Teaching techniques III
PEM Profesionalización Lic. MA. Wendy Velasquéz
Portfolio
UMG
Mónica Reyes Castillo carnet 50761513864
Contents 1 Learners • Reasons for learning • Different contexts for learning • Learner differences • The importance of student motivation • Responsibility for learning 2 Teachers • Describing good teachers • Who teachers are in class • Rapport • Teacher tasks • Teacher skills • Teacher knowledge • Art or science? 3 Managing the classroom • Classroom management • The teacher in the classroom • Using the voice • Talking to students • Giving instructions • Student talk and teacher talk • Using the LI • Creating lesson stages • Different seating arrangements • Different student groupings 4 Describing learning and teaching • Children and language • Acquisition and learning • Different times, different methods
• Elements for successful language learning (ESA) • ESA lesson sequences • ESA and planning Describing language • Meaning in context • The elements of language • Forms and meanings • Parts of speech • Hypothetical meaning • Words together • Language functions • Text and discourse • Language variables Teaching the language system • Teaching specific aspects of language • Explaining meaning • Explaining language construction • Practice and controlled practice • Examples of language system teaching • Mistakes, slips, errors and attempts • Correcting students Teaching reading • Reasons for reading • Different kinds of reading • Reading levels • Reading skills • Reading principles • Reading sequences • More reading suggestions • Encouraging students to read extensively
Teaching writing • Reasons for teaching writing
• A proposal for action
• Writing issues
• Lesson shapes
• Writing sequences
• Planning questions
• More writing suggestions
• Plan formats
• Correcting written work
• Planning a sequence of lessons
• Handwriting
• After the lesson (and before the next)
Teaching speaking
13 Testing
• Reasons for teaching speaking
• Reasons for testing students
• Speaking sequences
• Good tests
• Discussion
• Test types
• More speaking suggestions
• Marking tests
• Correcting speaking
• Designing tests
• What teachers do during a speaking activity
14 What if?
Teaching listening
• What if students are all at different levels?
• Reasons for listening
• What if the class is very big?
• Different kinds of listening
• What if students keep using their own language?
• Listening levels
• What if students don’t do homework?
• Listening skills
• What if students are uncooperative?
• Listening principles
• What if students don’t want to talk?
• Listening sequences
• What if students don’t understand the audio track?
• More listening suggestions
• What if some students finish before everybody else?
• Audio and video 11 Using coursebooks • Options for coursebook use • Adding, adapting and replacing • Reasons for (and against) coursebook use • Choosing coursebooks 12 Planning lessons • Reasons for planning
Introduction This is a complete presentation of all the works, made up during a semestre in my class of Teaching techniques, in which I had to included all the homeworks.
The portfolio is showing a complete journey from the different chapters of the book “How to teache English� that I read, discussed and presented in the class. Also, it represented a
complete analysis of each single lesson, using different kind of reading strategies, such as graphic organizers, t-charts, reading comprehension questions, glossaries, and a simple example of how I applied the content in my daily routines as an English teacher.
Chapter 1: Learners Glossary 1. Adolescents: a young person who is developing into an adult. 2. Adults: a person that has grown to full size and strength. 3. Advanced: a school class that is doing work of a higher standard than is usual for students at that stage in their education. 4. Agency: (term from social sciences) students should take some resposibility for themselves. 5. Affect: to have an influence on someone, to cause a change in someone. 6. Appropriacy: using the right language in the right situation. 7. Background: the things that can be seen behind the main things. 8. Business English: where students learn about how to operate in English in the business world. 9. Connotation: a feeling or idea that is suggested by a particular word although it need not be a part of the word's meaning, or something suggested by an object or situations. 10. Drill: an activity that practises a particular skill and often involves repeating the same thing several times. 11. Discursive essays: activities designing for advanced students. 12. EFL: English as a Foreing Language. 13. Elicit: to get or produce something, especially information or a reaction. 14. ESL: English as a Second Language. 15. ESOL: English for Speakers of Other Languages. 16. General English: learn to speak and read and write the language effectively. 17. Inference: a guess that you make or an opinion that you form based on the information that you have. 18. Intermediate: being between two other related things, or levels. 19. Learner autonomy: getting students to do various kinds of homework, to encourage their autonomy. 20. learning by doing: where students are involved in project work and experimentation in order to arrive at knowledge. 21. Learner by rote: memorising facts and figures. 22. Monolingual learners' dictionaries: dictionaries written only in English, but which are designed especially for learners. 23. Multilingual classes: classes where students come from different countries and therfore have differnt mother tongues. 24. Multiple Intelligences: theory by Howard Gardner. (mathematical, musical, interpersonal, spatial, emotional, etc. 25. Neuro-Linguistic Programming: often called NLP (visual, auditory, and kinaesthetic). 26. One-to-one teaching: to have a private session with just on their own and a teacher. 27. Plateau effect: less likely to be able to recognise an almost daily progress. 28. Self-access centre: if students have computer access. 29. Sustaining: to cause or allow something to continue for a period of time. 30. Target-language community: is a place where English is the national language, or where it is one of the main languages of culture and commerce. 31. TESOL: Teaching English to Speakers of Other Languages 32. Virtual learning: learning sites online that have tutors who interact with their students via email on online chat forums 33. learning by doing: where students are involved in project work and experimentation in order to arrive at knowledge.
34. Learner by rote: memorising facts and figures. 35. Monolingual learners' dictionaries: dictionaries written only in English, but which are designed especially for learners. 36. Multilingual classes: classes where students come from different countries and therfore have differnt mother tongues. 37. Multiple Intelligences: theory by Howard Gardner. (mathematical, musical, interpersonal, spatial, emotional, etc. 38. Neuro-Linguistic Programming: often called NLP (visual, auditory, and kinaesthetic). 39. One-to-one teaching: to have a private session with just on their own and a teacher. 40. Plateau effect: less likely to be able to recognise an almost daily progress. 41. Self-access centre: if students have computer access. 42. Sustaining: to cause or allow something to continue for a period of time. 43. Target-language community: is a place where English is the national language, or where it is one of the main languages of culture and commerce. 44. TESOL: Teaching English to Speakers of Other Languages 45. Virtual learning: learning sites online that have tutors who interact with their students via email on online chat forums. Task Files Reasons for learning. Different context for learning. Answers: Answers: A. ii, A. Virtual learning. B.iii, B. One-to-one teaching. C. i C. English lessons at secondary school. D. v D. Large classes. E. iv E. In company teaching. F. Private language school. Learner differences 1. Answers: 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.
Children: • Learning of grammar will be less effective. • Their attention as often fairly short. • They forget language with equal ease.
Adolescents: Adolescents: • Greater capacity of abstract thoughts. • Adolescence is bound up with a search for identity and a need of recognition. • Great capacity for learning. • They have enormous potential for creative thought and a passionate commitment ro things which interest them. Adults: • They have wide range or life experience. • Adults are often more disciplined and
Adults: • Previous learning experience can harm their progress.
•
apply themserlves to the task of learning. They have a clear understanding of why they are learning.
• •
If they have got out the habit of study may find classrooms dauting places. They may have strong views about teaching methods from the past.
Learner differences 2. Answers: A. ad, B. a, C. c, D. c, E. a, F. ad, G. ad, H. a, I. a. Learner differences 3. Answers: a. I/A, b. B/I/A, c. I/A, d. B, e. B, f. I/A, g. A, h, B/I/A, i. A. Jargon buster: Your definitions Relevance to language learning teaching. Neuro-linguistic Programming
It is a model where the learning styles are taken into acount to help students.
We must have this into account to join all the different learning styles in class.
Multiple Intelligences Theory
Human intelligences, that depending on the person.
We have to plan different activities to activate the students' multi-intelligences.
Learning by note
Learn the things in a theorical way.
There are some things that people must learn, memorize to apply them in a problem solution.
Learning by doing
Kinesthetic way of learning.
Is real when we say that our students learn more easely when they realize projects.
Extrinsic motivation
All the external factors that can help people to be motivated.
Students be motivated to enjoy the learning process.
Intrinsic motivation
The inner things that make Students should want to learn to people want to know or do more. have a significant learning process.
Affect
How the students feel in their learning process.
Students should be interested in their own learning process and take advantages of it.
Agency
Resposibilities that the students must have in their learning.
Students know that learning is important from them, so they must search for material and information to increase their learning.
Learner autonomy
The way how the students want to learn, when, where and how.
The students choose their way to learn and in which form they do it.
Case Study Chapter tittle and No.
Learners No. 1
1. Overview Where, who, when
Acording with the information of this chapter, we have different kind of learners. In my experience as a teacher had the opportunity to work with all ages. I know they learn in different forms but at the same time, they responded well if we use motiviations that include visual, auditory and kinaesthetic activities. I have a class of elementary with students of third and fourth grade, and we use the technology in our classes; such as CD-Rooms with interactive activities, Audio CD with songs, readings and videos related with our classes (grammar, spelling, reading, communication, and science). I apply this resources 2 or 3 times a week during different periods.
2.Description What is the case about?
Depending the class I´ll try to assign the three activities(visual, auditory, and kinaesthetic) in order to attend the different learning styles of my students. To mantain their attention is necesary use different strategies such games, puzzles, exercises, work in pairs or small groups, because they learn more easily when they share or interact with others.
