Shaping the Way We Teach English: Module 03, Integrating Skills
Hello guys,
Please read the Reading of the module 3
Part A. Watch the video and discuss the following questions in pairs. Hand in the answers to the questions in pairs on Monday, June 13th, 2016
1. As you watch the video segment #1, list as many of the language skills being used as you can. Include teacher behaviors.
2. Notice for what purpose each skill is used, both within the structured activity and outside the activity. Again, include teacher behaviors. What did the teacher use language for?
3. What was the main activity? What were the topics of the activity and how were they determined? What skills were required to do it successfully? What were the steps in the activity?
Watch the video segment #2
The students talk about many different kinds of activities for their iEARN projects in the video.
1. Try to list all parts of the first group’s project that they talk about. For example, first they decided on a theme for the project. As you list the parts, consider what language skills would be used to complete each one.
2. Listen carefully to the students and teacher from the second class and list what they do to
communicate with “foreigners,” or use the language for real communicative purposes outside the classroom.
3. Watch the video again and this time list the resources the students either talked about or would need to do their activities.
Part B. Reflection
Post the answers to the following questions here (individual). Due on June 17th, 2016
1.What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language?
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
• What language skills did students use for each part?
• What resources did they use or might they need for each part?
Activities
/ Tasks
|
Language Skills Used
|
Resources
Needed
|
The class chose one of the proj-
ects from the iEARN Web site.
|
1.What themes or topics did the classes choose? Why do you think they chose them? In what
ResponderEliminarways are these projects an authentic use of language?
R/ goodies, free writing, teddy bear
They chose the project because they thought them can help people to understand that helping each other make the word change, they can smile and look their life in different prospected, make friend, exchange culture .
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
R/ describe picture and created a story, roll play, helping people, speech , free reading, reading aloud, writing letter and poems, drawing picture,
• What language skills did students use for each part?
R/ writing, listening , speaking
• What resources did they use or might they need for each part?
R/ magazine, paper, books , popes.
1. What themes or topics did the classes choose? Why do you think they chose them?
ResponderEliminarIn what
Ways are these projects an authentic use of language?
R/= Free writing, goodies and teddy bear project. Might be they chose them due to those are contents which students can feel interested in the topics and motivated to speak.
-These projects use an authentic use of language in a variety of ways, these topics encourage students to use a natural language production and reception for social interaction that occur in communicative environments.
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
R/= In the first project the students chose a picture from a magazine to describe it and create a short paragraph, and then they read it aloud. In the second project the students made an exposition about goodies; another group drew a smile and other students wrote a poem. In the last project the students had a short discussion about having good friendships with foreign people.
• What language skills did students use for each part?
R/= Listening, speaking, reading and writing
• What resources did they use or might they need for each part?
R/=Computers, books, sheets of paper, teddy bear, and magazines .
1. What themes or topics did the classes choose? Why do you think they chose them?
ResponderEliminarIn what
Ways are these projects an authentic use of language?
*Teddy bear project, goodies and free writing.
I think they shose those themes because of the content or lectures that they have taken in that period.
Also they use materials that help them to develop each theme in the way they wanted. They use correct language because of the environment that is positive to their projects.
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
* The first project students chose a picture to describe it and write a paragraph, and then they will read it aloud. The second project the students made presentations about goodies. In other side students drew a smile in a sheet of paper and other students wrote a poem. The last project the students had a short discussion about interact with foreign people and how they will develop their knowledge with them.
• What language skills did students use for each part?
* Listening, speaking and writing
• What resources did they use or might they need for each part?
*Books, teddy bear, researches, computer, magazines, etc.
1. What themes or topics did the classes choose? Why do you think they choose them? In what ways are these projects an authentic use of language?
ResponderEliminarFree writing, goodies and teddy bear project. In my opinion; they chose them maybe, because are topics that can get the students’ motivation or attention and at the same time are topics that students can relate with another thing in order to make it easier. These projects are an authentic use of language, because give to the student the opportunity to of the language in different ways according to theirs needs.
2. Complete the following chart answering to these questions:
What were the various activities and tasks (parts) of the project?
