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Listening Theory

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Glossary - UNIT 1 - General Teaching

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Forum - UNIT 1 - General Teaching

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English Initials and Levels

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Listening Strategies (Top/Down - Bottom/Up)

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Listening Activity

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Glossary - UNIT 4 - Introduction to Speaking

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Forum - UNIT 4 - Introduction to Speaking

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Introduction to Speaking

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Speaking Theory

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Speaking Activities

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MidTerm 2 - Speaking

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Reflective Bulletin Board

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In this activity, students should write at least 5 unknown words or words that they found interesting from Unit 1 of the Booklet with their respective correct definition, an example showing how the word can be used and an illustrative image of the new word with the reference of where the definition of the new word was obtained and share it with their classmates so that in this way everyone can contribute to the group learning in class.

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In this activity, students had to contribute to the forum with at least one chat entry expressing their point of view or opinion on what they read in Unit 1 of the Booklet and interact with their classmates by kindly answering their questions or leaving respectful messages about the points of view of others to promote critical reflection and constructive debate.

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In this activity I had to develop a presentation and look for the definition of the terms ESL, EFL, GE, EMT, ESP, ESS, EBE, EAP, EOP; in addition to comparing the teaching style used in each branch of English. Also, I had to research what was the purpose of education and the teaching style used in the levels of Kindergarten, Primary, Juniors & Senior High, English Bachelor, English Post-Graduate, vocational, multigrades, online, nursery and what were the ages that corresponded to each level. And finally, I had to define what CEFR was and what was the biggest difference between the levels of education.

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In this activity, the student was asked to make a 10-15 minute presentation about the information in the Booklet from pages 14 to 25 and to summarize it in which the most important points of the content were emphasized, such as the theories of language comprehension and the models of language comprehension. In addition, the content talked about the profile of the beginner, intermediate, and advanced listening student, as well as the selective listening techniques, which mention the bottom-up process, top-down process, and interactive process.

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This activity was a preparation to be able to do activity 2. In this activity I had to listen to a short explanation in a video provided by the teacher where they talk about Listening Strategies (Top Down and Bottom Up) and then make a comparative chart about these two listening strategies where the definition of each term was indicated, what each of the strategies addresses and what the listener focuses on in these strategies. In addition, I had to add an example of a practical case for each Listening Strategies (Top-Down and Bottom-Up).

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To carry out this activity, I was assigned to develop a 90-minute class for 5th grade Elementary students, ages 10-11, on the topic of Natural Resources. The objective of the activity was to introduce basic vocabulary about natural resources through listening responses. Students had to recognize the different natural resources that exist in nature through flashcards provided by the teacher. In addition, students had to listen to a video with nature sounds and identify the different natural resources. Finally, students had to work on a worksheet where they had to mark the natural resources studied with an X.

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In this activity, students should write at least 5 unknown words or words that they found interesting from Unit 4 of the Booklet with their respective correct definition, an example showing how the word can be used and an illustrative image of the new word with the reference of where the definition of the new word was obtained and share it with their classmates so that in this way everyone can contribute to the group learning in class.

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In this activity, students had to contribute to the forum with at least one chat entry expressing their point of view or opinion on what they read in Unit 4 of the Booklet and interact with their classmates by kindly answering their questions or leaving respectful messages about the points of view of others to promote critical reflection and constructive debate.

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This activity was a preparation for the Speaking unit which consisted of watching 3 videos related to speaking and creating a presentation summarizing the 3 videos. The first video talked about the 5 recommended steps to learn English. The second video talked about the 10 basic techniques to learn English and overcome the fear of speaking. The third video mentions the difference between child and adult English learning and what an adult should avoid to get better pronunciation and speaking skills.

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In this activity I had to make a presentation based on a summary of pages 43 to 64 of the Booklet, where the most important and relevant points of the topic would be explained. The presentation also had to include additional examples and ideas to complement the information in the Booklet.

