Final Midterm😭❤😕

 😭❤😕FINAL MIDTERM😭❤😕

Hello, guys, my dear readers, finally, today is the day in which what we did not want is fulfilled, it is the last blog that is uploaded for this day, it is time to say goodbye for a while, we will return first God in July, I still don't know what date but We will return with the blogs this week, on Tuesday we finish with the Learning Demonstrations.

The first group passed were Regina Blanco, Misael Rafael, and Irene Hernández. Skill: Grammar. – Level: Advanced. Their presentation did a dance 70s everybody did it and we enjoyed, and finally they explained us about Second conditional.

The next group passed were Jennifer Lourdes Díaz, Herbert Eduardo, Melvin Asael Mauricio, and Alisson Celeste Santana. Skill: Reading comprehension. – Level: Intermediate. Their explained us about this skill, and their dynamics read a short storie and then we asnwered the questions in Kahoot! Game.

The next group were Fátima, Pedro, and Me, with Skill: Vocabulary. – Level: Basic. We We did 3 dynamics and gave prizes, the first dynamic was Mimica, then the Hangman game and finally the Pictionary game, we made a big mess but the experience of teaching Vocabulary at the Basic level was nice.

The next group were Soad Faraj, Steffany Esperanza, Nayeli Palma, and Marcela Taís Portillo. Skill: Pronunciation. - Level: Intermediate. They explained us about this skill, and they did a dynamic about tongue twister, they chose three victims, I was among them victims for fault Fátima, It was difficult but was fun and I won a lot of candies although I don't like candies very much.

The next group were Andrea Gavidia, Enrique Arocha, Mariam Acosta, and Saúl Díaz. Skill: Listening comprehension. – Level: Intermediate. They explained us about this skill. Then in their dynamic we played Broken Telephone.

Then the next group were Alison Canales, Iliana Carranza, and Génesis Vásquez. Skill: Reading comprehension. – Level: Advanced. We read an article and then we played in Kahoot! They gave a prize to Winners.

And the finally the group were Xóchilt Machuca, Cindy Esmeralda, Eneyda Madeline, and Sara Noemí. Skill: Grammar. – Level: Intermediate. They explained us about this skill, and we played in 2 teams We had to write verbs in the past tense whoever wrote the most verbs won, but in the end they gave us all heart lollipops.

And when we left class I want to tell you that the big storm hit us, I was wearing an umbrella but I was wearing sandals, I got my feet a little wet, I know it's not relevant to what we saw in class but that's what I wanted to tell you...

Finally, I want to tell you that this Thursday we did not go to hold our Midterm because the streets were closed today and tomorrow due to the Possesion of President Nayib, tell me, will you go to see that Possesion? or not? In exchange, they let us do an essay as an exam, we have until Sunday, June 2 to submit it. Tell me if you want me to upload my essay to the blog and I will do it. Have a nice weekend and I hope you don't have to work on Saturday, I love you very much my dear readers and remember we will be back in July. Blessings. Enjoy the photos and videos.❤❤😉😊😘😓

Final Demonstration l👀☝💓

👀☝💓 Final Demonstration l👀☝💓 

Hello my dear readers, as you already saw in the title, yes, they are our last exhibitions, this means that this week and the next are nothing more and nothing less than the latest blogs. Sadly I will say goodbye to you for a month, let's hope to God that it will only be a month that I will be away from blogs.

To begin to tell you about the exhibitions, I must mention that they are not exhibitions in themselves, but rather they are demonstrations of ways or skills on how to make students learn another language in an easy and fun way.

The first group to pass was Madeline Montes, Fabiola Rivas, Nataly Flores and Kevin Sorto giving us the Grammar demonstrations at the Basic level. They gave us each some flash cards with a verb in the simple past and present and they asked us, they told us to tell them the verb that we had in English and Spanish and then say a sentence.

The second group to pass was Kimberly Godínez, William Palacios and Emmanuel Grande giving us the Intermediate level Vocabulary demonstrations. First we played "hot potato" and whoever had the potato left had to guess the object and as they said in English, after that we played kahoot, I called myself "Zami" after my fat my beautiful niece in 2 no. I got it right, so to speak, but I came in 8th place.

