martes, 30 de noviembre de 2010
Journal
When I gave my class I felt relax because I think it was good but I think I made some mistakes with the material. I would like to improve the reading classes because it is one of the principal techniques which could help students to learn in a good form I think so.
viernes, 22 de octubre de 2010
Theoretical Framework
TESTING TECHNIQUES
ordering parts of a text
ordering parts of a text
Ø · Order by chronological events
Ø · Logical events
Ø · By context
Ø Advantages
Ø · Understand the main idea
Ø · Identifying order
Ø · Recognizing parts of speech
Ø · Guessing meaning from context
Ø · Inferring meaning
Ø · Identifying order
FILLING THE GAPS
Ø Context
Ø Longer text
Ø Higher level
MULTIPLE CHOICE
Ø identify
Ø Scoring easy
Ø Rapid and Economical
Ø Disvantages:
Ø Cheating is facilitated
Ø Knowledge
GUESSING WORD MEANING FROM CONTEXT
Ø Encourage readers to make and test predictions.
Ø it is very useful
Ø Focussed mostly on evidende
Theoretical Framework
Testing Technique
Unique-answer item
Items in which the rest taker has to provide a short answer are common, particularly in listening and reading test.
Example:
· What does it in the last sentence refer to?
· How old was Hannibal when he started eating human beings?
· Why did Hannibal enjoy eating brain so much?
Advantages over multiple choices are that:
Ø Guessing will (or should)contribute less to rest scores
Ø The technique is not restricted by the need for distracters (though there have to be potential alternative response)
Ø Cheating is likely to be more difficult
Ø Though great care must still be taken, items should be easier to write.
Disadvantages are:
Ø Responses may take longer and so reduce the possible number of items.
Ø The test taker has to produce language in order to respond.
Ø Scoring may be invalid or unreliable, if judgment is required
Ø Scoring may take longer
sábado, 16 de octubre de 2010
Strategies
1. Efficient reading
Teacher has to know what the objective for the reading is and what kind of material he can use.
2. Word attack skills
Teacher has to know how students can infer meaning of new words.
3. Reading for plain sense: Text attack skills
Students have to understand the ideas of the text depending on the sentences.
4. Understanding discourse
Students have to underline relevant ideas about the text which could help them.
Reading Phases
· Pre-Reading
1. To introduce and arouse interest in the topic
2. To motivate learners by giving a reason for reading
3. To provide some languages preparation for the text
· While-Reading
1. To help understanding of the writer’s purpose
2. To help understanding of the text structure
3. To clarify text content
· Post-Reading
1. To consolidate or reflect upon what has been read
2. To relate the text to the learner’s own knowledge, interests, or views.
viernes, 15 de octubre de 2010
Subskills (Reading)
Reading Sub-skills
· Recognising words and phrase in English script.
· Using one’s own knowledge of the outside world to make predictions about and interpret a text.
· Retrieving information stated in the passage.
· Distinguishing the main ideas from subsidiary information.
· Deducing the meaning and use of unknown words; ignoring unknown words/phrases that are redundant, i.e.; that contribute nothing to interpretation
· Understanding the meaning and implications of grammatical structures, e.g. cause, result, purpose, reference in time (e.g. verb tenses; compare: “He could swim well” past, “He could come at 10 a.m.” future).
· Recognising discourse markers: e.g. therefore + conclusions, however + contrast, that is + paraphrase, e.g. + example.
· Recognising the function of sentences even when not introduced by discourse markers: e.g. example, definition, paraphrase, conclusion, warning.
· Understanding relations within the sentences and the text (words that refer back to a thing or a person mentioned earlier in the sentence or the text, e.g. which, who, it).
· Extracting specific information for summary or note taking.
· Skimming to obtain the gist, and recognise the organisation of ideas within the text.
· Understanding implied information and attitudes.
· Knowing how to use an index, a table of contents, etc.
· Understanding layout, use of heading, etc.
Ø Jane Willis
Skills and sub-skills (Reading)
· Reading for gist
· Reading to extract specific information
· Reading for detailed understanding
· Reading for information transfer, etc.
Ø Jeremy Harmer
martes, 12 de octubre de 2010
Models of Reading
Reading is a process which you are going to analyze a text and what is the meaning of it, depending on your goals. It could be fast or thoroughly.
Bottom-up: It is about how reader infers the meaning of the text with their previous knowledge and experiences.
Top-down: It is about how reader stars to analyze the text with principal ideas.
Interactive: Reader has previous knowledge about the topic and he uses key words for comprehension.
Reading Process is how reader analyzes the text for understanding it. (Underlining principal ideas)
miércoles, 29 de septiembre de 2010
Journal
To give a class is not easer; it is because you have to design the material which you will use in it. The class and the material depend on the English level students, and you have to adapt them. Sometimes our activities can be interesting for students and they could felt motivated, in that way they might have a good learning.
