1 teaching techniques portfolio 2016 docx read by Rudy Fernand Soto T

Universidad Mariano Gálvez

Licenciada Wendy Velásquez Teaching techniques of English language III

Rudy Fernando Soto Professionalization of teacher en enseñanza media

Glossary and Graphic organizer Task File and Case study a

Introduction: Day by Day is necessary to review of the known and the unknown contents in order to make us participate actively in class with our main purposes, the students. These situations may happen in real life and it is better to touch the topic before entering to a class in order to avoid misunderstanding and non professional instructions. We do not sometimes get so clear into directions or instructions so it is better to lead them properly to our students the tasks or assignments they are supposed to do.

Thanks a lot to refresh all these contents and help us to continue looking forward to success in life

Rudy Soto

Glossary

1. Target language community: It is a place where English is the national language as in Canada Britain, New Zealand etc. 2. ESP: English for Special Purposes 3. Business English: Students learn how to operate in English in the business world. 4. EAP: English for Academic Purposes 5. General English: it is when people want to learn English because they think it will be useful in some way for international communication and travel when wherever and whenever is necessary. 6. EFL: English as foreign language, used when traveling or communicate with people with any media. 7. ESL: English as a second language, used when living in a country which English is an official language. 8. ESOL: English for speakers of other languages, useful when we need to contact people using English no matter the native or official language of the country. 9. IT: Information technology to impart classes with this advantage in the class about teaching English language. 10. Pairwork: Students work in pair to support and experience the assessments and English tasks together in order to reinforce the language. 11. Groupwork: Certain amount of students work together to accomplish a task or assessment in the English area. 12. In-school and in-company: Teaching English in school with some certain norms and particular rules that the laws requires in with syllabus and other official plans for them, and companies which get teachers to teach the language with a special purpose for the company they work for, as a great compromise and negotiation of the contents to impart with the chosen students. 13. Real environment learning: Face to Face teacher-student participation process of teaching, evolving the dynamic classes from the educator to get the target language. 14. Virtual learning: Considered a long distance learning in which the teacher is facilitating the resources to learn online and the students decide the proper moment to use the virtual system all over the world without assisting directly to a classroom. 15. Learner differences: There are marked differences, not only in terms of their age and level, but also terms of different individual abilities, knowledge and preferences. 16. Age: Learners are often described as children, young learners, adolescents, young adults or adults.

17. Adolescents: These older children have developed a greater capacity for abstract thought as they have grown up. They have a great capacity for learning, enormous potential for creative thought and a passionate commitment to things which interest them. 18. Adults: Older learners often have a wider range of life experiences to draw on; both as individuals and as learners often more disciplined than adolescents and apply themselves to the task of learning even when it seems fairly boring. 19. NLP: Neuro-Linguistic Programming, it is most likely to remember things better if they see or experienced them. 20. Multiple Intelligences: A number of different intelligences which people use more likely to obtain the knowledge faster or easier in their own pace. 21. Homework: Task or tasks at home delegated to the students as extra practice to wrap up the information give about the topic. 22. Reading for pleasure: An activity as many of the speaking area in order to improve understanding in context of facts that will entertain the reader while the content and context inside provide joyfulness simultaneously. 23. Beginners: Students with the intention that really want to start getting the acquisition of the new language for the first time. 24. Intermediate: Certain students that already have knowledge about the language and they are considered to be in a half-way of the process with a good will to fulfill the objective. 24. Advanced: At this level students are achieving a great degree of knowledge and they are almost ending the process by polishing and practicing English with major confidence and domain. 26. ALTE: Association of language Testers of Europe. 27. False beginners: Students that can nor use spoken English but actually know quite a lot which can be quickly activated, they are not real beginners. 28. Elementary: Students are not longer beginners and are able to communicate in a basic way. 29. Plateau Effect: The teacher has to make strenuous attempts to show the students what they still need to learn without being discouraging. 30. Appropriacy: Using the right language in the right situation. 31. Connotation: Whether words have a positive or negative tinge 32. Inference: The way we can read the words to get a writerâ&#x20AC;&#x;s true meaning.

Task File

a. Even though students may not physically present, they are still issues of student motivation and learning management to be dealt with. Virtual learning b. It is vital to find out exactly what your student needs and enter into a dialog with him or her about the content of the lesson. Large Classes c. The job of the teacher is to ignore the fact that students have to be there and instead treat all lessons as something special. One-to-one-teaching d. We have to find techniques which will allow students some individual work or pairwork to counteract the problem of numbers English lessons at secondary school. e. We prefer teachers to come to us. That way our employees lose less time. In-company teaching f. We try to keep class sizes down to a maximum of ten. Our clients expect it Private language schools

Your definition

Relevance to language Learning/teaching

Neuro-linguistic programming

All related with senses and feelings used to learn

Great experience with real feelings involved

Multiple Intelligences theory

Students get the information with their own way to learn on the issue of the content

Many ways to deliver the information using their ways of learning

Learning by rote

Memorizing facts and figures

There are things needed to memorize

Learning by doing

The body acts in this approach to get the application of the knowledge

We all learn by doing and experimenting

Extrinsic motivation

The motivation the student bring into the classroom

Share and show his/her enthusiasms

Intrinsic Motivation

Teacher involves the students to participate in activities to motivate oneself

Student get the feeling of learning faster

affect

Show great care of what each student does to obtain his/her results

The will of continue and share great knowledge to others

Agency

Take students into account for a specific activity in class

Students get the feeling of cooperation and consideration

Learner autonomy

It is obtained after many days of motivation of the subject

Recommendations and reporting this great experience about the course

CASE STUDY Chapter tittle and No. 1. Overview Where, who, when

It was in Guatemala Person who was already working there for a few years

2. Description What is the case about?

The school that I worked for had a lot of computers for the students, but they weâ&#x20AC;&#x2122;re very limited about service and functioning. I told and commented this with the in charged person about this issue and I was ignored totally for some excuses that were not going to be told by the people who had offended me. This happened in 1998 in a school that I worded for. I ended teaching the two classes with media.

3. Ilustration

Graphic organizer

Homework nine [Escribir el subtĂtulo del documento] Licenciada:

Licenciada Wendy VelĂĄsquez

Teaching techniques of English language III

Glossary II, Graphic organizer, Task File and Case study

BY GP Professionalization of Middle Teaching Saturday Plan

Introduction Our identity at the professional field is essential to see satisfactory results, especially with our main objective: our students, who expect the best experience at learning with certainty about our vocation, knowledge, dedication and consideration just to mention a few of the most important characteristics that a teacher may have in order to impart not a lesson but a whole institution of experiences based on the competency that the institution is hoping to provide to them. This chapter brings the reflection of who we are and to where we must lead to our learners, regarding the importance to remember the role that we represent. Explicit vocabulary words at the field are compelled to engage the rapport processes and an unforgettable experience in both sides, but mainly for us as mentors. We have experienced difficult moments and rewarding ones which are the majority but the hard times are to increase and improve our strengths and little by little eliminate our weaknesses. Thanks for the opportunity to share these times

By Rudy Soto

Glossary Chapter number two. “Teachers” Adaptability: What often marks one teacher out from another is how they react to different events in the classroom as the lesson proceeds. Personality: Effective teacher personality is a blend between who we really are, and who we are as teachers. In other words, teaching is much more than just „being ourselves‟, however much some students want to see the real person. We have to be able to present a professional face to the students which they find both interesting and effective. Who teachers are in class: When we walk into a lesson, students get an idea of who we are as a result of what we look like (how we dress, how we present ourselves) and the way we behave and react to what is going on. As we have said, teachers, like any other group of human beings, have individual differences. Describing good teachers: Perhaps it was because of their personality. Possibly it was because they had interesting things to say. Maybe the reason was that they looked as if they loved their job, or perhaps their interest in their students‟ progress was compelling Teacher roles: Part of a good teacher‟s art is the ability to adopt a number of different roles in the class, depending on what the students are doing. Controller: Standing at the front of the class, dictating everything that happens and being the focus of attention. Agency: The capacity, condition, or state of acting or of exerting power. Prompters: Persons who contributes to the fulfillment of aneed or furtherance of an effort or purpose; "my invaluable assistant"; "they hired additionalhelp to finish the work" Assessors: An adviser or assistant to a judge, especially one serving as a specialist in some field. Resource: A source of supply, support, or aid, especially one that can be readily drawn upon when needed. Tutor: A person employed to instruct another in some branch or branches oflearning, especially a private instructor. Rapport: Relation; connection, especially harmonious or sympathetic relation: a teacher trying to establish close rapport with students. Correcting students: It is always a delicate event. If we are too critical, we risk demotivating them, yet if we are constantly praising them, we risk turning them into „praise junkies‟, who begin to need approval all the time. Mockery: Something absurdly or offensively inadequate or unfitting.

