Shaping the Way We Teach English: Module 01, Contextualizing Language
Step 3: Complete the following chart in your notebook. We will discuss it in class.
Type of Activity
|
Topic / Theme
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Language Level / Focus
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Materials Used
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• Song
•
Prescribed movements
• Warm-up
or transition activity
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• Body parts
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• Low-level learners • New vocabulary
|
(No extra materials
needed)
|
• Rain forest
• Animals; monkeys
|
|||
• Dramatization, skit
•
Presentation
|
|||
• Advanced-level learners
• Oral skills
• Reporting on research
•
Vocabulary; defining key concepts
|
Reflection– [Read after viewing.]
Individually post a 100 words reflection based on the following questions. Do not forget to write your name on your post.
For each of
the four classrooms, also answer the following:
1. How were you able to identify the language
context (topics, themes, situations)?
What did you pay attention to in order to do this?
2. How
are the activities that you saw related to each of the contexts (the content
areas)?
3. What
kind of language naturally evolved as an extension of the activities and
context?
4. How
might the activities be adapted for different ages? Different topic areas? Levels?
Were are able to identify the language context when we noticed how the teacher makes emphasis in the pronunciation of some words, and the reinforces of its, and the use of different by the teacher according to the level of students and their students. At the same time, some of the activities take situation of the daily life, turning on the motivation of students.
ResponderEliminarKarla & Ruth
Ixchel Paz & Sarai Morales
ResponderEliminarWe were able to identify by listening the real life context that different teachers used in their classroom. In the first part of the video we noticed that the teacher involved all students to participate in the song activity making them feel comfortable.
Teachers adapt activities to the different ages that students have depending of the level of them, we could noticed that the teacher used the right topics in each level of the students interest and then the idiom comes naturally. If students use the language as a normal situation they are able to learn and develop the language.
VIDEO´S COMMENT
ResponderEliminarESAU FRANCISCO DUARTE
MARTHA KARINA CASCO
We can identify the language context only seeing what are they doing or what are they sayng because it is very easy to know the context when the class is done in a communicative way. W e have to pay a lot of attention in the uses of materials, the class environment and also the level of the students. The activities are related with each context because in the first one the context was a very begginer student learning new vocabulary, so, the activity to teach the parts of the body using the body is the easiest way to teach it, also it is better to use the body and at the same time sing because the begginer student is going to feell motivated and he or she is going to has fun. the language used in the first activity was simple structure and in the last one it was a very complex and technical vocabulary. In the second one they were using the vocabulary, so the language was guided by the teacher in some way but they were using the vocabulary naturally. and in the roll play it was informal, spoken language, the one that we use everyday with our relatives. The activities can be adapted to another level or to different topics but you have to apply them correctly according to the age, interesting, level of the students and the type of group that you are teaching to.
Juan Carlos, Katherin and Maynor
ResponderEliminarIn order to identify the language context we paid attention carefully to many techniques, materials and how the teachers developed their class, the way they interacted with their students and how students response. Furthermore, throughout the content we could identify the topics which were touched in each classroom. Activities were close related with the content because we saw teachers adapted their resources according to each topic. Additionally, we can observe that the use of language depends on the level of students have as well as the activities developed and finally, we can adapt our activities according to our students’ needs, trying to increase the level of difficulties in order to make them develop their skills in a better way.
Bethsua, Anna Bessy and Javier
ResponderEliminarWe could identify the context through the activities they were doing and the materials they used. We paid attention to what the teacher was saying, then, to what the students were doing to get the content and their contributions to the class. The activities were well developed; they were according to the student ages, their interests and language level. The language that evolved was one step ahead to their previous knowledge, the students learned to use the vocabulary taught in each lesson according to the topic and the activities. Depending on the level of the student and their needs we can adapt the activities. For example, for beginners, the teacher has to make use of games, songs, and other activities that catch the attention of the students. Also it is important to plan different short activities because of their attention span they get bored easily.
In order to be able to identify the language context we have to pay attention in the activities, learning strategies, dialogs and the materials that they used. The activities were selected according to the topic, the level of the students and the purpose of the activities. The type of language that we can use with beginner students could be reading in which they can connect sounds with letters, with intermediate students they can use writing skills. However, the activities could be adapted according to the ages of the students for children we could use songs, role plays, reading activities; with young learners we can use role plays, songs, readings, according to their level; with university students we have to use more analytical activities like main maps, charts, oral presentations, response papers, etc.
ResponderEliminarby Liz Nassareth Segura
Josimar Gómez
After watching the video we came out with some comments. Firstly, we were able to identify the language context by FOCUSING ON THE TYPE OF language and the purpose of communication within the situation. The activities were related with the language level. During the development of all the activities, the students were making connections with their background knowledge and what they were learning during the lesson. And as a result, they came out with real life language, which was contextualized according with the stated situation and the level of the students. All the activities were adapted by taking into account the roles and status of the participants in the communication event.
ResponderEliminarcarmen Sobalvarro and Sonia Peralta
The way I could identify the language context in the examples is the way the teacher were developing the activities making questions also how she was motivating to the learners to participate and making use their imagination or their knowledge in their native language and applying it into the target language the activities were task based, allowing the students to express their ideas using the content they had learn, this activities or most of them allows the learners to use a type of informal language except of course the scientific presentation in the last example.
ResponderEliminarAll activities they have to be adapt for the language level of the learner so we can avoid frustration in the learner and using topics that are relevant for the learners.
Deysi & Marbel
ResponderEliminarWe could identify the language context through each activity develop during the class, because it provides information connected with real life situations. In some of them they did not use extra materials like in the role play example but it was clear, what was the purpose of the activity and what they want to show for the rest of the class. According to the level of the students they use vocabulary that activate their previous knowledge and allow them used the language in a natural way. For example singing a body parts song, students not only sing but they touch every part mentioned in the lyric. The activities can be adapted for each group because they only going to use their specific vocabulary in order to use the language in real communication. Teacher has to choose the right material and guide the students during the activity.
After watching the video I could identify the language context through activities connected with a real situation. I noticed that the students learn in a confortable enviroment and they were learn by a natural way for example: they work in groups, they used dramatization, role plays for interact with others. Also the teacher used topics according the ages and interests of the students. As a conclusion the teacher can use many activities in order to use in a real situation and adapted for each group of student, because they learn from the authentic material or activities that the teacher use in the classroom.
ResponderEliminarEleana