Giving Feedback...

Considering the task related with the literary text "To Kill a Mockingbird" presented by the students as an interview applies to the characters, I can give them feedback after reading their interview.

First, in accordance with the Qualities of your Ideas:

I think it is a good idea, considering the main theme about the book, but in other opportunity it could be a better idea to ask questions about feelings, emotions, relationships between the characters, because as a reader I'm interested in to know other aspects about the characters, not the same as I read through the book.  

Finally, it was a good work.

You have 9 points

Second, with respect to the Organization:

They are good, but you can improve them giving it other order, maybe reorganizing the questions, they could be related one to another.  For example in the case of talking about myths, you can follow with other question related with the same subject, as a continuous idea.

You have : 8 points

Third, in the case of Language:

Well, in this case, I consider there are some mistakes you can correct, referring to some spelling mistakes, in the case of which, you miss the consonant "h" between the letter "w" and the vowel "i", so it could be a good idea to work with a dictionary to confirm the spelling of some words before you write a final idea to present your work.  After that, you also miss to put some capital letters, in the case of Maycomb, and other characters.  You should take care about writing proper nouns.  On the other hand, you also write some words twice, so you have to give a look to your work before you present your work. But finally you made a very good work in relation with the syntax of your work, for instance in the case of the first question you used a perfect second conditional clause, which is a very complex clause, and in other case the position about adverbs are really well, it has a very good syntax, so congratulations in this sense, because to get a good syntax is preferable than to have a good spelling, it's easier to correct spelling than to correct Syntax.
You have 7

So, finally you have 23 points, you did a good work, but it could be a better work for the next time to be considered the previous feedback to get a better mark and improve your english language.

Speaking... describing people...

Here you will find the Lesson Plan:

https://docs.google.com/document/d/1M4RhGt6mB5kYH8s3gcGVOVx9QJsGPIGh4h0waAWc1eg/edit?hl=es&authkey=CKy-3aAN

Here you have the PPT File:

https://docs.google.com/present/edit?id=0ASmNChelF8PHZGNqOG5kNzdfNTVtZm10cGNmag&hl=es&authkey=CKeCxYwN

Enjoy it!!!

Listening Activities High School

The first activities for 7th Grade Elementary School "SPORTS"

Lesson Plan 7th Grade Elementary School:

https://docs.google.com/document/d/1tC9LXVBZUqz6GvF1bP8UY6CQLYMJmgzcpNXUyEcE-2U/edit?hl=es&authkey=COTQzvsC

Here you have the PPT File:
https://docs.google.com/present/edit?id=0ASmNChelF8PHZGNqOG5kNzdfMzZmZGR4NDNjdA&hl=es&authkey=CMiHjbUL

Here you have the link to the Listening about the Sports:
http://www.elllo.org/english/Games/G040-Sports.html

Here you have the Tapescript and the Worksheets:
https://docs.google.com/document/d/1z9ICh8sFtb8vN2c4v8WAZAwmcBHvxgiwkt7_bbvtTKI/edit?hl=es

Enjoy it!!!

The second activities for 1st Grade High School about HEALTHY FOOD

Here you will find the Lesson Plan:

https://docs.google.com/document/d/1XiDGOGQParxBSl1Yd7ul9oeiKAMgNeQ9YXCmov8N6vg/edit?hl=es&authkey=CMHGuv8L

Here you have the PPT  File:

https://docs.google.com/present/edit?id=0ASmNChelF8PHZGNqOG5kNzdfNDRnOWY3MnNobg&hl=es&authkey=CJaitvcF

Here you will find the link about the Listening Activity:

http://www.breakingnewsenglish.com/1009/100925-being_overweight.html

Here you have the Tapescript and Worksheets:

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BymNChelF8PHZTI1MDgwYzMtM2Y5Yy00NDBlLTk2YzQtYWZiYTczZGZhYTJk&hl=es

Enjoy it!!!

