E.S.P.

http://www.mediafire.com/?q96oz0o4zbdgz7m
http://www.mediafire.com/?0kbi6kdlh3jat72
http://www.mediafire.com/?7h63e3uvyhxdupl

Writing Activities

http://www.mediafire.com/?8dz9bx5n7e6n3rj

Listening activities

http://www.mediafire.com/?4gzkg5lzdwm614l

Reading Activities

http://www.mediafire.com/?s99rcw53577igx7

DREAM ENGLISH

http://www.dreamenglish.com/Dream%20English%20Book.pdf

STORYTELLING IN ENGLISH

STORYTELLING IN ENGLISH

Introduction - Reflection

Warming up our minds…

Close your eyes and let me guide you through

a relaxing reflection.

What are the most important aspects of storytelling?

• For the listener?

– The story is engaging.

– The storyteller is engaging.

– The listener can participate in the storytelling.

• For the storyteller?

– Choose the right story.

– Make the storytelling fun and interesting.

– Include the listeners in the storytelling.

Characteristics of Young Learners

ü  Impulsive

ü  Inquisitive

ü  Energetic

ü  Spontaneous

ü  Entertained

ü  Social

How do children learn?

ü  Children are active learners and thinkers.(Piaget, 1970)

ü  Children learn through social interaction.(Vygotsky, 1962)

ü  Children learn effectively through scaffolding by adults. (Bruner, 1983)

Rationale for using stories

ü  Stories use a holistic approach to language teaching.

ü  Stories support natural acquisition of language.

ü  Stories can introduce children to other cultures and attitudes.

ü  Stories help children develop critical thinking skills.

ü  Children love stories!

Techniques for storytelling

ü  If students are unfamiliar with storytelling, begin with short sessions.

ü  Have younger children sit on the floor around you.

ü  Read slowly and clearly.

ü  Make comments about the illustrations.

ü  Encourage children to take part in the storytelling.

ü  Vary the pace, tone and volume of voice.

ü  Pause where appropriate.

ü  Disguise your voice for different characters.

ü  Make sound effects where possible.

ü  10.Ask questions that involve children.

ü  11.Do not be afraid to repeat, expand, and reformulate.

Pre- and post storytelling activities

PRE-STORYTELLING ACTIVITIES

ü   Capture their attention.

ü   Connect to prior knowledge and experiences.

ü   Review language in the story children already know.

ü  Teach new vocabulary or expressions.

ü  Have children predict what will happen in the story.

ü  Give students a purpose for listening.

POST-STORYTELLING ACTIVITIES

ü  Q&A

ü  TPR (Total Physical Response)

ü  Group retelling

ü  Create your own ending

ü  Drama and role playing

ü  Story mapping

ü  Story boarding

ü  Games that check comprehension (e.g.,“Start & Stop”, retelling with mistakes, pictures out of order)

Evaluation of English Language Textbooks

Evaluation of English language textbook:  Some important issues for consideration.

Evaluation of textbooks
Predictive Evaluation	Retrospective Evaluation
It is done for the purpose of the selection of books.	It is on-going evaluation of the textbooks which takes place after the book has been selected for use.

Predictive Evaluation: there are two main types of predictive evaluation of textbooks:

ü  The Implicit Model

ü  The Explicit Model

The Implicit Model:

ü  It is based on impressions.

ü  It depends on taecher intuitions.

ü  It can be good when it is done by experienced teachers.

The Explicit Model:

ü  It can be used in situations where many teachers teach a particular level.

ü  It is done using a evaluation in the form of a checklist.

ü  Some Problems in Predictive Evaluation

ü  The lack of time.

ü  The use of evaluation instrument which especially if untested for reliability and validity.

Retrospective Evaluation: It is known as in-use evaluation of textbooks. This involves continuous evaluation of the textbook. It is done for several reasons:

ü  The book selected can be evaluated and re-evaluated to determine suitability.

ü  Teachers can use the results to make the book more effective by identifying parts that need attention.

Retrospective Evaluation gives us:

Composite Framework

ü  Teachers work on the retrospective evaluation project will be discovering the strengths and weaknesses of the textbook.

ü  The findings of the textbook evaluation will allow teachers teaching the same level.

Activity Sequence

ü  Using the checklist teachers do team evaluation periodically.

ü  Teachers work on getting the textbook pages to be digitized in the form of textfiles.

ü  Teachers keep reflective journals.

ü  A final evaluation should be carried out after the teachers have completely used the book.

SUPPLEMENTARY MATERIALS

MY ORDER TO BUY DIFFERENT PACKAGES IS:
　

PACKAGES	SUPPLEMENTARY MATERIALS
1°	A set of books for teachers; including: grammars, dictionaries, various specialized textbooks, hanbooks of activities and a suscripción to a teachers´journal of your choice.
2°	Computers and printers for teachers´use each computer has a hard disk with the latest word processor and various programs that enable you to compose your own computer tasks for learners.
3°	A set of computers for learners´use, with accompanying language-learning programs on floppy disk.
4°	A number of overhead proyectors and slide proyectors, with all necessary film, slides and markers.
5°	Video equipment, with assorted cassettes, including language-learning material and film in the target language.
6°	A wide variety of posters and sets of coloured pictures, plus board and card games for language learning.
7°	A library of simplified readers in the target language, ranging from very simple to advanced. These would be enough books in this library to enable all students to borrow freely.
8°	Several cassettes recorders with accompanying earphones, a selección of accompanying cassettes for language learning.

