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2013

How develop a class according to ages and levels.


Ages and levels are the same?
Here you will find, some important complaining, that students make when are attending to classes especially English classes, also you will find some lesson plan according to ages, and some WebPages that will help students to fix your problems.

Mario Sanchez. Guardado Company. 11/30/2013

1. In a chart, using the language function "COMPLAINING" describe what and how you will develop each of the four elements of communicative competences (grammatical, sociolinguistic, discourse, strategic) in your students. Highlight all elements per competence; for example, when dealing with the grammatical competences, sub area: lexicon, write the most useful phrases that are used to complain.

Communicative competences

Grammatical

Sociolinguistic

discourse

Strategic

A) Morphology Sub areas. B) Morphology and syntax Pragmatics. Semantics and pragmatics. Phonology and syntax

Complaining

A) I dont know when I I dont know when I dont I dont know if going to use ING the people the people is asking understand when form of a verb. understand or me something in a the teacher say: misunderstood me when I am demanding way or give a shot trying to explain B) I want to know how them something use DO & DOES in polite way A) In this situation the students have problems with ING form of the verbs. B) In this situation the students have problems with the auxiliary verb DO & DOES A) I am going to give a whole class about the ING formation of the verbs, using some WebPages to In this situation the students have problems to recognize when a person is asking something in demanding way or in a polite way. In this case the In this case the students have students have problems to problems to convey the ideas to other people. understand the idioms meaning.

description

solution

I am going to give a I going to show I am going to teach them in a class that is about them a list of series of classes the use of pragmatic idioms, and teach how to be clear at time to speak and how it work them how use it with other

make it clearly. B) I am going to develop a class I order to know the function of auxiliary verbs, with the first and third person. (supporting english language learners) (Foreing Language teaching methods)

depending context situation.

the people, using correctly the and situation, place words and context they pronunciation and words order. could be.

the depending

2) Explain how are you going to design a lesson plan when facing the Leaner Variable I: Teaching across Age levels; who are the learners? Do a lesson plan for each type of learner taking in consideration the structure of a lesson plan.

To teach across age levels we have to know how the people behave according to your age, and we poor of knowledge that we acquired during our social service we can give a short explanation how we can face the students depending of your age; and as I mentioned before we have to know how they behave, what is really important for them or how we can get your attention during the class; now I going to design three lesson plans one for each level: children, teenagers and adults. The structure of the lesson plan will be the same, but the activities going to be different, the objectives, even the material that we going to use to teach.

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS. Km. 113 Carretera del Litoral, Desvo a Santa Mara Usulutn, El Salvador. PBX. (503) 2662-0846 LESSON PLAN Teachers name: Jose Mario Sanchez Rivas Date: December, 3rd, 2013 Time: 40 min Subject: intermediate English Section: A Unit: 2 Career: Bachelor Degree in English. Level: B1 Topic Warm up activity Objective Language structure Activities Teacher Students Response to the teacher. Greeting Do you like.? Show to the students pieces of paper with different colors, telling them each color and they will be repeating after the teacher. Know the most important colors in English. Show the pieces of paper. Repeat after the teacher. 10 min One by one going to say you favorite color. 5 min Timing Wrap up activity show again the pieces of paper of different color to the students and they will say each color, the ones that they know I going to put in the right, and the ones that they doesnt know I going to put in the left. 5 min Teaching resources. Pieces o paper of different colors. Board Markets. Eraser.

The colors

What is your favorite color?

My favorite color is.

Ask to the students; 10 min what is your favorite Students color? respond to teacher Teach how what is your 10 min ask to favorite others; what color. is your favorite color?

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS. Km. 113 Carretera del Litoral, Desvo a Santa Mara Usulutn, El Salvador. PBX. (503) 2662-0846 LESSON PLAN Teachers name: Jose Mario Sanchez Rivas Date: December, 3rd, 2013 Time: 50 min Subject: intermediate English Section: A Unit: 2 Career: Bachelor Degree in English. Level: intermediated Topic Warm up activity Objective Language structure Activities Teacher -Greeting The adjectives -Show the video. comparati ves and -Introduce the topic. superlative s. -Explain when we going to use comparatives and er and superlatives. est -Ask to the students make groups of three. -Tell to the students that take the role of one of your favorite famous people. -Tell to each group pass in front one by one and compare one with other using the adjectives. Students -Respond to the 2 min teacher -watch the video. 3 min -Pay attention 10 min Timing Wrap up activity Teaching resources . Compute r. Visual aids. Board. Markets.

Famous people.

Show a video to the students that is related to the last class, but that infer mainly in the coming class where, appear some famous people.

That the students have the capacity of make a comparison between a famous and other using the adjectives comparatives and superlatives.

-Make groups of three. -The students think and take a decision. -pass in front to say who is your famous and compare them with the partners.

5 min

5 min

Show some things and ask to the students that make compariso n in order to know if they learned something from the class. 5 min

20 min

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS Km. 113 Carretera del Litoral, Desvo a Santa Mara Usulutn, El Salvador. PBX. (503) 2662-0846 LESSON PLAN Teachers name: Jose Mario Sanchez Rivas Date: December, 3rd, 2013 Time: 50 min Subject: intermediate English Section: A Unit: 2 Career: Bachelor Degree in English. Level: intermediated 1 Topic Warm up activity Ask to the students about places which they can visit. International tourism. Show them a video with a list of touristic places. Objective Language structure I would like to go Activities Teacher Greeting Students Response to the teacher. Students participation. Watch the video. Get the knowledge. Write the paragraph using would and could. 2min Timing Wrap up activity Ask to the students when we going to use would and could. Teaching resources.

