Chapter 2 "Balance in power"

This chapter was really interesting because it talks about balance of power it mentioned that there are three main reasons why teachers will not share the power in the classrooms, the first one is because students cannot be trusted because they do not maturity enough to take give them the power of the class and also because of the knowledge that they got they are not well prepare to be in front of others and teach. The second one and the most interesting for me is that teacher controls the classes because that could make them fear vulnerable, I believe that this part refers to the feeling of  lossing control because they could meet people who think differently and this can make the teacher feels unconfident. Sometimes sharing the power will have some benefits as for example the comfort, because through this students may have the feeling that they can have some freedom  that will motivate them to participate in classes and form part of the group but all the freedom needs to be under some regulations because having almost the same power of teachers do not means that students are going to do whatever they want everything about balance of power need to be done with responsibility. 

Reference 

- Weimer, M. (s.f.). Learner-Centered. JOSSEY-BASS.

Etra infrmation:

-Talks, T. (9 de junio de 2013). The power of student-driven learning: Shelley Wright at TEDxWestVancouverED. Obtenido de youtube: https://youtu.be/3fMC-z7K0r4

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Chapter four "The role of the teacher"

As future teachers we need to consider that sometimes we may have to take some roles that are be compared as a guide and  guides offer advice, point out the pitfalls, and do their best to protect and, according to (Killion, 2015), “Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers.” When we talk about teacher’s role we may find seven principles:  Principle 1: Teachers Do Learning Tasks Less in here the teacher is the one who provides. Principle 2: Teachers Do Less Telling; Students Do More Discovering, this principle refers that teacher should stop telling students to do things instead of that student have to discover what they have to do in the classroom. Principle 3: teacher do more design work: in this the teacher will give some ideas or topics to students in order to see how well students performed the work. Principle 4: faculty do more modeling: Faculty Do More to Get Students Learning from and with Each Other: In faculty number five mentioned that students need to work in groups in order to motivate them and show them the good part of working in groups.

I learn that through teachers role students are going to feel more confident with the work that they may have to do in all their students’ life, because through this teacher will motivate students to work by themselves. 

REFERENCES 

-Harris, S. (7 de marzo de 2011). A Teachers Role. Obtenido de youtube : https://youtu.be/44t3PhN-Qu4

-Killion, C. H. (26 de june de 2015). ASCD Logo. Obtenido de ASCD Logo: http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx

- Weimer, M. (s.f.). Learner-Centered. JOSSEY-BASS.

Unit 8 "Speaking"

Speaking is one of the four language skills, according to (Mary Spratt, 2012), “speaking and writing are productive skills, speaking involves using speech to communicate meanings to other people.” We learn that when we speak we tend to use intonation, to ask for clarification, to greet people and vocabulary and grammar in order to express our thoughts in and effective way.  Talking about speaking there are some subskills which we may focus as for example the use of grammar, vocabulary and functions, register to speak correctly, connected speech, body language, oral fluency, interactive strategist. These subskills will help a person to express their toughs and feelings in a good way. We may also take into consideration that when we talk we need to have eye contact, the facial expression this will help to be sure of what a person refers to.

As future teachers we need to be creatives, in order to motivate students in order to teach speaking I will find some activities as for example story telling in this activity will help them to talk in a fluency way.

REFERENCES:

- Mary Spratt, A. P. (2012). The tkt course. United Kingdom: Polestar Wheatons Ltd, Exter.
- English, C. A. (22 de julio de 2014). youtube. Obtenido de youtube: https://youtu.be/Sc4gh5gP1

EXTRA INFORMATION:

-Palmer, E. (s.f.). Well Spoken: Teaching Speaking to All Students. Obtenido de google books: https://books.google.com.ec/books?id=3I--3PDgJ70C&printsec=frontcover&dq=books+teaching+speaking++strategies&hl=es&sa=X&ei=JL9CVYetLoK_ggTgsYDADg&ved=0CCIQ6AEwAQ#v=onepage&q=books%20teaching%20speaking%20%20strategies&f=false

Unit 7 "Listening"

Listening is one of the four language skills, according to (Mary Spratt, 2012), “it involves responding to language rather than producing it and that Listening involves making sense of the meaningful sounds of the language.” In this unit I learned that it is a process of understanding not only what a person may say, also listening involves understanding by the facial expressions, gestures and body language. One important thing about listening is that there are several subskills that a teacher needs to follow in order teach learners in an easy way those subskills are:

-          Listening for gist / Global understanding

-          Specific information

-          Infer attitude

As in reading listening contains listening intensively and listening extensively, according to (Ros, 2011) “listen intensively involves an appreciation of how form affects meaning” however listening extensively according to (central, 2013) “is a way to improve your listening fluency.” As future teacher I believe that listening is the subskill that will take more time to teach for that reason I may include some authentic materials, minimal pairs and I will expose them to listen to some books or role plays, music, watch movies which will help students to understand better. 

