TASKS FOR SEMINARS
The TASKS FOR SEMINARS aim to give further oral and written practice in the competences which have
been developed in the Handbook. These TASKS:
1) Give practical applications of the information provided in the corresponding chapter of the
Handbook, offering activities which require the student to give answers to questions on
PRACTICAL aspects of the topic.
2) Require the student to search and analyse activities included in textbooks designed for Primary
Education.
3) May suggest topics for classroom research, and provide guidelines, models, or questionnaires which
can be applied either as they stand or with slight modifications
4) Will promote the use of visual media (photos, cuttings, etc.) and above all of the Internet in the
design and use of activities and the search for relevant information providing material for
discussion.
The TASKS FOR SEMINARS will be evaluated regularly. Notice that the students may be asked some
questions about the activities that they have completed at home and in seminars. This component will
constitute 30 % of the final grade.
SCHEDULE FOR OBLIGATORY SEMINARS, DISCUSSION AND PRESENTATION OF
ACTIVITIES
The students will save their tasks in a pen drive that they will bring to class in order to show their activities
if required to do so and explain how to implement them with pupils. The schedule for task delivery on
printed paper and for class presentation and discussion is the following:
22/9/2015
Syllabus presentation
23/9/2015
---------------------------------------------
Seminar 1: 30/9/2015
Tasks related to Topic 1: SLA and FL teaching methods
Seminar 2: 7/10/2015
Tasks related to Topic: CLIL and bilingual education
Seminar 3: 14/10/2014
Tasks related to Topic 3: Students’ individual characteristics: cognitive styles, motivation,
Seminar 4: 21/10/2015
Tasks related to Topic 4: The FL Curriculum in PE
Seminar 5: 28/10/2015
Tasks related to Topic 5: Oral communication
Seminar 6: 4/11/15
Tasks related to Topic 6: Reading
Seminar 7: 11/11/14
------------------------------------------- (No task delivery)
Seminar 8: 18/11/2015
Tasks related to Topic 7: Writing
Seminar 9: 25/11/2015
Tasks related to Topic 8: Linguistic competence
Seminar10: 2/12/2015
Tasks related to Topic 9: Discourse competence, songs and rhymes
Seminar 11 : 9/12/2015
Tasks related to Topic 10: Materials and resources
Seminar 12: 16/12/2015
Tasks related to Topic 11: Evaluation
Seminar 13: 19/1/2016
Tasks related to Topic 12: Classroom management
19/1/2016
(Partial exam 2: 19-1-2016  (Topics 7-12; chapters 6, 8, 11, 12, 13, 14 from TEFL in
Primary Education)
Final exam: February
TASKS FOR SEMINARS
(You can complete these tasks individually, in pairs or in trios)
Topic 1. LANGUAGE LEARNING AND ACQUISITION .
THEORIES AND METHODS OF TEACHING AND LEARNING (Chapter 2)
TASKS
1.
Use English textbooks or the Internet and find one activitys that keep a strong connection with each of the following teaching
methods. Justify your selection:
i. Grammar-translation method
ii. Direct Method
iii. Audiolingual method
iv. Communicative Language Teaching
What linguistic components (grammar, vocabulary, phonetics, spelling) and skills (listening, speaking, reading, writing) do your
activities develop? What stage and year would you use them at?
Topic 2. CLIL AND BILINGUAL EDUCATION (Chapter 2 and additional files in MATERIALS)
TASKS
1.
Present a summary of the Andalusian Plan of Pluirilingual and bilingual Education (see
http://cms.ual.es/idc/groups/public/@vic/@vinternacional/documents/documento/jc80302.pdf OR
http://www.google.es/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CD4QFjAFahUKEwjC5f-H17LIAhXM0hoKHcjCRE&url=http%3A%2F%2Fwww.ugr.es%2F~dmadrid%2FTefl%2FPlan%2520de%2520fomento%2520del%2520plurilinguismo%252
0andaluz.pptx&usg=AFQjCNG3Uw2hPX-C2XSnMNM_6I0qYGaymQ&sig2=aGSpXPTnFB0cDuFMBXzzBQ
2.
Use English textbooks or the Internet and find two CLIL activities related to the following curricular areas:
Art Education
Physical Education
Knowledge of the environment or Natural Sciences
Mathematics
Social Studies
Music
Explain the contents (what you teach), objectives (aims, goals,) and methodology (how will you teach it) underlying each activity.
