Assignment week 4: Creating Online Exercises
Activity week 4
Reading and Comprehension: Reading
Description
In this activity, you are going to play a game solving a puzzle by learning about reading. The words you are going to discover are taken from a reading you are going to read. To develop this assignment, please follow up these directions.
1. Go to this web page, read what it says about reading and make sure you understand the content. http://www.indiana.edu/~l517/what_is_reading.html
Click on this resource. Try to find out the hidden words.
http://puzzlemaker.discoveryeducation.com/code/BuildHiddenMessageWordSearch.asp
With the words you found out make a sentence in which reflects a definition of what reading is.
4. If you thing your answer is all right, click on “correct” at the bottom on the page and check you answer.
5. Post a summary of what some experts have said about the reading process. It is important that you use your own words.
Notes:
· You only have 45 minutes to develop this activity. You can go forward and back to those WebPages. It means that you can read the reading many times as you prefer.
· 15 minutes to full fill the last part of this assignment (the summary).
· Total time 1 hour.
. you only have to read the first part of the article; just up to the key points.
Preview
1. How will you use this resource to meet the needs of your instructional purposes?
They are practicing writing and we have discussed that to write it is necessary to read. They will see some definitions that experts have said about reading. They will be reading without stopping writing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Because the information they presented in the article is readable. They are able to understand the content at the same time they are able to interpret and make conclusions from readings. The puzzle I created is easy for them because there are not many hidden words. The main objective of this activity is not make them experts solving puzzle or scramble words games but they practice reading and writing trough a game.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
They have a reading and a game to solve but I include a compose part in order to make them to read, understand, summarize and write. They need to keep practicing reading many times as possible.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, the level of the language is accurate and according to the level they have. I consider that they can understand the reading and the time is appropriate and enough to develop this activity.
martes, 14 de julio de 2009
Assignment week 4: Creating Online Exercises
Activity week 4
Reading and Comprehension: Reading
Description
In this activity, you are going to play a game solving a puzzle by learning about reading. The words you are going to discover are taken from a reading you are going to read. To develop this assignment, please follow up these directions.
1. Go to this web page, read what it says about reading and make sure you understand the content. http://www.indiana.edu/~l517/what_is_reading.html. it is important that you just read the first part of the article. Just up to thekey point the article mentiones.
2. Click on this resource. Try to find out the hidden words. http://puzzlemaker.discoveryeducation.com/code/BuildHiddenMessageWordSearch.asp.
3. With the words you found out make a sentence in which reflects a definition of what reading is.
4. If you thing your answer is all right, click on “correct” at the bottom on the page and check you answer.
5. Post a summary of what some experts have said about the reading process. It is important that you use your own words.
Notes:
· You only have 45 minutes to develop this activity. You can go forward and back to those WebPages. It means that you can read the reading many times as you prefer.
· 15 minutes to full fill the last part of this assignment (the summary).
· Total time 1 hour.
Preview
1. How will you use this resource to meet the needs of your instructional purposes?
They are practicing writing and we have discussed that to write it is necessary to read. They will see some definitions that experts have said about reading. They will be reading without stopping writing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Because the information they presented in the article is readable. They are able to understand the content at the same time they are able to interpret and make conclusions from readings. The puzzle I created is easy for them because there are not many hidden words. The main objective of this activity is not make them experts solving puzzle or scramble words games but they practice reading and writing trough a game.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
They have a reading and a game to solve but I include a compose part in order to make them to read, understand, summarize and write. They need to keep practicing reading many times as possible.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, the level of the language is accurate and according to the level they have. I consider that they can understand the reading and the time is appropriate and enough to develop this activity.
Reading and Comprehension: Reading
Description
In this activity, you are going to play a game solving a puzzle by learning about reading. The words you are going to discover are taken from a reading you are going to read. To develop this assignment, please follow up these directions.