Describing pictures and creating a story.
Role play
Helping people
Free reading
Reading aloud
Writing
Drawing
What language skills did students use for each part?
Reading, Writing, listening, speaking
What resources did they use or might they need for each part?
Paper, books, pencil, magazines, teddy bear, computer
Some of the activities they used were free writing, talking about goodies and the teddy bear project. I consider that choosing those items facilitated their assignments in the class due to the attention they could pay to them as well as the level of motivation in each student because those are easier to manage in this course. It was helpful to use their previous knowledge in order to associate what they know with what they want to transmit.
ResponderEliminarThe authentic use of language there is that they used expressions which were relavant for them and related to the topic based on their needs for communication.
2. a) -Looking for a picture and describing it in a written and oral way.
- Reading aloud
-Helping people
-Speech
-Listening comprehension
- Role plays
- Writing
-Drawing
b) The four macroskills: Listening, speaking, reading and writing
c)Computers, paper, pencils, books, magazines and a teddy bear among others.
1. The themes that the classes chooses were :Good deeds and Teddy bear projects. They chose these topics because are interesting and related with real situations or things that they do or use in real life.they are an authentic use of language because these kind of activities the students have the opportunity to give their opinions or use their own experiences to complete tge task.
ResponderEliminar2. Activities:
Students describe a picture
They create a new story using the pictures.
Role play
Students read aloud
Students had the opportunity to write and draw.
In the second project students make a presentation about good deeds.
Well during the task students develop the 4 skills ; reading, writing, listening and speaking for example when the students are given the presentation some of then have the opportunity to speak and the others are listening
Resources used:
Paper, magazines, broucheres about different places
Teddy bear
Computers
Cardboard
Markers
Sayra Yanelly Rodriguez
Este comentario ha sido eliminado por un administrador del blog.
ResponderEliminarEste comentario ha sido eliminado por el autor.
ResponderEliminarKatherine Gissel Amador Izcano
ResponderEliminar1. What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language?
- They used free writing, projects such as Good deeds and the teddy bear (Uncle Sam) project. They chose them because students can feel connected with them. There are topics that students can work in an easy way and express themselves, using their opinions and creativity. Thus, an authentic use of language is presented, related with the topic and their previous knowledge.
2. Complete the following chart answering to these questions:
a) What were the various activities and tasks (parts) of the project?
-Free writing, reading aloud, oral presentations, role plays and drawing.
b) What language skills did students use for each part?
-They used receptive skills: Listening and reading and Productive skills: writing and speaking
c) What resources did they use or might they need for each part?
-Magazines, pictures, computers (technology), books, poems, critical thinking, ideas and analysis.
What themes or topics did the classes choose? Why do you think they chose them? In what
ResponderEliminarways are these projects an authentic use of language?
Goodies
Free writing
Teddy bear project
Through this project they made use of authentic language in many ways,where they have the opportunity to exchange experience and culture.
Complete the following chart answering to these questions:
Drawing
Reading aloud
Describing pictures and creating a story
Role play
Free reading
Oral presentations
Listening comprehension
What resources did they use or might they need for each part?
Books, teddy bear,cardboard,computer, magazines,paper,pencil,markers.
Este comentario ha sido eliminado por el autor.
ResponderEliminarCristian Monge Martinez
ResponderEliminar1. What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language?
According to what I saw in the video all the time they were using free writing, severals projects such as: Good Deeds and Teddy bear all those Project will help the students because they can feel more comfortable to express themselves during the video the language was authentic.
2. Complete the following chart answering to these questions:
B) What were the various activities and tasks (parts) of the project?
They were using free writing, reading aloud, and oral presentations individually.
B) What language skills did students use for each part?
They used the four skills: listening and speaking, Reading and writing.
C) What resources did they use or might they need for each part?
Teddy bear, magazines, pictures, computers, books, poems, paper, markers, brocheres
1). They used an specific techniques such as describing pictures about animals the students then explain in an oral way the describing they did. this is an eseful and effective activity to develop the macroskills of the language.
ResponderEliminar2). in the class the students develop activities by use different techniques such as free writing, reading aloud, oral presentation.
