martes, 30 de octubre de 2012

Imagery

Understanding the use of imagery in poetry is necessary for a comprehension of the general meaning. Images are essentially word-pictures and they usually work by a method of association. This means that the images are created by associations that we make as readers within the linguistic context of the text. For example, the word "red" immediately creates an image or picture of the color red in our minds. This color is associated or has connotations with other feelings or images, like anger, and this increases the power of the poem. The important thing to remember is that the images are an instrument that the poet uses to express his or her intentions or feelings. Understanding the use of images mean understanding the essential meaning of the poem. Think of images as useful "tools" that the poet uses in order to expose or explain the meaning that is in the poem.
Imagery evokes the meaning and truth of human experiences not in abstract terms, as in philosophy, but in more perceptible and palpable forms. This is a device by which the poet makes his meaning strong, clear and sure.  The poet uses sound words and words of color and touch in addition to figures of speech.  As well, concrete details that appeal to the reader's senses are used to build up images. 
For our example we will look at selected sections from Preludes by T.S. Eliot. The central theme of the poem is about the feeling of despair at the decline and decadence of modern civilization.
This poem was written in 1917, when there was a worldwide critique and questioning of the values of contemporary western civilization. Due to many factors, especially the First World War and the economic depression, many artists, poets and philosophers felt that modern industrial civilization had lost its sense of meaning and direction. There was a general criticism of the status quo. Preludes falls within this ambit. In this poem, Eliot describes the modern city as a vacuum of meaning and uses imagery to intensify this feeling.
Preludes by T.S. Eliot
The winter evening settles down
With smell of steaks in passageways.
Six o'clock.
The burnt-out ends of smoky days.
And now a gusty shower wraps
The grimy scraps
Of withered leaves about your feet
And newspapers from vacant lots;
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps.
And then the lighting of the lamps.
The morning comes to consciousness
Of faint stale smells of beer
From the sawdust-trampled street
With all its muddy feet that press
To early coffee-stands.
With the other masquerades
That time resumes,
One thinks of all the hands
That are raising dingy shades
In a thousand furnished rooms.
The first lines suggest a feeling of decline and despair. How does the imagery help to achieve this effect? Notice the use of "winter" images. Winter is usually associated with a lack of growth and a loss of vitality. The poem is suggesting that the modern city is in a state of "winter" and has lost its direction and vitality.
The poet builds on this image to suggest a further delineation of the modern state of mental societal decadence. The image of " smell of steaks" paints a picture of a polluted and mundane environment. The fourth line emphasizes this feeling of loss of vitality coupled with urban squalor. The day, and the society, is associated with an image of a burnt-out (read loss of energy) cigarette end.
The poet carefully couples images of decadence with images that we usually associate with the modern urban milieu, like steaks and cigarettes. He places these ordinary images into a context that suggests a criticism of the modern world and lifestyle. The point is again emphasized with another image of decadence and dirt in "The grimy scraps".
The image of "withered leaves" again points to the winter motif and paints a clear picture of death and decline. Always remember that the poet is not only referring to leaves here; he is using this image, through association, to connect to the general idea of loss of meaning in the modern urban world.
The second stanza intensifies its attack on the modern world. The first two lines clearly express the idea that modern life is little more than a drunken hangover. The feeling of personal and social decadence is strengthened by the images in these lines:
"The morning comes to consciousness
Of faint stale smells of beer"
The final image of the second stanza achieves a brilliant but shocking image of the essence of
the poem.
"One thinks of all the hands
That are raising dingy shades
In a thousand furnished rooms."
This image presents us with a particularly clear impression of the intention of the poem. We can imagine all the people repeating the same meaningless actions. They all raise "dingy shades" to greet the day. Note the use of the adjective to describe the shades, which again points to the sense of squalor and decadence of the modern city. More importantly, this image suggests a sense of repetitive meaninglessness. Throughout the poem the poet uses the images to bolster and construct his impression of the modern city. Once the function of these images is understood, then the meaning of the poem becomes clear.

lunes, 8 de octubre de 2012

miércoles, 12 de septiembre de 2012

Lesson Plan Cátedra1 Methodology II


The teaching-learning process has been described as a whole element which is close related to the components of Metacognition, these are metacognitive awareness, metacognitive regulation and metacognitive experiences. This means that metacognition includes knowledge about when and how to use particular strategies for learning or solving problems. Therefore, to plan every class is essential and very necessary for teachers and learners. The Lesson Plan is the tool the teacher focuses his/her knowledge to be given to the students. The content is organized to save time and optimize the teaching process according to the sources and the students’ interest.

