Collaborative task 3 technology in teaching
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The document discusses implementing lesson plans that incorporate technology for teaching English as a foreign language. It includes listening activities with audio interviews and recording interviews using digital cameras and iMovie. It also covers timelines for present perfect and simple past tenses and common mistakes. Finally, it outlines the six levels of the Common European Framework for language proficiency.
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Development of communication skills in teaching & learning English among ESL ...
Development of communication skills in teaching & learning English among ESL ...
Best Practices for Teaching English to Young Learners by Joan Shin
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PPP to TBL Different approaches to language presentation
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Motivating learners
Susan Bodar is a translator, interpreter, and language coach who teaches children, teens, and adults. She likes to encourage autonomous learning by having her students use tools like Dropbox, websites, audiobooks, podcasts, and apps to continue practicing and learning on their own. Some of the resources she recommends are Ororo TV, Feedly, Mindmaple Light, and Barefoot World Atlas. She teaches in an unplugged way using material from multiple sources and focuses on oral practice.
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This document discusses language learning in India. It notes that English is considered a skill rather than a language in India. The mother tongue is usually the first language, while English is taught as a second language in schools. It outlines four steps to learning a language: listening, speaking, reading, and writing. It discusses both language instruction, which focuses on rules and memorization, and language acquisition, which involves exposure and meaningful communication. It provides examples of activities and exercises to help children acquire English, including avoiding metalanguage and introducing new words through themes.
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The document discusses mnephonics, a literacy intervention developed by Alisha Das that combines mnemonic devices and phonics instruction. It evaluates the effectiveness of mnemonic and phonics instruction for at-risk learners through group activities, case studies, and evidence from examples. The intervention teaches sounds, letters, sight words and spelling through multisensory techniques like actions, illustrations, and rhymes to help struggling readers associate sounds and symbols.
Communicative competence: from theory to practice
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
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Intonation and stress
Correct intonation and stress are key to speaking English fluently. Intonation refers to the rhythm and melody of speech, while stress refers to emphasizing certain syllables in words. The document provides exercises for students to practice distinguishing words using minimal pairs that differ in just one phoneme, as well as exercises practicing sentence stress. It explains that in English, content words like nouns and verbs are usually stressed, while function words like articles and prepositions are usually not stressed. Understanding stress patterns is important for both pronunciation and comprehension in English.
PD III-didactic unit 1-Bruno Silvia
The document outlines a didactic unit for an English class focusing on communication, with 24 students at the elementary level. It discusses learning focuses on the simple past tense and used to, as well as lexicon related to communication. A variety of materials will be used including authentic materials from the internet, with attention to diversity and different learning styles. The unit will involve students discussing changes in communication over time, both before and during quarantine.
Learning to Learn Nivel 5
The document provides guidance and activities for improving English speaking skills. It discusses the importance of speaking proficiency, strategies for practice, and characteristics of conversational speaking. Activities include observing turn-taking behaviors, developing conversational strategies, and trying different practice methods like joining conversations, recording oneself, and exchanging voice messages with native speakers. The overall goal is to help learners improve accuracy, fluency, and comfort with spoken English.
Wernicke’s aphasia
Wernicke's aphasia is a neurological disorder that affects a person's ability to understand language. It results from damage to Wernicke's area in the left temporal lobe of the brain. People with Wernicke's aphasia have fluent speech but cannot comprehend what they or others say. Treatment involves daily speech and language therapy exercises to improve auditory comprehension, word finding skills, and expressive language abilities through techniques like answering yes/no questions, naming categories and opposites, and describing pictures. With practice, significant improvements in communication can be achieved.
Discourse features
The document discusses discourse features such as back-channel responses, ellipsis, and discourse markers. It provides examples of how back-channel responses show listeners are engaged, how ellipsis makes speech more concise, and how discourse markers clarify relationships within sentences. It also describes how a lesson on discourse features increased understanding of these communication techniques and when to apply them appropriately.
Four language skills
The document discusses teaching the four main language skills: listening, speaking, reading, and writing. It defines each skill and provides suggestions for activities to teach them, emphasizing that the skills are interconnected and should be taught together rather than in isolation. Some recommended activities include group discussions focused on each skill, imitation exercises, filling in blanks, and summarizing texts. The conclusion states that language is best learned through practice using the language in conversation and discussion, not just through lectures.
Tdc1 blended - class 2
This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.
Tenses+summary
The document discusses English verb tenses. It describes the forms and uses of the present simple, present continuous, present perfect, and present perfect continuous tenses. It also covers the past simple, past continuous, past perfect, and past perfect continuous tenses. Diagrams are included to illustrate how the tenses relate to time. The summary provides a high-level overview of the key tenses and their uses.