Teaching Pronounciation

Here you have the Lesson Plan:
https://docs.google.com/document/d/1QxGDcArhH1krGlJ1EDyPbhYq4aV9FNzEx6PTso0FEiw/edit?hl=es&authkey=CIGP-_IK

The Video of the two phonetics sounds /b/ and /p/ :
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/con_voiceless_1.shtml

The Video Song: (you have to put the video isolated, only for listening; and then as a karaoke version
http://www.bbc.co.uk/schoolradio/subjects/earlylearning/nurserysongs/A-E/big_ship_sails

Here you have the tapescript:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BymNChelF8PHMWJmYzY0YTQtYzFkMS00MTk2LWI5NGUtY2NkYmY2ZTY1NmFi&hl=es

Enjoy it!!!!

Presenting New Vocabulary

Here you have the Lesson Plan:
https://docs.google.com/document/d/1qhkJw7Qf_lu7AzoUVBxc_ciyvZv2VC2CqYpkdTmgHdQ/edit?hl=es&authkey=CKniqic

And here you have the ppt file:
https://docs.google.com/present/edit?id=0ASmNChelF8PHZGNqOG5kNzdfMjVoaGdmcXpjdg&hl=es&authkey=COyC6PAD

The Worksheet:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BymNChelF8PHMWFmM2IxOTgtMTg0MC00ZGJhLThkYTQtMTQ0ZjBlYjNjZjU2&hl=es&authkey=CNqQpaQM

The others worksheets:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BymNChelF8PHN2M4YTgxOTgtZGY4Mi00M2I3LWJkZWYtNWEyMDViZGZmYzIz&hl=es

Enjoy it!!!

Teaching Grammar

Here you will find the Lesson Plan:

https://docs.google.com/document/d/1f9vd7ciT1PSMIuLM44RZ6dZ6SQCIUkHTdjHRDuvWqaw/edit?hl=es&authkey=CJ6kn64L

Here you will find the ppt file:

https://docs.google.com/present/edit?id=0ASmNChelF8PHZGNqOG5kNzdfMWd0eGJxcGZx&hl=es&authkey=CK6tq_MG

Finally, here you have the texts:

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BymNChelF8PHYjMyOWQ4MjYtY2QzYi00NmViLTlhNjgtNmY0OWNlYzAzN2Qx&hl=es

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BymNChelF8PHY2YzZGRiNTYtNWMxYS00ZmZhLTk3MjItZjNkNTA0NTJhNjFi&hl=es

Enjoy it!!!!

Examining a Coursebook, applying Criteria...

Refering to Materials, I am very interested in examining a coursebook which was used my son in 4th grade elementary school, it is called "Super Bus 4".  The idea is to have an opinion about it and to know specific information about its content. Was it a good tool for him in language classes?
To give responses to this examination, I would like apply it with grades, in a scale from 0 to 7, which 7 is the best result for the criteria, which it is totally included in the Coursebook and at the other hand 0 is totally not included.

CRITERIA FOR COURSEBOOK ASSESSMENT 

1. ( 0 ) Objectives explicity laid out in an introduction , and implemented in the material.
2. ( 5 ) Approach educcationally and socially acceptable to target community.
3. ( 7 ) Clear attractive layour; print easy to read.
4. ( 7 ) Appropiate visual materials available.
5. ( 7 ) Interesting topics and task.
6. ( 6 ) Varied topics and tasks, so as to provide for different learners levels, learning styles, interests, etc.
7. ( 5 ) Clear instructions.
8. ( 0 ) Systematic coverage of syllabus.
9. ( 5 ) Content clearly organized and graded (sequency by difficulty)
10. ( 0 ) Periodic review and test sections.
11. ( 0 ) Plenty of authentic language 
12. ( 0 ) Good pronounciation, explanation and practise.
13. ( 0 ) Good vocabulary explanation and practise.
14. ( 5 ) Good grammar presentation and practise.
15. ( 5 ) Fluency practise in all four skills.
16. (4 ) Encourage learners to develop own learning strategies and to become independent in their learning.
17. ( 7 ) Adequate guidance for the teacher; not too heavy preparation load.
18. ( 5 ) Audio cassettes.
19. ( 7 ) Readily available locally.