Being even-handed: It is when Students will generally respect teachers who show impartiality and who do their best to reach all the students in a group rather than just concentrating on the ones who „always put their hands up‟.

Learner autonomy: It is essentially a matter of the learner's psychological relation to the process and content of learning Teacher tasks: Teachers activities planned for a period of class in order to motivate students to learn. Keeping records: The ability to order or organize the grades or performances of students during a season o session of any course. Being reliable: Being reliable in this way is simply a matter of following the old idiom of practicing what we preach Teacher skills: As we have suggested, who we are and the way we interact with our students are vital components in successful teaching, as are the tasks which we are obliged to undertake. But these will not make us effective teachers unless we possess certain teacher skills. Matching tasks and groups: Students will learn more successfully if they enjoy the activities they are involved in and are interested or stimulated by the topics we (or they) bring into the classroom. Learner roles: Assigning different activities for students will help them to enjoy the most every time they perform. Sometimes they might compare answers in pairs; sometimes they might interview each other about the text; sometimes they might do all the work on their own. Drills: Exercises Learning outcome: Studentsâ&#x20AC;&#x; final learning result. Lexical: Of or relating to words or the vocabulary of a language as distinguished from its grammar and construction

File task Chapter tittle and No.

Teachers Chapter 2

A Describing good teachers (page 23) 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).

□ They are adaptable. □ They are even-handed in their treatment of students. □ They are good-looking. □ They care about their students. □ They dress well. □ They give interesting lessons. □ They know their subject. □ They listen to their students. □ They prepare well. □ They use new technology.

8 7 10 4 9 2 3 5 1 6

Add two more qualities that you think are important. 1. They are very well organized 2. They cooperate with the institution´s activities easily

B Who teachers are in class (pages 23-25) 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.‟ I completely agree with this condition since we must have a plan or more than one otherwise they will plan for us at every minute; they may control the class as the teacher as well.

C Rapport (pages 25-27) Rewrite the following statement so that it accurately reflects your own opinion. „It is easy to create good rapport with your students; all you have to do is to be entertaining and give them something interesting to do.‟ It is not so easy, since you must know that there are many different groups that will not react the same, but we must understand them in a way of creating more confidence and respect them, interviewing them an asking: What are the important things they consider for a good teacher.

D Teacher skills (pages 28-30) Make an A & D chart (see page 186) for the following approaches to students‟ names. a Class seating plan

Advantages To change the environment of the class

b Name badges

To remember their names faster and easily

c Name cards on the desk

They save spaces on the desk and they are collectable Asking repeatedly to memorize little by little

d Not using students’ names (because you can’t learn them all) e Students always say their names when they ask a question or when you ask them to do something. f Write notes about appearance/attitude, etc against the students’ names in the class register.

Black/whiteboard CD player Computer Data projector

Every time they themselves produce their names without asking them. It is so important to keep a record of these bad habits from the students as a file in order to evidence their faults.

In use when 1 was at school/ university

1 use this in my daily life (give details)

X X X X

X X X

DVD player

1 have never used this (or been taught using this)

X X

Tape recorder

Usefulness rating 0 (= useless) to 5 (= fantastic)

X X

Language laboratory Overhead projector

They feel the pressure since the very beginning and would prefer to be told about the issue instead of keeping a written record that could affect them seriously

5 5 5

Interactive whiteboard

Disavantages Waste of time moving desks or other resources Students play and make fun of their creativity to design them Students can play and confuse the teacher by changing or losing them Students disapproved this action, they do not appreciate the teacher´s lack of care They know already their names, we are supposed to memorize all of them faster.

X X

5 2 5 1 1 0

X means yes Empty spaces means no

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

Magic moments

Students understand easily with rewards

Learning outcome

Students demonstrate what they learned

Learner role

dictionary (MLD)

The different way the students get the information or contents Students are able to learn by saying and doing by themselves with extra material And they are capable to transmit it to someone else Monolingual Learners’ Dictionaries

We must have all these moments every day, at least once a class This is an evaluation for the teacher and students as well They must adapt this position to acquire the knowledge properly. We expect this modality from each of them to continue the chain work.

Podcast

Audio Capsules resources

Monolingual learners’

Help a lot to the teacher´s role during a class or non-class period, by finding words and definitions of the language Help students to understand pronunciation, accent, or stress, intonation and customs.

TEACHER´S GRAPHIC ORGANIZER

CASE STUDY Chapter tittle and No.

Chapter 2 Teachers

Guatemala March, 2010, Teacher who had his own ways to teach and behave at a school

4. Description What is the case about?

He was a very good friend of mine he was so used to be himself at school that we worked for some years ago, What I am trying to explain is that he acted as he was not in a classroom instead as If he were with his friends. Once I asked him why was he like that with them, and he replied that he wanted to be recognized as the way he was at every time in order to avoid surprises out of the school if they see him doing something the students were not used to. I told him that it was better to respect our job and have the role that all were expecting from us and that for our personal life we had better continue with discretion since we know what kind of profession we had chosen. Of course he did not accept or share my point of view but there is always a contrast with the way we use or express or principles and values but anyway at the end I respected the way he thought about the topic. The objective was to make him reflect his facts but I did not work since he had closed his ears and mind. He was killed last year in September 2015 ignoring what was the trouble that he had. I pray to God to forgive his actions and help him wherever he could be.

5. Ilustration

Homework nine Licenciada:

Licenciada Wendy Velรกsquez

Teaching techniques of English language III

Glossary III, Graphic organizer, Task File and Case study

BY GP Professionalization of Middle Teaching Saturday Plan

Introduction The great ways to handle a class are important to maintain a great environment and rapport with our students who are expecting a nice experience at an English class period. In here we practice great tips of sharing all knowledge prepared and the one we acquire by knowing well each student. Rapport is one the most important aspects, since they believe in the experience and guidance of their teacher

By Rudy Soto

Glossary Chapter number three. “Classroom Managment” Classroom management: If we want to manage classrooms effectively, we have to be able to handle a range of variables. These include how the classroom space is organized, whether the students are working on their own or in groups and how we organize classroom time Mother tongue: First language taught by parents. Proximity: Teachers need to consider how close they should be to the students they are working with. Some students are uncomfortable if their teacher stands or sits close to them Appropriacy: So is the general way in which teachers sit or stand in classrooms. Movement: Most successful teachers move around the classroom to some extent. Awareness: In order to manage a class successfully, the teacher has to be aware of what students are doing and, where possible, how they are feeling. Audibility: They must be sure that the students at the back of the class can hear them just as well as those at the front. Variety: It is important for teachers to vary the quality of their voices - and the volume they speak at - according to the type of lesson and the type of activity. Conservation: Just like opera singers, teachers have to take great care of their voices. Rough-tune: is the simplification of language which both parents and teachers make in order to increase the chances of their being understood. Gestures: These are often quite exaggerated, such as shrugging the shoulders for „who cares?‟ or scratching the head to show puzzlement. Giving instruction: They must be kept as simple as possible, and they must be logical. TTT (Teacher Talking Time) STT (Student Talking Time). TTQ (Teacher Talking Quality). Using the LI: All learners of English, whatever their situation, come to the classroom with at least one other language, their mother tongue (often called their LI). Creating lesson stages: Since, as we said in Chapter 2, teachers needs to provide variety, then clearly we have to include different stages in our lessons. Different seating arrangement: In many classrooms around the world students sit in orderly rows but it is better to change the position of the common sitting to change the environment . 23

Different student groupings: Whatever the seating arrangements in a classroom, students can be organized in different ways: they can work as a whole class, in groups, in pairs or individually. Using the voice: The teacher must provide directions with the tone of voice an the students must perform all the activities using their production of voice. Solo work: This can have many advantages: it allows students to work at their own speed, allows them thinking time, and allows them to be individuals.

Graphic organizer chapter 3

Classroom Management The teacher in the classroom Using the Li

Move ment

Giving instructions

Varie ty

Conser vation

Different seating arrangement s

Awar eness

Audibili ty

Creating lesson stages

Using the voice Different student groupings

Student talk and teacher talk

Appropriac y

Proximit y

Conservation

Audibility

Talking to students

A The teacher in the classroom (pages 34-36)/ Using the voice (page 36) Give a rating of 1 (= just right) to 5 (= absolutely terrible) for a teacher you remember well.

