ppt.
http://www.mediafire.com/?yig8pmkb48vuqct
syllabus
http://www.mediafire.com/?zu62kr9vw13iqxq
Thursday, December 1, 2011
Thursday, October 27, 2011
Wednesday, September 21, 2011
Tuesday, September 20, 2011
Sunday, July 3, 2011
Monday, May 30, 2011
Tuesday, May 17, 2011
Questions for Discussion Box 5.2 (group of 3) Class 5/17/2011
1.- Some techniques are more popular than others. What are they, and can you account for their popularity?
In our opinion, we think that the more popular techniques are: translation, concise definition, context, synonyms. We think that context and synonyms are very good techniques to make understand a student the meaning of a word. This way, it's difficult that a student get confused.
2.- Are there techniques that are particularly appropriate for the presentation of certain types of words?
Yes. For example, we think that detailes description is a very good way to teach vocabulary. You can describe animals, plants, furnitures, etc. With context technique, we can teach connectives. With illustration we can teach countries and places. All is in finding the correct technique for each vocabulary item.
3.- Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young/adult, beginner/advances, different background cultures)?
Yes, there is. For a children who is 8 or 9 years old a picture is more attractive than a definition. For english students (like us) definitions (in second language) are more useful than pictures, because we learn and practice vocabulary itself. On the other hand, for an adult, who has a lot of things to do apart of learning english, we think that context - synonyms and antonyms could be more effective than definitions.
4.- Do you, as an individual, find that you prefer some kinds of techniques and tend to avoid others? Which? and Why?
We prefer illustration, because is easier to make understand to the children when they don't dominate the language very well. A concise definition, thinking in public school students, we think we should avoid, because it could be hard for them to learn and understand. Hyponyms - synonyms - antonyms are good ways to contrast or give other word for the same meaning. We think that translation technique is the less effective of all, because students just don't learn. It's boring and less significative for them.
In our opinion, we think that the more popular techniques are: translation, concise definition, context, synonyms. We think that context and synonyms are very good techniques to make understand a student the meaning of a word. This way, it's difficult that a student get confused.
2.- Are there techniques that are particularly appropriate for the presentation of certain types of words?
Yes. For example, we think that detailes description is a very good way to teach vocabulary. You can describe animals, plants, furnitures, etc. With context technique, we can teach connectives. With illustration we can teach countries and places. All is in finding the correct technique for each vocabulary item.
3.- Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young/adult, beginner/advances, different background cultures)?
Yes, there is. For a children who is 8 or 9 years old a picture is more attractive than a definition. For english students (like us) definitions (in second language) are more useful than pictures, because we learn and practice vocabulary itself. On the other hand, for an adult, who has a lot of things to do apart of learning english, we think that context - synonyms and antonyms could be more effective than definitions.
4.- Do you, as an individual, find that you prefer some kinds of techniques and tend to avoid others? Which? and Why?
We prefer illustration, because is easier to make understand to the children when they don't dominate the language very well. A concise definition, thinking in public school students, we think we should avoid, because it could be hard for them to learn and understand. Hyponyms - synonyms - antonyms are good ways to contrast or give other word for the same meaning. We think that translation technique is the less effective of all, because students just don't learn. It's boring and less significative for them.
Suplementary Materials
we can use supplementary materials to increase the student's learning. Supplementary materials include the following:
1. Flashcards: These are used to increase the student's learning in a visual way, it helps them associate words with pictures.
2. Blogs: Blogs are used for students to express their opinion and explain what they have learned in their own words.
3. Online Games: Some online games can be used to teach English in a fun way that will keep the students motivated.
Monday, May 16, 2011
BOX13.2: CRITERIA FOR COURSEBOOK ASSESSMENT
BOX13.2: CRITERIA FOR COURSEBOOK ASSESSMENT(English Adventure student book 4)
N° | Criterion | |
1- | Objectives explicitly laid out in an introduction, and implemented in the material | 6 |
2- | Approach educationally and socially acceptable to target community | 6 |
3- | Clear attractive layout; print easy to read | 7 |
4- | Appropriate visual materials available | 7 |
5- | Interesting topics and tasks | 7 |
6- | Varied topics and tasks, so as to provide for different learner levels, learning styles, interest, etc | 5 |
7- | Clear inst5ructions | 7 |
8- | Systematic coverage of syllabus | 7 |
9- | Content clearly organized and graded (sequenced by difficulty) | 7 |
10- | Periodic review and test sections | 3 |
11- | Plenty of authentic language | 7 |
12- | Good pronunciation explanation and practice | 7 |
13- | Good vocabulary explanation and practice | 7 |
14- | Good grammar presentation and practice | 5 |
15- | Fluency practice in all four skills | 5 |
16- | Encourages learners to develop own learning strategies and to become independent in their learning | 5 |
17- | Adequate guidance for the teacher; not too heavy preparation load | 3 |
18- | Audio cassettes | 6 |
19- | Readily available locally | 4 |
I used a scale of one to seven, the highest point means the course book carry out with the most appropriate criterion.
I think the course book in general is very interesting because it has a lot of pictures, for example it has Disney´s pictures and that is funny for children, every one of them have watched some Disney´s movie and it attracts the attention of the learners and it allows the teacher make a good class.
