Unit 18 - Assesment types

Importance

Assesment: evaluating students performance and we assess for different reasons. We have formal and informal assessment. Formal is through tests or exams. Informal is through observation.

Reasons for assessment:

1.- Diagnostic test: to diagnose what students know and what they do not know.

2.- Placement test: when students go to an open course in a school, they take this to know in which level they might start.

3.- Progess test: students take it after finishing a part of a course to check what they have learned so far.

4.- Continuos assessment: teacher gives students pieces of work to assess all the time their knowledge.

5.- Achievement test: students take it at the end of a course to check the whole course knowledge.

6.- Proficiency test: students take it to test their skills or abilities to use the whole language as natives.

How to teach

For all these tests we can use: multiple choice, interviews, gap-filling, completion or reading for specific information.

It is important for us as teachers to know the different types of tests so we cna apply them to our students and make the leraning process more efficient.

References:

http://www.edudemic.com/the-6-types-of-assessments-and-how-theyre-changing/
http://www.misd.k12.mi.us/departments/curriculum/instructionalservices/assessment/typesofassessment/

Unit 17 - Practice activities and tasks for language and skills development

Importance

These activities and tasks are to make students practice and expand their use of language such as vocabulary, grammar or sub-skills of reading, speaking, writing, listening.

Controlled activities: activities focused on accuracy and fomr, students can make mistakes and they are controlled by the teacher.

Free activities: activities where students can choose the language they are willing to use, so teachers may not predict students´ language. They are focused on fluency and interaction.

Freer activities: activities in which teacher can predict what language students are going to use.

How to teach

Controlled activities: copying words, drills, jazz chants.

Free activities: recalling, rank ordering, writing emails, stories, letters, invitations, etc.

Freer activities: role-plays, information gap, sentence completion, gap filling, surveys.

 

References:

http://www.headsupenglish.com/index.php/esl-articles/esl-lesson-structure/310-controlled-to-free-activities
http://www.jumpstart.com/parents/activities/classroom-activities
http://www.eslhq.com/forums/esl-forums/teaching-esl/controlled-uncontrolled-classroom-activity-game-15633/

Unit 16 - Presentation techniques and introductory activities

 Importance

Presentation Techniques: ways a teacher make students focus on meaning and for.

Introductory activities: activities to introduce a lesson or topic.

In a lesson plan there are aims and procedures; we are going to base on PPP and TBL.

How to teach

In PPP a lesson plan must follow this procedure. Teacher presents the aim, presents a situation with the target language, teacher practices previous language with students, teacher models the new language, students repeat in a choral drill, teacher explains the use of the new language, teacher asks students concept questions, teacher do activities along with students to practice the new language.

In TBL a lesson plan must follow this procedure: Teacher present aims, puts meaning in a situation, gives students a task to do, teacher and students discuss problems with the language and students practice a little bit more.

In PPP and TBL we can also use readings, visual aids, miming, warm ups or ice breakers.

References:

Presentation Techniques: 6 Secrets To Giving Amazing Presentations
Barker, E. (2014). Presentation Techniques: 6 Secrets To Giving Amazing Presentations. TIME.com. Retrieved 6 December 2014, from http://time.com/2903011/tips-perfect-presentation/

Gallo, C.
10 Presentation Techniques You Can (And Should) Copy From Apple's WWDC Keynote
Gallo, C. (2013). 10 Presentation Techniques You Can (And Should) Copy From Apple's WWDC Keynote. Forbes. Retrieved 6 December 2014, from http://www.forbes.com/sites/carminegallo/2013/06/11/ten-presentation-techniques-you-can-and-should-copy-from-apples-wwdc-keynote/

Jan.ucc.nau.edu
Introductory Activities
Jan.ucc.nau.edu,. (2014). Introductory Activities. Retrieved 6 December 2014, from http://jan.ucc.nau.edu/lsn/OnlineFacilitator/introd

Unit 15 - Approaches to Language Teaching

Importance

An approach to Language Teaching is our view of the language and how it takes place in the learning process.

Approaches

Presentation, practice, Production: Teacher presents the topic, makes students practice and then makes them produce it.

Lexical Approach: Vocabulary is the main focus, so language is learnt with chunks as a complete unit. Writing and speaking are focused too.

Functional Approach: Based on functions, communicative activities and also PPP phases.

Communicative Approach: Communication is the main focus, the lesson focuses on tasks based on functions, grammar and vocabulary. Fluency is more important than accuracy.

Grammar translation: Main focus are grammaical rules and memorization. So grammar and vocabulary are analyzed.

Total physical response: Grammar and vocabulary are the main focus. Learners are exposed to the language items and then perform them physically.

Guided discovery: Based on grammatical rules. Students analyze patterns and work them out.

Content based learning: Grammar, vocabulary and skills are important.

Content and language integrated learning: Main focus are skills, discourse, lexis, grammar and fucntions.

How to teach

PPP: It can be taught through role-plays, miming, drills, information gap activities.

Lexical Approach: By presenting students written or spoken texts in the classroom, also using chunks.