In this process the students work and develop the four skils of the language, listen, speaking, reading and writing.
the resources used in the class were a magazine, pictures, broshures, and human resources.
1. In these project they use and specific techniques such discribing picture also I observed that they were using free writing another thing is that students can express their own oppinions natural way. Ana that is importent because they can develop their macroskills of the language in and effective way.
ResponderEliminar2. The class was developed by using several t6echniques such as discribing picture, reading aloud, free writing.
All the four skills listening, speaking, reading and writing were worked and of course these were inproved in in a good way.
Isaw many resources picture, broshures computer, markers , carbol,magazing and human resources.
Ena Belinda Hernandez
1.What themes or topics did the classes choose? Why do you think they chose them? In what
ResponderEliminarways are these projects an authentic use of language?
a.-Free Writing
B.-Good Deeds
c.-Foreing Frienship, teddy bear
I think they choose these topics to integrate the 4 macroskills because one reinforce the other.
These projects are very useful in classrooms because students do things they like and they feel more comfortable to express their ideas and motivated to learn more.
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
-Free writing: Students choose a picture and describe it, writing a composition.
-Good Deeds: Students develop a projects and present it to the classrooms using illustratios.
-Friendships with foreigners: Students make oral presentations about themselves and teachers motivates them to use the language to make friendship with foreign people.
• What language skills did students use for each part?
In the 3 classes the 4 skills were integrated and used.
• What resources did they use or might they need for each part?
-Free writing: Magazines, pictures, pens, pencils, glue, paper.
-Good Deeds: different kind of paper, it depends on what deed they did.
-Friendship with foreigners: computers, books, paper, pens.
In the 3 classes human resources were used as well.
Arleth F. Maradiaga
1.What themes or topics did the classes choose? Why do you think they chose them? In what
ResponderEliminarways are these projects an authentic use of language?
-good deeds
-teddy bears
-foreigh friendship
Through this project they used authentic language to interact and exchange experience with their classmates and know different thing like the way they speak as we saw in the video for example.
2. Complete the following chart answering to these questions:
a) What were the various activities and tasks (parts) of the project?
-Free writing, reading aloud, oral presentations, role play.
b) What language skills did students use for each part?
-They used receptive skills: Listening and reading and Productive skills: writing and speaking
c) What resources did they use or might they need for each part?
-Magazines, pictures, computers , books, oral presentations.
• What language skills did students use for each part?
R/= Reading and Writing,
Listening, speaking.
• What resources did they use or might they need for each part?
R/=-Computers
-books
-teddy bear
-magazines .
1.What themes or topics did the classes choose? Why do you think they chose them? In what
ResponderEliminarways are these projects an authentic use of language?
-good deeds
-teddy bears
-foreigh friendship
Through this project they used authentic language to interact and exchange experience with their classmates and know different thing like the way they speak as we saw in the video for example.
2. Complete the following chart answering to these questions:
a) What were the various activities and tasks (parts) of the project?
-Free writing, reading aloud, oral presentations, role play.
b) What language skills did students use for each part?
-They used receptive skills: Listening and reading and Productive skills: writing and speaking
c) What resources did they use or might they need for each part?
-Magazines, pictures, computers , books, oral presentations.
• What language skills did students use for each part?
R/= Reading and Writing,
Listening, speaking.
• What resources did they use or might they need for each part?
R/=-Computers
-books
-teddy bear
-magazines .
1. What themes or topics did the classes chose? The theme was nature (animals)
ResponderEliminarWhy do you think they chose them? Since my point of view they chose this theme because it is a good way to see language in context and it is easier to develop their language skill.
In what ways are these projects an authentic use of language? Because this kind of activities help student to use the language communicatively in real world.
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project? Role play, reading alaud, drawing, writing, giving their opinion, listening,
• What language skills did students use for each part?
Students used the four skills in an integrative way.
• What resources did they use or might they need for each part? books, sheets of paper, Computers, teddy bear, and magazines , etc.
1. Try to list all parts of the first group’s project that they talk about. For example, first they decided on a theme for the project. As you list the parts, consider what language skills would be used to complete each one.
