TECHNIQUES+ESSAYS

A very essential and important teaching skill is definitely being able to mediate new material and information to our students, effective presentations means effective learning in return, impacting our students so that the new information will remind in their long time memory, this is one very important skill for any teacher to have, the teacher needs to give different kinds of explanations and use different approaches for introducing new information so we can promote further learning in our students. There are many things that happen in an effective presentation There are many ways of teaching, some examples of presentation procedures are: Explanations and Instructions: when teaching new material you need to give explicit descriptions and definitions of the concepts or processes, correct instruction is very important when introducing a learning task. There are some guidelines for effective explanations and instructions:
 * MODULE 1 **** à **** EFFECTIVE PRESENTATION **
 * These are attention, perception, understanding, short time memory and peer teaching, the ss. Are alert and actually paying attention to what is going on in the classroom, they are capturing the new information and material that is being presented by the teacher, as teachers we have to make sure that they are actually paying attention and that the material is interesting to them.
 * Perception; the material is seen and heard clearly, the teacher needs to repeat to be able to give students opportunities for reinforcement, it is also good to get some kind of response from the teachers to make sure that the information is being perceive.
 * Understanding: students understand the material that is being introduced the teacher needs to make links and connections to information they already know so that they can relate to the new information easily, response from the ss. Is also advisable to make sure that they information is being understood.
 * Short term memory: the presentation needs to have a big impact in the s. so they can take the information into their short term memory so they remember it later in the lesson, so it is important for the material to be bright, colorful, interesting, dramatic, and unusual. If it has been a long presentation it is good to give a brief restatement of the main points learnt.
 * Peer teaching.
 * Reading words: the teacher bases his presentation in the ss. Own vocabulary, this makes intellectual and emotional association with the vocabulary because is meaningful which has a positive effect on retention.
 * Learning a dialogue: ¿¿¿¿¿¿¿¿¿¿¿
 * Accusations: activity improvised by the teacher with a sense of humor and a friendly relationship with the class, the presentation seem to have a positive effect because its heightened attention and motivation it generates in the ss.
 * Dramatic soliloquy: this can be effective but not all teacher have dramatic abilities¿¿¿¿¿¿
 * Prepare: it is important to prepare the words or illustrations you will provide and you should possible even write these out, you may think the info is clear in your mind and therefore you will be able to transmit it to your ss . But sometimes this is not the case improvising is not a good idea so your need to be well prepared.
 * Make sure you have the class' full attention: it is important to have the class´ full attention if they miss bit and pieces they will not be able to perform later takes, if your are going to have them work in groups you should give the instructions and materials before your divide them to avoid then talking and looking at the material while you are explaining.
 * Present the info. More than once: a repetition or paraphrase is important and may make a difference for those ss. Who wander in class, it is also to present instruction in a different way, verbally, written, etc.
 * Be brief. We all have limited attention spam so make your explanations brief and clear as much as possible.
 * Illustrate with examples: illustrations are very important for example when you are explaining the meaning of a new word, you can also relate these illustrations to the ss, own lives and experiences.
 * Get feedback: have the ss produce something, just asking if they understood is not enough because they may say they did even if they have not. Have them paraphrase or provide an illustration of their own.

MODULE 2 PRACTICE ACTIVITIES

PRACTICE: a reharsal of certain behaviours with the objective of consolidating learning and improving performance. Learners can benefit from being told and understanding facts up to one point. ultimately they have to acquiere intutive automatized knowledge which will enable ready and fluent comprehension and self-expression, such knowledge and consolidation of learning is accomplished through practice. LEARNING A SKILL: the procces of learning a skill by means of a course of instruction has been defined as a three stage process: verbalization, automatization and autonomy.


 * VERBALIZATION: teacher describes and demostrates the skilled behaviour to be learned, learners perceive and understand.
 * AUTOMATIZATION: teacher suggests exercises, learners practice skill in order to acquire facility, automatize, teacher monitors.
 * AUTONOMY: Learners continue to use skill on their own, becoming more proficient and creative.

