Portfolio
Student:
Roberto Maximo Santiago Allcca Avega
Teacher:
Lizet Marcelo
Course:
Methodology 1
Schedule:
21:15-22:45
Year:
2021
Vocabulary:
Chapter 1:
1. Glimpse: to see something or someone for a very short
time.
2. Immersion: the process of learning a language by being
involved in that language.
3. Bluntly: speaking without trying to be polite or
considering other people's feelings.
4. Antics: behavior that is funny or silly in an enjoyable way.
5. Rapport: a good understanding of someone and an
ability to communicate well with them.
6. Rebuke: say to someone that they have behaved badly.
7. Core: the most important part of something or the
center.
8. Discourse: communication in speech or writing.
9. Receptive: relating to the ability to understand language,
rather than produce it.
10. Conveying: express a thought, feeling, or idea so that it is
understood by other people.
Chapter 2:
1. Broadly: in a general way, without considering specific
examples or all the details.
2. Encumbering: make it difficult for someone to do
something.
3. Monitor: a person who has the job of watching.
4. Aids: help or support.
5. Fluency: the ability to speak or write a language easily,
well, and quickly.
6. Accuracy: the ability to do something without making
mistakes.
7. Exploitation: the act of using someone unfairly for your
own advantage.
8. Amusement: an activity that you can take part in for
entertainment.
9. Set: to give someone a piece of schoolwork or homework
to do.
10. Feedback: reaction to a process or activity, or the
information obtained from such a reaction.
Chapter 3:
1. Plenary: a meeting at which all the members of a group
or an organization are present.
2. Reforming: to become better, or to make something
better by making corrections or removing any faults.
3. Complexity: the state of having many parts and being
difficult to understand.
4. Quantity: an amount or number of something.
5. Spreading: to cover or reach a wider or increasing area.
6. Varying: to change or cause something.
7. Assessment: the process of considering all the
information about a situation or a person and making a
judgement.
8. Inconspicuously: In a way that is not easily or quickly to
be noticed or seen.
9. Vanish: to disappear or stop existing.
10. Wrapping: paper used to cover and protect products
Chapter 4:
1. Glance: a quick short look.
2. Mood: the way you feel at a particular time.
3. Keen: very interested in something.
4. Dull: not interesting or exciting in any way.
5. Interpersonal: connected with relationships between
people.
6. Intrapersonal: relating to or within a person's mind.
7. Gleaning: to collect information in small amounts.
8. Troublesome: causing a lot of problems for someone.
9. Awareness: knowledge a particular activity, subject, etc.
10. Hand out: to give something to each person in a group or
place.
Graphic Organizers:
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
Your comments about your demos
Class Task 1
I made a little explanation about the grammar-translation
method, it was about the teaching of grammar, and how it
was very similar to the traditional and old methods of
teaching.
There were very interesting
things about it, for example
this method was called the
Prussian method.
Also, this method was focused
on the teaching of the English
grammar rules. and consequently, it wasn't meant to
improve fluency, instead for this method the accuracy is the
most important thing.
Another characteristic about this method/approach is the
way to think because there exist 2 kinds of teaching, they are
the deductive and the inductive. The inductive consist when
the students must deduct the rules of the topic, but in the
deductive method, the teacher must give all the rules to the
students, and they must use them in exercises or any
activity.
Also, this kind of method lets the teacher use the mother
language to explain the rules. The target language isn't used
as usual with different methods.
Class task 2 (mini class demo):
the demo class I made with my partner Dayana, were about
the vocabulary, the level was Basic 8, and it was about the
kinds of movie, we develop a class, very didactic, it had 2
activities, and one was developed in one application which
made all the students being participating and showing what
their learned.
The feedback the teacher gave us was about the TTT and the
STT, which means teacher time talking and student time
talking, and we had to elicit more, in all the class, even when
we are giving the vocabulary.
