Unit 18

Assessment types and tasks

First of all, you have to know what assessment is and I can say that it is the way how we can evaluate learners using different kinds of tests to do.

We can assess learners informally when we observed learners to see how well they are doing something and then give them comments on their performance. On the other hand, we can assess learners formally through tests or exams and give their work a mark or a grade. There are different methods of assessment provide the means of ensuring that students are able to demonstrate the range of their abilities in different contexts. Each category has advantages in assessing different learning outcomes. For example, a selected response assessment task, such as a series of multiple-choice questions, is able to assess all areas of mastery of knowledge but only some kinds of reasoning.

There are different types of tests like diagnostic, placement test, formative assessment, progress test, achievement or summative test, proficiency test, self-assessment or peer assessment. It is very important for tests to have a good influence on teaching and learning because some assessment tasks are easy to write and to mark. Also, feedback to learners is important in order to know what they got right or wrong, their strengths and weaknesses, and what they can do to improve.

In conclusion, through feedback, assessment helps learning and informal assessment is often much more suitable for assessing young learners than formal assessment. This is because their ways of thinking and learning are based on experiencing and communicating.

Unit 17

Practice activities and tasks for language and skills development

 There are activities and tasks designed to give learners opportunities to practice and extend the use of language, for example: new vocabulary, functional exponents/grammatical structures, or of the sub-skills of reading, listening, speaking or writing.

  Moreover, we have some characteristics such as: Learners can only use certain items of language. Accuracy is focused like in a gap-fill exercise, drills, copying words or sentences, dictation and reading aloud.

  On the other hand, some activities can differ in the skill/subskill they focus on, what type they are, and what interaction patterns they use for instance in multiple-choice questions for reading or grammar activities, individually or in pairs.

  Finally, I found that information-gap activities or communicative activities involve learners talking to one another to exchange information they don’t know. They talk to communicate, not just to practice language.

As conclusion an activity may focus on accuracy or communication depending on how it is introduced.

Here you have extra information:

https://prezi.com/fyfhay4r2zel/unit-17-practice-activities-and-tasks-for-language-and-skills-development/

UNIT 16
Presentation techniques and introductory activities

In this unit I learned that presentation techniques are ways used by the teacher to present (introduce to learners for the first time) new language such as vocabulary, grammatical structures and pronunciation. Introductory activities are those used by a teacher to introduce a lesson or teaching topic. There are several differences in how they present them.

Presentation stages of a PPP lesson

·        Say to students what food you need for a birthday party this weekend (context).

·        Ask students to repeat “I’d like…” in groups. This should be very controlled or restricted practice.

·        Introduce countable and uncountable nouns in a coral drill.

·        Ask concept questions about count ability of food items on the board.

Presentation stages of a TBL lesson

The students ask the teacher questions about the language they need for the task and /or the teacher tells the students about any language she noticed they didn’t know while they were doing the task e.g. pronunciation of some food words.

Finally, warmers used to raise students’ energy levels or to make them feel comfortable; not always connected to the topic of the lesson or new language of the lesson; e.g. a quiz, game or pair-work activity.

Unit 15

Approaches to language teaching

   I am going to start with the meaning of approaches to language teaching and it may refer to our view of language and our view of how language learning takes place. Also it refers to the ways or methods of teaching that we use in the classroom and that are based on these views.

   Supporters of communicative approaches, for example, believe that language is a tool to communicate meaning, and that, generally speaking, we learn language best by using it in communicative activities that focus on fluency.

   The best approach to use depends on who learners are and what teaching conditions are. Consider learner’s age, level of English, motivation to learn, expectations of learning, previous learning experience. However, if you are constantly changing your methods and approaches, your learners may become confused and begin to think that you are not very sure of your teaching style. It is important to mix techniques in a way which is coherent, so that all activities develop well out of the one another and work towards the lesson’s aims.

