Part 3 Background to language learning

Unit 18 assessment types and task

In this unit I learn about the difference between assessment and assessment tasks, which means that the first one judging learners' performance by collecting information about it, and the second one, are methods we use for assessing learners.  Assessment can affect what we teach, how we teach and our learner`s motivation for learning. It is very important for test to have a good influence on teaching and learning.

Firstly, I am going to explain about some assessment types: informal and formal assessment. We assess learners for different reasons, using different methods to do so. In addition, informal assessment is when we observe learners to see how well they are doing something and then give them comments on their performance. On the other hand, formal assessment is when we assess learners through texts or exams and give their work a mark or a grade.

Secondly, after we have finished teaching a part of a course, we may want to find out how well learners have learnt it. A test for this purpose is called a progress  test. A progress test looks back over a recent block of the syllabus, like a unit from the coursebook, to see how well the learners have learnt what it covered. In conclusion, we use the information from the test to decide if we need to do more work on this area of the syllabus or not.

Finally, at the end of the term or course, we may give learners a test to see how well they have learnt the contents of the whole course. This kind of assessment is called an achievement test or a summative test. The contents of the test are not based on a course or syllabus that the learner has followed. The test measures the learner`s general skill or ability in the language as a whole like IELTS.

Key words: assessment, tasks, informal assessment, formal assessment, progress  test, syllabus, coursebook, achievement test, summative test, skill.

Bodeepongse, Porntip,(2009, April 27), TKT Unit 17 Assessment, Retrieved from 

http://es.scribd.com/doc/14672936/TKT-Unit-17-Assessment

Blended, B. (2014, July 3), Unit 17. Assessment types and tasks, Retrieved from 

http://tktanglo.wordpress.com/2014/07/03/unit-17-assessment-types-and-tasks/

Part 3 Background to language learning

Unit 17 Practice activities and tasks for language and skills development

In this unit I learn some activities and tasks designed to give learners opportunities to practice and extend their use of language, such as new vocabulary, functional exponents or grammatical structures, or of the subskills of reading, listening, speaking or writing. There are many different kinds of activities and tasks with different names and different uses.

Firstly, controlled activities give students repeated practice in accuracy and the form of language, and allow them to make few mistakes. They are mostly used to guide students in using the form of target language. Like copying words or sentences, jazz chants, and drills.  On the other hand, free activities, allow students to use whatever language they wish in order to complete a task. The teacher may not be able to predict what language the student will use, and so can`t use these activities to give practice in specific language. Finally, between controlled and free activities are freer activities in which the teacher can predict to some extent what language the student will need to use. Like role-plays, information-gap activities, sentence completion, gap-fills, and surveys.  

Secondly, there are also many activities and tasks that are commonly used to develop reading and listening skills. These can`t be divided into controlled, freer and free as they practice receptive, not productive, skills. Some subskill like reading for gist, listening for specific information, reading for detail, cohesion, listening for specific information, reading for specific information or detail, listening for specific information or detail.

Finally, when selecting activities for practicing and developing language it is up to the teacher to decide whether to do a controlled practice, freer practice or free activity, or an activity that focuses on accuracy or on communication. The choice will depend on student´s needs and preferences. We can see that these activities can differ in several ways: the skill or subskill they focus on.  

Key words: tasks, functional exponents, subskills, accuracy, form, guide, target language, drills, predict, specific, role-plays, information-gap activities.

Jesyhd, H. (2012, May, 18), Unit 17: Practice activities and tasks for language and skills development. Retrieved from.

http://yesyhd.wordpress.com/2012/05/18/unit-17-practice-activities-and-tasks-for-language-and-skills-development/

University of Cambridge ESOL Examination, (2009) Types of activities and tasks for language and skills Retrieved from

http://www.finchpark.com/courses/tkt/Unit_16/activities.pdf

Part 3 Background to language learning

Unit 16 Presentation techniques and introductory activities

In this unit I learn about some presentation techniques. Firstly, Clear meanings of this concept are the ways used by the teacher to focus learners' attention on the meaning, use and sometimes form of new language, when introducing it to them for the first time. Then, I learn about introductory activities that mean activities used by a teacher to introduce a lesson or teaching topic. In addition, it has two kinds of introductory activities warmers and lead-ins.