REFERENCES: 

- central, e. r. (2013). extensive reading central. Obtenido de extensive reading central: http://www.er-central.com/contributors/learn-about-extensive-reading-and-listening/what-is-extensive-listening/

- Mary Spratt, A. P. (2012). The tkt course. United Kingdom: Polestar Wheatons Ltd, Exter.

- Ros, M. (2011). Lateral communciation. Obtenido de Lateral communication: http://latcomm.com/2011/12/what-is-intensive-listening/

- courses, G. E. (06 de 08 de 2009). youtube . Obtenido de youtube : https://youtu.be/91GL21bCjAE

EXTRA INFORMATION 

-David J. Mendelsohn, J. R. (1995). A Guide for the Teaching of Second Language Listening. Obtenido de A Guide for the Teaching of Second Language Listening: https://books.google.com.ec

Unit 6 "Writing"

Writing is one of the four skills, according to (Wiliams, 2011)“writing involves communicating a message by making sings on a page.”  It means that writing is the visual representation of words that may include words representation, layouts, paragraphs and text types that are different kinds of writing and the formality. I learn that a good writer must be sure of the sentences construction, the spelling the punctuation, vocabulary and the grammar, because writing is an organization of ideas and information. The stages of writing are:

·         Drafting

·         Editing

·         Proofreading

·         Re-drafting

As future teachers our work must be encourage learners that in order to become good writers they need to practices and in order to practice they may follow the stages, because this will help them to have a clear idea of what writing is, for writing as future teacher I will apply  the gap filling and sentences transformation, because this also help learners to know grammar and spelling which will help them at future.   

REFERENCES: 

- PowerEdWritingPlans. (2 de may de 2013 ). youtube. Obtenido de youtube: https://youtu.be/JPUh9mfSqWU

- Wiliams, M. S. (2011). The TKT course . United Kingdom: Polestar Wheatons Ltd, Exeter.

EXTRA INFORMATION: 

- Roger Caswell, B. M. (s.f.). Strategies for Teaching Writing. Obtenido de google books : https://books.google.com.ec/books?id=Rpx-1Hb_T9wC&printsec=frontcover&dq=books+teaching+writing++strategies&hl=es&sa=X&ei=5GlBVZ2vBYqWNoCpgagE&ved=0CBwQ6AEwAA#v=onepage&q=books%20teaching%20writing%20%20strategies&f=false

- Gargagliano, C. K. (s.f.). Writing from within. Cambridge University Press .

Unit 5 "Reading "

Reading is one of the four skills and according to (Wiliams, 2011), mentioned that “it is a receptive skill like listening” it mean that reading involves responding a text rather than producing it. In reading we can also find some Reading strategies as for example: Reading for details, Reading for specific information (scanning), deducing meaning for context, Understanding text structure, Reading for gist (skimming), inferring and predicting these reading skills will help us as future teachers because learning to read is something in another language or even though in the mother tone can be hard or can be frustrating for learners. I also learn that in reading we can find extensive and intensive reading, extensive reading it is also call reading for pleasure, involves long pieces of text and it also help to examine what the text contain and the vocabulary, Intensive reading, in this reading does not involve reading for meaning or comprehension of the text.

As future teachers I thing that we must pay attention to this skill because reading will help students to the speaking and writing because through reading students are going to be learning vocabulary, grammatical structure and fluency. We need to find some methods in order to make reading more easy for students because we live in society in which people don’t like to read so as future teachers we need to encourage students to learn reading. 

REFERENCES:

- Videos, O. T. (07 de 03 de 2013). Youtube . Obtenido de youtube : https://youtu.be/VBslJMq4LAg

- Wiliams, M. S. (2011). The TKT course . United Kingdom: Polestar Wheatons Ltd, Exeter.

Extra Information: 

- Didier, J. C. (s.f.). Strategic Reading (Bulding Effective Reading Skill). cambridge University .

- Moreillon, J. (s.f.). Collaborative Strategies for Teaching Reading Comprehension:. Obtenido de google books: https://books.google.com.ec/books?id=VXnzdJxLp0YC&printsec=frontcover&dq=books+teaching+reading+strategies&hl=es&sa=X&ei=YGRBVY3eA4HRgwTTvYDoDQ&ved=0CBsQ6AEwAA#v=onepage&q=books%20teaching%20reading%20strategies&f=false

Unit four Function

The next topic in unit 3 it is about Functions, it is the reason we communicate and it has a purpose in this case that can be for: Greeting clarifying, apologizing, inviting and advising. The language that we use to express a function is called an exponent and exponent also shows the different levels of formality, which can be informal that is more socially casual and the formal that is more socially distant, those words are used according to the situation or the person that someone is talking to. There are also neutral exponents this show when we want to be respectful but not too much casualness to the person we are talking to. Functions are really necessary in education because through this students may ask for help, for a thing they want or to express likes and dislikes this will help to express their taught in the correct way. 

