EXTRA UNIT FROM LEARNER CENTERED TEACHING BOOK

 

THE PURPOSE AND PROCESSES OF EVALUATION 

Evaluation means to know about student´s knowledge how are they in their learning process. It is an interesting step because it helps professors to evaluate their pupils. They can use formal assessment is when we assess them with test,exams or quizzes  or  informal assessment when teacher gives them suggestions, comments and help. From the book I took important points that it can be useful for us like better balance between grades and learning it has some steps that can balance a good relationship between them   for example harness the power of grades to motivate students  it says that grades motivate students to continue with their process but teacher must pay attention on that because not always it is good but what happen with pupils who obtain bad grades it could create a problem for them maybe reduce their motivation to study ,so they will leave their studies. Also, make evaluation experiences less stressful   for example take quizzes many times and obtain low grades so they feel anxious and they are worried in their grades. Use evaluation only to assess learning in many cases a high grade does not show if a student is the best in the classroom but it is mandatory because it is quantitative to write in the teacher´s register and show at the end of the course because the education rules. Moreover,I would like to ask my students to prepare a short presentation in teams of five people and then use self-assessment evaluate by themselves or they can assess by their classmates (peer assessment). We can assess them for example oral, listening, writing  and reading skills because all of them are really necessaries when pupils are acquiring a new language 

                                                                   SELF-ASSESSMENT

PEER-ASSESSMENT

REFEERENCES FOR ADITTIONAL INFORMATION

• Meera.snre.umich.edu,. (2015). Evaluation: What is it and why do it? | My Environmental Education Evaluation Resource Assistant. Retrieved 21 April 2015, from http://meera.snre.umich.edu/plan-an-evaluation/evaluation-what-it-and-why-do-it

• Google Books,. (2015). Measurement and Evaluation. Retrieved 21 April 2015, from https://books.google.com.ec/books?id=9aXhAQAAQBAJ&pg=PA8&dq=THE+PURPOSE

• Study.com,. (2015). Four Methods of Job Evaluation: Ranking, Classification, Point & Factor Comparison - Video & Lesson Transcript | Study.com. Retrieved 21 April 2015, from http://study.com/academy/lesson/four-methods-of-job-evaluation-ranking-classification-point-factor-comparison.html

• YouTube,. (2015). Evaluation Purpose & Importance. Retrieved 21 April 2015, from https://www.youtube.com/watch?v=BUd12WF8Gek

EXTRA UNIT FROM LEARNER CENTERED TEACHING BOOK

THE ROLE OF THE TEACHER

From my point of view, I consider this part from the book really important because we as future teachers must know about our roles to teach our students thinking in their necessities. A classroom is considered like the second home for teachers. Facilitator means that teachers provide opportunities to learners also they find ways to help students in the development process. Furthernore, the book contains facilitative teaching principles like first,  teachers let students do more learning tasks, so the key word is "always"  for example at the end of a reading or discussion activity invite them to summarize the topic that already they studied, second teachers do less telling so that students can do more discovering here teachers must let students to discover a new thing by themselves for example searching more information from books, internet, dictionaries(resources materials ) and language resource , third, tearchers do instructional design  work more carefully, it means that teachers have to prepare all the materials to use in the classroom as we know we can have multiple inteligences students, fourth, faculty more explicitly model how experts learn, fifth, faculty encourage students to learn from and with each other the key factor here is cooperation between them if someone does not understand the instructions maybe the other classmates can explain him or her doubts, sixth faculty and students work to create climates for learning where the teacher is a rapport builder it means the good relationship between them and finally the faculty use evaluation to promote learning at this point teacher become an evaluator  and asessor to know what  they need  to emphasizes if they are right or wrong in their process. I will be an excellent planner in my daily lesson plans maybe adapt materials that it will be useful for them also a diagnostician where I can detect problems in their learning and inmediately to offer them my help. Moreover I would like to be a good teacher with all of these roles to teach in a funny way and be creative with materials for my students.