Chapter 3: Managing the classroom appearance general presence in class audibility movement clarity vocal quality

1 2 1 2 2 3

â&#x20AC;˘ In the case of a low score, explain your reasons. â&#x20AC;˘ Now score yourself as you are or are likely to be appearance general presence in class audibility movement clarity vocal quality

1 3 2 1 2 2

How to use a cash machine (ATM) 1. Insert a credit card or a debit card in the way the ATM machine requires for; see the example given at the inserting place is demonstrating. 2. Insert your Card ID number 3. Select the transaction you need to process. 4. Select the option or the amount of money you need to trespass. 5. Get the money or have the answer to your requirement. 6. Obtain the result of the transaction. 7. Select the ending of the operation about printing the balance or no. 8. Extract your credit/debit card. C Student talk and teacher talk (page 38) 1 In a class of twenty students (working as a whole group) and one teacher, how much speaking time will each student have in a fifty-minute language practice class. The longest 5 to 7 minutes each.

2 Make an A & D chart (see page 186) for teacher talking time (TTT) and student talking time (STT) in an English lesson.

Advantages Explain well the directions

For teacher talking time

They must have the majority of the time speaking that is the main goal in the target language D Using the Li (pages 38-39) Student talking time

Disadvantages If they are not well given or explained there will be a wasting of time Do not let them what ever they want to do, because it will generate a disorder,

Rewrite the following statement so that it reflects your own opinion. „Students and teachers should be discouraged from using the students‟ mother tongue (LI) in the classroom.‟ Teaching a language involves the full application of it at any time to obtain the great results in less time.¨

1 2 3 4 5 6

C g f b d A

7. E

Exercise F Answer letter E

Whole Class work

Advantages Everybody is at the same pace

Pair work

They can support one to another

Solo work

The student can express his own way of working

Gesture

Your definition Body language

Expression

A way of transmit

Mime

imitate

TTQ

Exploring abilities learned Share cultural issues

L1 L2 Mixed-ability class Collaborative writing

Target language Having great activities to deliver the language Connecting ideas at writing

Disadvantages No all the students participate in all activities doing the same amount of responsabilities One of them can be absent the next day activity and it will affect the other student The student can be afraid of do things because nobody is helping him.

Relevance to language learning teaching Students will undertand faster the new language by assuming Students identify and associate the expression comparing With the mother tongue language Students will have an example of the action what the word is. Teachers measure students knowledge Translation method is expected but only in few situations Using the original language to teach Students participate in different social activities to obtain results with language learning Students collect all grammar structure and they are able to declare in a document or an electronic message.

Homework nineLicenciada: Wendy Velรกsquez Teaching techniques of English language III

Glossary IV, Graphic organizer, Task File and Case study

BY GP Professionalization of Middle Teaching Saturday Plan

Licenciada

Introduction There is a great big separating line between learning and teaching, since learning seems to be the studentsâ&#x20AC;&#x; goal but only to pass the course and not to differentiate the importance of the course itself. In the other hand teaching is a task dedicated to motivate and make conscience that takes a lot of orientation in the way our students need to decide why they are having a special course based on English purposes. Students are only dedicated to make points instead of getting to speak English, this is how our education systems works since it unfortunately does not have any intention to improve this resource system in all areas. English must be prepared to be meaningful for the rest of their lives even though we ignore what they will be in their future; we really know for sure that this language is so useful in their purposes. By Rudy Soto

Glossary Chapter number four.

Homework nine

Children and language: In many

parts of the world, children grow up speaking two or more languages. And if young children move to a new country and go to school there, they seem to â&#x20AC;&#x17E;pick upâ&#x20AC;&#x; the new language with incredible ease. Acquisition and learning: Learning is a conscious process where separate items from the language are studied and practiced in turn. Krashen, among others, suggested that teachers should concentrate on acquisition rather than learning and that the role of the language teacher should be to provide the right kind of language exposure. Different times, different methods: The acquisition-versus-learning debate may seem to be a relatively recent argument, yet for as long as languages have been taught people have argued about the best way of doing it, and how to help students to learn more effectively. Depending on the given content we are supposed to apply this methods on time. Elements for successful: Most current language teaching tries to offer a judicious blend of many of the ideas and elements discussed above. It recognizes the value of language exposure through comprehensible input, while still believing that most people (apart from young children) find chances to concentrate on language forms and how they can be used extremely helpful. language learning (ESA): Engage Study and Activate Acquisition: The obtaining by the custom of doing it. The act or process of achieving mastery of a language or a linguistic rule or element. Exposure: Great display of a content as a whole Rough-tuning: How a set of words are produced to be meaningful to listeners. Comprehensible input:The way the information is given or explained to students in an reasonable way. Monitor: Control and display what do do in an expected form or way. Lexical Approach: It is based on the observation that an understanding of words is the primary method of learning a language. Language chunks: Word combinations.

CASE STUDY Chapter tittle and No. Describing Learning and Teaching

6. Descri ption What is the case about?

Diference what the students want here in Guatemala but learning the language properly.

Chapter 4 Describing Learning and Teaching

Guatemala March, 2011

Unfortunately not only in Guatemala but in some many other countries in the world tent to have a similar system to teach the English language in the way they think it will bring great results. Students in our country always try to only pass with points this subject instead of learning it since this issue must be passed to obtain a diploma or a title as well so the students’ vision is to get a result instead of really acquire the language. I have always asked them why are they having a course without guidance of the main purpose of having English in their lives and they haven´t really answered to me this question clearly since they do not know what to do with it. Mainly we as teachers, have to make a lot of Conscience what and why they are getting this resource and my piece of recommendation is to to provide the exact objectives and competences to our student’s about this acquisition.

7. Ilustrat ion

Graphic Organizer

Task File Exercise A Mother tongue Got it easily by listening from early days Easy to understand Mind, Ears and sounds are getting used to the mother tongue language It is produced non successfully at early years, but understood.

Second Foreign language Acquiring language in process of thinking in the same way but delivered as an experiment in advanced countries. New concepts to interpret. It represents a new effort to produce and emit the new sounds and context. It is a matter of patience since it is not a mother tongue language the acquisition takes more time.

Exercise B In my case it was so difficult since the teacher was very strict and she did not let us make any single mistake at any skill, everything was so memorized without practice so hard I really do not want to expand so much about it. My teacher used to hit us on the head for mispronouncing a word or a sentence.

Exercise C C Different times, different methods (pages 48-51) Which methods/approaches in the box are being described in the following statements (sometimes more than one statement applies to an approach). Audio-lingualism Communicative Language Teaching (CLT) Grammar-translation PPP Task-Based Learning (TBL) the Lexical Approach the Silent Way teaching language functions a. After students have been introduced to a situation which exemplifies the meaning and use of the new language (and had the language explained to them), they do some controlled practice before being asked to produce examples of the new language themselves, b. By repeated drilling of new language (coupled with appropriate rewards and encouragement), students learn correct language habits, c. Language consists of a number of lexical phrases (or chunks). These should form the basis of learning. d. Language learning is a process of working out the similarities and differences between the language you speak and the language you are learning. e. Students learn by being involved in communicating with each other, f. Students study how language is used - and what language to use to perform certain functions, such as requesting, agreeing, etc. 35

The syllabus is organised into certain tasks; the students learn by trying to complete these tasks. h. The teacher says almost nothing; the students have to listen to each other, think and correct themselves as far as possible. Jeremy Answers: C, F and G. D ESA lesson sequences (pages 54-57) 1? 1 CLT 2 PPP 3 TBL What connection (if any) is there between the letters above and the following: a Straight arrows lessons? b Boomerang lessons? c Patchwork lessons?

1, Communicative Language Teaching 3.

Presentation, Production and Practice.

3. Team Based Learning

At a cetain moment they can be connected in order to understand the way your students can apply and understand the contents and context it will depend a lot in the teachers practice and will to do his-her job. Education Students Association

Your definition Rough tuning Comprehensible Input

Monitor

Rude way to explain a matter Clear and concise way to make students understand our directions To check and control

Relevance to language Learning-teaching Non well acceptable for students Very relevant since they need to know a great technique Very effective with a measurement only to guide not to be the center all the

Noticing

Understand students needs

Conditioning

To establish norms and rules to elaborate a task Enhances to participate in the learning process Applying of the target language

Cue-responding drill Language Function

Task cycle

Discovery activity

Series of assignments to determine the students advance Knowing well the students skills and aptitudes

time. To make relevance in the things we have to assist in knowledge Students must know what to do in a clear way. Most be done at every single class Main Competence that is challenged for every single teacher. This is the constant evaluation for us to reinforce their weakness. This resource will help us as teacher to know how they learn better and faster by their display of knowledge in a way

Universidad Mariano Gรกlvez Teaching Techniques III Licenciada: Wendy Velasquez Career: PEM in English Professionalization Student: Rudy Fernando Soto

Homework nine WIN uE10

Introduction English language is not only spoken in many different countries but also with a certain degree of stress depending where you actually go or live to practice it But there is an standardized English language that can be thought all over the world and for this reason we must teach it in the universal format in order to make the learner able to understand it, practice and the best is to transmitted it with people who speak English as native tongue language. Any student is full of questions about how to express themselves in this second language acquisition, about this we must provide the best answers ever in order to make them evaluate our knowledge, and since they find the truth in what we teach is the more they are going to feel secure and confident that we are doing the work everybody is supposed to have to their children that success is the key word for them.

