Unit
2 Methods and approaches
Analysis Of Educational Level Chosen
Carlos Arturo Valencia.
I have chosen higher
education because at the moment I am working with some groups of
students who are doing their technological studies and they have to accomplish
some competences in the foreign language, these students have different
physical and psychological conditions, different skills, enthusiasms and
cultural backgrounds, different ‘learning styles’ and worldviews. It sounds
like a nice ideal to aim for.
Victoria Tobón
I would like to choose the Primary Educational Levelbecause
it is a time where the students develop their potential, character and
autonomy, they began to have their own ideas. At that age the students are very
curious and learn very quickly, for that reason I invite my classmates that as
a group we chose this educational level for work in the collaborative activity.
I hope your comments and suggestions as soon as possible, we need to remember
that this task close on 18 October.
Cruz Maria Piedrahita.
I selected Secondary Level because at that level students
have gotten basic English knowledge so they will be able to move forward to
learn and try new things. They might need specific activities that get them
motivated with a high standard planning that can challenge them in class;
therefore learners will center on the language appropriate on activities in
terms of grammar, study skills, vocabulary, and pronunciation.
KaterinePaternina.
The education that I choose is the primary
educational, and I personally think it is very important to shape
the interest in learning the English language from this stage.
I believe that we must begin to help cover all
the gaps in the learning of English from primary, because when they reach high
school, has disinterest in learning, and learning more difficult.
In the primary stage children are active and
can begin to shape, achieving better quality in education, in learning the
English language.
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Student
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Topic
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Topic relation to the chosen
level
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Carlos Arturo Valencia
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Assessing
Language through Computer Technology
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Higher
education
In the process of
learning a foreign language, students in higher education have taken or will take a
test delivered by computers, computer technology plays a role in language
assessment, and even more in future, computer assisted methodologies are
essential for an understanding of the L2 and its vocabulary, pronunciation
and grammar structures, technology has had notable impacts on higher
education knowledge and practice, today no matter where the students live,
they are able to take a computer-assisted language test or even a complete
course of the foreign language. Nowadays it is mandatory to have an
international certification in the L2 in order to get to some Universities or
Companies.
By Computer Technology we
help learners to develop self-assessment strategies to study, classroom
assessments raise interesting possibilities for assessing student learning
systematically and afterwards their detailed feedback, in addition to that we
are able to keep records of their performance during each session of their
work.
Higher education learners
are limited sometimes by time and space because of their daily routines or
duties, these learners can get access to computers at any time allowing them
to get the information without restrictions.
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Victoria Tobón
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Assessing
Young Language Learners
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Primary level
According with Penny McKay on his book
Assessing young learners the Children are growing cognitively,
socially, emotionally, and physically, they are learning new
language at school, likewise children learn through active
engagement for that reason there are programmes, designed
to rise children's interest in the language.
Multiple intelligence
theory (Gardner, 1993) has suggested that children vary
individually across eight types of intelligence – linguistic,
musical, logical mathematical, spatial, bodily kinesthetic,
interpersonal, intrapersonal and naturalistic.
Assessments have been
designed to ensure, as far as possible, valid and fair
information on the student’s abilities and progress.
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Javier Alexander Aguirre
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KaterinePaterninaYepes
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Kinds of
testing
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Primary level
Depending on the topic of Unit 2 (Kinds of
testing), the aptitude tests are designed to measure the ability of people in
a language, regardless of any training they may have had in that language, so
that if is well used, it can be incorporated for teaching at primary level.
The use of books and other materials can help to
ensure a good result in teaching English. It is important that books and
materials used are in line with the objectives of the course.
Similarly, use an alternative approach based on
test content directly on the course objectives, it helps designers of the
courses to be explicit about the objectives, likewise makes it possible to
show the extent to which students have achieved their objectives.
There are other tests such as:
Performance tests of achievement, which are
intended to measure the progress students are making.
Discrete point testing, refers to testing one
item at a time, point by point. It requires students to combine many elements
of language in performing a task.
All these tests are directly related to language
courses, and its aim is to establish the success of individual students,
student groups, or the courses themselves have been in achieving objectives.
Discussions have focused on the desirability of
measuring the ability of participating in acts of communication (including
reading and listening).
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Cruz Maria Piedrahita
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English for
Specific Purpose
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Secondary
level
Taking into account ESP
for working in secondary level will assist learners in any English level
(beginner- intermediate – advanced, or higher education), and also will help
to evaluate specific environments of use, recognizing that language use takes
place in contexts, and must be interpreted with reference to the context, providing feedback on learning, confirming
what students have mastered and featuring those skills needing additional
attention, encouraging learning, and monitoring progress.