Topic 3. INDIVIDUAL CHARACTERISTICS OF PRIMARY SCHOOL CHILDREN (Chapter 3)
TASKS
1.
2.
Find a teaching/learning activity for a child in an English class or textbook which develops:
a) musical/rhythmic intelligence
b) bodily/kinaesthetic intelligence
c) interpersonal intelligence.
Why the activities you have selected are suitable to develop these three intelligences?
How motivating are the following activities? How powerful are the teacher’s motivational techniques in the English classroom? Use
the following questionnaire with a child (or group of children) or a classmate and obtain data which allow you to answer the
previous question.
M13. MOTIVACIÓN DE LAS TAREAS DE CLASE
© Daniel Madrid (1999): La investigación de los factores motivacionales en el aula de idiomas. Granada: Grupo Editorial
Universitario (p. 98)
Las siguientes actividades me gustan, me interesan y me motivan para el aprendizaje del inglés en el grado que indico a continuación:
5 = mucho
4 = bastante
3 =término medio
3 = poco
1 = nada
(.......) 1.
Ejercicios por parejas con el/la compañero/a de clase.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 2.
Actividades por equipos con los compañeros de clase.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 3.
Actividades que requieren salir a la calle y recoger datos.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 4.
Consultar folletos, sacar información, recortar dibujos, usar periódicos y libros para elaborar murales y otros trabajos
(projects)
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 5.
Ver grabaciones en video adaptadas al nivel de los alumnos.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 6.
Oír grabaciones en casete: los diálogos del libro u otros textos.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 7.
Oír y cantar canciones en la lengua extranjera.
¿Por qué? ………………………………………………………………………………………………………………………………………………………………………………………………………………
(.......) 8.
Realizar juegos en clase para el aprendizaje de la lengua.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 9.
Ejercicios con medios visuales( posters, murales, fotos y recortes) y nuevas tecnologías (Internet, etc.).
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 10.
Ejercicios orales e interactivos entre profesor y alumnos o siguiendo el libro de texto y basándose en los dibujos e
ilustraciones.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 11.
Representar y dramatizar diálogos y situaciones.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 12.
Ejercicios de comprensión oral: audición de grabaciones con la ayuda de dibujos pero sin leer los textos.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 13.
Actividades de expresión oral con la lengua extranjera.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 14.
Leer los diálogos y lecturas del libro de inglés.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 15.
Actividades escritas ya sea en el "workbook" o en el cuaderno.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 16.
Ejercicios de pronunciación.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 17.
Actividades de vocabulario (palabras estudiadas y nuevas).
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(.......) 18.
Ejercicios de tipo gramatical.
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
(…....) 19.
Comentarios, preguntas y reflexiones sobre la vida y costumbres de los hablantes de la lengua extranjera (cultura).
¿Por qué? …………………………………………………………………………………………………………………………………………………………………………………………
So, which are the five most motivating techniques?
Topic 4. THE FOREIGN LANGUAGE CURRICULUM (Chapter 4)
TASKS
Work in pairs:
1.
Use a textbook for Primary Education. Select one teaching unit and
analyse 24 teaching and learning activities contained in the lesson (12 activities in the student’s book and 12 activities in the
workbook). Notice that each activity must be analysed in relation to the 30 criteria on the left. Indicate only the competences that
are explicitly developed in each activity by ticking (x= yes and (blank) = no) in the right squares. You can use the following table or
develop a similar one.
When you present your analysis with slides in class, show the activities that you have analysed on the left and the correspondent
categories, numbered, on the right.
ANALYSIS OF TEACHING AND LEARNING ACTIVITIES
Each activity must be analysed in relation to all the criteria given on the left column of the following table. Mark only the competences/elements that are
explicitly developed in each activity by ticking in the right squares.