PLANNER 

DIAGNOSTICIAN

REFERENCES FOR ADITTIONAL INFORMATION

• Ascd.org,. (2015). Educational Leadership:Teachers as Leaders:Ten Roles for Teacher Leaders . Retrieved 21 April 2015, from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx

• Work - Chron.com,. (2015). What Is the Role of Teachers in Education?. Retrieved 21 April 2015, from http://work.chron.com/role-teachers-education-8807.html

• Cox, J. (2015). What Exactly is the Role of a Teacher?. About.com Education. Retrieved 21 April 2015, from http://k6educators.about.com/od/becomingateacher/f/What-Is-The-Role-Of-A-Teacher.htm

UNIT 8 SPEAKING

UNIT 8 SPEAKING

In unit 8 I studied speaking  it is a productive skill because pupils produce language where they communicate with people around of them to share ideas , knowledge,information and  thoughts. Professors must think carefully when they use their language for example the use of intonation because at the moment to speak people can understand something in different ways if someone is inv   iting, refusing or questioning. Also, the use of body language like gestures, eye contact, facial expressions and movements help pupils to understand what the teacher is saying, it means that students have to put in practice their oral skill, in this skill is better that they practice a lot because teacher can notice many mistakes from them and try to correct it, at the same time teachers avoid fossilization, nevertheless the things are totally different where teachers talk more all the time and students do not like to speak, for that reason turn-taking is an interactive strategy to give opportunities everybody to develop this skill. Moreover, it involves the use of features of connected speech, linking and contractions. Good teachers find ways and strategies to apply in this skill for example controlled practice activities where learners repeat as much as possible, also learnt by heart (things that are memorised) but actually it is not used at all, because learners must be critical thinkers. I would like to use pictures where they describe the things that they can see or choose a family´s photo and bring it to talk about in the whole classroom. also I will apply role-plays to practice the language in real context and invite them to be part of this activity. Personally, I think  about speaking skill is one of the most important to pay attention imagine if someone has the opportunity to travel abroad but if they do not know how to produce language in that country unfortunately they cannot communicate. 

PICTURES TO DESCRIBE ORALLY

       ROLE - PLAYS

REFERENCES FOR ADITTIONAL INFORMATION

• Iteslj.org,. (2015). Games & Activities for the ESL/EFL Classroom (I-TESL-J). Retrieved 21 April 2015, from http://iteslj.org/games/

• TeachingEnglish | British Council | BBC,. (2002).Speaking activities. Retrieved 21 April 2015, from http://www.teachingenglish.org.uk/article/speaking-activities

• Worksheets, S. (2015). 800 FREE Speaking Worksheets. Busy Teacher. Retrieved 21 April 2015, from http://busyteacher.org/classroom_activities-speaking-worksheets/

• Coursera,. (2015). Coursera - Free Online Courses From Top Universities. Retrieved 21 April 2015, from https://www.coursera.org/learn/public-speaking

UNIT 7 LISTENING

                                                                           
                                                                         UNIT 7 LISTENING

Listening involves making sense of the meaningful sounds of language. In the classrooms teachers must incorporate listening activities to help students to performance in this skill but it is required a process to understand many sounds from different information  of text types for example conversations, songs, instructions, lectures.  As we know the accent and dialect of  languages around the world are totally different,  also in this skill we have to use linking words and sounds to transmit the message clearly that everybody can understand.  As in reading we have reading subskills in listening too such as listening for gist/global understanding, specific information, detail or infer attitude (speaker´s attitude is expressing). Furthermore, the use of many resources listening task to apply with pupils. Nowadays English books contain a CD with listening activities to help them in their pronunciation for example identifying different phonemes, minimal pairs, word stress, sentence stress. Listening activities follow these patterns like introductory activities, main activities and post- task activities. I will read aloud stories to pupils while they are listening at the same time they have to draw things that they listen, so it helps students to develop their listening, also I will use worksheets with missing words so I will play an audio it means that they must pay attention carefully and complete the task I would like to use these kind of activitives to develop their listening skills. 

READ ALOUD STORIES AND STUDENTS HAVE TO LISTEN

WORKSHEETS ACTIVITIES

REFERENCE FOR ADITTIONAL INFORMATION

• Mindtools.com,. (2015). Active Listening: Hear What People are Really Saying. Retrieved 21 April 2015, from http://www.mindtools.com/CommSkll/ActiveListening.ht

• Forbes,. (2015). 10 Steps To Effective Listening. Retrieved 21 April 2015, from http://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/

• Google Books,. (2015). Developing Listening Skills. Retrieved 21 April 2015, from https://books.google.com.ec/books?id=cwbIiSpH8aQC&pg=PA7&dq=listening+skill&

• D.umn.edu,. (2015). Listening Skills . Retrieved 21 April 2015, from http://www.d.umn.edu/kmc/student/loon/acad/strat