3. Illustration
Graphic Organizer
Chapter 2: Teachers Glossary 1. Adaptability: Is the teacher´s ability to respond to unforeseen event in a lesson. 2. Agency: We say an individual has agency when they take resposibility for their decisions. 3. Assessor: A role in which the teacher judges students' performance and tell them how well they have done. 4. Blogs: Interntet diaries. 5. Controller: Is a role in which the reacher is in charge of what is going on. 6. Drill: A technique where the teacher asks students to repeat words and phrases. 7. Intonation: Is when pitch changes to convey meaning or functionality. 8. Learning autonomy: The stage when students are capable of taking their own learning decisions. 9. Learner roles: They are the different things students are asked to do. 10. Learning outcome: A term used both to describe what we hope the result of the lesson will be. 11. Lexical: All the words used in a language in a particular profession, or a book. 12. Magic moments: There are events which happen in a lesson which the teacher did not expect. 13. Personality: The personality which the teacher shows to the students. 14. Podcast: Downloadable listening which can be played on individual MP3 players. 15. Prompter: A role in which the teacher encourages students to speak. 16. Rapport: The successful relationship between teacher and their students. 17. Resource: One hand to supply information about things. 18. Record keeping: It is when we writte an account of what happened in lessons. 19. Tutor: A role in which the teacher advises the students about what to do. 20. Variety: It depends on how many different activities we use in a lesson. Task File A. Describing good teachers. 1. Think of two good teachers from your past. What personal qualities do/did they share? 2. Rate the following teacher qualities in order of importance (1-10). ___8__They are adaptable. ___6__ They are even- handed in their treatment of students. ___10_ They are good-looking. ___4__ They care about their students. ___9__ They dress well. ___3__ They give interesting lessons. ___2__ They know their subject. ___5__They listen to their students. ___1__They prepare well. ___7__ They use new technology. Add two more qualities that you think are important. a. They are responsables with their work. b. They organize their time effectively. B. Who teachers are in class. 1. Do you agree with the following paragraph? Why? Why not?
“Good teachers plan their classes minutely so that everything they do is prearranged. Once they are in the classroom, they follow their plan without deviation, always watching out for irrelevancies which the students may bring up and which would disrupt the plan.” Well, am not agree with this passage. As a teachers know that our plans are only a guide that can helps us to follow an order, but it could be flexible acording different situations that will occur in classrooms. 2. Match the descriptions on the left with the teacher roles on the right. a. v, b. ii, c. i, d. iv, e. iii. C Rapport. Rewrite the following statement so that it accurately reflects your own opinion. “ It is easy to create a good rapport with my students, when I respect their individualities, and demostrate them how important they are for me, giving different roles and responsibilities in class.” D. Teacher skills. Make an A & D chart for the following approaches to students' names. Advantages
Disadvantages
Class seating plan.
Controll discipline, help students Students bored if they sit in the that need more attention, or have same place for a long time. physical disadvantages.
Name badges.
Easy to make or carry. Useful in a school trip.
Cost money, if you have to fix or replace them.
Name cards on the desk.
Clear. Can motivate students to care their desk.
Students can destroye or play with them.
Not using students names.
We treat all students in the same Students could think that we don way. ´t pay attention or love them.
Students always say their names Students learn resposibilities and It looks more impersonal or when they ask a question or class rutines. bored if they repeat all the time. when you ask them to do something. Write notes about appearance/attitude, etc against the students' name in the class register.
Motivate them to be better day by day. We can create a rapport with our students.
It can take time from our classes. If the students don't have the opportunity to read it we can cause an impact in their lifes.
E Teacher knowledge. Complete the chart. In use when I was at school/university
I use this in my daily life (give details)
I have never used Usefulness rating o this (or been taught (= useless) to 5 (= using this) fantastic)
Black/whiteboard
x
To teach, write examples, games, as a projector.
5
CD player
x
Each book has their own CD.
2
Computer
x
I use two days per week.
3
Data projector DVD player
x x
To watch videos before each story.
0 4
Interactive whiteboard
x
0
Language laboratory
x
0
Overhead projector
x
To project CD rom and DVD
3
Tape recorder x CD 5 Jargon buster Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to theaching (column 2). Your definition
Relevance to language learning/teaching
Magic moments
Nice environment with great activities for our students.
Students enjoy their learning process every time.
Learning outcome
Result of the lessons that we want.
Learning skills evidence in our students.
Learner role
Chores that students have to do.
Work in teams. Assign responsibilities.
Monolingual learners' dictionary A dictionary for ESL students.
Spelling rules and definitions.
Podcast
Listening activities which can be Access to information en an easy played on an MP3 players. way.
Blog
Internet diaries that we can create.
Provide an excellent resources to teach English.
Case Study Chapter tittle and No.
Teachers No. 2
1. Overview Where, who, when
According with the information of this chapter, as a teacher we need to build a good environment for our students in their classrooms, during every moment. Remember that in the school, we are their guide and sometimes a friend, mother, or father.
2.Description What is the case about?
This is an example of a good rapport that I had with my students of 10th. Grade. Early in the morning we followed a rutine, prey, agenda, school equipments for that day, reading time, etc.; but that morning they gave me a wonderful surprise. They prepared a little birthday celebration, I felt happy and impressed cuz I didn't imagine that they took the time to organized my celebration. I loved them so much; and I demostrated it with my work, my responsibility as an English teacher and my compromise with their success. This is a clear example of being a good teacher with good skills and how we can create a rapport in classrooms.
3. Illustration
Graphic Organizer
Chapter 3: Managing the classroom Glossary 1. appropriacy: Establish the right professional relationship with students in classrooms. 2. assessing: To judge or decide the amount, value, quality or importance of something. 3. rough-tune: It is when teachers adjust their language use to the comprehension abilities of their students. Task File A. The teacher in the classroom Using the voice Give a rating of 1 (= just right) to 5 (= absolutely terrible for a teacher) you remember. My spanish teacher of 4th. Grade. appearance 2 General presence in class
2
audibility
4
movement
3
clarity
3
Vocal quality
3
Now my score. appearance
1
General presence in class
1
audibility
2
movement
2
clarity
2
Vocal quality
2
B. Talking to students Giving instructions 1. Put a tick ( ) in the boxes if you think the instructions are good. a. ( ) b. (X) c. (X) d. ( ) 2. What information would you have to get over if you wanted to explain how to a. change a tyre? b. use a cash machine? c. Fry an egg? Write the instructions you would give to a low-level group of students for one or these procedures. Fry an egg Instructions: First: Warm the pan over medium heat. (Show ss how to do it) Next: Add the butter or olive oil. Then: Crack the egg into a measuring cup and gently tip it into the pan. Let the egg cook for a few minutes. (show ss a clock with the time) Finally: Remove from heat when the whites are set and the yolk is done, gently slide the spatula under the egg and transfer it to a plate. Eat immediately.
C. Student talk and teacher talk. 1. If the teacher speaks for about 25 minutes in total, his/her students could have the opportunity to talk for only 1 minute aproximately. 2. Advantages Disadvantages Teacher talking time (TTT)
* Teacher is a good language model. * Teacher focus the attention and energy of the whole class. * Students could have the opportunity to practice the correct pronunctiation of the language.
* Students need speaking practice. * Students can be very boring. * Students loose the opportunity to practice the reading, writing and speaking skills.
Student talking time (STT)
* Students need to practice the language target. * Teacher can observe the progress of students.
* It can cause a disorder if the students work as a whole class. * They can't complete their chore if they talk to much. * Some students don't work of finish their task on time.
D. Using the L1 Rewrite the statement so that it reflects your own opinion. It is very important that students and teachers try to avoid the use of the students´ mother tongue (L1) in the perids of English class, to obtain a better results when the time past. E. Creating lesson stages. Number the following ways of regaining the inittiative in a noisy class in order of personal preference and give your opinion of their effectiveness. 1. c, 2. f, 3.b, 4.a, 5.g, 6.f, 7.d Opinion: The numbers 1 to 3 are the most effective ways to mantain the discipline in classrooms, I applied the first two forms in my class. But the others (4 to 7) aren't good forms to obtain a positive reaction of students and also they aren't correct, we have to remember that we are their examples and models so is not possible that we shouted them. It is important respect our children. F. Different seating arrangements. What is the best seating arrangement for the following situations? a. A backyard or an open area dividing in groups. b. The classrooms sitting in a circle path. c. The classrooms oderly rows. d. The library of school in separate tables. e. Classrooms or an open area, in different tables. f. Classrooms or laboratory, in any seating arrangement. g. Classrooms ordery rows.
G. Different student groupings. 1. Advantages
Disadvantages
Whole class
*Create a sense of group identity. *Isn't good for decision-making, *Ideal for showing new things. discussion, etc. *Doesn't encourage students to take their own responsibility for their learning.
Groupwork
*Increses speaking time between students. *Opportunities for share and listen different opinions.
*Can be noisy. *Can be difficult to organize. *Some students can prefer solowork.
Pairwork
*Easy to organize. *Students work/interact independently.
*Students can lost the main point of the activity. *Students aren't always want to work with his/her partner.
Solowork
*Quiet. *More work for the teacher. *Less stressful than whole-group *Doesn't necessarily help group performance. solidarity. 2. What is the best grouping for these activities, do you think? Put W= whole class, P= pairwork, G= groupwork, or S= solowork. a. g, b. g, c. S, d. W, e. S, f. W, g. P, h. P, i. S, j. W. Jargon buster. Your definition
Relevance to language learning/teaching
Gesture
Physical movements of body parts.
It helps to emphasizes the meaning of the words or tense, used especially with students of low levels.
Expression
Shows emotions such as happiness or sadness.
Usefull to teach the new language or meaning of words.
Mime
Shows and demostrates actions.
Become a natural adjunct to the language.
TTQ
Teacher talking quality.
Language that isn't useful or adecuated.
L1
Mother tounge
Students translate into their own languge each new word.
L2
Other language/second language. Environment in the room, where English is heared or used as much of the time of English.
Mixed-ability class
Designed for students of It helps to concentrated in different levels in the same class. different tasks, designed for different abilities skills.