Reflexions :

Well, as you see it is impossible for me to recognize as a well material to work with this type of books, it seems not clear in any sense... I suppose it had other type of materials to work with, but children didn't have extra material with this book ( a cassette, video, etc ), the only one thing that they had it was a workbook, which was used to do some extra exercises to practise different grammar studies... So if you ask me if it possible to work with it as a good tool for applying to acquire english language? well, in my opinion it could be possible, but as in many other cases, you have to add aditional material to focus your unit as an integrated course developing different skills, working with authentic material, etc..

After that, to be more precise the marvellous thing in this book are the activities, they show us different type of projects, which children will be motivated to develop, and in the case of units are introduced like different types of comics, it's totally amazing...

Are you a detective?

Well, It's time to play!!! (ATTENTION) I turned on the data show device in order to show them my activity in a ppt file, which has a picture with a written description below.  The learners must be alert to my instruction.

After that, we are going to play to be detectives in our class.  In the blackboard you can see a photography with a written description below of it. Is it all right? (PERCEPTION) The students must be following with their eyes the photography and the description in the blackboard.

Now we are going to compare the writing description of the picture with the photography itself to identify and discuss discrepancies between them, and at the same time we are going to compose an accurate description.  Do you understand? (UNDERSTANDING) The students must be giving me a feedback to know how well they have understood.

So, first you need to read alone the written version of the photography and after some minutes we’ll express our personal opinions about the photography and its written version trying to be the best detective.  Students will be able to discover some mistakes in the written version and after that, they can correct them.

Well, after our debate about discrepancies of the picture and the written version, it’s time to make an accurate version of the written description.

It’s also necessary to tell you that this activity is applied to first grade hight school students.

My personal portfolio (about tests)

The idea is to share some links which can help us to test our students in the future.  It's an easy tool to manage and to reduce time for creating one.

• The first link  TEST YOUR VOCABULARY, http://iteslj.org/cw/  :  It is a page which contains  some crossword puzzles for different levels of students.  It's nice and students could enjoy it.
• The second link  TEST YOUR GRAMMAR, http://www.english-test.net/esl/english-grammar-test.html :  It's a page which contains different kind of exercises to test grammar lessons.  It's very useful because it contains explanations about the correct answer to the questions.  Most of the exercises are directed to match the correct alternative for the question.
• The third link TEST PREPOSITIONS, http://www.better-english.com/grammar/prepositions.htm  This page is useful to test the correct use of prepositions.  You have to match the correct alternative.  Also this page shows you which is the correct alternative.
• The fourth link TEST PHRASAL VERBS, http://www.english-test.net/esl/learn/english/grammar/ai006/esl-test.php:  It's a page which contains different kind of exercises about phrasal verbs, which you need to select the correct answer for the question.  Also it's useful because gives you the correct answer with an interesting explanation about it.
• The fifth link TEST YOUR COMPREHENSION ON TEXTS, http://www.usingenglish.com/comprehension/intermediate.html:  It's an interesting page, which contains different kind of reading texts, and at the same time they are directed to different grades of knowledges.  Most of them are concentrated in matching the correct alternative for each question or filling the blank with the correct word for each case.
• The sixth link TEST YOUR COMPREHENSION ON TEXTS, http://www.teach-nology.com/worksheets/language_arts/reading_comp/: This page is very interesting because it has different kinds of exercises to test your comprehension on texts.  It has exercises where you can match with the correct alternative, also it has exercises where you can fill in the blank and also another types of exercises which you can give an answer expressing in your own words.
• The seventh link TEST YOUR GRAMMAR, http://www.anglomaniacy.pl/printableGrammar3.htm:  It is an useful page for children.  It has a lot of different exercises which I'm sure they will motivate children to answer them. 
• The eighth link TEST YOUR VOCABULARY:  http://www.anglomaniacy.pl/clothesQuiz.htm :  It's a funny page which children can enjoy learning about different types of vocabulary, matching with a line, circle the correct answer and writing the missing letters.
• The nineth link TEST YOUR BASIC EXPRESSIONS: http://www.anglomaniacy.pl/printableTests1.htm :  It's a funny and interesting page which you can find different activities for children.  Most of the test are very funny you can test children giving directions, describing situations, going shopping, etc... with different kinds of exercises.
• The tenth link TEST YOUR LISTENING, http://www.123listening.com/adjectives1.php, It is an important and interesting page which contains different kinds of listening for children. 