Then the third group was Marvin Josué, Delmy Alejandra, Elsie Coto and Norma Mirella giving us the demonstration of Advanced level Pronunciation. They put us in groups to play the lottery and they played some audios in which we had to identify the correct ones we had and as a prize they were going to give a Churro per group. But there was a small problem: the classroom computer and the projector turned off and they had to see which team had managed to identify the greatest number of words possible.

Lastly, the group of Katia Torres, Daniela Cortez and Katia Amaya gave us the demonstration of Advanced Level Listening Comprehension. They gave a brief explanation about it and then they played an interview for us in which we listened to some words and saw how they understood each other depending on the pronunciation and their listening and finally they played the Sia song - Snowman. After listening to it she asked us a few questions which we had to answer about what we understood about the song.

And that was all for this blog, see you next week my dear readers, and stay tuned because next week it's my turn to do the Basic level Vocabulary demonstrations, and stay tuned to see my other colleagues', have a nice weekend, I love. By the way, in case you want to entertain yourself by listening to Sia's song, here is the link and it is even a couple trend on Tik Tok https://www.youtube.com/watch?v=gset79KMmt0

Teaching, Grammar, Vocabulary & Writing📖🤓

📖🤓 Teaching, Grammar, Vocabulary & Writing📖🤓

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!! And today we have to any pictures and videos about the class... And I want to say that we missing only 2 weeks for finally with the semester...😓😔😖😕💔💙

The teaching of grammar and vocabulary is a complex but crucial process in the course of an educational and epistemological programme forlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teacher’s manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

Grammar and vocabulary are the soul of any language, no doubt. Moreover, its teaching procedures could be interesting enough. It is universally acknowledged that the more words a learner learns, the more expertise hewill be, the more he will be able to use the language in diverse contexts. Thus, the teaching of grammar and vocabulary cannot be overlooked. But the style of teaching must be given foremost importance as most of the learner fail to learn grammar and vocabulary only because of monotonous and tedious resource less teaching styles.

―Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation. 

Various methods of teaching vocabulary can be used by the teachers such as- pre-teaching vocabulary words, repeated exposure of words, key word methods, word maps, root analysis, incidental learning, context skills, and so on.One of the most effective methods of learning vocabulary is pre-teaching vocabulary words. It includes knowing unfamiliar words through reading experiences. The unfamiliar words are marked and then discussed in details. In short, this technique is called PTV. Another form of PTV is picture showing which is often done for teaching vocabulary to secondary students. Repeated exposure to words is another method where revision is done to renew the memory of word stocks. In this method, when new words are memorized, they are re-memorized after some period of time as revisions thus a cyclic order in maintained. The keyword method is a flexible one which has a variety of cooperative applications. Such as Giving alternative to remember unknown words such as ranidae(frog) for rand. Keywords have also been used to improve remember map locations. A word map is a visual director that promotes vocabulary development. Using a graphic organizer, students think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Enhancing students' vocabulary is important to developing their reading comprehension. 

Examples:

Dear readers, wait for me at the end of this week for the next blog. And this week I do have photos and a video. See you next week, well you will read my blogs next week. Bye Bye...👋👋💋💓💁

Describing Teachers 📖🤓

📖🤓Describing Teachers📖🤓

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!! And today we have to any pictures and videos about the class...

Teaching of Teacher's Method...

* The teacher as an organizer. 

It is important to remember that teachers always plan their lessons and reflect on them before, during, and after these have been developed. 

* Teacher’s role in the classroom

A. Controller ➡ Leading from the front.

B. Prompter ➡ When students forget something, such as the instructions of a task, the teacher is there to remind them.

C. Participant ➡ Taking an active role; for example, in a class discussion.

D. Resource ➡ When students ask the teacher’s help. For example, when they don’t know what the meaning of a word is.

E. Tutor ➡ When giving feedback about a large project. 

* Teachers as performers

Upon what they are doing, teachers vary their behavior. In other words, the activity that is being developed inside the classroom shapes the way teachers act. The following image illustrates this panorama:

* Rapport.

In essence, rapport means “the relationship that students have with the teacher and vice versa” (Harmer, 2007, p. 113). It is, somehow, a magical connection. The following characteristics help achieve successful interaction:

A. Recognizing students ➡ Students love it when their teachers know their names and try to understand their character and preferences. 

