miércoles, 11 de agosto de 2010
Journal
My class was about plans, The comments of my observers were really useful for my performance and for the next classes, because they told me that I have to be more friendly with the students and also interact more with them, I used different pictures about plans and I noticed that was a really good resource for students because were about plans, and were colorful and big for get the attention of them.
As a observer I think that we can learn a lot of things because we can noticed a lot of mistakes of our classmates and we can avoid it, for example our tone of voice, or any other kind of mistake.
As a student I think that it is very important to see and observe our classmates to identify the different types of students.
And finally as a material designer, I find it a little bit difficult because we have to do it with an specific level of english but I think with practice I will achive my goals.
READING CLASS.
Reading class is also useful for teacher and for students, because I had the chance to designed my own activities, My class was about luxury around the world, but I focused in Costa Rica, and the most famous hotels.
I had the chance to identify a lot of types of students, and I feel that my class was meaningful for them because they can infer some adjectives.
As observer I can noticed different strategies that my classmates did to provide a really good class, and I can noticed some mistakes that teachers can not do.
Reading and Listening are different but they are very important in the development of the students.
As a observer I think that we can learn a lot of things because we can noticed a lot of mistakes of our classmates and we can avoid it, for example our tone of voice, or any other kind of mistake.
As a student I think that it is very important to see and observe our classmates to identify the different types of students.
And finally as a material designer, I find it a little bit difficult because we have to do it with an specific level of english but I think with practice I will achive my goals.
READING CLASS.
Reading class is also useful for teacher and for students, because I had the chance to designed my own activities, My class was about luxury around the world, but I focused in Costa Rica, and the most famous hotels.
I had the chance to identify a lot of types of students, and I feel that my class was meaningful for them because they can infer some adjectives.
As observer I can noticed different strategies that my classmates did to provide a really good class, and I can noticed some mistakes that teachers can not do.
Reading and Listening are different but they are very important in the development of the students.
Theoretical Framework
1.- What is listening comprehension?
Mention one of the problem a second language learners face?
What do you think about native speakers accent?
Are there listening problems if you don´t have a good English level, explain why?
2.- What is successful listening?
What are the difficulties a student has in a listening activity?
How can we avoid those difficulties?
Do you think it is important to learn a second language?
3.- One view of listening: the listener as tape recorder.
What is the listener as tape recorder about?
What do you understand as listening comprenhension?
What is the problem with tape recorder in the comprehension of the message?
4.- An alternative view of listening: the lostener as active model builder.
What does the mental model listening involves?
What do you understand by coherent interpretation?
What is the effect a listening has on speaking?
EXPOSITION OF: "TYPES OF CLASSROOM LISTENING PERFORMANCE"
It is helpful for you to think in terms of several kinds of listening performance- that is what your students do in a listening technique or task and sometimes they are themselves the sum total of the activity of a technique.
1.-Reactive: This kind of listening performance requires little meaningful processing, it may be a legitimate, even though a minor, aspect of an interactive, communicative classroom.
This role of the listener is not generating meaning. About the only role that reactive listening can play in an interactive classroom is in brief choral or individual drills that focus on pronunciation.
2.- Intensive: Techniques whose only purpose is to focus on components (phonemes, words, intonation, discourse markers, etc.) of discourse may be considered to be intensive-as opposed to extensive-in their requirement that students single out.
3.- Responsive: The students task in such listening is to process the teacher talk immediately and to fashion an appropriate reply. Examples include:
-Asking questions
-Giving commands
-Seeking clarification
-Checking comprehension
4.-Selective: The purpose of such performance is not to look for global or general meanings, necessarily, but to be able to find important information in a field of potentially distructing information. such activity requires field independence on the past of the learner. Selective listening differs from intensive listening in that the discourse is in relatively long lengths. Examples:
-Speeches
-Media broadcasts
-Stories and anecdotes
Techniques promoting slective listening skills students to listen for:
-Dates
-Facts or events
5.-Extensive: Extensive performance could range from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the student to invoke other interactive skills (e.g., note-taking and/or discussion) for full comprehension.