Finally I would like to say that we would use different types of test to evaluate our students, they will be allowed to enjoy all kinds of tests instead they feel nervious and bored trying to solve the same type of tests as in the past years.

Teaching Problems in Large Heterogeneous Classes ( Learner differences )

The idea of this post is to look for possible solutions for certain barries to take classes....

1. Discipline, it's difficult to control the class...

• My personal opinion is to focus in the students who are not interested in the class, giving them extra tasks with the idea to keep in contact during it.  For example if I need to show some pictures, they could be part of this task, they could show the pictures or in other case to ask them for distributing some papers. 
• Another idea could be to organize a competition, to modify their attention to the class, we can divide the class in two or three groups and giving some extra points to the winner group.  Different activities could help them to be motivated with the class and not to get bored.

2. Correcting written assignments, I can't keep up with the marking load.

• It could be a good deal to keep busy to the persons who have just finished  their work, giving them the responsability to help their classmates who are doing their work. 
• Other idea is to give the person who has just finished his / her work, the responsability to be godfather to the one of the students in the class, the person who has no finished his / her work.  It helps him / her to be proud of his godson or goddaughter.

3. Interest, They get bored. 

• I think in this occassion we can apply different types of activities to introduce them the goal of the class, thinking about some interesting play like bingo, some guessing riddles, puzzles, brain storm, etc... the basic idea is to attempt to get them motivated, waking up their emotions.
• Another different thing is to watch some film which could be part of our content in the class.  It could be a good idea to invite them to prepare some interesting room seems like a cinema, and maybe a better idea could be they take part of this film  in the next days, trying to perform it.  So they can act like the different actors in the film.

4. Effective learning for all.

• The idea is to introduce the class the aim of it, and then we would attempt to focus in different activities with them, knowing their personal interest.  For example,  in the case of learnign present tenses, if Juanito likes singing, it could be a good idea to recognize different structures in a song about present tenses.  Also he could analize the structures in the song, and additional idea could be to add some paragraphs to the song, his personal ideas, trying to monitoring his learning.
• Another good point could be to work in pairs, trying to create a project.  In this case we have many activities to focus in.  It's the case of creating a story, drawing conceptual maps, an album, a note, a play, an advertisement, a magazine, some newspaper, etc...

5.  Materials.

• Well, Internet have a lot of different types of materials to apply students in order to motivate them.  It's the case of newspaper, magazines, worksheets, reading papers, books, some interested chat that we can use to talk with foreign students.  So the idea is to test many things to apply the best one.  Also It's important to connect them with our reality and of course with real english.
• An other interesting idea is they can create their personal materials to work, for example if you need to teach the verb be, they can build their own album with different types of photographies or pictures about their own families.  They can introduce themselves their family in front to the class. 

6. Individual Awareness. 

• The idea is working in groups, we have to divide the students in differents groups and each group could have a leader or two leaders, the idea is they can  reinforce our teaching.  They could have the responsability to give direction to the students in order to finish their work in a good way.
• Another good idea could be to organize a play where they can participate in groups too, each group could have a leader again and the idea is to try to do the best work in group.  The worst group could to do penance in front of the class, like singing alone, telling a poetry, etc.

