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- The document contains lesson plans and reflections from a student teacher on their teaching experience.
- When planning lessons, the student teacher considered the methodology used by their guide teacher, the goals and activities in the English course program, and how to motivate students.
- Creating lesson plans that followed the textbook more closely while also including fun, challenging activities was difficult but the student teacher worked with their guide teacher to find a balance.
- Not being able to fully apply what was learned at university about lesson planning due to the school context was also challenging.
- The student teacher was satisfied that they could include some of their own ideas while still meeting the requirements of their guide teacher and school program.
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- Creating lesson plans that followed the textbook more closely while also including fun, challenging activities was difficult but the student teacher worked with their guide teacher to find a balance.
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Assignment 2 c rubric.
The document is a rubric evaluating an assignment submitted by Pamela Añazco and Claudia Millafilo. According to the assessor Scarlett Espinoza:
While the points made in the assignment were clear, some lacked relation to the terminology discussed in the Discourse Analysis course. Specifically, the purpose or function of the interview analyzed was clear but not explained in relation to course content like social function. The terminology used and its relation to the course concepts were not enough and there was no deeper analysis.
The language use was accurate with no grammatical mistakes, but sentences were simpler and used common conjunctions rather than more complex structures.
The format was clear and organized, making it easy
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The document discusses the interface between discourse analysis and language teaching. It argues that discourse analysis provides the basis for creating learning contexts and teaching language areas and skills. A discourse-oriented curriculum focuses on context, text types, and communicative goals to provide teachers with proper grounding in discourse analysis and training in pedagogical discourse and cross-cultural communication.
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Discourse and pragmatics analyze meaning in relation to context, including what is said and understood during speech acts like giving orders, requests, or warnings. Analysis of discourse is influenced by pragmatics because interpretation depends on language used within the specific context of a situation, which can vary based on cross-cultural factors, politeness, gender, and face-threatening acts. Successful communication in a language requires understanding context, discourse, and how conversational implicature allows inference of a speaker's intended meaning.
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Sdl planificacion 2015
practice III, almondale. valle noble. SDlL dgdg lesson plan. The gingerbread man book. I will show all the stahges that this lesson contains, as weell as procedures, the aim, aids time and interaction inside the classroom.
Assignment 2 c rubric.
The document is a rubric evaluating an assignment submitted by Pamela Añazco and Claudia Millafilo. According to the assessor Scarlett Espinoza:
While the points made in the assignment were clear, some lacked relation to the terminology discussed in the Discourse Analysis course. Specifically, the purpose or function of the interview analyzed was clear but not explained in relation to course content like social function. The terminology used and its relation to the course concepts were not enough and there was no deeper analysis.
The language use was accurate with no grammatical mistakes, but sentences were simpler and used common conjunctions rather than more complex structures.
The format was clear and organized, making it easy
Peer evaluation.
This document contains a peer evaluation of four groups (Groups A, B, C, and D) based on several criteria: level of content, development, grammar and mechanics, and style. For each group, the evaluator provides comments on how well they met each criteria and showed their understanding of concepts discussed in class. Group C was praised for their strong ideas and use of connectors to coherently join ideas. Minor errors were noted for Groups B and D.
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Discourse and pragmatics analyze meaning in relation to context, including what is said and understood during speech acts like giving orders, requests, or warnings. Analysis of discourse is influenced by pragmatics because interpretation depends on language used within the specific context of a situation, which can vary based on cross-cultural factors, politeness, gender, and face-threatening acts. Successful communication in a language requires understanding context, discourse, and how conversational implicature allows inference of a speaker's intended meaning.
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This document discusses discourse communities and speech communities. A discourse community is a group that shares activities, goals, values and beliefs, and mechanisms of communication. A speech community shares a common language. Discourse is also influenced by social factors like social class, social network, gender, and ideology, which help determine social identity and how language is used both spoken and written. These social constructs can influence language variety, language choice, and how people express themselves.
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Discourse analysis is the study of language in use and how speakers interact in connected discourse. It was introduced by Zellig Harris who was interested in studying both linguistic and non-linguistic behavior. Discourse analysis considers how context, including language, society and culture shape language use and the differences between spoken and written language which can be seen in elements like explicitness, complexity, contextualization and spontaneity.
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