CHARACTERISTICS OF EFFECTIVE LANGUAGE PRACTICE
 * Validity: the activity should activate learners primarily in the skill or material it purports to practice. This principle is often violated, many speaking activities for example have learners listening to the teacher more than talking themselves.
 * Pre-learning: the learner should have some preliminary grasp of the language they are required to practice, if they are required to do a practice activity bases on something they have not yet begun to learn, they will either not be able to do it at all, or will produce unsuccessful responses.
 * Volume: the more language the learners actually engage with during the activity, the more practice in it they will get.
 * Succes orientation: we consolidate learnaing by doing things right. continued or innaccurate or unaceptable performance results only in fossilization of mistakes and general discouragement, therefore it is important to select, design and administer practice activities in suach a way taht learner are likely to succee in doing the task.
 * Heterogeneity: a good practice of different level within a class is very important, providing opportunities for useful practice to all.
 * Teacher assistance: the main function of the teacher, having proposed the acticity and given clear instructions, is to help the learners do it successfully, if you give an activity and sit back while the learner flounder, make random uninformed guesses or are uncomfortably hesitatn, you are not helping.
 * Interest: an interesting topic, the need to concey meanngful information a game like fun task, attention catching material, appeal to learner, feeling or a challenge to their intellect.


 * MODULE 3 **** à **** TESTS **

A test can be defined as an activity whose main purpose is to see how well the testee knows or can do something. Reason for testing can be many amongst them we have: There are many types of test elicitation techniques: test can be formal as when we tell our ss. In advance the material that is going to be evaluated and it can be informal just as a homework assignment because here you can also see if your ss. Have learned a specific point. The elicitation techniques are many for example: Here are some guidelines for test preparation: How a test is administer and returned can make a difference to motivation and performance, question on test administration: Pronunciation may be defined as: The __Objective__ of improving learner´s pronunciation is no to achieve a perfect imitation of a native accent, but to get the learner to pronounce as accurately as possible to be easily and comfortable comprehensible to others, it is difficult to achieve perfect accents in a foreign language. **Some ideas for pronunciation spelling correspondence:** MODULE 6 à VOCABULARY
 * Give the teacher the idea of what the ss. Know at the moment, the teacher can decide what to teach next.
 * Let the ss. Know what they know
 * Motivate ss. To learn or review specific material
 * Get a noisy class to calm down and concentrate
 * Give the ss. The sense of success and achievement
 * Question and answer: it is a simple question that may require short or long answers, it is fairly easy for the teacher to design and grade, it can be used to test almost anything, often it is used following a reading or an interview.
 * True-false: a statement which is to be marked true or false, if it is composed as a question the answer will be yes or no. this does not test writing or speaking abilities, only listening and reading it can also be used to test vocabulary, grammar, content of reading or listening passage, it is fairly easy to design.
 * Multiple choice: the question consists of a steam and a number of option to choose from (usually four). These may be used for the same testing purpose as the true and false technique, it is easy to mark, but it can be difficult to design since they sometimes become too ambiguous or with no clear right answer, or the solution too obvious, you have to approach this technique carefully.
 * Gap filling and completion: the ss. has to complete a sentence by filling a gap or adding something the gap may be signaled by a blank or a task, it usually tests grammar, vocabulary, it is tedious to design and there can be more than once correct answer.
 * Matching: the ss. Are provided with two groups of words, phrases or sentences the items from one list have to be linked with the other list, it usually tests vocabulary, awkward to give orally it can be time consuming and difficult to compose, there may be more than one right answer.
 * Dictation: mainly to test spelling, punctuation, the teacher dictates and the ss. writes down, very easy to mark and design.
 * Cloze: words are omitted from a passage usually every seven words, usually the first two or three lines are given with no gaps, this tests intensive reading, spelling, and to some extent knowledge of vocabulary, grammar, fairly easy to design, marking can be tricky, sometimes it difficult to decide if a specific item is acceptable or not.
 * Transformation: a sentence is given the ss. has to change it according to the instructions given, easy to design, administer and mark, it tests the ability to transform grammatical structure, and its validity may be suspected.
 * Rewriting: a sentence is given the ss rewrites it incorporating a given change of expression but keeping the same meaning, similar to transformation.
 * Translation: ss. Are asked to translate expressions, sentences or entire passages to or from the target language.
 * Essay: the ss. Is given a topic and ask to write about it using a specific length, this tests general writing abilities, easy to design but difficult to mark, it is time consuming,
 * Monologue: the ss. Is given a topic or a question and is asked to talk about it for a minute or two, this tests oral fluency, tests overall grammar, pronunciation and vocabulary. It demands concentration on behalf of the testee.
 * Validity: check that the items test what they are meant to.
 * Clarity: instruction for each item need to be clear, they should include an example and solution.
 * Do ability: no tricky questions, no too difficult, test should be quite do able.
 * Marking: decide exactly what percentage you will give each section and let the ss. Know it too, make the marking system as simple as possible.
 * Interest: use interesting content and tasks, so the ss. Feels motivated
 * Heterogeneity: include easy and difficult items, so that lower ss can solve most of the test and higher ss. Have a chance to show what they know.
 * Before the test: do everything you can to assure ss. Success, at least a week in advance you need to give the info. On where, when and how the test will be, what sort of items will be include, you can allow some revision time to encourage pre-test learning.
 * Giving the test: run through instructions to make sure everything is clear, you can help ss. Who have difficulty with instructions but not with content.
 * After the test: test should be marked and returned asap (within a week) you can discuss points while the test is still fresh,
 * MODULE **** à **** 4 PRONUNCIATION **
 * The sounds of language(phonology): it is useful to be able to list and define the sounds or phonemes of the language by writing them down using phonetic representations.
 * Stress and rhythm: English speech rhythm is characterized by tone units a word or groups of words which carry one central stressed syllable.
 * Intonation: the rises and falls in tone that make the tune of a utterance.
 * Flow of speech: it is useful to be aware of the way sounds, stresses and intonation interact within entire utterances to produce easily comprehensible pronunciation.
 * Here are some ideas for improving learner´s pronunciation: **
 * Imitation of the teacher or recorded model of sounds
 * Recording learner speech and comparing it with native speech
 * Imitation drills
 * Choral repetition of drills
 * Learning and performing dialogues
 * Jazz chants
 * Tongue twisters
 * Self correction through listening to recordings of own speech.
 * Dictations: of words that have similar spelling problems, complete sentences, or half sentences to be completed.
 * Reading aloud: syllables, words, phrases, sentences
 * Discriminations 1 and 2 ¿¿¿¿¿ Predictions 1 and 2 ¿¿¿¿¿¿