UNIT 6 WRITING

                                           UNIT 6 WRITING

In unit 6 I studied about writing it is a productive skill because it involves producing language  instead of receving  it. It needs to have accuracy in order to understand the message that someone has to transmite it means the use of correct grammar , avoid misspelling words, using vocabulary in context, punctuation, cohesion. Students have to develop very well this skill, because they organize their ideas in a logical way when they have to make any written activity in the classroom or outside of it for example an essay, a short paragraph, an email, a letter. Moreover, writing has number of stages to plan a writing such as; first, drafting here pupils make a brainstorm of their ideas about the topic that they want to develop, second editing so they have some changes in their writings where they find errors, third proofreading in this part students must correct mistakes for example add or ommit something, check errors and finally re- drafting in this final step students must rewrite a piece of writing to present. I consider  that teachers must encourage students to write correctly using every single complement of writing in that way I would like to make a big poster with pictures according the topic that  I will teach them then, all of the students should create a nice story  using all the parameters taught, also I will provide them small cards with pictures ,so all of them will have a different one, so they must write a short paragraph after that, everybody have to change all of the pieces of writing between them so they must correct all the mistakes and give suggestions, personally I think that these are interesting ways to help them improve their writing and practice it  a lot.

                                                                        POSTER WITH PICTURES ( create a nice story)

                                     SMALL CARDS WITH PICTURES(write a short paragraph)

                                         REFERENCES FOR ADITTIONAL INFORMATION

• the Editors of Publications International, L. (2015). Writing Activities for Kids - HowStuffWorks. HowStuffWorks. Retrieved 19 April 2015, from http://lifestyle.howstuffworks.com/crafts/seasonal/fall/writing-activities-for-kids.htm

• Scholastic.com,. (2015). Writing Activities for Ages 6-7. Retrieved 19 April 2015, from http://www.scholastic.com/parents/activities-and-printables/activities/reading-and-writing/writing-activities/ages-6-7

• Google Books,. (2015). Jigsaw Reading and Writing Activities. Retrieved 19 April 2015, from https://books.google.com.ec/books?id=sEH88rAf94wC&printsec=frontcover&dq=writing+AC

UNIT 5 READING

                                          UNIT 5 READING

Reading is one of the four skills, it is a receptive skill because it involves exercices in the book instead of producing it. In unit number 5 I learned about reading skill where a teacher must motivate pupils to develop this skill, When pupils start to read teachers have to pay attention in discourse (grammar and vocabulary) how sentences are connected between them to avoid misunderstandings . Moreover, we as future teachers must show them some strategies to read for example scanning (reading for specific information), skimming (reading for gist), reading for details, deducing meaning from context what they think about the text that they read in some cases is necessary that the whole reading has an imagine so it can help students to make predictions in that way they will be really interested with reading. Furthermore, this unit contains two ways of reading such as extensive reading (reading for pleasure), from my point of view thi is the most entertainment for pupils because they have the opportunity to choose any kind of book like short stories, fiction, love, thriller and so on and intensive reading (reading for language study) for example TOEFL, TKT books  where language contain technical words for different purposes maybe to pass an international exam to see if someone needs extra help or be prepared for a new chance. Personally, I would like to encourage them in reading skills firstly, pre-teaching vocabulary in power point presentations with special effects so I will catch their attention, secondly, read aloud short stories using mimics, puppets, so they feel motivated at the same time they will practice, thirdly incorporate activities to read for example: story maps, think-alouds, summarizing, think and search and many others and finally if we help them in these ways they will be critical thinkers at the  same time they love to read.

                                                    PRE-TEACHING VOCABULARY

                                                         SHORT STORIES USING MIMICS

                                                                        ACTIVITIES

                                          REFERENCES FOR ADITTIONAL INFORMATION

• Reading Rockets,. (2013). Seven Strategies to Teach Students Text Comprehension. Retrieved 18 April 2015, from http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

• Www2.le.ac.uk,. (2015). Improving your reading skills — University of Leicester. Retrieved 18 April 2015, from http://www2.le.ac.uk/offices/ld/resources/study/re

• Skills, H. (2015). How to Improve Your Reading Skills. wikiHow. Retrieved 18 April 2015, from http://www.wikihow.com/Improve-Your-Reading-Skills

• Google Books,. (2015). 100 Little Reading Comprehension Lessons. Retrieved 18 April 2015, from https://books.google.com.ec/books?id=kaeLDaTlztEC&printsec=frontcover&dq=READING+SKILL&hl=en&sa=X&ei=d6wyVa7UFobHsQT-0ICgBA&ved=0CBsQ6AEwAA#v=onepage&q=REA