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In this activity I had to create a video presentation about 2 activities to promote speaking: word association and tongue twister. First I had to define them, look for the characteristics of the activity and the steps to follow to develop these activities and finally, answer if these activities can be done with students of any grade or should it be a specific grade?

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In this activity I was to develop a 60-minute lesson for 5th grade Elementary students, ages 10 to 11, on the topic of Natural Resources. First, I would show them some flashcards where they could read the names of natural resources. Then, I would give them a printed tongue twister so they could practice reading and pronunciation. Finally, I would give them a worksheet to work on as a complementary activity.

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This Reflective Board consists of including all the activities that have been developed throughout the course in a single space in order to reflect on the learning I obtained from each of the activities. It should also include the problems I faced while developing the activities and how I overcame these problems. As well as the learning I received from each activity.

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From this activity I learned that it is important to read in order to expand our vocabulary, since many times, when reading, we do not pay attention to unknown words or we try to infer their meaning. All students should make a personal glossary where they add the unknown words they find in a reading and then research their meaning and how to use this new word in a sentence. I also learned that allowing students to collaborate with each other to make a glossary promotes active participation, which helps them learn more and faster.

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From this activity I learned that it is important to share your opinions on a topic with your classmates, since they can provide you with a totally different approach to yours, which allows you to expand your thoughts and ideas on the same topic. You also have to respect the opinions of others so that your opinions are respected in the same way. It is interesting to see how you can get several subtopics from the same general topic depending on the person reading it.

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This activity helped me a lot because I learned what ages correspond to each educational level and what type and style of teaching can be used to achieve maximum understanding of the students depending on the level they are at. On the other hand, I also learned what the branches of English are, through searching for the definition of concepts, and what is the purpose for which they are used.

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From this activity I was able to learn the characteristics of the beginner, intermediate, and advanced listening student profile. This is really important because it allows teachers to quickly identify the level of English that students have in order to better focus their classes and adapt them to the needs of all learning profiles. This material also provides some considerations about listening skills before starting to teach.

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The first thing I learned is the difference and definition of both strategies, Top Down and Bottom Up. It is important for teachers to know these terms and at the same time allow students to explore these strategies in class. You have to know when to use each strategy or with which activities each strategy would work best. Both Strategies are crucial approaches for improving listening comprehension, especially in language learning. These strategies help students make sense of spoken language in various contexts. The top down approach involves using background knowledge, context, and expectations to understand and interpret spoken language. On the other hand, bottom up approach focuses on processing the individual sounds, words, and grammar structures to build understanding from the ground up.

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I learned from this activity that it is important to help students develop their active listening skills through guided classes where the acquisition of new vocabulary is also put into practice. In this way, the student will not only be training their ear but will also be learning new words to add to their vocabulary. I also learned that you have to be patient since not all students have the same listening ability. Therefore, it is necessary to incorporate more listening activities for students.

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Thanks to the videos, I was able to learn the 5 recommended steps to learn English, which I hope to put into practice and which are very helpful for all students who want to improve their communication skills. Likewise, it is important to know the basic techniques to learn English and how to overcome stage fright, which is often what stops people from expressing themselves in public. I was afraid to speak English in public for fear of making mistakes, but by making mistakes I am learning the correct way to solve those same mistakes.

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From this activity I learned that it is important to read in order to expand our vocabulary, since many times, when reading, we do not pay attention to unknown words or we try to infer their meaning. All students should make a personal glossary where they add the unknown words they find in a reading and then research their meaning and how to use this new word in a sentence. I also learned that allowing students to collaborate with each other to make a glossary promotes active participation, which helps them learn more and faster.

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Thanks to this activity I learned that it is important to share your opinions on a topic with your classmates, as they can provide you with a totally different approach to yours, which allows you to expand your thoughts and ideas on the same topic. You also have to respect the opinions of others so that your opinions are respected in the same way.