By Rudy Soto

Chapter 5 Glossary and content Earning in Context: The context in which it is said and what the speaker wants people to understand. The elements of language: The speaker has put together a number of elements in order to get that meaning across. Forms and meanings: Just as in English there is sometimes no readily discernible correspondence between sounds and spelling, there are frequent instances, too, where the same language forms can be used to express different meanings, or where a meaning can be expressed by many different forms. Parts of speech: These are the categories which help us determine how grammatical sequences are put together, and which words can go in which slots. Hypothetical meaning: When we talk about something that is not real, but that might be the case, we are talking hypothetically. English has many ways of expressing hypothetical meaning. Words together: Students frequently worry about the meaning of individual words. Yet a marked feature of the way we construct and understand language is that far from putting together strings of individual words, we actually use collections of vocabulary items that frequently occur together in pairs of groups. Language functions: There are other ways in which the teacher can make recommendations, too, and her choice may well depend on exactly how exasperated she is and how formal, informal, direct or indirect she wishes to be. Text and discourse: However, as we saw at the very beginning, utterances are generally part of a longer stretch of spoken discourse. In writing, sentences are usually part of a longer text. In order to be an effective language user, therefore, speakers and writers need to be able to operate with longer texts (stretches of discourse) as well as with words, phrases, sentences and questions. Language variables: The way English speakers use systems of grammar, vocabulary and pronunciation is dependent upon a number of variables. We will look at speaking and writing, register and language varieties. Discourse: A formal, lengthy treatment of a subject, either written or spoken. Subject: Grammar; The noun, noun phrase, or pronoun in a sentence or clause that denotes the doer of the action or what is described by the predicate.

Complement: Whatever is done by the subject of the sentence. Adverbial: Describing how an action, an adverb or adjective are acting in a sentence Object: The purpose of the subject in a sentence Clause: A group of words containing a subject and a predicate and forming part of a compound or complex sentence. Linkers: They show the progress of a text. 40

Cohesion: Cohesion refers to the devices we use to stick text together. Corpuses: Collections of articles, novels, recorded speech, journals, etc stored electronically.

TASK FILE Chapter 5: Describing language A The elements of language (pages 60-63) Grammar

1 Identify the elements in the following sentences in terms of S (subject), V (verb), O (object), C (complement) and A (adverbial).

a He left quickly. S v a b She is incredibly intelligent. S v a c c She read the book very slowly. S

d The school principal wrote a letter. s v o E They kissed each other. s v c f They will arrive in two hours.

c (adv ph. Of time)

2 Look at the underlined parts of the sentences. Are the verbs transitive or intransitive? What different kinds of object are there? a Donâ&#x20AC;&#x;t break the cup. b He fell. c He gave me the letter. d. It broke

e Please sing me that song again, f That aftershave smells terrible! g They sent the message to their family by email.

a) transititve direct object b) intransitive verb c) transivite verb direct and indirect object are underlined d. Intransitive e. intransitive direct and indirect object f. It can be transitive and intransitive g. transitive direct and indirect object.

1. a 3, b 3, c 2, d 3, e 2, f 5, g 3, h2, I 2, j 3. 2. a activate b adolescent c classroom d emotion i stipulation

e export (noun) f export (verb) g learner h procrastination j willingness

3. a. You arrived one night late only. b. What a great show I have attended c. For sure she will love you. 4. a. Nice, great, so, what is more? b. Impossible, never, negative, impossible. c. joyful, gay, motivated, merry. d. fine, anyway, let us do it, just do it!, right. Whatever.

Exercise 1 star

sta,r

star

1. boundary, brink corner .

2. done, stopped, achieved, finished 3. banner, banderole, ensign, jack 4. choice, prize, selection 5. shade, gloom, dark, dusk 6. curve, arc, bend 7. At the race track, various spectators 8. I miss someone frequently, but I don't want to connect with her. Is this ... 9. This is the objectivo, the purpose, the objective etc. 10. They are busy now, they are listening and watching TV, they are occupaid with the TV. Exercise 2 A) Present B) Present progressive C) Future D) Past tense E) Present Progressive. House, minute She, I Large, black Saw, said Often, frantically

noun pronoun adjective verb adverb 43

At, to A, an But, and

preposition article conjunction

a. noncount noun b. countable c. collective, countable d. plural e. countable A) big red intead of read big B) transitive for verb in the past without an object C) order word adverbs after like. d) “The” is an extra word only nature. e) of instead of about. f) No relative pronoun “who” and no coma before sat. 44

g. more bright instead brighter. h. Inhumanity instead of “the inhumanity” i. his exam instead of for his exam j. at instead of ON k. lately instead of yesterday

E. 1 a.What´s : what is b We´re: we were 2. a. phrasal verb b. phrasal verb c. phrasal verb d. auxiliary and main verb 3. a. Matilda said good night. b. We’re leaving for the airport in half an hour. c. I love it here and I love my school. d. She was confronted by a scene of utter chaos. 4. a I haven’t seen him for a week.-------------------------------------------Present Perfect b He was being chased by a tiger.-----------------------------------------Present progressive passive 45

c I’m enjoying myself.--------------------------------------------------------Present Progressive d People are usually frightened by the unknown.--------------------Simple present passive. e They were sitting in the early evening sunshine.-------------------Past Progressive f He had been practising for the game.---------------------------------past perfect progressive. g I get up at about six o’clock every morning - it’s terrible!--------Simple Present h Water! Water! I’ve been jogging. -------------------------------------Present Perfect Progressive i He finished his drink and walked out of the bar.-------------------Simple past. F Hypothetical meaning (pages 73-74) Give the ‘if ’ conditions in the following sentences a label saying (a) whether they are ‘real’ or ‘hypothetical’, and (b) whether they refer to the present, future or past (e.g. ‘real future’, ‘hypothetical past’, etc). a If I finish the letter, I’ll post it this evening. b I’d have helped you if you had asked me. c If you were at all interested, I would tell you about it. d If you get caught cheating, you have to leave. That’s the rule. e I’ll drop in on my way back if I have time. f If she hadn’t fallen asleep, she wouldn’t have missed her station. g If I was clever, I’d know the answer. h If I got a pay rise, I’d move to a nicer apartment. G Words together (pages 74-76) 1 Which of these words go together? Tick the boxes. Alert asleep awake conscious fast x fully x x half x semi x x sound x wide x

Real future Hypothetical past Hypothetical future Real future Real Future Hypothetical past Hypothetical future Real future

2 Find the missing n o u n for the sentences in column A and the missing verb for the sentences in column B.

H Language functions (page 76) 1 How many different ways can you think of for expressing the following language functions? a giving advice c offering help b inviting someone d giving your opinion A) May I suggest you something to do. Let me recommend you. Why don´t you? You had better…… B. I Would like to have you for …………… I was wondering if you want to join me……….. I really want to be joining with us. C. May I assist you? I am more than happy to help you. Do you need a hand?

D. From my point of view I consider better to do ……. Something else I can do is…………..

A people B: people´s ears C: people d. people e. private worlds f. to all of us g. people h. people i. everybody j. people k. people l. people m. people´s ears n. people´s ears o. people.

J Language variables (pages 78-80) 1 Use the following sentence frame to make as many sentences as possible about the differences between speaking and writing. Speaking is different from writing because ... We find that in conversation we tend to use more contractions. In speech we might well shorten „It‟s warm in here‟ to „Warm in here‟ or even „Warm‟, though such ellipsis is less likely in writing Recent computer research has also shown that words are used differently in speech and writing. For example, but „started‟ is much more common than „began‟ in speaking. People use „go‟ and „be like‟ to mean „said‟ („She goes/She‟s like “How are you feeling?” and I go/I‟m like “Not so bad” ...‟) in speech but almost never in writing. However, writers have their own bag of tricks - dashes !! exclamations marks  new paragraphs , commas capital letters, etc.

CASE STUDY Chapter tittle and No.

Chapter 5 Describing language

Describing Learning and Teaching

Guatemala March, 2011

8. Description Teaching a simple lesson of nouns.

This case really happened this year, One colleague of mine was pretending to teach nouns and their categories, but I got really surprise at the time she taught the nouns as no names when they were no Proper names, we were supposed to evaluate to each other at those sessions, and at the end of the period I asked her why she explained the nouns that way, and at my surprise, she told me that she was taught like that, and I tried to correct her, and she took it negatively, and she told me that I was not her boss, to correct and that she would have preferred her coordinator to say that. At the end I got a complaint from her with our boss and believe or not the coordinator acted in her defense and she told me that she was agreed with her explanation. Now I know why we have this lack of knowledge in our country since the language is taught wrongly and it is supported by supposed experts. Teaching is not an easy task to no one since we know it takes time, but even worse when our authorities are at the same level of ignorance, we need to study more and evaluate constantly by real experts to determine what kind of job are we doing with the ones that expect wisdom.