UNIT 4 FUNCTIONS

                                                               UNIT 4 FUNCTIONS

A function is a reason why we communicate. Every single time when people produce the language they talk with many reasons and purposes. Also,  it does not matter where are they. They use language for apologising, greeting, clarifying, asking inviting, refusing, thanking and more to communicate with others. So, as we can see all of these functions have a particular termination in "ing"forms of verbs, also it has levels of formality when we are closed with friends in that moment we use informal or colloquial language because we feel confident  with them, but we cannot use the same language with professors for one reason they need respect from us in other words we apply with them formal language(more socially distant). Students and professors  must use apropriate (suitable) language. I will make role - plays with my students where they have to apply functions of the language it could be formal or informal in different situations, I would like to create at the beginning of the class a minute with formal language so it means that students become an important person of any institution (teacher, actors, actress, singers, police officers) and make them an interview using all the time formal language and finally an activity  for teacher and students, so teacher should say an exponent and students have to guess if it is formal or informal. Remember all of the activities mentioned before must apply according student´s level.

                                                                 ROLE - PLAYS

                                                     A MINUTE WITH FORMAL LANGUAGE

                                                        TEACHER AND STUDENTS ACTIVITY

                                        REFERENCES FOR ADITTIONAL INFORMATION

• 2012books.lardbucket.org,. (2015). Functions of Language. Retrieved 18 April 2015, from http://2012books.lardbucket.org/books/a-primer-on-communication-studies/s03-02-functions-of-language.html

• Philosophy.lander.edu,. (2015). Common Forms and Functions of Language. Retrieved 18 April 2015, from http://philosophy.lander.edu/logic/form_lang.html

• Bloomington, I., Bloomington, I., Bloomington, I., & University, I. (2015). Communicative Functions or Purposes of Communication. Iidc.indiana.edu. Retrieved 18 April 2015, from http://www.iidc.indiana.edu/?pageId=508

UNIT 3 PHONOLOGY

                                                                    
                                                                      UNIT 3 PHONOLOGY

Phonology is the study of the sound features. It is an essential part of the language because it is a subject where pupils learn to pronounce words for example word stress, sentence stress and intonation, all of these can help students to distinguish from one sound to another one. Actually, many English books have the pronunciation part to practice with  the whole class guided by the professor, firstly it is compulsory to practice vowels ans consonats sounds isolated because it help them to get familiar with basic sounds and then professor can teach entirely pronunciation of the words. Moreover consonants have two types of sounds such as voiced (spoken using the vibration of our voice /b/,/d/,/g/ ) and unvoiced (spoken without using our voice /p/ t// /k/ ). Furthermore, stress is used to notice if the word has high or less energy at the moment to produce the sound. Teachers must be careful when they decide to teach pupils connected speech, so it can bring problems for them it happens especially with contractions like (do not = don´t), (she is = she´ s), if we pay attention on that the pronunciation is different when we join words. In adittion, to teach phonology is not so easy but not impossible try to find strategies to help them, nowadays people around the world speak English with a lot of  accent and it is difficult to understand them. As a future teacher I would like to create funny  ways to teach it, for example a corner phonology where pupils have the opportunity to practice pronunciation, also I will use minimal pairs book with pictures while a book has imagines they enjoy all the time to practice more and more and use a phonemic chart, all of the materials will  be used according the level of the students (ages,learning styles, ) 

                                                                      CORNER PHONOLOGY

                                                        MINIMAL PAIRS BOOKS

                                                             PHONEMIC CHART

                               REFERENCES FOR ADDITIONAL INFORMATION

• Google Books,. (2015). Patterns in Child Phonology. Retrieved 18 April 2015, from https://books.google.com.ec/books?id=ztD1JKLln-AC&printsec=frontcover&dq=PHONOLOGY+FOR+CHILDREN&hl=en&sa=X&ei=0-IxVaTgFLTasAS274Fo&ved=0CCYQ6AEwAg#v=one

• Reading-tutors.com,. (2015). Retrieved 18 April 2015, from https://www.reading-tutors.com/tips/TH_Tips_PhonAware.pdf

• Reading Rockets,. (2013). Phonological and Phonemic Awareness. Retrieved 18 April 2015, from http://www.readingrockets.org/helping/target/phon

UNIT 2 LEXIS

 