　
Explanation
If we have a good base in books or materials like those, we can start our work in classroom. To complement that, we use technological resourses as computers to create extra materials. It is the teacher work.
If we want to follow a specific approach, according to these materials, we are presenting visual input, packages 3 to six, which provide a way to capture the atención of the students and simplify our work.

COURSEBOOK ASSESSMENT

CRITERIA FOR COURSEBOOK ASSESSMENT
COURSEBOOK ANALYSIS
TRAVELLERS, 8°BÁSICO .
LINA ALVARADO JANTUS

CRITERION	IMPORTANCE	IS OR NOT?
Approach educationally and socially acceptable to target community.	7	ü
Clear attractive layout; print easy to read.	6	ü
Appropriate visual materials available.	6	ü
Varied topics and tasks, so as to provide for different learner levels, learning styles, interests.	6	ü
Adequate guidance for the teacher; not too heavy preparation load.	6	ü
Interesting topics and tasks.	5	ü
Systematic coverage of syllabus.	5	ü
Objectives explicitly laid out in an introduction and implemented in the material.	4	ü
Clear instructions.	4	ü
Content clearly organized and graded.	4	ü
Good vocabulary explanation and practice.	3	ü
Good grammar presentation and practice.	3	ü
Plenty of authentic language.	2	ü
Good pronunciation explanation and practice.	0	×
Fluency practice in all four skills.	0	×
Encourages learners to develop own learning strategies and to become independent in their learning.	0	×
Periodic review and test sections.	0	×
Audio cassettes.	0	×
Readily available locally.	0	×

Comment:
According to the analysis, coursebook is presented as a resourse to connect students and their reality.
Coursebook shows them different topics and they are related to the target language they develop in their school as a communicative resourse.
the strengths of the coursebook are related to the coursebook itself, it means, printing, edition, atractive colors, easy to read.
On the other hand, the weaknesses are: lack of authentic language, it doesn´t have a Cd to complement the work, it is too easy.
This coursebook is basic, it needs a lot of changes to help students to develop their learning strategies. Besides, activities presented need to be complemented with extra materials because it shows us a little review of the topics. Sometimes, we need add extra information to clarify ideas or more activities to understand the content.

MODULE 13: MATERIALS

COURSEBOOK


It is used to mean a textbook of which the teacher and each student has a copy, and which is in principle to be followed as the basis for a language course.
In favour of using a coursebook
　

Coursebook	Why?
Framework	It gives us a sense of structure and progress.
Syllabus	If it’s followed a planned and balanced selección of language content will be covered.
Ready-made texts and tasks	It provides texts and Earning tasks which are likely to be of and appropiate level for most of the class.
Economy	A book is the cheapest way of providing Earning material for each learner.
Convenience	A book is conveniente package.
Guidance	It can provide useful guidance and support.
Autonomy	A student without a coursebook is more teacher- dependent.

　
　
　
　
　Against using a coursebook
　

Coursebook	Why?
Inadequacy	It can´t supply every class needs.
Irrelevante	Topics may not be relevante OR interesting for your class.
Limitación	It may inhibit teacher´s initiative and creativity.
Homogeneity	It doesn´t provide a variety of levels of abilities and knowledge or learning styles and strategies.
Over- easiness	It too easy follows a coursebook.

　
　
Comment If I need expressing my point of view I have to say I´m for the use of coursebook instead against. However, coursebook must be taken as a guide, a structure to follow when we are organizing our course.
Points like inadequacy and irrelevante will be present in our life as a teacher because we can prepare a very good class, we have considered each factor but our class can be a complete failure.

MY OWN SYLLABUS

Course: English, 8° básico
Instructor: Claudio Pérez Peña. claudioperez4@hotmail.com
Office hours: 20 modules. 3 modules per week
Location in the curriculum: Sub- sector English
Course Format: Classroom mode
Course Requirement: class participation. Approval 4.0
Required text: Travelers, 8°. Alvarado Jantus,Lina

Course description

This course aims to develop, in students, a positive reinforcement to appreciate their country, at the same time the world they live, through the work of writing and speaking skills using materials and activities suitable for this.

General objetives　

• Appreciating cultural, historical and social of Chile.
• Assessing lifestyle and interpersonal differences.
• Demonstrating metacognitive abilities to confront the work.

