LORENZA VILLEGAS DE SANTOS HIGH SCHOOL
GRADE 10
SURVEY AIM: WHAT STUDENTS THINK ABOUT THE TOPICS AND USE OF TICS IN THE ENGLILSH CLASSROOM.
TEACHER: ROBINSON DURANGO ZULETA
QUESTIONARY
1. HOW DO YOU CONSIDER IS THE BEST WAY TO LEARN ENGLISH?
a. Teachers explanation.
b. Using videos in the tv set
c. Working in groups
d. Using listening exercises
e. Writing too much
f. Studing gramar
g. All of them
2. What topics would you like to study?
a. Sports
b. Fashion
c. Grammar
d. Reading comprehension topics
e. Others
3. What kind of activities would you like to do in class?
a. Listening and singing songs.
b. Watching and asking questions about videos
c. Reading comprehensions exercises
d. Writing exercises
e. Drawing for learinig vocabulary
f. Using internet and computers as Little english labs.
g. Others
4. What do you think about the use of tics in the english class?
a. That´s useful
b. That´s boring
c. It is not necessary
d. It is interesting
e. Others
Survey results
PREGUNTAS OPCIONES
A B C D E F G H OTROS
1 5 1 23 3 1 3
2 4 25 2 1 3
3 2 9 1 23
4 17 2 1 14 1
martes, 26 de octubre de 2010
jueves, 21 de octubre de 2010
journal entry 4
SOURVEY
WHAT DO YOU THINK ABOUT THE USE OF TICS IN THE ENGLISH CLASS?
HOW DO YOU CONSIDER IS THE BEST WAY TO LEARN ENGLISH?
WHAT TOPICS WOULD YOU LIKE TO STUDY?
WHAT KIND OF ACTIVITIES WOULD YOU LIKE TO DO IN CLASS?
WHAT DO YOU THINK ABOUT THE USE OF TICS IN THE ENGLISH CLASS?
HOW DO YOU CONSIDER IS THE BEST WAY TO LEARN ENGLISH?
WHAT TOPICS WOULD YOU LIKE TO STUDY?
WHAT KIND OF ACTIVITIES WOULD YOU LIKE TO DO IN CLASS?
journal entry 1
What did I realized after taking the diagnostic test?
What did I learn?
Did I realize what my strengths and wiknesses are?
After taking my diagnostic test I realized that one of my strengths is listening and I didn't know it.
I thought I was better in reading comprehension and grammar than in listening but the results of the exam show the opposite. I'm proud because of the results.
I learnt that watching tv programs in english like commedies or news really help to keep a good level of your listening comprehension.
I know that I have ti work hard in reading comprehension and writing to improve that skills.
What did I learn?
Did I realize what my strengths and wiknesses are?
After taking my diagnostic test I realized that one of my strengths is listening and I didn't know it.
I thought I was better in reading comprehension and grammar than in listening but the results of the exam show the opposite. I'm proud because of the results.
I learnt that watching tv programs in english like commedies or news really help to keep a good level of your listening comprehension.
I know that I have ti work hard in reading comprehension and writing to improve that skills.
miércoles, 20 de octubre de 2010
journal entry 3
Strategies to practice listening
I regularly watch english tv programs, specially commedies like FRIENDS, ONE AND A HALF MAN, and others, so, besides of having fun I also practice listening comprehension.I've learnt new idioms and expressions and I take notes.
Some programs have close caption and that helps to improve nor only the listening skill but writing too.
I also watch news like CNN and sports channels like ESPN where you learn vocabulary about sports like baseball and rugby, tennis and many others.
I regularly watch english tv programs, specially commedies like FRIENDS, ONE AND A HALF MAN, and others, so, besides of having fun I also practice listening comprehension.I've learnt new idioms and expressions and I take notes.
Some programs have close caption and that helps to improve nor only the listening skill but writing too.
I also watch news like CNN and sports channels like ESPN where you learn vocabulary about sports like baseball and rugby, tennis and many others.
miércoles, 6 de octubre de 2010
journal entry 2
What kind of method your way of teaching is based on?Give examples
According to Kumaradivelu's macrostategies and microstategies, can you identify which ones you normally use in your classroom? Give examples
Taking into consideration your educational context and your own expectations and goals which macrostrategies and microstrategies would you like to implement in your lessons?
