LEIf贸rum Issue No. 1, May-June 2014
Sharing Knowledge, Opening Minds
Teaching techniques in teaching grammar and written expression Methods and approaches in teaching grammar Inductive and deductive approaches in teaching English grammar Peer teaching experiences The role of the teacher in teaching written expression
The Interview Professor Jorge Gayt谩n B.
Editorial The Didactics of Grammar and Written Expression as a Part of the Initial Training of EFL Teachers ………………………………………………………………………..
Welcome Letter …………………………………………………………………………………….
Original Article Teaching Techniques in Teaching Grammar and Written Expression ………
Teaching Grammar Methods and Approaches in Teaching English Grammar. C-map ……………
Documentary Research Inductive and Deductive Approaches in Teaching English Grammar……….
Teaching Grammar Experiences Reflecting on a grammar class ……………………………………………………………….
Education in quotes ……………………………………………………………………………….
The Interview Professor Jorge Enrique Gaytán ……………………………………………………………..
Teaching Written Expression The Role of the Teacher in Teaching Written Expression ……………………..…. Being an English Teacher ……………………………………………………………………….. The Role of the Teacher When It Comes to Writing ………………………..………. The Role of Writing in The EFL Curriculum ……………………………………………….
22 24 26 27
Peer Teaching Lesson plan …………………………………………………………………………………………….
Teaching Written Expression Experiences Reflecting on our first writing lesson …………………………………………………….
Fun Facts about English Language ………………………………………………………..
Photo Gallery …………………………………………………………………………………………
LEIfórum Sharing Knowledge, Opening Minds
Editor MAC. Maria Angélica Trujillo
Cover photo Building G at UES San Luis Rio Colorado, Sonora
Editorial board Antonieta Esquivel Aguilar Abdías Missael Salazar Torres Hugo Samuel Gastelum Martínez Edgar González Martínez
Cover Arvin Assaf Castro
Photo Gallery Michelle Arlen Soto Razcón Mayra Cristina Ortiz Ramírez Lucia Lara Reyes
Fabiola Bernal Jaramillo Jorge Eloy Bernal Jaramillo Alejandra Torres Martínez Aledia I. Covarrubias Pérez Jaudiel Edgardo Félix Zavala Alma Ruth Hinojosa Gutiérrez Giovanna López Barajas Yelitza Isabel Millán Nieblas Dennise Molina López Julieta Montañez de la Cruz Claudia Hyzell Murillo Muro Zurisaday Olivo Corona Lilia Maria Palazuelos López Diana Irbeth Pérez García Carlos Josué Rangel Mendiola Fabiola Aismara Ruiz Soto Yajaira Liney Ruiz Soto Elizabeth Herrera Briceño
Advertisement Rubén Alfonso Ortiz Andrade Contact MAC. Maria Angélica Trujillo
LEI Fórum is a publication of academic and cultural diffusion developed by students and teachers of the LEI Program at Universidad Estatal de Sonora (UES)
Editorial The Didactics of Grammar and Written Expression as Part of the Initial Training of EFL Teachers Maria Angelica Trujillo The teachers’ initial training in EFL
generated a series of evidences of
teaching, is a very important aspect that
learning that is worthy show.
must not be underestimated, since it is at
evidence presented is related to the
this stage when trainee teachers acquire
activities of the particular subject that are
the knowledge, skills and attitudes that all
reflected in the Didactic Sequence, and
teachers must have to achieve the
others are some personal contributions of
learning of their students, and to
successful in their profession. In this sense, this magazine emerges as a need to publish and share the work and experiences of the students of fourth semester of LEI, in a way to show what they
Grammar and Written Expression” as a part of their formation process.
We hope this will be a means which all LEI students share their experience and learning.
On the other hand, it is
important to acknowledge the work and effort of
our students because the
recognition value is greater than any material value and in addition, we know that the knowledge that is not shared is not useful for anyone. We are aware of the possibility of errors and we are open to constructive criticism and suggestions for improvement.
Students of the Fourth semester of LEI
grammar and written expression there were conducted various activities that
Welcome Letter Our First Issue We are glad to present our first issue of LEIf贸rum. This magazine objective is to publish our academic work. We are the students of the Licenciatura en Ense帽anza Del Ingl茅s (LEI) at Universidad Estatal de Sonora (UES). This project is the result of the great job we did on the fourth semester of our program. We like to thank you in advance for your time in the consideration of this work. Here you will find some interesting information about teaching grammar and written expression.
We also share our experiences at teaching grammar and
writing. As well we add a humor section, fun facts about English language, an interview to one of our teachers, and a great photo gallery since we want to show you our university. To conclude we want to establish that the purpose of this publication is to become a tool for collaboration and socialization of learning in EFL teaching training at UES and LEI program. Go LEI! Thanks for joining us,
Students of fourth semester
Original Article Teaching Techniques in Teaching Grammar and Written Expression Rub茅n Alfonso Ortiz Andrade
Introduction In the following essay first you are going to find; what is grammar, the importance of grammar in learning a language, and two different approaches that are often used for most of the teachers when teaching grammar. After this there is a section that is focus on teaching writing, and again there are some ways to teach writing and its benefits. The information is very interesting and we can learn a lot by reading this and by keeping it in mind to fully apply it once we are working or preparing our classes. I really hope that you enjoy it and learn the most you can out of it. Techniques for teaching grammar and writing In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. In traditional setting, grammar teaching is seen as the presentation and practice of discrete grammatical structures. More comprehensively, Ellis 1 (2006) defines grammar teaching as: Grammar teaching involves any instructional technique that draws learners' attention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it incomprehension and/or production so that they can internalize it.
