link ideas “with” and “but”.
Do what? Go where? o Write verbs with the words you use after them
Play a board game: o Pair work: Do the activities and see who gets from class to Hawaii first
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Unit 6: Neighborhoods Objectives o o o o
Describe a neighborhood Ask for and tell the time Make suggestions Discuss advertising
Listening What’s on this weekend? o Listen to a radio broadcast for the times and places of events City living o Listen for topics in a conversation, and then react to statements
Grammar o o o o o
There’s and There are Quantifiers Adjectives before nouns Telling time Suggestions with “Let’s”
Vocabulary
o o o o
Reading
Neighborhood places Basic adjectives Expressions for telling the time
Writing o
Classifieds o A variety of classified ads from a local newspaper
Conversation Strategies
o
Write an advertisement for a bulletin board Use prepositions for time and place: between, through, at, on, for, and fro… to…
o
Pronunciation
Use “Me too” or “Me neither” to show you have something in o common with someone Respond with “Right” or “I know” to agree with someone, or to show you are listening Vocabulary Notebook
A time and a place… o Link times of the day with activities
Word stress
Free Talk Find the differences o Pair work: List all the differences you find between two neighborhoods
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Worksheets Per Unit Examples Unit 1: Numbers, introduce yourself and greetings
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29
30
Unit 2: Verb to be
31
32
33
Unit 3: Possessive Adjectives
34
35
Unit 4: Simple Present Tense
36
37
38
Unit 5: Frequency adverbs
39
40
Unit 6: There is and There are
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42
43
44
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Skills Practiced In this course we will develop the four main skills in our students. In the world, students work will all four skills (listening, speaking, reading, and writing) from the beginning. At the beginning you work with the receptive ones and gradually you produce the others.
Speaking Promote practice by having students share ideas in pairs, in small groups, and with the class. Stress the value of taking an interest in and showing respect for what other people have to say, especially when their opinions differ from our own.
Listening It is a difficult skill for many students. It is not the teacher’s job to create a task but to relax students and to help them understand better. First of all, tell them that it is not necessary that they understand every single word to get the general idea. Focus students’ attention on the completion of the listening task.
Reading Offer students a variety of text types (biographies, magazines, articles, emails, entries from encyclopedias or other reference works, etc). The reading material serves as model for a writing activity.
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Writing Stress to students that writing is a craft and a process. The writing process requires drafts, revisions, and corrections before the final product is finished. Encourage students to brainstorm, to take notes, to write drafts and offer comments, and suggestions.
Grammar Students are more likely to retain a structure if it is memorable, and it is more likely to be memorable if it has some direct relevance to their own lives. Encourage students to use a new structure to produce sentences about real events, real people, real feelings, real opinions, etc., in their own lives.
Vocabulary Stress that having a good English vocabulary is not just measured by the sheer number of words a person knows but by the depth of the person’s knowledge of the words. Try to guess the meaning of the word, use photos from the Internet and magazines, write sentences with the words, draw pictures to remember the meanings, etc.
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Motivation Positive feedback is a very important part of teaching. It should be regularly given as a response to student production. Students want and need to know if what they said or wrote is correct. Students also need to receive encouragement. Explain in what way the activity will help them improve their English. Try to be encouraging, supportive, and above all, patient. Learning a language takes time. If the students have the motivation, we give them the tools to help them reach their English language learning goals.
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Classroom Management Seating Semicircle during the classes. In pairs for collaborative work. In circle for conversation activities when sharing is important. Face to face for debates and oral tasks.
Rules The rules will be set together with the students at the beginning of the semester and they will be no more than five rules.
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Resources and its purpose The purpose of the course supplies is giving the students and teachers the help they need to understand the topics. Using those supplies students can learn by their own learning styles (visual, auditory and kinesthetic), and the material will help them to develop in their multiple intelligences.
