Exam

Here you will find the files about my exam about listening, writing and speaking plans.

Writing: https://docs.google.com/file/d/0B8q0vGC0qW-tNkFmMW9pdzBoeHM/edit

Worksheet: https://docs.google.com/file/d/0B8q0vGC0qW-tNzllQ2RadWxYREE/edit

Speaking: https://docs.google.com/file/d/0B8q0vGC0qW-tRVpJaE1GV2U4R28/edit

Flashcards: https://docs.google.com/file/d/0B8q0vGC0qW-tWnlJbTY0ak54SkE/edit

Listening: https://docs.google.com/file/d/0B8q0vGC0qW-tQjhkOW9yQU1tdjA/edit

How to Teach Writing Skill

Instructions

1. Provide a notebook for each student. Ask the students to write in their journals every day. Write the day of the week and the date on a board. Read the day and date, then ask the students to copy the date in their journals and to write about anything they choose. Some students will write sentences, some may write paragraphs and some may write only words. Tell students to raise their hands if they want to know how to spell a word. Write the word on the board. Suggest topics that the students might like to write about: their friends, their family, how they feel, their favorite food or their favorite book. Give students the opportunity to read their entries to their classmates. The teacher does not correct the writing at this point, but she may want to write a brief comment in a few of the journals each day.

2. Have the students brainstorm a topic such as "family." Draw a word web on the chalkboard. Write the word "family" in the middle circle. Then ask for words that tell about families in the circles that you draw around the main circle. Ask the students to make sentences from the words you have written on the board. Start the sentences by writing "Four people live in my house." Write all the sentences on the board, reading them as you write.

3. Ask the students to make up a story together. The story can be something that really happened, such as a game they played outside or a trip that someone took, or it could be a made-up story, such as "One day Juan saw a flying car." Write the sentences on the board as the students say them. Do not correct grammar at this point. Read the story aloud, then ask the students to read it in unison. Have them read it several times. Ask if anyone would like to read the story by himself. Explain why you put punctuation and capital letters in the sentences.

4. Use fill-in-the-blank activities. Adjust the difficulty level according to the ability of your students. Give the students a worksheet, and ask them to write the words in the correct places. Write a story on the board the first time. Complete it with the students.For example:keep asked feed little kittenIngrid found a - - - - - - kitten.She wanted to - - - - the - - - - - -.Ingrid - - - - - her mother if she could keep the kitten.Her mother told her she would have to - - - - it and give it water.

5. Have students make a mural that tells or retells a story--for example, summarizing the events in a story they have read or how their family makes preparations for a holiday. Provide butcher paper, markers, tape and crayons. Ask them to draw a picture showing what happens first, second and the next steps. Then ask them to write sentences below the pictures that describe the action. Help the students tape the mural to a wall. Organize an exhibit of the mural. Appoint a student to stand in front of each picture to read the sentence under that picture and explain what is happening in the picture. The other students form a line and walk past the mural listening to the information about each picture. Let the students take turns describing the pictures.

6. Give the students opportunities to do functional tasks such as making lists of things they need to bring for a party, writing friendly letters, reading and copying poems that you write on the chalkboard and writing notes to their families about school events.

Here you can find moer information about it:

Writing: http://www.slideshare.net/aspired/teaching-writing-to-efl-students-presentation

How to Teach Speaking Skill

Teaching Speaking

Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of knowledge:

• Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
• Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
• Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

You can find more of this skill here:

Speaking: http://www.slideshare.net/AlexanderDecker/how-to-teach-speaking-skill#btnNext

http://www.slideshare.net/irwyn12/teaching-speaking-listening

How to teach Listening Comprehension

Strategies for Developing Listening Skills

Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication.
Effective language instructors show students how they can adjust their listening behavior to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation.

Listening Strategies

Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input.
Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies include

• listening for the main idea
• predicting
• drawing inferences
• summarizing

Bottom-up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include

• listening for specific details
• recognizing cognates
• recognizing word-order patterns

Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening.

• They plan by deciding which listening strategies will serve best in a particular situation.
• They monitor their comprehension and the effectiveness of the selected strategies.
• They evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one.