Introduction
When a teacher gives a class it is really necessary he uses teaching methods which could help students to have a good learning process but it depends on how teacher uses and aplies them. In this course we practiced listening skills giving a class and observing our classmates. I think is good to know about our mistakes at the moment because we can correct them and we can improve our classes. I learned how to relate the material with the class because it has to have a goal for student's learning process. the course was nice and dinamic.
jueves, 19 de agosto de 2010
Theoretical Framework
1. Retain chunks of language of different lengths in short –term memory.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentences constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourses.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
Examples : types of listening exercises
http://www.esl-lab.com/trip1/trip1.htm
http://www.esl-lab.com/zoo/zoord1.htm
http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm
http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm
-------------------------------------------------------------------------
Examples : types of listening exercises
http://www.esl-lab.com/trip1/trip1.htm
http://www.esl-lab.com/zoo/zoord1.htm
http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm
http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm
http://www.englisch-hilfen.de/en/exercises_list/hoeren.htm
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentences constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourses.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
Examples : types of listening exercises
http://www.esl-lab.com/trip1/trip1.htm
http://www.esl-lab.com/zoo/zoord1.htm
http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm
http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm
-------------------------------------------------------------------------
Examples : types of listening exercises
http://www.esl-lab.com/trip1/trip1.htm
http://www.esl-lab.com/zoo/zoord1.htm
http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm
http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm
http://www.englisch-hilfen.de/en/exercises_list/hoeren.htm
Theoretical Framework
Types of classroom listening performance
Reactive:---- Passive students
Intensive:.---- Focus on one thing
Responsive:_--- Ss. have to know what they are doing
Selective:----- Select the material: How is going to learn (by himself)
Extensive::-___ Ss. have to take notes and do conversations
Interactive: :::---To complete other skills
--------------
Principal for desing listening
We have to have a good development in listening.
Intrinsec & extrinsec Motivation
Focus on the topic
Listening Context
Key words/good listening strategies
Connection with all skills
---------
Listening Techniques from beginning to advance
Bottom up --------- Lexical Meanings.
Top Down excercises
Interactive excercises
Reactive:---- Passive students
Intensive:.---- Focus on one thing
Responsive:_--- Ss. have to know what they are doing
Selective:----- Select the material: How is going to learn (by himself)
Extensive::-___ Ss. have to take notes and do conversations
Interactive: :::---To complete other skills
--------------
Principal for desing listening
We have to have a good development in listening.
Intrinsec & extrinsec Motivation
Focus on the topic
Listening Context
Key words/good listening strategies
Connection with all skills
---------
Listening Techniques from beginning to advance
Bottom up --------- Lexical Meanings.
Top Down excercises
Interactive excercises
miércoles, 18 de agosto de 2010
Theoretical Framework
1. Retain chunks of language of different lengths in short –term memory.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentences constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourses.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentences constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourses.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
lunes, 16 de agosto de 2010
Theoretical Framework
What makes listening difficult?
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Strees, rhythm and intonation: English is stress-timed language, English speech can be a terror for some learners. Also intanation patterns are very significant not just for interpreting straightforward elements such as questions, statements but for understanding more subtle messages like sarcarms, endearment, insult, solicitation ,praise,etc.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
Listening exercise: http://www.esl-lab.com/rest1.htm
Ordering at a Restaurant
Instructions: Listen to the questions by pressing the "Play" link and then choose the best answer. See the Quiz Script here. Press the "Final Score" button at the bottom of the page to score your quiz.
1. PLAY:
A. Three people.
B. That'll be all.
C. No. We're not ready yet.
2. PLAY:
A. I'll take a large Sprite.
B. I'll have a piece of apple pie.
C. French dressing, please.
3. PLAY:
A. T-bone steak, please.
B. Medium.
C. I'd like rice with my steak.
4. PLAY:
A. I'll have the salad, please.
B. I'd like the rice.
C. Bread, please.
5. PLAY:
A. Yes. I'd like more water.
B. I didn't order this.
C. Yes. The food is great.
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Strees, rhythm and intonation: English is stress-timed language, English speech can be a terror for some learners. Also intanation patterns are very significant not just for interpreting straightforward elements such as questions, statements but for understanding more subtle messages like sarcarms, endearment, insult, solicitation ,praise,etc.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
Listening exercise: http://www.esl-lab.com/rest1.htm
Ordering at a Restaurant
Instructions: Listen to the questions by pressing the "Play" link and then choose the best answer. See the Quiz Script here. Press the "Final Score" button at the bottom of the page to score your quiz.
1. PLAY:
A. Three people.
B. That'll be all.
C. No. We're not ready yet.
2. PLAY:
A. I'll take a large Sprite.
B. I'll have a piece of apple pie.
C. French dressing, please.
3. PLAY:
A. T-bone steak, please.
B. Medium.
C. I'd like rice with my steak.
4. PLAY:
A. I'll have the salad, please.
B. I'd like the rice.
C. Bread, please.
5. PLAY:
A. Yes. I'd like more water.
B. I didn't order this.
C. Yes. The food is great.
martes, 10 de agosto de 2010
Theoretical Framework
1.- What are the difficulties a student has in a listening activity?
To separate speech from non-speech sound seems a real achievement: the other parts of the process which we take for granted in our L1 - dividing an unfamiliar speaker's utterances into words, identifying them, and at the same time interpreting what the speaker meant and then preparing an appropiate reply- now become formidable tasks.
