luisa coreas-final paper

8/13/2019 Luisa Coreas-Final Paper

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Teaching Methods

Didactic Application

LUISA COREAS

December 2nd2013


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Luisa Coreas

Morphology -Teacher, I do notknow when and why Ihave to add s to

verbs

Here, student is facing a problemwith the formation of the verbswhen they are used in the third

person.

The solution is to explain to thestudent that we add s to theverbs when using them in simplepresent sentences and referring tothe third person (he/she/it).

Linguistic sub area:

Pragmatics -Teacher, what can I doto understand whatsome idioms mean?

The situation here is that thestudent does not understand someidiomatic expressions that weusually use in order tocommunicate.

The better solution is to provide tothe student a list of idioms withtheir respective meaning and make

him/her practice them by writingand saying sentences using eachidiom.


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Dialects -Teacher, how do yousay bolado in English?

Students use to ask this kind ofquestions but the thing is thatevery country has its own dialects

and we cannot pretend that all ofthem can be said or translatedliterally in English.

The best solution to this issue is totell students that there are somewords that we use in our nativelanguage that cannot be said in thetarget language which is English inthis case, so instead of sayingbolado we say thing.

Discourse sub area:

Cohesion -Teacher, I do notknow what kind ofwords or phrases I can

use in a formal writingor speech

In this case the student is lackingof some vocabulary that would beproper used in a speech or a

formal writing in order to linksentences or paragraphs.

A solution to this problem is toprovide to the student thevocabulary necessary and makehim/her use it by writing. Thereare many linking words andphrases that can be used in formalwritings.


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Strategic sub area:

Paraphrasing -Teacher, I cant get theidea of what otherpeople is saying when Iam speaking to them

This situation is very usual inbeginner students, the studentcannot get the main idea of what isbeing said and he/she getsconfused thus he/she does notunderstand the language.

The teacher should explainstudents that every language isdifferent and that we cannottranslate or understand literallyeverything we hear or watch.

Giving students some exercises ofparaphrasing would be a goodsolution to this problem.

(Smolcic, 2013)

2. Explain how you are going to design a lesson plan when facing the Leaner Variable I:Teaching Across Age levels; who are the learners? Do a lesson plan for each type oflearner taking in consideration the structure of a lesson plan.

To design a lesson plan we need to focus on the following sentence; who is thelearner? According to the book Teaching Across Age levels there are three types oflearners which are children, adults and teenagers. Each of them needs to be taught indifferent way.

For example, when teaching children we, as teachers need to take into account that theyare effortless and that we need to get their attention by teaching them in a funny way inorder to make them feel comfortable and entertained.

Here is a lesson plan designed for children:


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Topic thatwill be

covered inthe Unit.

Activity torecall

previewslearning.

Warm-UpActivity.

LessonObjectives.

LearningStructure.

Activities forproduction

and practice.

Timing. Wrap-UpActivity.

Future Tense

Students are

going to talkabout whatthey will bewhen theygrow upusing simplefuturesentences.

The game

called "Imgoing..." Theteacher startsout "Imgoingshopping. Iwill buy apencil". Thefirst studentsays "Imgoingshopping. Iwill buy a

pencil andan eraser".Each studentstarts out thesame, andhas toremember allthe previousanswers andadds a newone.

-Students

will be ableto makesimplesentencesusing thefuture tense.

-Subject+

will+ verb+complement.

-Subject+aux. verb+going to+verb+complement

Introduce

the FutureSimpleTense withwillThe teachertells studentswe use willto talk aboutthe future ingeneral.Make suretheyunderstand

theconjugationis the samefor all verbs.Introducethe FutureSimple withgoing toUnlike thefuture withwill, where

60 minutes

Teacher asks

students tomake around tableand they aregoing topredict whateach of theirclassmates isgoing to bewhen theygrow up.


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an instantdecision ismade, onceyouve madea decision,and itconstitutes aplan, you use

the futurewith going toto express it.


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Adults are taught in a different way than children, because they are more open mindedand they can understand a context-reduced segment of language easier than children.The teacher cannot refer to an adult in the same way he/she does to a child but whatwe, as teachers do not have to forget is that both, adults and children deserve respecteven though we cannot discipline them in the same way. To design a lesson plan foradults we need to bear in mind that they also have feelings and emotions so we need tomake the class interesting for them, using well-structured techniques in order to makethey learn by doing interesting things. Here is an example of a lesson plan for adults:


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Topic thatwill be

covered inthe Unit.

Activity torecall

previewslearning.

Warm-UpActivity.

LessonObjectives.

LearningStructure.


and practice.


FutureTense

Teacher askstudents towrite a on asheet twoparagraphstalkingabout theirfuture plans.

Make groupsof three andtell studentsthey willpredict thelives of adistantfuturegeneration.Give eachgroup acategory like:

education,jobs, familylife,environment,homes, etc.And askthem towrite aboutit.

To helpstudents talkabout thefuture.To developstudentscommunicationskills.

-Subject+will+ verb+complement.


Introduce

the FutureSimple withwill going toshortanswersHavestudents askeach otherquestionsabout futureevents andreply with

affirmativeand negativeshortanswers.

120 minutes.

Studentsmust do 30completesentencesusing futuretenses.


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When teaching to teenagers things get a little bit easier than when dealing with childrenbecause teenagers need less attention than children. There are many factors that need tobe taken into account when teaching teenagers, one of them is that we, as teacher needto avoid embarrassing students at all cost since they are teenagers and they are caring oftheir self-image. To design a lesson plan for teenagers we need to be focused on theirneeds, feelings and even designing it taking into account that they want to feelconfident. An example of a lesson plan for teenagers is the following:


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Topic thatwill be

covered inthe Unit.

