UNIT 18 - ASSESSMENT TYPES AND TASKS

            Unit 18 is about assessment types and tasks. The main point here is that teachers assess learners for many different reasons, using some methods to do so. As future teachers we must know that assess tasks are the tasks we use for assessing learners and notice the progress they are having on the lesson. I consider that the most important test is the progress test because if we want to know the final knowledge about the topic that learners have studied after finished teaching a course or a lesson this test will be the correct for the purpose we want. So applying this kind of test we can get information and we decide if we need to do more work on class or if we need to change the syllabus we were applying. Also, we have to keep in mind that after assessing students we should provide feedback on the strengths and difficulties that learners have on their learning process. Furthermore, I believe that teachers should design the test according the learner's age and also taking into account the topic they are learning, for example gap- fill or multiple choice questions. Finally, it is relevant to know how I am going to assess my students in order to achieve the purpose I will have with them.  

You can look here for more information

http://app.griffith.edu.au/assessment-matters/docs/assessment-methods/tasks

http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/types-assessment

UNIT 17 - PRACTICE ACTIVITIES AND TASKS FOR LANGUAGE AND SKILLS DEVELOPMENT

            Unit 17 is about Practice activities and tasks for language and skills development. Teachers should be creative in order to make fun activities for students because they need opportunities to practice the language by doing interesting tasks and different activities according the topic they are learning. Therefore, there are many different kind of activities and tasks with different names and different uses that teachers should apply to extent the use of language such as new vocabulary, functional exponents and grammatical structures. Free activities allows learners to use any language they want and the teacher is not able to predict what language the students will use. But the most important here is that using those activities students will focus on fluency and they are going to have the opportunity to interact with others and communicate by using the language they want. Finally, when teaching I would be more interested to provide my students as many activities or tasks I can because it will be helpful for them to practice the target language. I would create a good environment in the classroom by making fun and active activities to develop the learners' skills dynamically.        

You can look here for more information

http://203.72.145.166/ELT/files/57-4-12.pdf

http://books.google.com.ec/books?hl=es&lr=&id=NSlMZp9XkHoC&oi=fnd&pg=PR9&dq=practice+activities+and+tasks+for+language+and+skills+development&ots=1XSIHilEKr&sig=3MbiqG_MdgYKH5iudJVDxqlkLj4#v=onepage&q&f=false

UNIT 16 - PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIES

            Unit 16 is about Presentation techniques and introductory activities. The most important point here are the ways used by the teacher to focus students' attention on the meaning. In addition, teachers should encourage students how to use the language, and also teachers should show the better way to introduce a topic and when they have to do that. We have to keep in mind that introductory activities must be active activities in order to get the students attention at the beginning of the lesson and the interest that the learners have in learning a language depends on the teacher. For instance, there are lesson plans that show two common and different ways of presenting new language items, it is essential to differentiate the several items those have. Presentation, practice and production (PPP) lesson, it involves the presentation of the new language in context, then teachers provides a model for students to copy, drills and concept questions are helpful on this part. On the other hand, Task - based learning (TBL) it is mostly based on follow the stage in which learners use the new language, this allows students to focus on the meaning of the language and not on its form. Finally, I would apply with my students  the (PPP) model lesson because it would help better to students in their learning.

You can look here for more information

http://www.pstt.org.uk/ext/cpd/talking-science/Using-introductory-activities-develop-language.asp

http://www.teachingenglish.org.uk/forum-topic/introductory-classroom-activities

UNIT 15 - APPROACHES TO LANGUAGE TEACHING

            Unit 15 is about Approaches to language teaching. It refers to or view of language and our view of how language learning takes place. First, we as feature teachers should know what is an approach. So it is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help students in the learning process. Therefore, we have to realize that there are supporters of communicative approaches. For example, believe that language is a tool to communicate meaning and that generally speaking, we learn language best by using it in communicative activities that focus on fluency. Teachers should encourage students to practice speaking in order to get an excellent fluent language as well as the importance of communication. Learners must know that communication is the most significant aspect of language because meaning is communicated through functions, grammar, vocabulary, discourse and skills.