Secondly, I learn the difference between warmers and lead-ins. Warmers often used to raise students' energy levels or to make them feel comfortable before the main learning of the lesson starts. They are not always connected to the topic of the lesson. Lead-ins introduce the content of the lesson. Their aim is to focus and motivate students and make a link between the topic of the lesson and the students' own lives (personalization). And finally, ice- breakers the aim is for students to get to know one another so they all feel comfortable which each other in the class. Examples: Mingling survey or interviewing.

Finally, I remember the different between some presentations techniques such as Presentation, Practice and Production (PPP), and Task-based Learning (TBL). The (PPP) summary could be start with the beginning of a lesson involves the introduction of the new language in a conceptual way in combination with some kind of real (or at least "realistic feeling") situation. When this is understood, the students are provided with a linguistic "models" to apply to the concept they have recognized. With this "model" in mind, the students practice the new language by means of various "controlled" activities. After sufficient practice, the students move into some kind of "productive" activity, where a situation calls for the language to be used naturally without correction or control. In general, for communicative language learning to be most effective, the three stages need to occur and they must flow easily from one stage to the next. Then, Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. In conclusion, assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms.

Key words: presentation, focus, form, introductory activities, warmers, lead-ins, Presentation, Practice and Production (PPP), Task-based Learning (TBL), models, controlled

Kuendig, Denise., (2009) TKT - Unit 16 - Presentation techniques and introductory activities. Retrieved from.

http://quizlet.com/52451546/tkt-unit-16-presentation-techniques-and-introductory-activities-flash-cards/

Bell, Claudia. ,( 2014, July, 16). Unit 16 Presentation techniques and introductory activities. Retrieved from. 

Part 3 Background to language learning

Unit 15 Approaches to language teaching

In this unit I learn some important approaches. As teachers is crucial to know about some aspects that are involved in the language teaching. Sometimes approaches also refer to the ways or methods of teaching that we use in the classroom and that are based on these views. Supporters of communicative approaches, for example, believe that language is a tool to communicate meaning, and that, generally speaking, we learn language best by using it in communicative activities that focus on fluency.  

Firstly, I am going to present a summary with the most import information about these approaches. Presentation, Practice and Production (PPP) where language is learnt by first seeing new language in a context which shows its meaning, practicing it in controlled and guided conditions, then using it in freer conditions which give the learner less language support. Then, Lexical Approach where language is learnt by learning chunks as whole and complete units. Chunks need to be noticed by learners in order to be learnt, i.e. learners need to become aware of chunks and focus on them. Later, Functional Approach functions are the most important aspect of language. As for PPP. Secondly, Grammar-Translation where language is learnt by analyzing and applying grammatical rules. Then, Total Physical Response (TPR). Comprehension comes before production, Learners often need a silent period (a period of time during which learners hear language rather than produce it, as babies do) to take in language, so they should not be forced to speak before they are ready and Language is learnt best when it is accompanied by doing things physically. Finally, Guided discovery where learners learn language best if they work out patterns and rules of language themselves rather than being given them by the teacher, and the last one, Content-based learning where language is learnt best if presented to learners through interesting topics which help them increase their knowledge of the world.

Key words: communicative approaches, communicative activities, Presentation, Practice and Production (PPP), Lexical Approach, Functional Approach, Grammar-Translation, Total Physical Response (TPR), Guided discovery, Content-based learning.