Collaborative writing
Work in small groups for an especific task.
Share their ideas and opinions, but it could be stressful for other students.
Case Study Chapter tittle and No.
Managing the classroom. No. 3
1. Overview Where, who, when
Acording the description of this chapter, as a teachers we need to have the ability to control our students and mantain their attention everytime. I read about differnt forms that I can use in my class to obtain better results during a period of time. Here I present an activity with the students of third grade in their classroom of grammar, on a Friday's morning.
2.Description What is the case about?
A pairwork: I applied this form in a grammar period, to reinforce the concepts of subject and object pronoun. They play memory with their own cards that they made. During a few minutes they share with a partner, and compete each other to obtain as many cards they can, with the correct object and subject pronoun.
3. Illustration
Graphic Organizer
Chapter 4: Glossary: 1. Acquisition: It is a subconscious process; the effortless mastery of language through being exposed to it, rather than consciously learning it. 2. Comprehensible input: It 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. 3. Community language learning: It was a methodology developed in the 1960, where bilingual teachers help students to say what to say in the language they are learning. 4. Cue-response drills: there are when a teacher gives a cue such as “question...where..., nominates a student, and the nominated student offers a response such as “Where's the station? 5. Exposure: When the students hear or listen to language, they are exposed to it. 6. Language chunks: A group of individual words which operate as a common meaning unit, or sounds awesome! 7. Lexical approach: A way of looking at language and language learning which suggests that vocabulary and the way it collocates are perhaps a more proper subject for learning than focusing on grammar. 8. Principled eclecticism: Using a variety of techniques and approaches rather than sticking rigidly to one approache – specifically as a result of beliefs about teaching, rather than just as a product of carelessness. 9. Structural-situational: It was a way of marrying the habit formation of audio-lingualism to realistic situations, showing how the language is used and what it means. Task File A. Children and language Mother tongue
Second/foreing language
Massive exposure to language. Focus usually on activation rather than study. Language is generated by need and the positive aspect of human-huma interaction. Massive positive reinforcement of language production.
Exposure is often limited to lessons only. Languge is often carefully selected-and can therefore be poor in terms of acquisition potential, but highly appropriate in terms of learning. Teachers can control the amount of input. Teachers help students to focus precisely on important language issues.
B. Aquisition and learning How like or unlike natural language acquisition was your experience of learning a foreing language at school? When I was in an elementary school our teachers used the grammar translation method, it was my first contact with the language and I loved it, in spite of learn only vocabulary; and it was in that moment that I realized that I wanted to learn more and I took the decision to continued my studies. I had the opportunity to been involved on it. It was in the institud that I was in contact with the language and improved my abilities, because my teachers used audio-lingualism method, communicative language teaching and many others that helped me. So it was a good experience, but everytime I was expecting received more.
C. Different times, different methods Which methods/approaches in the box are being described in the following statements. a. PPP, b. Audio-lingualism, c. The lexical approache, d. Grammar- translation, e. communicative language teaching, f. Teaching language functions, g. Task-based learning, h. The silent way. D. ESA lessons sequences 1. What do the following letters stand for: 1. Communicative Language teaching. Many CLT lessons will be patchwork lessons involving a number of different E, S and A sequences. 2. Presentation, Practice and production. The most PPP lessons are equivalent to straight arrows lessons. 3. Task-based learning. The most TBL lessons are like boomerang lessons in that doing the task is the thing that prompts later study of language that needs more work. 2. A. E – A – S – S – A – A. B. E – S – S – S – S – S – A. C. E – A – A – S – S – S – E – A. Jargon buster Your definition
Relevance to language teaching/learning
Rough-tuning
Teachers adapt their language to Ss. receive comprehensible their students' abilities. input.
Comprehensible input
Language that ss. see or hear, which more and less understanding.
It is adecuated for their English level.
Monitor (v)
When we evaluate our own languge output.
Monitor our own languge use.
Noticing
When we become conscious our Ss. notice or recognize their own learning. learning, when they are able to use it in a real context.
Conditioning
Conditioned through stimulus, response and reinforcement to behave in a certain way.
Work memorization of vocabularies and tipical response.
Cue-response drill
Teachers give a stimulus to expecting an reaction.
When they are working repetitions or daily routines.
Language function
Functions.
Structure of the language in writing reports, journals, etc.
Task cycle
The stages that ss, go through in An approache that ss. learn a TBL.
Discovery activity
Students give their own answer about their own learning experience.
When ss present speeches or debates about works or routines using the language.
Case study Chapter tittle and No.
Describing learning and teaching No. 4
1. Overview Where, who, when
In this chapter we've looked at how children acquire their language with little effort, how they have been exposured to it, and the different opportunities to use it in a real context. As oral presentation about recycle, during a science fair by the students of middle highschool.
2.Description What is the case about?
In this case students were demostrating the PPP (presentation, practice and production), they investigated, prepared their presentations, practice their speeches and produced. It was a great activity in which one they were able to use their own languge and expressed their ideas about their work, also had the opportunity to answer some questions made by teachers and parents that participated in this fair.
3. Illustration
Graphic Organizer
Chapter 5: Glossary Antonym: There are words with opposite meaning. Anaphoric reference: It is when we use words to refer to something that has already been mentioned. Content word: There are words which carry meanings. Context : Describes environment in which a word or phrase occurs. Corpuses: A large collection of written and spoken material which is put onto a computer hard disk. Determiners: There are words or phrases that are used at the beginning of noun phrases Discourse: It is a term used to describe any stretch of text bigger than a sentence or, usually, paragraph or utterance. Ellipsis: means leaving out words because we assume that our listeners/readers will understand what will are saying. Exponents: The different language formulation for performing a language function. Idiom: Are saying 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. Intonation: It is when pitch changes to convey meaning or functionality. Language function: Functions. Lexical chunks: There are collections of words which occur together- and the collection operates more or less as a unit of meaning. Lexical phrases: It is the same as lexical chunk. Linkers: There are words or phrases which connect ideas. Morphology: It is the study of the structure of words and how they can be changed, for example through inflection. Paralinguistic: A reference to times when we convey meaning without using verbal language. Pitch: Describes how high or low the sound of the voice is. Quantifiers: Words shich say how much of something or how many things we are talking about. Stress: It is the degree of emphasis that is given to defferent syllables or words. Synonyms: Words that more or less mean the same. Tone of voice: It means the way our voices sound -and the attitude we convey as a result. Utterances: There are spoken phrases, a word or group of words that form a unit before the next speaker says something. Task File A The elements of language: Grammar 1. a) SVA, b) SVC, c) SVOA, d) SVO, e) SVO, f) SVA. 2. a) transitive, direct object. b) intransitive. c) transitive, indirect object (me), direct object (the letter). d) intransitive. e) transitive, indirect object (me), direct object (that song). f) intransitive. g) transitive, direct object (the message), indirect object (their family). Pronunctiation 1. a 6, b 9, c7, d 6, e 4, f 14, g 8, h 4, i 4, j 8. 2. a) active, b) adolescent, c) classroom, d) emotion, e) export, f) ex´port. g) learner, H) procrastinations, i) stipulation, j) willingness. 3. a) was = don't contradict me. Last= surely. Night= you didn't arrive in the morning. b) this= not some of the other ones you're talking about. Best = not the worst. You= other people arrive at different times. 4. She's = nobody else has decided but her. Decided = she took the decision.
Forms and meanings 1. a) the side of a blades that cuts or any sharp part of an object that could cut. b) the final part of something such as a period of time, activity or story. c) a piece of clothe usually rectangular and attached to a pole at one edge. d) to remove or move something with your fingers or hands. e) an area of darkness caused by light being blocked by something. f) to turn something, especially, repeatedly, or to turn or wrap one thing around another. g) been out of a place, desconected. h) don't lost her. i) an aim or purpose. j) They are watching a DVD, an electronic divise. 2. a) present, b) it refers to a pattern of repeated actions, c) an arrangement that has already been made for the future, d) the present continuous, e) it refers to a present temporary state of affairs . C Parts of speech 1. noun Matilda, parents, house, journey, gate, Mercedes, motor-car, etc. pronoun
She, we, I, you, etc.
adjective
Eight-minute, large, strange, better, lousy, etc.
verb
Said, walk, arrived, saw, take, were, etc.
adverb
Home, frantically, in half an hour, etc.
preposition
At, outside
article
A, the
conjuction
But, and
D the noun phrase 1. Some countable nouns: parent, journey, gate, motor-car, place, scene, hall, object. Some uncountable nouns: notice, clothing. 2. a) I'd like some apples. b) There are two characters in the story. c) The constellation is unbelievable. d) Our teachers are completely crazy! e) The trip is not only unavoidable, but a good idea, too! 3. a) adjective order, b) word order, c) position of (often), d) we don't use article when expressing general concepts, e) the wrong particle is attached to the verb, f) the clause is in the wrong place and there is not a relative pronoun, g)the comparative form is incorrect, h) general concepts do not have an article, i) (in spite of) must be followed by a noun or noun phrase, j) the wrong preposition is used, k) we don't use the present perfect with a past time adverbial. 4. We're leaving for the airport in half an hour so you'd better get packed your suitcase. Matilda is very fastidious about how a suitcase should be packed, soon my suitcase began to feel really heavy after a while. E the verb phrase 1. a. How many contracted verb forms can you find? 11 did not take, what on earth is going on, what is happening, we are, you had, your brother is, it is, I do not, you are, I have got, Iam, are not. b. 1. I didn't (take), 2. said was, 3.set out. 2. a) don't = auxiliary, want = main. b) 're = auxiliary, leaving = main, c) can't= modal auxiliary, mind = main, d) was = auxiliary, brought up = phrasal verb, e) might = modal auxiliary, mind = main.
