My own reflection 1
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The document discusses the origin and history of the English language. It explains that English began as a Germanic dialect spoken in a small part of the British Isles but has since become one of the most widely spoken languages worldwide. The development of English started around 3,000 years ago with the arrival of the Celts and was later influenced by Latin from the Romans. Over time, English underwent internal and external changes and can be divided into periods like Old English and Modern English. Learning about the origin and evolution of English provides useful context for teaching the language and answering students' questions.
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Teaching vocabulary to advanced students a lexical approachescobarpaulina
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This document discusses techniques for teaching vocabulary to advanced students. It emphasizes that vocabulary is an important part of the curriculum and should not be overlooked, as students can have strong grammar skills but lack vocabulary. It outlines several effective techniques, such as teaching vocabulary through listening and reading, grouping words into categories, considering students' interests to motivate learning, and using authentic materials and group work with dictionaries when planning lessons. The document also introduces concepts like polysemy and homonymy and stresses the importance of teaching vocabulary chunks like idioms and collocations to help students sound more natural.Teaching vocabulary to advanced students a lexical approach2
Teaching vocabulary to advanced students a lexical approach2escobarpaulina
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This document discusses strategies for teaching vocabulary to advanced learners. It notes that learners need to move from receptive to productive vocabulary use. Key aspects of vocabulary learning include:
1) Understanding boundaries and distinctions between related words.
2) Grouping new words by semantic fields can help memory.
3) Learners must be motivated to internalize new lexical items for productive use. Choosing authentic materials, noticing collocations, group work, and realistic tasks can help engage learners.Text 9 teaching_vocabulary_to_advanced_students
Text 9 teaching_vocabulary_to_advanced_studentsescobarpaulina
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This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of helping students learn to use dictionaries independently to determine word meanings and examples of usage. Additionally, it advocates engaging students in meaningful tasks that require application of target vocabulary, such as having them work in groups to design a promotional leaflet using vocabulary from holiday brochures. The goal is to move students beyond receptive knowledge of words to productive use of vocabulary in a realistic context.Text 8 words-native_and_borrowed
Text 8 words-native_and_borrowedescobarpaulina
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This document discusses the origins of words in English and other Indo-European languages. It examines old English words and their modern English descendants to understand Anglo-Saxon culture. It also analyzes cognates across Indo-European languages to reconstruct proto-Indo-European, their hypothesized common ancestral language. Similar basic words across languages suggest inheritance rather than borrowing. Comparing referents represented suggests the original Indo-European homeland was in a northern temperate region near the sea and forests.Sociolinguistic patterns
Sociolinguistic patternsescobarpaulina
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Sociolinguistics studies how social factors influence language use. Some key social factors examined include social class, age, gender, social networks, and style or formality of speech. For example, social class can influence vocabulary choices and pronunciation patterns between upper and lower classes. Gender can also impact language use, with women historically using more standard forms. As people age, their language may change as they become more aware of social norms. Standardization processes can elevate one variety, such as English, over others in a society.Power point presentation unit 1
Power point presentation unit 1escobarpaulina
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The English language originated and has evolved through a combination of external influences and internal changes over thousands of years. It began as a Germanic dialect spoken in Britain and has been influenced by Latin, Celtic, Scandinavian, French and other languages through language contact between speakers. English can be divided into Old English, which used numerous grammatical endings, and Modern English, which relies more on grammatical words like prepositions. Both external events like invasions and internal phonetic changes have contributed to the development of English into a global language spoken today.Assessmenttest
Assessmenttestescobarpaulina
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This document contains a student's responses to an assessment on language testing principles.
1) The student defines qualities of test usefulness according to Bachman & Palmer and Brown, noting they both cite reliability, validity, and authenticity. However, they diverge on validity, with Bachman focusing on scores and Brown citing multiple types of validity.
2) The student analyzes a test item asking about a train timetable, finding it unreliable because the instructions are unclear and the aspect being tested is unknown. They also find it lacks validity from the student and content perspective.
3) In analyzing a cartoon test, the student says validity is absent as the test is meaningless and useless for the subjects. However,Howtoassessgrammar
Howtoassessgrammarescobarpaulina
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This document discusses how to assess grammar in a learning-oriented way. It recommends that teachers first clarify the purpose and type of assessment, and specify the construct being measured, whether simple or complex. Teachers should then design real-world tasks that require students to apply grammar rules explicitly. Feedback should help students improve and promote further learning, such as through self-assessment. The goal is for assessments to be consistent with classroom instruction and help students discover grammar rules themselves.Assessment 3
Assessment 3escobarpaulina
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This document outlines an assessment of speaking for 35 students in a 1st Medio class with a lower level of English proficiency. The assessment contains 3 tasks to measure vocabulary, grammar, and pronunciation. Task 1 involves answering questions about oneself. Task 2 requires describing a photo to a partner. Task 3 has students asking about object locations and people's actions in a picture. The assessment aims to reliably and validly measure students' oral performance given their English level.Assessment 3
Assessment 3escobarpaulina
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This document discusses assessing speaking skills for students at the Liceo Comercial de Tom辿 high school in Chile. It proposes a 3-part oral assessment to measure students' vocabulary, grammar, and pronunciation. The assessment includes: [1] an interview where students answer questions about themselves; [2] describing pictures to a partner; and [3] asking about locations and activities in a shared picture. Scoring will be analytic using a 4-point rubric. The goal is to create a reliable, valid, and authentic assessment considering the students' lower English level.Analitic rubrics
Analitic rubricsescobarpaulina
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The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.Ad
My own reflection 1
- 1. The English Language I read the text called The English Language. It was about the origin and history of the English Language and how a Germanic dialect spoken in a small part of the British Isles became one of the most spread languages in the world. This spread language is that we know today as English. I can say that I learnt several important issues from the paper and I would want to share these issues with you. Firstly, one important thing that I learnt from this text was that the English Language that we know nowadays has an origin and a very long and complex history behind. In fact, the development of English started around 3.000 years ago in the British Isles. It occurred specifically with the arrival of the Celts that was the first influence on the languages spoken in the British Isles. Then the Roman and their language (Latin), which had a strong influence on the Isles, too, Latin added more words which we know as English today. Honestly, I did not know, before reading this text that words such as wall, kitchen, mile, wine and street derive from Latin. Also I did not know that the English language had been so influenced by others languages. English language was not created by itself and that it is a mixture of different languages (Celtics, Roman languages and so on). Another important thing that I learnt from this text was the existence of the following terms: Old English, Modern English, external and internal changes among others. For instance I did not know, before reading the text, that English was divided in different periods and that each period had its own characteristics. Of course, this information is useful to me in order to characterize the different periods in the English history. In addition I could understand better the process of the English language development. I would say that before the reading I thought that the English language had been the same that I know today, however, I could notice that it has changed through the time. Besides, not only the vocabulary has changed but also the grammar structure and the pronunciation as well. I appreciated a lot the reading of this text because as a teacher of English is quite relevant to have information about the origin of English Language. Because if a student asks me about this issues I strongly believe that is my duty to have an appropriate answer. As an EFL teacher I am not only going to teach the language but also Im going to teach about the language. In addition, I believe that this text gives me a new vision of the English Language a broader vision than before. Indeed, now I am able to both understand and explain the process of the English language better not only in terms of the system of the language (grammar, vocabulary or phonetics) but also in terms of its origin, history and change.
- 2. To conclude, I have never thought before that English could have borrowed words from other languages and I think that this new knowledge gives my profession an extra value which had been very difficult to acquire in a grammar or phonetics class; nonetheless, these knowledge can be very useful in the classes mentioned before. Paulina Escobar.