Portfolio (Zuley Fretel) Met 5

Portfolio
NAME: ZULEY ALEXANDRA FRETEL

HURTADO
TEACHER: DALLANA SANTILLAN
COURSE: METHODOLOGY 05
SCHEDULE: 4:00-5:30
2021
Components
 COURSE OBJECTIVE
 CHAPTER 12
 CHAPTER 13
REFLECTION ON CHAPTER VIDEO

 CHAPTER 12: ERROR CORRECTION
TASK ASSIGNED IN CLASS
 TEST DESIGN
 ESP GRAPHIC ORGANIZER
 FCO
ONLINE QUIZZES
 ERRORS AND CORRECTION (CHAPTER 12)
 FOCUSING ON LANGUAGE (CHAPTER 12)
 TESTING (CHAPTER 12)
 TEACHING DIFFERENT CLASS (CHAPTER 13)
EVIDENCE
 EVIDENCE OF RESEARCH ON ONE OF THE CHAPTER’S TOPICS
DEMO CLASS
COURSE
OBJECTIVES
OBJECTIVES
COURSE OBJECTIVES
vocabulary
VOCABULARY
MEANING
CHAPTER 12
AWARENESS The mental of knowing about something planned.
UNINTENDED Not planned or meant
RHYTHM A strong, regular, repeated pattern of movement or sound.
DEAL Distribute (cards) in a oderly rotation to players for a game or

round
SPOT A small round or roundish mark, differing in color or texture from

the surface around it.
AIM Point or direct (a weapon or camera) at a target.
BRIEFLY For a short time; fleetingly.
ENCOURAGE Give a support, confidence, or hope to (someone).

RAISED Elevated to a higher position or level; lifted
CHAIN A connected flexible series of metal links used for fastening or

securing objectives and pulling or supporting loads
ENQUIRY An act of asking for information
COLLEAGUE A person with whom one works in a professions or business.
NONSENSE Spoken or written words that have no meaning or make no

sense
PILE A heap of things laid or lying one on top of another.
BROAD Having an ample distance from side to side; wide.
CHAPTER 13
Over a wide area or at a wide interval.

WIDELY
VAGUE Of uncertain indefinite, or unclear character or meaning.
Causing or showing a fondness for causing trouble in a playful

MISCHIEVOUS way.
BRIEF Of short duration.
FLIGHT The action or process of flying through the air.
Right or appropriate for a particular person, purpose, or

SUITABLE situation.
Complete with regard to every detail; not superficial or partial.
THOROUGHT
Practice (a play, piece of music, or other work) for later public
REHEARSE performance.
Establish a working relationship, typically in order to cooperate
LIAISE on a matter of mutual concern.
REQUIRE Need for a particular purpose.
PURCHASER A person who buys something.

Bring one’s hand or a tool or weapon into contact with
HIT (someone or something) quickly and forcefully.
Come near or nearer to (someone or something) in distance or
APPROACH time.
Take air into the lungs and then expel it, especially as a regular
BREATHE physiological process.
Very much; to a great extent.
HUGELY
REFLECTION
CHAPTER VIDEO
ERROR CORRECTION
In the video he explains to us how

we can correct and when we should
not correct mistakes, it is a bit
complicated to know when your
students want to be corrected,
since there are several types of
students and they can take it in
different ways.
We must not correct a student

when he is trying to understand the
subject, we must not interrupt
while he is speaking since practicing he will realize his error, nor must we
correct him directly and seriously, since the student could think that the
teacher He is upset and that would make the student not want to
participate next time for fear of making a mistake
The teacher must know when the student wants to be corrected and look
for a way in which the student does not feel bad or ashamed of his
mistake, one of the reasons for the grammatical errors of the students
is because they have not yet learned and not we must correct them in a
rude way and much less in front of everyone since that can make the
student feel ashamed and humiliated, we must correct a gramtical error
in the way in which the student does not feel bad.
TASK ASSIGNED
IN CLASS
Test design
task
BASIC 2
COMPLETE THE QUESTIONS WITH "DO" OR "DOES". THEN CHOOSE THE CORRECT FORM TO COMPLETE THE ANSWERS.
1. ________Susan know that answer? Yes, she _________.
2. ________your brother play the guitar? No, he _________.
3. ________your uncle sing in the shower? No, he _________.
4. ________Sofia and Pedro understand the exam? Yes, they _________.
Basic 2
Complete the sentences with correct form.
1. She_________(work) at Icpna
2. I ___________(eat) ice cream.
3. Carla and john_______(enjoy) comedies.
4. Carlos and I ________(drink) soda.
Basic two
Describe your daily routines and explain if you like to do it? and why? Use vocabulary and grammar (simple present).
___________________________________________________
___________________________________________________
___________________________________________________
____________________________________________________
An EAP course focuses on the
Many students take a Business English language and skills that
ESP is defined to meet specific course while still at school or college, students will need on a future
needs of the learners, ESP before they begin work. These courses (or possibly, current) course of
makes use of underlying are often based around generic study, typically a higher
methodology and activities of business skills, language and texts that education course (though
the discipline it serves. are likely to be of use to anyone increasingly at lower levels of
entering any kind of business. study too).
• Start with the general job