ResponderEliminarR/ Topic: goodies and the teddy bear project. They chose these topics because are interesting and it motivates students to speak also it catches their attention. It is important to start with previous knowledge, we need to know students know.
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
Students chose a picture to describe it and write a paragraph, and then they will read it aloud. The second project were presentations about goodies next activity students wrote a poem. The last project was helping people, and how they will interact with them, drawing picture, role plays and writing.
• What language skills did students use for each part?
They used the four primary skills, listening, reading, writing, and speaking
• What resources did they use or might they need for each part?
Resources used were: Paper, magazines, Teddy bear Computers Cardboard Markers.
Delmy Mendez
ResponderEliminar1.- What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language?
In the class students students choose a topic according to their ideas in order to help others. In this way they use different materials as an authentic materials using their own language.
2. Complete the following chart answering to these questions:
a) What were the various activities and tasks (parts) of the project?
As a part of a proyect they mades different activities as a reading , speech, individual work,
b) What language skills did students use for each part?
The skills that they use are speaking, reading, listening and writing.
C) What resources did they use or might they need for each part?
They use original materials, as a pictures, toys , colouring papers.
Delmy Mendez
ResponderEliminar1.- What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language?
In the class students students choose a topic according to their ideas in order to help others. In this way they use different materials as an authentic materials using their own language.
2. Complete the following chart answering to these questions:
a) What were the various activities and tasks (parts) of the project?
As a part of a proyect they mades different activities as a reading , speech, individual work,
b) What language skills did students use for each part?
The skills that they use are speaking, reading, listening and writing.
C) What resources did they use or might they need for each part?
They use original materials, as a pictures, toys , colouring papers.
1) Students used different topics based on a picture from a magazine (free writing), good Deeds (empower sense of community), and teddy bear Project (having a good relationship with foreign people). Teacher used those topics to motivate students to use the target language to communicate. Those projects are an authentic use of the language because they gave the opportunity for students to express and brainstorming their ideas, and reflex about what they know of those topics.
ResponderEliminar2) In the first Project students chose a picture from a magazine, they wrote about it, read aloud, show the picture. In the second Project students made presentations explaining the topic Good Deeds. In the third Project students in a semi-circle talked about the relationship with foreign people and their culture, etc.
3) They useed receptive skills (listening- Reading) and producting skills (speaking-writing). They used some resources like paper, books, pencil, magazines, teddy bear and computer.
Aida Suazo Betancourth.
1- They used the free writing, when they write the story about the animal, they express they own ideas about the topic, this is authentic use of language because they use their imagination or write the story in base of their experiences.
ResponderEliminar2- Create a story, free writing, they use the language when they speak, read aloud, they use skills integrated listening, speaking, reading and reading, and use resources like paper, pictures, and books.
Student Heydi Lopez
1.What themes or topics did the classes choose? Why do you think they chose them? In what
ResponderEliminarways are these projects an authentic use of language?
-good deeds
-teddy bears
-foreigh friendship
Through this project they used authentic language to interact and exchange experience with their classmates and know different thing like the way they speak.
2. Complete the following chart answering to these questions:
a) What were the various activities and tasks (parts) of the project?
-Free writing, reading aloud, oral presentations, role play.
b) What language skills did students use for each part?
-They used receptive skills: Listening and reading and Productive skills: writing and speaking
c) What resources did they use or might they need for each part?
-Magazines, pictures, computers , books, oral presentations.
• What language skills did students use for each part?
Reading and Writing,
Listening, speaking.
• What resources did they use or might they need for each part?
Computers
-books
-teddy bear
-magazines .
Evelin Lopez Sauceda.
ResponderEliminar1.They used techniques to describe and explain about the topic.The students can develop vocabulary and fluency in order to improve the language.
2.They used listening,reading,speaking and writing.All of them are important because the students can have a good comprehension.
I saw interesting resources such as pictures,magazing,human resources,books,computers,teddy bear and paper.
Sonia lara
ResponderEliminar1.What themes or topics did the classes choose? Why do you think they chose them? In what
ways are these projects an authentic use of language?
