Posts Tagged ‘methodology’

Stuff, documents and tools for the student

15 May 2016

twitter: @eugenio_fouz

moleskine 1

A presentation of stuff, documents and tools for the students via @SlideShare (25 pages)

English language 1

http://tinyurl.com/zluc8hh

*

Or if you prefer, a PDF via PDF-Archive.com

https://document.li/79r2

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Draft of a schedule for English language (1st term)

17 October 2015

twitter: @eugenio_fouz

irina jogg

Schedule / Planning

1st term

Subject:esl 2

*upload answers to certain exercises on moodle

October 19-23: lesson 3, audios 2, practice file 3, words, notebook, reader, verbs, conjugation, how to download a podcast**, no cell phones**, orals 1-2, exercises, translation, sms, test 10m

October 26-30: lesson 4, audios 3, orals, words, notebook, PPa, reader, flash-cards, verbs, numbers, role-playing: telephoning**, essay, basics, dictation

November 2-6: lesson 5, audios 4, words, notebook, verbs, practice file 3, practice file 4, role-playing:interviewing**, translation, sms, control 20m

November 9-14: lesson 6, audios 5, words, notebook, verbs, reader, role-playing:saying numbers**, PPa, orals, essay, basics, flash-cards, dictation, collect notebooks 5m

November 16-20: lesson 7, audios 6, words, notebook, role-playing:small talk**, numbers, orals, basics, translation, flash-cards

November 23-27: audios 7, words, sms, basics, essay, reader, dictation, PPa, translation, role-playing:spelling names or company names**, control 20m

December 1-4: exam 30m

Notepad.-READINGS

17 November 2013

twitter: @eugenio_fouz

Imagen

15 Nov 2013 Fri

get readings ready for students of different levels
provide them with new words through context
use a wide variety of topics and sources: press, readers, TV programmes, pics

control their reading: ask students to copy the first 2 lines after having read and understood-and only then-the whole text

work reading aloud and reading in low voice
work reading comprehension
work translation texts with dictionary

TKT, reflections on teaching

12 July 2013

twitter: @eugenio_fouz

okkkoooo tkt

Years ago I used to ignore pedagogy, I mean, methodology or anything related to the best ways to motivate students and all that stuff. As time passed by, I realized that teaching was meant to be a process. Today I don´t follow the theories or strategies I used to follow before. Sometimes we might think that the world could be inside our heads but that is not true. Learning and teaching is a dynamic phenomenon.

Well, this post is about a book I have been reading these days on teaching and learning, namely The Teaching Knowledge Test written by Mary Spratt et al. (Cambridge, 2011). The book is a preparation for a test for teachers of English as a Second Language. I have read here about errors and slips, learners´ preferences, methodologies and so on. Sometimes teachers are right and students are wrong. However, some other times is the other way round. Needless to say, a teacher´s worry is teaching and doing a good job, whereas students (not the good ones, really) prefer the easy way and think they have the right to redirect the syllabus to the aspects they find more practical or useful for them.

I have learnt from this book that learners´ motivation vary from the lowest point to the highest one, and not necessarily go towards this direction. Personal attitudes on both sides count a lot. A teacher can turn the subject a bore or an interesting issue. One must reconsider activities such as roleplaying, dialogues to be read aloud, dictations, games.

There are different learners´ styles, too. Thanks to the book I wonder what should be the objectives in a syllabus of English as a Second Language class. I wonder if teachers must adapt their lessons to students or not. How relevant is evaluation in teaching? Could we suggest the students to work memorization? Should we ignore acquisition?

This book, TKT, has made me think lots of things. It is good.


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