3. a) said, b) what's happening?, c) we're off, d) she was confronted by a scene. 4. a) present perfect simple, b) past continuous, c) present continuous, d) present passive, e) past continuous, f) past perfect continuous, g) phrasal verb, h) present perfect continuous, i) past simple. F Hypothetical meaning 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. G Words together 1. fast asleep fully alert/ awake/consious half asleep/ awake/consious semi-alert/consious sound asleep wide awake. 2. A) love B) break. H language functions 1. a) Perhaps you should study more. b) Would you like to come to dinner? c) Can I help you? d) In my opinion you should complete the report. 2. All the sentences are requesting someone to do something. They can be described as aI, bI, cF, dF, eI, fN, gN. I Text and discourse The order is: d, b, e, a, c. What the pronoun mean: a) people, b) people's -ditto, c) people -ditto, d) people -ditto, e) people -from this sentence, f) all of us, society, g) people -the ones who aren't talking to each other, h) people -ditto i) people -ditto, j) all of us – society in general, k) people – from sentence 2, l) people -ditto, m) people's -ditto, n) mobile phones, o) the people talking into their mobile phones.
Case Study Chapter tittle and No.
Describing language No. 5
1. Overview Where, who, when
Acording with the information of this chapter, in classrooms we have been able to work a correct grammar structure, by using different strategies, such as pronunctiation, meanings, writing and reading; in activities that students do in class.
2.Description What is the case about?
With students played parts of speech tennis, dividing the class in half and had one team serve by calling out a random noun, adjective, verb, adverb, or pronoun. The other team responds by identifiying the part of speech correctly then calls out a new example for the other team. We stopped the play if a team incorrectly answered and award a point to the other team. The team with the most points won the game. Whit this kind of activity I had the opportunity to reinforce the parts of speech topic, in an easy and funny way.
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Mind Map
Chapter 6: Glossary Back-chaining: it is when teachers get students to repeat sentences bit- by- bit. Controlled practice: it is practice where students are expected to concentrate on specific language items. Cognitive effort: it is when students are encouraged to think about what they are seeing. Deductive: it is a name given to procedures where students first learn rules and then try to make sentences on the basis of those rules. Iductive: it is the name given to procedures where students come into contact with examples of the language and try to work out how it is constructed. Intonation: it is when pitch changes to convey meaning of functionality. intonation patterns: There are the different directions that intonation takes. Isolating: it is where the teacher picks out a specific part of a model. Long-term memory: it is where we store things which we remembered permanently. Personalisation: it is the stage where students use the language they are studying to talk about themselves and their lives. Response: it is what happens when a students react to a stimulus from the teacher by saying or doing something. Straight arrows: a lesson sequence which goes in the order: enganged, study, activate. Short-term memory: The ability to remember things for a temporary period only. Semi-chorus: it is where the teacher divides the class in half so that each half takes part in different episodes. Task File A teaching specific aspects of language: a) D b)I c)I d)D e)D f)D B Explaining meaning: 1. a) use objects to count. b) mimic. c) show a real flower. d) show a glass with water. e) mimic. f) show a picture or point myself. g) use it in a sentences. h) mimic. i) show a picture or a toy. j) use it in a sentences. 2. a) count and identify in a real context. b) repetition and use it in a dialogue. c) use in a sentences and identify in a text. d) practice the rules. e) practice the rules. C Explaining language construction: a) draw board diagrams b) draw board diagrams
c)gestures
d) draw diagrams e)isolate.
D Practice and controlled practice: 1. a) They live happily for ever and ever. b) You must complete the homework, if you want to win the class. c) She cried when her boyfriend broke her married promisses. d) Where is my wallet? It is under the chair. e) They've never seen the Thaj Mahal before their trip. 2. 1.f, 2.k, 3.c, 4.m, 5.g, 6.h, 7. d, 8. j, 9. e, 10. i, 11. b, 12. l, 13. a, 14. n. Letters of the cues: e, f, and g. Teacher nominates students: h, i, k. Students responses: a, b, c and d.
E Examples of language system teaching: Grammar: a) Intermediate. b) To teach the use of simple past. c) As a review of simple past tense. d) By written text, describing paragraph or sentences about past routines. e) To identify conjuctions, time expressions etc. Pronunctiation: intonation a) to show the differences between pitch and intonation. b) Intermediate. Pronunctiation: sounds a) work with a rhymes, they create their own rhymes or poems. b) by repetition of the words cheking the correct pronunctiation of each one. Vocabulary: a) intermediate-advanced. b) by using in sentences and reading in context. c) The pitch and correct intonation. d) Describing their boyfriend/girlfrien, or a famous actress or actor. F Correcting students: a) Where the book is?, It that a question, Dave? Try again. b) Ok listen everyone. He's never been late ok? c) Do we need to buy those books? Jargon buster: Your definition
Relevance to language learning/teaching
Personalisation
The stage where students use the Students are studying to talk language about themselves and their lives
Deductive approach
Procedures to learn a new languange by rules
Students learn the rules first, then they apply it.
Model
Written examples of language, often given by the teacher.
Students imitate the examples,and practice.
Isolate
Teacher picks out a specific part Focus attention of the students in of a model. the model.
Inductive approach
Procedures in which students are Increase their vocabulary when in contact with examples of the students use in a context. language.
Check questions
Asked by teacher to check the students' comprehension.
Important to reinforce the topics when is necesary.
Elicitation
Get information from students.
Students are responsible for their own learning.
Minimal pair
Words which are only different in one sound.
Develop their listening skills.
Error
Are mistakes.
Evidence of a learning process.
Slip
Small mistakes of productions, which students self- correct.
They learn by their own experience.
Attempt
Term to describe the kind of mistakes.
Help students to express correctly.
False friend
Words that sound the same in the Increase the vocabulary of the two language, but means students. something different.
Developmental error
Errors that occur naturally as learners gain more knowledge.
Evidence of the correct use of language and its learning.
Case Study Chapter tittle and No.
Teaching the language system No. 6
1. Overview Where, who, when
In the class of speech with my students during a normal day, they used the inductive approach, in which they had to present a short description of their favorite major.
2.Description What is the case about?
The students of 11th. Grade worked in different groups according their majors, and search information about it, share their own experience and reports with their teammates, and present an essay about their first part of this project. In this activity the teacher gave only the general steps that they followed; students had to investigated by themselves to present their work in a few weeks.
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Mind Map
Chapter 7: Glossary 1. Authentic: the term used to describe texts or language written for native or competent speakers of a language. 2. Comprehensible input: is a term used to describe language which the students see or less understand, even though it is slightly above their own language level. 3. Genres: a style or type of discourse which is often identified by discourse features, register and layout, e.g. advertisement, letter, lecture, etc. 4. Genre analysis: is when students study different examples within a genre in order to find out how texts are constructed within that genre. 5. Graded readers: simplified reader. 6. Lexis: anything to do with vocabulary. A lexical item may be a word, but it can also be a phrase treated as a lexical chunk. 7. Scan: to look over (or listen to) a text, trying to find some specific information. 8. Simplified reader: a book (fiction or non-fiction) where the language has been specially chosen so that students at a certain level can read and understand it. 9. Skin: to read a text to get the general meaning or gist. 10. Task: 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. 11. 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 pre-selected by the teacher. Task File A Reasons for reading: Type of reading
Useful? Why/Why not?
Text in English (for study purpose)
It's useful because, reading texts provide good models for English writing.
Novels or poems (for pleasure)
Those are good reading texts that can introduce interesting topics, stimulate discussion, excite imaginative responses and provide the springboard for well-rounded.
Scientific text (for their careers)
This type of reading is useful for language acquisition, that provided students with more or less understanding.
Magazines for sports, economy, or different topics. (for learning )
Yes, they are. We can use some reading material to demonstrate the way we construct sentences, paragraphs and whole texts.
Encyclopedia or newspapers (for search and inform)
At different times we can encourage students to focus on vocabulary, grammar or punctuation.
B Different kinds of reading: Look at the following texts for elementary students and complete the table which follows. Text A
Text B
a) What level would the text be useful for?
For elementary to preintermediate level.
Both texts seem to be at the elementary to pre-intermediate level.
b) Is the extract designed for extensive or intensive reading?
It is designed for extensive reading.
It is designed for intensive reading.
c) How would you describe the genre in which the text is written?
It is a fiction genre, perhaps a detective novel/thriller.
It is an imitation of the information/encyclopedia genre but is clearly from some kind of a coursebook.
d) What would you get the They could represent it as a play. They could present a research students to do with the text? about it. C Reading skills: Match the skills with the reading aims. a) i, b) iii, c) ii, d) iv. D Reading sequences: Look at the reading text and answer the questions which follow. a) What level do you think it might be suitable for? This text could be used with intermediate students and above. b) What kind of comprehension tasks could you do with it? Make predictions, or encourage students to respond to the content text. c) How would you get students engaged with the topic of the text? Whit real texts, tales, or real stories that have to be related with their own experience or provide them with lessons that they enjoy it. d) What language, if any, would you focus the students’ attention on in the reading text for a study exercise? there is a lot of good present simple use, and is good on formal uses of past tenses, and the use of bullet points to list things. e) What would you do after the students had read the text? I could use CCQS about the story, or they can write their summary, or mind maps about main ideas. E Encouraging students to read extensively: Rewrite the following statement so that it reflects your own point of view: Students should always give detailed feedback on books which they have read for pleasure. “ Students have to present a book report that they read for pleasure” Jargon buster: Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching.
Your definition
Relevance to language learning/teaching.
Genre
A style or type of discourse which is often identified by discourse features, register and layout, advertisement, letter, lecture, etc.
Students will be able to use the different types of genre in their reading reports, exercises or works.