Further, Ellis (2006) points out some key concepts in teaching grammar. First, some grammar lessons might consist of presentation by itself (i.e., without any practice), while others might entail only practice (i.e., no presentation). Second, grammar teaching can involve learners in discovering grammatical rules for themselves (i.e., no presentation and no practice). Third, grammar teaching can be conducted simply by exposing learners to input contrived to provide multiple exemplars of the target structure. Here, too, there is no presentation and no practice, at least in the sense of eliciting production of the structure. Finally, grammar teaching can be conducted by means of corrective feedback on learner errors when these arise in the context of performing some communicative task. Most of us have felt at some point that learning grammar can be somehow a boring or dull subject to learn. This is why the first step or technique that a teacher must do when teaching grammar and writing is to engage the students until the point that they will want to learn. We as teachers must introduce grammar in a fun and entertaining way to be able to motivate our students. Grammar itself especially English grammar can be very complex to learn, therefore, the goal for a teacher teaching grammar is to make students understand what they are being taught. In order to obtain this, the teacher must catch the student’s attention to the topic being taught. A teacher may be able to engage the students by having different types of activities performed in class, such as games. Why should we focus on games or make our classes challenging, interesting? According to the website the essential to Language Teaching.com have stated an interesting point that when a teacher adopts a teaching method of only focusing on teaching grammar by explaining the forms and rules and then drilling students on them this results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context. In consequence teachers must look for various activities, fun not dull, interesting not boring, useful activities to teach their students grammar. How can we teach it? When we are teaching grammar or writing we have to keep in mind that every single student is different and for instance this student will have different learning styles, this means that we have to prepare our classes using multiple learning styles not only one. Another factor that has a strong influence in our work is the age of students. Why is the age something to look at? Because people of different age have different ideas as well as
their background, for young students it might be easier just to learn the language without grammar, or if grammar is given, they won麓t like it. On the other hand more mature students in their 30 years of age, they usually ask for the grammatical rules of the language, because if they understand the rule they feel some comfort by knowing the why of some structure. How this helps us as future teachers? By knowing these differences we can make sure that all of our students are having a meaningful learning and if they are not having so we will know how to change our classes, how to improve in order to make them interesting for everybody. There are two approaches that can help us to teach grammar and writing, these are the inductive and deductive approaches. The deductive approach represents a more traditional style of teaching in that the grammatical structures or rules are dictated to the students first, a more effective and time saving way under certain circumstances, namely monolingual classes- (Rivers and Temperley p.110). Thus, the students learn the rule and apply it only after they have been introduced to the rule. In this approach, the teacher is the center of the class and is responsible for all of the presentation and explanation of the new material. The inductive approach represents a different style of teaching where the new grammatical structures or rules are presented to the students in a real language context. The students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples. With this approach, the teacher role is to provide meaningful contexts to encourage demonstration of the rule, while the students evolve the rules from the examples of its use and continued practice (Rivers and Temperley p. 110). In both approaches the students practice and apply the use of the grammatical structure, yet, there are advantages and disadvantages to each in the EFL/ESL classroom. The deductive approach can be effective with students of a lower level, who are beginning to learn the basic structures of the language, or with students who are accustomed to a more traditional style of learning and expect grammatical presentations. The deductive approach however, is less suitable for upper level language students, for presenting grammatical
structures that are complex in both form and meaning, and for classrooms that contain younger learners. The advantages of the inductive approach are that students can focus on the use of the language without being held back by grammatical terminology and rules that can inhibit fluency. The inductive approach also promotes increased student participation and practice of the target language in the classroom, in meaningful contexts. The use of the inductive approach has been noted for its success in EFL/ESL classrooms world-wide, but its disadvantage is that it is sometimes difficult for students who expect a more traditional style of teaching to induce the language rules from context and that it is more time consuming. Understanding the disadvantages and advantages of both approaches, may help us as teachers to vary and organize the EFL/ESL lesson, in order to keep classes interesting and motivating for the students. Teaching Writing When teaching writing we need to play 5 important roles. We perform our work as a model, as coach, as an assessor, as a planner, and as a consultant. We have to select any of them according to our studentsâ€™ needs, but what we should remember to do first is the writing process: first select a topic, then plan, write, revise, and edit last. Teachers can provide models of good writing by examining children's literature. An example of this would be reading a book and in a piece of paper analyzing the descriptive language of a paragraph to evoke its setting for example. Read their own writing In addition, Brock Haussamen, ATEG president and an author of Grammar Alive! (NCTE, 2003), says emphasizing reading and encouraging language play should be high priorities in teaching grammar and writing. â€œIn my experience," he says, Poor writers either cannot or do not read their own writing accurately or perceptively. They may simply be resisting the work involved in reading for revision or they may very likely have real difficulties in reading. In either case, the result is that they lack the reader's perspective that goes with the writing process at any age. Those students, who can and do read their own writing well, whether aloud or silently, have the foundation for
developing a sentence sense which is the basis of grammatical awareness, as well as for developing a sense of effective organization, argument, and other writing skills.