7. Participation.

• In this case the idea is to create our class together, if I need to focus my class in the past perfect for example, I can invite them to create some tale about it. Every pupil can add information to my tale linking one phrase or sentence to another.  After that every student can draw some pictures about our tale or fixing some pictures about it.  and for the next class they can finish the end of the story, using the structure that we used in the previous class.  The idea is to monitor their learning.
• To work in groups giving them a different role in the group, every pupil can be responsible for different kind of work.

My Monster !!!! (Check it, please)

I would like to introduce a simple activity to motivate third grade students in private elementary school.  Also it's useful to reinforce the parts of the body (head, eyes, mouth, hands, legs and nose) and numbers from one to ten that we have learnt in some previous classes.
This activity is a type of task-based, which tries to develop different skills in  language and it could be meaningful for them because it attempts to focus on their personal interest at their ages.  Finally  as their teacher, I will be an observer in the class, I shouldn't interfere in their task,  the idea is to support them if they need to ask for help.

The idea is to draw or to build a monster that they can create with different types of materials, that they are interested to use.  It will take us two periods of classes.  In the first class, they'll have to create their monsters, and also they have to complete a worksheet with information about it.   In the second class, they will have to introduce his/her monster to their classmates,  and for finishing this activity they will be invited for sticking their monsters and worksheets on the walls of the classroom as an idea of an art exposition to their parents or family.

Worksheet : http://es.scribd.com/doc/52681818/My-Monster

• Well, first I would like to ask children if they like monsters?, because I love them. 
• Second, I would like to tell them that one day I saw a film about a monster, and it seemed so interesting and nice.  (drawing in the blackboard my own monster) I should tell them that  it had one head, two mouths, three eyes, fours legs and two hands and it was called Totutimy.
• After that, I will invite them for drawing their own favourite monster using the parts of the body that we have learnt in the previous classes.  I should add that it could be created with different types of materials, maybe they could colour or decorate it and also they can add details that they are interested in.  and for those students who are not interested in drawing a monster, they could build it with different materials too. The idea is that at the beginning  of the second class,  they can introduce his/her monster, telling to the class in English language about his/her own monster.  they could also give the monster a name.
• After they've finished their monsters I would like to ask for their attention introducing the worksheet that I have prepared for them, I will expose it in the blackboard with the idea they can understand how they can introduce their monster. Also it's important to say that I will hand in them  the worksheet to complete with the necessary data to introduce their monster.  I will show it pointing which are the elements that they have to be considered to introduce the monster.   I will take some minutes for asking about their understanding, answering questions about the way they could fill the worksheet.   Also it's important to tell you that I will be giving support them in order to complete their worksheets and explaining one by one details about it  if it is necessary.
• Then, at the very beginning of the second class I should show them in the blackboard my worksheet about my monster, which will help them to introduce his/her monster. After that we will start introducing their own monsters one by one.  (I have 16 students in class). 
• Finally, to finish our activity I should invite them to stick their monsters and worksheets on the walls of the classroom like an exposition about monsters.

 

Personality Factor Test

It is a personality test which will be useful to apply high school students, in order to recognize personality factors in them. 

My test is based in getting only three characteristics of some personality factors, it is applied to recognize how much extroversion, ambiversion or introversion do  they  have to apply in their life?.  The test is directed to answer with yes or no responses and it's a useful tool for discovering what types of students we have in classes with the idea to prepare our work in a better way (knowing some interesting characteristics about them).

First, I would like to share some definition about extroverted, introverted and ambivert people which I met through internet, specifically in the Wikipedia site. 

The trait of extroversion-introversion is a central dimension of human personality.

Extroverts (also spelled extraverts) tend to be gregarious, assertive, and interested in seeking out excitement. Introverts, in contrast, tend to be more reserved, less outgoing, and less sociable. They are not necessarily loners but they tend to be satisfied with having fewer friends. Introversion does not describe social discomfort but rather social preference: an introvert may not be shy but may merely prefer fewer social activities. Ambiversion is a balance of extrovert and introvert characteristics.