Genre analysis
It is when students study different examples within a genre in order to find out how texts are constructed within that genre.
The analysis of the different exercises and text help students to practice their abilities.
Authentic text
A term used to describe texts or language written for native or competent speakers of a language.
Put students in contact with authentic text, that they can analyze and formulate their own ideas and opinions.
Graded reader
simplified reader.
Make their understanding easily.
Webquest
The name for a project where students get various kinds of information from the internet in order to complete a task.
Using the technology students will be able to obtain the information and complete their task.
Jigsaw reading
It is where different students listen to or read different excerpts from a whole and then have to share what they have heard or read in order for everyone to get all the information.
We have to provided them with the opportunity and the tools that increase their abilities to undestand the lectures, and what they are reading, with many strategies.
Reassembling poems
a type of activity where students are given, say, lines of a poem on different cards. They have to reassemble the poem by putting the cards in the correct order.
With this kind of activities students can practice their fluency and the pronunciation of the words correctly.
Case study Chapter tittle and No.
Teaching Reading No. 7
1. Overview Where, who, when
During a period of reading time the students of second grade read a fantasy story named “at bat� , in which one we had the opportunity to observed all the process of Reading.
2.Description What is the case about?
Before reading, students preview the story by taking children on a picture walk. (ask CCQs). Then during reading they read the story together. Use a sequence chart, that help them put the story events in order, after answer the activities in their books. After reading, explain to students that good readers think about what happens first, next, and last in a story.
3. Illustration
Mind Map
Chapter 8: Glossary Dictogloss: A technique where students try to write down exactly what they have heard and then compare their versions with the original in order to see how they differ. Discourse community: There are any groups that share ways of communicating in terms of established routines, writing formats, etc. Guided writing: is where we give students the shape and sequence of a piece of writing in order to help them to do it. Language processingng: That is thinking about the language - whether they are involved in study or activation. Over-correction: When teachers indicate every mistake that students make (especially in writing) and thus demotivate the students. Responding: The way teachers react to student work. 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. Writing-for learning: It describes activities where students write in order to learn language better, e.g. in order to reinforce something they have been studying. Writing-for writing: describes activities which are designed to train students to be better writers. The tasks reflect real writing tasks. Task File A Reasons for teaching writing. Read the following task rubrics. Are the tasks designed for ‘writing-for-learning’ (L) or ‘writingfor-writing’ (W). Write L or W in the boxes. a) L, b) W, c) L, d) L, e) W, f) L, g) L h) W. B Writing issues. Put these writing activities in an order of preference for you and a group of intermediate students. 1. Magazine advertisement. 2. Students rewrite statements to reflect their own views. 3. Poems. 4. Postcards. 5. Write an email to a mousepal/keypal. 6. fill in a university application form. 7. Autobiographical narrative. 8. Poster for an imaginary amateur drama production. 9. Report on eating - people’s habits. 10. Construct a class website. 11. Imaginary ‘agony column’ letters. 12. Script for an imaginary soap-opera episode. What were your reasons for your number 1 choice? What were your reasons for your last choice? I organized in this form because represent a logical order (easy to difficult). The last activity represent a challenge for a intermediate students. C Writing sequences. Look at these two writing activities for students and answer the questions which follow.
a What age and level are they appropriate for? 12 to 14 years, and is appropriate for intermediate. b Would you feel confident using them as a teacher? Why? Why not? Yes, it is possible to generate different activities in which I can apply TPR. c What problems, if any, can you anticipate with these activities? Collaborative work, couldn't be effectively. d What would you need to do before starting the activities to ensure that they were a success? I have to be able to develop the correct motivation about the activity. e What do you think might have come before them and after them in the textbooks from which they were taken? Introduce the lesson of modals before, and after finish with an activity that they can apply the knowledge. D Correcting written work. 1 Rewrite the following paragraph so that it reflects your own opinions. “Teachers should correct all the mistakes they find in a student’s written work. They should underline the mistakes in red ink. Students should be made to write the work out again.� Teachers have to correct the mistakes they find in a student's written work, underlining the mistakes in green ink. Students have to write the work out again. 2 Write the correction symbols in the left-hand column of the chart on page 214 and the descriptions of the student error in the second column. Symbol
Meaning
Example error
s
A spelling error.
The answer is obvius.
wo
A mistake in word order 1 like very much it.
1 like very much it.
g
A grammar mistake.
1 am going to buy some furnitures.
t
Wrong verb tense.
1 have seen him yesterday.
c
Concord mistake.
People is angry.
k
Something has been left out.
He told that he was sorry.
ww
Wrong word .
1 am interested on jazz music.
{ }
Something is not necessary.
He was not too strong enough.
?m
The meaning is unclear.
That is a very excited photoaraph.
p
Punctuation mistake.
Do you like London.
f/i
Formal or informal.
Mr Franklin, Thank you for your letter.
Jargon buster. Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching (column 2). Your definitions
Relevance to language learning/teaching
Discourse community
There are any groups that share It's important develop a routines ways of communicating in terms in a class. of established routines, writing formats, etc.
Guided writing
Where we give students the Demostrate the correct order to shape and sequence of a piece of write a paragraph. writing in order to help them to do it.
Writing process
Process writing.
Use in a thesis or essays.
Collaborative writing
is where students work together to produce a piece of writing.
Work in groups or in pairs to create a writing project.
Dictogloss
A technique where students try Students need examples that help to write down exactly what they them to write in a good way. have heard and then compare their versions with the original in order to see how they differ.
Mousepal
Exchanges with students in other Share with others students from countries. different places.
Over-correction
When teachers indicate every Show the mistakes in students' mistake that students make work, but in a good way. and thus demotivate the students.
Responding
The way teachers react to student How to react infront of students work. Unlike correction, the aim work. of which is to make students get things right, responding is designed to be supportive and suggest future courses of action.
Case study Chapter tittle and No.
Teaching Writing No. 8
1. Overview Where, who, when
This activity was part of a grammar class with the students of fourth grade, as a practice of the use of simple present tense. They used the different flashcards to write their own sentences about what they saw.
2.Description What is the case about?
Pictures offer a wealth of possibilities. I asked students to write descriptions of one of a group of pictures; then their classmates have to guess which one it is. They wrote postcards based on pictures I give them. This activity was designed to get students writing freely, in an engaging way.
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Mind Map
Chapter 9: Glossary: buzz groups: There are impromptu groups of students which are formed to brainstorm ideas before, say, discussion with the whole class. gentle correction: It 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: It is a way of correcting where the teacher reformulates what a student has just said. Rehearsal: It is when students do speaking-as-skill activities which are very much like the kind of speaking tasks they will have to do in real life. Simulations: There are activities where students pretend (or simulate) a real-life event in the classroom. Speaking-as-skill :Describes activities where students are practising real speaking events rather than just using speaking to practise specific language points. Task File A Reasons for teaching speaking 1 What should the characteristics of a speaking activity be? Put a tick (</) or a cross (X) against the statements if you agree or disagree with them. a X It should be a study exercise. b </ It should be an activate exercise. c </ It should engage students. d </ It should involve everyone. e X It should practise specific language structures. f X Students should concentrate on the accuracy of what they are saying. 2 Which is the odd one out? Why? a) drill - because it is a controlled practice exercise, not a â&#x20AC;&#x2DC;speaking-as-skillâ&#x20AC;&#x2122; exercise b) a grammar exercise - because all the others are examples of language genres, rather than studying the language itself. c) study - because all the others are about person-person interaction, whereas study is about person-language. B Speaking sequences 1 Look at these two speaking activities for students and answer the questions which follow. ACTIVITY 2 a) What level could you use the activities with? Intermediate and advance levels b) Would you feel confident using them as a teacher? Why? Why not? Yes, because it is possible create different activities with them, such as impromptu speeches, or create imaginary story, etc. c) What problems, if any, can you anticipate with these activities? In my opinion, the activities are easy and adecuated to the levels and it doesn't present any problem to use them. d) What would you need to do before starting the activities to ensure that they were a success?
It could be better introduce vocabulary related with the topic, and some grammar structures that students can use and apply with these activities. e What do you think might have come before them and after them in the textbooks from which they were taken? Prepositions of place, time expressions, pronouns and directions. 2 What kind of activity might be suitable for the following topics and levels? a) a visit to a travel agent (elementary)/ a museum trip b) the issue of gambling (intermediate)/ Advantage and disadvantage of using technology in class. c) two similar but slightly different pictures (beginners)/Describing a famous people d) leisure activities (lower intermediate)/My favorite hobbie. e) Should a pub be allowed to exclude women from one of its bars? (advanced)/ what major I would like to study in the university. C More speaking suggestions 1 Read the following situation, which presents a â&#x20AC;&#x2DC;moral dilemmaâ&#x20AC;&#x2122;. In a department store a woman (Perdita) is seen taking some bread and cheese without paying for it. It is known that she is very poor and that if she is charged and taken to court, she will probably get sent to prison and her children will be taken into care. In the department store a meeting has been quickly arranged to decide what to do about Perdita. What five different roles could you assign students to provoke a role-play of the meeting? Perdita, a police officer for the department store, the manager of the store, the lawyer of the store, and the cashier. 2 Think of at least two different ways of using the following pictures. Telling a imaginary story, Describing a pictures.
Jargon buster Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching (column 2). Your definition
Relevance to language learning/teaching
Rehearsal
It is when students do activities which are very much like the kind of speaking tasks they will have to do in real life.
Practice dialogues of daily routines.
Speaking-as-skill
Describes activities where students are practising real speaking events.
Use realia to help students to understand the purpose of good communication.
Simulation
There are activities where students simulate a real-life event in the classroom.
Practice in plays or short dialogues.
