Final
Final
Final
Portfolio Task 1:
Level Pre-intermediate
Aims: What the teacher was trying The T set the tone of the
to achieve classroom, built a warm
environment, mentor and nurture
students, listen and look for signs
of trouble. Generally, the role of
the teacher in the classroom is to
teach knowledge to children. Also,
T tried to drill all S so as to make
them think and to make progress
-.
Planning and Classroom The teacher encourages students to
Management: how had the teacher participate in the learning
prepared for this class? How did activities. The teacher was very
the teacher use the classroom? friendly and tried to help all
students. The teacher tried to use
diverse teaching activities.
Overall, the teacher was prepared
really good because,
What teaching equipment and Learning is more powerful and
materials (paper, books, dynamic with tools. I t’s up to
technology) the teacher used and educators to impress this on
your reaction to this. students in the classroom. The
teacher used poster and mobile
devices. When you bring real
things in classrooms, listening
becomes discovering, interest
becomes wonder, and passive
learning becomes active
exploration. Lessons come to life
with touch, motion and sound. All
of which makes those magical
moments. For everyone. The most
powerful tools are the ones
students love to use, and the above
tools that the teacher had used they
seems to really enjoy them.
Techniques and types of activities The teacher used a lot of pair work
the teacher used (e.g. grammar and the reason is that in pair work
explanation, pronunciation learners are working together so
teaching, pair work) they are learning together. This
allows them to compare answers
and clarify problems together
using English.
Things you noticed about the The teacher was very friendly,
teacher’s behaviour/manner during inspiring and tried to stimulate all
the lesson students.
Level Pre-intermediate
Aims: What the teacher was trying The T set the tone of the
to achieve classroom, built a warm
environment, mentor and nurture
students, listen and look for signs
of trouble. Generally, he role of
the teacher in the classroom is to
teach knowledge to children. Also,
T tried to drill all S so as to make
them think and to make progress
-.
Planning and Classroom The teacher encourages students to
Management: how had the teacher participate in the learning
prepared for this class? How did activities. The teacher was very
the teacher use the classroom? friendly and tried to help all
students. The teacher tried to use
diverse teaching activities.
Overall, the teacher was prepared
really good because,
What teaching equipment and Learning is more powerful and
materials (paper, books, dynamic with tools. I t’s up to
technology) the teacher used and educators to impress this on
your reaction to this. students in the classroom. The
teacher used poster and mobile
devices. When you bring real
things in classrooms, listening
becomes discovering, interest
becomes wonder, and passive
learning becomes active
exploration. Lessons come to life
with touch, motion and sound. All
of which makes those magical
moments. For everyone. The most
powerful tools are the ones
students love to use, and the above
tools that the teacher had used they
seems to really enjoy them.
Techniques and types of activities The teacher used a lot of pair work
the teacher used (e.g. grammar and the reason is that in pair work
explanation, pronunciation learners are working together so
teaching, pair work) they are learning together. This
allows them to compare answers
and clarify problems together
using English.
Things you noticed about the The teacher was very friendly,
teacher’s behaviour/manner during inspiring and tried to stimulate all
the lesson students.
On the course Moodle page, you will find written and spoken
samples from English language learners. The spoken sample is an
audio file of two learners discussing different ways to help students
improve their English language skills. The written sample contains
two short essays written by students on the title Access to satellite and
Internet television does more harm than good. The title had been
discussed in class and students had looked at some ideas to include in
the essay in their coursebooks.
You should choose either the written sample or the spoken sample
and write a commentary on the language produced by the learners.
In this commentary you should discuss your judgement of the level of
the students based on the samples you have studied. You should also
identify examples of good English usage as well as specific problems
with their usage of the language. These may include issues related to
grammar, lexis, punctuation, pronunciation, style, fluency,
communication skills and so on.
You have to refer to the criteria you are using to assess the learners
(i.e. the IELTS criteria for assessment the public version)
I would like to start by assessing the first candidate who was a girl. Her
fluency while she was speaking was quite poor. She cannot respond
without noticed pauses and she speaks slowly with frequent repetition.
Also, she links basic sentences with repetitious use of simple connectives
and some break downs in coherence. So my grade for her fluency is 4.
For lexical part of her assessment my grade is 3, because, she uses simple
vocabulary to convey personal information and she has insufficient
vocabulary for less familiar topics. What about grammar, she attempts to
make basic sentences form but with.imited success and she makes
numerous errors except in me orised expressions. So, my grade for her
grammar is 3.Finally, her pronunciation is accurate and clear about half
of the time with a few major errors. My grade for her is 3. The overall
grade for her is 3,25 and her level is definitely B.