He also believes that manipulating and experimenting with language help writers see alternatives and build understanding. Conclusion With this essay about the Techniques of teaching grammar and writing we could understand the different approaches that there exist, and how those approaches can be very helpful if used properly. We have to remember that whenever we are giving a class we should keep in mind our students, why? Because as mentioned above, every single person is different and they have different learning styles, for this reason we have to be prepared and whenever we are planning our classes through lesson plans we ought to prepare the classes for everybody, maybe use games, or activities that are not often seen.
References: http://esl.about.com/od/esleflteachingtechnique/a/lmh_grammar.htm http://esl.about.com/cs/teachingtechnique/a/a_twrite.htm http://www.nwp.org/cs/public/print/resource/922 http://www.nclrc.org/essentials/grammar/grindex.htm http://www.educ.ualberta.ca http://www.sciencedirect.com/science/article/pii/S0889490697000136 http://onlinelibrary.wiley.com/doi/10.2307/40264512/abstract
http://eric.ed.gov/?id=ED263613 http://eltj.oxfordjournals.org/content/54/2/153.short http://usestari.fulba.com/v/teaching-writing-skills-by-donn-byrne.pdf
Teaching Grammar Methods and Approaches in Teaching English Grammar C-map Julieta Guadalupe Monta帽ez de la Cruz
References Arnis, S. (N/D) Deductive and Inductive Grammar Teaching
Documentary Research Inductive and Deductive Approaches in Teaching English Grammar Hugo Samuel Gastelum Martinez
Walters 135) In this approach, the teacher is the center of the class and is responsible for all of the presentation and explanation of the new material The inductive approach represents a different style of teaching where the new grammatical
presented to the students in a real The deductive approach represents a
language context (Goner, Phillips, and
more traditional style of teaching in that
Walters 135). The students learn the use
the grammatical structures or rules are
of the structure through practice of the
dictated to the students first, a more
language in context, and later realize the
effective and time saving way under
rules from the practical examples. For
example, if the structure to be presented
is the comparative form, the teacher
Temperley 110). Thus, the students learn
would begin the lesson by drawing a
the rule and apply it only after they have
figure on the board and saying, "This is
been introduced to the rule. For example,
Jim. He is tall." Then, the teacher would
if the structure to be presented is present
draw another taller figure next to the first
perfect, the teacher would begin the
saying, "This is Bill. He is taller than Jim."
lesson by saying, "Today we are going to
The teacher would then provide many
learn how to use the present perfect
examples using students and items from
structure". Then, the rules of the present
perfect structure would be outlined and
anything within the normal daily life of the
the students would complete exercises,
students, to create an understanding of
in a number of ways, to practice using
the use of the structure. The students
meaningful contexts. The use of the
repeat after the teacher, after each of the
inductive approach has been noted for its
success in EFL/ESL classrooms world-
practice the structures meaningfully in
wide, but its disadvantage is that it is
groups or pairs. (Goner, Phillips, and
sometimes difficult for students who
Walters 135-136) With this approach, the
teacher role is to provide meaningful
teaching to induce the language rules
contexts to encourage demonstration of
from context and that it is more time
the rule, while the students evolve the
rules from the examples of its use and
disadvantages and advantages of both
approaches, may help the teacher to vary
and organize the EFL/ESL lesson, in
The deductive approach can be effective with students of a lower level, who are
order to keep classes interesting and motivating
Philips, and Walters 129).
beginning to learn the basic structures of the language, or with students who are accustomed to a more traditional style of learning
Goner, Phillips, and Walters. (1995)
Walters 134). The deductive approach
Teaching Practice Handbook: Structures:
however, is less suitable for upper level
Grammar and Function. Heinemann, p.
grammatical structures that are complex in both form and meaning, and for classrooms that contain younger learners (Goner, Philips, and Walters 134). The advantages of the inductive approach are that students can focus on the use of the
Rivers, Wilga M., Temperley, Mary S. A (1978) Practical Guide to the Teaching of English
language without being held back by
grammatical terminology and rules that
student participation and practice of the target language in the classroom, in
Teaching Grammar Experiences Reflecting on a Grammar Class The topic of my class was: Present Continuous or Progressive. I presented the Inductive Method. According to the evaluation of my classmates I think I did well good job, because for be sincere since this activity was assigned I felt emotion when I was thinking about the right way to apply the knowledge. It was difficult for me because I did not know how to star, what advices I had to apply, but I remembered the notes that I had and I could devise how to apply this method. This activity was interesting for me because as a student this gives me a clear idea of how students follow teacher directions and how this influences their knowledge. I've always been clear that the job of the teacher is an art. The tools should be clear and appropriates when the teacher is teaching. But with this Inductive Method I fallen in account the imagination is the most important because it should be explain without rules. The comments of my colleagues were nice and made me feel I'm on the right way in this art of teaching. I hope to have more activities like these because only with practice we will be better teachers.