TEACHING UNIT ANALYSIS
1
2
3
4
5
ANALYSIS OF ACTIVITIES FROM THE STUDENT’S BOOK AND WORKBOOK
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
KNOWLEDGE OF LANGUAGE / LINGUISTIC COMPONENTS
Linguistic aspects /competence:
1. Grammar
2. Vocabulary
3. Phonetics
21
22
23
24
4. Spelling
Sociolinguistic / pragmatic aspects/competence:
5. Functions/Speech acts
6. Discourse Competence
(working with texts)
LISTENING, SPEAKING AND SPOKEN INTERACTION – ORAL COMMUNICATION
7. Listening
8. Speaking & reciting
9. Interaction: listen-speak
10. Listening and reading
11. Speaking and reading
READING AND WRITING -WRITTEN COMMUNICATION
12. Reading (silent and aloud)
13. Writing
14. Interaction: reading-writing
15*. EXISTENTIAL
COMPETENCE.
16*. LEARNING TO LEARN
17. (INTER)CULTURAL
aspects
18*. BASIC COMPETEN.CES
CLIL & cross-curricular act.
19*. ATTENTION TO
DIVERSITY (for HA & LA)
20*.VALUES
INTERACTION AND GROUPING TECHNIQUES
21. Teacher to whole class
22. Teacher to Student
23. Pair work/ St St
24. Independent work
25. Group work
MATERIALS AND RESOURCES
26. (Text)book
27. Pictures
28. Recordings
29. ICT/internet
30. Notebook/Workbook/sheets
31*. Others: .............
15* A = attitudes (ex.: openness, ..); M = motivations (ex.: intrinsic, instrumental, ..); V = values (ethical & moral, see 20); B = beliefs (ex.: ideological, religious, ..); CS =
cognitive styles (ex.: visual, auditory, field dependent, field independent.); PF = personality factors (ex.: extroversion, ...)
16* LA = language awareness; SK = study skills; HS = heuristic skills; RL = reflection on learning, metacognition
18* M = mathematical comp.; NW = natural world; I = internet, new technologies; SK = social and civic skills; A&C = art and cultural, LL =see 16; AW = autonomous work (LC
= linguistic competence; it is supposed to be developed in each activity); HE = health education, etc.
19*  HA = for high achievers, LA = for low achievers
20* GE = gender equality, EP = education for peace, SI = social integration, S = solidarity, HE = (to value) health education, T = appreciating our traditions
31* F = flashcards; R = real objects, realia,
Which competences and aspects receive most attention? Which ones are neglected? Make a brief report.
Scan the teaching unit and show the activities corresponding to the previous analysis.
Topic 5. ORAL COMMUNICATION AND INTERACTION (Chapter 5)
TASKS
1.
Take a primary textbook or use the internet, and analyse the speaking activities presented in a TEACHING UNIT. How realistic
do you think the activities are? Are they very controlled? Do they give students the chance to express their own views? Is
listening and speaking integrated?
2.
Look for a website which shows the portfolio for Primary Education, for example:
http://elp.ecml.at/LinkClick.aspx?fileticket=DNdgQcAwKVs%3D&tabid=2747&language=en-GB
http://www.mlpsi.ie/index.php?option=com_content&view=article&id=49&Itemid=198
enter the European Language Portfolio and read the language passport, dossier and the biography sections. Select one activity
related to oral communication from each type of portfolio and give an example. You can also use the links given in the list of
materials (see: http://www.ugr.es/~dmadrid/Tefl/Teflgen.htm) and select some activities.
Topic 6. READING (Chapter 6)
TASKS
1)
Select one reading text suitable for teaching English in each of the three cycles of Primary Education in Spain.
State the criteria taken into account when selecting the texts. Include a sample text or reading activity for each
cycle. Give reasons for your choice. What linguistic aspects could best be practised? What aspects would you exploit
in relation to sociolinguistic, cultural and discourse competence? What kind of attitudes and values could you
transmit?
2)
Select a graded READING book you consider appropriate for Primary Education and plan its exploitation in the
classroom. You can choose to approach the text using any of the processes in reading in a foreign/second language.
Select one task from the pre-reading, while-reading, and after-reading grids in section 8 and explain how to do
them in class.
Topic 7. WRITING IN A FOREIGN LANGUAGE (Chapter 7)
TASKS
1.
2.
3.
Find three writing techniques from English textbooks of Primary Education. Can you see an increase in the level of difficulty, a
progression in the techniques employed? Is a particular work method followed? Consult the Teacher's Guide to find out the
methodological principles of writing followed by the Publishers.