　

Date/ Session number	Objetives/ Skills	Activities/ Material
UNIT 1 Cultural Elements
Session 1 My Country	Identifying Chile´s National Symbols to promote students' patriotism. Using possessive adjectives. Writing Skill.	Students look for photographs or images of National Symbols in books or magazines. Write a description about each image. Students create a album with pictures and information. Group work.
Session 2 Chile´s National Dance	Investigating the origins and characteristics of La Cueca to understand where does it come from? And what do the dance Using it is or it isn´tsteps represent?Writing Skill.	Students talk among them about the topic. Students write a short composition about La Cueca with the information obtained before. Students share the information with their class. Individual work.
Session 3 A Chilean Celebration	Recognize the characters of the Independence of Chile, to assess and identify them by their contributions to the history of our country. Using verb to be present v/s verb to be past. Speaking Skill.	Show a set of images and students choose one. Students write a presentation with the character. Students perform a role play emphasizing the characteristics of the chosen character. They use internet or books to get the information. Group work.
Session 4 Myths and Legends	Recognizing the traditions and how they are part of the National Culture. Using did or didn´t. Speaking skill.	Students talk about the myths and legends of our country. Students tell their favorite myth or legend in front of the class. They can support the information with a PowerPoint presentation. Set of questions about how many of this stories they knew and where they are most famous. Individual work.
Session 5 Chilean Writers	Recognizing Chilean writer´s names and some of his works. Using was or were. Writing Skill.	Name Chilean writers and ask what they know about them. Choose a writer and write their biography including personal information and work one. Tell about your writer. Individual work.
Session 6 Easter Island	Selecting information about the topic to recognize this area of Using can/ can´t.Chile. Speaking Skill.	Name places or monuments in the island. Can they identify them? Students create a dialog performing a role play as a tourist and a tourist guide. Write a brainstorming with the information got in the presentations. Group work.
Session 7 Why do I love Chile?	Naming the characteristics that make them love the country. Using I love, I like. Writing skill.	Brainstorming with places, cities, and people of Chile. Students write things that they like of the country. Students write a review describing those things. Student give to the teacher their written work. Individual work.
UNIT 2 People and Places
Session 8 Country v/s City	Describing the differences between countryside and Using have or haven´t.the city. Speaking skill.	Write a list of characteristic elements of those places. Students create a dialogue between a country and a city person emphasizing the description of where everyone lives. Students present their performance. Group work.
Session 9 How do the people live?	Recognizing the different ways of living in the world and what factors affect people. Using adjectives to describe the weather. Writing skill.	Set of pictures of different countries to comment about them. Students choose a country , look for información about the country and then, they write a composition about how people live in that country. They give the composition to the teacher. Group work.
Session 10 Interesting people	Describing an interesting character to see how his or her life has helped the world. Using simple past. Speaking skill.	Students name different characters in the world. They choose one. Students represent the character talking about his life and his contributions to the world. Individual work.
Session 11 Beatiful Places	Identifying places and their characteristics that make them especial. Using Comparatives and Superlatives adjectives. Writnig skill	Brainstorming about places they like to go on vacations. Students choose a place and write a tourist guide about this. They present their guide. Group work.
Session 12 I want to live there	Expressing feelings. Using would like. Speaking skill	Present a list of places and talk about them. Students choose one and discourse about it. They answer the question What do you like about it? Individual work.
Session 13 I met him/her	Describing people. Using past tense.Writing skill.	They choose an important person in their life. Students write a story of how, where, when and by who knew him. They give the story to the teacher. Individual work.
Session 14 A date with my artist	Describing emotions and feelings. Using simple present. Writing skill.	Name artists and feelings they produce in the students. Students write an interview with your favorite artists considering possible responses. They give the teacher a summary about the emotions they fell speaking with the artist. Individual work.
UNIT 3 Different Lifestyles
Session 15 Rich and famous	Identifying differences lifestyle people follow. Using Would like/ Wouldn´t like. Writing skill.	Brainstorming about these people. Students write a decalogue called if I were rich and famous. They comment the most important idea in the Decalogue. Individual work.
Session 16 Poor and homeless	Identifying differences lifestyle people follow. Using Hate and Hope. Writing skill.	Talk about needs these people have. Students create a campaign for donations to support shelters for these people. They present their campaigns. Group work.
Session 17 Yong People	Naming trends for young people to recognize what do they identify with? Using verb To be; affirmative sentences.. Writing skill.	Set of images about different looks people use. Students write a composition called I´m, where they explain their style. They tell to the other student how they are. Individual work.
Session 18 Adult Activities	Develop critical thinking about the topic. Speaking skill.	Write ideas about adults’ activities. Students perform a role play with different professions, emphasizing the characteristics of these. They answers what do they think about adults? Individual work.
Session 19 Working Professionals	Develop critical thinking about the topic. Using future: Will or Going to. Speaking skill.	Set of questions like What do we have to do to get a good job? Students write a story about a professional they know telling their effort to be professional. They tell us if they want to be professionals or not. Group work.
Session 20 How do I live?	Justifying personal preferences. Speaking skill.	Set of questions in which they tell us likes, dislikes. Students talk about their life, good and bad things. They tell us their idea about the life. Individual work.