MODULE 6 VOCABULARY

Vocabulary can be defined as the words we teach in a foreing language, what we have to teach when teaching vocabulary is: form, grammar, collocation and the aspects of meaning.


 * Form: pronunciation and spelling:

The ss. Has to know the sound of a word (pronunciation) and what it looks like (spelling), teachers have to make sure that these aspects are accurately presented and learned.


 * Grammar: the grammar of new vocabulary needs to be taught if it is not obviously covered by general grammatical rules.
 * Collocation: ¿¿¿¿¿¿¿¿¿¿¿¿¿¿
 * Aspects of meaning: denotation, connotation and appropriatness.


 * 1) Denotation: the meaning of a word that refers in the real world, sort of the definition that is given in a dictionary.
 * 2) Connotation: the association, positive or negative feeling it evokes (does it mean the vocabulary evoke¿¿¿¿¿¿) which may or may not be indicated in a dictionary definition.
 * 3) Appropriatness: whether a particular item or word is the appropriate one to use in context or not.


 * Ways of presenting new vocabulary, ** there are different ways to present or introduce new vocabulary to our students, here are some examples,


 * The concise definition as it appears in the dictionary
 * Examples (hyponyms¿¿¿¿¿¿)
 * Illustration pictures, objects, posters, flashcards, etc
 * Demonstration as acting out, mimimg
 * Context as part of a story or a sentence in which the vocabulary is included
 * Synonyms
 * Opposites, antonyms
 * Translation o
 * Associated ideas and collocations

