NAME: LILIBETH OROZCO CERPA

Questions and activities – Chapter #1

1 Think back to when you went to school. What do you remember about
your first years? Do you remember the teachers, the teaching, smells,
sounds, your physical surroundings, other pupils, feelings? How do your
memories fit in with what has been said in this chapter about learning in
general?
- I remember that I liked going to school a lot because I played a lot and even
as a child I even had fun doing homework, it was like one more game
because I liked to learn.
I remember all my teachers, from preschool to 11, I keep such a minimum
memory of each one, especially of my mother who was my second teacher
at school, always demanding with me, and even now when older she told
me: "You were the first one, you deserved to earn an honorable mention,
but since you were my daughter, I didn't want people to think that I was
giving it to you because you were my daughter, I was very unfair to you. " To
tell the truth, now her confession gives me tenderness, and thank God that
she did not pay attention to those things, and that they did not affect me in
any way, however she always occupies the first places.
The teaching was always good, my teachers were playful, didactic and did
not let the spirits of their students fade.
The sound of recess time is very characteristic in my memories, I still hear it,
I live near the school where I graduated.
It was not the immense school but it had just enough and necessary to have
a good education, I also remember many students who came to the
classroom I was in and left suddenly, sometimes I wonder what happened to
them.
In the chapter on the first page it says "You, as a teacher, are the only one
who can see how high up the ladder your individual students are."
Personally I think this is so important, it is like seeing the achievements of
your student in training and also your work as a teacher is an incredible and
very great duo.
2 Go back to your own learning days again, this time when you started
learning a foreign language. Was it a good or a bad experience? Why? Can you
draw any conclusions from it about what you should/should not do in your
language classroom?
- When I began to do the English course at the language center of the
University of Cordoba, I was very lost, I had practically nothing based on
what I was going to teach, how I should answer anything, I really felt very
frustrated. I would not classify my experience as bad at first, but as fickle,
very strange. Now I feel sorry for having been like that, since they were
 simple songs that taught me in the first level that it is started, but well, it
starts with something.
The conclusion of that experience was that it should be more applied and I am still
working on that conclusion, maybe I am distracted in other things but I have
improved a lot and my grades say it all. I do not feel satisfied because I do not like
to settle but I am in the process of continuing to improve. About what to do is to be
more disciplined and responsible, and what should not be done is the opposite.
Questions and activities : Chapter #2

1 Think back to when you went to school and try to think about the teachers
you liked best. Why did you like them? Try to make two lists under the
headings Abilities and Attitudes.Do the same with the teachers you didn't
like. If you are working with others, compare your lists.
- My 1st grade teacher: Of course my mother, her name is Dalcis Cerpa, her
playfulness and stickiness was good to me, because despite not winning an
honorable mention that year, I had very good grades.
- -My 3rd grade teacher: Her name is Judith De la Rosa, she is more serious
but always disciplined with her students, a little demanding for our age but
now I value that a lot.
- - My 5th grade teacher: Her name was Diana Osorio, unlike teacher Judith,
she was very sweet and loving with her students, one more mother in the
classroom, she corrected with affection and was always willing to help those
who saw badly. with jobs.
- -My 8th grade teacher: his name is Rene Caicedo, he was a very fun but
responsible teacher, wise and taught with his person when it was a time to
relax and a time to be serious.
- - My teacher from grade 9, 10 11: His name is Ivan Ortiz, this case is the
most I have in mind because when he arrived at school, he was very strict,
over the years, he let himself "fall in love" with his students and He began to
be more understanding but still remained very disciplined.

2 What abilities do you have that will help you in your teaching? Can you
play a musical instrument, sing, tell stories, etc.? Is there anything you would
like to be able to do that is not on your list? Can you do anything about it?
- I love singing with all that I am, I am singing all day, and I am sure that my future
students would like me to do it in the classroom for some activity, I am still not very
good with musical instruments but I can learn. Telling stories and acting them out
almost that while I tell them is good, it could be one more help to make my classes
entertaining, not forgetting the excellence and responsibility in teaching and
achievements to be achieved with my students.
3 Read through the section 'Helping the children to feel secure' on pages 10
and 11. Make two lists under the headings: Do and Don't plan lessons
give pupils English names. Discuss your lists with a colleague if you can.
Would you like to make any changes to the lists or add to them?
Do:
- Students need to know what is happening and feel that you are in charge.
- Respect your students
- Whenever a student is trying to tell you something, accept what he or she says,
also the mistakes.
- Give children the responsibility of doing practical work in the classroom
Don’t:
- Avoid organized competition.
- Avoid giving physical rewards or prizes.

4 Make a list of tasks which pupils can do in your classroom, like changing
the calendar.
- Sharpen the pencils.
- Distribute the library books.
- Watering the plants.
- Clean the board.
- Pick up the papers from the floor.
- Organize the chairs in the classroom.

5 Look back at the section on arranging the desks on pages 13 and 14. How
would you like to arrange the desks in your classroom? Sketch a plan,
leaving room for an English corner if you can. If you are thinking of a
particular class, you can add the names of your pupils as well.
- I choose Arrangement A, you can teach the whole class easily and you can
have group work for part of the time, with the class working in groups.
6 Let's say that you have a class of ten-year-old beginners.
Which classroom phrases would you like them to be able to use at the end
of the first two weeks? If you are using a textbook, look at the first lessons
there and see what classroom language you think would be useful for these
lessons.
- That they know how to say hello in English, saying their name when asked
in English for the first two weeks would be something standard, now they
are 10-year-old children, they should start a medium-short conversation, in
which they use the Wh Questions, the colors and numbers , which would be
something basic.
SUMMARY: TEACHING ESL TO YOUNG ADULTS.
Teaching english for young adults requires thoughtful considerations of what and
how to teach. It needs full considerations such as what components of the
language should be taught, what method should be applied, and what teaching
technique should be employed.
Teaching english components i.e. grammar, vocabulary, and pronunciation, a
teacher must take the nature of young adults learning into account. Teaching
vocabulary, teacher should plan and organize the material to lean crefully. Contrete
objects should come before the abstract ones. Teaching vocabulary is not only
about teaching words as separate units but formulaic chunks. In addition, teaching
strategies play an important role in young's learning success.
Learning grammar is closely related to learning vocabulary. When young adults
learn vocabulary thoungh learning formulaic chunks, the teacher can discuss that
the opportunity ito use the language in a meaning- focused situacion is as
important as learning the grammatical patterns.
The other language component to learn is pronunciation. As the other components,
teaching pronunciation to young learnes also need thoghtful consideration.
Normally native speakers say an expression in blended sounds. They will not say
each word clearly as separate unit. Hence, tachers should will not say expressions
and guide students to feel and experiencie saying them in normal and natural way.