5th grade template
Monday, May 30, 2011
Saturday, May 21, 2011
Monday, May 16, 2011
Questions for discussion box 5.2 (group of 3: Judith Reinoso - Francisca Quezada - Marcelo Veliz)
1.- Some techniques are more popular than others. What are they, and can you account for their popularity?
In our opinion, we think that the more popular techniques are: translation, concise definition, context, synonyms. We think that context and synonyms are very good techniques to make understand a student the meaning of a word. This way, it's difficult that a student get confused.
2.- Are there techniques that are particularly appropriate for the presentation of certain types of words?
Yes. For example, we think that detailes description is a very good way to teach vocabulary. You can describe animals, plants, furnitures, etc. With context technique, we can teach connectives. With illustration we can teach countries and places. All is in finding the correct technique for each vocabulary item.
3.- Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young/adult, beginner/advances, different background cultures)?
Yes, there is. For a children who is 8 or 9 years old a picture is more attractive than a definition. For english students (like us) definitions (in second language) are more useful than pictures, because we learn and practice vocabulary itself. On the other hand, for an adult, who has a lot of things to do apart of learning english, we think that context - synonyms and antonyms could be more effective than definitions.
4.- Do you, as an individual, find that you prefer some kinds of techniques and tend to avoid others? Which? and Why?
We prefer illustration, because is easier to make understand to the children when they don't dominate the language very well. A concise definition, thinking in public school students, we think we should avoid, because it could be hard for them to learn and understand. Hyponyms - synonyms - antonyms are good ways to contrast or give other word for the same meaning. We think that translation technique is the less effective of all, because students just don't learn. It's boring and less significative for them.
In our opinion, we think that the more popular techniques are: translation, concise definition, context, synonyms. We think that context and synonyms are very good techniques to make understand a student the meaning of a word. This way, it's difficult that a student get confused.
2.- Are there techniques that are particularly appropriate for the presentation of certain types of words?
Yes. For example, we think that detailes description is a very good way to teach vocabulary. You can describe animals, plants, furnitures, etc. With context technique, we can teach connectives. With illustration we can teach countries and places. All is in finding the correct technique for each vocabulary item.
3.- Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young/adult, beginner/advances, different background cultures)?
Yes, there is. For a children who is 8 or 9 years old a picture is more attractive than a definition. For english students (like us) definitions (in second language) are more useful than pictures, because we learn and practice vocabulary itself. On the other hand, for an adult, who has a lot of things to do apart of learning english, we think that context - synonyms and antonyms could be more effective than definitions.
4.- Do you, as an individual, find that you prefer some kinds of techniques and tend to avoid others? Which? and Why?
We prefer illustration, because is easier to make understand to the children when they don't dominate the language very well. A concise definition, thinking in public school students, we think we should avoid, because it could be hard for them to learn and understand. Hyponyms - synonyms - antonyms are good ways to contrast or give other word for the same meaning. We think that translation technique is the less effective of all, because students just don't learn. It's boring and less significative for them.
Lesson observing
1. was there one particular type of interaction that seemed to predominate?
yes there was, tacher talk, he always speaks all the time in spanish, the only thing he says in english is the sentences and what is he teaching at the moment, the rest is all in spanish, the explanation is in spanish, the instructions are in spanish, etc.
another type is individual word, after the teacher explain the tense or vocabulary, he gives them exercises, always individually because they are too messy and they can't work in groups. that will be terrific. this is a public school so there aren't so many things to do. somethimes is really boring.
2. did teacher activity predominate? or student activity? or was the interaction more or less balanced?
I think it's both, at the begining is always teacher activities, but then the students have to do the activities given by the teacher. the interaction here could be the questions that the teacher has to answer, but more than that not, because they don't know to express themself in english, their knowledge is ver basic, so there's not so many things to do. it's very limitated.
3. how appropiate did you think the chosen interaction, patterns were for the teaching objectives in the different activities? perhaps look at one or two specific examples from your observation.
in my opinion, just observing, it's not the best way to get to them. it's too boring, the kids get easily bored, it's always the same thing, the teacher talk and then translations, and how we know, translation is no the best way to teach, the teacher could do so many thing, games, or work in groups or oral presentations, etc. but the teacher doesn't have the dedication to them, I think that he doesn't enjoy what is he doing. he's always mad at somebody, his face it is as if he were always angry and the students take that and they doesn't catch him.
yes there was, tacher talk, he always speaks all the time in spanish, the only thing he says in english is the sentences and what is he teaching at the moment, the rest is all in spanish, the explanation is in spanish, the instructions are in spanish, etc.
another type is individual word, after the teacher explain the tense or vocabulary, he gives them exercises, always individually because they are too messy and they can't work in groups. that will be terrific. this is a public school so there aren't so many things to do. somethimes is really boring.
2. did teacher activity predominate? or student activity? or was the interaction more or less balanced?
I think it's both, at the begining is always teacher activities, but then the students have to do the activities given by the teacher. the interaction here could be the questions that the teacher has to answer, but more than that not, because they don't know to express themself in english, their knowledge is ver basic, so there's not so many things to do. it's very limitated.
3. how appropiate did you think the chosen interaction, patterns were for the teaching objectives in the different activities? perhaps look at one or two specific examples from your observation.
in my opinion, just observing, it's not the best way to get to them. it's too boring, the kids get easily bored, it's always the same thing, the teacher talk and then translations, and how we know, translation is no the best way to teach, the teacher could do so many thing, games, or work in groups or oral presentations, etc. but the teacher doesn't have the dedication to them, I think that he doesn't enjoy what is he doing. he's always mad at somebody, his face it is as if he were always angry and the students take that and they doesn't catch him.