1. Go to this web page, read what it says about reading and make sure you understand the content. http://www.indiana.edu/~l517/what_is_reading.html. it is important that you just read the first part of the article. Just up to thekey point the article mentiones.
2. Click on this resource. Try to find out the hidden words. http://puzzlemaker.discoveryeducation.com/code/BuildHiddenMessageWordSearch.asp.
3. With the words you found out make a sentence in which reflects a definition of what reading is.
4. If you thing your answer is all right, click on “correct” at the bottom on the page and check you answer.
5. Post a summary of what some experts have said about the reading process. It is important that you use your own words.
Notes:
· You only have 45 minutes to develop this activity. You can go forward and back to those WebPages. It means that you can read the reading many times as you prefer.
· 15 minutes to full fill the last part of this assignment (the summary).
· Total time 1 hour.
Preview
1. How will you use this resource to meet the needs of your instructional purposes?
They are practicing writing and we have discussed that to write it is necessary to read. They will see some definitions that experts have said about reading. They will be reading without stopping writing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Because the information they presented in the article is readable. They are able to understand the content at the same time they are able to interpret and make conclusions from readings. The puzzle I created is easy for them because there are not many hidden words. The main objective of this activity is not make them experts solving puzzle or scramble words games but they practice reading and writing trough a game.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
They have a reading and a game to solve but I include a compose part in order to make them to read, understand, summarize and write. They need to keep practicing reading many times as possible.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, the level of the language is accurate and according to the level they have. I consider that they can understand the reading and the time is appropriate and enough to develop this activity.
viernes, 10 de julio de 2009
ASSIGMENT 4
Assignment week 4: Creating Online Exercises
Activity week 4
Reading and Comprehension: Reading
Description
In this activity, you are going to play a game solving a puzzle by learning about reading. The words you are going to discover are taken from a reading you are going to read. To develop this assignment, please follow up these directions.
1. Go to this web page, read what it says about reading and make sure you understand the content. http://www.indiana.edu/~l517/what_is_reading.html.
2. Click on this resource. Try to find out the hidden words. http://puzzlemaker.discoveryeducation.com/code/BuildHiddenMessageWordSearch.asp.
3. With the words you found out make a sentence in which reflects a definition of what reading is.
4. If you thing your answer is all right, click on “correct” at the bottom on the page and check you answer.
5. Post a summary of what some experts have said about the reading process. It is important that you use your own words.
Notes:
• You only have 45 minutes to develop this activity. You can go forward and back to those WebPages. It means that you can read the reading many times as you prefer.
• 15 minutes to full fill the last part of this assignment (the summary).
• Total time 1 hour.
Preview
1. How will you use this resource to meet the needs of your instructional purposes?
They are practicing writing and we have discussed that to write it is necessary to read. They will see some definitions that experts have said about reading. They will be reading without stopping writing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Because the information they presented in the article is readable. They are able to understand the content at the same time they are able to interpret and make conclusions from readings. The puzzle I created is easy for them because there are not many hidden words. The main objective of this activity is not make them experts solving puzzle or scramble words games but they practice reading and writing trough a game.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
They have a reading and a game to solve but I include a compose part in order to make them to read, understand, summarize and write. They need to keep practicing reading many times as possible.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, the level of the language is accurate and according to the level they have. I consider that they can understand the reading and the time is appropriate and enough to develop this activity.
Activity week 4
Reading and Comprehension: Reading
Description
In this activity, you are going to play a game solving a puzzle by learning about reading. The words you are going to discover are taken from a reading you are going to read. To develop this assignment, please follow up these directions.
1. Go to this web page, read what it says about reading and make sure you understand the content. http://www.indiana.edu/~l517/what_is_reading.html.
2. Click on this resource. Try to find out the hidden words. http://puzzlemaker.discoveryeducation.com/code/BuildHiddenMessageWordSearch.asp.
