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TEACHIG ACROSS LEVELS

HOW TO DESING A GOOD METHOLOGY?
This paper contain a brief development about teaching across proficient levels as well as age level, and also this paper was create basing in a guideline which explained the procedure to follow in order to complete the assignment refer to teaching English properly.

HERSON ASMEL CASTRO RIVAS UGB 02/12/2013

Guideline In a chart, using the language function "COMPLAINING describe what and how you will develop each of the four elements of communicative competences (grammatical, sociolinguistic, discourse, strategic) in your students. Highlight all elements per competence; for example, when dealing with the grammatical competences, sub area: lexicon, write the most useful phrases that are used to complain. (Rickheit & Strohner, 2008) 2. Explain how are you going to design a lesson plan when facing the Leaner Variable I: T teaching Across Age levels; who are the learners? Do a lesson plan for each type of learner taking in consideration the structure of a lesson plan. (Vesna Dobrila, 1998) 3. Explain how you are going to deal if you have class with the Variable II Teaching across Proficiency levels. 4. Choose digital resources you will include and describe how it will help students learn English according to your lesson plans.

Communic Language function Complaining Description ative Competenc es Grammatic Teacher I dont know how to use the ed The student is not al ending in simple past able to use ed form for simple past. Sub-areas Morpholog y Teacher I dont Know the past tense of wear The student is not able to use regular and irregular verb.

Solutions

Syntax

Teacher We aint finish the homework yet

The student is not able to use simple present correctly.

Vocabulary Teacher I dont know how to say enbarcacion In this situation the in English student presents lack of vocabulary.

Phonology

Teacher I dont know how to pronounce the In this situation the ed at the end of words in simple past. student present lack of pronunciation with simple past forms. Teacher I dont know what is mean the white The student is not house capable to understand simple sentences.

Semantic

Synonims Teacher What is the differences between bad The student is not and evil able to understand how a synonym is. Sociolingui stic Teacher What mean that we aint lmfo In this situation the student shows lack of contractions slang.

The best solution for this complaining it could be to give an extra class about the ed ending. In order to learn the simple pas is necessary to teach the differences between regular and irregular verbs. To solve this problem, teachers have to deal with teaching word order as well as the correct form of simple present. In order to solve this problem, students can improve as well create their vocabulary by using an interesting web site. Which help them to create their English environment In order to solve this problem, give an extra class for reinforcement will clear the students thought about its use. In order to solve this problem, the teacher has to explain the process of word formation as well as meaning too. Teach a hole class about synonyms, homonymic an so on will leave students mind clear about it. This is interference between learner and society, practicing social context will help

Idioms

Teacher What is mean kill two birds with one The students show stone lack of understanding idioms. Teacher I dont understand that body sign The student is not capable to understand body language. The student is not capable to interpret social context phrases.

Body language Pragmatic

Teacher What you mean with shot me

Discourse

Teacher I dont understand the differences The student is not between day and they when someone able to differentiate pronounced this words minimal pairs. Teacher I dont like pupusas, but I like to eat it The student is not every night able to convey a good message, lack of coherence. Teacher I dont play soccer, tomorrow I do my The student is not homework capable to sustain cohesion.

Teacher I dont understand this paper the The student is not sequences of able to fallow the text organization. Strategies Teacher How can I tell her I am fall in love Students in not able to use the language strategies to convey ideas

students to learn more about the culture and its context. Teach idioms phrases, one by day it could help leaner to understand the social context. Include in pragmatic, teach body language will solve this problem. Not everything we say is literally, pragmatic give us extra information about facts. Engage students to learn idioms will solve this problem. Teach minimal pairs will clear learners though about this minimal similarities in sound. To make students to be in touch with grammar will solve this deficient with miss understanding To make students write and revising their mistakes will improve the coherence in writing process. In order to solved this problem, improved writing will guide students to write in an organize way. Teaching proper strategies to talk

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS. Km. 113 Carretera del Litoral, Desvo a Santa Mara Usulutn, El Salvador. PBX. (503) 2662-0846 Teachers name: Herson Asmel Castro Rivas Date: Dec. 2nd, 2013 Time: 60 min. Subject: English Section: A Unit: 1 Career: Bachelor Degree in English Level: Beginner A2 Children Lesson Plan

TOPIC WARM-UP ACTIVITY One, Two Assign each student a number and movement that student will make and start the class saying lets count 1 to 10 singing.
1-slap both hands on your legs- 2. Clap your hands -3. Snap your right hand -4. Snap your left hand 5. Repeat 5 min.