9. Ilustration

[AĂąo] Graphic Organizer: Describing language

Universidad Mariano Gรกlvez BY GP WIN uE10

Teaching Techniques III Licenciada Wendy Velรกsquez Career: Professionalization of Teaching of Middle High School Rudy Fernando Soto Tubac Homework

Homework nine

Introduction The great display of glossary words and a mind map represent a collection of effective systems at teaching the English language. This represent a great array of techniques and approaches to obtain the objective and the most important the competency required to form our students with two important methods that must be well selected at every lesson of a given class that for sure it would take relevance depending of the character of the lesson content we are about to teach. The deductive method and the inductive method that work most of the times in pairs but with a notion of rationale in which we create an atmosphere of class control, as a good cook knows what ingredients are appropriate at a certain moment of the cooking process.

It is really advisable to congregate these two approaches well to see great results, taking in account that only one is not always enough to deliver the information to our students.

Thanks a lot,

Rudy Soto

Teaching the language system Glossary No. 6 Repetition: Reproduction of sounds and words together by several times to obtain accuracy at learning a language. Controlled practice: The way some exercises are monitored and managed in an activity with students, personalisation The deductive approach: In a deductive approach, students are given explanations or grammar rules, for example, and then, based on these explanations or rules, they make phrases and sentences using the new language. Isolating: To separate phonemes of a word or words separated in context to explain the sound or origin Cues: Tips or clues to understand meanings or explanations. The inductive approach: In a so-called inductive approach, things happen the other way round. In other words, instead of going from the rules to the examples, students see examples of language and try to work out the rules. Monolingual learnersâ&#x20AC;&#x2122; dictionaries: This is a type of dictionary designed to meet the reference needs of people learning a foreign language. MLDs are based on the premise that language-learners should progress from a bilingual dictionary to a monolingual one as they become more proficient in their target language, but that general-purpose dictionaries (aimed at native speakers) are inappropriate for their needs. Cognitive effort: The practice of knowledge to receive new concepts or information with abundant critical thinking. Time lines: The organization of events from a starting point to an ending one Check questions: To make sure questions are formulated correctly in a context. Intonation patterns: The way a teacher or a method draw lines or with the usage of figures to express and emphasize stress or identify a prominent word in a statement. Stress: Accent emphasized in word-vowel at speaking a language. Cuisenaire rods (small blocks of wood of different colours and lengths). Short term memory: A system for temporarily storing and managing information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension. Long-term memory: Information stored in the brain and retrievable over a long period of time, often over the entire life span of the individual (contrasted with short-term memory). Choral repetition: A whole group repeating words or sentences at once or unison. Semi-chorus: With the two halves each taking their turn to speak. Cue-response: Session to encourage controlled practice of the new language. Elicit: induce.

TASK FILE Chapter 6: Teaching the language system d

d I

I I

B Explaining meaning (pages 83-84) 1. How could you make sure that students understood the meaning o f the following words? a. To count: using mimics b. confused: facial and body expressions of confusion c. flower: draw a picture, show a picture d. dull: Mimic with a glass of water one full the other empty. e. stagger: Mimics f. teacher: Picture or flash card g. to promise: Mimics, body language h. under: Flash cards, propositions of place i. vehicle: Picture j. very: Diagram of intensity.

2. How could you ensure that students understood the meaning of the following language items? a. Ordinal numbers (1st, 2nd, 3rd, etc) By telling them where and when we use ordinal numbers, examples in avenues, streets, building-stories, school levels etc. b. „Do you like X?‟, „Yes, I do/No, I don‟t.‟ Showing them Likes and dislikes what they can enjoy or not. c. going to future („I‟m going to see my grandmother next week.‟) Drawing a timeline and explain that these are my future activities for sure. d. the first conditional („If it rains, we‟ll stay at home‟, „If I finish work early, I‟ll call you‟) I explain that there are always conditions to do something in the future. e. the past continuous („She was waiting at the station‟, „The government was preparing for war‟, etc) I say that that there was an action that was happening at a certain moment but it started and it finished at a certain point too.

C Explaining language construction (pages 84-85) How would you explain the construction o f the following structural items? (You can isolate, distort, use gesture, draw board diagrams, etc.) a. past tense negatives („They didn‟t feel good‟, „She didn‟t go to work‟, etc) Better to use diagrams and time lines for students to determine how people felt b. present simple, 3rd person („He sleeps‟, „She takes‟, „It hurts‟, etc) I would use mimics for the simple present. c. superlatives („best‟, „youngest‟, „prettiest‟, „most alarming‟, etc) I would use pictures and object or people to demonstrate differences in between and when to use comparative forms for two people or things and superlatives with more than two people or things. d. past passives („He was seen‟, „They were contacted‟, „It was designed by . . . ‟, etc) 58

I would use pictures, such as monuments, landmarks, places, buildings or objects that are handle by many hands to explain the passive forms. e. compound words with participles („walking stick‟, „running shoes‟, „laughing gas‟, etc) I would unite two objects or two words on the board to explain how they are related making two or more in one.

D Practice and controlled practice (pages 85-87) 1 Write six model sentences which you could use to practise the following structures. a adverbs of manner („wearily‟, „happily‟, „longingly‟, etc) b „must‟ and „mustn‟t‟ („You must take off your shoes‟, „You mustn‟t bring the dog‟, etc) c past simple („They laughed‟, „She cried‟, „It happened‟, etc) d prepositions of place („on‟, „in‟, „under‟) e the present perfect with „never‟ („He‟s never seen Mount Fuji‟, etc) 1. I happily helped that old lady crossing the street. 2. She longingly asked for health to god for her children. 3. They mustn‟t talk to the manager about the issue. 4. My dad laughed a lot that night. 5. The box is under that table. 6. I have never gone to any country in Europe. 2 Number the following actions to put them in order to make part of an effective cue-response drill. (The order of the flashcards is headache, stomachache, toothache.)

□Boris: He‟s got a toothache. 4 b □ Boris: He‟s got some toothache. 3 c □ Kim: She‟s got a headache. 1 d □ Maria: He‟s got a stomachache. 2 e □ (Teacher holds up a picture of a man with a toothache.) 7 □ (Teacher holds up picture of a woman with a headache.) 5 g □ (Teacher holds up picture ofsomeotie with a stomachache. 6 a

□ Teacher: Maria. i □ Teacher: Boris. h

□ Teacher: Good. 11 k □ Teacher: Kim. 8 1 □ Teacher: Some toothache? 7 m □ Teacher: Well done, Kim. 9 n □ Teacher: Yes, that‟s it. Good. 10 j

Examples of language system teaching (pages 87-96) Grammar Read the following text and answer the questions that follow: Archery Target

When I opened my eyes that morning, I knew I should have stayed asleep. My head felt terrible and when I got up, it felt worse. I lit a cigarette and dragged the electric razor across my chin. The noise it made hit the hangover in my brain like the ‘Dies Irae’ from Verdi’s Requiem - that’s the bit with the bass drum, the shrieking chorus, and the full orchestra for those of you who don’t know their Verdi. I hadn’t managed to sleep it off after all. It was going to be one hell of a day. As I opened the door the sunlight blasted into my eyes like a searchlight. It hurt. So did the jogger who sprinted past me as I stumbled into the street. I should have realised then that something was wrong. We didn’t get many joggers in our neighbourhood - certainly not ones with bright-green running suits. I staggered down towards the coffee shop for my morning coffee. I was moving at a snail’s pace, but even that was faster than Easy Eddie who I met shuffling along the sidewalk. He was always shuffling along the sidewalk and I had got used to him by now. Jeremy Harmer Howto

Teach English © Pearson Education Limited 2007 205

He gave me a cheerful greeting. I muttered ‘Hi.’ Someone strode past me and hurried down the street. He wasn’t wearing a running suit, he was wearing a morning suit - with a tail coat and a white bow tie. I reckoned I must be hallucinating. For the hundredth time I swore I’d never drink Bourbon again. I turned into Mission Boulevard and there she was. She was sauntering along on the other side of the street, colored like an archery target, with head held high and that innocent look of hers. Then, from the corner of my eye I saw the running suit again and suddenly the fog blew right out of my head. I knew what was going to happen! I dashed across the road, weaving in and out of the early taxis and the garbage trucks as they hit their klaxons and shouted curses at me. But I was too late. I just had time to see the

jogger stop her and the man with the morning suit touch her back - almost gently - and then they were gone. “Lauren, Lauren,” I called through dry lips. She seemed to hear. She turned her head in my direction and limped towards me and then she just kind of fell in a rustling heap right there on the sidewalk. By the time I reached her she was gone. I pulled another cigarette from the crushed packet in my pocket. One day, I swore, I’d give them up, but not now. Especially not now.

a What level could you use this text with? A/: Advanced Level b How would you use this text to revise/teach different ways of talking about the past?