Supplies Required text: Touchstone Level 1 Cambridge. Michael McCarthy Jeanne McCarten Helen Sandiford Students’ book Teachers’ guide Study Audio CD-ROM Flashcards Word cards Templates Grammar worksheets Technology tools
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Interview about our Text Book 1. Is Touchstone 1 a good book of English to teach? Yes, it is. Because it help us to find typical situations for using specific vocabulary and grammar structures, that can represent new language in natural context. 2. What kind of information can you learn from a corpus? We can find the most commonly used English words and expressions that make it possible to develop an exciting and interesting new approach to learn English. 3. Is our methodology useful to teach? Yes, it is. It offers simulating activities carefully to focus on the learning process, to get students to talk about their own lives and ideas as they discuss topics to their interests and experiences to get and effective communication. 4. How do people manage conversations effectively? Reading the multitude conversations of how people interact in real-life situations. They are interested in a conversation that they are listening, repeating the information, asking questions, and teach useful strategies for many conversations successful in English. 5. How does this Approach help me and my students? Identify what language is essential to basic communication, and what language we use to speak clearly and precisely, and what materials can take learners to talk more quickly and effectively. And If the students don’t learn in the way that they teacher teach, the teacher has to learn in the way that the student learn. 6. Do I need to have a lot of knowledge to be able to teach with touchstone? Not at all, the use of this course is successful that you can feel sure to teach the language carefully in frequent, natural and useful way. 7. What are the most typical contexts for specific vocabulary and grammar structures? Searching the corpus help us to find typical situations for using specific vocabulary that can represent new language in natural contexts. The conversations, interviews, and listening material student, that in the series are constructed to make more effective the language and vocabulary.
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Assessments At the end of the course (6 moths) the academy will assess the program, teachers, and students at the following form:
Program: We will use a survey at the end of the course asking our students’ experiences, likes and dislikes. Another form could be an open house where new students can see our method, installations and the way the students learn. You can find the survey at the following link: https://es.surveymonkey.com/r/8VPLMZS
Teacher: Our teachers must have C1 in CEFR Level, the Teacher Training Course Diploma given by IGA. (TTC) or have a PEMI Diploma. We will provide two workshops per year where teachers can share ideas, methods and rich their knowledge.
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Students Evaluation Summative
Formative
Grade Detail Book and notebook work
10 points
During the course
Exposition
15 points
March 05
Worksheets
10 points
During the course ( 1 per unit)
Participation in oral tasks or activities
10 points
During the course
Quiz #1
15 points
March 14
Quiz #2
15 points
April 30
Final Test
25 points
May 30
Grade
100 points
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Assessment Survey
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Conclusion Teacher will feel free to adapt, modify and customize the procedures, methods, techniques to fit better in every teaching situation and their student’s needs. Thanks to technology we have a lot of tools that help us to teach and transmit students the importance of learning a second language. Teachers don’t forget that you are a guide to your students so you have to be a facilitator of knowledge and motivate them with patience.
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Bibliography McCarthy, M. &. (2010). Touchstone Level 1. New York: Cambrigde University Press. McCarthy/, M. (s.f.).
Brown, H. D. (Third Edition 2007). Teaching by Principles, An interactive Approach to Language Pedagogy. New York: Pearson Education. McCarthy, M. &. (2010). Touchstone Level 1. New York: Cambrigde University Press. McCarthy/, M. (s.f.).
(Activities, s.f.)
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Comments
This
course
was
really
useful for us as teachers.
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Based on
this project
exist a lot of possibilities that as a teacher can use about how to work with the
students,
develop
The worksheets are good
their motivation in the
to work in class because
class and how can be
help to the students to
easily for the students
evaluate the practice of
develop
the topic done in class.
method to learn in the
their
own
way that they can learn more effectively.
58
I admire Ms. Abigail because
she
enjoys
teaching and I think she is an excellent teacher with a lot of knowledge and techniques which she
applied
every
Saturday with us and I hope she can continue applying her knowledge.
59
I
liked
this
course
because I learned a lot from you how to teach the language, motivate my students, and use In this course I learned that motivation in class is important.
technology. The Project is
useful
because
I
learned how to plan a semester in the correct way to get the students learning.
60
61