This document outlines topics and teaching strategies for a 9th grade English class. It discusses potential topics such as personal life roles, linguistic processes, and future plans. It recommends using a methodology of comprehension, interaction, and production. Activities would include the teacher providing examples, students practicing in pairs or groups, and completing homework assignments. The document also suggests using information and communication technologies, like videos and recordings, to reinforce learning and make it more engaging for students.

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COLLABORATIVE WORK 3
Tutor
Astrid Yanira Lemos
Student
Michael Jonatan Ariza Peña – Code 1065589673
Bogota, May, 2014

2.  On ninth grade (9th) you possibly find with topics like these ones:
 - Different life experiences - Personal life roles
 - Linguistic processes
 - Wishes
 - phrasal verbs
 - Conditional real and unreal
 - Future Plans
 - The lives of celebrities
 - Future and past
 - News, Announcements
 - Movies
 - Perfect present
 - Reflexive pronouns
 - Adverbs of time
 - Unusual events
 - Ghost stories
 - UFOs
 - Past perfect
 - Scenery
 - Travel
 - Giving directions
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3.  All course topics contains different aims and goal indicators, according
the curriculum. As an english tutor, select one among all, choose one
teaching strategy and methodology according to language teaching texts.
As an example of one very useful if the used strategy is Meaningful L2
practice in foreign language classrooms, then the sequence to be followed
in achieving the intended goals in the process of learning/acquiring the
language is:
 They guide themselves by the didactic material given by their English
teacher, studying it and then will participate in English workshops,
readings, do the workbook exercises and participate in other activities
designed for reinforcing their skills like essays, exhibitions and plays,
either in class or as homework for groupal work outside of class.
 As the modality can be both spoken and written language and the used
methodology can be based on Comprehension < Interaction >
Production. The activities order would be:
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4.  a) Use the principles of interacting in class, the teacher must do examples in oral or written mode
in classes for the student’s learning. Following this process, the teacher will organize couples or
groups for oral practice, so, they will pay attention to meaning and form during processing and
involve this with the tasks and do the activities focus on task-essential forms teached in the texts
and explained by the teacher (Dekeyser, 2007).
 b) In addition to the above guidelines of the strategy and methodologies, with lessons about
grammar, semantics, syntaxis and examples of sentences about Different life experiences issue
according to the 9th grade, the teacher will teach them to develop their learning, also prepare the
evaluation of this and other topics from the course. In classes, dynamics as word searches,
crosswords, songs, essays and exhibitions plays may also be used to reinforce learning. Also
show to students recordings, videos and for tasks at home, they will record speeches or answers
to specified questions in audio format to present to the teacher.
 c) The students will learn, make the necessary understanding and cognitive processes, they will
practice this exercises and tasks at home, in the work with their partners either oral or written
mode and will make the meetings to practice activities for presenting to the English tutor, they
will appropriate this methodology and strategies to use them in the qualifiable activities.
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5.  The truth is these groups of students belonging to a secondary institution of classroom classes
generally don´t use ICT technologies permanently as in a distance based education institution.
The ICTs the tutor may use on them would be :
 Didactic materials, with youtube links and suggestions to all requirements. The teacher/ tutor
give examples for lessons, also, audios or videos to reinforcing the listening competence and
they practice the speaking with peers, and the tutor guide to them through these exercises. They
will listen and watch the proposed recordings and videos.
 Also, recording audios as task is very useful to evaluate their speaking competence. This must be
arranged previously for the course teacher, who gives recommendations. Although classes are not
permanently through ICTS, they could experience some items, in order to use others in distance
education which presumably they could receive in the future.
 So, the implemented ICT activities contribute to students learning, a main fact is that this
classroom education do use these technological tools as an introductory way compared to a
permanently based on distance education, but they can acquired and reinforce their learning, and
it makes the activities much more attractive to them, so, they will feel more stimulated and
encouraged to learning. An important fact is to keep in mind the designed curriculum for the
institution and adapt the teaching methodology, strategy and use of ICTs according to it, not to
get out of lines and general dispositions, but, reinforcing and improving them, also, the
institution identity and its academic characteristics.
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6.  - In first step the students must do the pertinent comprehension of the topics, later, they interact
with the grade mates or in the given activities which gave production of oral or written products,
according to the lessons.
 - The methodology based on Comprehension < Interaction > Production with its activities order
must be followed adequately and verbatim for the students, appropriating it.
 - The use of information and communication technology (ICT) in audios and videos is very
useful when is for encourage and change the students mentality, so, they show more desires to
learn, it seems to be less boring and more stimulating than learning only through reading and
writing.
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7.  Dekeyser, R. (2007). Practice in a Second Language. Perspectives from Applied
Linguistics and Cognitive Psychology. Cambridge Applied Linguistics.
Cambridge University Press. ISBN. 9780511667275. p. 180 – 200.
 Ehrman M., Leaver B. & Shekhtman B. (2005). Achieving Success in Second
Language Acquisition. Jordan University of Science and Technology (JUST).
Cambridge University Press. p. 88 – 89
 Images retrieved on may 23th, 2014 from:
 www.allvoices.com
 www.bootsnall.com
 www.gcu.ac.uk
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