Today is the 30th of November and
the beginning of a new week. To start with this week we have done our
presentation in front of the whole class to show and explain our project. I
think we have done our best, due to the circumstances. Ana is sick with Covid
and I am exhausted with all my work schedule so, even though we have worked so
hard, it is true we did not have enough energy to show all the effort and
enthusiasm we have develop while creating this project, unless this is how I
felt. Hopefully this was just only my perception and everyone liked our work.
Also, group 4, Carmen Mugarza and Paula
Marquez, had to present. And, I have to admit their work was incredible, as
good as ours and, I am sure, the rest of my classmates. This is my evaluation
to their work:
I do think the outcome proposed for their
project was clear and correct. It was really similar to us but they turn around
the concept. I found really meaningful to focus, mostly the entire project, to
emotional intelligence. This is something that the real life stage we are
living now is demanding us as a teacher, we need to provide tools to understand
and manage our feelings, and they combine it with clearness with the
Thanksgiving topic.
All the project was correctly schedule,
following the curriculum guidelines provided. Also, the project outcome,
creating a Thanksgiving tree, was perfectly designed to work on the competences
they have chosen, interpersonal and intrapersonal competences. This guide me to
the activities. I found them really interesting, as they were engaging,
enjoyable and didactically well organized. With them they can work grammar,
vocabulary and the four skills but always maintaining the topic and the magic
of creating lessons out of the rule. Also, the Thanksgiving tree I think is a
great resource to have everyday a positive stimulus that gives you hope, joy
and encourage children to work with a smile with their classmates.
Finally, I want to highlight their rubrics. The
self-evaluation questionnaire was complete, it gives the teacher a lot of
information as well as students can reflect mostly everything that happened
during the process. But the rubric based on points caught all my attention. I
think this resource, they way they have planned, makes the evaluation like a
game that I suppose it engages the students more and make the activity a little
less boring.
To summarize, I think the whole project is
really well planned, it shows a lot of effort, reflections, and passion and
when something is done with heart you can see all the good things on it. A
really great job!
To finish this lesson, once we all have
presented, we began a new unit, this one about phonetics. We started with the
following question:
- What are we referring to when we talk about
pronunciation?
There were a variety of answers, but in
conclusion it has been said that we talk about comprehensibility to transmit
the message as well as phonology, phonetics, and sounds. We need to study
English phonology to understand better and be able to help our students more.
We can use different techniques to introduce
phonetics. For example, as a game of discovering the sounds of the different
pictures that involves phonology.
Finally, we end the class by practising
ourselves the International Phonetic Alphabet (IPA).
Today is the 1st of December. The
topic we have seen today is pronunciation. We began the class by talking about
the teacher’s role. We have to provide all the resources to show them how to
pronounce words right.
Some other techniques will be:
1. Receptive/Awareness-raising activities.
2. Modelling, especially in remedial work,
which means playing with your mouth. It is preferably to use with younger
students.
3. Nursery rhymes, songs and games.
This lesson was a little bit exhausting, maybe
I was a little bit more tired for the needs of today’s class, but I spent most
of the time listening more than writing. I think this topic requires to
practise more than reading all the contents.
Today is the 2nd of December of
2020. We began the class with nursery rhymes. The topic of today is vocabulary,
and songs are a great resource to show the words into a context as well as
their pronunciation in an engaging way.
Later on, we have seen a fruit rhyme as an
example of how nursery rhymes can be a great resource to work vocabulary in
different topics. It is also essential to understand the concept of “Changing
the speech”. We began the class with this nursery rhyme: and the second one we have seen was with the
same rhythm but with different lyric, adapted to the topic they were going to
work. By this technique, we have a huge range of possibilities. Furthermore,
this resource allows us to learn the rhythm of the reading.
How can we teach vocabulary? We shared some of
our strategies. Elena for example, told us that she create like flashcards with
the words in English and Spanish and play with them as a memory game where she
has to fin the pairs that matches. Carmen for example, told us that she creates
a chart with Spanish and English words and read it every day until she learned
it. As myself, what I usually do is to write down every word I do not know
(maybe while reading or listening to a song or serie) in a notebook. It is filled
with hundreds of words. I say the word out loud for a couple of times and later
on, I try to pay more attention to anything I read or listen to discover if
that word appears again. If I can not seen it, eventually I go back to that
book to review and refresh those words. Another tool I usually use is an
English traductor that helps me in emergency circumstances and give me the
immediate translation.
Later on of describing our strategies, we
connect all of it with the contents. Some other strategies to put in practice
at class to remember and learn a word are:
· Learn it by context.
· - By its concept.
· - By translation.
· - By its definition.
· - By its connotation.
· - With synonyms.
· - By its slang meaning.
· - By its pronunciation.
And the different approaches with what we can
focus it are:
- Teacher’s centred: for example,
she/he says directly the meaning.
- Student’s centred: they discover the
meaning of the word.
- By the context: Set an interesting
and real context to show the words and students feel comfortable and motivated.
We can also use visual to connect the picture,
that denotes the meaning, with the word. Another, resources can be games like a
bingo or charts of verbs. Using picture charts is a way to be active and help
them to know a word.
Other methods we can use are:
- · Etymology
- · Drawing
- · Pictures
- · Associated vocabulary
- · Dictionary
- · Synonyms
- · Antonyms
- · Word maps
- · Word formation
- · Reading the word
- · Visual support
- · Using diagrams or mindmaps
- · Ask them to create a story
- · Doing mime and action
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