Sos Index Portfolio Minnie

7/27/2019 Sos Index Portfolio Minnie

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Index portfolio

Summary: communicative language teaching, participatory approach, content-

based approach and task-based approach.Activities: communicative language teaching, contend based, task based, and

participatory approaches.Personal information.

Linguistic profile: A certificate of your current level of English, and Intercultural

experiences,

Reflections about your teacher training process: Lesson planning, and

Microteaching.

A Framework for Task-Based Learning: language learning: creating the best

environment, aspects of task, the TBL framework: overview and pre-task phase,

and the TBL framework: the task cycle.

Glossary


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Portfolio

I am Minerva Gonzalez Cervantes, I have 19 years old, when I refer to the

study of English, finger say that my interest in my study is to learn a lot, have this

need to understand and I understand, when I mean I understand, is about teachingelementary school children to learn the different strategies that I will provide them

as their teacher, in the case of teaching English abroad is a different context

because being in another country, I believe that need to communicate with others,

practice and communication is essential to communicate.From this I can say that my English is not excellent, but I have come to talk to

my family, abroad, some short dialogues, through social networks, my way to learn

English is through the music I hear on websites, the truth is I've never been in an

English speaking country d, but if I would go to Manhattan. Microteaching

About Class we did, we chose a topic that was clear, as Can you climb a

tree?, Expressed with an image to the interpretation and response to be clearer,

they responded very well, I told them how they should respond, I admit that was an

easy topic, but you should do it more than easy to be understood, some problems

students have is that some still do not know in what way is prayer, or a student, do

not pay attention, are problems that can always be result, using color images,

using basic vocabulary and more can be done an excellent job, I would not change

anything in my class, because they understood very well the target and was

reflected, students responded very well questions we posed, all the time were

motivated and attentive to the class.

Some of the materials used, such as images, helped a lot in the class to

understand, also posed questions to the students about their skills, which they

represented going forward and representing some skill.

A framework for Task- Based Learning

Part A: starting the points

Language learning: creating the best environment


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This chapter expresses that students do not learn, what teachers teach, that learning is a

process and that teaching can be without a teacher just for the effort that the student

obtains when studying the use of strategies in teaching and learning all students learn in

different ways, being different in the way they learn to adapt strategies for different forms

of learning, it does not work one way, adapts another, and not forgetting to create effective

environments in the classroom with the three conditions essential : the presentation of

exposure to the target language, the need for students to use the target language in real

contexts, real communication, and motivation for students to participate in class, the

learning process focused instruction, attention in the form of language, which helps

students to improve faster and better every day.

To conclude, it reflects on the quality and type of language that students need in real

contexts , in their daily lives, some teachers, maintain a very specific routine, making it

more and more boring, and little change in the use of language and which does not project

the students interaction, chapter basic principles expressed in the task-based approach to

language learning, focusing on the conditions in which the student makes and never

turned on, and only the necessity to adapt to the routine, in order to maximize

opportunities for students to use their learning unlimited effective use, to create a more

effective learning environment.

Activity

What are your views on language learning?

Rate these statements A, B, C, or D, according to how far you agree with each of them.

Note your reasons, and any evidence to support your decisions. Then share your views

with a colleague and try to reach agreement.

A agree strongly B agree C don`t really agree D disagree

1 You can learn to speak a foreign language quite well without lessons.

2 Many secondary students who have studied a foreign language leave school unable to

communicate in it.

3 Learners often go on making the same error even after being corrected many times.

4 If students learn the rules of grammar they are quickly able to use them.

5 You must use the language freely to learn to speak it, even if you make a lot of errors.

6 Teachers should always correct student errors.

7 Reading widely is one of the best ways to learn another language.


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8 People of all intellectual abilities can successfully learn another language.

9 The younger you are the better you will learn another language.

10 Extroverts make better language learners.

According to this activity is experiencing a situation of many ways of seeing, of course I'm

not convinced that you can learn a language without classes, because in the study of

English grammar is essential, when you get to high school and do not speak the language

if possible you get to leave school, because you cannot communicate with your

teammates, when you write or use a form of the grammar and you have wrong before, you

usually instinct rarely make the same mistake, when students learn a grammar rule,

learning is very effective if it is true when you're learning to talk and talk communication is

achieved even if you have errors in grammar teachers should correct errors, or in the

written form, so reading is a great way to learn the English language, everyone can learn

English, at any age, but more than 10 to 13 years.

