UNIT 33 GIVING FEEDBACK

Giving Feedback is when teachers give information to someone about his or her learning or showing them that you have understood (or not) what they have said.Also, in the classroom, teachers can give feedback to learners,  learners can give feedback to teacher, and learners can give feedback to other learners.

A positive feedback means that feedback should be balanced, focused and helpful with a comment on positive aspects of a learner's work as well as areas students needs to improve; focused so that the learner knows exactly what the good points are and what the problems are; It is helpful, so the learner knows what the steps to make to improve it.

Besides, writen or oral feedback can be given to learners after formal assessment in adition to a mark or grade. 
As a conclusion,feedback should include guidance on how students can improve their work for the next time.
For more information click on these links
http://www.mindtools.com/pages/article/newTMM_98.htm 
https://www.cabrillo.edu/services/jobs/pdfs/giving-feedback.pdf 
http://www.faculty.londondeanery.ac.uk/e-learning/feedback/giving-feedback 
 

UNIT 32 CORRECTING LEARNERS

   When do teachers have to correct students?
Teachers correct students sometimes when they have made a mistake and also teachers want to show them that something is wrong or incorrect. There is a range of correcting strategies and techniques we can use to indicate that there is a mistake.

Oral correction
1. Time lines

2. Finger correction

3. Gestures and / or facial expressions

4. Echo correcting

5. Peer and self correction

6. Ignoring errors  

Writing correction
Symbols correction code

For more information click on these links

http://busyteacher.org/3723-how-to-correct-mistakes.html

http://www.finchpark.com/courses/tkt/Unit_11/why-and-when.pdf

UNIT 31 GROUPING LEARNERS

   In this unit we identify that there are different ways in which teachers can organise their students in the classroom.For example students can work on their own, as a whole, in pairs, in teams, or in grups.The interaction patterns teacher chooses depend on differents aspects like students learning styles, teacher's teaching style and preferences, the teaching approach, the learning context, the type of activity, the aim or learning purpose of the activity and the stage of a lesson.

Here a list of interaction patterns

* Groups or pairs ==Where students working with other students.
* Students to the teacher == Feedback
* Whole class == Teacher to students
* Individuals == Students complete their tasks on their own.
* Pairwork == Students do the activity with a partner.
* Open pairs == Student to student with the teacher facilitating. (In my personal opinion I like this interaction because the teacher participates actively)
* Mingling activity == Students move around the classroom asking questions of other     
   student.
* Groups or pairs == Students compare and discuss their answers with other groups. (groups of three or more students , it depends on the activity) 
While with "Whole-class activities" such as mingles, enable all the students to practise the language at the same. These activities are good for increasing confidence, specially amongst shy or weaker learners.

"Individual activities" give students a chance to work at their own pace and to focus and organise their thoughts.

Finally, "Pair and group activities" provide students with opportunities for developing longer turns and fluency through interaction.
For more information click on these links

http://site.iugaza.edu.ps/nmasri/files/2012/02/3.6-Grouping-learnersTrainer-notes.pdf
http://busyteacher.org/4265-pair-work-vs-group-work-whats-better-for-the.html

UNIT 30 TEACHER ROLES

     Without doubt the teacher role is to help students apply, get, and undertsand concepts through classroom instruction and presentations.A teacher's role involves more than simply standing in front of a classroom and talking and talking. In fact, even though a teacher spends the majority of the day in the classroom. Also they are facilitor, observer, planner, builder of knowledge, etc. An effective teacher  involves  multiple hats to ensure that the school day runs smoothly and all students receive a quality education.Obviously  within their roles are to prepare lessons, extra material, quizzes. In today's world a teacher's role is a multifaceted profession.
Something esle,the teacher role is very important to engage students in the learning process, he is a motivator, a leader whose purpose is that students first learn values and then the knowledge. On the same hand he is a former of dreams with his help students can achieve their goals, I mean the teacher guides them, he draws them in the right way in order to  be good people for the sociaty.
As a conclusion, Ithe teacher role isn't only teaching this goes more over. As I said in my book, if teacher wants to get an active and participative class, "First, be a friend then teach"

For more information, click on these links:
http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx
http://www.britannica.com/EBchecked/topic/585183/teaching/39100/Functions-and-roles-of-teachers
 