As teachers we have to think of different ideas for vocabulary work in the classroom, for example: 1) Brainstorm : writing a single word at the center of the blackboard and have students think of as manu words that they can think can be connected to it, every item suggested is written on the board with a line connecting it to he original word. These activity is mainly used with vocabulary they already know, but teacher can introduce new ones. 2) Identifying words we know instead of the word they do not know, this boosted their motivation

MODULE 8 LISTENING

The objective of listening comprehension activities in the classroom is for students to learns to function successfully in real life listening situations. Some examples of real life listening situations are:


 * Interviews, instruction, loudspeaker announcements, radio news
 * Committee meetings, shopping, theatre shows, telephone chats, lessons
 * Lectures, conversation, gossip, watching tv., story telling

There are some specific characteristics of real-life listening situations:


 * 1) ** Informal spoken discourse: ** most of the language we listen to is informal, people talk spontaneously without reading aloud or reciting by memory what they are saying, informal speech has some interesting features:


 * Brevity of chunks: people take turns to speak a few second, so the converstion breaks into chunks.
 * Pronunciation: words are sometimes slurred differently form the phonological representation that we find in a dictionary.
 * Vocabulary: it is often colloquial
 * Grammar: informal speech in ungrammatical
 * Noise: bits of conversation that can not be heard by the listener.
 * Redundancy: people tend to repeat, paraphrase, self correct or use filles as I mean, well.
 * Non-repetition: the conversation is usually only heard once, it is not repeated.


 * 1) ** Listener expectation and purpose: ** the listener always knows in advance something in about what is going to be said, linked to his or her purpose, the listener is always expecting to hear something relevant to our purpose.
 * 2) ** Looking as well as listening: ** listening is blind only when we listen to the radio, or talking on the phone, otherwise we can always visual relate to the conversation, looking a the person itself, or a map, scene, object or the environment in general.
 * 3) ** Ongoing, purposeful listener response: ** the listener usually responds at intervals as the conversationis going on.
 * 4) ** Speaker attention: ** the speaker direct his attention to the listener, he or she takes the listener character, intentions into account when speaking and often responds directly to his or her reactions whether verbal or non-verbal by changing or adapting the discourse.


 * TYPES OF LISTENING ACTIVITIES: **


 * ** Not over response: ** the learner do not have to do anything in response, however facial expressions and body languages show if they are following or not. Examples: stories:, songs, entertainment as films, theatre, video.
 * ** Short responses: ** obeying instructions ( learners perform actions, draw shapes or pictures in response to instructions) ticking off items (a list or text is provided, ss. Tick of items as they are heard) true-false, detecting mistakes ( the teacher tells a story or something the ss. Know, but with mistakes or inconsistencies included, listener raise their hands or call out when they hear something wrong) cloze, guessing definitions( teachers describe something and ss. Guesses), skimming and scanning
 * ** Longer responses: ** some examples are: answering questions, note-taking, paraphrasing and translating, summarizing, long gap-filling
 * ** Extended responses: ** problem solving, interpretation.


 * MODULE 9 **


 * //Unit one: successful oral practice //**


 * **//of //**// all the four skills speaking is the most important one // people who know a language are referred to as speakers of that language, most foreign language learners are primarily interested in learning how to speak the language, therefore speaking activities should be a very important part of a class context.

CHARACTERISTICS OF A SUCCESSFUL SPEAKING ACTIVITY:


 * ** Learners talk a lot **
 * ** Participation is even **
 * ** Motivation is high **
 * ** Language is of an acceptable level **

PROBLEMS WITH SPEAKING ACTIVITIES:


 * Inhibition: ss. Are worried about making mistakes, shy, fearful of criticisms that their speech attracts:
 * Nothing to say: even if they are not inhibited ss. often complain that they have nothing to say, they have a feeling of guilt that they should be speaking
 * Low or uneven participation: if it is a large group every ss. Will only have a little time to talk, besides some ss. Like to talk more, leaving the ones who speak a little or nothing with less probability of speaking.
 * Mother tongue use: If the mayority of the group speaks the same mother tongue it is difficult to make them talk in the target language.