I really liked that all of us had the opportunity to give a short class. It was difficult because we knew that our partners were going to say something about it, it could be a good or bad comment, but all of these comments help me to understand and see on what I am wrong and what I can do to improve my skills, how to be more confident in front of the class and some other tips, like how I can make my material better (more colorful, more understandable, etc.) or that I have to speak louder. I realize that there is so much more to do, that I have to work hard to achieve a high level in my English and also in my confident. I agree with my partners that it seemed that I was giving like a presentation instead of a class. So I want to improve that and do it better every time I give a class. Also I understood better the differences between deductive and inductive teaching, I like both and I think we can use them both without being afraid. I believe that all of us did a very good job, and if we had a lot of mistakes, for that reason we are here, to correct them. I hope we have more opportunities to do this, as future teacher we need to do it and understand that purpose of this; we need to have passion for teaching a second language. Lilia Maria Palazuelos L贸pez
Antonieta Esquivel Aguilar
I think these presentations we did were
can change to improve our way to teach.
very helpful for me and my classmates.
About the comments that I had I can say
Even though I was really nervous I think
that the great majority was so obvious
we should keep on doing this as practice
because I tried to have some mistakes to
for a future real class. I enjoyed watching
give my partners some things to talk and
other classmate’s presentations because
analyze but I must admit that also I had
that gave me a lot of ideas of strategies
more mistakes that I planned because I
that I can also use later on. About my
was a little nervous. I can say that the
classmates comments I am really happy
critics that I received are useful and they
about them and I felt that I did a good job
will help me to become a better teacher,
but also I need to improve in some areas,
but after some exposition I could note
well I’m not perfect and I did make
that the student lost the aim of the critics
mistakes but I think that is normal so I
and they did not focus in the mistakes
don’t have to worry about anything all I
and thing to improve, only in the good
need is practice. I think is a good idea to
things of the presentations and that can
students won't have the idea about what
nervousness. It’s not bad to have errors
to improve. This first element was
because here it’s the time for us to make
productive and I learned many thing that I
them so our teacher or in this case our
am sure that will be important for my
classmates can correct us.
academic formation, also now I know in
Yelitza Isabel Millán Nieblas
what aspects I need to work more to become a better teacher in the future, if I have the opportunity I would like to do this dynamic of class again, because
I think that the presentations of this element, they help us to identify our weaknesses and strengths and cause
through it I see my partners learned some methods and techniques that I can use in a class.
that we can work more in the mistakes that we and the others partners made.
Carlos Josue Rangel Mendiola
Through this practice we could develop a more critical way to think and analyze how the other people present a topic, also it let us to see some things that we
When I knew I would have to give a short class with a specific method tries to prepare. First I made an outline to take an order and I will not pass any detail. I had used inductive approach.
I really enjoyed every single presentation given in the classroom. I was able to see how the inductive and deductive methods can
disadvantages. At first I thought that I liked a method more than the other one, but
learning with both methods important. I believe that both methods are important when teaching grammar. As for my presentation, I actually had a lot of fun thinking of ways to make my topic be understandable to a group of students. Although at first I was very nervous just standing there as a statue, I began relaxing a little more as the minutes
But when I have to be in front of everyone I was so nervous and I forgot almost everything that I had to say. I know I make a lot of mistakes, but how the people say you learn from mistakes. As my classmates say I need to be more confident and be more clear or specific when I am speaking. The material I used I think was appropriate and the examples were enough because the dynamics of this presentation it was present a little of what to do in a class so having more time to do more things although some thought not the same. Other point is that I have to look for another option at the time to correct the student. Also I think I used the correct material. I hope for my next presentation will be more successful than this. I will try my best. Fabiola Aismara Ruiz Soto
passed. I can say that I liked hearing my classmatesâ€™
presentation because it helped me see what I could do better in. Criticism can always be good making us want to fix certain mistakes that we might not be aware of. Zurisaday Olivo Corona
EDUCATION IN QUOTES
Education is the key to unlock the golden door of freedom. George Washington Carver
Here are some famous quotes about education in case you need an epigraph Denisse Molina Lopez
Education is the most powerful weapon which you can use to change the world.
Develop a passion for learning. If you do, you will never cease to grow. Anthony J. D'Angelo A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole railroad.
Nelson Mandela Theodore Roosevelt It is the mark of an educated mind to be able to entertain a thought without accepting it. Aristotle
Education is not preparation for life; education is life itself. John Dewey
Education's purpose is to replace an empty mind with an open one.
The only person who is educated is the one who has learned how to learn and change.
Malcolm Forbes Carl Rogers Change is the end result of all true learning. Leo Buscaglia The direction in which education starts a man will determine his future in life.