3. With the words you found out make a sentence in which reflects a definition of what reading is.
4. If you thing your answer is all right, click on “correct” at the bottom on the page and check you answer.
5. Post a summary of what some experts have said about the reading process. It is important that you use your own words.
Notes:
• You only have 45 minutes to develop this activity. You can go forward and back to those WebPages. It means that you can read the reading many times as you prefer.
• 15 minutes to full fill the last part of this assignment (the summary).
• Total time 1 hour.
Preview
1. How will you use this resource to meet the needs of your instructional purposes?
They are practicing writing and we have discussed that to write it is necessary to read. They will see some definitions that experts have said about reading. They will be reading without stopping writing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Because the information they presented in the article is readable. They are able to understand the content at the same time they are able to interpret and make conclusions from readings. The puzzle I created is easy for them because there are not many hidden words. The main objective of this activity is not make them experts solving puzzle or scramble words games but they practice reading and writing trough a game.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
They have a reading and a game to solve but I include a compose part in order to make them to read, understand, summarize and write. They need to keep practicing reading many times as possible.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, the level of the language is accurate and according to the level they have. I consider that they can understand the reading and the time is appropriate and enough to develop this activity.
domingo, 5 de julio de 2009
Assignment week 3
Assignment 3: Creating and Listening to Podcasts, Video casts and Digital Stories.
Listening and writing activity: Daily expressions.
Description
As you know, English words have different meanings. Their meaning can vary according to the context or positions the words are used. For example, this expression “the early bird catches the worm” means, if you wake up early in the morning, God is going to help you! Thus, your job is to work on some English common expressions, identify them and to learn to use them. To develop this activity you are going to practice your listen skill. Please take out a pencil and a sheet of paper.
Now follow these directions: (Read all of them before starting)
1. You are going to click on the hyper link that is below. Click on “MP3 - (Tip: Left-click, or right-click and choose "Save...") Download (MP3)”. You are going to listen to the speaker. You do not have to write anything.
2. Listen to the recorder once again. In this opportunity, you have to write down the expressions they are mentioning. ( you do not have to transcript all the text, just the expressions)
3. Listen to the speaker one more time. In this chance, you have to check what you wrote seeing if your sentences are right or not.
4. Finally, when you get ready with that, listen to the recorder the last time but following the transcript of the recording that it is just down of the link you clicked on. (Scroll down a little bit and you will see it).
5. Write down how many sentences you got right.
http://www.voanews.com/specialenglish/2009-06-26-voa2.cfm?renderforprint=1
REVIEW/ANALYSIS
1. How will you use this resource to meet the needs of your instructional purposes?
That resource made me consider practicing the listening skill with my students which is one of the most difficult one to acquire. It is a good resource for that, so I will let them to surf in the internet, practicing reading, vocabulary improving listening and pronunciation. I will ask them to repeat the text after they hear it first. It can also work for testing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
First, because it is spoken by a native speakers and the students like to hear native. Second, because they have the transcript and they can test themselves about how many words they are being able to understand. They can be more fluent and the most relevant for me is the idea of they will learn expressions in English which can help them to be more communicative.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
To make them to listen three times the recorder. The first time is to familiarize with the theme of the recorder. The second one is to write down the expressions and the third one is for practicing pronunciation.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, even though I consider that It is kind of difficult for them because the words and some sentence will be the first time they hear them. But it is a good opportunity to practice listening. Probably, we will have to work on that activity again.
Listening and writing activity: Daily expressions.
Description
As you know, English words have different meanings. Their meaning can vary according to the context or positions the words are used. For example, this expression “the early bird catches the worm” means, if you wake up early in the morning, God is going to help you! Thus, your job is to work on some English common expressions, identify them and to learn to use them. To develop this activity you are going to practice your listen skill. Please take out a pencil and a sheet of paper.
Now follow these directions: (Read all of them before starting)
1. You are going to click on the hyper link that is below. Click on “MP3 - (Tip: Left-click, or right-click and choose "Save...") Download (MP3)”. You are going to listen to the speaker. You do not have to write anything.