Look for one game that may be useful to develop the writing skill. Propose some changes to adapt your game to different situations.
Research work. What type of spelling mistakes do children make? To complete this task, you can use the three texts provided at
“Students Written production_Texts_6th Grade_Primary” in the Materials menu
at http://www.ugr.es/~dmadrid/Tefl/Teflgen.htm or you can dictate a text to a student or a group of students, correct the
exercise(s) and classify the mistakes according to the following taxonomy (see Madrid and Muros 1985, Madrid and Velázquez 2000,
Pérez Cañado 2003):
SPELLING ERRORS
Type of error
Example
1. Omission of silent letters
fruit → frut
2. Omission of final letters
cats → cat
3. Omission of double consonants
sitting → siting
4. Omission of syllables
policeman → plisman
5. Omission of words
it’s a book → it’s book; on the table → on table
6. Addition of letters
bag → bags
7. Substitution of letters
book → buk
8. Substitution of homophone words
it’s → is
9. Transposition of latters
receive → recieve
10. Omission of apostrophes
that’s → thats
11. Inadequate separation of words
interesting → interes ting
12. Inadequate joining of words
a book→ abook; let’s see → letsi
13. No use of capital letters
Monday → monday
14. Wrong use of graphic accent
pencil → péncil
15. Wrong use of full stops.
16. Wrong use of comma
17. Wrong use of semicolon
18. Omission of exclamation mark
Hello! → Hello
19. Wrong use of exclamation mark
Hello! → ¡Hello!
20. Omission of question mark
Are you there? →Are you there
21. Wrong position of question mark
Are you there? → ¿Are you there?
………………
Make a brief report about your results and the remedial work that you can introduce in class to improve the students’ spelling skills.
Topic 8. DEVELOPING LINGUISTIC COMPETENCE (Chapter 8)
TASKS
Work in pairs
1.
Evaluate a teaching unit in a textbook for primary education considering the following LINGUISTIC activities/techniques:
LINGUISTIC COMPETENCE
ACTIVITIES
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
1. Grammar exercise/activity
2. Vocabulary exercise/activity
3. Phonetic activity
4. Spelling activity
Which linguistic aspects receive more attention?
2.
Prepare or select one linguistic activities from a Primary textbook for each of the four linguistic components in the previous table,
Indicate the following aspects: age-level, specific aims, key vocabulary, main skills and strategies you would develop, desks
arrangements, procedures, and materials and explain why you have chosen them.
3.
Look for one phonetic activity in Primary textbooks (or design it). Write some techniques and procedures to work with: a) auditory
phonetics and b) articulatory phonetics. What spelling difficulties are reinforced?
Listen to the recording provided in www.ugr.es/local/dmadrid, section TEFL, MATERIALS. (Reading aloud-recording Grade 4-Primary
Education and Reading aloud_recorded text_script_Grade 4_Primary Education), identify the pronunciation errors when reading
aloud and classify them in these categories (errors with 1. vowels, 2. consonants, 3. diphthongs, 4. triphthongs, 5. stress, 6. rhythm and
7. intonation) . Which seem to be the most difficult phonetic aspects?
4.
Topic 9. DISCOURSE COMPETENCE IN THE EFL CLASSROOM (Chapter 11)
TASKS
1.
2.
3.
Use a Primary textbook and analyse the type of texts presented in one unit (dialogues, narrations, descriptions, poems, etc.). How
many different texts have you found? Give one example of each text and summarise its main characteristics.
Compile one nursery rhyme or poem that can be used in primary school. Develop a planning for its presentation in a specific level of
Primary Education.
Go through a Primary textbook and analyse the type of songs presented in two units of work and the methodology followed in
their exploitation. Analyse the language and topic of each song in relation to a) the curricular design and b) the linguistic and
emotional development of the students. Then, focus your attention on one song and give an outline with the didactic approach that
you would follow to teach the:
- Linguistic aspects: grammar, vocabulary,...
- Pragmatic aspects, communicative functions
- Sociocultural references
- Stylistic features
- Musical characteristics
Topic 10. MATERIALS AND RESOURCES FOR ELT (Chapter 12)
TASKS
1)
2)
3)
Design a learning task which requires the use of the blackboard and other resources mentioned in chapter 12.