UNIT 29 CATEGORISING LEARNERS MISTAKES

     First all of , it is very remarkable to mention the difference between error and slip. Error a mistake that students do when they trying to use a range of language more than their level of knowledge and Slip a mistake that students that they can solve by themselves.L1 interference influences on the students development. But mistakes result in problems of accuracy. What kinds of mistakes do learnes make?
there are inaccuracy: pronunciation (it means incorrect pronunciation of a word or words),inaccuracy: grammatical (incorrect verb form ),inappropriate style (register), lexical (incorrect adjective),spelling (plural for example), and punctuation (inaccurate use of full stop).
Also, there are oral and writing mistakes, but over here the most important part is to help students to avoid these kind od mistakes. They want to use the correct form of the language to communicate with suitable context and clear message.
As a conclusion, we can categorise learners' mistakes in accuracy and appropriacy.

for more information click on these links:
http://www.engvid.com/
http://www.proz.com/translation-articles/articles/633/1/Second-Language-Acquisition%3A-Learners%27-Errors-and-Error-Correction-in-Language-Teaching
http://www.antimoon.com/how/mistakes-in-learning.htm

UNIT 28 IDENTIFYING THE FUNCTIONS OF LEARNERS' LANGUAGE

The functions of learners' language are the PURPOSES for which learners use the language in the classroom.

     In this part , I think that all the exponents need to  be taught correctly because every day the students need or apply functions of language. Teaching students their favorites phrases could be a good idea but then they need to think in more complex language according their level of knowlegde .
Also, for every stage of a lesson there are possible learner language functions but the most important part is that students first they can identify and analyze these three aspects: situation, exponent and the function.Only in this way students are able to catch and expand the functions of language. As a result students will use of a wide range of the language for example: interacting, suggesting, negotiating, etc.
The functions learners use are often the same as those used by teachers. In other words, for each activity or stage of a lesson plan the students will use exponents in order to express different functions of language but according to the necessity.

for more information, click on these links
http://www.ode.state.or.us/teachlearn/standards/elp/files/langfunc.pdf
http://www.literacyhow.com/wp-content/uploads/2013/06/Academic-Language-Functions-toolkit.pdf

UNIT 27 USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

How do we use language appropriately for a range of classroom functions? I have been asking this question me since I was doing my internship. Now, I learned that using language appropriately means we use language in the classroom which best suits the learners and the situation. Classroom functions are the purposes for which teachers and learners use language in the classroom.

 As teachers, these purposes can include to manage activities and learning, to explain learning points and to move smoothly from one stage of a lesson to the next. The language we use in the classroom must be appropriate for the classroom function and for the Level and the age of the learners. For example, we should not use language that is too formal with primary learners or language that is too babyish with older learners.

So know the question is how to grade the student language in the classroom? First of all grading language means choosing to use classroom language that is at or below the language level of the learners. For example, with beginners we use simple words and phrases. This is what I did with my students during my internship but with higher level our language can be more complex.

To finish grading means that our language is at the right level of the learners understand. We need to sequence our language appropriately to provide learners with learning opportunities to use the target language.

Click on this link for more information
http://www.writeexpress.com/appropriate-language.html

UNIT 26 IDENTIFYING AND SELECTING TEACHING AIMS

To choose the best teaching aids, you need to consider what age group you are teaching, what subject matter you are teaching, and what your personal teaching style is. Because not all the students respond in the same way during the process. For this reason you have  to be sure that you have supplies that are appropriate for the age of your class. Some teaching materials are for general use in a classroom, but there are also some that are helpful for specific topics or subject areas.

In other words teaching aids are an integral component in any classroom. The many benefits of teaching aids include helping learners improve reading comprehension skills, illustrating or reinforcing a skill or concept, differentiating instruction and relieving anxiety or boredom by presenting information in a new and exciting way. Teaching aids also engage students’ other senses since there are no limits in what aids can be utilized when supplementing a lesson.

As teachers we can use different teaching aids like visual , audio or audio-visual aids. If we use some of them we are motivate students, clarifying the subject, and increasing the vocabulary.

Click on these links for more information
http://www.wisegeek.com/how-do-i-choose-the-best-teaching-materials.htm
http://eduscapes.com/sms/access/selection.html
http://www.homeschoolmarketplace.com/choosing/

UNIT 25 SELECTION AND USE OF SUPPLEMENTARY MATERIALS AND ACTIVITIES

The is not doubt that supplementary materials may come from authentic sources for example newspaper and magazine articles, video. Even some course book packages include supplementary materials and activities specially designed to fit the course book syllabus, Moreover we can get supplementary materials and activities from websites where you can download according to your lesson aims. As teachers select supplementary materials and activities first by recognizing that we need something different from the material in the course book in order to get an active and participate class and then by knowing where to find the most appropriate kinds of material.