R goodies, free writing, teddy bear
They chose the project because they thought them can help people to understand that helping each other make the word change, they can smile and look their life in different prospected, make friend, exchange culture .
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
R describe picture and created a story, roll play, helping people, speech , free reading, reading aloud, writing letter and poems, drawing picture,
• What language skills did students use for each part?
R writing, listening , speaking
• What resources did they use or might they need for each part?
R magazine, paper, books , popes.
Lisby Elizabeth Ramirez
ResponderEliminar1. Teddy bear, goodies, writing.
- It involves students to be interestedand motivated on communicating with others.
- In authentic use of language encouragesstudents to interact by using the natural language production and also reception for social interaction that normally occur in the communicative process.
2. The four micro skills were used.
Listening, speaking, reading and writing. so thins help students to develop fluency on the improvementof vocabulary and also language, and finally encouraging students to communicate.
In this video I could see that some of the activities they used were free writing, talking about goodies and the teddy bear project. I consider that choosing those items facilitated their assignments in the class due to the attention they could pay to them as well as the level of motivation in each student because those are easier to manage in this course. It was helpful to use their previous knowledge in order to associate what they know with what they want to transmit.
ResponderEliminarThe authentic use of language there is that they used expressions which were relevant for them and related to the topic based on their needs for communication.
2. a) -Looking for a picture and describing it in a written and oral way.
- Reading aloud
-Helping people
-Speech
-Listening comprehension
- Role plays
- Writing
-Drawing
b) The four macro skills: Listening, speaking, reading and writing
c)Computers, paper, pencils, books, magazines and a teddy bear among others.
1. What themes or topics did the classes choose? Why do you think they chose them?
ResponderEliminarIn what ways are these projects an authentic use of language?
A/= Goodies, Free writing, and Teddy bear project. Through these activities they made use of authentic material and also authentic language in many ways, where they had the opportunity to exchange experiences and culture. These topics encourage students to use a natural language production and reception for social interaction that occur in communicative environments.
2. Complete the following chart answering to these questions:
• What were the various activities and tasks (parts) of the project?
A/= in the first project the students chose a picture from a magazine to describe it and create a short paragraph, and then they read it aloud.
In the second project the students made an exposition about goodies; another group drew a smile and other students wrote a poem.
And, in the last project the students had a short discussion about having good friendships with foreign people.
• What language skills did students use for each part?
A/= Listening, speaking, reading and writing
• What resources did they use or might they need for each part?
A/=Computers, books, sheets of paper, teddy bear, magazines, cardboard, paper, pencil and markers.
1. goodies, free writing ,teddy bear, Ithink they choose those activities in order to feel comfortable with the content and vocabulary they are using in front of their classmates beside encourage them to use the natural language in a social perception.
ResponderEliminar2. describe picture and créate a story and read it aloud,exposition,rol play,helping people,writing letter and poem,drawing picture.
3.reading,writing,listening,speaking.
4.magazines,sheets of paper, books ,teddybear etc.
1. Good deeds, teddy Bear, foreing friendship. All of them represent authentic use of language according to students' needs within a specific content, exchanging their own experiences. They chose these projects to get students attention and motivate them to speak freely.
ResponderEliminar2. A.- Reading, speaking, individual work, drawing, writing, helping others.
B.- The four macroskills are included an used.
C.- magazin, paper, teddy bear, computer, pencil, imagination, critical thinking, and so on.
1. Free writing using a picture, good th8ngs project, and Uncle S4am Project.they are authentic because rhey involve students in real life situations. For example in the first activity they have to create a story only using an image. So they have to use what they know abou a situation an write that idea down.
ResponderEliminar2. Tha tasks used were create a story, reading aloud, critical thimking and analizing in good things, also chatting and exchange ideas in the Uncle Sam Activity. They are tasks tjat are very communicative that use receptive and productive skills in a balanced way.
3. The students use the four skills, receptive and producrive skill as reading, writing, speaking and listening.
4, they used magazines, scissors, books, computer, a bear, notebooks that are tangible resourcesthey also talk about intangible resources like analyze, ceitical thinkibg, express ideas, etc. Esau Duarte 07081099200352