Discuss your experiences as a learner. How do you feel about Audio Visual Technologies (AVT)? What is your personal opinion?
Which AVT do you think is the most useful for the EFL classroom? Which one do/did you enjoy most? Which one is the most
frequent in your classroom?
Use a textbook and find one activities that can be taught and reinforced by using the following resources:
- (Text)book
- Blackboard
- Pictures
- Recordings
- Video clips
- ICT/internet
-
Notebook/Workbook/sheets
Realia
Include each activity and explain the resource that can reinforce it and how to do it
4.
Use google images and insert a picture of all the resources that you know and that teachers and students can use in the English class.
Topic 11. EVALUATION (Chapter 13)
TASKS
1.
2.
3.
Test a classroom textbook. Use the checklist provided in section 11.4. What are the most relevant results? What didactic implications can
you see?
Look for a website which shows the portfolio for Primary Education, for example:
http://elp.ecml.at/LinkClick.aspx?fileticket=DNdgQcAwKVs%3D&tabid=2747&language=en-GB
http://www.mlpsi.ie/index.php?option=com_content&view=article&id=49&Itemid=198
Look for information about the European Language Portfolio (ELP):
- What is a European Language Portfolio (ELP)?
- What are the three parts of a portfolio?
- What are the aims and functions of an ELP?
- What are the main principles of an ELP and what recommendations are made?
When you have collected this information, write your own English language portfolio. Use other validated portfolios as models.
Look at the following basic statistic data about the sample test you have at http://www.ugr.es/local/dmadrid/Tefl/Sample Test for
Primary Education.pdf and answer the following questions:
TEST SCORES- ENGLISH_6TH grade_ PRIMARY
(Listening, Reading and Writing)
(scale - 0 to 1 points)
Students
Scores (0-1 points)
(correspondent to 10 tasks based on Primary curricular objectives, see sample test in
www.ugr.es/local/dmadrid, MATERIALS)
1
2
3
1)
0,33
0,45
0,83
4
0,75
0,17
5
6
0,4
7
1
8
0,5
9
0,8
10
0,4
2)
0,37
0,46
0,17
0,13
0
0
1
0,5
0,4
0
3)
0,92
1
0,83
0,63
0,83
1
0,3
1
0,7
1
4)
0,79
0,8
1
0,38
0,5
0,4
0,6
1
1
0,7
5)
0,17
0,2
0,7
0,19
0,7
0,2
0,5
0,2
0
0
6)
0,6
0,7
0,33
0
0,33
0,2
0
0,8
0,6
0,6
7)
1
1
1
0,37
0,5
0,4
1
0,6
0,7
0,4
8)
0,66
0,7
0,6
0,25
0,17
0,4
0,33
0,6
0,7
0,3
9)
0,33
0,45
0
0
0
0
0
0
0
0
10)
0,04
0,25
0
0
0
0,6
1
0
0
0
11)
0,55
0,65
0,66
0,88
0,66
0,2
1
0,9
1
0,8
12)
0,3
0,4
0,66
0,37
0,33
0,4
0,67
0
0,5
0,5
13)
0,96
1
0,5
0,25
0,66
0,2
1
0,7
0,6
0
14)
0,13
0,3
0
0
0
0,2
0,17
0
0
0
15)
0,2
0,3
0,17
0
0,5
0,2
0,5
0
0
0
16)
0
0,1
0
0
0
0
0
0
0
0
17)
0,3
0,4
0,5
0,25
0,17
0
0,5
0,2
0
0,3
18)
0,1
0,25
0,17
0,13
0,33
0,6
1
0,3
0,3
0,1
19)
0,16
0,25
0
0
0
0
0
0
0
0
20)
0,4
0,45
0
0
0,66
0
1
0,4
0
0,3
21)
0,3
0,4
0,33
0
0,33
0
0,6
0
0
0,3
22)
0
0,3
0
0
0,4
0,6
0
0
0
0
23)
0
0,2
0
0
0
0
0
0
0
0
24)
0,25
0,4
0,5
0
0
0,6
0
0
0
0
25)
0,16
0,3
0
0
0,17
0,4
0
0
0
0
26)
0,2
0,3
0
0
0
0
0
0
0
0
27)
0,12
0,2
0
0
0
0,4
0
0
0
0
28)
0
0,1
0
0
0
0
0
0
0
0
29)
0
0,2
0
0
0
0
0,33
0
0
0
30)
0,33
0,35
0,5
0
0
0
0
0
0
0
31)
0,3
0,3
0,17
0
0
0
0,17
0
0
0
32)
0,54
0,4
0
0
0
0
0
0
0
0
33)
0,37
0,4
0,17
0
0,31
0,17
0
0,66
0
0
34)
0,04
0,2
0,17
0,25
0
0
0
0
0
0
35)
0,04
0,2
0,33
0
0
0,2
0
0
0
0
36)
0
0,2
0
0,25
0
0
0
0
0
0
37)
0
0,2
0
0
0
0
1
0
0
0
38)
0
0,1
0
0
0
0
0
0
0
0
39)
0,04
0,15
0,5
0
0
0
0
0
0
0
40)
0,5
0,5
0,5
0
0,5
0,2
0
0
0
0
41)
0,16
0,3
0,15
0
0
0
0,66
0
0
0
42)
0
0,25
0,66
0
0
0,4
0
0
0
0
43)