Role-play
an activity in which students are Make exercises in which asked to imagine themselves in a students infer different solutions. situation and are given roles to play in that situation.
Role-card
It tells students what role they're Help students to practice their playing, how their character dialogues. feels, etc.
Buzz group
There are impromptu groups of students which are formed to brainstorm ideas, with the class.
Motivate the participations constantly in class.
Describe and draw
An activity where one student gives another student instructions so that they can draw a picture.
Develop thei imaginations and the use of language.
Story reconstruction
It is when different students are given different pieces of information to make a story.
Develop a cooperative learning.
Case study Chapter tittle and No.
Teaching Speaking No. 9
1. Overview Where, who, when
In this chapter we've looked at how children acquire their language with little effort, how they have been exposured to it, and the different opportunities to use it in a real context. In this case they present a play called â&#x20AC;&#x153;The shoemakers and the elvesâ&#x20AC;?.
2.Description What is the case about?
In this case students were demostrating their speaking-asskill, by preparing a play in which they practiced their dialogues. It was a great activity in which they were able to used the languge and expressed their emotions, also they had the opportunity to share time with other students of different levels.
3. Illustration
Mind Map
Chapter 10: Teaching listening Glossary 1. authentic: the term used to describe texts or language written for native or competent speakers of a language. 2. extensive listening: material which is longer than a typical classroom listening text, and which students often listen to for pleasure. 3. follow-up question: are questions students are encouraged to ask after someone has answered their previous question. 4. 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. 5. intensive listening: is when students listen to a listening text - usually on tape or a CD - and discuss detailed aspects of meaning as well as studying language and text construction, usually with the help of the teacher. 6. live listening: is where students are listening to people in a face-to-face situation - or whom they can physically see. 7. paralinguistic clues: a reference to times when we convey meaning without using verbal language. 8. recorded extracts: are any stretches of film or audio which students hear via a tape recorder, CD player, DVD or MP3 file. 9. regional varieties: are those particular accents and grammars of a language used exclusively in a particular geographical location. 10. sounds effects: are any non-verbal sounds on recorded extracts which tell us what is going on. 11. specific information: SCAN. Task File A. Reasons for listening List five different types of listening you have done in the last twenty-four hours and complete the chart. Listening genre
Listening delivery method
Useful for students to listen
Conversation
face-to-face
For beginners 1 in an elementary.
B. Listening levels Make an A & D chart for using authentic listening texts at any level. Advantages of using authentic listening texts at Disadvantages of using authentic listening any level. texts at any level. • Motivating. • Gives students exposure to real language use instead of concocted examples. • There’s a much greater variety of authentic listening texts. • Students respond in different ways; authentic listening may bring some of them on very quickly.
• Demotivating. • Speed, accent and colloquialism may make it inappropriate. • Complex speech patterns may not be useful for students of international English. • Not geared or designed for a specific audience of language learners.
C. Listening principles Rewrite the following sentences so that they more accurately reflect your own opinion. a) Students should practice listening exercises as they can, as motivation. Otherwise they may get bored. b) The most important thing that students should get from a listening text is information about how language is used, and how to apply in a real life. c) Students should listen to listening texts in class and in home where they can practice their listening skills. D Listening sequences Read the tapescript and answer the questions which follow it. a) Based on what you have read so far, what level do you think this tapescript could be used with? The level will be an intermediate with students of 4th. Or 5th. Grade of elementary. b) How would you engage students with the topic? What preparation would you do with the students before they listened to this extract? With the topic of the use of how much and how many, after practicing many different listening exercise and short dialogues in which they use the same structure. What general listening task would be appropriate for this tapescript? Identify suggestions and advices. What study/detailed listening activity would be appropriate for this activity? A conversation between salesman and costumers. Can you think of an activate stage to follow this listening activity? Performance the dialogue, or create their own dialogue. Would you use this tape? Why? Why not? Sure, to practice their listening skills with a real situation. E More listening suggestions 1 Find a song you think would be appropriate for students at or around the intermediate level. Think of at least four different things that you could do with the song. 1. Practice grammar structure. 2. Identify vocabulary or verbs tense. 3. Practice their pronunctiations and fluency, 4. Practice a simple conversations. 2
b) Say how you will use it when you play it to students. To practice a conversation with real situations, and develop their pronunciations, understanding, and fluency with this exercises.
Jargon buster Copy the chart with your own definitions for the following terms and explain their relevance to teaching. Your definition
Relevance to language learning/teaching
Regional variations: Are those paticular accents and grammars of a language used exclusively in a particular geographical location.
Create an environment in which our students listen native speakers and practice their listening.
Intensive listening: When students listen to a listening text - usually on tape or a CD â&#x20AC;&#x201C; and discuss detailed aspects of meaning as well as studying language and text construction, usually with the help of the teacher.
Make different types of exercises to develop their listening skills, and practice their conversations between them.
Extensive listening: Material which is longer than a typical classroom listening text, and which students often listen to for pleasure.
Motivate students with movies or cartoons in English in which they can practice their listening skill.
Live listening: Where students are listening to people in a faceto-face situation - or whom they can physically see.
Students could have the opportunity to talk or listen native speakers and can interact with them in a real situation.
Paralinguistic clues: A reference to times when we convey meaning without using verbal language.
When we use mimics, charades activities or pictures to explain the meaning of the vocabulary they use in a real conversation.
Follow-up questions: Practice real conversations with their classmates Are questions students are encouraged to ask after or another English teacher. someone has answered their previous question. Sound effects: are any non-verbal sounds on recorded extracts which tell us what is going on.
Help students to understand the meaning of a dialogue.
Case study Chapter tittle and No.
Teaching Listening No. 10
1. Overview Where, who, when
In the class of Communication, the students of 3rd. Grade listen the story using a CD and discuss about it, identifying characters and the plot of the story.
2.Description What is the case about?
In this activity we practice the listening skills and oral interaction between students-teacher and studentsstudents, by sharing their opinions, ideas and answers about the story they listened.
3. Illustration
Mind Map
Chapter 11: Using coursebooks Glossary 1. coursebook: the main book used by teacher and students for a term, semester or year. 2. coursebook analyse: is when teachers look at a coursebook in detail in order to decide whether or not to consider it for adoption. 3. Personal engagement: is when we encourage students to make some personal relationship between themselves and various vocabulary items. 4. pilot: to use coursebooks or other materials for a trial period to see whether it is a good idea to adopt them for permanent use. 5. teacherâ&#x20AC;&#x2122;s guide: the manual that normally comes with a coursebook and is full of ideas and notes about how to use the material. Task File A. Options for coursebook use Complete the diagram with the following words: Adapt, Change, No Replace.
B Adding, adapting and replacing Look at the coursebook lesson and answer the following questions. a What is/are the aim(s) of the lesson? The aims of the lesson appear to be to recycle/practice/teach holiday topic vocabulary. b What should/might students be able to do at the end of the lesson that they were not able to do at the beginning? Students should be able to use the present simple confidently to talk about holidays. c If you were going to replace any part of the lesson, which would it be? If I have the options to change a part maybe it will be some of the kinesthesic activities, cuz the time that I will have per period. d What adaptations, if any, would you make to the material? Perhaps use modern pictures or computer presententations or visual aids more colorful.
e What additions, if any, would you make to the lesson? It could be an evaluation of the lesson, a rubbric or quiz. C Reasons for (and against) coursebook use 1 Complete these sentences. a When I learn a foreign language at school, the coursebook looked bored and used a very simple structure that didn´t motivate me to learn more or pay attention to the teacher. b The best kind of coursebook for a language student provide good teaching material which is often attractively presented. c If I wrote a coursebook, I must have been carefully researched and have a consistent grammar syllabus as well as providing appropriate vocabulary exposure and practice, together with pronunciation work and writing tasks. 2 Make an A & D chart for coursebook use. Advantages of using coursebooks
Disadvantages of using coursebooks
• Systematically written. • Colourful. • Full of solid ideas that work (ideal for busy teachers). • A cumulative syllabus and good sequencing. • Students feel secure. • Something for students and teachers to use to see progress, and check on past learning.
• Often have an unvaried format. • Not written especially for your class. • May perhaps stifle teacher creativity. • Often have topics which are not especially interesting for your students. • Create a kind of ‘book-dependency’ in students.
3 Do/Will you use a textbook a lot, often, sometimes, rarely or not at all? I use a lot, cuz in my class the students have a book per each class they have. 1. B 2. C 3. A
2. get 3. who 4. do 5. when 6. do 7. what 8. time/go
D Choosing coursebooks 1 Complete the chart with three ‘should’ statements for each topic (as in the example). Area
Comments
1 Layout and design
The coursebook should have lesson sequences which are easy to follow.
2 Instructions/rubrics
Instructions should tell students what they are expected to do.
3 Methodology
Methodology should shows ways of doing, teaching, or studying something.
4 Skills
Skills should have abilities to do an activity or job well, especially because you have practised it.
5 Syllabus
Syllabus should show what students will study over a period of time.
6 Topics
Topics should be the subject or theme of a reading text, a task, a lesson or a lesson sequence.
7 Cultural appropriacy
Cultural appropriacy should suits the culture or cultural background of the students and/or teacher.
8 Teacher’s guide
The manual that normally comes with a coursebook should be full of ideas and notes about how to use the material.
2 Now change your â&#x20AC;&#x2DC;shouldâ&#x20AC;&#x2122; statements into direct sentences using main verbs as in the example. * The coursebook has lesson sequences which are easy to follow. * Instructions tell students what they are expected to do. * Methodology shows ways of doing, teaching, or studying something. * Skills are the abilities to do an activity or job well, especially because you have practised it. * Syllabus shows what students will study over a period of time. * Topics are the subject or theme of a reading text, a task, a lesson or a lesson sequence. * Cultural appropriacy suits the culture or cultural background of the students and/or teacher. * The manual that normally comes with a coursebook is full of ideas and notes about how to use the material. Jargon buster Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching (column 2). Your definition
Relevance to language learning/teaching
Pilot
To use coursebooks or other materials for a trial period to see whether it is a good idea to adopt them for permanent use.