I would use it to see if they are understanding the tenses that are inside the reading since they are so many I would ask them to explain each sentence and paragraph.

c How would you introduce the text? By asking them what bad experiences they have had in the past in which they have felt embarrassed or bad. d How would you get students to practise the different past tenses in the text? As I have mention by asking them what hard moments they have experienced and nice memories they remember and share with the other ones. e What other activities would you use with this text? Great TV shows, Funny seen movies, friends or relatives anecdotes and own good or bad experiences.

Pronunciation: intonation Look at these expressions of reaction to what people say and answer the questions which follow: That‟s fantastic! How interesting! Really? That‟s incredible! a How could you use the expressions to teach variations of pitch and intonation? It´ll depend how surprised we can be about the fact. b What level would this be appropriate for? It can be taught at any level since they are everyday and body language expressions Pronunciation: sounds. a Design an activity for elementary students to show how the letter „a‟ is pronounced, I will show a great display of images in which the letter A is pronounced in different ways depending of the semantic origin of the word. b What is the best way to teach the sounds /ae/ cat, / a / cut, and / d / cot to lower-intermediate By demonstrating the phones of each letter in this case the ”a” and the “u” sounds with a chart and making them pronounce the phonemes.

Vocabulary Look at the following list of words and answer the questions which follow:

attractive beautiful chubby emaciated fat flabby good-looking handsome hideous lean muscular nubile obese overweight plain pretty shapely sinewy skinny slender slight slim stout tanned thin ugly underweight voluptuous well-built a At what level would it be appropriate for students to concentrate on these vocabulary items? A/ Intermediate level b How could you get students to understand the meaning and connotation of the words? By reassuring if they have understood or provide more examples until they get it. c What aspects of the pronunciation of these words would you draw studentsâ&#x20AC;&#x; attention to? One of the most important ones is the stress of the word and the intonation involved in a sentence. d What kind of situations can you think of to get students using the new words? We as teachers need to involved them in the environment and cause the necessity of using them at the proper time and moment.

Jargon buster Copy the chart with your own definitions for the following terms (column 1) and explain their relevance to teaching (column 2).

Personalization Deductive approach Model Isolate Inductive approach Check questions Elicitation Minimal pair Error Slip Attempt False friend Developmental error

Your definition

Relevance to language learning/teaching

Assistance to each student individually

Creates a true meaningful confidence with the teacher

Set of grammar rules and charts

Establishes a great structure and word order

demonstrate

Students learn a lot with examples

Separate and detail

Provide more characteristics about an issue

Persuade students to get easily grammar

Students feel and experience the curiosity to learn more.

Answer hesitating students doubts

Assure the understanding of the content

Obtaining

The more they get the more they produce

is a pair of words that differ in a single phoneme

Provides more details about sounds of letters vowels

mistake

They have to be made to learn

to move, flow, pass, or go smoothly

Promote to another step

To try

The intentions is the most important thing to speak English

No friendly

To get support from anyone all the time but not for ever.

Errors caused by the process of learning

Important to consider human being learn by using this resource.

CASE STUDY Chapter tittle and No.

Chapter 6 Describing language

Homework nine Guatemala, August 2013

10. Description Teaching English with a methodology

The institution that I worked for in those days is a well know academy that I won’t mention its name for ethics, but they really have their own method and procedures to teach English, but the truth is that not all individuals learn with the same method, so we must apply the plan “B” or other to accomplish the objective, so while I was trying to use a different technique on that day, one of the quality control managers entered to my room and didn´t like the way I was teaching my class with different activities, and 63

even though I explained her why I was changing the full methodology she refused to hear me and whatÂ´s more she made a report of my teaching ways. I had a questionable afternoon that day, but fortunately the general principal interviewed my students and investigated how they were feeling with my services, and they let him know how comfortable they were with me, and at the end I was congratulated by the owner who told me that sometimes we must be in our students shoes and understand their necessities and to do the best for them; so talking about methodologies they are there to take the advantage of them whenever is necessary

11. Ilustration

[Año]

Universidad Mariano Gálvez Teaching Techniques III Licenciada Wendy Velásquez Career: Professionalization of Teaching of Middle High School Rudy Fernando Soto Tubac

Homework No. 7

Homework nine 65

Introduction The glossary words and a mind map in this case, represent more new techniques at reading strategy. We can say that we must classify the type of reading we have to project to our students by having a diagnostic test of the level they are in, so in this ways the projections of the reading will be more effective and meaningful for them, but it does not stop right there the fact of only a reading exercise by having a seat and concentrate there, it goes beyond there since we have to put ourselves in the students shoes that they want to have a nice recreation of the things they are imaging by having them to predict facts of they have in their hands, and bring them the proper schemata to them to produce and dramatize to make feel the interaction in class. It is really advisable to congregate these strategies well to obtain great results, taking in account that only one strategy is not always enough to deliver the information to our students more activities are required to obtain the goal or purpose.

By, Rudy Soto

Table of contents 1. Glossary No. 7 2. Task file lesson 3. Case study 4. Graphic organizer

Topic 7 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

1. Glossary Topic 7 Teaching Reading 67

Reading for pleasure - what Richard Day calls joyful reading. This is enhanced if students have a chance to choose what they want to read, if they are encouraged to read by the teacher, and if some opportunity is given for them to share their reading experiences. Genres: The differnt types of kinds of a category Authentic: Original Comprehensible input: Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. Reading levels: When we ask students to read, the success of the activity will often depend on the level of the text we are asking them to work with. Graded Readers: The readers are graded so that at different levels they use language appropriate for that level. Skim: An act of reading something quickly or superficially. Scan: Look at all parts of (something) carefully in order to detect some feature. Tasks: To Do activities especially at studies. Level of Challenge: How difficult a student can find a Reading that is not related to his/her level of knowledge. Webquest. In a webquest, students visit various websites (pre-determined by the teacher) in order to find information to use in a class project. UFO: Unknown flying object Reassemble: To assemble again or to rearrange an object by its pieces. Lexis: The technical application of a great amount of a language words appropriately in context or by spoken language. Play extracts: Students read an extract from a play or film and, after ensuring that they understand it and analyzing its construction, they have to work on acting it out. Feedback: To evaluate studentâ&#x20AC;&#x;s achievements by telling them their assertiveness and weaknesses. Encouraging students to read extensively: If, as we said at the beginning of this chapter, we want students to read extensively, using simplified readers at pre-advanced levels, then we need to have systems in place to help them do this. Different responses: there are many things students can do with a reading text apart from answering comprehension questions with sentences, saying whether something is true or false or finding particular words in the text. Predicting from words and pictures: Students are given a number of words from a text. Working in groups, they have to predict what kind of a text they are going to read - or what story the text tells. Genre Analysis: Where they look at the construction of a number of different examples of, say, magazine advertisements in order to work out how they are typically constructed. Using newspapers: There is almost no limit to the kinds of activity which can be done with newspapers (or their online equivalents).

News paper article

Very useful practice of simple present daily life

American Literature

Useful students appreciate the great writer in America

Text book History

Useful, Ss see the usage of the past tense in context.

Subtitled movie Conducting a game

Students compare the literal way to translate languages Students pay attention in how to perform a game in English readings

Intermediate Level

Intermediate to advanced level

Intensive

Reported speech dialog Reading for comprehension

Associate it with their own Experiences in the past

Documentary Reading for pleasure

The investigate more and compare the information

1. Intermediate to advanced level 2. Comment and investigate more with an doctor or an expert to have a discussion 3. By asking them if they have suffered or experienced some similar stories presented. 4. The emphatic language will lead them to understand better besides the original spoken language 5. I would have asked them if they have understood and explain the reading by segments or paragraphs.

E Encouraging students to read extensively (pages 109-110) 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.

Category of reading (types)

Sharing of the things they will talk.

Science Studies

learning details about our body

Based on original experiences

Great thinkers to transmit info

To see the level of the student for level

To understand if the student belong there

Investigations using the web sites

Experiment and share information

Difficult readings

Help to reading comprenhension

Modify Poems

they inspire to go more with feelings

CASE STUDY Chapter tittle and No.