Know how to write about future plans.

Computer. Visual aids. Board. Markets.

5 min

Feedback If I could go to a place I wish. Show the video. Teach about the use of would and could. Tell to the students that write down a short paragraph about the place they want to visit. Tell to some of them that read to class.

3 min

20 min

5 min 5 min

Read to others. (Teaching across Age)

10

3. Explain how are you going to deal if you have class with the Variable II Teaching Across Proficiency levels. To teach across proficiency levels is a little hard because, its turn a no easy for some teacher, because the teachers have to indentify the level in which your students are, we have three different levels, and are: beginning, intermediate and advanced. In those three levels are divided the students, even sometimes, the class are not for levels are for a common goal, and in this course we can have different levels of English, but the important is know how can determinate each one of this levels and for this we going to make a explanation to each one of the levels before mentioned.

Beginners: when we talk about, the students must a around a hundred of words, but sometimes we have false beginners which, have a good knowledge, but still have some problems with the target language, in this level the students are centered in the teacher, the teacher is the principal thats why he have to know the correct way to convey what he really want from your students, he have to talk in a slowly way, but not completely slow, because can lose the language rhythm, even los the nature of language, the students have not the capacity ask and answer questions, and here is when the teacher have to be creative, making groups, why make groups?; because, so, he can move of be the center of the class and the students can be focus on the task that the teacher assigned them and they can interact between them and acquire something new from your classmates, here the students have some problems with grammar they dont know how to put express I a correct but it only will happen in the first days or weeks, after that they will acquiring a the target language, in this level native language is allow, and we can use the translation method, but not in excess, because it could turn in a Spanish class which will not be good for the students, too here is when the teacher have to be carefully to teach, because the students make a lot question and he have to answer in a correct way and using a good pronunciation.

Intermediate: in this level the students already pass a series of levels which are the basics levels, and thats why we say that they have a good level, but not the enough to maintain a conversation and understanding the speech according the context or idioms; the students still have some grammatical problems which have to be fixed for the teacher, but not in a direct way it can be using a different topic to teach regular and irregular verbs, and so on, here we have a variety of topics to choose, while the role of the teacher becomes a little easier, sometime the students take the initiative of the class, and have the capacity to make short conversations, even ask and answer questions to the teacher or with your classmates, they have a good fluency,

have a good creativity to create new knowledge, here the teacher can let them to discuss an special topic, I think here is become to be a communicative language learning because the teacher is just a counselor which guide to the students.

Advanced or superior: in this level the students have a high level of English they can maintain conversation with others, here the teacher just have to guide to the student to know how to make a good use of language in all areas, the students are capable of understand conversation depending of the context, have a good fluency and utterance, also have the capacity of make a good use of pragmatic and understand all kind of idioms relating it with the environment in grammatical they have a good knowledge are capable of find mistakes quickly and fix it, but even in some cases are some people that have a big knowledge of English, but have problems with grammar, for example that learned English in the united states they dont study grammar, they acquire the knowledge in a tacit way, in the creativity here the students are focus on the classroom, the teacher just can stay back in the classroom. En watch how they are development, during the class, the advances levels in most of the cases are the ones that take the initiative in the class even interact with the teacher, they have the capacity of ask and answer questions and in some cases relating it with the reality in which they are living. (slideshare)

4. Choose digital resources you will include and describe how it will help students learn English according to your lesson plans. Here are some webpages, that will be useful at time to fix the complaining that students are having durin the classes those classified. Links to complaining 1A http://www.eslcafe.com/grammar/verb_forms_and_tenses05.html http://www.englishgrammarsecrets.com/ingform/menu.php http://www.oxforddictionaries.com/words/verb-tenses-adding-ed-and-ing links to complaining 1B http://www.grammar.cl/Present/Do_Does.htm http://www.gingersoftware.com/grammarbook/verbs/do-does-did/

http://www.ecenglish.com/learnenglish/lessons/do-or-does

link to complaining 2 http://www.asha.org/public/speech/development/pragmatics.htm

links to complaining 3

http://www.usingenglish.com/reference/idioms/ http://www.englishclub.com/ref/Idioms/A/index.htm

links to complaining 4 http://www.mindtools.com/pages/article/newCS_85.htm http://www.wikihow.com/Communicate-Effectively

Refrences
In Teaching across Age (pp. 92-100). Foreing Language teaching methods. (n.d.). Retrieved November 28, 2013, from Foreing Language teaching methods: http://coerll.utexas.edu/methods/modules/speaking/01/jigsaw.php slideshare. (n.d.). slideshare. Retrieved november 29, 2013, from slideshare: http://www.slideshare.net/tefainfo/teaching-across-age-levels-9968312 supporting english language learners. (n.d.). Retrieved november 28, 2013, from supporting english language learners: http://www.learnalberta.ca/content/eslapb/about_communicative_competence.html

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