Ambiversion is a term used to describe people who fall more or less directly in the middle and exhibit tendencies of both groups. An ambivert is normally comfortable with groups and enjoys social interaction, but also relishes time alone and away from the crowd.

Test

1. Do you like social parties?

    Yes ____         No _____

2.  Are you interested in knowing people?

     Yes ____          No ____

3.  Do you enjoy talking with different people?
     Yes ____          No ____

4.  It's really interesting for me to talk in front of my class.

      Yes _____         No _____

5.  I love participating in new teams.

     Yes ____            No ____

6. It's really amazing to have a debate with some people about my personal interest about anything.
     Yes ____            No _____


7. It's difficult for me to speak aloud in front of the class.

    Yes  ______        No _____

8.  When I meet some new friends I get ashamed.
     Yes _______        No ______


9.  I hate leading my group. I can't afford it.

    Yes ________     No _______


10.  I love to be alone in my room, where nobody can't disturb me.
       Yes ______        No ________

                                                                                               Enjoy it!!!!!!!!!

Well, in order to apply this type of test, I would say that it's easy to manage it, because it tries to discover only three different characteristics about our personality factors, so all the responses are focused in only three characteristics, you can analize this in the following way:
Answers (1-6 ) with a yes response (giving points to the extroverted people), you have to add 10 points each answer.
Answers (7-10) with a no response (giving points to the extroverted people), you have to add 10 points each answer.
Finally it's necessary to add the result of the test to know what type person the students are?

Extroverted or Introverted or ambivert people?
If you got 0-30 points, you are introvert
If you got 40-70 points, you are ambivert
If you got 80-100, you are extrovert

Personal Reflexions on my Personality Test

Through the web site appears an interesting Personality Test, which was created by Myers Briggs, which attempts to discover some characteristics about our personality.  In this opportunity I would like to share with you some results of the test.

Extroverted   67%                         Feeling  12%

Sensing           1%                         Judging  33%

The following characteristics were given by the test, and I totally agree with them.  I'm a person who always works hard, my responsabilities are always my duties, I try to put myself into someone's shoes, I am a social, friendly and cooperative person. 

• See problems clearly and delegate easily
• work hard
• friendly social service is a key to their nature
• happily give their time and energy to make sure that the needs of others are met, and that social functions are a success
• Highly cooperative

But in this case, (characteristic below ) I'm not totally agree with them.  I sometimes feel not sure about to speak aloud, I occasionally enjoy being alone, and finally it's not necessary to receive love for my attitudes.

•  able to speak publicly with ease and confidence
•  they can become restless when isolated from people
•  they need to be loved in return

To finish my post I would like to say that we can work on our fears to have a better disposition in our  life.  You can trust in yourself, I am sure you'll do your best.

Personality Factor

Well, as you know in the previous post I mentioned there are many barriers to acquire english language which affect the cognitive side of the brain. It's the case of  The emotional side, which should be prepared to receive (tolerating a stimulus, not avoinding it) , responding (people should be willing to receive and to respond voluntarily an answer), valuing, they have an organization (hierarchy of values) , and also a value system (people should internalize beliefs, ideas and attitudes of the other people).

Also there are other specific personality factors which also affect the cognitive side of the brain, I'm talking about Self esteen, It's related to self judgement, selfconfidence (which evaluates the approval or disapproval of ourselves as people we are), the idea is getting a higher level of self esteen to facilitate the second language acquisition.  A low level of self esteen will be an obstacle to acquire the second language.

At the same time, other type of factors are Inhibitions (to create a defense to protect our ego); Risk taken (to be impulsive); Anxiety (frustration, self doubt, worry); Empathy ( putting yourself into someone else's shoes); Extroversion (affirmation) and Introversion (quiet but reserve).