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From this activity I learned that there are principles that are used in conversation classes such as teaching appropriate strategies to students, focusing on students' communication and fluency, and allowing students to work in groups but rotating among their partners to promote communication among all. In addition, I learned that children are more capable than adults of learning a second language since by having little vocabulary in their minds it is easier to acquire the necessary vocabulary in the second language to express their needs.

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From this activity I learned that through a simple word game like the tongue twister, an activity can be developed that promotes speech in young people. As with word association, the tongue twister seems more fun to me so that students are encouraged to participate in the activities and achieve better pronunciation.

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Something I learned while developing these activities is that word games are great for practicing pronunciation, reading, and expanding students' vocabulary.

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By doing this Reflective Bulletin Board activity, I realized how important reviewing the material done in class is in the development of student learning. Because it not only helps them reflect on the activities they developed, but it also allows them to analyze the material and the methodology they used.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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I honestly forgot to add my unknown words that I found in the Booklet to the glossary. When I was reading it, I realized that there were many words that I didn't know, but unfortunately I didn't remember that I was supposed to add those unknown words to the collaborative glossary. Some of the words that I didn't know were synonyms of different words, so I got very confused when reading the Booklet.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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I had trouble focusing on choosing a topic to discuss in the forum because Unit 1 is very broad and has a lot of content and as I read the Booklet I found more information. So I didn't know how to address all the topics. It would have been easier for me to just talk about one topic, but seeing that there was a lot of content, I wanted to talk about a bit of everything. I couldn't find a focus on which to center my point of view and I lost the opportunity to contribute to the forum with my classmates.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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It was very tedious to have to research one by one all the acronyms that represent the different branches of English. Likewise, it was very frustrating to research each of the educational purposes of the different levels and the ages and teaching styles in English that they use at each of the different levels of education.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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When I was doing this assignment, I felt overwhelmed by the amount of material I had to cover from page 14 to page 25. It was a lot of material and very little time to present it. I usually do the assignments the day before the due date, but I didn't count on the fact that the material was very extensive, so I had to add a lot of text to the presentation slides in order to read the material since I couldn't memorize all the information. I was frustrated that I couldn't present a good assignment and that I was deducted points for the amount of written material on the slides.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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At first, it was very difficult to recognize and differentiate both strategies. Sometimes I exchanged the information that corresponded to the bottom-up strategy and placed it in the top-down strategy. Even though I had already read the material and had researched some examples on my own that would help me better understand the terms, I still confused the strategies. Researching bottom-up and top-down strategies in English is not the same as researching these strategies with any language in general, since when researching in English you must be aware that the information provided is relevant.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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One of the biggest problems I had when doing this activity was finding help to do and record my activity since there was no one available at home. My mom helped me record my activity but due to my poor command of the English language I had to do the whole activity in Spanish and then do it in English so my mom could understand what the activity was about.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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The truth is that I did add words to the glossary but I don't remember which word I added. My biggest problem when doing this activity is that it didn't have a deadline, so I got carried away and wrote a simple definition but I don't remember what it was. I made my contribution to the collaborative glossary in class but I don't remember what my contribution was. On the other hand, the words in this Booklet Unit were more known than the previous Unit. So it was easier for me to find an unknown word.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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I had no problem developing this activity because once I had read the Booklet I already knew what I would write on the forum. It was very easy to write my point of view on the forum. I was looking forward to talking more in the comments with my classmates but I am satisfied that there were no questions to answer in my opinion comment.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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The main problem I faced when doing the activity was the length of the presentation. The content of the 3 videos was too long to be summarized in just 6 minutes. Because of this, I had trouble summarizing the material and I also had trouble organizing my ideas and putting them into the slides. It was difficult for me to try to summarize so much important and detailed information.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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Again, the main problem with doing this activity is the sheer amount of material in the unit. It's a lot of material to summarize in 15 minutes. While the material is well explained and provides solid, easy-to-understand examples, it's difficult to add that material to the presentation as time would not permit.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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One problem that arose while developing the activity was searching for information. There was a lot of information and I was worried about wanting to cover a lot of material in a short time. That is why I like to make outlines of the activities I am going to develop, so I can keep track of what things are important and what things are not.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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While working on this activity, a problem arose which was the difficulty in which the tongue twisters are written. Some of the tongue twisters use British words which confuses American students as they do not know the meaning of the words.