Listening for Meaning

To extract meaning from a listening text, students need to follow four basic steps:

• Figure out the purpose for listening. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate listening strategies.
• Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory in order to recognize it.
• Select top-down and bottom-up strategies that are appropriate to the listening task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down and bottom-up strategies simultaneously to construct meaning.
• Check comprehension while listening and when the listening task is over. Monitoring comprehension helps students detect inconsistencies and comprehension failures, directing them to use alternate strategies.

You can find more information on this page.

Presentation about Listening:

http://www.slideshare.net/andreadicuonzo/developing-listening#btnNext

catedra 2

Here you have my second catedra about teaching reading, working with two texts.

https://docs.google.com/open?id=0B8q0vGC0qW-tdUZYTXhGWDlPcTg

texts Summaries

Here are the three summaries about the texts that the teacher gaves us to work on. The first one is the text called "An Ecology Of Houses", then "The Velociraptor" and finally the poem.

An Ecology of Houses:

-       The text talked about that the humans for many years have changed the natural environment and have amassed solid constructions like buildings, villages, houses and left behind the green of nature, the forests and lakes. For many years the humans chose living in cities because they find their economic stability and left behind the life in the countryside.

The Velociraptor -like robot that could save your life.

-       The text says that the scientists have created a robot that can save many lives after mayor disasters such as earthquakes, etc. They based the velociraptor’s movement such as keep stable themselves using only its tail.

Home they brought her warrior dead:

-       The poem is about the body of a dead warrior is brought home to his wife and she hasn’t any reaction about it because it was shocking to see her husband dead. The dead of her husband was to surprise for her so that killed her inside.

Teaching Reading: The Velociraptor

This our second part of our work.

Students have to answer some questions about the text the velociraptor to see if they understood the text.

https://docs.google.com/file/d/0B8q0vGC0qW-tNjh1Qm52cGg4QzA/edit

Teaching Reading: Ecology of Houses

This is our work about teaching reading, it was very difficult for us at first because we tried to find some activities that were interest for the students. But the important thing is that we do our best and we hope you enjoy it.

Activities description 

https://docs.google.com/file/d/0B8q0vGC0qW-tVm5uQnF0ZlVoVEU/edit

Class Discusion

http://constanzaval21.edu.glogster.com/teaching-reading/

Introduction to Key Words

http://flashcardstash.com/  

Most / Least Activity

https://docs.google.com/file/d/0B8q0vGC0qW-tNjloSWh3Y09iWkk/edit

Graffiti


Skimming and Scanning

https://docs.google.com/file/d/0B8q0vGC0qW-tQVMza3pFNjFnbEU/edit

Practicing Key Words

http://flashcardstash.com/

Reacting To Reading

https://docs.google.com/file/d/0B8q0vGC0qW-taXNhQkxuVnVuVVE/edit

ACTIVITY

https://docs.google.com/file/d/0B8q0vGC0qW-tVWNNbmJjc0pZejA/edit

Teaching Reading: Poems

This is our third part of the work, here we have the two poems activities.

https://docs.google.com/file/d/0B8q0vGC0qW-tVHpHeTVtc2NxSmc/edit

Presentation.

https://docs.google.com/file/d/0B8q0vGC0qW-tQlZ1MDQ2RVpQQnM/edit

CATEDRA 1 METHODOLOGY II

This is our catedra 1, it was very difficult at first because the teacher do not use the textbook that mineduc gives to schools to work the all year but we did our best and we try to work with funniest activities. 

We chose youtube because we can download videos about our topic that was social networks and obiously because students know about this web site that is very familiar for them. Also we chose gloster because we try to do something creative to the students. With this we can show them that we did our best and that we try to do a different class.

https://docs.google.com/document/d/18ku1YhqxrxuZHWlSWmTR7obaTYvSe43NnQM8qTPp_qs/edit


https://docs.google.com/document/d/1KEuYREIiBl2YY4HCxeaqUK7nqqdu_WhhzBvv7zXkQO8/edit


https://docs.google.com/presentation/d/1LjCyIhoo46vSJfCV3ZtNQOTcO4DsNh4nxZj4tbkenpg/edit

SUMMARY

HOW TO READ: STEP BY STEP

How to Use a Textbook

Here is our presentation about, adapting, adding and replacing, we thought we made a creative work.






