sábado, 1 de junio de 2013
May I take your order? True / False Activity
May I take your order?
According to the listening, circle if the sentences are true or false
1. The man ordered a cup of coffee and the girl chicken, sandwish and chips T/F
2. The girl ordered an ice tea T/F
3. These are the kind of dessert the restaurant had: Ice cream, chocolate,and pie T/F
4. These are the kind of pies the restaurant had: cherry, apple and lemon T/F
5. The man ordered a cherry pie T/F
6. The final decision: The girl ordered a chicken sandwish with french fries and an ice tea and the man a pie with an ice tea too. T/F
7. The man forgot the menu because of his lack of experiencie T/F
miércoles, 22 de mayo de 2013
martes, 7 de mayo de 2013
viernes, 26 de abril de 2013
Teaching Models
What teaching models have influenced current teaching practice?
Grammar - translation
This was probably the most commonly used way of learning languages for hundreds of years -and it is still practised in many situations.
-Students learn how the foreign language is constructed
-Help to acquire the language
-Stop the students from getting the kind of natural language.
-Most of the learners translate in their heads at various stages.
Audio - lingualism:
-Is based on beahviourist theories of learning.
-This theories suggested that much learning is the result of habit information through conditioning.
-Audio-lingual classes concentrated on long repetition - drill stages
-Students acquire good language habits.
-Methodologists were concerned that in adio - lingualism students were not exposed to real o realistic language
Task-based learning
-Emphasis on the task rather than the language
-Students complete task
-When students complete the task, teachers read their efforts and do some language / writing study to help them to do better next time
Communicative Language Teaching
-Language is not just bits of grammar, it also involves language functions such as inviting, agreeing, and disagreeing, suggestung, etc. which students should learn how to use.
-Students need to be aware of the need for appropriacy when talking and writing to people in terms of kind if language they use (formal, informal)
-Language will take care of itself if students get enough exposure to it and opportunities for its use.
-students can communicate
Physical presence
How should teachers use their physical presence in class?
All teachers, like people, have their own physical characteristics and habits, and they will take these into the classroom with them. But there are a number of issues to consider which are not just idiosyncratic and which have a direct bearing on the student's perception for us.
Proximity: Teachers should consider how close they want to be to the setudents they are working with. Teachers should be concious of their proximity hand, distance and, in assessing their students' reactions to what is happening in the clasroom, they should take this into account.
Appropriacy: Dedicing how closely you should work with students is a matter of appropriacy. So is the general way in which teachers sit or stand in classroom. Many teachers create an extremely friendly atmosphere by crouching down when they work with students in pairs. Some teachers are even happy to sit on the floor, and in certain situations this may be appropriate. All the positions teachers take -sitting on the edge of tables, standing behind a lectern, standing on a raised dais etc. - make strog statements about the kind of person the teacher is.
Movement: Some teachers tend to spend most of their class time in one place- at the front of the class, for example, or to the side, or in the middle. Others spend a great deal of the time walking from side to side, or striding up and down the aisles between the chairs. More succesful teachers move around in the classroom, then, will depend on his or personal style; where he or she feels most comfortable for the managment of the class, how she or he feels it easiest to manage the classroom effectively, and whether or not he or she wants to work with smaller groups.
Contact: In order to manage a class successfully, the teacher has to be aware of what students are doing and, where possible, how they are feeling. This means watching and listening just as carefully as teaching. It means making eye contact with students, listening to what they have said and responding appropriately.
It is almost impossible to help students to learn a language in a classroom setting without making contact with them.
Audibility: Teachers need to be audible. They must be sure that the students at the back of the class can hear them as well as those at the front. Teacher do not have to shout to be audible. Good teachers try to get balance between audibility and volume just right.
Variety: Use very loud voices, and that is when teachers want students to be quiet or stop doing something. But it is whorth pointing out that speaking quietly is often just as effective a way of getting the students' attention since, when they realise that you are talking, they will want to stop and listen in case you are saying something important or interesting.