Aspects of task

This chapter expresses what is meant by work, an objective, communicative activity a

specific result in an exchange of meaning and not produce a specific linguistic form is

shown as the practice of skills is part of the goal of the task, explains that the task can be

viewed in six different ways to, such as open and closed task, as there are different types

of tasks begin.

Starting from such as designing for the use of the target language in the task, with the

ability to identify features in spontaneous oral language that students are familiar with

written language and feel the need to use full sentences correct, but that goes up in san

phrases native speakers and make common small to know the student orally and written.

Then we can say we can decide how we can predict the linguistic forms that can be used

in the task, but not in the closed task, and this prediction may be correct or relevant to

students and wish to convey meaning, deciding that learning opportunities are offered by

the task.

Activity

Discussion points

A (for each topic, say which task might be the easiest and which the most difficult. Why?

B (choose any three task. Work out what opportunities for speaking, listening, reading and

writing each could offer.


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C (look at the task on the task on this page. How would you define the term task?

What this task easier real communication is the most difficult thing is that there are

grammar mistakes when you speak and still do not have a high level of English, in the

language use in task, given the spontaneous language, speaking opportunities are high

since only purpose is to communicate, in the planning of language you have to project

what you say and then correct your grammar. A long-term task is the writing task because

it must be well defined.

The TBL framework: overview and pre-task phase.

To begin the chapter, expresses the three phases of the task, the pre task, when the duty

cycle as is the focus of language, and the use of language, with a greater readiness to

expose the issue and better exposure topic, text, and a record of tasks, such as students

study specific aspects of the language in the care of language, with some practices that

talk about the analysis and practice, examining the role of the teacher and is different

according to each needs of each student. When is the second part of the chapter.

The task is expressed as the framework and introducing students to the subject and how

do students to remember the topic, some words and phrases to learn other vital help him

face the task and remember the text, find something familiar with the text also explains the

different ways to help students understand the task instructions and given time to the task,

the last part of the issue, explains how to create the task, suggesting solutions to typical

problems that students are asked.

Activity

Discussion points

A (Which points in the task framework provide students with exposure to the target

language in use? What are the precise sources of exposure?

B (the pre-task phase prepares students to do the task. Select a task from focus 2 or

Appendix A. think of three things the teacher might do and three things the learners might

do during the pre-task phase of the task you have chosen.C (the task-planning-report components of the task cycle will obviously always come in

that order. At which stages in the task cycle might students benefit most from correction?

D (the language focus phase will almost always come after the task cycle. Why do you

think this is?


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The most important thing that students are directed to the target language is to acquire

that need to communicate, acquire language and grammar, the precise points of the

exhibition are the different roles of the teacher, students should ask their teacher doubts

and have that need to communicate in real, the teacher must use different strategies for

their students and help them with the language, the stages are a good process for a

scheduled job because it makes the task more specific and has a good shape, the

language comes after focus because you had way to do your homework, now if you make

it known to the group.

The TBL framework: of the task cycle.

This chapter fully describes the process of task encompassed different linguistic demands

of the students, reflecting the use of natural language, in this stage, students gain

confidence and fluency of themselves as speakers of the language in this case as a

personal communication, where communication is paramount and in real time, the form of

the grammar is not correct and that is an aspect that is relevant in the planning stage

offers students the time and support to prepare a linguistic work, taking the time to prepare

with the support of the teacher and the group, also to test the grammar, in this process

develops the language getting better.

At the stage of the report, students creates a natural stimulus to improve their language

modern, motivating the students to think about the form, meaning, fluency and how to use

his prestige on the target language, allowing each other to realize what they do well and

what needs improvement, the teacher's role is changing in terms of each stage by tracking

each task, teachers should encourage students to work independently to achieve the main

objective required.

Finally, the teacher helps her students must do their conclusion as properly, and how to

present it in public, providing the student the language, emphasizing the importance of

writing in learning languages expressing different stages of the task, remembering that the

written task needs a longer planning stage, well-defined and established a strategy to

make it known to a wider public audience. It also explains how to adapt the cycle in

different teaching situations.

Activity

In focus 2, two tasks have written outcomes -6 and 9. Choose one, and discuss briefly how

you might use the TBL framework (pre-task and task cycle) to plan your lesson.


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Which component in the task cycle might need to be longer, or be divided stages?

Look for task in appendix A that would naturally lead into written presentations. Select

three and discuss who the audience, could possibly be.

The longer component is planning for it must be very clear about the purpose of the task

and because we know that is when you perform the task, but it should be clear that you

have to do, and if necessary divided into stages because it tracks will be clearer and more

effective task.

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