B. Listening to students ➡ Students respond very well to teachers who listen to them. 

C. Respecting students ➡ Especially at the moment of being corrected. Teachers who don’t react with anger do their best to see their students “in a positive light” (Harmer, 2007, p. 115).

D. Being even-handed ➡ Even though some teachers have “some students that they warm to more than others” (Harmer, 2007, p. 115), they should try to treat all students equally because not only does it help to establish and maintain rapport, but it is also a mark of professionalism. 

The duties and responsibilities of Teachers vary depending on the age and abilities of their students. Primary School Teachers typically have a heavier focus on social and formative skills, while Secondary and Postsecondary School Teachers focus on selecting and developing skills for specific career paths. Examples of their common duties and responsibilities include:

• Preparing lessons, units and projects to complete learning objectives.
• Establishing and communicating clear objectives for lessons, units and projects.
• Adapting teaching methods and materials to meet the interests and learning styles of students.
• Encouraging students to explore learning opportunities and career paths.
• Creating, assigning and grading various assessments for students, including tests, quizzes, essays and projects.
• Working with students one-on-one when they need extra help or attention.
• Tracking and evaluating student academic progress.
• Leading parent-teacher meetings.
• Maintaining positive relationships with students, parents, coworkers and supervisors.
• Managing student behavior.
• Creating a safe, respectful and inclusive classroom environment.
• Communicating regularly with parents.
• Helping students improve study methods and habits.
• Administering tests to evaluate students’ progress.

And at the same time we also recorded an audio where we mentioned things about our teachers, teaching anecdotes and whether or not we would like to be teachers in the future.

Here I leave you the link to the audio so you can hear about my memories with the high school and kindergarten teachers: https://voca.ro/1630s76oIM2w

Dear readers, wait for me at the end of this week for the next blog. And this week I do have photos and a video but it is short because the class was only 50 minutes and there was only a brief explanation about Describing Teachers. See you next week, well you will read my blogs next week.

Describing Learners📖📖

📖📖 Describing Learners📖📖 

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!!

¡¡DESCRIBING LEARNERS!!

1) Young children

Up to the ages of nine or ten, they learn differently from older children, adolescents, and adults in the following ways: They respond to meaning even if they do not understand individual words. They often learn indirectly rather than directly – learning from everything around them rather thanonly focusing on the precise topic they are being taught. Their understanding comes not just from explanation, but also from what they see and hear also havea chance to touch and interact with. They find abstract concepts like grammar rules difficult to grasp. Generally display enthusiasm for learning and a curiosity about the world around them. They have a need for individual attention and approval from the teacher. They are keen to talk about themselves and respond well to learning that uses themselves and theirown lives as main topics in the classroom.     They have a limited attention span – easy to get bored unless the activities are appealing for them.

2)      Adolescents.

It is widely accepted that one of the key issues in adolescence, especially perhaps in the west, is the search for individual identity, and that this search provides the key challenge for this age group. There are a number of reasons why students - and teenage students in particular - may be disruptive in class. Apart from the need for self-esteem and the peer approval they may provoke from being disruptive,there are other factors too, such as the boredom they feel -not to mention problems they bring intoclass   from   outside   school.   However,   we   should   not   become   too   preoccupied   with   the   issue   ofdisruptive behaviour, for while we will all remember unsatisfactory classes, we will also look backwith pleasure on those groups and lessons which were successful.

3)      Adult learners.

They can engage with abstract thought. They have a whole range of life experiences to draw on. They have expectations about the learning process, and may already have their own set patterns oflearning. Adults tend, on the whole, to be more diciplined than some teenagers, and crucially, they are oftenprepared to struggle on despite boredom. They come into classrooms with a rich range of experiences which allow teachers to use a wide rangeof activities with them. Unlike young children and teenagers, they often have a clear understanding of why they are learningand what they want to get out of it.However, adults are never entirely problem-free learners, and have a number of  characteristics which cansometimes make learning and teaching problematic:    they can be critical of teaching methods, they  may  have   experienced   failure   or   criticism at school which   makes them  anxious and under-confident about learning a language.

My dear readers, wait for me at the end of this week for the next blog. If I didn't show you photos of the class, it's because last week I didn't have classes, but you'll see that this week you will have them.