WHAT CAN TEACHER DO HELP SOLVE SPEAKING PROBLEMS:


 * Use group work: this will make it till the evry ss. Has more speaking time, it has it disadvantages as the students talking in their mother tongue, teacher can not supervise every one at the same time or correct mistakes, but this still will give each one more time for practice.
 * Base the activity on easy language: activities should be based on a lower level that used in class, so the students are more fluent and confident with their speech, they have less hesitation to speak, it is a good idea to review vocabulary before the activity starts.
 * Make a careful choice of topic and task to stimulate interest: the clearer the purpose of the discussion the more motivated participants will be
 * Give some instruction or training in discussion skills
 * Keep ss. Speaking the target language: have a monitor to remind every one to use the target language.

The functions of topic and task:

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DISCUSSION ACTIVITIES:


 * Describing pictures: you can do in in groups, thay look at pictures and describe them, only the secretary writes down, to save time.
 * Picture differences:¿¿¿¿¿¿¿
 * Things in common: couples get together and talk about what they have in common then, they share it with the class.
 * Shopping list
 * Solving a problem: ss. Tend do become personally involved, intended for fairly advanced learners, it produces a high level of motivation and participation.


 * MODULE 10 READING **

Reading: reading means reading and understandin, a foreing language learner who says I can read but I do not know what it means, is merely decoding, transaliting written symbols into sounds.

SOME BELIEFS ABOUT READING:


 * We need to perceive and decode letters in order to read words
 * We need to understand all the words in a text
 * The more symbols or letters there are the longer it will take to read

THE REALITY ABOUT READING:


 * We do not need to understand everyh single word in order to understand a text, we often skip words or make a guess to understand the overall context
 * Learners read more successfully if given whole meaningful units of text than to read disconnected bits
 * Learners should be encouraged to combine top down and botton up strategies in reading¿¿¿¿¿¿¿

TYPES OF READING

Different activities can be for different kinds of learners or class groups, activity text plus comprehension question are a convetional type of reading.

IDEAS FOR READING ACTIVITIES:


 * Pre question: a general question is given before reading, asking the learners to find out a piece of info. Central to the understanding of the text.
 * Do it yourself questions: learners compose and answer their own questions.
 * Provide a title: ¿¿¿¿¿
 * Summarize: learners summarize the content in a sentence or two, this may also be done in the mother tongue.
 * Continue. The text is a story, learner suggest what might have happened next.
 * Preface: the text is a story, learner suggest what have happened before.
 * Gapped text: toward the end of the text, four or five gaps are left, they can only be filled if the text has been understood.
 * Mistakes in the text: the test has toward the end occasional mistakes, learners have to look for them after thay have been told how many mistakes to look for.
 * Comparison: there are two text with similar topic, learners note points of similarity or difference in context.
 * Responding: the text is a letter or a provocative article, learners discuss how they would respond, or write an answser.
 * Re_presentation of context: the text gives or tell a story, learners re.present its content through a different graphic medium, ex a drawing, couloring, marking, etc.

IMPROVING READING SKILLS:

Reading skills need to be fosters so that learner can cope with more and more sophisticated texts and tasksf and deal with them efficiently, quickly, appropriately and skillfully.

RECOMMENDATIONS:


 * Make sure ss. Get lots of reading experiences, encourage them to choose their own simplified readers
 * The vocabulary should be familiar to ss., the unkown words should be easily guess or ignored
 * Give ss. Taks before reading, so they have a clear purpose and motivatin challenge, use texts that are interesting and motivating to them.
 * Make sure the tasks encourage selective, intellingent reading for the main meaning, and do not just test understangin, of trivial details.
 * Encoure ss. To read without understanding every single word.
 * Provide the with a big variety of reaing, so ss. Can practice different kinds of reading.


 * MODULE 11 WRITING **

TEACHING PROCEDURES:

Teaching a ss. How to write in a foreing language is to get learners to acquire the abilities and skills they need to produce different kinds of written texts similar to those an educated person would be expected to be able to produce in their own language.


 * Writing as a mean: It is simply writing down information as new vocabulary, copy out grmmar rules, writing down answers to reading or listening comprehension questions.
 * Writing as an end: ss. Express themselves using their own words, examples of this would be narrating a story, writing a letter.
 * Writing as both mean and end:¿¿¿¿¿¿¿¿¿

WRITING FOR CONTENT AND OR FORM:

The purpose of writing is the expression of ideas, sending messages to the reader, so the ideas should be seen as the most important aspect of writing, in the other hand ss. Need to pay attention to formal aspects as handwriting, spelling, punctuation, grammar and vocabulary.