The goal of education is the advancement of knowledge and the dissemination of truth. John F. Kennedy
Education is a progressive discovery of our own ignorance. Will Durant
SOURCE: http://www.brainyquote.com/quotes/topic s/topic_education2.html
Registration Fees (in Mexican Pesos) Until August 15
September 19 $2,000.00
On Site $2,400.00
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$ 950.00 only until September 20 (in a single bank deposit) NOT AVAILABLE ON SITE
Valid membership through October, 2014
Membership includes only ONE Annual Convention Registration Discount (2) Send a scanned copy of student identification, payroll receipt or check stub by email to: email@example.com and PRESENT THE ORIGINAL DEPOSIT SLIP IN PUEBLA
EFL Humor Alejandra Torres Martinez This is why you should study English with an English teacher
A married couple visiting a city in the United States was on a corner trying to cross the street; just on the other side was a man also waiting to cross the street. Suddenly, a car passed very fast, the car stepped on a pebble. The pebble jumped and hit the husband on the head. The man fainted and the hysterical lady was trying to wake him up but he didn’t react. The police arrived to investigate the accident. The man had been witness the accident, so the police approached him and asked: ¿Did you see what happened here?
The wheel pushed the stone. (la llanta aventó la piedra.) The stone fly (la piedra voló.) And hit the man in the one hundred (y le pegó al señor en la sien) The woman put the shout in the heaven. (La mujer puso el grito en el cielo) And the woman was shouting: Old, old, old!!! (y ella gritaba: Viejo, viejo, viejo!!!)
Yes. Answered the man.
“Up, Up! Don`t whistle yourself! (Levántate! Levántate! No te chifles!)
Name? The police asked, taking at the same time a notebook to write down the name.
And the man never came back in yes again (y el hombre nunca volvió en sí otra vez)
Almost Can See Fountains Pigeonhouses (Casimiro Fuentes Palomares.) replied the man who learned English with a dictionary.
Really confused the police asked: And, where is the car?
The police was shaking his head. He was thinking, what the * % $ did he say? But asked
And the man replied: “Peel Rooster! (¡Peló gallo!)
OK. How was it? The man said: I was stop here. (Yo estaba parado aquí) The car came made the mother. (El carro venia hecho la madre.)
The Interview Jorge Eloy Bernal Jaramillo LEIf贸rum interviewed Professor Jorge Enrique Gaytan. We asked him a few questions about his experiences as an English teacher at UES, and as a part of LEI faculty. We are glad to share this interview with you.
JEBJ: What is your main motivation as a teacher? JGB: My main motivation comes from students. All my efforts are focused in their learning. JEBJ: What is your favorite part of being a teacher? JGB: It is the satisfaction of sharing my knowledge and experience with the youth. Professor Jorge Gaytan Baltazar
JEBJ: What aspects do you like the most of English as a language? JGB: One aspect that I like about English is that it is structured in simple, direct ideas. Ideas are expressed with short statements. JEBJ: What English-speaking culture do you like the most and why? JGB: I like Canadians. They are educated, polite and respectful. JEBJ: What is your perspective on this career (LEI)? JGB: I believe that the program is very complete. Students are well-prepared to teach the language.
JEBJ: What do you consider the bases of a good teacher? JGB: First he/she must be proficient in the use of the language. Second, he/she must have an acceptable knowledge of traditions and customs. Third he/she must be creative. Fourth he/she must be patient and fair. And least he/she is willing to share his/her experience. JEBJ: Did you have any struggle with becoming a teacher? JGB: I became a teacher when an opportunity came up. No formal training, but a lot of inspiration. JEBJ: How would you describe your first years as one? JGB: As I said, I never had a training as a teacher, so I taught mostly by inspiration. I learned the names of structures by teaching them. JEBJ: How do you consider yourself as a teacher now? JGB: Over the years I developed the ability to interact with young adults and to organize my ideas. Also, I developed the ability to present the language in easy, short explanations. JEBJ: If you could go back in time and give yourself an advice or tip on being a teacher, what would it be? JGB: The first thing you do in a language course is to establish a friendly environment in the classroom. Make your students feel that you are there to help. If they trust you, half of the work is done. JEBJ: Thank you professor for sharing your experiences and knowledge JGB: You are welcome.
Teaching Written Expression The Role of the English Teacher in Teaching Written Expression Abdias Missael Salazar Torres Thanks to research made on “The
Teachers Role in Teaching Writing”, and
teaching young writers is a complex
by viewing different author’s opinion, I’ve
process that requires teachers to play
been able to make my own conclusions
about the role that the teacher has when
assessor, planner, and consultant. I will
teaching writing. As we know it is harder
mention them very briefly.
for a teacher to teach writing rather than speaking. Why is this? This is simply because when speaking you are doing it at the moment and you are being spontaneous and immediate feedback can be done, meanwhile when writing, you have to consider that someone else is going to read your product and that they have to understand your idea. So you have to make good connections in your ideas in order for the reader to understand what you are trying to say. I
Vaughan (2009) in which he states that writing is like working out, because the more you lift and train the better you’re going to get. This is true, if you keep doing something over and over again, you’ll soon master it. The teacher himself has several roles he can develop to help his students become good fluent writers.
The first role a teacher should play is as a model. Here the teacher models in front of the class how to write correctly for the learners to see how it should be done. They can also provide models of good writing like well-written text book to help the learner to focus on the many qualities of good writing. Each book that they study becomes a model for the students as they examine them. Writing teachers act as coaches. Here the teacher establishes common goals and activities, build social bonds, and support students as they grow in their abilities. It is important for the teacher to establish trust in their learners and also to
opportunities in order to make the act of writing motivating. It is important for the teacher to promote risk taking through
affirmations or little celebrations (cheers,
roles that a teacher can play. Making the
round of applause) when their students
learner interested using topics that are
try something new as a writer.
relevant to him, can motivate greatly ones student’s success on writing.