Research papers
Traditional Teaching
Traditional teaching is known to be the old and common way
to teach English. The traditional teaching has the
characteristic to have the teacher as the center of the class.
The class normally are in silent and
is just the teacher who talks.
The learning is based in the
memorizing.
This doesn’t create a good
environment which makes the
students uncomfortable. Another
strategy they used to do was the drill. Without trying to
understand what’s the topic about.
There is a lack of collaboration and group learning in
students. Teachers give lectures and students learn. Most of
teacher focus to the
exams and they practice
according to the
concept and syllabus. In
other words, the
students just learn to
pass an exam. Then
students are asked to memorize the lesson and based on this
recitation, teachers take assignment, written test, or oral
test.
Rapport
When we want to teach other people is important how to
make a good environment, because the students need to be
more comfortable to start learning better, acquiring more
knowledge, and participating more. Building this rapport is
crucial to the improvement of the students, without this
environment, the class
isn’t going to go on.
The students won’t be
very concentered in the
class, their minds would
be thinking in other
things.
There exist many tips to build rapports with other people
like, one of them as teacher is known the students’ names,
this shows attentiveness and an interest in who they are. Our
body language is important also, Nonverbal communication
is central to building rapport, make comfortable eye contact,
and mirror their expressions as they speak, that will make
feel the student more comfortable participating, the most
important point that
we must avoid is the
judgement, good
rapport develops
when someone
understands that
they can share their
feelings and ideas without fear of judgment. When your
friends, family, or coworkers are speaking, withhold your
criticism and only share advice or information if they request
it. When you do offer critique, emphasize positivity, and
facilitate openness.
Receptive skills
Firsts of all, why is it called
receptive skills? And which
are they? They are called
receptive because reading
and listening involve
receiving information, these
skills are sometimes known
as passive skills. They can be contrasted with the productive
or active skills of speaking and writing.
The relationship between
receptive and productive skills is a
complex one, with one set of skills
naturally supporting another. For
example, building reading skills can
contribute to the development of
writing. There are many different
methods to improve these skills,
the most common is to read.
When we read, we are going to
learn new frasses, new rules of the
grammar, and more vocabulary.
Which is going to be a great
improvement to our receptive
skills. Another activity the teacher
does to improve the receptive skills, is the game Simon says,
with this little game the students are going to get used to the
English and their words.
Productive skills
These skills are called like
that, because we produce
them, they are the speaking
and the writing, because
learners doing these need to
produce language. They are
also known as active skills.
These activities are very
important because we use
both to communicate
properly with other people.
Certain activities, such as working with literature and project
work, seek to integrate work on both
receptive and productive skills, but
there exist more activities to improve
them, one is the role play, it is very
useful because that game, makes you
think which vocabulary you are going
to you, and it reinforce the speaking.
The activity in pairs is important,
because they are force to talk each
other and doing that they will use the
speaking which will improve by the
time.
Inductive approached
This approached is called also inductive reasoning, starts with
the observations and theories are proposed towards the end
of the research process because of observations. In few
words it is teaching language starts with examples and asks
learners to find rules, presenting new language are
commonly found in course books, and form part of a general
strategy to engage learners in what they learn. To work with
this approached we need to work with eliciting to our
students. There are several advantages of using the inductive
approach. Firstly, students become more active and
enthusiastic to
discover the rules by
themselves. Secondly,
it is a learner-
centered approach,
and students become
actively engaged
through conversation
and peer discussion.
Then, students gain a
deep understanding
of the language as
they independently
construct their
knowledge, form, and
meaning of the
grammar pattern based on their own experience.
Deductive approached
Lessons are generally
conducted in lecture
form with minimal
dialogue between
educators and their
learners, the
deductive approach
may be suitable with
lower-level learners
who need a clear
base from which to begin with a new language item, or with
learners who are accustomed to a more traditional approach
and so who lack the training to find rules themselves.
