PORTFOLIO

1. Reflection paragraph on class content.

I have learned a lot about how to become a teacher. Our teacher was the best, she
keeps trying to make us more talkative and get out of our shelves. I was so happy every
single class because I knew that I would learn something new and that I would have a
good time. There were times when I felt frustrated because I felt like my other
classmates didn’t really care about the work we were doing. But all in all, I was really
pleased for all the knowledge that I have today. Looking back, I feel really good at taking
the decision to take the MET course.
2. Route maps
ROUTE MAP 1
ROUTE MAP 2
ROUTE MAP 3
3. Define and give an example of each language system and language skill mentioned in
the book.

LANGUAGE SYSTEMS
We have already established that language is organized and systematic to allow its
speakers to understand and be understood; we can now define what language systems
are. There are four language tools or systems that “organize” the language in a way that
is considered acceptable or comprehensible by its speakers: grammar (structure),
vocabulary (lexicon), pronunciation (in phonology), and function (related to discourse).

What is grammar or structure? We can define structure as the set of rules that govern
how you combine the words (syntax) in a way that makes sense or conveys a meaning
that native speakers deem acceptable or correct. Those rules differ from language to
language be it in complexity, scope, or quantity. In essence, to convey the correct
message, it needs to be organized in a way or sequence that is understood by others.

What about vocabulary? To communicate meaning using a language, we have

established that we need a set of rules (grammar). Using the grammar rules, we can
now organize the words, which are the symbols that represent concepts, meanings,
ideas, etc. Words are the basic units of human language.

Together with vocabulary (or lexicon), comes phonology, which encompasses

pronunciation of sounds or words. Any language has a set of phonemes that are used by
its speakers. Knowing how to identify (when listening) and to pronounce (when
speaking) such phonemes increases one’s ability to use the language effectively in
communication.

Finally, we come across the final language system: function. The three previous
language systems are mainly descriptive; that is, they establish the descriptive aspect
(patterns) of the language, what it sounds like and how and what is combined to make
sense, whereas the function system basically involves the communication aspect; that
is, why and how the language systems are used to express a communicative meaning.
Wilkins (1972, 1976) was the first linguist to propose organizing language teaching in
terms of functions (requesting, greeting, apologizing, negotiating, etc.) and notions
(time, quantity, frequency, etc.).

LANGUAGE SKILLS
The language tools or systems describe the language in terms of its rules, symbols,
sounds, and functions. Considering the process of language learning, we can list the four
language skills: listening, speaking, reading, and writing. Language skills refer to the
ability to use the language systems to produce (or create productive skills) and receive
(or comprehend receptive skills) language to achieve proper communication. A language
learner, to be able to use the new language effectively in communication, along with the
 language systems, will have to have learned, practiced, built, and applied the four
language skills confidently.

The productive skills are those in which the individual produces language either by
speaking or writing. The receptive skills are those in which the individual receives the
information and interprets or comprehends it by either listening or reading.

Ideally, to achieve competence, the learner will have to develop all four language skills
and language systems, enabling them to communicate effectively and appropriately;
that is, they will be able to understand and be understood. All those skills can be learned
and practiced in a variety of ways to increase the learner’s confidence and fluency.

Considering that the learner will have to have mastered the concepts and use of
language systems and skills to achieve language competence, how can it be achieved?
What are the methods and strategies to be applied?

In the light of what has been exposed, one may wonder if the knowledge of language
systems and the application of language skills are enough to achieve mastery of a
language.
4. What are 5 different LEAD-IN ACTIVITIES that you can use?
1) Anecdote
Tell a brief story at the start of your lesson and then invite your students to do the
same. Let’s say my context is “stressful travel experiences.” I could tell students a
quick (one to two minute) story about a time when I was traveling in London and got
hopelessly lost on my way to the train station, which almost caused me to miss my
train. Then I can put the students in pairs and ask them to talk about a stressful
travel experience of their own. Telling my story first has a number of benefits. In
listening to my anecdote, students are exposed to some potentially helpful ideas and
vocabulary. They also get a chance to listen to English for a minute to “get in the
zone” before needing to jump right in and start speaking.
2) Picture
Show students a picture and ask them to make predictions or observations about it.
For example, I could show students this picture…
 …and say, “This is Sam. How do you think he feels right now? What do you think he’s
doing on his computer? Why do you think that?” Let students throw out some
guesses and avoid confirming them until you’re ready to move on to the next stage.
The great thing about using a random stock photo (like Sam here) is that the answer
can be whatever you want it to be. Are you teaching a vocabulary lesson about
words related to finding a job? Then maybe Sam is stressed about applying for jobs
online. Is the context of your lesson all about family? Maybe he’s waiting for his
grandma to sign on to Skype. Make it work for you!
3) Ranking Task
There’s a reading lesson I teach in which the article is all about fun local things to do
in Washington, DC. So, for the lead-in, I write five things on the board that people
might do when visiting a new city:
-Visit the famous sights
-Try the local food
-Go to museums
-Take pictures of interesting things
-Go shopping
I ask the students to rank these activities from one to five based on what they most
like to do when visiting a new city. Of course, everyone is likely to have a slightly
different preference—that’s the point! I follow up by letting students talk in pairs to
see how similar or different their rankings are. I then ask a few pairs how their
choices differed.
4) Quote or Question
Find a quote that fits the topic of your lesson and that will generate some interesting
discussion, such as this one:

Figure 1
 Write it on the board and have students talk about it for a few minutes in pairs.
They can discuss what they think it means, possible interpretations, and whether
they agree or disagree. There shouldn’t be a right or wrong answer- the point is
just to get the students talking.
Similarly, you can write an opinion question on the board like, “Do you need a lot
of money to travel?” and let students debate about the answer.
5) Two Truths and a Lie
Write three sentences about yourself on the board—but make sure only two of
them are true and one is false. Have students talk in pairs to guess which sentence is
the lie. Insider tip: you can base your sentences on what you’re going to cover in
that lesson.
For example: are you teaching a lesson on the present perfect? Write your two
truths and a lie in the present perfect:
1. I’ve never seen the Star Wars films.
2. I’ve lived in this city for five years.
3. I’ve visited ten countries.
Once the students have had a chance to make their guesses in pairs, ask the class to
vote on which statement is the lie and then confirm whether or not they’re correct.
You can then let students play this game in pairs, having them write two truths and a
lie about themselves and telling them to guess which of their partner’s sentences is
false. (Note that you won’t want to make students use the specific grammar point in
their version—let them use whatever language they want and save the grammar for
the next stage!) Finish out this lead-in by asking students who was able to guess
their partner’s lie and what they learned about each other.
5. Write a definition and example for these techniques: monitoring, seating, eliciting,
giving instructions, classroom interaction.
MONITORING
The mechanisms you and your team use to monitor change will of course depend on the
nature of the change and what is being monitored. Often more than one method is used
to gain feedback or a response from different perspectives.

A key aspect of monitoring is being able to collect accurate information about:

