Listening for 7º basico and 4º medio

link listening: http://www.mediafire.com/?av1egcljusbvucm
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link lesson plan 4º medio: http://www.mediafire.com/?idalawtoxl7jgaq
link worksheet 4º medio: http://www.mediafire.com/?77jtwig9gm7rl5u
link script 4º medio: http://www.mediafire.com/?77jtwig9gm7rl5u

Lesson Plan of Grammar.

 

Grammar. 

Link lesson plan: http: http://www.mediafire.com/?qrcr0jbeo42b686

Link of the worksheet: http://www.mediafire.com/?9x48256qxp7y6dl

Teaching vocabulary



Link of the activity: http://www.mediafire.com/?s70icoynzkcvp2a

Questions from Box 5.2

1.-Some techniques are more popular than others. What are they, and can you account for their popularity?

Definition, context and examples:

In my opinion they are the most important to teach vocabulary, could be in high school the students need to know definitions about something for their understanding.

Examples also help to the students to integrate or internalize the content better.

Context is very important, because through the examples the students will related them with the context.

2. - Are there techniques that are particularly appropriate for the presentation of certain types of words?

In my opinion, “Illustration” may be used for certain types of word, because it may help to memorize and facilitate the learning of the specific content.

e.g.: if the students have pictures, they probably remember better the word, and the process of learning will be shorter than other.

3. - Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young/adult, beginner/advanced, different background cultures)?

Young: associated ideas, because young people need to have some ideas connected with others to understand.

Adults: examples, because examples always clarify the hard thing to learn.

Beginner: demonstrations to motivate the students, and they find the second language interesting.

Advanced: in my opinion in this case, we need to use almost every technique, excepts translation, because advanced learners need to know more and using the all techniques they will get it.

Different background cultures,

4. - Do you, as an individual, find that you prefer some kinds of techniques and tend to avoid others? Which? And why?

Well in my opinion I would use some techniques in which the students could see the teaching point in a way where they can understand easily the content, we can achieve it through demonstrations, draws, etc, to internalize it better.

Phonetics Lesson Template for 2º medio

Lesson template link:

http://www.mediafire.com/?b27xkxj2xd1rsq2

Lesson observing

Observe one or two lessons, and note down the types of interaction you saw, using your own list or that shown in Box 16. 1. After the observation, discuss or reflect on the following questions:

l. Was there one particular type of interaction that seemed to predominate?

-Teacher talk

This may involve some kind of silent’s students’ responses, such as writing from dictation, but there is no initiative in the part of the student.

Because we have a new teacher who does not even know anything about teaching and he does not have English as a native language.

2. Did teacher activity predominate? Or student activity? Or was the

Interaction more or less balanced?

There is no balance, because he talks all the time and students just take notes of the sentences he dictates.

For example he write on the whiteboard and then the students copy it, also he speak everything in English but his English is not the appropriate because he speak different, and sometimes nobody understands him even the teachers. 

3. How appropriate 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.

The interaction patterns and the teaching objectives do not help to achieve the final learning, because his class is not planned.

lesson plannig

General content -“The Landlady” -Type of text: story. -Grammar: reported speech past simple. -Vocabulary. -Verbs and words. -Genre of the text: narrative. -Function. Telling a story.

Learning Objectives: To develop reading, speaking and writing skills. To understand text of medium complexity. To know the structure of a text. To develop Reading strategies. Skimming, scanning should be learned by the students. To identify Vocabulary related to the unit.

Instructional Procedures: The teacher announces to the students the text that will be used for this activity, which is in the class's e-mail. The student will be reminded about the last class in which was mentioned the structure of a text, for the student understands better the class and they activate their previous knowledge. The student should read the text minimum two times to understand easily the text. After reading the text, the students should work in groups of three to answer a short questionnaire which will be evaluated by the teacher. The teacher gives the student short story which will be played,  it will be done by the group in front of the class. Each group will interpret one part of a story’s structure. At the end of the class, the students will be asked some questions by the teacher, such as: How did you find the activity? What will you improve or change in this activity? The aim of these questions is to know if there are any doubts concerning the activity and to provide feedback to the students. The students will be reminded about the activity which they should do as homework.

…recall prior relevant information? The student will be reminded about the last class in which was mentioned an Introduction to English Literature, for the student to understand the class better and they activate their previous knowledge.

Material Needed -Text “The Landlady” -Creativity. -slideshow material. -whiteboard. -marker -Projector. -laptop or desktop. -Photocopies.

…present new material? The new teaching point will be presented by using a PowerPoint presentation, using slides, pictures and the new material required.

…elicit performance? The activities will measure their understanding skills, for the speech part which is after the questionnaire; the rubric will measure the speech aptitude.

…assess performance? The student will be assessed through a rubric.

…enhance retention? The students will have a homework that consists of finding a story and give a short review identifying the parts of a story’s structure.

Test Questions Ideas from Today’s Objectives The students will be asked some questions by the teacher, such as: How did you find the activity? What will you improve or change in this activity? The aim of these questions is to know if there are any doubts concerning the activity and to provide feedback to the students.

Follow-up Create a new story following the parts of a story. Make a Summary about the class.

Announcements In this class we will see the structure of a text and also be able to analyze it. There will also be homework assigned.

I think our presentation was good, but not what I really wanted, because I get really nervous when I am in front of my classmates, I do not know why because when I am in my internship, I feel confident, maybe because there is no teacher from the university who can tell me when I am wrong, but also they could but I do not think it is the same.

An important thing that I need to improve is my teaching skills, to be better in the next presentation.

Lesson template link.


http://www.mediafire.com/?23p564sc2h55mz0