0,16
0,2
0
0
0
0
0,17
0
0
0
3.1. Who are the three students with the lowest results?
3.2. Who are the three students with the highest results?
Descriptive statistics (scale 0 to 1 point)
N = 43
Nº of students with “pass”
(with 0,5 points or more)
Tasks
Mean
Standard Deviation
N
%
1 Listening-games
0,27
0,27
10
23,25%
2 Listening-food and drinks
0,37
0,23
8
18,6%
34,8%
3 Dialogue-ordering a pizza
0,28
0,31
15
4 Reading comprensión-questions-pets
0,11
0,21
3
7%
9
21%
5
11,6%
5 Reading comprehension-vocabulary
0,19
0,25
0,19
0,24
7 Realia-notices
0,33
0,40
16
37,2%
8 E-mail message
0,19
0,31
10
23,25%
21%
11,6%
6 Completing a story-Jack & Jill
9 Describing member of the family
0,16
0,31
9
10 Describing a pet
0,13
0,25
5
3.3. What are the three most difficult tasks? Why?
1 Listeninggames
2
listening-food
and drinks
3
dialogueordering
a pizza
4
reading
compre
hension
questions
-pets
N
43
43
43
43
43
43
43
43
43
43
Mean
,27
,37
,28
,11
,19
,19
,33
,19
,16
,13
Median
,20
,30
,17
,00
,00
,17
,17
,00
,00
,00
Mode
,00
,20
,00
,00
,00
,00
,00
,00
,00
,00
5
reading
comprehension
-vocabulary
6
completing
story
-Jack & Jill
7
Realia
(notices)
8
e-mail
message
9
describing
member
of the family
10
Describing
a pet
Reliability
Cronbach Alpha
N of objectives
0,92*
10
* 1 = maximum reliability
3.4. Was the test reliable? Why?
3.5. What’s your opinion about the test design and results? Would you modify anything when administering the test again? What are your
final conclusions?
4.
Use an English textbook and select one activity that be used to test the students’
- Listening comprehension skill
- Reading comprehension skill
- Writing skill
- Linguistic competence (grammar)
- Vocabulary
- Spelling skill
Topic 12. CLASSROOM MANAGEMENT (Chapter 14)
TASKS
Work in pairs:
1.
Look for teaching and learning activities in textbooks or in the internet and select or design one activity which implies the following:
- The Teacher talking and teaching to the whole class
- The Teacher talking to one Student
- Pair work
- Independent work
- Group work
- Pictures and/or posters
- Recordings
- An activity to be done in a notebook/workbook/sheet
Explain the main purpose of each activity and how to do it in class.
2. Look for teaching and learning activities in textbooks or in the internet and select one activity that belongs to:
- The presentation stage (Vocabulary)
- The presentation stage (Language/Grammar)
- The presentation stage (Listening)
- The presentation stage (Speaking)
- The presentation stage (Reading)
- The presentation stage (Reading)
- The practice/production stage (Vocabulary)
- The practice/production stage (Language/Grammar)
- The practice/production stage (Listening)
- The practice/production stage (Speaking)
- The practice/production stage (Reading)
- The production/practice stage (Writing)
Explain the main purpose of each activity and how to do it in class