 facts
 opinions
 reports
 outputs
 behaviour
 error levels
 complaints.
Monitoring techniques need not be elaborate, but they should fit the purpose, be timely
and appropriate.
Here are some basic monitoring techniques you might use:
 observation
  talking with people
 monitoring work performance and output
 monitoring absenteeism and staff turnover
 employee surveys (before, during and after the change)
 baseline measuring before and after the change
 benchmarking with other work units
 financial recording
SEATING
Every lesson is different. There are many teaching methods for your lesson topics, so
why not change your classroom interior based on your lesson? Sometimes, students
have to work in groups, sometimes you give a presentation, sometimes you do some
corner work. Every strategy needs an effective classroom arrangement.
Pairs
Let’s start with one of the most used bench seating arrangements: Pairs. Pair up
students and let them work individual or together. It’s more fun with two but still gives
you a nice overview. In this way, students can get their heads together when needed. If
they have to work individually, let’s say they have a test, you can place a binding folder
between the students. Here, you can also easily divide your classroom into three
columns of pairs. Ask, for example, the first column to answer question A, the second
column to answer question B and the last column to answer question C. Go over the
answers when they’ve finished. That way, you can speed up the classical work.
Grid
This seating arrangement is especially handy when testing your students or when you
want them to work individually. They can’t talk to each other or let their eyes wander on
someone else’s paper. I wouldn’t recommend this seating arrangement in your
classroom all the time. Students could get demotivated as they have no-one to
“whisper” to.
ELICITING
Eliciting is a useful technique if it is used appropriately. However, you need to be careful
not to turn your lessons into guessing games, which may be fun but can also be
frustrating and counter-productive. During your lesson planning decide what can be
elicited and make sure you are prepared to do so – be it with pictures or easy
explanations.
Sometimes even with the best of intentions, our students won’t know what on earth we
are trying to elicit and will guess everything under the sun except what we are looking
for. This is pointless and frustrating for everyone. If your students are struggling to
understand your elicitation, give them the answer and move on.
Elicitation is a technique that should definitely be a part of your teaching arsenal.
Elicitation should be a part of every lesson, so make sure you know how to do it
effectively and appropriately.
GIVING INSTRUCTIONS
Teachers are sometimes surprised to discover just how much giving clear instructions to
students can affect students' success in the classroom. When given effective directions,
students can engage with the material more effectively and ultimately have more
productive experiences.
There are several steps teachers can take to ensure that their students understand
instructions and are able to complete assignments with ease.
1. Use Clear and Precise Language
Thirty-three years ago, Chilcoat and Stahl wrote the definitive framework for giving clear
directions. They advised using short, complete sentences and precise, concrete terms so
that students will be able to understand what's expected of them. They also suggested
using nouns instead of pronouns—especially when teaching younger students—and
avoiding vague terms such as "some," "a few," or "a couple."
2. Repeat Your Directions
We assume that our students listen when we speak—but anyone who has been
teaching for more than five minutes knows this isn't always the case. A teacher might
give directions and find that their students haven't been paying attention, or that the
students only half-grasped the instructions. A quick look around the room, some
redirection, and some repetition can ensure that every student is focused and
understands what they need to do. I often write assignment directions on the board, on
the assignment sheet, and in our computer platform so that students can refer to them
as they work.
3. Explain the Purpose of the Task
When you explain to students why they're being asked to complete an assignment,
they're more able to appreciate the experience. Connecting the task to existing student
knowledge, previous lessons, or covered material will help students feel more confident
about tackling the task.
4. Make Sure Your Students Understand
After giving them directions, ask your students to repeat or rephrase what's expected of
them. Ask them specific questions about the requirements. Clarify any confusing points.
Provide students with feedback that can help them comprehend and complete the task.
5. Use an Appropriate Tone
It's not just what you say; it's also how you say it. Don't yell, mumble, or castigate.
Ensure the pace of information is appropriate for grade level and ability. Don't rush or
move too slowly. Pause frequently to give students time to digest the information.
6. Describe the Specifics
If the assignment requires specific materials or a particular format, be sure to let
students know. In my class, for example, every question must be answered in a
complete sentence, and one-sentence responses are usually not sufficient to answer a
question. Creating and clearly explaining such specifics sets your students up for
success.
7. Provide Examples
In 1965 (but I remember it like it was yesterday), my first grade teacher had us create an
alphabet booklet. I was excited about the assignment and worked hard on it every day
for a week. After I handed it in, I realized that many of the students had created clever
covers for their booklets. Because I didn't have an example to mirror, I didn't include a
cover, and my pride in my work quickly faded.
That I remember this lesson nearly 55 years later underscores the importance of using
examples when giving instructions. As a teacher today, I almost always provide my
students with examples of outstanding work from previous years, and as a result,
students clearly understand my expectations. Doing so has also helped me build better
relationships with my students.
8. Break Tasks into Manageable Chunks
If an assignment is large or multifaceted, section it into smaller tasks, especially if you
teach younger students who can't handle a long list of directions. Breaking assignments
into manageable tasks can help students feel more confident in their work.
CLASSROOM INTERACTION
ROLE PLAY
Using role play is nothing new for the language learning in classroom instruction. It
works in videoconference classrooms, too. However, I have noticed (and you probably
have, too) that setting up a role play in a remote face-to-face class requires more
scaffolding than in a face-to-face classroom. There is something about the energy of
physically being with people that tends to spark more creativity in an interactive and
imaginative activity like role playing. When you are sitting in your home looking at a
computer screen, you may not feel as comfortable pretending to be a store clerk,
business owner, or journalist. As facilitators of learning, it is our job to transform
computer screens into safe, engaging spaces that activate students’ creativity. It’s no
small task, but here are some ways you can enhance role play activities in your video
conference classroom.
Rich context is key!
When preparing your students for a role-play, instead of simply providing them with
written instructions, consider using imagery and storytelling. Begin the activity by
activating background knowledge with a picture. For example, if the role-play topic is
ordering at a restaurant, show a picture of a family ordering food from a waiter and ask
the students to describe the image.
Enrich the context further by including a background story. You can write a short
paragraph about the picture or show a video of people ordering food at a restaurant.
Encourage students to share about their own experiences ordering food. This rich
contextualization removes students from their homes and computer screens and
transports them to an imaginary situation where they can build confidence with the
target language in preparation for authentic language use in the future. Once students
have seen a picture, heard a story, and discussed their own experience, they’re ready to
see you model the role-play.
Model the role play to set the tone.
For some people, role plays can feel somewhat silly and even embarrassing. Set the tone
by modeling the role play yourself (maybe with your most outgoing student). When I do
this, I even change my voice and exaggerate my gestures. For example, I did a role play
with my Family Literacy class once in which I was pretending to be a teenager. I rolled
my eyes, whined, and threw my head back. My students laughed at me, felt a little more
relaxed, and then upped the ante with their own expressive dramatizations. Modeling
 the role play will help students let their guard down and, once they have, the language
lesson transforms into a rich and dynamic learning experience.

6. Screenshots of your results for the quizzes.

7. Mention 5 ways teachers prevent students from learning
We can’t assume that we know individuals or understand their experiences because we
have read the research or they fit into a specific category. The truth is we all belong to
many categories and have vast experiences and circumstances that make us unique. We
are consumed with grades, test scores, and data but we have to remember that they
don’t tell the whole story, and they rarely inspire learners to wonder, create and do
work that is meaningful and relevant to them and of service to others. To go beyond
labels, and to cultivate a sense of belonging and purpose, we must create the
opportunities to get to know learners, their passions, their challenges, and their goals.
Here are 5 things that are important to consider as you get to know those you serve this
year. 1) check your assumptions, 2) ask questions, 3) believe in them and 4) meet them
where they are 5) listen to what they have to say.
8. Define a Needs analysis and its importance.
Needs Analysis is a formal, systematic process of identifying and evaluating training that
should be done, or specific needs of an individual or group of employees, customers,
suppliers, etc. Needs are often referred to as “gaps,” or the difference between what is
currently done and what should be performed.
Needs analysis helps organizations become proactive in approaching potential issues
before they become actual problems. Being able to figure out the gaps in employees'
knowledge and skills before these gaps start creating real issues that can affect the
organization is just one of needs analysis' important benefits.