Adding: https://docs.google.com/file/d/0B8q0vGC0qW-tYXNOVUcxbG9MbWM/edit

Adapting: https://docs.google.com/file/d/0B8q0vGC0qW-tME1BQ0pORkkzLWM/edit

Teaching Grammar Activity part 2

Here is our second part. I hope you like it !!!!!

https://mail-attachment.googleusercontent.com/attachment/?ui=2&ik=2022ead1d9&view=att&th=13826c6d4a86f627&attid=0.1&disp=inline&realattid=f_h3w1lo7i0&safe=1&zw&saduie=AG9B_P9XY4fXGsfef_MYt7JsrfOU&sadet=1340680434670&sads=KBGzMH5UXfbjoTZOHl5UEasbKnY 

Teaching Grammar Activity

Here is our activity for teaching grammar

https://docs.google.com/open?id=1Q1abpN6ZQremWhr07MbpVpUj2s8KbJrAnxlDptTZuMbll0SbMc8izyJdV0Uo

Catedra II

Power Point 

Catedra II

Lexical Approach

The lexical approach has a lot in common with the communicative approach; it examines the importance of lexical phrases (chunks of language) and its important role in fluent speech. The fundamental principle of the lexical approach is that language consists of grammaticalized lexis and not grammar. It gives lexis more importance because it sees it as more powerful and easier to learn than grammar. It also states that we usually talk in chunks and collocations rather than focusing on the grammatical structures of a sentence. It was first used by Robert Lewis.

Metacognition

Summary of Metacognition

What is metacognition?

Is knowledge and understanding of our own cognitive processes and abilities and those of others, as well as regulation of these processes. It is the ability to make your thinking visible.

Metacognitive knowledge is knowledge that we hold about our own thinking, and the thinking of other people. We are usually able to report metacognitive knowledge if we are asked about our own thinking and it includes things like:

Understanding that having a strategy might help you to solve a problem more efficiently or that having an essay plan may help to keep your argument on track.

Knowing that it is more difficult to concentrate in a room that is noisy than one which is quiet.

Knowing that you are good at remembering people’s faces but not their names, while your friend is good with names, not faces.

There are three types of metacognitive knowledge that each play a role in learning and problem-solving:

Declarative knowledge: “knowing what” – knowledge of one’s own learning processes, and about strategies for learning

Procedural knowledge: “knowing how” – knowing what skills and strategies to use.

Conditional knowledge: “knowing when” – knowledge about why and when various learning strategies should be used.

Self-regulation on the other hand, refers to a set of activities that help learners to control their learning. Research has shown that metacognitive regulation supports performance in a number of ways, including understanding where to direct attention, using strategies more reliably and efficiently, and developing awareness of difficulties with comprehension. At the heart of self-regulation are three essential skills:

Planning.

Monitoring.

Evaluation.

Planning involves working out how a task might be approached before you do it. For example you might make predictions before reading, select a strategy before tackling a problem, or allocate time or other resources before commencing work.

Monitoring refers to the pupil’s on-task awareness of progress, comprehension and overall performance. Stopping every so often to self-test and check for understanding is a good example of monitoring. Monitoring ability is slow to develop and even adults find it difficult but it can be improved with training and practice. 

Evaluation requires the student to review the outcomes and efficiency of the learning experience. Evaluation includes revisiting goals and conclusions, deciding how to improve next time, and examining learning from another person’s perspective to diagnose problems

Why is metacognition important?

Metacognitively able students are aware of a range of strategies to help them to learn, know that they can direct their thinking & essentially are active rather than passive learners (at least some of the time!) – engage with material that is to be learned, with stimulating situations, actively question and plan.

Cognitive vs. Metacognitive Strategies.

Metacognition is referred to as "thinking about thinking" and involves overseeing whether a cognitive goal has been met. This should be the defining criterion for determining what is metacognitive. Cognitive strategies are used to help an individual achieve a particular goal, while metacognitive strategies are used to ensure that the goal has been reached.

Metacognition and Cognitive Strategy Instruction.

Cognitive Strategy Instruction (CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors. 

- Here I left you the link of a  video about Metacognition. I hope you like it. 

http://www.youtube.com/watch?v=xoKUcRwLCWA&feature=related