11/6/2015

Task3|Schoology

EnglishforAcademicPurposesITESM2015:... Discussions

Task3
PostedTueMay26,2015at9:24am
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HAYDEEGUTIERREZPALAFOX
Task3.
LANGUAGEANDAUTHENTICITYINEAP.

Wehavetalkedabouttheideaofnoticingnewlanguageorvocabulary,whichneedstobepointedoutand
scaffoldedsoitcanbehelpfulintheirprocessoflearning.SomethingthatIreallyenjoybecauseIthinkitis
goodforstudentsistomakethemdiscovertherulesofmeaningandformofdifferentstructures.
Anexampletomakethemnoticetheuseofthepresentpassiveandpastpassivecanbedoneasfollows:
__1. Studentsfirstlistentosomebodytalkingaboutinventionsofcommonthingslikethedishwasherorthe
vacuumcleaner.Theydoalisteningtask.
__2. Thentheycheckanswerswiththetranscript.
__3. Afterthatstudentsareaskedtofocusonsomesentencesfromthetranscript.Theyanalysethesentences
byansweringsomequestionsaboutformandmeanin
4. Thenteacherdoessomeconceptchecking.
5. Andthenstudentspracticethenewstructure,firstwithjustfillingthegapexercises,tomoredifficult
exercisesinwhichlearnersareabletoproducethestructure.
MonJun8,2015at12:05pmLikeReply
DenyseKuhn

DenyseKuhn,CampusObregn
Task3:LanguageandauthenticityinEAP
Istronglybelieveinmakingitcleartoourstudentswhattheobjectiveofthedayis.
Thisobjectiveitbestrevealedandreinforcedthrowaseriesofstepsthatlook
deeperanddeeperattheideathroughavarietyofcontextsforultimate
understanding.Forexample:MaybeIwantmystudentstoworkonconnectors.I
couldtakeanarticleforCNNhighlightingaCNNyounghero.Wecanlookatthe
articleandreadit.Thenwediscusstheheroandtogetthemainideasofthe
article.Wethenlookatthearticleandtrytofindwhyitiswrittenwellandthe
CommentTimeline
wordsthatallowustounderstandthemainideasandspecificallywhatcreates
Comment13of13
cohesion.Next,wecouldfocusonlinkingwordstogiveustimereferencesora
formalstyle.Then,Iwouldplaythevideohighlightandlistenforthemainideas,
PostedbyMaripiliCastellanos
Todayat5:31pm
andlaterreplaythevideolisteningonlyforlinkingwords.Fillinthecorrectlinking
wordsintheoriginalarticle.Thencontrastandcomparethedifferenceinsentence
structuresasaresultofthelinkingword.Tosummarize,Iwouldgiveanexercise
usingonlythelinkingwordsandfinallyashortsummaryofthestudentsthoughts
onthestoryusingthreelinkingwordsathand.
MonJun8,2015at7:16pmLikeReply
AraceliMaya
ThissemesterinmyEnglishRemedialVgroupweworkedduringthefirstweeksontheuseofPresentSimple
andPresentcontinuous.Thebestresultonstudentstounderstandthesestructuresresultedwithreadings
andvideosaboutdifferentRolesandActivitieswhichhelpedthemtounderstandwordbuilding.
Thespeakingabilitiesonexplainingtheirjobmotivatedthemtospeakaboutwhattheyweredoingatthe
momentandpracticethecorrectusageofpresentcontinuous.
Anexamplecouldbeanactivitywedidonanarticlethatmentioneddifferentbusinessactivities(present
activities).Studentshadtoreadthearticleandanswersomequestionsaboutit.Afteransweringtheyhadto
gobacktothereadingandcircletheactivitiesofeachcompanyandmatchtherolesofeachpersonwiththe
meanings.Thentheywillrelatethejobsandjobtitlesbyfillingupgapsandtoclosetheactivitywereadthe
rulesandexamplesandcompleteatextwiththecorrectformoftheverb.
Thepracticepartwouldbedescribingtheirdailyorweeklyroutineactivitiestoapartner,aswellasany
specialprojectstheyareworkingonatthemoment,oranyspecialeventsintheirpersonallife.Ihadtobe
walkingaroundrevisingthecorrectusageofthegrammaticalstructuresseeninclass.