LESSON OBJECTIVES To learn numbers.

LENGUAGE STRUCTURE

basic What it is?

ACTIVITIES FOR PRODUCTIONS AND TIME PRACTICE Sts will follow the teacher instructions 5 min about the incoming activities. 5 min number Listening activity: Sts will hear a number song and its correct pronunciation. Language practice: using total physical 20 min response. Sts will answer how many candies the teacher has in his/her hands. Writing exercise: Sts will draw circles with 15 min the right number in English inside of the circle.

WRAP-UP ACTIVITY Final activity. Sts will show their drawing and also they will count the circles that they have already drawn in the classroom. 10 min

Numb ers

To identify basic How many? numbers.

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS. Km. 113 Carretera del Litoral, Desvo a Santa Mara Usulutn, El Salvador. PBX. (503) 2662-0846 Teachers name: Herson Asmel Castro Rivas Date: Dec. 2nd, 2013 Time: 90 min. Subject: English Section: A Unit: 1 Career: Bachelor Degree in English Level: Beginner A2+ Adults Lesson Plan

TOPIC

WARM-UP ACTIVITY
Role play Start the class asking to the students about listed troubles that they have faced when they traveled to a specific place. 5 min

LESSON OBJECTIVES

Number s

To describe past events in Was/Were life. To identify date and years When.? that the events Where? happened. What..?

LENGUAGE STRUCTURE Past continuous

ACTIVITIES FOR PRODUCTIONS AND TIME PRACTICE Sts will read the essential American English, 10 min unit 1D. Language focus: Students will work in pair and they will explain what they see in the 15 min picture about a very bad travel. Listening activity: Sts will hear what the audio say about the pictures, and then they will 15 min practice the right pronunciation of the speaker. Language practice: in pair, students will share 10 min a listed bad trip they have traveled in a years before. Writing practice: Sts will write and detail 5 15 min past trips that they traveled with inconvenient. 10 min Workbook activity: 1-2

WRAP-UP ACTIVITY Clap the circle. Students learn to listen and work together. Here to conclude the topic, students will heard a record about past trips then they will answer the questions where, when and what happened in the trip. 10 min

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS. Km. 113 Carretera del Litoral, Desvo a Santa Mara Usulutn, El Salvador. PBX. (503) 2662-0846 Teachers name: Herson Asmel Castro Rivas Date: Dec. 2nd, 2013 Time: 60 min. Subject: English Section: A Unit: 3 Career: Bachelor Degree in English Level: Beginner B1 Teens Lesson Plan

TOPIC Shopping (numbers )

WARM-UP ACTIVITY
Teachers started the class with enthusiasm; he/she started asking to the students how much money they spent on a week, how much money they need to bring at school.

LESSON OBJECTIVES Students will learn how to use quantifier in order to use it then in real life.

LENGUAGE STRUCTURE Simple present Quantifier

ACTIVITIES FOR PRODUCTIONS AND TIME PRACTICE Students will work with Essential English 15 min book, unit 3A.

Language focus: Students will work in pair How much? and they will complete the questionnaire, 10 min How many? and then they will compare answers. Listening activity: Sts will hear an audio from the book, and then they will complete 10 min a dialogue from this audio in the book. Language practice: in pair, Sts will practice in a dialog about shopping using quantifier 10 min Writing practice: Sts will write listed things that they would like to buy whit the proper 10 min prices in it. Workbook activity: 1-2-3 15 min

WRAP-UP ACTIVITY Students will interact with each other in the classroom talking about thing that they would buy or not and also justifying themselves answers.