In the role of assessor, writing teachers examine
determine its strengths and areas of need. Here the teacher can utilize a
Rickards D., Hawe, S. (N/D) Raising
rubric as a tool to assess their students
Writers: The Teacher’s Role Effective
writing, and let the students know where
writing teachers are models, coaches,
they are lacking of skills. The teacher can
assessors, planners, and consultants.
also use self-assessment rubrics to let
the student know what he did right or
wrong. In the role of planner they must
base writing plans on student needs as
March 31st, 2014.
determined by assessments as well as plan how to modify instruction and provide support for students who perform at different skill levels. Teachers should ensure that students have the language skills and opportunities they need to share ideas with one another and get feedback about their writing.
O'Donnell-Allen C. (2012) The Best Writing
31 , 2014.
Last, in the role of consultant, the teacher reinforces the students writing skills and strategies that they have learned. This could be done individually or in small groups that have the same instructional needs, considering that we have already assessed their writing and that we know which groups need to work on what. To conclude, I could say that we can help our students become active, effective writers by paying attention to the many
Being an English Teacher
capacity to decide, needs to check how to
techniques and the form that would have better results. It is a hard job to decide,
Jaudiel Edgardo Felix Zavala
but counting myself as future teacher, we need to have a great perspective of how we are going to play a big role to
Being a English teacher has many
students learning, and will cause a major
responsibilities especially at the moment
impact on educations.
to make a decisions, whether to teach vocabulary, as writing form or speaking form but which is the most important, and how is the teacher going to present the topic first or how is going to benefit the students. As teacher we need to consider all the aspects that would benefits more the students that makes them learn in a significant way, experience is gained by practice, I think when the teacher see the finally results by the students tent to switch to a better technique or method because he is always thinking on them and always trying to find their potential and stimulate so the students get high levels of knowledge. Both of these two
Now days, the presence of English is an international language have a greater influence
encourage the development of student’s abilities to communicate in the foreign language and writing is, of course a skill to be included. However, writing is not always approached from communicative perspective, and linguistic and textual emphases are fostered instead. On the other hand, production is widely uses (Lillis, 2001) but not very often seen from a social and situated perspective that makes
points are essential here in the real
This study attempted to approach EFL
world, if we stop for a moment, producing
is a part for communication and writing is
focus as educated form, as formal, it
practices worldwide: writing as a situated
takes time and dedication but in a
social practice. Hyland`s (2004) view that
conversation we can switch words that
genre- base teaching is concerned with
we don’t like, or express ourselves how
what learners do when they write, which
we feel comfortable. Here is the part
emphasizes the importance of situated
where the teacher need to have the
context where writing occurs and further
essay writing that
from a literacy
consider this practice communication. Hyland has a concept of modeling which aid students to explore the genre and understand features such a rhetorical structures or frames. (Hyland, 2004) and formulaic sequences (Morrison, 2010) In Genre-based writing activities are two characteristic
References: Chala Bejarano, P. A., & Chapeteon, C. M.
Activities in the writing of argumentative Essays in EFL. Profile in teachers` professional development. Gregg, P. J. (1983). The Role of English Teachers
Heller, R. (2000). The role of text in
understand the different characteristics of
classroom learning. Retrieved from AdLit
how English is structure, the other one is
to explicit teaching of genre, which
promotes awareness of conventions as
well as reflections.
Teachers should learn how to provide
role on March, 23, 2014.
effective vocabulary instruction in their
Jos茅 Ricardo Aguilera Terrats, A. C.
subject areas; all teachers should learn
(2007). Percepci贸n de roles Docentes-
how to provide instruction in reading
comprehension strategies that can help students make sense of content-area texts; all teachers should learn how to design reading and writing assignments
Richards, J. Richards,
Teaching. Vol. 10, N 潞 1
that are likely to motivate students who lack engagement in school activities; and all teachers should learn how to teach students to read and write in the ways that are distinct to their own content areas.
The Role of the Teacher When it Comes to Writing
choose their own role, audience, format, and topic appropriately. A basic a teacher should teach its students is teachers give students time for talking and listening before, during, and after writing. A
Giovanna Lopez Barajas
second basic is teachers take every opportunity
reading and writing. This should all boost As a teacher, you need to correct your
their student's confidence.
students when it comes to writing. The more they write, the easier it is to communicate their ideas to others. They also need to be able to present a clear topic without any confusion and know who their audience will be by using certain strategies. When being a teacher,
References: Santa, C., Havens, L., & Valdes, B. (2004).
Independence through Student-owned Strategies. Dubuque, IA.
you need to teach your student the different perspectives they can use.