So if we give a look to these factors, we can understand there are many barriers to be considered to acquire a second language, and as future teachers we have to analize the best way to avoid the negative ones.  In my personal opinion, the idea is to create a comfortable environment where we can accept the other person and mistakes are seen  as the need for acquiring  english language.

Barriers to acquire english language ...

It's said that there's a great difference in learning english language and acquiring it.  You can learn english language in different ways, improving your vocabulary, studying complex grammar structures, writing, reading, between others, where knowledge is the central target but of an artificial process.  Meanwhile acquiring english language is a natural process, where reality takes place, where fluency and social interaction in english language have a fundamental role which is different from the other process. 

A very nervious child in english class

The idea is to acquire english language and for this reason  we have to fight with many barriers to acquire it.  One of them is the artificial environment that  we are expose to, there's a great difference in acquiring language in a natural setting from an artificial setting.  Motivation is another barrier in this case, it can be linked to the first barrier that I mentioned you, if you have an scenary where you can interact with natural sounds, maybe you will be more motivated than in the other case.  Other barrier is The Affective Factor (personality) which a person who is interested in acquiring english language can be affected, maybe long periods of time working with an exhausted schedule ( between other factors ) don't let him (her) to be in a good condition to acquire language.  Our first language, our mother tongue,  is another barrier, because we often use it to communicate our needs and Insuficient hours ( another barrier ) to interact and practise  in a second language are present in our daily routines, after all, not all people here in Chile know english language.  Apart from that, there are others barries which are present in our life to acquire english language, one of them is The Communicative Competence which suggest us to use english language in an appropiate way instead of making mistakes.  Interlanguage is other factor which occurs in our daily routine to acquire english language, It is a gap which is produced between L1 and L2.  And finally Other Things Go On, which are present in our everyday routines.

After all, like future english teachers, we have the complex task to create a natural environment where our pupils are motivated, they can forget their problems, and they can interact in a social way to acquire english language, also they can understand that there's a great difference in learning english and acquiring it, with the purpose to invite them to live english language from the reality. (reading articles from the newspapers, magazines, listening tv programs, interacting in social ways with native speakers, etc) Finally the idea is they can build their own knowledge like a natural process, where english language becomes part of their life.

Talking about Methodology... (check it, please)



Old Method



Well, as you know, Education is the most interesting theme in our time around the whole world. It gives us the tools to develop our abilities and  to fix our goals with different competences along our life.

Now, like teachers, we have the mission to educate people trying to use the best way to, and Methodology has a fundamental role in this science. Methodology, according to Bob Adamson in the chapter of Fashions in Language Teaching Methodology from the book The Handbook of Applied Linguistics by Davis, A. Elder, C. denotes the study of the system or range of methods that are used in teaching, while a method is a single set of practices and procedures, derived from theory or theorization practise, that impinges upon the design of a curriculum plan, resources, and teaching and learning activities.  

Dramatic Perfomance

Learning with a Project in the english Class

Now, if Methodology is the study of the methods which have been used in teaching, like a student of English Pedagogy, the question is which is the best method that we should apply in our classes?  In my personal opinion there's no an unique method, all depend on the context where you have to apply it.  Meanwhile the old methods were based on teachers as experts (Grammar Translation, Audio-lingual, The Direct Method and The Silent Way), the new ones (Communicative Language Teaching, which real communication promotes learning, where language is a mean of expression for students; Task Based, which is based on the idea that students are learning more effectively because they're concentrating their effort on the task itself instead on the language and they also use different skills in the language; and  Genre Pedagogy, which is based on texts, this approach assists pupils to organize their writing and understand the nature of a text) are based on learners like the main actors of the process, where meaning and social interaction have a main role.  English Language has to be considered as an holistic competence, where reality is part of the scene, where teachers act as a mere guide, and pupils can build their own knowledge in a social way.  The purpose is to acquire English language through a natural way, where reality takes place.