You can look here for more information

http://books.google.com.ec/books?hl=es&lr=&id=gibu9KpIUugC&oi=fnd&pg=PA3&dq=APPROACHES+TO+LANGUAGE+TEACHING&ots=R4VPXP6tXo&sig=v-4iTTNegxraydSZBikG4BOKD4c#v=onepage&q=APPROACHES%20TO%20LANGUAGE%20TEACHING&f=false

UNIT 14 - LEARNER NEEDS

            Unit 14 is about learner needs. The main point here is that students have various kinds of needs and those influence a lot when they learn a foreign language. Those could be personal needs that can help them as well as they can affect many things related to their learning. First, the learner needs influence in learning because students require some feedback to become more fluent, then they could past to the front to give presentations without improvising. On the other hand, learner needs can affect in learning because some students wish to learn step by step and also there are methods and approaches they like the teacher to use, It mainly occurs because some learners don't feel comfortable with the teaching way that the teachers have. So some students hope that the teacher uses interesting topics, what language and skills they need to focus on. It is because learners prefer to study by applying easy strategies in order to make more interesting the language. Students think that the teacher makes interesting the subject taking into account the way the teacher has to deal with the language . 

You can look here for more information

http://iatefl.britishcouncil.org/2014/sessions/2014-04-04/teaching-strategies-meeting-learner-needs-ielts

http://www.pcrest3.com/fgb/efgb4/3/3_2_6.htm

Unit 13 - LEARNER CHARACTERISTICS

            Unit 13 is about learner characteristics. It mainly focuses on how successful students are at learning a language. We as future teachers should know that when we talk about it, we include the learner's motivation, learning style, learning strategies, maturity. However, those are some factors that we have to take into account when teaching in order to help our students with their attitude they have in the classroom, and I think it is important to realize how they can be better in their learning process keeping in mind the learning styles they have. Furthermore, it talks about learning styles, so it refers to the different ways that students learn. Teachers should instruct their students according their necessities and also investigating the best way to teach each of them. In addition, learning strategies are also the main point here because teachers should know how to deal with that in order to help learners to identify by themselves what they need to learn and also to help them to become independent on their learning process. There are some positive learning strategies that help students to improve the language, but the most important one for me is to give feedback our students in order to progress their language use in a better way.  

You can look here for more information

http://www.unco.edu/cebs/psychology/kevinpugh/5-7320/ITcomponents/learner.html

http://coerll.utexas.edu/methods/modules/learners/01/characteristics.php

Unit 12 - DIFFERENCES BETWEEN L1 AND L2 LEARNING

       Unit 12 is about differences between L1 and L2 learning. This refers to the way we learn a first language, it is really different when we learn a foreign language. In addition, the age plays an important role when learners are acquire a language. The main point  from this unit is how we can differentiate when learning L1 and L2. For example, in L1 learning,  the learner is baby, continues through the early years of childhood and he learn naturally according to the environment he is growing as well as how the learner improve the language skills in the school or university. On the other hand, in L2 learning, it usually stars in primary school and it may also start or continue in adulthood. I think it is according to the interest the learners have to focus on a foreign language, it is because some people think that to learn another language is helpful for their future, so they show maturity to develop their cognitive skills when they decide to learn a foreign language. However, in L1 learning. The learner has a strong motivation in their daily interaction with the family, so they feel really comfortable practicing the language. While, in L2 learning, some students have little or no motivation to communicate. It is maybe because they are not interested to learn a foreign language or they study this just to approve a subject. It can be also because sometimes learners are afraid to interact with the teacher and classmates, so that's why they can't progress with the second language they are learning.      