6.- Interactive: There is listening performance that can include all five of the above types as learners actively participate in discussions, debates, conversations, role-plays, and other pair and group work. Their listening performance must be intricately integrated with speaking (and perhaps other) skills in the authentic give and take of communicative interchange.
SUBSKILLS
Table 16.1 Microskills or listening comprehension adapted from Richards 1983.
1.- Retain chunks of language of different lenghts in short-term memory.
2.- Discriminate among the distinctive sounds of English.
3.- Recognize English stress patterns, words in stressedand unstressed positions, rhythmic structure, intona contours, and their role in signaling information.
4.- Recognize reduced forms of words.
5.- Distinguish word bounderies, recognize a core of words and interpret word, patterns and their significance.
6.- Process speech at different rates of delivery.
7.- Process speech containing pauses, errors, corrections and other performance variables.
8.- Recognize grammatical word classes nouns, verbs, etc., systems (e.g. tense, agreement, pluralization), patterns, rules and elliptical forms.
9.- Detect sentence constituents and distinguish between major and minor constituents.
10.- Recognize that a particular meaning may be expressed in different grammatical forms.
11.-Recognize cohesive devices in spoken discourse.
12.-Recognize the communicative functions of utterances, according to situations, participants, goals.
13.-Infer situations participants, goals using real-world knowledge.
14.-From events, ideas, described, predict outcomes, unfer links and connections between events, deduce causes and effects, and detect such relations as main idea, supponing idea, new information, given information, generalization, and exemplification.
15.-Distinguish betwen literal and implied meanings.
16.-Use facial,kinesic, body language, and nonverbal clues to decipher meanings.
17.-Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help, and signaling comprehension or lack thereof.
Brown, Douglas (2001).
Mention one of the problem a second language learners face?
What do you think about native speakers accent?
Are there listening problems if you don´t have a good English level, explain why?
2.- What is successful listening?
What are the difficulties a student has in a listening activity?
How can we avoid those difficulties?
Do you think it is important to learn a second language?
3.- One view of listening: the listener as tape recorder.
What is the listener as tape recorder about?
What do you understand as listening comprenhension?
What is the problem with tape recorder in the comprehension of the message?
4.- An alternative view of listening: the lostener as active model builder.
What does the mental model listening involves?
What do you understand by coherent interpretation?
What is the effect a listening has on speaking?
EXPOSITION OF: "TYPES OF CLASSROOM LISTENING PERFORMANCE"
It is helpful for you to think in terms of several kinds of listening performance- that is what your students do in a listening technique or task and sometimes they are themselves the sum total of the activity of a technique.
1.-Reactive: This kind of listening performance requires little meaningful processing, it may be a legitimate, even though a minor, aspect of an interactive, communicative classroom.
This role of the listener is not generating meaning. About the only role that reactive listening can play in an interactive classroom is in brief choral or individual drills that focus on pronunciation.
2.- Intensive: Techniques whose only purpose is to focus on components (phonemes, words, intonation, discourse markers, etc.) of discourse may be considered to be intensive-as opposed to extensive-in their requirement that students single out.
3.- Responsive: The students task in such listening is to process the teacher talk immediately and to fashion an appropriate reply. Examples include:
-Asking questions
-Giving commands
-Seeking clarification
-Checking comprehension
4.-Selective: The purpose of such performance is not to look for global or general meanings, necessarily, but to be able to find important information in a field of potentially distructing information. such activity requires field independence on the past of the learner. Selective listening differs from intensive listening in that the discourse is in relatively long lengths. Examples:
-Speeches
-Media broadcasts
-Stories and anecdotes
Techniques promoting slective listening skills students to listen for:
-Dates
-Facts or events
5.-Extensive: Extensive performance could range from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the student to invoke other interactive skills (e.g., note-taking and/or discussion) for full comprehension.