As for the second candidate who was a boy his level is definitely A. He
has little fluency with frequent pauses and a few fragmented sentences
and mostly single word utterances. So my grade for him is 1, his fluency
is very poor. For the lexical part, Content is related to the prompt but it
lacks clarity and relevance most of the time. Again my mark for him will
be 1. Concerning the grammar part, it is generally poor grammar and
vocabulary usage with a high frequency of errors but they do not affect
coherence. My grade for him is again 1. The last one is pronunciation, his
pronunciation is poor with a high frequency of errors and occasionally
unintelligible . My last grade for him will be 1. His overall grade will be
3,25.
There are so many ways in which these two candidates can be improved.
Many people think that studying grammar is boring. I was the first one to
say that in my classroom when I was younger, but now I understand its
importance. To communicate and understand things effectively, a good
knowledge of the workings of the language is necessary. Also, not
everything that is commonly heard in our daily lives is 100%
grammatically accurate. There-fore, some grammatical rules will help us
understand why we should say this instead of that. Listening to a second
language can give me almost the same benefit as reading it. They all help
you to expand your vocabulary, enhance your knowledge of grammar,
speak properly and so forth. But there is a slight difference between them;
Listening will show you, loud and clear, how the words are pronounced.
This is the key to making yourself understood when you speak. Listening
to a variety of things is also important for boosting your English language
skills. News, radio, movies, songs, cooking programmes, sport.
I would like to start by assessing the first candidate who was a girl. Her
fluency while she was speaking was quite poor. She cannot respond
without noticed pauses and she speaks slowly with frequent repetition.
Also, she links basic sentences with repetitious use of simple connectives
and some break downs in coherence. (example: the continuous use of
emm after every word, also she uses ’and’ all the time). So my grade for
her fluency is 4. For lexical part of her assessment my grade is 3,
because, she uses simple vocabulary to convey personal information and
she has insufficient vocabulary for less familiar topics. Although there
were some examples of good language such as accordingson improve my
skills. The grammar, she attempts to make basic sentences form but with
limited success and she makes numerous errors such as improve my
grammars, we need to be carefully, listen the music. So, my grade for her
grammar is 3.Finally, her pronunciation is accurate and clear about half
of the time with a few major errors. Some examples: English ( /ˈɪŋɡlɪʃ/ ),
why (/waɪ/). My grade for her is 3. The overall grade for her is 3,25 and
her level is definitely B1.
As for the second candidate who was a boy his level is definitely A2. He
has little fluency with frequent pauses and he also uses a lot of ’emm’
between every word,and a few fragmented sentences and mostly single
word utterances . So my grade for him is 3 his fluency is poor. For the
lexical part, the content is related to the prompt but it lacks clarity and
relevance most of the time.Again my mark for him will be 3. Concerning
the grammar part, it is generally poor grammar and vocabulary usage
with a high frequency of errors but they do not affect coherence. Some
examles of grammatical errors ’listens skills, we need watching. My
grade for him is 3. The last one is pronunciation, his pronunciation is
poor with a high frequency of errors and occasionally unintelligible such
as the words: parties (/ˈpɑːrti/), these (/ðiːz/), people (/ˈpiːpl/), vocabulary
(/vəˈkæbjələri/). My last grade for him will be 3. His overall grade will be
3,25.
These two candidates have so many things that they need to improve.
Most people find mastering Grammar is boring. I was the first to say it in
my classroom when I was younger but now I understand its meaning. So,
for both of them, I insist that a good knowledge of the language's
workings is required to effectively communicate and understand things.
Not all that's normally heard in our everyday lives is in grammar 100
percent right. Therefore certain grammatical guidance will help them to
understand why they should say this instead. Hearing a second language
gives them just about the same satisfaction as listening to it. They all help
improve their vocabulary, learn your grammar skills, speak properly and
so on. But the distance between them is slight; listening, loud and clear,
will show you how the words are pronounced. This is the secret to
hearing yourself while speaking. Listening to a variety of things is also
necessary to help develop their English language skills and mostly their
pronunciation. Media, radio, movies, albums, sports and culinary
programmes.
Use one of the following texts to create teaching material for a group of
learners at the level indicated for each text.
The article for this assignment is called ‘ German town hunts mysterious
philanthropist’.‘The article is about a mysterious philanthropist who
donate anonymously an amount of money to those who are
needed.According to the Macmillan online dictionary, words such as
phones, split-second, contortions and congregate are rarely used, as they
are not contained within the 7,500 most frequently used. Moreover, the
topic presented in this article is a quite common one and it would appeal
both to advanced and upper Intermediate learners. The article is an
authentic material that gives students exposure to real English and
motivates them to read. (Watkins 2005). T will be able to get the right
challenge from S. Also ,there is definitely need to pre-teach vocabulary, S
may have difficulty understanding all the new words but this keeps the S
challenged too. (Harmer, 2001:203).