Wednesday, May 4, 2011
tools for english teaching
1. Family Photos. Any beginner-level class will involve a unit on the family, and using examples from your own family will be far more interesting to students than a lesson from a textbook. Be sure to bring photos of extended as well as nuclear family so you can use them to demonstrate words such as "niece," "brother-in-law," or "aunt." Before you leave home, consider taking some photos to a copy shop to blow them up to the size of 8x10 and then laminate them. This will make it easy for your students to see them during a classroom presentation, plus they will be more durable if laminated.
2. Calendar. A calendar will have large photos that you can use for descriptions, and it's easy to find one depicting the different seasons. Plus, you can use your calendar for lessons on the months of the year and the days of the week.
3. youtube: You Tube remains a powerful classroom tool, As English teachers, we are truly blessed to be working in the YouTube era.
4. blogs: as teachers we can ask the students a blog and there they can upload everything what we’ve seen in class.
5. Email
If you’re going to use Electronic Mail to communicate with students, the first thing to do is create mailing lists of your students, grouped in whichever way is most appropriate. Most email programs have an address book that allows you to do this. Once done, you will then be able to email all of your students in a particular group with a single mouse click. You will still, of course, be able to email them individually.
6. Newsletter/Newspaper/Magazine
Working together, but not necessarily in the same location, students can write and edit a publication of some kind. This might be a one-off (for example, for a short-term course) or weekly or monthly (for a longer-term course). It could be related specifically to the group or to any other subject of interest to the group. The way you organise this is up to you. You might give each student a different role (editor, advertising manager, journalist etc) or you might let them work in any way they wish. But you should probably set some clear objectives: number of words, editorial/advertising ratio, editorial policy etc.
The beauty of email is that the text can be written, transmitted, rewritten, edited, retransmitted etc easily between any number of students working in any location. Text can be either in the body of the email or attached as a file. Manipulation and correction is particularly easy.
The final product could be published as an email, as a printed document or as a web page. If you have your own home page, or if your school has a web site, it should be a fairly easy matter to publish your students’ work. This would give added motivation.
7. Vocabulary Builder
Explains difficult English Vocabulary. With this tool, English language students can extract meanings of all difficult words from arbitrary text.
English language teachers can prepare lesson vocabularies of unknown words. This program may be a useful vocabulary reference and first draft resource for translators. Useful for ESL/EFL and other English language study.
Ex: http://www.online-utility.org/english/vocabulary_builder.jsp
8. Teaching Audio & Video (podcast)
Podcasts in English are not just listening activities for efl and esl students. The supporting worksheets and transcripts also provide valuable English language lessons for those who learn English at all levels.
Podcasting provides a means of publishing audio programs via the Internet. Users can automatically download podcasts (usually mp3 files) onto their computers and transfer these recordings automatically to portable music players such as Apple's extremely popular iPods. Users can then listen to the files anytime and anywhere they choose.
ex: www.LearnOutLoud.com
ex: http://esl.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=esl&cdn=education&tm=117&f=00&su=p284.9.336.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.apple.com/itunes/
2. Calendar. A calendar will have large photos that you can use for descriptions, and it's easy to find one depicting the different seasons. Plus, you can use your calendar for lessons on the months of the year and the days of the week.
3. youtube: You Tube remains a powerful classroom tool, As English teachers, we are truly blessed to be working in the YouTube era.
4. blogs: as teachers we can ask the students a blog and there they can upload everything what we’ve seen in class.
5. Email
If you’re going to use Electronic Mail to communicate with students, the first thing to do is create mailing lists of your students, grouped in whichever way is most appropriate. Most email programs have an address book that allows you to do this. Once done, you will then be able to email all of your students in a particular group with a single mouse click. You will still, of course, be able to email them individually.
6. Newsletter/Newspaper/Magazine
Working together, but not necessarily in the same location, students can write and edit a publication of some kind. This might be a one-off (for example, for a short-term course) or weekly or monthly (for a longer-term course). It could be related specifically to the group or to any other subject of interest to the group. The way you organise this is up to you. You might give each student a different role (editor, advertising manager, journalist etc) or you might let them work in any way they wish. But you should probably set some clear objectives: number of words, editorial/advertising ratio, editorial policy etc.
The beauty of email is that the text can be written, transmitted, rewritten, edited, retransmitted etc easily between any number of students working in any location. Text can be either in the body of the email or attached as a file. Manipulation and correction is particularly easy.
The final product could be published as an email, as a printed document or as a web page. If you have your own home page, or if your school has a web site, it should be a fairly easy matter to publish your students’ work. This would give added motivation.
7. Vocabulary Builder
Explains difficult English Vocabulary. With this tool, English language students can extract meanings of all difficult words from arbitrary text.
English language teachers can prepare lesson vocabularies of unknown words. This program may be a useful vocabulary reference and first draft resource for translators. Useful for ESL/EFL and other English language study.
Ex: http://www.online-utility.org/english/vocabulary_builder.jsp
8. Teaching Audio & Video (podcast)
Podcasts in English are not just listening activities for efl and esl students. The supporting worksheets and transcripts also provide valuable English language lessons for those who learn English at all levels.
Podcasting provides a means of publishing audio programs via the Internet. Users can automatically download podcasts (usually mp3 files) onto their computers and transfer these recordings automatically to portable music players such as Apple's extremely popular iPods. Users can then listen to the files anytime and anywhere they choose.
ex: www.LearnOutLoud.com
ex: http://esl.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=esl&cdn=education&tm=117&f=00&su=p284.9.336.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.apple.com/itunes/
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