UNIT 14

Learner needs

     This unit talks about how to provide effective learning activities which give learners choices around tasks and activities and create active learning. It can also include supporting the progress of the most able through enrichment of learning through exploration of different contexts within a level.

   First of all, what are learner’s needs? I found out that when a learner learns a foreign language exist various kinds of needs which influence on his/her language. They could be personal needs, learning need and professional need. Cognition needs to have explanations which are comprehensible; to have misunderstandings and misconceptions identified and rectified. On the other hand, we also have motivational factors (the need to be motivated to learn) to expect success and progression in learning to recognize purpose in the learning process. In addition, we have to value the skills and knowledge acquired in school. So, Learning needs of specific ways of learning, specific target language, specific language sub skills, exam strategies, learner autonomy and working at a suitable level.

   Finally, learner’s needs helps to motivate learners and make the course seem relevant to them. We need to focus on what learners need because this may be the way in which we can find how to apply an intrinsic motivation.

Extra information:

http://quizlet.com/52451004/tkt-unit-14-learner-needs-flash-cards/

http://yesyhd.wordpress.com/2012/05/08/unit-14-learner-needs/

UNIT 13

Learners characteristics

I’m going to talk about what I learned in this unit. Learner characteristics are differences between learners which influence their attitude to learning a language and how they learn it, such as motivation, personality, language levels, learning styles, learning strategies, age and past learning experiences.

Talking about learning strategies I can say that they are the ways chosen and used by learners to learn language; they are ways to help learners identify what they need to learn, process new language and work with other people to learn. Here are some of the most important learning styles like Visual (learner learns best through watching and looking), Auditory (learner learns best through listening and hearing), Kinesthetic (learner learns best through being physical, while moving or touching things), Autonomous (learner likes to decide what he/she learns and how to learn).Moreover, this unit talks about maturity which involves becoming grown up physically, mentally and emotionally. This means that depending on the age level you are standing on the way of learning will change. Children (They need to move and cannot concentrate to long. They learn through experience and they are not afraid of making mistakes).Teenagers (They are developing their concentration so they also need to move a little and they have more control of themselves but they are still afraid of what other may say about them). Adults (They can concentrate and keep still for longer periods and they may not be so willing to make mistakes or take risks).

In conclusion, Teachers need to be aware of how teenagers and adults have learned previously and how they want to learn now by considering whether a new method is suitable or not, and discuss with learners their teaching to make learners more comfortable and confident in their learning.

Here you have extra information:

http://yesyhd.wordpress.com/2012/05/08/unit-13-learner-characteristics/

http://www.authorstream.com/Presentation/aSGuest190-90449-learning-characteristics-styles-education-ppt-powerpoint/

Unit 12

Differences between L1 and L2 learning

Do you know what are the differences between L2 learning and L1 learning? if not , in this article you are gonna learn. First of all, Language learning from language acquisition is considered as a systematic study of how languages are learned as part of the cultural communication.

There are many distinction between L1 (First language) and L2 (Second language) learning. The very first thing is that babies learn language at the same time as their cognitive skills (the mental process involved in thinking, understanding or learning develop).On the other hand, in secondary school learners have already developed their attitude. Adult learners have fully developed cognitive skills, they show maturity to the language learning. Also, most of them have expectations about how languages should be learned. This leads to another major distinction between L1and L2 learners which is exposure in the classroom.

Most of the time L1 learning uses lots of chunks in a conversation. Also, learners learn by interaction and it could be with family. In second language learning in older learners, learners bring more life experience and background knowledge to their learning.  They have more schemata and more learning strategies to help them learn the second language. Finally, in second language learning in older learners, there may be less access to universal grammar, and sensitivity to phonological distinctions not present in the native language will be reduced.  Students learning in a classroom setting may also have fewer opportunities to learn language authentically. So, First-language learners always attain native proficiency, unless they have a disability that affects language learning.

Here you have extra information:

http://j09w.com/wp/?p=37