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TueJun9,2015at1:47pmLikeReply
ElizabethJoanSanchezAxline
Task3:LanguageandauthenticityinEAP
Iagreethatweasteachersneedtopreparetasksthataremanageableforthestudentsandthatwillhelp
themnoticethenewlanguageformsandtheirusesuccessfully.Itisveryusefultoconnectnewlanguage
withpreviousknowledge.
AtaskthatIhaveusedtoteachthepastcontinuousisasfollows:
a)Askstudentswhattheirfamilymembersandfriendsaredoingatthemoment.Somestudentswriteexamples
ontheboard.Directthestudentssothattheyusedifferentsubjects(singular/plural)
b)Askthemtoexplainthegrammarrulesforthepresentcontinuous.Clarifyorgiveadditionalexamplesif
necessary.
c)Askthemwhataboutyesterday?Howwouldwesaywhattheyweredoingatthistimebutyesterday?Write
someexamplesontheboard.Directthestudentstonoticetheuseoftheverbtobeinthepastandtheing
verb.
d)Conceptquestions:IfwesayMybrotherwasdoinghomeworkat5pm,dowemeanthathestarteditat5pm
ortheactivitywasalreadyhappening?
e)Forpractice,showapictureinwhichmanyactivitiesarehappening,forexample,peopleinapark:
Whatwasthemandoingwhenyouarrivedatthepark?
Whatwerethechildrendoing?
Whatwastheladydoing?
TueJun9,2015at10:01pmLikeReply
JulioChavez
ForthewritingteachingprocessIalwayslookforexamplesofrealpiecesofwritingandshowthemtomy
students.Theseprovideuswithideasandtipsofwhatphrasestouseinanyspecificpieceofwriting.I
advisemystudentstousewhattheyconsiderrelevantandtochecklayoutandregister.Theybegingtheir
piecesofwritingwithmoretools.Theydontstartfromscratch.WhentheyfnishIchecktheirpiecesof
workandsuggestsomepossiblechangesbyaskingthemwhetherwhattheyarewiritingisaletter,aMemo,
anemail,etc.,forthemtoseewhatisnecessaryandwhathastobeomitted.
ThewritingprocesshastobeguidedaswesometimesdontevenwriteinSpanish,soIuseexamples,tips,
ideas,andhelpthemintheprocess
WedJun10,2015at10:08amLikeReply
DavidCamps
Thewaynewlanguagecanbeapproachedisbyhavingbothdirectiveandscaffoldedapproachesatthe
sametimeinalesson.Anexampleofthiscouldbewhenvocabularyistaught.First,wemayteachthe
meaningoftheword.Atthesametime,wemayelloursudentshowtosayitorpronounceit.Then,wecan
teachourstudentshowitisusedincontext.InprevioussemesterswhenitcametoteachingvocabularyI
followedthesesteps,andIalsotoldmystudents,ifthewordlookedsimilarinformtoSpanish,about
cognates,andhowtheywereusedbothinEnglishandSpanish.And,ifpossible,onelastthingItookinto
accountwascollocation.Welookedatthewordsandhowtheycouldbecombinedwithotherwords.Ifit
wasanoun,withwhatverboradjectiveIcouldcombinethemifitwasaverbwithwhatadverbIcould
collocatedit,andsoon.
WedJun10,2015at11:38amLikeReply
HelenaTorres
Languagefirstneedstobepointedouttothestudentsandthenscaffolded.Forexample,Ihaveworkedwith
phrasalverbssuchas"carryon","lookaround",etc.
Thephrasesarepointedoutfirstbymeasteacherandthenbythebook,whichhighlightsthem.Thismakes
iteasierforstudentstoidentifythephrasalverbs.Then,Iscaffoldthelearning.Igivestudentsthemeanings
inbothEnglishandSpanish,dividethephrasesinparticles(everyword)andexplaineachparticletothem
andwhytheymakesensetogether.Thenwelookatpicturesthatprovideexamplesandfinallyatsentences.
Studentsthenshouldbeabletousetheminsmalltexts.
WedJun10,2015at4:07pmLikeReply
VanessaLlera
Inourcourselastsemester,Ishowedthestudentstheappropriatewaytowriteformalemails.
FirstIaskedthemtowriteanemailtomepretendingIwastheirbossandtheyneededtopostponea
meetingwehadandsuggestanewtimeforit.
ThenextdayIshowedsomeexamplesoftheirworkinfrontofalltheclassandwewerecomparingwhich
mailslookedmoreformalandweanalyzedthevocabularyandstructuresused.
ThenIwroteontheboardinformalphrasesandaskedthemtochangethemtosoundmoreformal.HereI
sawmanystudentstriedtotranslatetheformalwaystospeakinSpanish,soIfinallygavethemoptionsto