English teachers, including me delvelop different methods in our way of teaching but we don't know sometimes what kind of method we are applying.
According to Kamaradivelu's article and in the syllabus we have in our High School we are applying a learner- centered mehod ( communicative method). We are trying to develop the four language skills during the year. One example could be the oral interviews I did to the students for giving personal information and other asking for specific information in a video ( listening comprehension).
Telling the truth I can say that depending on the topic, I apply a Language centered method, specially when I teach grammar structures and I use form-focused exercises until students internalize them.
Another topic has to be with the macrostrategies I am applying in the classroom. One macrostrategy I am using is to facilitate negotiated interaction and an example could be when the students had to work in groups of three for playing a role in a dialogue of three minutes, that was previously listened; besides that I gave them the script and practiced the pronunciation.
They could record their dialogue in a cd and show it to their partners in class. That was fun and I think students liked it. However some students told me that they didn't want to do the same dialogue and asked me for help to make a new script, with their own story, and expressions.
That was a really good idea and of course I did it. The students had the opportunity to learn and to lead their learning process based on their needs.
Another macrostrategy I have implemented in class is to integrate language skills. If we see the syllabus, in each period we emphasize an specific skill, so in the first period the emphasis was reading comprehension, in the second, listening, in the third speaking and in the fourth the emphasis is writing.
It doesn't mean that we don't implement the other skills in each period. An example is that in this fourth period (where the emphasis is writing), the students are making compositions (stories, tales,etc), and they have to read them in front of their partners and that means that they have to do their best.
I would like to implement the macrostrategy called promoting learners autonomy, because the students are not going to have an english teacher all the time, and there are many tools and strategies they can use to improve their english. That means that me as a teacher have to help them learn how to learn english (self- direct their own learning).
According to Kumaradivelu's article the''two main steps to promote learning autonomy are psychological preparation and strategic training.
That's a big challenge for me and I'll try to search and read about it, and I know this course I'm taking is going to be worthy.
According to Kumaradivelu's macrostategies and microstategies, can you identify which ones you normally use in your classroom? Give examples
Taking into consideration your educational context and your own expectations and goals which macrostrategies and microstrategies would you like to implement in your lessons?
English teachers, including me delvelop different methods in our way of teaching but we don't know sometimes what kind of method we are applying.
According to Kamaradivelu's article and in the syllabus we have in our High School we are applying a learner- centered mehod ( communicative method). We are trying to develop the four language skills during the year. One example could be the oral interviews I did to the students for giving personal information and other asking for specific information in a video ( listening comprehension).
Telling the truth I can say that depending on the topic, I apply a Language centered method, specially when I teach grammar structures and I use form-focused exercises until students internalize them.
Another topic has to be with the macrostrategies I am applying in the classroom. One macrostrategy I am using is to facilitate negotiated interaction and an example could be when the students had to work in groups of three for playing a role in a dialogue of three minutes, that was previously listened; besides that I gave them the script and practiced the pronunciation.
They could record their dialogue in a cd and show it to their partners in class. That was fun and I think students liked it. However some students told me that they didn't want to do the same dialogue and asked me for help to make a new script, with their own story, and expressions.
That was a really good idea and of course I did it. The students had the opportunity to learn and to lead their learning process based on their needs.
Another macrostrategy I have implemented in class is to integrate language skills. If we see the syllabus, in each period we emphasize an specific skill, so in the first period the emphasis was reading comprehension, in the second, listening, in the third speaking and in the fourth the emphasis is writing.
It doesn't mean that we don't implement the other skills in each period. An example is that in this fourth period (where the emphasis is writing), the students are making compositions (stories, tales,etc), and they have to read them in front of their partners and that means that they have to do their best.
I would like to implement the macrostrategy called promoting learners autonomy, because the students are not going to have an english teacher all the time, and there are many tools and strategies they can use to improve their english. That means that me as a teacher have to help them learn how to learn english (self- direct their own learning).
According to Kumaradivelu's article the''two main steps to promote learning autonomy are psychological preparation and strategic training.
That's a big challenge for me and I'll try to search and read about it, and I know this course I'm taking is going to be worthy.
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