FIRSTMIDTERM

BY JOSÉ FLORES AND

SHIRLEY VASQUEZ

JOSÉ FLORES 201320038SHIRLEY VASQUEZ 201014824

LEARNERS

I have to be able to write projects (and my thesis) in

english…

GENERAL ENGLISH

ENGLISH FOR

ACADEMIC PURPOSES

ENGLISH FOR

SPECIFIC PURPOSES

BUSINESS ENGLISH

TARGET-LANGUAGE

COMMUNITY INTERACTION

BUSINESS ENGLISH

TARGET-LANGUAGE

COMMUNITY INTERACTION

ENGLISH FOR

SPECIFIC PURPOSES

ENGLISH FOR

ACADEMIC PURPOSES

GENERAL ENGLISH

I need to learn English so that I can work as a

nurse in English Speaking contexts

I think English is an important

international language and so I’d

like to learn it in case I need it.

GENERAL ENGLISH

ENGLISH FOR

ACADEMIC PURPOSES

ENGLISH FOR

SPECIFIC PURPOSES

BUSINESS ENGLISH

TARGET-LANGUAGE

COMMUNITY INTERACTION

We came to this country as refugees

and we want to make a success of

our lives here.

TARGET-LANGUAGE

COMMUNITY INTERACTION

BUSINESS ENGLISH

ENGLISH FOR

SPECIFIC PURPOSES

ENGLISH FOR

ACADEMIC PURPOSES

GENERAL ENGLISH

We are trying to stablish commercial

links with international trading partners so I need to improve my English.

GENERAL ENGLISH

ENGLISH FOR

ACADEMIC PURPOSES

ENGLISH FOR

SPECIFIC PURPOSES

BUSINESS ENGLISH

TARGET-LANGUAGE

COMMUNITY INTERACTION

WHO DO YOU THINK IS BEING DESCRIBED IN THESE EXAMPLES?...

CHILDREN ADOLECENTS

ADULTS

OR DON’T KNOW?...

Example #1

DON’T KNOW

A small group of students come to see you and say that they’re finding learning English much more difficult than they had hoped. They want to stop the classes.

Example #2After a lesson, a group of students come to see you and say, “We don’t like like the way you’re teaching. We want more grammar.”

Adults

Example #3One of the students favourites activities is the chanting of rhythmic sentences to develop good pronunciation.

ADOLECENTS

Example #4Students get really excited when you offer to let them sing a song.

CHILDREN

Example #5Students play tricks such as hiding under desks and giving the wrong names when you are taking register.

ADOLECENTS

DO YOU AGREE WITH THE FOLLOWING PARAGRAPH? WHY? WHY NOT?

“Good teachers plan their classes minutely so that everything they do is prearranged. Once they are in the classroom, they follow their plan without deviation, alway watching out for irrelevancies which the students may bring up and which would disrupt the plan.”

WE DISAGREEDisagree with have a strict program or schedule because sometimes the students might distract with something and won't pay attention and we need to control them in order to continue with the class,If this happen we can miss a few minutes, minutes which could be used for an activity or to check homework, help them, etc.So if we have a strict schedule we could stress ourselves and have problems to handle the lesson So it's better to have a flexible plan and also have a few minutes extra to solve any situation that emerge. (You have to take in count that the extra minutes have to be in the proper schedule or time that you use for your class)

MATCH THE DESCRIPTION ON THE LEFT WITH THE TEACHER ON THE RIGHT

Students make appoiments to talk to the teacher about their progress.

The teacher is explaining something to the class.

The teacher is telling students how correct (or incorrect) their language use is.

The teachermakes herself available to answer any questions/supply information

while students are working on a task in groups.

The teacher wants to help the students along during a fluency activity (where their conversation is faltering a bit).

TUTOR

RESOURCE

PROMPTER

CONTROLLER

ASSESSOR

NUMBER THE FOLLWING WAYS OF REGAINING THE INITIATIVE IN A NOISY CLASS IN ORDER

OF PERSONAL PREFERENCEa. The teacher blows a whistle.b. The teacher claps his or her hands.c. The teacher raises his or her hand, expecting students to raise their hands, too, and quieten down.d. The teacher shouts at students to be quiet.e. The teacher stands on a table and shouts at studentsTo be quiet.f. The teacher speaks quietlyin the hope that students will quitenDown to listen.g. The teacher stands in front of the class with arms folded, fixing The students with a baleful stare. The teacher waits.

7145

6

2

3

What is the best grouping for these activities, do you think? Put

W= Whole Class, P= Pairwork, G= Groupworkor S= Solowork

a. Students choose one of the three alternatives when faced with an imaginary moral dilemma. = G/W

b. Students design a website for a school or special interest group.= Gc. Students listen to an audio recording of a conversation.= Wd. Students practise saying sentences with the present perfect (‘I’ve lived here for six

years’, ‘He’s studied here for six months’).= We. Students prepare a talk/presentation on a subject of their choice. = P/Gf. Students repeat words and phrases to make sure they can say them correctly. = Sg. Students work out the answers to a reading comprehension. = Wh. Students write a dialogue between a traveller and a immigration official.= Gi. Students write a paragraph about themselves. = Wj. The teacher explains the rule for the pronuntiation of ‘s’ plurals (‘pins’, ‘cups’,

‘brishes’). = S