TASKS THAT STIMULATE WRITING:

SOME CRITERIA FOR THE EVALUTATION OF TEXTBOOK WRITING ACTIVITIES:


 * Would my ss. Find the activity motivating or interesting?
 * Is the level appropriate for them, is it too hard or too easy?
 * Is the writing relevant to their needs
 * Is preliminary teaching for the activity going to be needed¿
 * Do I like the activity, would I use it?

DIFFERENT WRITING TASKS


 * Book report: this activity can be rather boring, it is usually used to see if ss. Have read a book.
 * Book review: similar to a book report, it needs preliminary guidance, it is a little more purposeful, audience oriented and more interesting to do.
 * Instruction sheets: this is more interesting for ss. Than book report and review, teachers have to give advice on the layout.
 * Narrative: this is an interesting tasks that can be given to all levels, pictures and cut outs can be used.
 * Personal Story: ss. Are motivated to write about personal experiences, they can write at their own level, the teacher can contribute with a story himself or a volunteer student.
 * Describe a view: this interesting, it should be kept short, if there is no window to look out, ss. Can write about a view they recall
 * Describe people or someone: interesting, motivated for the stimulus of the imagination.
 * Answer a letter
 * Job application
 * News report, propose change, ideal school,
 * Describe process: more sophisticated task, requires good organization and order of facts, nice to use in science and technology.

GIVING FEEDBACK ON WRITING:

Should feedback be focus on language, content or organization, should all mistakes be corrected? Should learner rewrite incorporating corrections, should we let ss. Correct or give feedback on each other´s written work?

CONTENT: this indicates if the ideas written are significant and interesting

ORGANIZATION: if the ideas are arranged in a way that is easy to follow and pleasing to read.

LANGUAGE FORMS: this is about grammar, vocabulary, spelling, punctuation

A lot of teachers worry more about language forms, because mistakes in spelling and grammar are difficult to ignore, students want all their mistakes to be corrected, these mistakes are easier to find that those of content and organization.

Correcting every single mistake can be discouraging for the students, correcting is part of the language instructions but we should still be very careful because we do not want to demoralize our ss.; this can also distract teacher from focusing in content and organization. If correcting too much is going to affect the ss. Learning process we should not do it, we could correct those mistakes that will affect meaning as confusion on the part of the reader or those mistakes which are basic.

SHOULD SS. WRITE INCORPORATING CORRECTIONS?

Rewriting is very important because it reinforces learning, if we make our ss. To rewrite, we as teacher need to also re-read.

SHOULD WE LET SS. CORRECT OR GIVE FEEDBACK ON EACH OTHER?

Peer correction could be tgime savin for teachers, ss. May not find all the mistakes made, peers could evaluate the first draft and then the teacher should re-chek it. One disadvantage could be ss. Feeling uncomfortable with other ss. Reviewing their work.


 * MODULE 12 SYLLABUS **

WHAT IS A SYLLABUS:

A syllabus is a document which consists, essentially of a list, this list specifies all the things that are goint to be taught in class, it deifnes the objectives of the course, it is a comprehensive and public document, the actual component of this list may be content items, schedule, material, polices and other regulations.

CHARACTERISTICS OF A SYLLABUS:


 * It consists of a list of: content items(words, structures, topics); process items (tasks, methods)
 * It is organized and ordered
 * It has objectives (usually included in the introduction)
 * It is a public document
 * May indicate preferred methodology or approach
 * May recommend material
 * Others (schedule, textbooks, etc)

There are different types of langua syllabus??????????????????


 * Grammatical
 * Lexical
 * Grammatical-lexical
 * Situational
 * Topic based
 * Notional
 * Functional-notional
 * Mixed or multi-strand
 * Procedural
 * Process

How teacher use syllabus varies widely in different countries and institutions, it depends a lot on financial resources. In places where economics is not a problem teacher may use the syllabus as a basis of their teaching program, since the material and investment are not a problem: In places where there is only use of a textbook, the syllabus may just complement the text book, and places where even a book is a luxury, the syllabus may be the basis of the course or the teacher´s single textbook or both.