Learners who are accustomed to a more traditional approach
to learning and therefore lack the training to find rules
themselves may struggle with this method. This approached
was used a lot in the traditional teaching, in the grammar
translation method is crucial.
Drills
Drill is a classroom technique used to practice new language.
It involves the teacher modelling a word or a sentence and
the learners repeating it. There are different kinds of drilling,
such as choral drill, which involves the whole class, and
substitution drill, where the teacher changes the cue words
after each repetition.
This technique is very useful to teach and improve the
pronunciation in a non-threatening dynamic, also it helps to
improve the accuracy and in a lower level the fluency.
Examples of drills
There exist approximately 6 types of drills. Each of them has
the different, to add, change or get out some words, phrases,
etc. those are: The repetition drill, the substitution drill,
question and answer drill, transformation drill, replacement
drill and the expansion drill, the first one is:
The repetition drill, it’s when the teacher says models (the
word or phrases) and the students repeat, for example:
Example:
Teacher: I like watching TV.
Students: I like watching TV.
The substitution drill, the teacher substitutes one or more
keywords, or changes the prompt, and the learners say the
new structure.
Example:
Teacher: Diana likes pop music.
Students: Diana likes pop music.
Teacher: Rock.
Students: Diana likes rock music.
Question and answer drill, the teacher gives students
practice with answering questions.
Example:
Teacher: Does he like pizza? Yes?
Students: Yes, he does.
Transformation drill, the teacher gives students a certain kind
of sentence pattern, an affirmation sentence for example.
Students are asked to transform this sentence into a negative
sentence.
Example:
Teacher: I clean the house.
Students: I don’t clean the house.
Replacement drill, students replace a noun with a pronoun. It
is the same drill as substitution drill, but it involves with a
replacement.
Example:
Teacher: I like yoga.
Students: I like it.
The expansion drill, this drill is used when a long line dialog is
giving students trouble. The teacher breaks down the line
into several parts. The students repeat a part of the
sentence, usually the last phrase of the line.
Example:
Teacher: My sister is 9 years old.
Students: My sister is 9 years old.
Teacher: She likes playing soccer.
Students: She likes playing soccer.
Teacher: My sister is 9 years old. She likes
playing soccer.
Students: My sister is 9 years old. She likes
playing soccer.
Acquisition vs Learning
Acquisition and learning,
those words usually are
use in all the phases that
lead to language fluency.
But the cases are
different. When we talk
about acquisition it is
about memorize thing unconsciously, as the learning of the
babies, they “learn” normally, natural, and subconsciously.
Even the rules of the grammar weren’t thought formally, it
was acquired by the pass of the time, and for seeing other
people using it.
But in the other hand learning, is the result of a direct
instruction of a teacher, it is consciously, usually this kind of
learning is not made for the children, and all the information,
rules, are given to them. Another characteristic of it, is that
the teaching
tries to teach
everything
Grammarly
correct.
Comprehensible input in ELT
Comprehensible input is language input that can be
understood by listeners despite them not understanding all
the words and
structures in it. It
is described as
one level above
that of the
learners if it can
only just be
understood.
Trying to understand language slightly above their level
encourages learners to use natural learning strategies such as
guessing words from context and inferring meaning. As the
example suggests, a teacher needs to know the level of the
learners very well to select comprehensible input, and in a
large class of mixed ability, different learners will need
different texts.
Kinds of seating arrangements
The communication factor on any event is critical. Whether
you are setting up a business presentation, training
classroom, hosting a full-scale gala dinner or product launch,
the arrangement of the seating can make all the difference.
You have invited your audience to communicate a message,
so it’s important that your audience is seated in the best way
to achieve the maximum impact for your message!
There exist an unlimited number of ways to order the
students, the most common are these. It necessary to know
that every kind have different repercussions.