Functional Approach: Communicative activities such as role-plays, discussions, debates.

Communicative Approach: Teacher can use realia and authentic materials to make students talk about it.

Grammar translation: translating texts or isolated words from L1 to L2.

Total Physical response: exercises to practice vocabulary. For example: "open the door" "Close your book" accompanied by the physical action.

Guided discovery: Teacher presents the grammar and then asks students to analyze and find out the rules.

Content based learning: Teacher presents topics related to school subjetcs or the world in general and students analyze grammar according to the topics.

Content and language integrated learning: as in the previous teacher introduces some topics and then the grammar.

References: 

Language Teaching Approaches and Methods. Retrieved 6 December 2014, from http://www.slideshare.net/emma.a/language-teaching-approaches-and-methods

Slideshare.net,. (2014). Approaches and methods in language teaching. Retrieved 6 December 2014, from http://www.slideshare.net/OderayQuijada/approaches-and-methods-in-language-teaching-

Unit 14 - Learners´ needs

Importance

Personal needs: security, challenge, support, praise, movement goals, learning expectations and psychological and physical needs. Of course, it depends on age, gender, cultural background, interests, motivation or personality.

Learning needs: ways of learning, specific, target language, language sub skills, startegies and autonomy. It depends on past languae, proficiency, level of skills, level of knowledge, time, etc.

Professional needs: specific vocabulary, grammar, functions, text types and skills. It depends on prfessional language or requirements in jobs.

All these factors can influence in the students´ learning process since they need all of them very well developed in class by the teacher for students to learn efficiently.

How to teach

Teacher may include in the class activities that encourage students to learn and stay in class. Also teacher must make them feel safe and active all the time. it is the job of the teacher to apply methodologies for teaching the language in the way students relate it to their lives and also strategies for the different skills.

References

Pcrest3.com,. (2014). 3.2.6 Identifying Learner Needs. Retrieved 6 December 2014, from http://www.pcrest3.com/fgb/efgb4/3/3_2_6.

Accu.or.jp,. (2014). Retrieved 6 December 2014, from http://www.accu.or.jp/litdbase/pub/dlperson/97rw/9

Unit 13 - Learners characteristics

Importance

Motivation: the reasons of students for learning.

Learning style: these are the ways in which learners like to learn and process information.

Learning strategies: techniques students use to learn.

Maturity: the way students learn according to their level.

Past language: learner`s previous language knowledge.

How to teach

Teacher should use realia, interesting topics and authentic materials. Also varied activities for all student`s styles and teach students strategies for the learning process. Also evaluate them all the time.

References:

TeachingEnglish | British Council | BBC
Ways of Motivating EFL/ ESL Students in the Classroom.
TeachingEnglish | British Council | BBC,. (2009). Ways of Motivating EFL/ ESL Students in the Classroom.. Retrieved 6 December 2014, from http://www.teachingenglish.org.uk/blogs/alexenoamen/ways-motivating-efl-esl-students-classroom

Lile - Motivation in the ESL Classroom
(TESL/TEFL)
Iteslj.org,. (2014). Lile - Motivation in the ESL Classroom (TESL/TEFL). Retrieved 6 December 2014, from http://iteslj.org/Techniques/Lile-Motivation.html

Ugr.es,. (2014). Retrieved 6 December 2014, from http://www.ugr.es/~portalin/articulos/PL_numero1

Unit 12 Differences between L1 and L2 learning

Importance in L1

First of all we have to take into account the age, the acquisition of the language here starst when we are babies and continues through our lives, even in school when we develop writings such as academic writings where we start developing some language skills. Also when we are babies we acquire the language at the same time as we learn the cognitive ones; we are motivated to learn the language to communicate as well. We acquire that language by picking it up and we lots of exposure. by reading, listening and interacting with the family or friends, also by perceiving the world around us. 

How to teach

In this case the first job is for parents to expose their children to the language and in the case of academic and other types of writing teachers must introduce examples of those writings and then make students practice.

Importance in L2

It starts in primary school while we are developing other skills and we are kind of motivated to learn that language but in adults it is different since they have more expectations about the language so as mentioned before we need more motivation or reasons in order to learn the language and more exposure since it is harder for them in that phase because they have already developed their cognitive skills. As adults we need to be taught specific vocabulary and grammar, we need to interact with each other, practice a lot, make self-correction, we need encouragement and we need to experiment with the language.

How to teach

In this case teachers will need to bring realia, authentic material and interactive activities for students to first be motivated and give them enough examples and exposure to the language so students will understand and learn the language in many of the cases wihtout awareness. In additioin, in this process students will need a lot of interaction since they are leraning the language in order to communicate.

References:

Homepage.ntlworld.com, (2014). L1 and L2 learning by Vivian Cook, John Long and Steve McDonough. [online] Available at: http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1&L21979.htm [Accessed 4 Dec. 2014].

Homepage.ntlworld.com,. (2014). Comparing First and Second Language Acquisition by Vivian Cook. Retrieved 6 December 2014, from http://homepage.ntlworld.com/vivian.c/SLA/L1%2