 * MODULE 14 **

The topic content of courses may be of different types, why different courses tend to stress some types of content and not other depends very much, of course, on the objectives of the course.

TYPES OF NON_LINGUISTIC CONTENT:


 * Zero or trivial content
 * The language
 * Another subject of study{
 * Home culture
 * Culture associated with the target language
 * Literature of the target language
 * World or general knowledge
 * Moral, educational, political or social problems
 * The learners themselves

HIDDEN CURRICULUM:

Course content often conveys a hidden curriculum underlying messages that go beyond actual information as teacher we have to be very careful with hidden curriculum for our own professional sake, for the students feelings and preferences, these hidden curriculum may have to do with religious or political beliefs, with attitudes toward certain kinds of people, nationalities or cultures. We have to be very careful no to express support for attitudes we may not support and with learners who identify with groups who are discriminated against in course content. Possible underlying messages could be: sexism, ageis, social orientation, values.

LITERATURE TEACHING IDEAS:

It is helpful to think of learning and teaching of a piece of literature as a process containing three main stages.


 * 1) Encounter and impact: the teaching objective here is to perceive the basic form and meaning of the text, and for it to make some real impact on them, both intellectually and emotionally, it does not matter if they understand every single word, but they do have to understand enough in order to understand the overall meaning.
 * 2) Understanding and familiarization: here we get learner to interact with the text thoroughly and repeatedly so that they become familiar with the words and ideas, are confident they know the sequence of events and characters and to help them to appreciate the text in more depth.
 * 3) Analysis and interpretation: not all classes go very deeply into the interpretation of texts, not all teacher are confident to lead discussion on literary analysis, deeply analyzing and interpreting text does not mean to know word by word it is more important to discover new level of meaning or perspectives or to deepen appreciation of style and structure.


 * MODULE 15 LESSONS **

WHAT DOES A LESSON INVOLVE:

A lesson is a type of social event that occurs in all cultures, lesson in different places may vary in topic, time, place, atmosphere, methodology, material, schedule but they are all concerned in one important thing, learning is their main objective, involving the participation of learners and teachers.

ASPECTS OF THE LESSON:


 * Transaction: it is an acquisition aor a definable mental or physical change in the participants. It is the actual learning that takes place in the lesson.
 * Interaction: here what is important is the social relationships between learners, and teacher, a lessonis seen as something which involves relaxed, wram interaction that promotes the happiness and confidence of all participants.
 * Goal-oriented effort: this implies awareness of a clear objective, the effort it takes to attain knowledge and the sense of satisfaction if it is achieved
 * A satisfying, enjoyable experience: lesson is fun, interesting, enternatining,
 * A role-based culture
 * A conventional construct
 * A series of free choices


 * MODULE 18 DISCIPLINE **

Classroom discipline is a set of rules of behavior which both ss. And ts. Accept and apply in the classroom. Discipline helps to facilitate a smooth and efficient teaching and learning in a lesson.

What does a discipline classroom looks like?


 * Learning is taking place: discipline is crucial for learning to happen, they both have a crucial relationship, if ss. Are well discipline it will be easier for them to learn, sometimes well behaved classroom do not learn because of activities with little learning value.
 * It is quiet: discipline classroom may or may not be quiet, undisciplined classroom are noisy.
 * The teacher is in control: the teacher is the responsible for the discipline in his or her classroom, this does not mean that the teacher needs to be up front telling everybody what to do, she can be going around monitoring activities.
 * Teacher and students are cooperating smoothly: this is the main manifestation of a well disciplined classroom, students are cooperative because they fell comfortable and respected.
 * Students are motivated: if the group is motivated to learn it will be easy to manage
 * The lesson is proceeding according to plan: the teacher knows where he or she is going, activities are well prepared and organized, this will result in a discipline class.
 * Teacher and ss. Are aiming for the same objective{the teacher has natural charismatic authority: there are teacher who have that charismatic authority for classes to be disciplined.

