Teaching Reading

Teaching reading activities (reparado) from keylacast
https://docs.google.com/file/d/0B9dJ_uqop8oXSGZCYXlGMDdub28/edit

Teaching reading. from keylacast
https://docs.google.com/file/d/0B9dJ_uqop8oXUU1wM0M2U0lPWU0/edit

Catedra I, Lesson Plan

•  Lesson Plan
• Planning Materials
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teaching grammar ( second activity)

In this second opportunity, we elaborated new activities with the same unit to teache grammar using new techniquesthis kind of activitis are to activate the cognitive process of the student here there are some activities that contains several grammar points to teach

grammar

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Teaching Grammar

Grammar

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Motivation-Metacognition

As students, we know that the metacognition affects the motivation.
 if the motivation level is low we migh fail in some tasks. if we are not motivated to get a new knowledge, we might not reach the goal.
when we get some unexpected results , our motivation is also affected. we try to explain ourself what happend or why we got those resuls. To attribute the failure to some externnal  causes is a mental defense mechanism. As consequence of this, we will develop confidence in our abilities to face some challenging tasks.
Not acepting our errors of our failures affects our motivation and also our metacognition.  This reflection will help us to be honest with ourself and be responsable of our challengers to encrease our motivation in our studies and control in a effective way our metacognition

study strategies

In metacognition, the cognitive process at the moment of studing involve a monotoring prosses. This monitoring  includes goals setting, self-assesment, regulation of our thinking and the writing process.
these are study strategies  that will be useful in the metacognition to reach the  learnig, and it will be effective to assess it, how the learning process was.
this makes that our learning be a meaningful process.

Metacognition

Metacognition is defined as cognition about cognition, or knowlegde about knowlegde. so metacognition, in other words, is thinking about thinking.
when we are building a new knowlegde, we know how our cognitive process is working; what we know and what we don`t know, we are processing what we are learning and how we are do it.

The role of metacognition

According with physiologists, Metacognition refers to our learning processes, thinking about thinking. It means, how someone learn to process information to achieve a new knowledge. Metacogniton enable us to be successful learners, and that we want foster to students.
How can we foster metacognition?
1. Activate background knowledge
2. Identify the students`s type of intelligence
3. Give tools to build their own knowledge
4. Control and regulation activities
5. Tell them to reflec on their learnling
6. Show them how to self-assesment






Automatically is the learning process that occurs unconsciously. We perform things every day without thinking how and why we do it. 
And the other hand, we have the cognitive load. Cognitive load is the excessive amount of content given to the students which results in the brain working harder to process all the information

Siop Lesson Plan

Camila Carvajal
Aldo Alvarado
Katherine Felix
Rolando Contreras



This presentation was disigned to elaborate simple sentences about friendship day. using new vocabulary . The students have to make card for being given to their classmates. the cards have to contain sentences related with the friendshipday. On this presentation, you will find some examples of how to elavorate your own friendship card. i hope you enjoy it

 https://docs.google.com/presentation/d/1wj2w3vtw9iIaiUjLtHTDm2lmLsH0-mqGyACptpM-Seg/edit?pli=1#slide=id.p16

Reflection of text book

in my opinion, this is a good instrument with a comunicative approach  that contains very atractive images, clear instruction and interesting topincs. In developing of writing and reading skill are ok, but they are not enough to produce english acording with the grade that this book is being used (1ºgrade).
just matching and linking task used as a common task.
I think that a book have to be used as a support guide and not bases the whole clase on it.
A good tacher have to make a good use of a text book as a instrument  support and make clases interactive to students and let they produce english.

Look up book

Textbook Evaluation "Look U
p

ok ok	Objectives explicitly laid out in and introduction and implemented in the material
ok	Approach educationally and socially acceptable to target community
ok	Clear attractive layout; print easy to read
ok ok	Appropriate visual materials available
ok	Interesting topics and tasks
ok	Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.
ok	Clear instructions
?	Systematic coverage of syllabus
ok	Content clearly organized and graded ( sequenced by difficulty)
X X	Periodic review and test sections
?	Plenty of authentic language
X	Good pronunciation explanation and practice
ok	Good vocabulary explanation and practice
ok    ok	Good grammar presentation and practice
ok	Fluency practice in all four skills
X	Encourages learners to develop own learning strategies and to become independent in their learning
?	Adequate guidance for the teacher; not too heavy  Preparation load
?	Audio cassettes
X	Readily available locally

Hands-on Activities

The students`s learning can be acquired in a variety ways. As we know, every learner achieve a new knowledge depending on their habilities of learnig. It is recomended that teachers use different teaching style to encompass the several habitilies of learning. 

As we know, the cognitive process of students work in a better way when they build their own knowledge, and one of the different techniques is use the hands-on actitivies.

This method let to students`s minds grow and learn based on the own experiences. It involves that students discover, investigate and create with other students and at the same time make possible that students familirize with the subject in an atractive way.

power point presentation

Type of Teaching Methods

Communicative language teaching

Key words:

• Communicative competence.
• Contextualization  (culture-social).
• Learner-centered and experience based.
• Meaning is paramount.
• Groupwork, pair interaction atudents.

The Oral approach and situational language teaching.

•  The learner has to listen and repeat.
• The teacher has the control of the content.
• Language learning is habit-formation.
• It's useful for beginers.
• Put emphasis in grammar and pronunciation.

Total Phisical Response (TPR):

•  Speeche-action (repeat).
• Positive mood.
• Teacher plays an active and direct role.
• Student -listener -performer.
• Activities -Role plays -Slide shows.

Suggestopedia:

• Authoritive.
• Performance.
• Unconcious.
• Music-therapy.

The Silent way Method

The silent way is a teaching method invented by Catenggo that makes use of silence as a teaching technique. The theacher reduce at maximun posible the assistance on students.The use of silence encourage to students to produce as mucha language  as posible  the target languiage. This method enphasises the  learner`s autonomy and the teacher`s role is as a monitor the student`s efforts.


https://docs.google.com/presentation/d/1ZoSQFVBCoT4AUch2wI7P-25JJiInSRwRog5KOIx-Qm4/edit#slide=id.p13

English teaching

English Teaching:  Approaches-Methods.Techniques



Approach:  

Set of correlatives assumptions.
Describe the nature of a subject matter to teach.
the assumptions and beliefs about a language are specified.


Methods




Plan for the a systematic presentation of a language material.
Method as a procedure.
Method include the theory into practice  which choices are planed on particular skills, on the order of the content and on the kind of conten.

Techniques.


It is the level of a classroom procedures are described.
It is implementational in classroom.
It is important that a technique be consistent with a method and in harmony with an approach

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methodology

Methodology


skills
strategies
procedures
assesments
teaching resourcers

theory of language

Theory of Language


Structural :     Descriptive- Functional - System-Rules


Functional : topics and dialogues of function-meaning

Interactional:  Social interaction-meaningful learning- experience of the learners.

theory of learning

Theory of Learning

Process-Oriented  : Habit, Induction, Inference, Hypothesis, Generalization

Condition-oriented theories:  Nature of the human and physical context