Is good to have it , but isn't necessary if we use another materials that support our work. We can use it as a resource.
Analyse
This is to select areas that interest us, write short descriptions of how our ideal.
Based in this we can choose the correct book that will be adapt for our needs.
Add-on
Are there Internet sites with extra material.
It refers for web pages and extra information we can use from internet.
Balance of skills
It has to include the four principles skills in the coursebook.
It is important develop the fours skills in our students.
Syllabus
a list of items which show what students will study over a period of time. Syllabuses can be, for example, lists of grammar items, vocabulary areas, language functions or topics.
It can help to identify the contet of a book easily and take a general idea of how to plann a class.
Cultural appropriacy
is when a topic, exercise or It relates the cultural background methodology suits the culture or of students and teachers, based in cultural background of the real context. students and/or teacher.
Case study Chapter tittle and No. 1. Overview Where, who, when
2.Description What is the case about?
3. Illustration
Using coursebook No. 11 Last year as a part of a course we had the opportunity to made a book for an ESL students . It was focus for intermediate level of a highschool.
As part of a course we have to elaborate a text book with all elements syllabus, index, contents, activities for each different areas based in a ppp method and exercises acording to intermediate level. We made a complete investigation about the skills and the abilities we must want to develop in our students. How we can present it and the correct sequence in which present.
Graphic Organizer
Chapter 12: Planning lesson Glossary: 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. icebreaker: Short activities which some teachers use at the beginning of a lesson to ‘warm up’ their students. 3. learning outcomes: A term used both to describe what we hope the result of the lesson will be and also to say what the students actually did learn, etc when the lesson had finished. 4. 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 students even though they were not part of the original plan. 5. 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. 6. predictability: Describes a situation when students know exactly what the teacher is going to do. 7. threads: threads are topics, activities or language areas that crop up m ore than once in a lesson sequence. 8. topic-linking: Is where we use similar topics to join different parts of lessons or lesson sequences. Task File A Reasons for planning. 1. Write a list of any written or mental plans you make in your daily life apart from teaching. A supermarket list, an appointments, a trip. a) What do you use your plans for? I use to organize my time in a more effectly way. b) How useful are the plans? There are useful to control, and organize in a more effectly way your life and avoid any problem or be prepare for any situation that you can control. c) How much do you deviate from your plans as you carry them out? I always try to follow the planns most of the time because for me is important be organized. 2. Make an A & D chart for planning lessons. Advantages of planning lessons 46. Teacher has thought about what will be appropriate for the lesson. • Teacher has thought about how the lesson fits into a sequence. Students like to see that the teacher has planned the lesson.
Disadvantages of planning lessons • Plans straightjacket a lesson. • Plans are uncreative - because everything depends on the teacher´s ability to react to the ‘here-and-now’. • Plans can discourage Ts from reacting to magic moments and unforeseen circumstances.
B Plan formats Study the plan and complete the chart with your comments. In each case say whether you approve of the plan or whether, on the contrary, you think it is lacking something. Give reasons in each case. Appropriacy of lesson plan format. For the teacher?
The format is clear and easy to follow. Some plan formats have a separate column for interaction patterns (e.g. T-SS, S-S,etc). This makes them easier to follow in some ways.
Lesson details. Are they sufficient for the teacher? Some of the information is not very detailed (for example, the description of the class - it would be nice to know more about individual students). The third aim is rather general. There is nothing in this plan about possible extra activities. Lesson shape (e.g. Is the lesson coherent? Does it There’s a good variety of activities. have variety?) There’s a question about why the plan suddenly switches from the grandmother topic to a notvery-related speaking activity. It might be better to have a more topic-linked speaking activity - although this itself might not be ideal. Timings (e.g. Are they clear? Do you‘believe’ them?)
Many of the timings seem a little optimistic, especially since there are 20 students here. But everything depends on the actual students and how the lesson progresses.
Who does what? (e.g. Do you approve of the patterns of interaction?
There seems to be a good range of interaction patterns in this plan.
Is it a good plan? (e.g. What would you (a) leave out? (b) add to? (c) bring in? or (c) change completely?
Yes, it could be a good plan, but I leave out the narrative of the teacher´s grandmother, insted I´ll bring articles about fiction or some tracks of fiction movies and then encourages students to ask questions and discuss about it.
Jargon buster Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching. Your definition Relevance to language learning/teaching Coherence
In a lesson plan, coherence is where the pattern or â&#x20AC;&#x2DC;shapeâ&#x20AC;&#x2122; of the lesson makes sense. Instead of being a chaotic mess,there is some sensible sequence or thread/s to the lesson.
In the learning process is necessary follow a correct sequence and structure, when we present our activities to our students.
Variety
the degree of variety depends on Using a variety of activities to how many different activities we avoid the rutine or lost the use in a lesson, on how often we attention of the students. change student groupings, or on how often we change the topic or skill focus in a lesson.
Multi-lesson sequence
Are sequences where teachers Sometimes the topics presented plan a series of lessons so that a take more than two weeks, so is two-week period, for example, necessary used in class. has some coherence, which may be partly the result of various lesson threads running through the sequence.
Patterns of interaction
Are indications (in a lesson plan) Present a clear information of of who talks to or works with our planns to others(cordinators, whom. teachers, principals).
Topic-linking
Is where we use similar topics to Join themes acording a logical join different parts of lessons or order. lesson sequences.
Threads
Threads are topics, activities or Important tools used in the language areas that crop up more learning/teaching process. than once in a lesson sequence.
Peer observations
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.
Journal
A kind of diary about what Diary that some teachers use to happens in their lessons. It helps have a sequence of their teaching them to reflect on their teaching process. and the studentsâ&#x20AC;&#x2122; reactions to it.
A team group that join to create a plann for an specific lesson or class.
Case study Chapter tittle and No. 1. Overview Where, who, when
2.Description What is the case about?
3. Illustration
Planning Lesson No. 12 This is an example of how I plann a class for an specific subject, focus on intermediate level students of a highschool.
It is an example of a daily plann for a class of 60 minutes, focus on Reading topics. It is divided in five important parts, also include objective, activities, evaluation, and simple description of each one.It is easy to read and present the information in a clear and specific form.
Graphic Organizer
Chapter 13: testing Glossary: 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. Continuous assessment: it happens when teachers mark a student’s work at frequent intervals and use the marks to build into that student’s final results. Continuous recording: It takes place when the teacher keeps a continuous record not only of the students’ work but also their participation in lessons, etc. Direct test item: 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. Discrete items: an item that tests only one thing at a time. Face validity: is achieved when a test looks as if it probably has test validity. Indirect test items: an item that tests knowledge of the language rather than measuring the students’ ability to do things such as write a letter, make a speech, etc. Placement test: a test that students take, usually at the beginning of a semester or term, to find out which class they should be placed in. 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. Proficiency tests: a test taken to assess a candidate’s language knowledge, irrespective of where the student has studied. Proficiency tests are often public examinations. Progress tests: a test given after a period oftime to see how well students have been learning the curriculum they have been following. Public examinations: an examination that anyone can enter for. Reliability: is achieved when a test gives consistent results whoever is marking it transformation items. Valid: is achieved when the test does what it says it will - and when it is a good measure of what it is testing. Washback/backwash effect: is the influence that a test has on the way students are taught.
A Reasons for testing students Complete the sentences with a phrase from the box. achievement test, continuous assessment, exit test, placement test, portfolio assessment, proficiency test, progress test. a) portfolio assessment is the name given to a situation where examples of students’ work, taken over a term, semester or year, are collected together and used to decide the students’ final grades. b) continuous assessment is the name given to a situation where marks for the students’ work over a term, semester or year are collected, and are used for a final grade. c) A proficiency test measures the students’ knowledge at the time the test is taken. Most public exams are tests of this type. d) Students often take an achievement test to see how well they have learnt the subject(s) of recent lessons. e) Students take a progress test to see how well they are getting on. f) Students take an exit test at the end of a course. g) We give students a placement test to decide which class/level will be most suitable for them. B Good tests Comment on the suitability of the following test items for students of general English. a) Write a composition about the importance of DNA research in not more than 500 words. *This test is not valid since it not only tests the students’ writing ability, but also presupposes their knowledge of issues surrounding DNA. b) I didn’t enjoy the book. I found it .............................difficult. *This item doesn’t work because both answer a and answer d are possible. c) Write ten words you have learnt recently. This is the only task for today’s test. *This item/test fails on the grounds of face validity. Students would wonder why such a short test was given. d) Write a poem about happiness. *This might be invalid for those students who are not natural poets - especially since it gives so little guidance about how the task is to be done. e) Complete the following sentences. Before I am thirty I ....... I have never ........This test item is perfectly feasible. There is then an issue of both validity and reliability. f )The human brain is (a)......sensitive to any and (b).......event: we cannot complacently (c)......it as an article (d)......faith that it will (e)......inviolate and that ways (f).......learning and thinking will (g)......constant. A new idea (h)......that there is room (i)....... improvement. Socalled transhumanism, (j)......as the world’s most (k)......idea’, promotes the ability (I).....science and technology to (m)......beyond the ‘norm’(whatever (n)......is) for physical and (0).......human enhancement.