2. Listen to the recorder once again. In this opportunity, you have to write down the expressions they are mentioning. ( you do not have to transcript all the text, just the expressions)
3. Listen to the speaker one more time. In this chance, you have to check what you wrote seeing if your sentences are right or not.
4. Finally, when you get ready with that, listen to the recorder the last time but following the transcript of the recording that it is just down of the link you clicked on. (Scroll down a little bit and you will see it).
5. Write down how many sentences you got right.
http://www.voanews.com/specialenglish/2009-06-26-voa2.cfm?renderforprint=1
REVIEW/ANALYSIS
1. How will you use this resource to meet the needs of your instructional purposes?
That resource made me consider practicing the listening skill with my students which is one of the most difficult one to acquire. It is a good resource for that, so I will let them to surf in the internet, practicing reading, vocabulary improving listening and pronunciation. I will ask them to repeat the text after they hear it first. It can also work for testing.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
First, because it is spoken by a native speakers and the students like to hear native. Second, because they have the transcript and they can test themselves about how many words they are being able to understand. They can be more fluent and the most relevant for me is the idea of they will learn expressions in English which can help them to be more communicative.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
To make them to listen three times the recorder. The first time is to familiarize with the theme of the recorder. The second one is to write down the expressions and the third one is for practicing pronunciation.
4. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, even though I consider that It is kind of difficult for them because the words and some sentence will be the first time they hear them. But it is a good opportunity to practice listening. Probably, we will have to work on that activity again.
miércoles, 24 de junio de 2009
EFL writing and reading
Assignment 2: Evaluating and using web 2.0
Reading and writing lesson: love (poem)
Follow these directions to complete this assignment:
1. Ask yourselves about these questions: ( not more than 5 minutes)
· What is love for you?
· Where is love for you?
· How can you represent love?
2. Click on this webpage, read and understand the poem that Vivian Yoshikawa wrote. ( not more than 5 minutes)
http://www.topics-mag.com/writing/poetry/sheryl1/vivien.htm
3. Take 5 minutes to look up the unknown words.
4. Reread the poem, understand it and answer these questions: ( 10 minutes)
· Does love exist?
· Does love have specific features to describe it?
· Is everybody able to feel love?
5. Now, you have to create any composition about what love is for you, when you are ready, you have to upload your compositions as a comment. (You only have 35 minutes to write and to submit your creations).
REVIEW/ANALYSIS
1. How will you use this resource to meet the needs of your instructional purposes?
When there is not much time and a lot work to do, Internet and this blog are useful resources to put into practice in our classes. So, I would start with this activity. Then, we have to go to the classroom and share what the students write. Finally, we will go over grammar and keep working on connectors.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Students like to go to Internet and find some English Exercises but what I like the most of this activity is the opportunity they have to create poems, acrostics or another writing resource in an English class. Students at the university, not only have to take English communicate projects or Spanish Ones, but, they have to take curses about literature (English – Hispanic), poetry and “narratologia”. It is a good opportunity they have to keep practicing writing at the same time that they can discuss about the topic of this activity.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
The pre questions and suggest them to inquiry, the questions I ask them to answer and the final writing activity they have develop because they are able to create new compositions, to understand poetry, the meaningful content that poem has and compose their own poem or comment. They know basic writing principles and with this activity I will see if they understand the function of words, the meaning words can have.
4. Are the format, organization, design and language level of this resource appropriate for your instructional goals?
Yes, they vocabulary, the way of writing and the questions are presented clear and easy to get them in the activity and my writing and reading purposes.
Reading and writing lesson: love (poem)
Follow these directions to complete this assignment:
1. Ask yourselves about these questions: ( not more than 5 minutes)
· What is love for you?
· Where is love for you?
· How can you represent love?
2. Click on this webpage, read and understand the poem that Vivian Yoshikawa wrote. ( not more than 5 minutes)
http://www.topics-mag.com/writing/poetry/sheryl1/vivien.htm
3. Take 5 minutes to look up the unknown words.
4. Reread the poem, understand it and answer these questions: ( 10 minutes)
· Does love exist?