You can look for more information here:

file:///C:/Users/Windows/Downloads/2384-7255-1-PB.pdf

http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm

https://www.youtube.com/watch?v=ZqDt2isALig

Unit 11 - THE ROLE OF ERROR

      Unit 11 is about role of error. This mainly focused on how important is to make errors in the learning process, as many people say errors are a natural part of learning. Therefore, learners make errors unconsciously, it is because they just want to learn naturally and I think it is useful for them because if they make errors they will experiment a new language and they are going to learn more every day. Students will learn from their errors and the next time they won't make the same mistakes. I will apply it with my students in a good mood because it is relevant to notice what are the learners' errors in order to help them to improve that.  But at the same time I realize that it is a positive part when learning a second language and I would apply some strategies to deal with this and to notice the students' progress. In addition, it is not a good idea to correct students when they are learning because it maybe interfere on their learning process as well as it can affect a lot on their self confidence and they are not going to be able to produce the language effectively. For example, if learners have a pronunciation error when they are developing the speaking skill,  the teacher should not interrupt them. It would be better to take a note about the mistake the student made and after the interaction the teacher should provide feedback explaining the correct way to pronounce that word in order to avoid the same error the next time. So in that way learners will get an accurate language.     

You can look here for more information about the role of error:

http://www.antimoon.com/how/mistakes-in-learning.htm

http://www.edutopia.org/blog/benefits-mistakes-classroom-alina-tugend

http://www.esaudio.net/spanish-articles/the-role-of-errors-in-second-language-learning/

Unit 10 - EXPOSURE AND FOCUS ON FORM

        Unit 10 is about exposure and focus on form. This refers on the way children and adults acquire the first language and also the different ways to learn a foreign language. It can be by hearing or reading as many students can. However, for many students the most important part when they acquire a language is the grammatical structure, but I think it is not correct because the learning process can be better if they exposure to it naturally or by picking it up. As future teachers we can deal with this by focusing on the students' learning styles, and also by discovering what are the suitable strategies for their learning process, so in that way students will be more interested on learning the target language. Furthermore, we have to keep in mind that to learn a language effectively is necessary to interact a lot with others and also to express ourselves by making meaning really clear in order to get a comprehensible interaction. I consider the main point here is that each learner should be exposure to language inside and outside the classroom. In class they can interact with their classmates and ask questions to the teacher, they a can also read a book or something about what they are learning and listen to some tracks to complete the tasks that the book provides. While, outside the class or at home, learners can practice the language by themselves for example by using internet, reading some magazines they are interested in, watching movies they like and doing things that involves the language.     

      

Here is a link that will help you with more information about exposure and focus on form:

http://es.slideshare.net/albertamaro/exposure-and-focus-on-form

http://www.melta.org.my/ET/1991/main3.html

http://skemman.is/stream/get/1946/15018/35741/1/BA_EinarG.pdf

Unit 9 - MOTIVATION

        Unit 9 is about Motivation, this mainly contains what is motivation and how we as future teachers can deal with it in the classroom. How teachers help students to focus on the target language and how to become part of a good learning process. Therefore, the most important part I learnt from this unit is how motivation can change on people and what are the kinds of motivation. Teachers should behave naturally in order to get the students' confidence and they can become creative if they feel motivated about the language they are learning. A main point here is that students should interact with the teacher in the classroom in order to find a good environment in class. Furthermore, learners have different kinds of motivation. Some students are unmotivated, it means they have no motivation or they are not interested on learning a new language and I would help them by showing the positive side of the language and the culture. Also, I would encourage my students to realize how important is learning a second language in their future. On the other hand, there are  demotivated learners. It means they have lost their motivation. I would help my students to deal with this by giving them positive feedback and praise in order to improve their weakness. To sum up, motivation plays a really important role in the learning process.     

You have here more information about motivation in the classroom:

http://iteslj.org/Techniques/Lile-Motivation.html

http://peoplelearn.homestead.com/beduc/chapter_8.pdf

http://www.pdx.edu/sites/www.pdx.edu.psy/files/Assessment-11-Motivation-in-the-classroom--reciprocal-effects-of-teacher-behavior--Skinner-Belmont--1993.pdf