HINTS FOR TEACHER FOR CLASSROM DISCIPLINE:


 * Start being firm, you can relax later
 * Get silence in the class before you start speaking
 * Learn and use the ss, names
 * Prepare your lessons
 * Be mobile, walk around the class
 * Start the lesson with a bang and sustain interest and curiosity.
 * Speak clearly
 * Make sure instructions are clear
 * Have extra material prepared
 * Make work right for their age, ability, cultural background
 * Time your lesson periods
 * Vary your teaching techniques
 * Anticipate discipline problems and acti quickly
 * Avoid confrontation
 * Clarify your rules and polices and be firm applying them
 * Be supportive and helpful to your sst.
 * Use humos constructively
 * Treat ss. With respect
 * Choose topics and tasks that will activate ss.
 * Be warm and friendly to your ss.

DEALING WITH DISCIPLINE PROBLEMS:


 * Before problem arises (prevention is better than cure) teacher who are successful in maintaining discipline are not those who are good dealing with a problem, they are those who know how to prevent the problem. There are three preventive strategies for discipline class:


 * 1) Careful planning: teacher is confident and student too, no gaps because well planned lessons.
 * 2) Clear instructions: too much hesitation and mind changing can distract and bore ss. Instruction need to be presented clearly, quickly, courteously, assertively.
 * 3) Keep in touch: keep eyes and ears open, you need to know what goes on in the class and if a ss. Is loosing track of the lesson, he or she could become disruptive.


 * When the problem is beginning: unexperience teacher tend to ignore problems, hoping these will go away, sometime they do go away but sometimes they escalate, it is advisable to respond quickly and immediately to any problem you detect, so you should:
 * Deal with the problem quietly: the best action is a quiet but clear cut response, for example if th ss. Did not open his book, you go over to is desk and do it yourself.
 * Do not take it personally: students will quickly forget and you may not, do not over concentrate in the problem
 * Do not use threats: threats are a sign of weakness, disciplined when you are sure your are going to follow up with the decision.

When the problem has exploded:

The first priority is to act fast in order to get the class to settle down often is good to take a decision even if it is not the best one, that is better than to hesitate or not do anything. What can you do?


 * Explode yourself: make a swift loud command, with a display of anger but without loosing your temper. If you display anger to often, it looses its effect.
 * Give in: if ss. Refuse to do homework, you may give in, do it quickly so they do not thin that they have persuade you to doit, if you give in you can demand something from the ss. In return.
 * Make the an offer they can not refuse:


 * MODULE 20 TEACHING CHILDREN **

for children to learn effectively they need to be motivated by their teacher or the materials used inclass, prizes and other extrinsic rewards can help, but more effective are those elements that contribute to promote intrinsic motivation, this means the ss. Own interest in learning himself, this can be accomplish if we include activities that appeal to their senses or activate children in speech or movement, there are three important sourcres of interes for children in the classroom they are:


 * Pictures: because they are visual, the more clearly visible the better they need to be striking and colorful, it can come from books, poster, flashcards or the teacher´s own sketches.
 * Stories: because they are visual and aural or audible. Stories combined with pictures are great learning source for students, they complement each other perfectly, young children love stories, the success of using picture-books with children has been proven by many.
 * Games: this is a visual and aural channel, it also activates language production and sometimes physical movement, you can use game based activities as a substantial component of a language class. We have to be careful when using the term game, since it can mislead to only having fun, Penny Ur prefers to use the term game-like language learning activity.

TEACHING ADOLESCEN T

For inexperienced teacher teachers adolescents can be a daunting challenge. Adolescente learning potential is greater than that of young children. But adolescente are considerably more difficult to motivate and manage, it also takes longer to build upon trusting relationships. When teaching adolescents we have to consider the following aspects:


 * Ss. Do not care about their teacher´s appereance
 * They are aware it is obvious that a teacher cares about his teaching
 * They like to feel that the teacher´s authority is clearly in control
 * Most ss. Prefer their teacher to value and respect them, more than being their friend
 * Ss. Judge us by how much they learn from us, not by how much they enjoy our lessons, as they get older they understand that good learning requires effort.