Activity torecall

previewslearning.

Warm-UpActivity.

LessonObjectives.

LearningStructure.


and practice.


Future

Tense.

Studentsshould be

asked toelaboratesimplesentences infuture tense.(5 minutes)

Students aregoing to talk

about theirpersonalfuture plansusing willand goingto.

-Studentsshould know

when andhow to usethe futuretense.

-Studentsshould knowwhen to usewill andgoing to.

-Subject+will+ verb+

complement.


First startwith a quickdiscussionon musicand the Sssfavoritesingers orbands.

Then, tellthem theyregoing toorganizetheir ownmusicfestival- avery specialone to theirown taste(preferablyin pairs)using willand goingto

120 minutes

Have thestudentsmake a circle

on the floorto play ifhe/she isgoing to,then Imgoing toThe teacherbegins, Ifyou are allgoing tolisten, thenIm going toteach. The

teacherpasses theball toanotherstudent. Heor she says,If hesgoing toteach, then Iam going to


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Luisa Coreas

listen. Thatstudentpasses theball toanotherstudent, whosays, If sheis going to

listen, then Iam going todraw." Thatstudentpasses theball, etc.


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3. Explain how are you going to deal if you have class with the Variable II TeachingAcross Proficiency levels.

Variable II Teaching Across Proficiency level refers to the three levels of learning that

each student has (beginning, intermediate, and advanced). Deal with beginners is thehardest thing for me, because there is where they do not know almost anything aboutthe language, they ask many questions and they see the teacher as a model to follow;the teacher is the guider and the leader at any time so, that is the hard thing because,being a model, a leader, a guider, a teacher is not an easy thing. But, to deal with thesestudents with this level in my personal opinion I would take things easy and be asmuch comprehensive and dynamic as possible.

When dealing with students with an intermediate level is much easier than dealingwith beginners because there is when they show that they are improving. By this time,the teacher is not the only guider but also students, making some role-plays, students

interactions, small groups activities, etc.

Teaching advanced level students might seem the easiest thing, in a way it is becausehere is when students become independent and the teachers role remains on sitting inthe back and watch how students develop the skills learnt in their whole learningprocess, the only thing that the teacher does is to provide the necessary tools to helpstudents create effective learning opportunities.

It is not easy to be a teacher and deal with all the kind of situations provided in thispaper, as there is no easy to deal with the different levels that we as teacher can have ina class but the thing is that all we have to do is to take the challenge, try to improve and

become better teachers than the ones we have now, always remembering that we arethe models that our students somehow are going to follow. So, to deal with this I shouldfind techniques adequate to each level.


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4. Choose digital resources you will include and describe how it will help students learnEnglish according to your lesson plans.

-For Syntax Problem the websites written below will make students understand easier

how verbs like put and cut are conjugated thus they will understand how todifferentiate them.http://conjugador.reverso.net/conjugacion-ingles-verbo-cut.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-put.html

-Here is a link in which the addition of s in verbs used with the singular pronouns isexplained for students with a Morphology problem.http://www.ccc.commnet.edu/sensen/part2/eleven/final_s_present.html

-A list of idioms with their respective meaning is provided below to help studentunderstand easily the usage of some idiomatic expressions that we usually use.http://www.learn-english-today.com/idioms/idioms_proverbs.html

http://www.smart-words.org/quotes-sayings/idioms-meaning.html

-For Cohesion Problem here is a link where students can find a lot of vocabularyconcerned to formal writing, where they can find many linking words and phrases thatwill help them to have a better communication.http://library.bcu.ac.uk/learner/writingguides/1.33.htm

- In order to understand or get the idea of what other people is saying when theyspeak English, here are some tips to make students easily improve their listening skill.Also here is a video with a test included to see how well students understand what isbeing said in the video.

http://www.omniglot.com/language/articles/learningenglishtips.htmhttp://www.engvid.com/learn-english-listen-understand/
http://conjugador.reverso.net/conjugacion-ingles-verbo-cut.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-cut.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-cut.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-put.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-put.htmlhttp://www.ccc.commnet.edu/sensen/part2/eleven/final_s_present.htmlhttp://www.ccc.commnet.edu/sensen/part2/eleven/final_s_present.htmlhttp://www.learn-english-today.com/idioms/idioms_proverbs.htmlhttp://www.learn-english-today.com/idioms/idioms_proverbs.htmlhttp://www.smart-words.org/quotes-sayings/idioms-meaning.htmlhttp://www.smart-words.org/quotes-sayings/idioms-meaning.htmlhttp://library.bcu.ac.uk/learner/writingguides/1.33.htmhttp://library.bcu.ac.uk/learner/writingguides/1.33.htmhttp://www.omniglot.com/language/articles/learningenglishtips.htmhttp://www.omniglot.com/language/articles/learningenglishtips.htmhttp://www.engvid.com/learn-english-listen-understand/http://www.engvid.com/learn-english-listen-understand/http://www.engvid.com/learn-english-listen-understand/http://www.omniglot.com/language/articles/learningenglishtips.htmhttp://library.bcu.ac.uk/learner/writingguides/1.33.htmhttp://www.smart-words.org/quotes-sayings/idioms-meaning.htmlhttp://www.learn-english-today.com/idioms/idioms_proverbs.htmlhttp://www.ccc.commnet.edu/sensen/part2/eleven/final_s_present.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-put.htmlhttp://conjugador.reverso.net/conjugacion-ingles-verbo-cut.html


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Bibliography

Smolcic, E. (2013, May 9th). The College of the Liberal Arts. Retrieved November 29th,

2013, from Penn State University : http://elearning.la.psu.edu/aplng802/lesson-3/four-areas-of-communicative-competence-discourse-and-strategic-competence

luisa coreas-final paper

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