6.- Interactive: There is listening performance that can include all five of the above types as learners actively participate in discussions, debates, conversations, role-plays, and other pair and group work. Their listening performance must be intricately integrated with speaking (and perhaps other) skills in the authentic give and take of communicative interchange.
SUBSKILLS
Table 16.1 Microskills or listening comprehension adapted from Richards 1983.
1.- Retain chunks of language of different lenghts in short-term memory.
2.- Discriminate among the distinctive sounds of English.
3.- Recognize English stress patterns, words in stressedand unstressed positions, rhythmic structure, intona contours, and their role in signaling information.
4.- Recognize reduced forms of words.
5.- Distinguish word bounderies, recognize a core of words and interpret word, patterns and their significance.
6.- Process speech at different rates of delivery.
7.- Process speech containing pauses, errors, corrections and other performance variables.
8.- Recognize grammatical word classes nouns, verbs, etc., systems (e.g. tense, agreement, pluralization), patterns, rules and elliptical forms.
9.- Detect sentence constituents and distinguish between major and minor constituents.
10.- Recognize that a particular meaning may be expressed in different grammatical forms.
11.-Recognize cohesive devices in spoken discourse.
12.-Recognize the communicative functions of utterances, according to situations, participants, goals.
13.-Infer situations participants, goals using real-world knowledge.
14.-From events, ideas, described, predict outcomes, unfer links and connections between events, deduce causes and effects, and detect such relations as main idea, supponing idea, new information, given information, generalization, and exemplification.
15.-Distinguish betwen literal and implied meanings.
16.-Use facial,kinesic, body language, and nonverbal clues to decipher meanings.
17.-Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help, and signaling comprehension or lack thereof.
Brown, Douglas (2001).
Reading.
Pre-reading
- Teacher has to get in context to their students.
- Predict was the text is going to be about.
- Teacher has to activate their previous knowledge (schemata)
While -reading
- Infer the words that ss don't know.
- Ss can work individually or in groups to check the answers.
Post- reading
-Check the answers of students
- Get feedback
Chec the differences between facts and the personal opinion.
Reading Subskills.
1.- Recognising words and phrases in English script.
2.- Using one's own knowledge of the outside world to make predictions about and interpret a text.
3.- Retrieving information stated in the passage.
4.- Distinguishing the main ideas from subsidiary information.
5.- Deducing the meaning and use of unknow words; ignoring unknow words/phrases that are redundant; i.e, that contrubute nothing to interpretation.
6.- Understanding the meaning and implications of the grammatical structures, e.g. cause, result, purpose, reference in time (e.g. verb tenses; compare: ' He could swim well' - past, 'He could come at 10 a.m' - future).
7.- Recognising discourse markers: e.g. therefore + conclusion, however + contrast, that is + paraphrase, e.g + example.
8.- Recognising the function of sentences - even when not introduced by discourse markers: e.g. example, definition paraphrase, conclusion, warning.
9.- Understanding relations within the sentence and the text (words that refer back to a thing or a person mentioned earlier in the sentence or the text, e.g. which, who, it).
10.- Extracting specific information for summary or note taking.
11.- Skimming to obtein the gist, and recognise the organisation of ideas within the text.
12.- Understanding implied information and attutudes.
13.- Knowing how to use an index, a table of contents, etc.
Understanding layout, use of headings, etc.
Teaching English through English. Jane Willis. Ed. Longman. 1998, Edinburg pp.192.
Introduction of the course
According to the programm I noticed that it will be an interesting course, because we are going to learn how to design material for our english classes according to the level.
We are going to practice more how to be a good teacher and we can be better as a teacher, or as a student.
Receptive skills will be very important for learners of a Second language, so as teachers we have to identify as weel the different types of students an how they learn to help them in the process of learning.
We are going to practice more how to be a good teacher and we can be better as a teacher, or as a student.
Receptive skills will be very important for learners of a Second language, so as teachers we have to identify as weel the different types of students an how they learn to help them in the process of learning.
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