                                                          UNIT 2 LEXIS

Lexis refers to individual words or sets of words that have a specific meaning. We can teach pupils key(important) basic definitions with many examples in order to keep in their minds new knowledge. In this in our hands are future teachers , imagine if we teach the words a tree and a family tree so they can imagine in different ways or they draw in their minds any kind of three with flowers, branches, a root but if they hear the word family tree they start to draw different familie´s members in their minds as they can imagine, it is called denotation because they think or have an idea how to represent the word that they listened from teacher. Moreover, it is useful to teach pupils words in context (situation) in which it is used, because if we do not that we can create a confusion in their learning language process. Furthermore, base words (the basic words or parts of a word from whivh other words can be made) are the principal root to add prefixes and suffixes  for example (easy- easier) (unsafe -safe). Firstly, pupils must recognize perfectly  parts of speech and  when they are used, how they are used, spelling, pronunciation in that way they get familiar with the terminology and then they try to put in practice. I would like to make with them a vocabulary mini book with pictures, definition, the part of speech, pronunciation, a sentence provided by them, the student´s name who tell the sentence, add an additional one from them, so I think that it will be a funny way to teach lexis. Make flashcards with definitions where  they have to provide the correct word or maybe just to write a sentence using idioms.chunks, collocations, in addition to encourage pupils to meet words like a bestfriend  because when they meet someone for the first time they want to know everything from him or her the same happen with new words to know little by little and then they enjoy using words.

                                                        MINI BOOKS VOCABULARY 

                                                                   FLASHCARDS

                                                    VOCABULARY LIKE A BESTFRIEND

                                                REFERENCES FOR ADITTIONAL INFORMATION

• Google Books,. (2015). Rules, Patterns and Words. Retrieved 18 April 2015, from https://books.google.com.ec/books?id=3F8IMy5T8xMC&printsec=frontcover&dq=lex

• YouTube,. (2015). Kids Learn Clothing Vocabulary (phrases 1). Retrieved 18 April 2015, from https://www.youtube.com/watch?v=taoCF1cKZSY

• Peck, C., Peck, C., & profile, V. (2012). mELTing Activities, Lessons and Ideas: Basic Steps of Teaching any lexis. Eslcarissa.blogspot.com. Retrieved 18 April 2015, from http://eslcarissa.blogspot.com/2012/08/basic-steps-of-teaching-any-lexis.html

   

UNIT 1 GRAMMAR

UNIT 1 GRAMMAR

    In unit 1 I learned about grammar it is a very important topic for teachers and students during the learning process in a second language. Grammar is the useful tool to combine, organize and join words, sentences and paragraphs to understand the meaning of different ideas provided by pupils. Also, a teacher should keep in his or her mind a clear definition  of each term (e.g. prepositions, pronouns, adjectives, adverbs, conjunctions, prefixes, suffixes) and provide pupils understandable examples to learn easily. Nonetheless, to teach grammar is not easy, so teachers should find some strategies and many ways to teach, where everybody catch the knowledge as we know in a classroom we can find multiple intelligences especially with children a teacher have to be creative with grammar and call the attention from them using (games, charts, funny stories) and over of all them motivation is the key word to work with them,  on the other hand with adults  is totally different because we need to adapt the material and search more extra exercises where they have the oppotunity to practice and make mistakes because  if they make mistakes they learn from them, so in that way they can notice their own errorss while they are practicing. Moreover, I as future teacher have to be prepared to teach English language and face some problems from them. As we know to work with different levels is not easy for that reason every  single day study grammar terms and apply it with future students. Furthermore, grammar from L1 an L2 are totally different for example in L1 the grammar in the following sentence (Mi casa bonita) as we can see the adjective is used after the noun the position is different, but in L2 we say (My beautiful house) here the adjective is used before the noun, so it can create a big confusion. Personally, I can say that  teachers have a big responsability to teach grammar carefully. I would like to use different colors of markers to teach parts of speech, start the class with a warm up where they apply grammar unconsciously, as I mentioned before telling stories, also to ask  my students to write on the board sentences and then analyze together it they are right or wrong, to write in a big cardboard some sentences with mistakes and ask students to watch carefully and identify where are the mistakes.

Here are some pictures how to teach grammar our students:

   Use of parts of speech with different colors

Learn grammar  through games

Write on the board sentences with some mistakes

References for adittional information

• Eslbase,. (2015). Teaching Grammar with Fun Learning Games. Retrieved 15 April 2015, from http://www.eslbase.com/articles/learning-games

• YouTube,. (2015). TEFL Online Tutorial: Teaching Grammar in Context. Retrieved 15 April 2015, from https://www.youtube.com/watch?v=bnw3l21pWIc

• Iteslj.org,. (2015). Saricoban & Metin - Songs, Verse and Games for Teaching Grammar (TESL/TEFL). Retrieved 15 April 2015, from http://iteslj.org/Techniques/Saricoban-Songs.html

• Google Books,. (2015). Laugh and Learn Grammar. Retrieved 15 April 2015, from https://books.google.com.ec/books?id=P-Jnmcpr-vsC&printsec=frontcover&dq=how+to+teach+gram