Chapter 7 Teaching Reading

Homework nine Guatemala, March 2005

12. Description Meaningful way to teach reading skills

This early year of my life at teaching I wanted to teach how to read to some female students in Villa Nueva, Guatemala but I did not have a great depurated procedure to do it, and the worse I was correcting my students every time they made a mistake in pronunciation and I asked them many questions why they were reading that way with so many mistakes, and of course the girls started to hate me since I did not have any good plan to correct and make the activity in a fun way. At the end they complained about me with the principal about my attitude and of course I was called to correct my ways of teaching that I considered it was appropriate for that level I say they were all students to be secretaries. 72

At the end of this case I have to mention that I visited experts to guide me how to do better reading activities on that year and I keep learning as much as I can thank you very much to read my case study.

13. Ilustration

Teaching Reading Mind map

[Año] Universidad Mariano Gálvez Teaching Techniques III Licenciada Wendy Velásquez Career: Professionalization of Teaching of Middle High School Rudy Fernando Soto Tubac

Homework No. 9

Homework nine 75

Introduction Speaking is one of the most difficult skill that any teacher can face at the time of teaching it, since we can have in this country only native Spanish speakers because they use their mother tongue and it causes interference at the time people want to perform a new language, since this tool can be a challenge to communicate with the rest of the world, so we as teacher we most know the culture and the grammar translation more detailed than any other person in the world. This document has been made to understand the best ways to transmit English more technical and precise than the ordinary or routinely way. I have enjoyed making and reading about this topic since is my everyday objective to have my students apply this language but now I can say with more base techniques and approaches that are going to lead me to be a better instructor.

By, Rudy Soto

Teaching speaking Glossary chapter No.9      

Reasons for teaching Speaking Speaking sequences Discussion More speaking suggestions Correcting speaking What teachers do during a speaking activity

Purpose: Object. speaking-as-skill, where there is a task to complete and speaking is the way to complete it. Simulations: Pretend to be one or more characters in a dramatization or a play. Role-plays: Imitate characters or performers during a play or interpretation. Role-cards: Cards given to students to perform a given activity among them. Buzz groups: To explore the discussion topic before organizing a discussion with the whole class. Information-gap activities: An information gap is where two speakers have different bits of information, and they can only complete the whole picture by sharing that information because they have different information, there is a „gap‟ between them. Telling stories: We spend a lot of our time telling other people stories and anecdotes about what happened to us and other people. Students need to be able to tell stories in English, too. Story reconstruction: Story recreation or remade of a story or tale. Retell stories: Have students repeat whatever they have understood about a story read or listened Favorite objects: A variation on getting students to tell personal stories (but which may also involve a lot of storytelling) is an activity in which students are asked to talk about their favorite objects (things like MP3 players, objects with sentimental value, instruments, clothes, jewelry, pictures, etc). Meeting and greeting: Students role-play a formal/business social occasion where they meet a number of people and introduce themselves. Surveys: Surveys can be used to get students interviewing each other.

Famous people: Students think of five famous people. They have to decide on the perfect gift for each person. Student presentations: Individual students give a talk on a given topic or person. In order for this to work for the individual (and for the rest of the class), time must be given for the student to gather information and structure it accordingly. Balloon debate: a group of students are in the basket of a balloon which is losing air. Moral dilemmas: students are presented with a „moral dilemma‟ and asked to come to a decision about how to resolve Gentle Correction This kind of Some teachers who have a good relationship with their students can intervene appropriately during a speaking activity if they do it in a quiet nonobtrusive way. What teachers do during a speaking activity: Some teachers get very involved with their students during a speaking activity and want to participate in the activity themselves! They may argue forcefully in a discussion or get fascinated by a role-play and start „playing‟ themselves.

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a. All levels b. yes, I will since i am able to understand what to do. c. To deviate the main topic with another not considered before d. I must capture their attention with great stories. e. At first, what they have experience as a speech and later what they should have done. 2. a, Vistit to atravel agent. The news on TV. b. Las Vegas documentary c. Discovery Channel. d. Go Hide and seek. c. Investigations at Wikipedia.

C. More speaking suggestions 1. 1. Perdita 2. A security agent. 3. A manager or administrator. 4, The judge 5. people at the court or event.

2, 1. I will use first picture about the pollution in the world. 2. I will use the second picture to show the power of animals if they need more places to live in an intermediate level.

Practice intensively

More accuracy at tasks

A way to declare their knowledge Cooperative team work To take part at exemplifying To imitate or participate as one Description of the task to interpret To find out how to role model.

To focus in a real life situation Feel the precise moment of a fact

To facilitate the idea of a task To become in a great member in a team

To interpret a situation with schema They increase their imagination To recreate an occasion well detailed

To bring more ideas and add more imagination

Graphic organizer

CASE STUDY Chapter tittle and No.

Chapter 9 Teaching Speaking

Homework nine Guatemala, April 2016

14. Description Confusion from students which mother tongue is Spanish or others

One day I was trying to explaining the great difference of using pronouns in Guatemala with the English language and for sure I felt that t was so hard to explain that un Spanish we use the verbs with the pronoun inside at every tense and it is very hard as well to teach how to use the possessive nouns as well there is a lot to teach with patience to students to refuse the idea of having some differences for each language to produce at speaking, any way we have to explain that we are dealing with a different language than the one they are used to.

15. Ilustration

[Año]

Universidad Mariano Gálvez Teaching Techniques III Licenciada Wendy Velásquez

Career: Professionalization of Teaching of Middle High School Rudy Fernando Soto Tubac

Homework No. 10

Homework nine 85

Introduction Listening is one of the most difficult skill too that any teacher can face at the time of teaching it, even in our own language this skill can be very difficult so to teach this ability it is considered as an art completely. When listening to somebody speaking at a normal rate at any language, can be considered the speed and the clear ideas a person can deliver to us, and not only face to face but also when having a material used to show the listening task, so we same strategies to cover these necessities in this compilation of great resources at the time to explain this wonderful tool for students. Learning how to teach it is a skill that teachers can not miss.

By, Rudy Soto

Teaching Listening Glossary chapter No.10      

Reasons for teaching Speaking Speaking sequences Discussion More speaking suggestions Correcting speaking What teachers do during a speaking activity

Regional Varieties is when just one country, it is obvious that the different Englishes around the world will be many and varied. Different kinds of listening A distinction can be drawn between intensive and extensive listening. As with reading, the latter refers to listening which the students often do away from the classroom, for pleasure or some other reason. Recorded Extracts - on CD, tape or via MP3 players of some kind. Live Listening, the name given to real-life face-to-face encounters in the classroom. Authentic speech: It is speech not spoken just for language learners – in other words, it is language spoken for native- or competent speakers of English, with no concessions made for the learner. Listening skills: Students need to be able to listen to a variety of things in a number of different ways Paralinguistic Clues: Such as intonation in order to understand mood and meaning. Specific information: (such as times, platform numbers, etc), and sometimes for more general understanding (when they are listening to a story or interacting in a social conversation). A lot will depend on the particular genres they are working with. Listening Principles: Principle 1: Encourage students to listen as often and as much as possible. The more students listen, the better they get at listening - and the better they get at understanding pronunciation and at using it appropriately themselves. Listening sequences: The following listening sequences are pitched at different levels. As with all other skillbased sequences, they will often lead into work on other skills or present opportunities for language study and further activation of some kind.

Follow-Up Question: A question which follows on from the interviewee‟s first answer. This means that students are forced to listen carefully to the first answer. More listening suggestions: JH Jigsaw listening: in three groups, students listen to three different tapes, all of which are about the same thing (witness reports after an accident or a crime, phone conversations arranging a meeting, different news stories which explain a strange event, etc). Message-taking: students listen to a phone message being given. They have to write down the message on a message pad. Music and sound effects: Although most audio tracks consist of speech, we can also use music and sound effects. Songs are very useful because, if we choose them well, they can be very engaging. News and other radio genres: Students listen to a news broadcast and have to say which topics from a list occur in the bulletin and in which order. Poetry: poetry can be used in a number of ways. Students can listen to poems being read aloud and say what mood they convey (or what colour they suggest to them). Stories: a major speaking genre is storytelling. When students listen to people telling stories, there are a number of things we can have them do. Monologues: various monologue genres can be used for different listening tasks. For example, we can ask students to listen to lectures and take notes. Play the video without sound: Students and teacher discuss what they see and what clues it gives them, and then they guess what the characters are actually saying. Play The Audio Without The Picture: This reverses the previous procedure. While the students listen, they try to judge where the speakers are, what they look like, what‟s going on, etc. When they have predicted this, they listen again, this time with the visual images as well. Freeze frame: The teacher presses the pause button and asks the students what‟s going to happen next. Dividing the class in half: Half the class face the screen. The other half sit with their backs to it. The „screen‟ half describe the visual images to the „wall‟ half.