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Task3|Schoology
saythesamethinginanEnglishway.Ishowedthemtheappropriateformatandvocabularyusedinformal
emails.
FinallyIplayedavideowithsomeetiquetterulesforemails.AndthenIaskedthemtorewritetheiremails
usingthevocabularyandformatlearnedinclass.
Wemadeafinalcomparisonwiththoseagainsttheirfirstexamples.

WedJun10,2015at4:33pmLikeReply
KarenMazanec
OnelanguagepointweseeinEnglish4isothervs,another.ThisisadifficultdistinctionforSpanish
speakerssinceitisbasicallythesamewordusedinbothinstancesintheirnativelanguage.
OnetaskIusetointroducethistopicandhelplearnersnoticethelanguagesuccessfullyistoprojectalistof
34examplesentencesusingotherandanother.Iaskstudentstoreadthesentencesanddiscusswitha
partnerwhyinsomeinstancesotherisusedandwhyinothersanotherisused.Igivethemafew
minutestotalkandthenaskforideasfromthegroup.Inmostcases,theirideasarenotcorrect.Ithen
showthemthesamesentencesagain,butwiththekeywordsofthestructurehighlighted,tryingtodirect
themtotheruleorstructureinuse,andIgivethemacouplemoreminutestodiscussthisnewinformation
withtheirpartners.
Again,Iaskthemforaruleorexplanationastowhenotherandanotherareused.Atthispoint,one
studentmayhavededucedthestructurefromtheexamplesandtips.Otherwise,thisiswhenIexplicitlywrite
ontheboardthestructureforeach.Thenwegothrougheachexampleandpointofthestructureinuse.
Followingthistask,studentsaregivenaseriesofsentenceswhichtheyneedtocompletewithotheror
another,highlightingthestructure.Inafinaltask,studentsreceiveaseriesofstoryimageswhichthey
mustsequenceasdesiredandwriteonesentenceperimageusingotheroranother.
Thistaskisveryeffectivebecauseitincludesalloftheprinciplesoflanguagenoticingmentionedinour
course.Itbeginswithaguideddiscoverywhichengagesthestudentsactivelyandpeakstheircuriosity.
Thenumberandlengthoftheexamplesaswellasthemetalanguageiscarefullychosensoasnotto
overwhelmstudentswithinformation.Thestudentsideallywouldworkinpairs,butcouldhavetheoption
toworkaloneiftheyprefer,respectingindividuallearningstyles.Thefollowuptaskscouldalsobe
completedinpairsoralone.Thestagesoftheinitialtaskaswellasthefollowuptasksarelogically
sequencedfromsimpletocomplex,thusscaffoldingthelearning.Finally,thespecifictargetlanguageas
wellasthestructureareexplicitlyhighlightedandexplained.
WedJun10,2015at7:17pmLikeReply
ErikaValdes
Inmyclass,thereweretimeswhereitwasnecessarytomakegrammarandvocabularyexplicitforstudents
tounderstandthelesson.Usingthebookgrammarreference,studentswereprovidedwithrulesandmore
practicetomasterthegrammarorvocabularypoint.Also,theactivitiesweredesignedtobeclosetoreality
andcoversomeofourstudentsneeds.Sometaskswerecloserelatedtoourstudentslifesotheycould
easilyhandletheseactivities.
Anexampleofanactivitycouldbetheuseoffrequencyadverbstotalkabouthowoftentheyusethe
differentkindsofsocialmedia.TheprofessorcanstartthelessonprovingsomesentencessuchasIalways
useFB,IneveruseTwitter,etc.Byusingagraph,mimicandsomepictures,studentswillbeguidedto
findoutthemeaninganduseofthefrequencyadverbs.Later,theywillbeaskedtoproducetheirown
sentencesinoralform.Finally,theycanfillinachartshowinginanexplicitwaythegrammartheyusedand
studentsmaybeprovidedwithsomemorewrittenpractice.
WedJun10,2015at9:33pmLikeReply
JoseLuisLopez