*This is a strict â&#x20AC;&#x2DC;every-5th-wordâ&#x20AC;&#x2122; cloze test. There are many blanks that are fillable by a number of different words whereas others are highly predictable. Perhaps it would be better to use a modified cloze procedure so that we could ensure good answers to the questions. C Marking tests Read the activity and mark the studentâ&#x20AC;&#x2122;s script using the following marking scale to produce a total mark out of 20. 0
1
2
3
Grammar
4
5
*
Vocabulary
*
Coherence
*
Fluency
*
Get a friend or colleague to mark the work, using the same scale. Do you end up with the same mark? Jargon buster Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching (column 2). Your definition
Relevance to language learning/teaching
Validity
is achieved when the test does what it says it will - and when it is a good measure of what it is testing.
It is important elaborate a test that realy measure the content we taught.
Reliability
is achieved when a test gives Shows the reality of the contents. consistent results whoever is marking it transformation items.
Face validity
is achieved when a test looks as if it probably has test validity.
Back wash effect Face validity
is the influence that a test has on The form and how we teach in the way students are taught. class.
Interlocutor
a person who engages a candidate in conversation in an oral test, but who does not mark the candidate.
The roll of the teacher when he/she evaluate an oral production.
Discrete test item
an item that tests only one thing at a time.
Form that we include in a test.
Integrative test item
an item which tests more than one thing at a time.
Multiple-choice in a series on exams.
Involve the real context and topics in class.
Direct test item
an item which tests the studentsâ&#x20AC;&#x2122; Exercises of writing like journals ability to do something, such as or essays to evaluate their skills write a letter or make a speech in a different way. rather than testing individual language points.
Indirect test item
an item that tests knowledge of Participation in a play, or speech the language rather than in which students use the measuring the studentsâ&#x20AC;&#x2122; ability to language. do things such as write a letter, make a speech, etc. Case study
Chapter tittle and No. 1. Overview Where, who, when
2.Description What is the case about?
3. Illustration
Testing No. 13 Acording to this chapter, we can prepare different forms of exams to evaluate their skills, at the end of a unit or for a short quiz.
In the illlustration I include an example of an evaluation for students of a third grade. This test include different forms of ask a question.
Graphic Organizer
Chapter 14 What if? Glossary: mixed-ability: Groups where different individuals are at different levels and have different abilities. Differentiation: In other words, treating some students differently from others. Task File A Students are all at different levels. 1 Rewrite these sentences so that they reflect your own opinion. a Mixed-ability classes present the teacher with insuperable problems. * Groups with different abilities present a challenge that good teachers can hand. b The only thing you can do with a mixed-ability class is ignore the problem. * The thing that we can do is try to find different strategies that help us to solve the problems. c All classes are mixed-ability classes. * Most of our classes have different kind of students with their own abilities. 2 How would you approach these situations with a mixed-ability group? a You want to use the interview with Diana Hayden on page 141 with your students. * I should assign different roles to each group or pair, like performance the interview, draw their speculations, making chart of predictions in notebooks, read or promote a dialogue. b You want students to write a ghost story, having studied story telling, and having been given some ‘ghost’ vocabulary and phrases. * First, I´ll present a video or short sketches of movies about the topic, then explain the activity and assign their roles y this project. c You want students to study ways of agreeing and disagreeing - and later use them, if possible, in some kind of discussion. * First, I´ll practice in class some activities in which students present their opinions, show videos of different situations and ask them about their opinions, explain them how to prepare a debate, watch and participate on a debate. d You have a poem which you want students to look at. You can refer to ‘Fire and Ice’ on page 108 if you want. * In groups, students are each given a line from a poem. They can’t show the line to the other members of the group, though they can read it out loud. They have to reassemble the poem by putting the lines in order. And others can recite the poem, or write their own poems. e Three of your good students are making it clear that they’re finding your classes too easy for them. * Make a special plan in which they have to be responsible for their own learning, searching more information about the topic that their classmates have to learn, or they present some topics to their friends, they could take the roll of the teacher for an specific day.
You want to hand back some written work and deal with the mistakes that you found when correcting. * Ask students rewrite their works and then exchange with their classmates to correct the reports. B The class is very big 1 Complete the chart. In the first column write things you can do with small classes (ten or under) but you can’t do with big classes (of forty plus). In the second column write things you can do with big classes which you can’t do with small classes. Small classes
Big classes
Supervise their work individually. Make a good rapport with each student. Remember all their names. Solve any question inmediatly. Focus in their interest, recognizing their own abilities. Work in groups and supervise their progress constantly, moving around the class easily.
Work in groups. Assign different kind of rolls to each student. Organize competitions, debates, plays, or chorus in which students could participate. Make different kind of dynamics inside and outside the classroom.
2 In big classes, what special considerations need to be taken into account for the following? a the teacher’s voice b the teacher’s place in the class c the teacher’s board work/overhead projector use d using the tape recorder * All of them are important to consider, when we teach in a big classroom. C Students keep using their own language 1 What action can teachers take if students use their own language in class all the time? List as many things as you can think of. * Don't pay attention to them if they talk to you in L1, give a sticker if they speak all the time in English, promote the conversation in L2 by give them prizes, make challenges, listen movies, music or singing in L2. Watch cartoons or play games in English. 2 In which of the following situations, if any, would you be happy (or at least not unhappy) for students to use their own language? a Students are working in pairs to practise a dialogue. b Students are debating the issue of whether birth control should be imposed on the world to prevent overpopulation. c Students are working in pairs to solve a reading puzzle. d Students are checking that they understand the instructions for an activity, e Students are doing a group writing task, f Students are taking part in a business meeting simulation.
D Students don't do homework Write 1 (= most favourite) to 9 (= least favourite) in Column A: Me as the teacher. A
B
4
3
3
2
5
7
3
2
2
1
5
4
6
6
8
8
7
6
Now write 1 (= most favourite) to 9 (least favourite) in Column B: Me as a student. E Students are uncooperative 1 How many ways are there for students to be uncooperative in class? List them in order where the first one is most difficult for the teacher to deal with and the last is the least challenging for the teacher. * Delegate equal responsibilities in a cooperative work, evaluating the students' task, leave students form their own groups. 2 What might teachers and students write in this contract form? THE LANGUAGE-LEARNING CONTRACT Teacher
Learner
As your teacher I will inovate my classes using more dynamic strategies that help you.
As a learner I will compromise to show more interest in my classes and have more attention.
As your teacher I expect that you apply and use the information in a correct way and in your life.
As a learner I expect to put into practice all the knowledge I'll receive, by a constantly practice.
F Students donâ&#x20AC;&#x2122;t want to talk Copy and complete the chart with things you could do to make reluctant speakers talk - and say what the possible consequences are (both positive and negative). Action
Consequence
Join in yourself in order to try to stimulate discussion.
It might relax students; on the other hand students may end up listening more than talking.
G Students don’t understand the audio track 1 What problems do students have (in general) when listening to audio tracks in class? How can you help them to overcome these difficulties? * Some times the audio track doesn´t work well, it has a low volume, or the person has a different accent, the noise of the surrounding, etc. I play the audio three times and I give clear and simple instructions before they listen it. Some times I repeat the word of phrase to my students if they are not able to listen well. 2 Look at this audioscript of an interview with an amateur musician (intended for use with intermediate students) and answer the questions below. a What problems, if any, would you expect students to have with this tape? (The speaker uses a ‘British northern English’ variety of English; she speaks reasonably clearly, but with many topic shifts, etc.) * The intonation, accent and the context of vocabulary. b What action would you take to counter these problems? * Before, explain that they are going to listen a different accent, introduce any new word that they don´t know or recognize, then play de audio three times. H Some students finish before everybody else 1 What kind of activity could you have ‘up your sleeve’ to give to groups of students who finish before some of the other groups in the class? Can you think of examples? * Be the monitors of their classmates work. * Be the helpers in class. * Give them an extra activity with a different challenge and level to solve during the rest of the period. * Explain to the teacher the exercises and what will be their conclution about the activity. 2 Look at the photographic competition activity on pages 124-125. What would you do in these situations? a One group decide on the winner before the others. *They have to present their logical reasons for their choice. b One group still haven’t decided on the winner even after the rest have. * Encourage students to take a decisions and present to the rest, focus their attention in the puspose of the activity and their results. c One group don’t seem to be concentrating on the activity; they are talking about something else. * I call their attention, redirecting their works. d One group keep asking you for help to do the activity. * Give the instructions again and shows another examples, to explaind the topic again. e One group say ‘We did a photographic competition with the last teacher’ when you give them the sheets of paper. * ask students to become involved in simulations and role-plays. In simulations, students act as if they were in a real-life situation.
Case study Chapter tittle and No.
What if ? No. 14
1. Overview Where, who, when
If the class is very big, I decide to work with small groups of 4 or 5 students. I planned to use the class and the patio infront of their class with the class of seniors, during the period of Language.
2.Description What is the case about?
First, students of 11 grade are working in small groups an activity called Rally, in which they try to complete the different challenges by searching, doing, inventing or creating the answers of each clue. With this kind of activity you can make a review of the all unit or to reinforce their priorknowledge. The principal task is complete all the different stages in a certain period of time.
3. Illustration
Grapich Organizer
Conclutions During all semester I made an interesting journey of learning, in my class of Teaching Techniques. It was possible because, the course was focusing in different ways that I have to use when I teach English, also how to apply them in my classrooms. Based in the information that I read I made my homeworks, which Iam presenting in this portfolio as a clear examples of how to applied in class, demostrating that my students were enjoying their process of learning and how the different kind of activities made a difference when I tried to introduced a new topic or skill. It represented a lot of work, but at the end of this project, I can said that all that effort was necessary to recognized my roll as a Teacher of the new age, and how I can impact in their lives. Teachers have the most important job in our society, we have the big responsibility to form good citizens and competente people for our countries, that's why we need to be well prepared as an educators.