jueves, 2 de diciembre de 2010
miércoles, 1 de diciembre de 2010
This picture is more and more difficult to find these days. With the advent of the communication technologies, the way of reading has changed, especially for teenagers. Text messages, messenger conversations, emails, and so forth have replaced the appeal that books have had centuries ago when they were first produced.
In this entry, I will analyse the teaching of reading by using concepts taken from the chapter 6 from Hedge and the article on reading comprehension skills in English at schools published by the GCBA.
jueves, 30 de septiembre de 2010
1) The extent to which learners are given a reason to listen.
Students will be given a good reason to read the text provided that the teacher is able to build up an adequate amount of intrigue as regards their guessing on the lifestyle the protagonist is leading, the reasons why she is abroad and the difficulties she is facing (among others)
2) Whether appropriate contextual information is required.
I believe appropriate contextual information is given. General ideas about the protagonists and their situation is clearly presented and discussed prior to the listening activity.
3) In what ways pre-listening stage prepares students for the language of the text.
Firstly, students are asked to relate the topic to their own reality by asking them to work on some questions connected to their preferences. This might bring up some doubts as regard vocabulary related, for example, to possible difficulties when living in a foreign country, which is one of the topics dealt in the listening.
Secondly, some general context is discussed so as to frame the issues dealt in the listening such as the interviewee’s profession and her decision to move abroad for a year. The questions also provide some guidelines to the listener with regard to the ideas that will appear in the text. In addition, discussion on the pictures gives some place for the students to brainstorm possible topics. For instance, in the pictures we can see a woman painting so students may infer that the teacher decided either to teach art or to learn art. They can also think of the differences in the cultural backgrounds and customs.
4) In what ways pre-listening stage activates prior knowledge
In the very first activity, learners are asked to discuss with a classmate some questions connected to the topic and their own opinions on it. By doing so, the students start making connection of ideas, grammatical structures, lexical items, contexts, etc. Additionally, as I mentioned above, describing the pictures will help visual students activate other brain areas apart from those related directly with language.
5) The usefulness of any while-listening work
Usually, while-listening activities are useful to check student’s predictions, and to try to verify that they understood the general ideas developed in the text. On a more detailed work, while-listening activities can be used to work on new vocabulary or grammatical structures.
6) The relevance and range of any post-listening work
The main aim of a post-listening activity is to relate the listening to the student’s own world so as to make it relevant to them, and therefore, memorable. In this case, the learners are asked to discuss the answers with a classmate. In this way, they talk about the possible answers. Therefore, I would include some questions related to their own opinions as a way of integrating the text contents with their own personal views.
lunes, 12 de julio de 2010
viernes, 9 de julio de 2010
miércoles, 16 de junio de 2010
jueves, 3 de junio de 2010
- It increases opportunities for practising the language: I think that when sts are asked to work in pairs or in groups more true-to-life situations are presented so more skills are required to carry them out. Students need to develop different competences such as discourse competence (cope with authentic texts, use cohesive devices) strategic competence(turn taking) fluency (to deal with information gap), etc. These strategies would note be seen as a necessity from the sts´point of view were them to be working alone. The main point here, is that as we are teaching a language, and a language is meant to be used for communication mainly, we should practise it through interacting with others.
- It enables students to take risks with the language and to see if they can negotiate meaning: Of course, it does! Working with their pairs usually gives students more confidence as they are not the centre of attention to the teacher. They feel more free and relaxed.Thus, they are more concerned with getting their message across through negotiation of meaning than with them making mistakes.
jueves, 6 de mayo de 2010
This drawing (tries to) represent an adolescent’s motivation to learn English outside the classroom. I imagined the teacher had helped him see how useful and fun learning can be; and that making it so only depends on himself not on somebody else. What does depend on the teacher is the teaching environment inside the school. I thought of a perfect atmosphere that welcomes each student to the classroom and makes them feel proud of their own production for instance by exposing their own work on the walls. The perfect place could be represented in a thousand different ways because we all have different learning styles, ways of processing the intake, learning strategies, etc. But the important thing is for a teacher to acknowledge these differences and try to use them as tools to plan their lessons, for example asking sts to practise different skills and appeal to a variety of intelligences.
I believe that motivation and a welcoming environment are two key elements to encourage students to learn a foreign language. We teachers are in charge of guiding them on how to get enthusiastic about English and of creating a nice atmosphere for them to learn.