· Does love have specific features to describe it?
· Is everybody able to feel love?
5. Now, you have to create any composition about what love is for you, when you are ready, you have to upload your compositions as a comment. (You only have 35 minutes to write and to submit your creations).
REVIEW/ANALYSIS
1. How will you use this resource to meet the needs of your instructional purposes?
When there is not much time and a lot work to do, Internet and this blog are useful resources to put into practice in our classes. So, I would start with this activity. Then, we have to go to the classroom and share what the students write. Finally, we will go over grammar and keep working on connectors.
2. Why is this application and format appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Students like to go to Internet and find some English Exercises but what I like the most of this activity is the opportunity they have to create poems, acrostics or another writing resource in an English class. Students at the university, not only have to take English communicate projects or Spanish Ones, but, they have to take curses about literature (English – Hispanic), poetry and “narratologia”. It is a good opportunity they have to keep practicing writing at the same time that they can discuss about the topic of this activity.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
The pre questions and suggest them to inquiry, the questions I ask them to answer and the final writing activity they have develop because they are able to create new compositions, to understand poetry, the meaningful content that poem has and compose their own poem or comment. They know basic writing principles and with this activity I will see if they understand the function of words, the meaning words can have.
4. Are the format, organization, design and language level of this resource appropriate for your instructional goals?
Yes, they vocabulary, the way of writing and the questions are presented clear and easy to get them in the activity and my writing and reading purposes.
miércoles, 17 de junio de 2009
Practicing with connectors
Wednesday, June 17, 2009
Hello and welcome everybody!
As you have notice, at the moment of writing, you have been struggled because you are not sure about what the most suitable and the right words are. You have heard about connectors to put sentences together in a coherent way. So, today you are going to practice how to use link words to connect sentences at the moment of writing.
Assignment 1: Discriminating connectors
Lesson: writing a story: What Ricky´s life is going on.
Follow these directions to complete this assignment:
1. Read each one of the cards. Identify which words are linking the sentences of the cards.
2. Click on http://www.cfkeep.org/html/snapshot.php?id=67526670701361
3. Build a paragraph using the types of connectors you find. Please, do not change the main idea of the story.
4. Write it down. Be ready to share
Review of the Lesson and Website Resource
Students: Eighth semester university students. They are Hispanic.
English Language Level: they are Intermediate English students. EFL
Lesson time: Half an hour in Lab
Class Location Environment: this will be taught in the University’ computer lab. The computer´s room assistant will long in, students will open a browser, go to the class blog and read the directions and click on the link.
What is the instructional purpose?
This is a writing skill activity. Students at the university have to write academic papers, assays and reports frequently. So they need to comprehend how connectors are used in writing. This is a web side where people can practice connectors and apply the exercises in a regular room. They can practice on that webpage and then put on practices that exercise in the used classroom.
How will you the website to meet my instructional purposes?
When students received all the directions and explanations from the teachers they get bored. I have realized that they enjoy more the class when teachers bring copies or transparencies to work in the classrooms. On the other hand, when they have to rewrite the story and use their own connectors, I will work with them in the classroom in order to share all the students’ works. The lab is so busy and many classes have to use it. So for this moment I thought about create a half time class one.
What are potential problems students might encounter in using this website?
They only have the opportunity to go to the lab when there is not any class there. There is a specific time to go there and it is usually when they are taking other courses. They can waste the time and go to other sources. But, I consider that that activity is so easy, they do not have to click on more sites. In general, the access to internet is limited due to the fact students have to pay extra money for each hour they are on the internet. Some computers spend much time to long in and that can frustrate them.