Conservation: Teachers have to take great care of their voices. It is important that they breathe correctly from the diaphragm so that they don't strain their larynxes. Conserving the voice is one thing teachers will want to take into account when planning a day's or a week's work.
By Jeremy Harmer
All teachers, like people, have their own physical characteristics and habits, and they will take these into the classroom with them. But there are a number of issues to consider which are not just idiosyncratic and which have a direct bearing on the student's perception for us.
Proximity: Teachers should consider how close they want to be to the setudents they are working with. Teachers should be concious of their proximity hand, distance and, in assessing their students' reactions to what is happening in the clasroom, they should take this into account.
Appropriacy: Dedicing how closely you should work with students is a matter of appropriacy. So is the general way in which teachers sit or stand in classroom. Many teachers create an extremely friendly atmosphere by crouching down when they work with students in pairs. Some teachers are even happy to sit on the floor, and in certain situations this may be appropriate. All the positions teachers take -sitting on the edge of tables, standing behind a lectern, standing on a raised dais etc. - make strog statements about the kind of person the teacher is.
Movement: Some teachers tend to spend most of their class time in one place- at the front of the class, for example, or to the side, or in the middle. Others spend a great deal of the time walking from side to side, or striding up and down the aisles between the chairs. More succesful teachers move around in the classroom, then, will depend on his or personal style; where he or she feels most comfortable for the managment of the class, how she or he feels it easiest to manage the classroom effectively, and whether or not he or she wants to work with smaller groups.
Contact: In order to manage a class successfully, the teacher has to be aware of what students are doing and, where possible, how they are feeling. This means watching and listening just as carefully as teaching. It means making eye contact with students, listening to what they have said and responding appropriately.
It is almost impossible to help students to learn a language in a classroom setting without making contact with them.
Audibility: Teachers need to be audible. They must be sure that the students at the back of the class can hear them as well as those at the front. Teacher do not have to shout to be audible. Good teachers try to get balance between audibility and volume just right.
Variety: Use very loud voices, and that is when teachers want students to be quiet or stop doing something. But it is whorth pointing out that speaking quietly is often just as effective a way of getting the students' attention since, when they realise that you are talking, they will want to stop and listen in case you are saying something important or interesting.
Conservation: Teachers have to take great care of their voices. It is important that they breathe correctly from the diaphragm so that they don't strain their larynxes. Conserving the voice is one thing teachers will want to take into account when planning a day's or a week's work.
By Jeremy Harmer
How to be a Good teacher and How to be a Good student
What makes a good teacher?
- They should mak their lessons interesting so you don't fall asleep in them.
- A teacher must love her job. If she really enjoys her job that'll make the lessons more interesting.
-Teachers who has their own personality and don't hide it from the students so that they are not only a teacher but a person as well - and it comes through the lessons.
-Teachers who have lots of knowledge, not only of their subject
-A good teacher is an entertainer and I mean in a positive sense, not a negative sense.
-A good teacher is someone who helps rather than shouts
-A good teacher is someone who knows our names
-A good techaer should try and draw out the quiet ones and control the more talkative ones.
What makes a good student?
-A willingness to listen
-A willigness to experiment
-A willigness to ask questions
-A willigness to think about how to learn
-A willigness to accept corrections
By Jeremy Harmer
- They should mak their lessons interesting so you don't fall asleep in them.
- A teacher must love her job. If she really enjoys her job that'll make the lessons more interesting.
-Teachers who has their own personality and don't hide it from the students so that they are not only a teacher but a person as well - and it comes through the lessons.
-Teachers who have lots of knowledge, not only of their subject
-A good teacher is an entertainer and I mean in a positive sense, not a negative sense.
-A good teacher is someone who helps rather than shouts
-A good teacher is someone who knows our names
-A good techaer should try and draw out the quiet ones and control the more talkative ones.
What makes a good student?
-A willingness to listen
-A willigness to experiment
-A willigness to ask questions
-A willigness to think about how to learn
-A willigness to accept corrections
By Jeremy Harmer
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