For bilingual learners, goals -ESP will focus
only on the language learners need relevant. It is also about life outside
the classroom, and professional because learners need to understand the
context motivating.
ESP is being taught at secondary schools will
imply to address English skills at once (writing, speaking, reading, and
listening) to get better results. The activities will include use of the
internet, simulation of communication; task required by the aim situation (will form the basis of specific purpose language
tests), preparing conference, preparation of papers, reading,
note-taking, writing and telephone conversation. The language taught is
helpful, it is easier to remember because learners can apply it and make
inferences into their lives. The inferences (McNamara) are influenced by a
number of factors, such as personality characteristics, that are independent
of language ability.
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Evaluation Proposal.
Assessing Language through Computer Technology.
by Carlos Arturo Valencia.
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Assessment–
Listening
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AssessmentArea
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English-Listening
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Yearlevel
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17 to 25
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Standardised?
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No , but has been done to
approximately 200 students to establish difficulty levels in listening
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Administration to individual or group?
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The group of teachers of the institute
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Whatdoesitassess?
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Activities assess the creating of
meaning through oral text. Activities
are most useful in supporting learning at an identified level, and can be
used to diagnose individual problems.
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Purpose
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The majority of resources are designed
specifically for formative purposes. Someincludeself and
peer assessment
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What measures does it give?
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The main emphasis is on establishing
what the next learning step might be, but students and teachers can also
compare achievement against the established difficulty levels.
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How long does it take to administer?
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There is a variety of independent,
stand-alone assessment tasks, some taking only minutes and others comprising
an entire lesson or series of lessons.
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How much training is needed?
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No training is needed, but a
commitment is important. Comprehensive guides are given in the
teacher notes attached to each resource.
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Scoring and data
analysis
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Teacher notes attached to each
resource provide scoring guides, analysis of student responses, teaching and
learning information and guides to the likelihood of learning challenges for
students.
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Does it provide 'what next' strategies?
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Yes , there is an emphasis on the
formative use of recent file. 'Next steps' in the teacher information pages
have links to teacher support materials that promote learning.
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Availability
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By Victoria Tobón Vargas
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ENGLSH FOR ACADEMIC PUPOSES
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EDUCATIVE LEVEL:
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PRIMARY SCHOOL
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NUMBER OF STUDENTS:
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17
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LEVEL OF ENGLISH:
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A1
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CONTEXT:
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CLASSROOM
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LEARNINGS GOALS
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·
The student can acquire different learnings like the use of technology
and the second language.
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The students recognize their environment.
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The students can perform their abilities in real context
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The learners use the strategies throughout for their own learning.
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They have self-regulation and concentration for study at home.
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The students are motivated and have disposition to acquire new
information.
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The student can test himself periodically to know his advance.
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OBJETIVES
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·
Guide the student how communicate in class
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Help to the students to find their own way to learn
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Design a method for each one of the students
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Make that the students do the activities in association with the real
life.
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Teach students how to make a self-evaluation.
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Teach the students how communicate with others.
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ASSESSMETN
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Assessing Language through Computer
Technology
Link of the Exam
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BY: Katerine Paternina Yepes
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EDUCATIVE LEVEL
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Primary school
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NUMBER OF
STUDENTS
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20
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AGE
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10-12
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CONTEXT
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Classroom
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COMPETITIONS
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v Listening
v Read
v Write
v Conversation
v Linguistics
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OBJECTIVES
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v
Providing students the opportunity to interact
develop basic skills, and speaking and writing.
v
Use simple expressions of everyday life in a foreign
language, such as greetings, goodbye, presented describe objects, located.
v Comparison of
words, sounds and letters between the native language and English.
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LEARNING GOALS
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v That students have free expression to their learning
of English is easier.
v Practices and exchange of sentences in
conversations.
v The student has skills to communicate.
v The student takes aspects such as vocabulary for learning.
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ACTIVITIES
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Listening/Speaking
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Reading/Writing
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v Share personal information (name, age, occupation or
activities) describes clothing.
v It makes simple sentences about the present simple
and demonstrative pronouns.
v Describe and ask about daily routines.
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v Write questions and answers about personal
information, and one’s own and others’ with the help of visual aids.
v Write questions and answers about daily routines.
v Complete written dialogues daily routines.
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TOPICS
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v
Pronouns and verb to be
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Present Simple
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Clothing
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Question words (who, what, where, etc.)
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This, that, those, these
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The routine
v There is, there are
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RESOURCES
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