Technology is very useful because we can find supplementary materials and activities to provide something that is missing from the course book, to give learners extra practice, or just to bring something different to our lessons.

In conclusion, supplementary materials and activities are very useful too in order to achieve our lesson aims. Also they can give us extra information or more practicing about a specific topic or grammatical structure for example.

Click on these links for more information

www.ceag.kh.edu.tw/kmsln/file.php?fid=16944

http://www.math.ccsu.edu/mitchell/math409tcmalgebraeyesandears.pdf

http://www.ahdr.info/educational_materials.php

UNIT 24 SELECTION AND USE OF COURSE BOOK MATERIALS

In my personal opinion the use of course books in the learning process is very important due to include all the material that we can use in the classroom. Also, the use of course books in the classroom is very important because these have many features like well organized, visually attractive ,clear , culturally appropriate, motivational, clear content for the right level of students and give learners enough opportunities to use the language. At this point I think the last one is our big goal as teachers, I mean students use the target language inside and outside the classroom.

Another important thing is if we want to change the course book material we can do it if it has the same focus aim in the lesson plan.

To finish, the use of course book in the classroom is very useful because it involves different aspects that are very important in the teaching-learning process. Therefore, there are some strategies if we can adapt material for any kind of reason. The advantage of adapting material is that we can find possible solutions to traditional problems like: extending or shortening material, reordering material, changing the level of the material and changing the methodology.

Click on these links for more information

http://evasimkesyan.com/2010/10/11/to-use-or-not-to-use-course-books/

http://www.finchpark.com/courses/tkt/Unit_23/how-to-use.pdf

http://www.gabrielatos.com/CB-Use-TTEd.pdf

http://es.slideshare.net/cristhine/chapter-11-28828211

UNIT 23 CONSULTING REFERENCE TO HELP IN LESSON PREPARATION

Before planning our syllabus it is very important to know that as teachers we can use reference and supplementary materials. Every single reference has different purposes like checking the use of grammatical structures, spelling, pronunciation, use of lexical items or anticipates learners’ difficulties during the learning process.

Nowadays, we have different ways to find out lot information according to what we want to measure in students. For example we can get information from the internet, course books, magazines, newspapers, etc. In other ways, the use of technology is a good tool in order to prepare our lesson plans.

In conclusion, resources are the all sources of information about language and about teaching that we can include in the lesson plan. Resources are very useful for teacher and learners because these indicate the source of where we get the information given or gotten. Besides, as teachers we can find resources about activities, exercises, tests, etc

Click on these links for more information

http://www.education.vic.gov.au/school/principals/spag/curriculum/pages/selection.aspx

http://education.qld.gov.au/health-safety/promotion/drug-education/resources/guide_selectresources.html

http://es.slideshare.net/VQuevedo/how-to-choose-teaching-materials-2675999

UNIT 22 Choosing assessment activities

        How do you choose the assessment activities?. The video above explains us using four important questions. So at this point, it is very remarkable to understand assessment means collecting information about learner's performance, progress in order to make judgements about their learning. Besides, as future english teachers we must know that there are two kind of assess students. We can apply the formal or informal. But they differ one and other about features like: tasks, purpose and marking.
      In my personal opinion I think that both assessments are very important to apply in the learning due to these provide us information about specific areas of the students.Another thing is that both have advantages and disadvantages for example the formal  gives us reliable results and in this way we can measure if students understood or not a text for example while informal presents activities that can help students to produce the target language.

    To sum up, how do we choose assessment activities? it depends on the teacher, what the teacher wants to measure focusing on the learning objectives of their lesson plan. This is the key point. Choose the right assessment activities in order to accomplish  the lesson plan's objectives focusing on the students needs, level and background. 

Click on these links for more information
https://www.google.com.ec/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CD8QFjAD&url=https%3A%2F%2Fteaching.unsw.edu.au%2Fprintpdf%2F588&ei=UZHBU62mD9DnsATtmYGwBg&usg=AFQjCNHI19HEZ00ngD1mRJLzijcjFljUvA&sig2=FHUSYRJxvZ_ibY1JbKb2dg
https://www.google.com.ec/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CD8QFjAD&url=https%3A%2F%2Fteaching.unsw.edu.au%2Fprintpdf%2F588&ei=UZHBU62mD9DnsATtmYGwBg&usg=AFQjCNHI19HEZ00ngD1mRJLzijcjFljUvA&sig2=FHUSYRJxvZ_ibY1JbKb2dg
http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them