• Focus onto one specific task
• Explore wide-ranging details of
that task
• Dig deeper
Focused class
observation
observation
In the video we can see how the teacher leads a class (Intro and Lead In with
error correction). To get the attention of all the students, he disguises himself as
a person who is about to go on a trip, but who forgot some things, this amuses
the students and so that the teacher can capture their attention from others, this
helps them Students do not get bored in class and thus create a fun environment
with the students and to start a class it is preferable to have the full attention of
the students.
Then he begins with the lead in, and for this he has the students read the
questions and the teacher answers in a funny way to keep the class atmosphere
fun, and continues with the activity, the students read the questions and respond
with their partners, and the teacher observes and helps if any of them have any
complications
At the end of the observation and that the students finish comparing and
answering the questions, the teacher begins to give a correction of the errors as
a feedback. In my opinion it was an excellent class since everyone did the activity
and also understood and had fun in the class.
By:Zuley Fretel
ONLINE
QUIZZES
ONLINE QUIZZES
ERRORS AND CORRECTION
FOCUSING ON LANGUAGE
TESTING
TEACHING DIFFERNET CLASSES

Evidence
Evidence
TESTING (chapter 12)

Test is an approach to teaching where learners first complete a task or activity
without help from the teacher. Then, based on the problems seen, the teacher plans
and presents the target language. Then
the learners do another task to practise
the new language.
Example
The learners, who have not studied
phrasal verbs, are given a text and asked
to find examples. They are able to do this
but not to deduce meaning. The teacher
plans a lesson to help learners develop
this, and then asks them to do a similar
activity.
In the classroom
TTT is a useful approach as it enables teachers to identify the specific needs of
learners concerning a language area and address this need suitably. It can be
particularly useful at intermediate levels and above, where learners may have seen
language before, but have specific problems with it, and also in mixed level classes
to help identify objectives for each individual.
evidence
https://www.teachingenglish.org.uk/article/test-teach-test
https://es.slideshare.net/eurekacifto29/teaching-methodology-evaluation-and-testing
EXAM CLASSES (chapter 13)
Many teachers at some point
need to teach a class
preparing for an exam. This
may be a national or school
exam or it might be one of
the British- or US-based
international exams.
Posters
When new language is

studied, the students (or
you) make posters to help
them remember it. As the
course progresses, these
slowly take over the room,
acting as a very useful aide-
memoire and a source of further work. I often find students browsing through these before class
starts or in lunch breaks. Typical posters might be on phrasal verbs, tense problems, articles,
present participle vs. infinitive, etc.
Lexis box / file
Whereas posters are a good way of recording lexis, the sheer quantity of new words met on a
course could soon fill the walls. An alternative is the ‘lexis box’. At the end of each lesson (or
day), the students review what they have learned that day, record any words worth recording on
squares of paper (or card) and file them in the box or file. This record is a good source of material
for you to exploit in future lessons.
IELTS
IELTS is seen as particularly useful to educational organisations and employers because, rather
than giving a blunt pass / fail, it awards scores in nine bands covering all levels from non-user to
near-native speaker.
EVIDENCE:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-
assignments/exams/exam-preparation
https://mee2.macmillan.education/coursePlayer/librodigital_html.php?idclase=66363490&idcurso=1188130
DEMO
CLASS
Lesson plan
Demo class

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Portfolio

NAME: ZULEY ALEXANDRA FRETEL

REFLECTION ON CHAPTER VIDEO

TASK ASSIGNED IN CLASS

AWARENESS The mental of knowing about something planned.

UNINTENDED Not planned or meant

RHYTHM A strong, regular, repeated pattern of movement or sound.

DEAL Distribute (cards) in a oderly rotation to players for a game or

SPOT A small round or roundish mark, differing in color or texture from

AIM Point or direct (a weapon or camera) at a target.

BRIEFLY For a short time; fleetingly.

ENCOURAGE Give a support, confidence, or hope to (someone).

CHAIN A connected flexible series of metal links used for fastening or

ENQUIRY An act of asking for information

COLLEAGUE A person with whom one works in a professions or business.

NONSENSE Spoken or written words that have no meaning or make no

PILE A heap of things laid or lying one on top of another.

BROAD Having an ample distance from side to side; wide.

Over a wide area or at a wide interval.

Causing or showing a fondness for causing trouble in a playful

BRIEF Of short duration.

FLIGHT The action or process of flying through the air.

Right or appropriate for a particular person, purpose, or

REQUIRE Need for a particular purpose.

PURCHASER A person who buys something.

In the video he explains to us how

We must not correct a student

1. ________Susan know that answer? Yes, she _________.

2. ________your brother play the guitar? No, he _________.

3. ________your uncle sing in the shower? No, he _________.

4. ________Sofia and Pedro understand the exam? Yes, they _________.

• Start with the general job

TEACHING DIFFERNET CLASSES

TESTING (chapter 12)

When new language is

Lexis box / file

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1. Susan know that answer? Yes, she _.

2. your brother play the guitar? No, he _.

3. your uncle sing in the shower? No, he _.

4. Sofia and Pedro understand the exam? Yes, they _.