materials

The term 'coursebook' is used here to mean a textbook of which the Teacher and, usually each student has a copy and which is in principle to be Followed systematically is the basis for a language course.

We can see of coursebook’s advantages:



Criteria for coursebook assessment

My coursebook is:

In deciding on the rating of each item, it might help to ask yourself: if this quality were missing, would I therefore not use the book? If so, then you obviously think the quality essential or very important. If, however, the quality is desirable, but its absence would not necessarily stop you using the book if all the other criteria were fulfilled, then perhaps a single tick may be enough.

We can see, the grades of my book are only 7. Maybe, because it's a government book and they want to give correct contents and correct procedures for each student. According to the results this book is very complete, only needs a good teacher to teach it.

 

Importance	Criterion
7	Objectives explicitly laid out in an introduction, and implemented in the material.
7	Approach educationally and socially acceptable to target community.
7	Clear attractive layout: print easy to read.
7	Appropriate visual materials available
7	Interesting topics and tasks
7	Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.
7	Clear instructions
7	Systematic coverage of syllabus
7	Content clearly organized and graded (sequenced by difficult)
7	Periodic review and test sections
7	Plenty of authentic language
7	Good pronunciation explanation and practice
7	Good vocabulary and explanation and practice
7	Good grammar presentation and practice
7	Fluency Practice in all four skills
7	Encourages learners to develop own learning strategies end to become independent in their learning
7	Adequate guidance for the teacher; not too heavy preparation load
7	Audio cassettes
7	Readily available locally

tests

as an activity whose main purpose is to convey (usually to the tester) how well the testee knows or can do something.  

* contrast to practise sheer learning.
* most used for assessment.
* the test gives a score which as assumed to deffine the level of knowledge of the testee.

tests, give a teacher information (to help decide what to teach next) give the estudent information too, (about what they know) provide a indication that the class has reached a STATION in learning, such in the end of a unit, class course.

Module 2 The function of practice:

Rehearsal of certain behavior with the objective of consolidating learning and proving performance.

GO TO PLAY!!!!! ATTENTION!!!!!

miss check this please!!!!


Today we go to play!!! (Attention) This game is about animals and its name is “play twins”.

For this game you need, a lots of pictures of animals, scissors and glue. The animal’s pictures have to be two of each animal.

It’s ok? (Perception), ok, you have to find two lion’s picture, or may be two cow’s pictures etc.

Are you following me? Well, with these elements you have to do cards. And then we can start to play. You have to put the cards on the table, one of you can choose one card, you have to talk about the picture but you can’t show it to other classmate. And put the card on the table the other classmate choose other one and have to do the same than you.

You understand me? (Understanding) you have to find the pear of the cards, for example if your classmate tells you: my animal is big, has a lots of hair, it leaves in Africa and eat meat. You think it can be a lion, and you remember where the other picture of a lion is, and choose it.

The classmate who has more cards wins… ok, are you ready? Lest start!

This show the correct process when a teacher is presenting an activity for children may be of 10 years old (this way is for all students not only 10). And the sentences are identify: ATTENTION (the learners are alert, in the teacher /material or both) PERCEPTION the learner see or hear the target material clearly -repeating/reinforce) UNDERSTANDING (understand the meaning of the material – make links/material explain).

links for the future......

these links are a tools to the our own future, when we need a activity in whatever area (speaking, listening, writting, reading) we can search in these links, only we have to choose the appropiate for the correct student. these are to student older than 11 years old.

* http://fds.oup.com/www.oup.com/pdf/elt/products/exams_firstcert_extra01.pdf


* http://www.iesarroyohondo.es/Bilingual/Lang/Ing/pronunciation-of-regular-past-tense-verbs.pdf


* http://www.msgetskow.com/Trapped%20Homework.pdf


* http://www.tlsbooks.com/partsofspeech.pdf


* http://www.anglianetwork.eu/exercises/juniorE.pdf


* http://www.escurriculum.spps.org/sites/0986df53-fb39-4fa2-816b-03b698926774/uploads/WritingC_Using_Adjectives_Street_Scene_StepByStep_j.pdf


* http://www.usingenglish.com/files/pdf/new-year-continuous-state-verbs.pdf


* http://www.familytreemd.org/files/387_Conversation%20Starters(top%2050)%5B1%5D.pdf


* http://www.armoredpenguin.com/crossword/


* http://chars.lin.oakland.edu/lin180s04/Homework/MinimalPairs.pdf


these activities the student practise giving personal information, have to identify the correct sound in each word, they have to read and understand the context of the text and apply the correct word in the blanks, speed reading exercise, have to put which means NOUNS, ADJECTIVE and VERV  and recognize it in a list of words, to put in the blanck the correct preposition, and acquire vocabulary. among other things very usefull.

monday class

miss,  check this too!!!!!


 BLOGGER ENTRY

in this class we learnt teaching process, it talk about,  how the teacher choose the correct form to presenting and explaining new material, because they have to explain new material in order to make it clear, comprehensible and  available  for learning. In this topic is presentations and explanations  it’s about every sound, word, structure, text needs to be consciously introduced or that every new unit in the syllabus has to start whit a clearly directed presentation.  The ability to mediate a new material or instruct effectively is an essential teaching skill, it enables to teachers to facilitate learners entry into and understanding of a new material, and thus promotes further learning:

ATTENTION:

-the learners are alert (focusing their attention on the teacher and/or the material to be learnt) 

-you need to make sure that learners are in fact attending.

-help if the target material is perceived as understanding in itself.

PERCEPTION:

-the learners see or hear the target material clearly. (Not only making sure that the material is clearly visible and/or audible in the first place.

-repeating it in order to give added opportunities for, or reinforce perception.

UNDERSTANDING:

-understand the meaning of the material. (Connection with others things they already know)

-you needs illustrate make links previously learnt material explains, (concept in their own words)