Hunt, K, Dean, D. (2006). Strategic
Make sure to give them the choices, not
Writing: The Writing Process and Beyond
you picking them out for them. To make it
in the Secondary English Classroom.
more fun, you can create fun activities
Urbana, IL: NCTE.
such as a class think-aloud to come up with different ideas so everyone can have some kind of example. Another idea is giving them writing prompt so they can
Turbill, J, and Bean, W. (2006) Excerpt from
do individually and see with how many ideas they can come up with according to a story, magazine, book, etc. In one point, everyone can say their ideas aloud so they can feel more confident in their writing so they can participate further more. Also the teacher can see if they're on the right path. Once the teacher sees they're correct, student will be able to
The Role of Writing in the EFL Curriculum
Students need time to talk about their topics before they start to write. Talking and listening are used before writing with the purpose of helping the students focus
Alejandra Torres Martinez
and get an initial sense of audience for their writing. By letting them speak
The role writing has played in the FL curriculum in the past and the role that current research has assigned to writing
students can get a clearer idea of what they want to write, by listening to other options that a classmate has.
in learning development. Writing cannot
During writing, talking and listening can
help the students clarify and check for
documentation and exercise of what has
meaning. They will be able to notice that
been learned in the language class;
rather, writing should be viewed as a
reorganize the information and also get
powerful tool for learning and personal
some ideas of how can they improve
what they are writing.
Reading and writing, their teaching and
After writing, talking and listening can be
a way of getting audience response to
cultural practices, two skills in order to
writing as well as giving the writer a
use, to teach and to learn in concrete
sense of satisfaction, which will lead to a
contexts (among them those belonging to
desire to write again.
the school) which condition the nature of both
relationship that they keep up with the written culture.
While there is much to teach in the writing classroom, teachers must also give time to providing opportunities to use and practice what students are
When we face the challenge to teach
learning. Daily writing takes a variety of
how to write an academic text in a foreign
forms and is one of the most important
language (English) many questions arise:
parts of the learning program for students
How to define writing and what are its
of all ages.
features; what is the objective we have as teachers. What approach to follow and how to put all this theory to practical teaching use?
The teacher plays a very important role in the teaching of writing, as we can see in the following list:
Teachers take every opportunity
to make links between reading
reflect on their writing and to
share their writing with peers.
Teachers support a developing awareness of the social nature of writing, in particular the notion
Being a teacher is not an easy thing to
do, we need to encourage our students
to learn what we are going to teach them, we need to find a way to make the
teaching process an interesting and fun Teachers provide opportunities for students to share the sources of their inspiration for their writing.
Teachers provide students with opportunities to develop content knowledge
(building the field).
thing to do, they need to feel motivated to learn new things and we must be able to provide that motivation. Bibliography Publishers, R.C. (2006). Retrieved on 04 23, 2014, from https://www.rcowen.com/PDFs/TurbillBean-Ch-4.pdf
opportunity to write every day in a supportive, risk-free environment.
Teachers value students’ writing explicitly
scaffolds to ensure success and to boost student’s confidence in themselves as writers
Peer Teaching Lesson Plan Denisse Molina, Alma Ruth Hinojosa, Yelitza Millán, Liney Ruiz and Aismara Ruiz
BACKGROUND INFORMATION Class name : Writing about Super Heroes Course Level Intermediate - Advance Description of students Students already seen the all the time tenses and are able to write short paragraphs. Aims/objectives To make students use their imagination to develop a story using their creativity. Text/ materials Pencils, markers, card boards, computer, projector, activity sheet. Work to be collected or returned Story written by the students
PROCEDURES: 5 minutes
Warm up First the teacher comes in and greets the students. The teacher will start the class with the following question. “If you could have a super power what power would you like to have?” The teacher will chose some volunteers to share their answer.
NOTES The special Visitor Someone dresses up as a “Super Hero”, this is just to motivate the students.
Introduction Then to introduce the topic, the teacher is going to tell to the students that, “today is the superheroes��� international day”. She is going to bring a special visitor for the students. Presentation To begin the class first the teacher is going to present a video just to grab student’s attention. After that the teacher will show a short story to the students and they will read in class. That is going to aid as a model to the students and will give ideas of how to do the next activity.
1st Activity The teacher will split the class in teams; the students will have to use their creativity to come up with a funny story about super heroes.
2nd Activity One member of each team will come up to the front and read out loud to the class their story. While the students are reading their story the teacher and the other classmates have to pay attention to detect errors. The best story will win a prize!
Here the teacher has to give feedback to the students.
Homework For homework the teacher will leave to each of the students to look for its favorite superheroes’ biography and bring it for the next class.
This is going to help students produce writing with higher occurrence of lexical variation, complex sentences and appropriate use of passive structures.