15 min

3- Variable II Teaching across Proficiency levels. As a teacher, if we teach across proficient levels, we have to take in account different aspects because in classroom there are students who differs between others students in the same level, I meant in the same grade. However, as a teacher we faced differences in levels for example; beginner levels, intermediated levels, and the least one advanced level. For the reason of that, when we planning a lesson we have to focus into the learners proficient levels, planning lessons depend on the learners proficient because is not the same to teaching children (beginner) than teaching adults (beginner), in this case there are involved different in age as well as different strategies of teaching in order to gain the learners attentions to what the teachers want the students do. Is the same like age levels because the strategies to use are focused in levels, depending in proficient levels of learners the proper strategies as methodology the teacher will use. But as a teacher how you are going to deal if you have class with different proficiency levels. First, if my class has beginning proficient levels, as a teacher I have to keep in mind different aspect in order to accomplish the subject matter goals because as beginning level there are learner with little or no prior knowledge about the language, for the reason of that we have to plan a lesson which include the proper techniques for these king of learner, and also beginner learner have differences stage, novice, low, mid, and high. What does mean that, its mean that beginner learners present different ability to use the language for communication, they started with minima learned material, then they increase a little the oral production and so on, and finally they acquired the basic needed things to express what they think. To conclude with this level, I will teach basing in good lesson as well as good activities because learners are getting into a new language, for the reason of that I have to include basic phrases to learn, making them to practice in pairs because in this way they improved what they learn, and finally I will use digital resources in order to innovate the learning process through the use of technology. Second, it is noticeable how learners with an intermediate proficient level show confidence when they speak and also when they interact with each other, I meant they acquired the ability to sustain communicative task, as well as a good fluency than beginner level. In this case, as a teacher what I will do or may include in my lesson plan it could be activities with the requirement of intermediate levels, make then practices with each other about what they have learned in previous class, and also teach them grammar directly by experience, I meant teaching specify grammar rules and usage in speech, because it is different to teach grammar in beginning level than teaching intermediate level, in this case they are learning grammar because they are espoused to how language is structure in order to correct themselves. Intermediate level show a

complexity understanding in context, problem solving activities will help them to improved day a day, because they learn how to expressed and also manage different situation in classroom. And finally, teaching in advanced levels. This is the mayor expression of English language because learners have been changing through the pass of the time in touch with the language, however, as beginner level and intermediate level, advanced learner have progressed during the time, from being advance to being advanced with a high level of proficient. In this case teacher who faced this situation have to be prepared as well as having a high level of English too. If I were teaching an advance learner with an advance proficient level, I will to carefully design a good methodology and also plan a good strategies to apply in this kind of level, because advance learner at this stage, they cans successfully interact with each other and also convince the audiences about something in specific, for the reason of that in order to exploit the learner skill I should include debate activities, investigation researches, academic presentations, and so on because advanced learners involved a good cognitive process, analytical, and critical too because of the advance levels of English. In conclusion, teaching through differences in proficient levels required teacher prepared with a high English level as well as planning good strategies. In my position, if I were teaching through English proficient I will base my lesson plan depending to ages and proficient because each level requirement become hard and more complex than the beginning. The background knowledge about the language facilities to teacher design a good methodology to teach in a specific level.

4- Choose digital resources you will include and describe how it will help students learn English according to your lesson plans. 1-YouTube Videos: http://www.youtube.com 2-English Course online: http://www.curso-ingles.com/nivel3.php 3-Duolingo: http://www.duolingo.com/ 4-Live mocha: http://www.livemocha.com 5-Vocabsushi: http://www.vocabsushi.com/ Maybe, you will ask to yourself why did I shoos this 5 digital resources, First I listed this resources because this resources offered a variety way of learning English for free, and also students can interact with each other in this web site, students can learn new vocabulary, language structure, the right pronunciation of words, and also they can improve their level of English by using this digital resources.

REFERENCES

Communicative Competences
Rickheit, G., & Strohner, H. (2008). Handbook of communication competence. Berlin ; New York: Berlin ; New York : Mouton de Gruyter. Vesna Dobrila, J. S. (1998). Teaching English across age levels.

Teaching Across Age (pp. 92-100) Foreign Language Teaching methods (N.D.) Retrieved November 26, 2013, from Foreign Language teaching Methods: http://coerll.utexas.edu/methods/modules/speaking/01/jigsaw.php