TASK FILE

Dialog TV show pronunciation Vintage Movie Broadcaster programs reports Music and Documentaries

CD player audio dialog (pair work) TV show (Friends) series

Role play at all levels Cultural diversity

DVD player Movie (Indiana Jones) Radio Kiss FM daily programming.

fluidity and intonation details Great accent and daily life

YouTube videos of music.

Diversity of culture and accent

Advantages

Disavantages

Whole-class grouping

All are paying attention at once

Some can not listen the same

Groupwork

The group can listen to everything

But another group will discuss in a different way

Pairwork

They can have support to one another but â&#x20AC;Ś.

They only memorize a dialog as only one situation, that can happen or not to any of them

Solowork

A person can listen consciously and evaluates how good they can be I Englisn

Hard to describe or ask to someone else what is happening with his story.

is an approach to communication, personal development, and psychotherapy created United States in the 1970s. Its creators claim a connection between the neurological processes (neuro-), language (linguistic) and behavioral patterns learned through experience ( To use ways students learn better

Estimuli of the senses

Students learn in their own intelligence capacities

To memorize a task

It retains fluidity and pronunciation

Faster Leaning and meaningful learning

The practice makes the master

Teaching Listening Mind map

CASE STUDY Chapter tittle and No.

Chapter 10 Teaching Speaking

Homework nine Guatemala, April 2011

16. Description 17. People get confused with only one word

When teaching a listening skill one day some students tended to confuse the whole listening task because they did not understand a single word in a small paragraph, so it was so convenient for me that day to teach and explain that they should have focused in the topic as a whole and no getting inspired or confused by only one word of course it was so difficult for them to understand that so I helped them by repeating the exerciser in sentences one by one, it was so hard but anyways I understood not all learn the same.

18. Ilustration

Here you will find the space to upload the file with the following assignments (PDF format) 1. Glossary 2. Task file lesson 3. Case study 4. Graphic organizer MIXED-ABILITY groups where different individuals are at different levels and have different abilities. DIFFERENTIATION - in other words, treating some students differently from others. USE WORKSHEETS One solution is for teachers to hand out worksheets for many of the tasks which they would normally do with the whole class, if the class was smaller. USE PAIRWORK AND GROUPWORK In large classes, pairwork and groupwork play an important part since they maximize student participation. USE CHORUS REACTION Since it becomes difficult to use a lot of individual repetition and controlled practice in a big group, it may be more appropriate to use students in chorus. USE GROUP LEADERS Teachers can enlist the help of a few group leaders. They can be used to hand out copies, check that everyone in their group (or row or half) has understood a task, collect work and give feedback. THINK ABOUT VISION AND ACOUSTICS Big classes are often (but not always) in big rooms. Teachers should ensure that what they show or write can be seen and that what they say or play to the whole group can be heard. USE THE SIZE O F THE GROUP TO YOUR ADVANTAGE Big groups have disadvantages of course, but they also have one main advantage – they are bigger, so that humour, for example, is funnier, drama is more dramatic, a good class feeling is warmer and more enveloping. TALK TO THEM ABOUT THE ISSUES Teachers can discuss with students how they should all feel about using English and/or their own language in the class. ENCOURAGE THEM TO USE ENGLISH APPROPRIATELY Teachers should make it clear that there is not a total ban on the students‟ own language – it depends on what‟s happening. 94

ONLY RESPOND TO ENGLISH USE Teachers can make it clear by their behaviour that they want to hear English. They can ignore what students say in their own language. WHAT IF STUDENTS DON’T DO HOMEWORK? We know that homework is good for students. After all, the more time they spend working with English, the better they get at it. Yet homework is often a dispiriting affair. MAKE IT FUN We can give out homework tasks in envelopes or send them in emails. We can have students do some serious things, yes, but include some slightly crazy tasks too. Homework will then become something that students want to be involved in. RESPECT HOMEWORK It is especially inappropriate if they give homework in on time but the teacher keeps forgetting to mark it and hand it back. Students need to know that the effort they make in doing the tasks will be reciprocated by the teacher. MAKE POST-HOMEWORK PRODUCTIVE Students are unlikely to develop much respect for the teacher‟s comments if, when marked homework is handed back, they are not encouraged to look at the feedback to see how they might make corrections. DEAL WITH THE BEHAVIOUR, NOT THE STUDENT When problem behaviour occurs, therefore, we need to act immediately and stop it from continuing. As far as possible, we need to deal with the student or students who are causing difficulties by talking to them away from the whole class. BE EVEN-HANDED The way we deal with problem behaviour has an effect not just on the student who is causing trouble, but also on the whole class. All the students watch how we react to uncooperative students and come to their own conclusions about how effective we are. GO FORWARD The best way to deal with problem behaviour is to work out what will happen next. Rather than focusing only on what a student has done, we need to see how their behaviour can be improved in the future. USE ANY MEANS O F COMMUNICATION We can talk to students individually. We can discuss the problem via email, or send a „letter‟ to the class explaining ENLIST HELP Teachers should not have to suffer on their own! They should talk to colleagues and, if possible, get a friend to come and observe the class to see if they notice things that the teacher him- or herself is not aware of. Finally, of course, they may need to rely on higher authority and the school or institute‟s behaviour policy.

a) Mixed ability classes demonstrate how experienced and prepared the teacher is. b) Mixed ability classes provide many ways to motivate students to participate and avoid the lack of it. c) Classes must be full of varied activities. 2. a) Roll plays are great for students to participate even by reading and later to do something similar and fun even though they do not do it accurately. b) Ask them to watch and search some videos at youtube.com and ask them to describe their video first, and second ask them to write and use vocabulary words. c) I will ask them to discuss about great habit and bad habits when driving a car so they can ask about a great amount of words to fix what they want to discuss about, and they may applied and argue these habit and why people hate to have an uncomfortable situation with other drivers on the street. d) have students to read it and practice intonation, stress and accent so this way will provide the way the author relates the words with structure in a rhyme way. e) I would challenge them to find mistakes in context of the level when reading a paragraph even with grammar order, spelling of words, punctuation marks and new vocabulary words so they can investigate and help the other if they have everything correctly.

f) First of all is to congratulate students for their work by checking and telling them that are doing great but they can improve and signaling what their mistakes are.

Individual participation. Pair work. Audio system to play native accent. Video projector Small groups presentations every day Groups not larger than 3 for each one

Groups of four or five the biggest Monitor students Audio system Video system with audio Small groups once in while or pair work Very seldom individual activities.

a) With big groups the voice projection is really necessary so everybody can hear clearly. b) Big gropus always walking through the rows and changing the the seating setting. Small groups in front but having a lot of participation of the students in from of the class. c) The tools to use must be always there because they are visual items that bring a lot of ideas when learning. d) Listening is a great tool to get the students used to the new sounds in English.

1 1. Teaching how to say the thing they need to say in English all the time and motivate them. 2. Tell them they improvements in the language 3. Let them know that they had better look for new challenges and that they are so capable to do it. 4. Always regarding them how important the language is in the whole word. 5. Let them know that nothing is impossible for a smart student they need to be willing to make a great effort. 2 a). Explain them that dialogs bring fluency, stress and intonation so they will get a lot by doing the task without Spanish. b) Assist them to have more coordination of words and vocabulary by giving examples in English all the time. c) Encourage them to use an Englishâ&#x20AC;&#x201D;English dictionary for more words and synonyms. d) Me as a teacher ask them I they get the instructions or require from them to explain what the task is about. e) Have them collect them as many ideas they can to organize them in a proper order to write so they consult vocabulary and proper order from structures. f) Request the students to ask question in an understandable level with basic vocabulary so the others can participate actively in the meeting.

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Students: 1.- The partnersâ&#x20AC;&#x2122; reactions, if they will make fun of them 2. Making mistakes is one of the most common ones 3. Ss find pronunciation difficult 4. Native language interferes in translations and structure. 5. Lack of vocabulary words. Teacher: 1.- Ss find pronunciation difficult. 2. Native language interferes in translations and structure. 3. The partnersâ&#x20AC;&#x2122; reactions, if they will make fun of them. 4. Making mistakes is one of the most common ones to refuse students to speak. 5. Lack of vocabulary words. Confidence and motivation take part in this contract, but better to allow students to know that this is a process of learning and that it takes time, comprehension help, and understanding are part of the contract.

Demonstrate that they are able to speak the language with themselves. Say that nobody is perfect Let them know that the practice makes it perfect

It feels great to understand and speak other language Mistakes have to be made to be corrected Nothing is impossible just practice makes it better every time.

a What problems, if any, would you expect students to have with this tape? (The speaker uses a â&#x20AC;&#x17E;British northern Englishâ&#x20AC;&#x; variety o f English; she speaks reasonably clearly, but with many topic shifts, etc.) b What action would you take to counter these problems?

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