Teaching Written Expression Experiences Reflecting on our first writing lesson more about myself when presenting. It is very different to be the public and to be the presenter. I think that we should do it often. Also I enjoyed while doing the lesson plan with my team, we were really organized and sure about what we were doing. I just can say that I loved to do this Everything in our life has to be previously
prepared. This was one of our jobs while Giovanna Lopez Barajas
doing this class. We tried to make a lesson related to a real life context. That way our public will feel identify with some of it. And this was our major goal while
Personally, I like the kind that we present
planning our class. I enjoyed working to
my team because they knew what to
supporting materials we use, the topic,
write about. We put our ideas together
the worksheet. What if we fault was at
and they work really well. When the class
the entrance to the class because it was
was starting I felt really excited about our
so long that took that, it was only 10
audience, also I was nervous because
minutes and took about 20 min and that
they got all the attention on us. At the
affected us that the remainder of class
end we make a great job. My team did a
gave faster and we spend worksheet
really good job, they put effort on their job
parts to finish in 50 min we had asked the
and they seemed very confident about
teacher. Another thing that I was wrong
the topic. So when I take my part I felt
in us was that no team work hard and
little worry about present but then I relax
that is to teach the class notice, if we
myself showing my knowledge and my
come together to organize the class and
interest on the topic. I like this kind of
what it comprehended not practice more ,
practices because they make me learn
because we would have if we had
practiced us given the story in time and see where we was failing to everyone. Regarding the rest of my found very well our class and also the piece I play for my was well explained and understood, and chose material that was also suitable to the subject and was interactive toward students. Diana Irbeth Perez Garcia
I think that our topic was interesting, because it talked about topic that happen in real life, (disorder in our house) and
I am aware that my team and I need to improve in many aspects, especially in confidence. We need to prepare better classes, because I am not proud of the one that we had. I was nervous because we didn’t prepare enough material to work in 40 minutes.
everybody in certain time we were disorder. Well, I realize that when I am in front of the class I feel more secure about myself and when I want to share something with my classmates I don’t feel afraid like before. In this presentation I felt that I speak so low and I couldn’t improvise so much. Even though, I think
Now I know that we have to prepare fun
that I did a good job, but I could do it
and interesting classes, because if not,
better. My classmates were very good.
students won’t be interested and we will
We did a good job,
lose the control of the class.
I think this kind of work is really helpful to
I think that the bad experiences are the
us, because it give us an idea of how we
ones that help us to grow the most, and
have to work with our class.
in future experiences, we are not going to repeat the same mistakes. Mayra Cristina Ortiz Ramirez
Aledia I. Covarrubias Pérez I think that these are the type of activities that actually help us to see what our performance will be in a real classroom, giving a real class. I found really interesting how there is always a lot of
work behind a class given by a teacher. We often only see the outer part of the preparation,
planning; I realized that it isn’t just what we see as a result. Every move and every activity has to be previously planned in order for the class to unfold adequately. Personally, I really enjoyed preparing and giving this class. Another positive thing that I found throughout this task is that after our presentation,
specific feedback. Sometimes we commit mistakes, but nobody tells us that they are such thing; so we naturally keep on making them. With the after-information given by the teacher, we have the opportunity to acknowledge our errors, and make the necessary modifications in order to not commit them again. Edgar Gonzalez Martinez
Zurisaday Olivo Corona
about the English Language Here are some interesting facts that we might have not been aware of until now… Did you know that…? Fun Fact #1: “I am”, is the shortest complete sentence in the English Language. Fun Fact #2: The most used letter in the English alphabet is “E” and “Q” is the least used!
Fun Fact #3: The sentence “The quick brown fox jumps over the lazy dog.” uses every letter of the alphabet! This sentence is often used to test typewriters or keyboards.
Fun Fact #4: The only words with all the vowels listed in order are facetiously and abstemiously.
Fun Fact #5: More English words begin with the letter "s" than with any other letter.
Fun Fact #6: The English language grows at a rate of about one new word every two hours!
Fun Fact #7: …The top three words in written English are ‘the’, ‘of’ and ‘and’.
Fun Fact #8: The 3 words most common in spoken English are ‘I’, ‘you’ and ‘the’ Fun Fact #9: The sentence 'Are you as bored as I am ' can be read backwards and would still make sense!
Fun Fact #10: ‘the sixth sick sheik’s sixth sheep’s sick’ is known to be the toughest tongue twister in English language.
Fun Fact #11: You would be surprised to know that ‘Pronunciation’ is the most mispronounced word.
Fun Fact #12: All pilots on international flights identify themselves in English regardless of their country of origin!
http://www.express.co.uk/fun/top10facts/446673/Top-10-facts-about-English http://www.makemegenius.com/cool-facts/interesting-facts-about-english-language http://www.topperlearning.com/kids-fun-stories/entertainment-1552/11-amazing-englishlanguage-facts-a-must-read-7243
Photo Gallery Our University
Main Entrance Universidad Estatal de Sonora in San Luis Rio Colorado Sonora Mayra Cristina Ortiz Ramirez
Building I where we attend our classes
A nice place to study, take a meal or spend time with friends At the front of the Cafeteria
Building G. The Language Center is on the second floor
Building J Classrooms and the Conference Room
The UES Library
One of our beautiful sidewalks
Building C. Classrooms and beautiful green areas
Our Community Plaza. Another nice place to study and hang out with friends,
MD. Daniel Gaytán Nuñez Head of LEI career
Lorena López Schnierle Secretary
From left to right: Mr. Ochoa, Ms. Trujillo, Mr. Gaytan, Ms. Lara, and Mr. Gaytan head of the program. On top, right to left: Ms. Navarro, Ms. Molina, Mr. Delgado and Ms. Zermeño
COAPEHUM (Consejo para la Acreditaci贸n de Programas Educativos en Humanidades) certified our program.
Dressed up for a Literature Class play
CONTACT INFORMATION: MAC. Maria Angelica Trujillo firstname.lastname@example.org