References:

• Functions, o.-T. G. (26 de 03 de 2014). youtube . Obtenido de youtube : https://youtu.be/LW7ziNQadvk

• Mary Spratt, A. P. (2011). The TKT preparation .

Extra information:

• Howard Jackson, P. S. (s.f.). An Introduction to the Nature and Functions of Language: Second Edition. Obtenido de An Introduction to the Nature and Functions of Language: Second Edition: https://books.google.com.ec/books?id=vN-4ijhzrLcC&printsec=frontcover&dq=functions+in+language&hl=es&sa=X&ei=mw87Vd3YLcSNNuqPgZgL&ved=0CBsQ6AEwAA#v=onepage&q=functions%20in%20language&f=false

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Unit 3 "Phonology"

In the third unit we study about phonology, which is the study of the sounds features used in a language to communicate. First in order to know phonology it is necessary to understand what does phonemes means, phoneme is the smallest unit of sound that can make a difference in the meaning of language, this help us to distinguish the difference between two things. In order to understand phonemes we need to include in our classes the phonemic chart

when we talks about phonology we also are referring to the vowels that are sounds made with the mouth partly open where the air is not stopped, also consonants in which the air flow of air partly blocked by the tongue. In both of them we could notice if is voiced or unvoiced sound when they are voiced spoken using the vibration of our voice and in the unvoiced sounds spoken without using our voice  

References:

•  NativLang.(1 de 07 de 2013). youtube. Obtenido de youtube:                   https://www.youtube.com/watch?v=MTCx2hCxvHQ&feature=youtu.be
•  Mary Spratt, A. P. (2011). The TKT preparation .

        Extra information: 

                                         

•  Lass, R. (s.f.). Phonology: An Introduction to Basic Concepts. Obtenido de Phonology: An Introduction to Basic Concepts: https://books.google.com.ec/books?id=aTsAt3D6H58C&printsec=frontcover&dq=phonology&hl=es&sa=X&ei=bw07VZqyFozFggS__IHoAQ&ved=0CCQQ6AEwAQ#v=onepage&q=phonology&f=false

Unit two "Lexis"

                                              

The second unit is about lexis, according to (May Spratt, 2011) “refers to the individual words or set of words.” In order to not make a mistake when teaching this topic it is better to have some key words as for example; define meaning in context. We also need to consider that collocations are words that occur together as for example: Heavy rain, there are also fixed expressions that can´t be changed which are call idioms. Collocations and idioms are part of chunks this refers to the language that occurs in (semi-) fixed units. In lexis there are synonyms (same or similar meaning) and antonyms (words with opposite meaning). Another word that was easy for me to remember is false friends or false cognates because they are words which have same or similar form into two languages but with different meaning. Teaching lexis it is a hard process because students need to know vowels, diphthongs and for that reason teacher needs to use some visual materials and some exercises

 .

References:

•    Mary Spratt, A. P. (2011). The TKT preparation .         
•   Shepherd, N. (15 de 06 de 2012). youtube. Obtenido de youtube:   https://www.youtube.com/watch?v=a7VLTYcRgKY&feature=youtube

Extra information:

• Willis, D. (s.f.). Rules, Patterns and Words: Grammar and Lexis in English Language Teaching. Obtenido de Rules, Patterns and Words: Grammar and Lexis in English Language Teaching: https://books.google.com.ec/books?id=3F8IMy5T8xMC&printsec=frontcover&dq=lexis+english&hl=es&sa=X&ei=MQw7Va3iCsawggSWjIDADA&ved=0CCYQ6AEwAQ#v=onepage&q=lexis%20english&f=false

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Unit one "Grammar"

The first unit that we studied was Grammar which according to (Mary Spratt, 2011) refers to "How we combine, organize and changes part of words, words and groups of words to make meaning". In this unit there were lots of terminologies that make me understand better what grammar contains. What I understand about Grammar is that it is a system of a language in which include all the structures and function of   parts of speech as for example: nouns.  Something that we have to be sure at the moment of talking to our students about grammar is that in world building we can find Affixes which are letters added at the beginning or at the end of the base word, Prefixes group of words that are added at the beginning of the word and finally Suffixes that are group of letters that are added at the end of a word.

References: 

• Anglo-link. (22 de agosto de 2012). Youtube. Obtenido de Youtube: https://youtu.be/84jVz0D-KkY
• Mary Spratt, A. P. (2011). The TKT preparation .

Extra information:

• Huddleston, R. (s.f.). English Grammar: An Outline. Obtenido de English Grammar: An Outline: https://books.google.com.ec/books?isbn