Unit 18 Assessment Types and Tasks

 

Unit 18 
Assessment Types and Tasks
It is easier if teachers to asses students during the whole time instead of doing once or twice since we can have different types and it can be an ongoing process even if they are in class we can measure the way they act to know if they feel comfortable with the subject, at the beginning we can start by giving them a diagnostic test to see how much they know and at the end if they had improved, there are many test on for the students and even a placement test and have also a continues assessments, that can help to see if they are on the right level. There is also the fact that we can help students a lot if we give them feedback on anything they need and at the end have a summative assessment to see how many objective we had achieved, on many of the test we can have multiple choice questions, gap filling and subjective and objective questions according to the needs, and see how students do and what kind of vocabulary they use also if it is the correct one for the activity and if is not to simple. In here we can prepare our students so they can practice for any of the test like giving them examples of what they are going to be tested on.

  App.griffith.edu.au,. (2014). Assessment Matters. Retrieved 6 December 2014, from

Unit 17 Practice Activities and Task for Language and Skills Development

Unit 17
Practice Activities and Task for Language and Skills Development
In this unit We saw the different types of activities there are and what the funtional exponents  which it was new for me, also gramatical structure, many activities work with chants and drills for students to follow, it´s done corral drills and individual drills on the these activities we have free and freer activities in chich the students have a fee subject or even they are a bit controlled by the teacher since they have to do according to what they want could even be a free topic and a role play where the students think how they can pass the message about what the teacher want them to do, of course there is an ordering rank according to the importance and so they have to priotirize each thing, as they can also have a fill-gap activities like with information and the teahce  can have a sence of how much they know if they for example make a dialogue 
We could aply this with a book of mistery, adventure, or a love story because they love things like that since they can apply something that is in like a movie where they can adapt the story with something that they relate to and it will be a great thing so learners can interact with eachother.

Onestopenglish,. (2014). Extras: Vocabulary practice activities. Retrieved 6 December 2014, from 
 

Unit 16 Presentation Techniques and Introductory Activities

Unit 16 
Presentation Techniques and Introductory Activities
They are used by teachers to start the class and focus the learners attention on the topic generally could also be a warm-up too, as it talks on the unit we have the PPP and target language is normally used here  into the situation, it also students recall the previous studied language and at the same time teacher elicits by asking students, coral drills are used and controlled  restricted practice, language is always used in context and and model after by the teacher, students´ knowledge is checked by concept questions and at the same time the concept checking can be done after. There is also the TBL on this the teacher contextualized the topic in a situation and strats by giving students a task and focuses on the problematic part of the language and works on that, and at the end they consolidate.

Jobs.languagelink.ru,. (2014). Presentation Techniques, Approaches and Introductory Activities.

Unit 15 Aproaches to Language Teaching

 

 Unit 15 
Approaches to Language Teaching
It is important for learners to find an Approach that will suit them to learn in a better and faster way since there are many ways and many Communicative Approaches  for example we have the Structural Approach which see language as a system of structures uses functions vocabulary structure and discourse, but is not for every learner, since there is a control practice, we also have the PPP which is very used by the teachers in adjunct to other methods since they put into practice what they had learn and use it, as grammatical structures and functions are used here to, the Lexical Approach in which vocabulary is important also chunks are learned with collocations and idioms, we also have the Functional Approach in which functions are the most important aspects of the language using with that the PPP, the functions are grated, the Communicative Approach here the most important aspect is the meaning grammar vocabulary and discourse it uses interaction, and authentic material. We also have the Grammar Translation Method in which they use a lot of translation and rules and to memorized, the students are seen as passive and not active, then the TPR students are exposed to comprehension and there is a silent period for the input, also the Guided Discovery the teacher gives students examples with the target language and many patterns to follow, and finally the Content-based Learning it works with grammatical lexis and functions students learn through acquisition, and Content and Language Integrated Learning here we see language to help to communicate meaning also through acquisition, as we could see many of the Approaches it is essential to find the best to teach and to learn the language since each person is different and have different intelligence.

  Google Books,. (2014). Approaches and Methods in Language Teaching. Retrieved 6 December 2014,

Unit 13 Learners Characteristics

Unit 13    
Learners Characteristics
As we have studied we have knowledge that each student has its own characteristics their own style and way of learning this unit focused on that and was the center of our attention and the learning styles, but even though there is a style they have to share their knowledge since it is the new way to built a final concept on things together, but at the same time become autonomous and built their own learning strategy to identify how they can learn better and use their maturity to their advantage. Also there can become a problem the past experiences they had at certain moment of their lives and make it part of the new learning proces, they have to train themselves  to use their potential and be confident enough to mingle in a group.
As teachers we can work with our students on listening to songs or doing role-plays or even imagen a scene where they are the president of their country and what would they do to change poverty.

Carla.umn.edu, (2014). The Center for Advanced Research on Language Acquisition (CARLA). 

 Finchpark.com, (2014). TKT Workshop, Unit 12: Dr. Finch.

Unit 14 Learners Needs

 

Unit 14 Learners Needs

It is important that as teacher to identify the needs of our learners since it can affect the process of the imput and the output also the purpose, the expectation. and the goals students can have for themselves, it is important to target specific ways, and also to try to make them autonomus and work with suitable material so they can do work by themselve like an esssay without much help from the teacher, and the one they prefer which it will be ideal for the age and maturity of the students, also the fact that they have to see the purpose of the learner like if is an English for school for a Doctor or a Teacher, the specific purpose  
  Motivation in this case is essential to learn a language because it will make the process much easier and fun for the students, so as teachers we have to model and have a great attitude towards our students and towards our coworkers so we can be a positive influence on them.

Pcrest3.com, (2014). 3.2.6 Identifying Learner Needs.