2.- How can we avoid those difficulties?
*The syntax of the utterance has yo be grasped and the speaker's intended meaning has to be understood.
*We also have to apply our linguistic knowledge to formulating a correct and appropriate response to what has been said.
3.- Do you think it is important to learn a second language?
Yes, I think it is really important, because we can learn another culture and we can be able to communicate with other people; L2 could be more important for the society if our native language is not spoken by a big part of people.
1*What is listening comprehension?
Mention one of the problem a second language learners face?
is that even if we have carefully rehearsed a particular utterance and manage to produce it to a native speaker, it may well result in a torrent of language from the other person.
What do you think about native speakers accent?
I think that they speak so fast and beause of this we cant understand nothing, and maybe they dont have the patient to understand a L2 speaker.
Are there listening problems if you dont have a good English level, explain why?
yes there are, because you wont understand nothing what is the exercise about.Also because there are some words that we dont know what is the meaning, and during the exercise we lost time just thinking but sometimes inferring can help to have an idea.
2*What is successful listening?
What are the difficulties a student has in a listening activity?
To separate speech from non-speech sound seems a real achievement: the other parts of the process which we take for granted in our L1 - dividing an unfamiliar speaker's utterances into words, identifying them, and at the same time interpreting what the speaker meant and then preparing an appropiate reply- now become formidable tasks.
How can we avoid those difficulties?
*The syntax of the utterance has yo be grasped and the speaker's intended meaning has to be understood.
*We also have to apply our linguistic knowledge to formulating a correct and appropriate response to what has been said.Do you think it is important to learn a second language?
Yes, I think it is really important, because we can learn another culture and we can be able to communicate with other people; L2 could be more important for the society if our native language is not spoken by a big part of people.
3*One view of listening:the listener as tape recorder
What is the listener as tape recorder about?
Is when the student reproduce the information but not always understand it.
What do you understand as listening comprenhension?
is the ability that the listener's use for remember the message that they received.
What is the problem with the tape recorder in the comprehension of the message?
the problem is if we can be sure that the listener has understood what was said.
4*An alternative view of listening: the listener as active model builder.
What does the mental model listening involves?
It involves different methods so that students can practice their listening and they can have a bit more of this language.Learners can know more about this, for example: pronunciation of the words, social context to have a closer look.
What do you do understand by coherent interpretation?
I understand when students has knowledge about it, and it must be clear so that they can recognize all of this and they can try understand, and they do not try to guess the information or invent some things about the language.
What is the effect a listening has on speaking?
I think it has a lot of importance on Speaking and on the others skills because student can learn better with this model and to practice their pronunciation, to improve their reading, it is so helpful because they learn vocabulary and different thing that they need in her learning about this or different language
1*What is listening comprehension?
Mention one of the problem a second language learners face?
is that even if we have carefully rehearsed a particular utterance and manage to produce it to a native speaker, it may well result in a torrent of language from the other person.
What do you think about native speakers accent?
I think that they speak so fast and beause of this we cant understand nothing, and maybe they dont have the patient to understand a L2 speaker.
Are there listening problems if you dont have a good English level, explain why?
yes there are, because you wont understand nothing what is the exercise about.Also because there are some words that we dont know what is the meaning, and during the exercise we lost time just thinking but sometimes inferring can help to have an idea.
2*What is successful listening?
What are the difficulties a student has in a listening activity?
To separate speech from non-speech sound seems a real achievement: the other parts of the process which we take for granted in our L1 - dividing an unfamiliar speaker's utterances into words, identifying them, and at the same time interpreting what the speaker meant and then preparing an appropiate reply- now become formidable tasks.
How can we avoid those difficulties?
*The syntax of the utterance has yo be grasped and the speaker's intended meaning has to be understood.
*We also have to apply our linguistic knowledge to formulating a correct and appropriate response to what has been said.Do you think it is important to learn a second language?
Yes, I think it is really important, because we can learn another culture and we can be able to communicate with other people; L2 could be more important for the society if our native language is not spoken by a big part of people.
3*One view of listening:the listener as tape recorder
What is the listener as tape recorder about?
Is when the student reproduce the information but not always understand it.
What do you understand as listening comprenhension?
is the ability that the listener's use for remember the message that they received.
What is the problem with the tape recorder in the comprehension of the message?
the problem is if we can be sure that the listener has understood what was said.
4*An alternative view of listening: the listener as active model builder.
What does the mental model listening involves?
It involves different methods so that students can practice their listening and they can have a bit more of this language.Learners can know more about this, for example: pronunciation of the words, social context to have a closer look.
What do you do understand by coherent interpretation?
I understand when students has knowledge about it, and it must be clear so that they can recognize all of this and they can try understand, and they do not try to guess the information or invent some things about the language.
What is the effect a listening has on speaking?
I think it has a lot of importance on Speaking and on the others skills because student can learn better with this model and to practice their pronunciation, to improve their reading, it is so helpful because they learn vocabulary and different thing that they need in her learning about this or different language
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