Camiss, C. (2012, July 7) The oral approach and situational language teaching. Retrieved from

http://www.slideshare.net/camiss20/the-oral-approach-and-situational-language-teaching

Jesyhd, H.  (2012, May 16) Unit 15: Approaches to language teaching. Retrieved from.

http://yesyhd.wordpress.com/2012/05/16/unit-15-approaches-to-language-teaching/

Part 2 Background to language learning

Unit 14 Learner needs

In this unit I learn about Learning needs for example specific ways of learning, specific target language, specific language subskills, exam strategies, learner autonomy, working at a suitable level.

Firstly, when a student learns a foreign language it is necessary to consider various kinds of needs which influence on his/her language. They could be personal needs, learning need and professional need. Recognizing these needs is part of being a good teacher. For example: Personal needs like security, challenge, support, praise, movement, goals, learning expectations and other physical need. Reason for needs: age, gender, cultural background, interests, educational background, motivation and personality. Then, I have Learning needs like specific ways of learning, specific target language, specific language sub skills, exam strategies, learner autonomy and working at a suitable level. Reason for needs: learning styles, past language experience, learning goals and expectations, level of skill and knowledge, availability of time and exams. Finally, Professional needs like specific sub skills, specific vocabulary and grammar, specific functions and specific text types. Reason for needs: professional language requirements for employment and training or education.

Secondly, Content and Language Integrated Learning (CLIL) courses for students needing to learn another subject in another language. Meeting learner´s needs helps to motivate learners, making their course more relevant to them.

Finally, learners´ needs  can affect many things related to their learning such as methods or approaches they like the teacher to use, what topics interest them, what language and skills they need to focus on, what materials they prefer and so on. 

Key words: needs, praise, goals, expectations, motivation, specific target language, subskills, learner autonomy, learning styles, functions, text types, relevant. 

Herrera, J. (2012, May 8) UNIT 14: Learner needs. Retrieved from.

http://yesyhd.wordpress.com/2012/05/08/unit-14-learner-needs/

Bodeepongse, Porntip. (2009, April 27) Unit 12: Differences between L1 and L2. Retrieved from.

https://es.scribd.com/doc/14673057/TKT-Unit-14

Part 2 Background to language learning

Unit 13 Learner characteristics

In this unit I learn about Learner characteristics that include a learner's motivation, learning style, learning strategies, maturity and past language learning experience these factors are influenced when someone learns a second language. Firstly, learning styles, that means the ways in which a learner naturally prefers to take in, process and remember information and skills.  There are nine kind of learning styles; however the most commons are three: Visual, Auditory and Kinaesthetic. Some examples of learning strategies are:  repeating words, feedback, memorize and paraphrasing. These strategies help students to identify what they need.

Secondly, Maturity involves becoming grown up physically, mentally, and emotionally. Children, teenagers and adults have different levels of maturity, which means they learn in a different ways. Some of the main differences in maturity are: Children: Need to move; Teenagers: Starting to keep still for longer periods but still need to move; Adults, Able to keep still for longer periods.

Finally, Past language learning experience, teenagers and adults learners may have learnt English before.  They may be used to learning in a particular way and have definite ideas about to learn best.  For example, if there is an adult, who has been learning during many years only by listening, then when he comes back to school and now the learning has changed, it is by writing, he may or not may like this change. Other learner characteristics which can vary from learner to learner are their level o language, their motivation.

In conclusion, Teachers can find out their learner’s characteristics by Asking, Observing, Giving questionnaires, asking at the end of a lesson if the liked the activities done in class and why, what different ways they might like to work; We can also train learners to become aware of and use different learning strategies, which is called learner training.

Key words: motivation, learning style, learning strategies, maturity, factors, learning styles, process, skills, visual, auditory, kinaesthetic, maturity.

Brownie, M. (2008, February 4) TKT Unit 13

http://es.slideshare.net/Brownie/tkt-unit-13

Nuvia, Y. (2012, May 11) TKT Unit 13: Learner characteristics

http://yunuenth86.wordpress.com/2012/05/11/tkt-unit-13-learner-characteristics-4/