2. Why is this topic, information or content appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
That communicative project is the final one, then, students have to start writing final projects in many subjects. Furthermore, in writing, students avoid using connectors and they use commas instead. Another factor is that, it is common that “and” “because” and “but” are overused. Having the opportunity of creating paragraphs about daily topics can be more beneficial for them to practice writing because they have to write more papers with elaborated and complex topics. Meanwhile they are learning they can practice on straightforward topics to apply them in the academic ones.
3. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, I am not interesting in building vocabulary or comprehensions skills. For this opportunity and I am interesting in how connector are usually used. Besides, that language level is so basic and they are used to read complex language texts so that will be easier.
Hello and welcome everybody!
As you have notice, at the moment of writing, you have been struggled because you are not sure about what the most suitable and the right words are. You have heard about connectors to put sentences together in a coherent way. So, today you are going to practice how to use link words to connect sentences at the moment of writing.
Assignment 1: Discriminating connectors
Lesson: writing a story: What Ricky´s life is going on.
Follow these directions to complete this assignment:
1. Read each one of the cards. Identify which words are linking the sentences of the cards.
2. Click on http://www.cfkeep.org/html/snapshot.php?id=67526670701361
3. Build a paragraph using the types of connectors you find. Please, do not change the main idea of the story.
4. Write it down. Be ready to share
Review of the Lesson and Website Resource
Students: Eighth semester university students. They are Hispanic.
English Language Level: they are Intermediate English students. EFL
Lesson time: Half an hour in Lab
Class Location Environment: this will be taught in the University’ computer lab. The computer´s room assistant will long in, students will open a browser, go to the class blog and read the directions and click on the link.
What is the instructional purpose?
This is a writing skill activity. Students at the university have to write academic papers, assays and reports frequently. So they need to comprehend how connectors are used in writing. This is a web side where people can practice connectors and apply the exercises in a regular room. They can practice on that webpage and then put on practices that exercise in the used classroom.
How will you the website to meet my instructional purposes?
When students received all the directions and explanations from the teachers they get bored. I have realized that they enjoy more the class when teachers bring copies or transparencies to work in the classrooms. On the other hand, when they have to rewrite the story and use their own connectors, I will work with them in the classroom in order to share all the students’ works. The lab is so busy and many classes have to use it. So for this moment I thought about create a half time class one.
What are potential problems students might encounter in using this website?
They only have the opportunity to go to the lab when there is not any class there. There is a specific time to go there and it is usually when they are taking other courses. They can waste the time and go to other sources. But, I consider that that activity is so easy, they do not have to click on more sites. In general, the access to internet is limited due to the fact students have to pay extra money for each hour they are on the internet. Some computers spend much time to long in and that can frustrate them.
2. Why is this topic, information or content appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
That communicative project is the final one, then, students have to start writing final projects in many subjects. Furthermore, in writing, students avoid using connectors and they use commas instead. Another factor is that, it is common that “and” “because” and “but” are overused. Having the opportunity of creating paragraphs about daily topics can be more beneficial for them to practice writing because they have to write more papers with elaborated and complex topics. Meanwhile they are learning they can practice on straightforward topics to apply them in the academic ones.
3. Are the format, organization, and design and language level of this resource appropriate for your instructional goals?
Yes, I am not interesting in building vocabulary or comprehensions skills. For this opportunity and I am interesting in how connector are usually used. Besides, that language level is so basic and they are used to read complex language texts so that will be easier.
What Students are expected to learn!
I am not a current Teacher; I am studying for becoming an English Teacher. In the university I am studying, we have been prepared to teach English to Elementary students. English is the foreign language. Grammar part is an important part in our curriculum but the communicative function of the language is our priority. Trough communicative projects we learn English. Reading and writing are an essential part of our curriculum. In the pedagogical practices we have, we teach Grammar, reading, writing and Speaking. In the schools we teach, it not used that students enhance English with technology, on the contrary, Traditional lessons are implemented to achieve the goals of the curriculum. Teachers are seen as innovators and creative so that why I consider so important to learn how can I integrative blogs, or internet resources in my classes!
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