Monday, April 11, 2011
Syllabus and Test Techniques
Syllabus
It's basically a list that is ordered by date and general topic, which serves as a general outline of a particular course. Some basic components and characteristics of the syllabus are:
1. Time Schedule: It can be based on the content to be reviewed from class to class or a specific test date.
2. Materials: This refers to the materials that will be used in the course, such as required or optional books.
3. Evaluation Breakdown: We can see what the grading system is composed of, for example the number of tests and the amount of weight each one has to come up with the final grade.
4. Objectives: It should specify what the student should be able to accomplish at the end of the semester.
5. Policies: Rules that are explained in case of an absence or any other situation that the student could face during the semester.
6. Basic Information: In this category we can include information about the institution and teacher contact information.
Test Techniques
I think the most effective test techniques are Questions and answers because this technique make it possible that the students think, analyze and combine ideas for her answers.“True and False” could be effective test because when the sentence is false the student should write why it is wrong, and the last is “Dictation” because the teacher could see if the student is capable of listen and write the information.
The least effective test technique is “Matching” because it not always prove if the student know, a lot of choices of the students could be by chance.
We also can add other ways to evaluate like projects for example oral production like debate, oral presentation and we can evaluate it with rubrics.
For example:
For example:
Tuesday, April 5, 2011
Activity 1 We would present this activity to the students in the following matter:
1. Ok students, today we’re going to play a game.
2. I’m going to show you some pictures
3. I’ll show you the picture from a different view
4. You have to try to guess what the picture is
5. If you don’t know what it is, say I don’t know or I have no idea or try it at least
6. Then I will show you the picture of the object and we can compare answers
7. For example, what is this?
8.
9. It’s a _______________ x5
10. Show picture
11.
12. It’s a bottle
Monday, April 4, 2011
Learner Differencces (class 03/28/11)
Box 19.1 //Check This Entry//
I think the motivation is essential for success in language learning, every one of us have differents motivations, some people want to learn because they want to be professionals like a teacher, translator, interpreter etc. or they want to travel, work maybe is a challenge personal. every one of us know our motivations.
Some people have aptitudes for learn other language I think is important because is a help for the person, but it is not the most important in the language learning.
You can have habilities to learn but if you dont have the perseverance your aptitudes are useless.
Some time we appreciate the things most difficult for us, these could be a motivation.
2-What characteristics and behaviours do you associate with the image of a motivated learner?
Box 20.2 Survey of student opinion
1 - Number of people: Six people
2- Most popular choices: There were the number 2 (it is important for a teacher to care a lot about his/her teaching) and the number 4 (a good teacher treats his/her students with fairness and respect.)
1-How important do you think motivation is for succes in language learning, compared to, for example, language aptitude?
I think the motivation is essential for success in language learning, every one of us have differents motivations, some people want to learn because they want to be professionals like a teacher, translator, interpreter etc. or they want to travel, work maybe is a challenge personal. every one of us know our motivations.
Some people have aptitudes for learn other language I think is important because is a help for the person, but it is not the most important in the language learning.
You can have habilities to learn but if you dont have the perseverance your aptitudes are useless.
Some time we appreciate the things most difficult for us, these could be a motivation.
2-What characteristics and behaviours do you associate with the image of a motivated learner?
A responsible and persistent person. I think these people learn about their bad calification, errors and also they will study most for the next time, their knowledges are reflected day to day.
1 - Number of people: Six people
2- Most popular choices: There were the number 2 (it is important for a teacher to care a lot about his/her teaching) and the number 4 (a good teacher treats his/her students with fairness and respect.) 3- Least popular options: There was the number 16 (a good teacher uses corporal punishment occasionally.)
4- A possible explanation for the most popular choices, I think my classmates chose the number 2 maybe like students we need that the teachers give us a good teaching and as future teachers we must to care a lot about our teaching, because the form of teaching could change the learning of the students and about to the number 4 I think all good teacher must respect to her student. In the classroom must has a good environment for learn.
5- Least popular options: There was the number 16 (a good teacher uses corporal punishment occasionally.) About this point I think a teacher can not uses corporal punishment, that would be a great mistake.
Sunday, April 3, 2011
Personality Test (Myers Briggs) (class 03/22/11)
You are
Slightly expressed introvert
Moderately expressed intuituve personality
Slightly expressed feeling personality
Moderately expressed judging personality
Personality Factors in a Second Language Acquisition Class 03/21/11
There are many factors that influence in a second language acquisition, but is difficult to describe the affective domain. A large number of variables are implied in considering the emotional side of human behaviour in the second language learning process.
Each one of these factors explains the process how these factors influence in a second language acquisition.
Each one of these factors explains the process how these factors influence in a second language acquisition.
These factors are affective domain, Inhibition, risk-taking, anxiety, empathy, extroversion and motivation.
Second Language Acquisition (SLA)
Class 03/17/11 //Check This Entry//
When we acquire other language there are a lot of barriers that we find in the way, these could dull the learning.These barriers could be: insufficient time, dull text books, affective factor, other things going on, every day communicative requirements are in the first language.
The acquisition of the language is a natural place, for example when people go to live to the country, they acquire the language. It is different when this people learn other language because this is in an artificial place, for example in a classroom with a teacher.
There are methods for help this process, next I show to you a map where you understand this process.
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