Future simple tenses
This document outlines a lesson plan for teaching future simple tense to students of English. It includes objectives like identifying the importance of using future simple tense in writing and speaking. It defines future simple tense using will and be going to, and provides examples of its use in positive and negative sentences as well as wh- questions. Students are assigned to create a presentation using future simple tense and include examples of their future goals, then evaluate each other using a rubric.
sample Better English ASAP
This document provides an overview and table of contents for the book "Better English ASAP: A Short-Cut for Spanish Speakers" by Jill Paquette. The book aims to help Spanish speakers improve their English skills quickly by focusing on essential grammar points that often cause issues. It was developed based on the author's experience teaching English to hundreds of Spanish speakers. The table of contents previews the chapters which cover topics like sentence structure, question formation, negative sentences, verb tenses, pronouns, prepositions and more. The author's qualifications and teaching philosophy are also briefly outlined.
Talking about experiences and recent events
The document discusses the uses of the present perfect tense in English. It provides 4 main uses: 1) to talk about personal experiences, 2) to give news when the time is not specified, 3) to talk about repeated or ongoing actions, and 4) with the phrase "This is the first time...". It also provides examples of time expressions used with the present perfect tense like "for/since," "already," and "never." Lastly, it compares the present perfect tense to the past simple tense and discusses the difference between using "been" and "gone."
Mastering interpretive mode 2
This document outlines a presentation on mastering the interpretive mode for the AP language exam. It discusses strategies for teaching interpretive skills using authentic materials like interviews, articles and audio passages. Examples are provided of how to scaffold interpretive activities from novice to advanced levels using things like graphic organizers, vocabulary exercises, formative assessments and more. Specific examples are also demonstrated, including a Spanish children's play and a French interview on the changing role of language. The presentation aims to equip teachers with best practices for incorporating interpretive mode practice across their curriculum.
Child labour power point assignment
The document provides instructions for creating a PowerPoint presentation on child labour in a selected country. Students must research and define child labour, select a country to focus on, and include details about the economic situation, types of child labour, statistics, and a case study from the country. Presentations should be approximately 10 minutes and include references. Students will have 3 class periods to work and presentations will be graded using provided rubrics on content, writing conventions, and presentation skills.
Exposure and focus on form
Krashen's hypotheses propose that language is acquired subconsciously through meaningful interaction and exposure to comprehensible input, and that learning involves conscious grammatical rules which act as an editor. Vygotsky's theory emphasizes that cognitive development occurs through social interaction and language learning. Errors are an important part of the learning process as learners experiment, and differences between L1 and L2 acquisition include age of learning, context, and ways of learning.
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Collaborative task 3 technology in teaching
- 1. ACTIVITY 14 COLLABORATIVE WORK 3 TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE ALONSO ARIZA MARCELA LUNA VARELA- 52559701 SANDRA PATRICIA GENOY- 52370035 JOSE ALBEIRO JASPI UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD LICENCIATURA EN INGLES COMO LENGUA EXTRANJERA CEAD JOSE ACEVEDO Y GOMEZ
- 2. IMPLEMENTING LESSON PLANS IN TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
- 3. Listening • Listen to this interview to a travel writer. Please double click on the speaker below.
- 4. Compare the different answers and analyze the differences. You will have 30 minutes to do it.
- 5. Interview Interview a visitor. She is an architect, who will tell you about a goal she has achieved. Please, record the interview and take photos with a digital camera, and then combine the audio interview with the photos in an iMovie project. You can add music and sound effects.
- 6. The Time Line Present perfect: Things that started in the past and continue up to the present. Past Now Have lived Simple past: Things that happened in the past and have no connection to the present. Past Now Lived
- 7. Let’s talk about some common mistakes PAST PRESENT Never use the verb in simple past or simple Never use was/were and then the verb in infinitive. present when using have/has before. I was study X She has wrote X I was studying She has written I studied They haven’t study X They have studied
- 8. Now let’s see the European Framework for Language Reference
- 9. The Common European Framework divides learners into three broad divisions which can be divided into six levels Basic User • A1 Breakthrough or beginner • A2 Waystage or elementary Independent User • B1 Threshold or intermediate • B2 Vantage or upper intermediate Proficient User • C1 Effective Operational Proficiency or advanced • C2 Mastery or proficiency
- 10. Basic User A1 Breakthrough or beginner • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. A2 Waystage or elementary • Can describe some aspects of his/her background, immediate environment and areas of immediate need, and familiar and routine matters.
- 11. Independent User B1 Threshold or intermediate • Can deal with most situations likely to arise, and produce simple connected text on topics which are familiar or of personal interest. B2 Vantage or upper intermediate • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible, and understand the main ideas of complex text on both concrete and abstract topics.
- 12. Proficient User C1EffectiveOperationalProficiencyoradvanced • Can express him/herself fluently and spontaneously without much obvious searching for expressions. Understands a wide range of demanding, longer texts. C2 Mastery or proficiency • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. Understands with ease virtually everything heard or read.