2. T asks S to read the story and find the suitable title for the story .S will
be given 1 minute to read. This activity assist the development of speed
reading skills which is vital to Scrivener , 2010 : mentioned that speed is
reading of one of the most significant that enables them to achieve a
specific goal . Selecting the title enable the Ss to practice the skills of
reading for general understanding which is essential in their daily lives.
As Harmer, 2001: mentions, when S applies, the speed reading skills they
acquire, they will quickly get an idea of the topic that they will be reading
in the newspaper.
3. S peer check
5. T will display the answer on the OHP during the OCFB.
Rationale: Speed-reading will help generate interaction between the
students’ schemata and the text. Using the top-down approach, it gives
students an accurate general view of the reading passage, without
attending to every detail (Harmer, 2001: 201.In addition it enable S to
find out the main idea from the layout (Scrivener 2005: 184: 435)
While reading 2: to develop students’ ability
to scan the text for specific information.
Procedure:
1. S will be given 5 minutes to read the text for them and answer the
questions in appendix C .This task enable them to practice their ability to
locate specific details in a text. As Harmer,2001: suggests in contrast
from reading for gist we would sometimes want to locate specific
information which is relevant and of our interest .For instance our
destination of the timetable in station.
2. S circle True or False for the following questions about the article in
Appendix C
3. S peer checks
4. OCFB using OHP
Rationale: It’s a top down approach task that focuses on fast reading in
locating specific details (Harmer, 2001: 217). An engaging task stimulate
curiosity and discloses S understanding and reveals any misunderstanding
(Aronson, 1978) Specific information is located by viewing the text a
whole and decoding the textual layout, then focusing on smaller sections
of the text to recode and pull out the answer. (Scrivener, 2005:185).
T will show the S the material (worksheet). T gives the task which is to
answer the comprehension question. T gives 1 minute as wait time for S
to process and look through the questions. T provides the Ss with the text
and they read the text for 7 minutes and answer the comprehension
questions in Appendix D
Rationale: Answering questions will allow the S to focus in on the
specific context of the text. Detailed reading, or intensive reading, is
essential for fluent readers, as most authentic material requires a close,
detail oriented reading. (Scrivener, 2011: 264). This type of reading has
powerful implications on language learners, usually subconsciously. It
increases their overall linguistic confidence, which improves their
language skills in all areas (Scrivener, 2005: 189).
Rationale
T has created an interest in the topic during lead in and activated
schemata and a logical sequence that scaffolded S to the productive skills.
S will be using productive skills (writing) to enable Ss to apply their
insight they gain from their receptive skills (Harmer , 2001: 251) as they
have a chance to rehearse language production in a safe way ,
experimenting with different language genre that they may use it in future
outside classroom ( Harmer , 2001) . It is aimed at building and
developing fluency and confidence of the students in practicing the newly
learnt material (Scrivener 2005: 149,435).They will also be using
language at their disposal to achieve communicative purpose and serves
as an evidence for teacher and students to assess how well things are
going ( Harmer 2001: 249)
Appendix C
TRUE/FALSE Directions: Read each statement below carefully. Place a
T on the line if you think a statement it TRUE. Place an F on the line if
you think the statement is FALSE. If you have questions, raise your hand
and ask your teacher.
a. Sometimes the donation is accompanied with instructions on how
the money should be spend. T F
b. The first recipient of the Samaritan’s generosity was a victim of a
burglary. T F
c. So far, the famous benefactor has given away the euro equivalent
of 300,000£ in a series of donations. T F
d. The Good Samaritan is a woman. T F
Keys:
a. T
b. T
c. F
d. F
Appendix D
Read the text again and answer the following questions.
a. Who is the ’the Good Samaritan’?
b. What is the maximum amount of his/her donations? Why?
c. Where his/her donations are usually found?
d. Does he/she live any clues except of the money?
APPENDIX E:
In pairs, write a letter to a newspaper which addresses the donator.
Ask him/ her questions and justify them. Anything that you would
like to ask this person. 400-500 words.
References :
Aronson, E. N. Blaney C. (1978) The Jigsaw Classroom. Beverly
Hills, CA:
Sage Publishing Company.
Cook (1989) Discourse .Oxford University Press.
Eskey, D.E. (1988) Holding in the Bottom: An Interactive Approach
to Language
Problems of Second Language Readers. Cambridge: CUP
Harmer (2001 ).The Practice of English Language Teaching .Essex
:Longman
Scrivener (2011) .Learning Teaching: The Essential Guide to English
Language Teaching.
Macmillan.
Scrivener (2005) .Learning Teaching: A Guide Book English
Language Teacher.
Macmillan.
Wallace (1992) Reading. Oxford University Press.
Watkins (2005). Classrooms as Learning Communities: what's in it
for schools? London:
Routledge.