Students,nowadays,needtotakedifferentexamstocomplywithacademicrequirements
tograduateorfinishtheirstudies.Mostexamstesttheuseofgeneralknowledgeof
Englishorgrammarusingfillintheblanksformat,ormodifiedclozesections.Studentsare
requiredtofillinthespaceswithspecificwordswithouthavinganyoptions.Sometimes
theoptionaregiven.Inanycase,studentsneedtobeawareofpartsofspeechandtheir
functionandpositionwithinasentence.Teachersneedtopointoutthedifferencesinthe
useofpartsofspeechandtheexerciseshavetobegradedaccordingtolevelof
complexity.
IwouldfollowthesestepstohelpstudentslearnEnglishtocopewithtestsectionsasthe
onesmentioned.

1.Introducepartsofspeech
2.Studentsidentifypartsofspeech,especiallywordfamilies
3.Studentidentifypartsofspeechbasedonthepositionofwords
4.Studentsdoexercisessimilartotheonesonthetest

Followingthesesteps,studentscanbebetterpreparedtodealwithtestsituations.
Todayat7:20amLikeReply

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ProfessorCRUZFLORES
IwasinchargeoftheBusinessCommunicationcourselasttermandaseverybodyknowsthisinvolvestaking
BULATSwritingtest.Thisasssesmentrubricincludesa"vocabularyrange"componentandIwaswondering
howcanstudentsgofromtheircurrentleveltotheonerequiredandhowIcouldpresentthenew
vocabularyinasmoothwaysostudentsunderstandhowtouseitandwhenitisappropriateetouseit
AseverybodyknowsBULATSwritingtesthasa"vocabularyrange"componentandbusinessvocabularyt
maynotbeas"manageable"forlearnersasonecanthink.Inordertoscaffoldtheprocesstoincreaseit.
Idesignedanemailwrittenbymyweakestimaginarystudent:ZacarasdeOnda.Theyhadtoimproveit
usingthevocabularypretaught(weworkedoncontextcluesskillsinareadigtasktoknowthemeaningof
newwords,weidentifiedwhatpartofspeechtheywereandfinallyweusethenewwordsinwhatwecalled
"samplesentences"toconfirmtheyunderstoodhoweachnewwordshouldbeused.
FinallytheyworlkedonimprovingZacsversion,identifyingwordsorphrasesintheoriginalversionthat
neededimprovement(inyellow)andthentheyuploadedtheirworktoadiscussionboardwhereweanalyzed
thevariousversionsandincheckedtheuseofthewordslearned.
Findthatexerciseattached.

Zacariasemail_uff.docx

12KB

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Todayat4:56pmLikeReply
MaripiliCastellanos

"Scaffoldingreferstoprovidingcontextualsupportsformeaningthroughtheuseof
simplifiedlanguage,teachermodeling,visualsandgraphics,cooperativelearning
andhandsonlearning"(Ovando,Collier,&Combs,2003,p.345).
Asteachersofsecondlanguagelearners,weneedtofacilitatethat
support.Helpingsecondlanguagelearnersmasteracademiccontentcanbe
challenging.
Scaffoldingreading/writinglessonsemphasizingactivestudentinvolvement:
Connectstudentbackgroundbymakingpredictionsabouttext.
Predicttextcontentthroughpictures.
Makeconnectionsthroughpersonalexperiencestotextcontent
Createapostertopresentthemostimportantinformationaboutyourgroup's
selectedtopic
Askstudenttothinkaboutwhattheyalreadyknowaboutthechosentopic.
Givethemacoupleofminutestosharetheirpredictionsofthecontentof
thetextwithapartner.Englishlanguagelearnersneedtohavean
establishedpurposeforreadingsomethingsotheycan
evaluatewhethertheyaresuccessfulreaders.Thepurposeofduring
readingstrategiesrevolvesaround
theteacher'smodelingofquestioningtechniquesinordertodevelopthe
selfquestioningabilityofstudents.
Thegoalofthisactivityistohavestudentsactuallyparticipateinaprocess
thathastraditionallybeen
usedbyteacherstomodifytextforEnglishlanguagelearners.Throughthe
useofsimplification,
expansions,directexplanations,andcomparisons,comprehensionisbuilt
intocreateaclearer,more
understandabletext,
Todayat5:31pmLikeReply

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