Eliciting in ELT
The eliciting is one of the most efficient technics to teach
English, we can use it to get learners thinking and saying
what they know about a subject. In other words, it is used to
ask learners to come up with vocabulary and language forms
and rules, and to brainstorm a topic at the start of a skills
lesson. It’s when we ask questions or give learners clues to
get learners to say what they know about a subject rather
than the teacher giving the explanation.
Eliciting helps to develop a learner-centered classroom and a
stimulating environment, while making learning memorable
by linking new and old information. Eliciting is not limited to
language and global knowledge. The teacher can elicit ideas,
feelings, meaning, situations, associations, and memories.
For the teacher, eliciting is a powerful diagnostic tool,
providing key information about what the learners know or
don't know, and therefore a starting point for lesson
planning. Eliciting also encourages teachers to be flexible and
to move on rather than dwell on information which is already
known.
Multiple Intelligences
To teach any course it is important to know there are many
types of intelligent, and our students have any of them in
different proportions, so it’s necessary to adapt our classes to
make them understand the lessons. A teacher should be able
to work simultaneously with different students with different
initial levels of knowledge, different mentality, different
attitudes towards learning, building up a unique learning
path for a particular student, considering the characteristics
of his intellectual organization. For example, many activities
wont, be as efficient to one person who has bodily
intelligence than mathematic. For example, we can use songs
to explain grammar to people who has the musical
intelligence.
Which Activities Advantages Disadvantages
language?
The Grammar – Mother Writing Learn the structure. It is not a communicative method.
Translation language essays
Method
The Audio – Target Drills Much practice of listening and Repetition can be boring.
Lingual Method language speaking.
Communicative Target Roles It’s possible to learn in an Doesn’t focus on the accuracy.
Language language plays enjoyable way.
Teaching
Total Physical Target Simon It’s fun, easy, and memorable. There is a lack of reading and
Response language says writing.
The Natural Target Reading The learns acquire the target Doesn’t focus on the accuracy.
Approach language aloud language in a natural way.
Task-Based Target Role play Increased engagement You can’t use it with lower levels.
Learning language
The Silent Way Target Eliciting Reach their own conclusions. The teacher doesn’t give
language examples and doesn’t correct.
A compare chart about the following approaches/ methods:
Plan the activities for the following pictures
Before the lesson
Lead in: To introduce the topic to my student I would
start with some card with the pictures of the office’s
items, and after showing them, ask what the topic is
about.
Set up the activity: I would ask a student to read the
instructions and the words in the chart.
Run the activity: they may not know what the names
of some items are, some I would help them and
monitoring them.
Close the activity: I would ask them to check the
answer with their partners.
Post activity: make groups of three and make some
sentences with the words of the activity.
Before the lesson
Lead in: To introduce the topic to my students bring
them a calendar, the ones who gift in new year, and
give them to pass hand to hand, and them aske them
when is their birthdays.
Set up the activity: I would ask what they normally do
in the birthdays of their parents.
Run the activity: I would go monitoring their
conversations and check if they are using the correct
numbers with the correct pronunciation.
Close the activity: I would ask them to go to the front
and share their answers with the class.
Post activity: How their dreamed birthday party is.
Before the lesson
Lead in: To introduce the topic to my students
showing some documental from the internet about
animals.
Set up the activity: I would ask my students to read
the instruction and work in groups of 4 and listen the
audio to complete.
Run the activity: I would go monitoring their answers,
checking if they are completing the activity well, and
if they heard the audio.
Close the activity: I would ask them to share the
answers with other groups, and then check together.
Post activity: I would ask them if they know any other
animal.
Before the lesson
Lead in: To introduce the topic to my students doing
some gestures and ask them which are the symptoms
of the COVID-19 to introduce more vocabulary.
Set up the activity: I would ask my students to read
the instruction and work individual.
Run the activity: I would go monitoring their answers,
checking if they are completing the activity well.
Close the activity: I would ask them to share the
answers with their partners, and to use the useful
expressions.
Post activity: I would ask them which one of them are
the worst.