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What problems did I face when developing the task?

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What problems did I face when developing the task?

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One problem I faced when developing this activity was the organization of the activities carried out in the course. Some activities were not complete, so I had to complete those activities before developing the reflective bulletin board. This took me much longer than expected.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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The easiest way to overcome the problems I had when completing the task was to look up the meaning of the unknown words, since this way I was able to better understand what the Booklet said. It is very important to look for information on reliable pages to make sure that the meaning you are looking for really corresponds to the word and the topic you need.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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A good way to stay focused when writing is to outline the topics I would like to cover, then develop them one by one to make sure I can fit in as much content as I need. Also, in a discussion forum I don't have to worry because other participants will respect my point of view and allow me to contribute ideas about their own views on the same topic.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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The way I got over the frustration of researching so much material was to take a break every now and then and just re-read the material to make sure I was putting the right information in the right space. I had to look up help in many pdf documents to make sure the information I had was true or real. On the other hand, it was a lot of information to learn, so I decided to put it all in the presentation and read since it was impossible for me to learn so much information.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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After finishing my presentation and handing it in, I was able to overcome the stress I felt while doing the activity. I really don't like to do a very long analysis on a topic because I always tend to cut the material or overextend the material, which makes it difficult for me to learn the material to present. I don't know how to balance the amount of information I collect for the activities, so the best thing I can do is make an outline before making the slides. This way I can avoid collecting too much material or adding too little material to the presentation.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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It was easier for me to replay the video provided by the teacher several times to overcome the confusion regarding the terms of the strategies. Likewise, I looked into more videos where more was explained about the bottom-up and top-down strategies and how they are used. This way I was able to clarify my thoughts and pay more attention when the strategies were mentioned.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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The only way to overcome the lack of communication was to do the entire activity first in Spanish and then in English and incorporate a lot of repetition since due to my mother's lack of command of English she did not know how to pronounce the words. Once you practice enough, you become an expert in the subject. That was the case with my mother, who after practicing many times improved her pronunciation.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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The easiest way to remember what word you added to the glossary is to write your name at the end of the definition. That way everyone will know who wrote each word. Before choosing a random word and looking up its meaning, it is important to read the paragraph that contains that word to get a better idea of ​​what kind of meaning that word should have. Likewise, it is advisable to read the contributions of other classmates to compare meanings and avoid repeating words.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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Since I didn't have any problems completing this activity, I can say that I really like this activity. Students only give their point of view on the assigned topic and share and exchange ideas with their classmates, which makes learning more meaningful.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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The best way to solve the problem was to watch each video more than 3 times so that I could write down the main ideas and highlights of the videos in an outline. Although not all the information in the videos was relevant, a lot of the material contained examples or sentences where the advice given in the videos was used. So it was hard to summarize the material and not include any interesting facts in a 6-minute presentation.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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To avoid stress when summarizing the material, the first thing I do is an outline with the first important topics, then the other important topics so that in the end, when choosing what type of information stays or goes, the amount of information that each subtopic has is taken into account, in order to cover the duration of the presentation.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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A good way to overcome problems that arise when researching is to have a reference guide. This way you will know what you need to research and what is unnecessary.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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When you are facing difficulties with the words in tongue twisters, the best option is to look up the meaning in the dictionary and keep in mind that some tongue twisters are written with British words that confuse students. It is good to read the tongue twister several times and be sure of its meaning.

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How did I overcome the problems I faced while developing the task?

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How did I overcome the problems I faced while developing the task?

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The biggest problem I had when doing this activity was that I didn't have the complete activities, so I had to do the tasks I needed to do before starting to do the reflective bulletin board. It wasn't easy to write a review for each point required in this activity, but after analyzing the activities many times I could see the effort I made.

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December 12th