The lesson plan is created for the student of Second grade of Secondary school. Students will be able to achieve objectives proposed in this project, because all the activities are adapted and designed according to their reality. The textbook that the teacher uses for this level is a little bit difficult for them, so it is crucial to adapt and omit constantly activities which most of them are in an upper level. We considered that students can be engaged by showing some videos according to the grammatical content that they have to learn as an interesting way of learning.
As future teachers, we must model the class in order to monitor the students what they are learning. We could use some tricks to help students learn when teaching lessons. These tools might be games, songs, online pages, videos, several worksheets, crossword puzzles, etc. This will help them remember during more time when information is connected to something else.
Methodology’s classes have been very useful to achieve this difficult task. Through this subject we can analyze the textbooks and decide on the activities that are suitable for students. Moreover, we can apply some criteria in order to recognize when omitting, adapting, replacing and adding.
To conclude, we are concerned how important is to have clear the concept of metacognition to our careers, because this concept is immersed in the teaching-learning process. With Metacognition the students learn through self regulation to know what way is the best to study for them. Therefore, they know what kind of intelligence accommodates to them. These intelligences or learning styles are: visual, auditory and kinesthetic. To teach in public schools is not as easy as someone could think. This is a real challenge for us, and we will do our best to achieve this.

https://docs.google.com/open?id=0B-C8mhvLq2rsNTVVN3pobld1Z1U

http://prezi.com/khxz8bswkm5r/presentation-1/

http://prezi.com/cbjrhy6oxt0a/presentation-2/

lunes, 27 de agosto de 2012

Textbook activity


The textbook is a very useful tool when teaching English. It guides us as teachers how to teach a matter and it gives the students some resources where they can find valuable information to develop their English skills. In this work there are some changes that we decided to make in order to improve the quality of activities, but in general, this texbook "English as a Second Language" is a very complete work, which is well designed for intermediate students who are interested on learning English.
 

https://docs.google.com/open?id=0B-C8mhvLq2rsNkU5VFl6bzR2eTQ

miércoles, 1 de agosto de 2012

How to describe learning and teaching


Though adults may have more trouble with pronunciation and grammar than younger learners, they may still be able to communicate fluently.

Children and adults who acquire language outside the classroom share some similarities. First of all, they are usually exposed to language which they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning.

Children and babies get endless exposure to their first language coupled with emotional support. Adults living in a foreign country get continual exposure to the language at various different levels and can get help from the surrounding language speakers. These features have some difficulty when trying to apply within the classroom.

There are three elements that need to be present in a language classroom to help students learn effectively. They are called ‘ESA’. They are:

Engage: This is the point in a teaching sequence where teachers try to arouse the students’ interest, therefore involving their emotions. Teachers will want to ensure that their students Engage with the topic, exercise or language they are going to be dealing with.

Study: It means any stage at which the construction of language is the main focus.

Activate: It describes exercises and activities which are designed to get students using language as freely and communicatively as they can.

domingo, 27 de mayo de 2012

Calla Instructional Sequence Guidelines

https://docs.google.com/open?id=0B-C8mhvLq2rsUzJkeFBNOFpVRzg
May 7th

Metacognition
Metacognition is generally known as the act of thinking about thinking and includes knowledge about when and how to use particular strategies for learning or solving problems.

With this process the students learn through self regulation to know what way is the best to study for them. Therefore, they know what kind of intelligence accommodates to them. These intelligences or learning styles are: visual, auditory and kinesthetic.

Also the teacher must model the class in order to monitor the students what they are learning. He/she could use some tricks to help students learn when teaching lessons. These tools might be acronyms and rhymes. This will help them remember during more time when information is connected to something else.
To recap metacognition is composed of three aspects: metacognitive knowledge or also called metacognitive awareness, metacognitive regulation and metacognitive experiences.

domingo, 6 de mayo de 2012



Criteria for coursebook assessment

The English subject is taught in many ways within a classroom. There are several methods to do so, and one of the essential methods for teaching and learning process of English is through a coursebook. With it, we have many sources to encourage students to improve their English’ skills. However, we have to be aware how a coursebook helps the teacher and students to accomplish the process.
According to the items required through Criterion the following book called “FLASHLIGHT 1 Combined Student’s Book & Workbook” by Paul A Davies & Tim Falla fulfills with the most of them. We decided to highlight the deficient points that our book has:
-       There are not objectives explicitly laid out in an introduction, and implemented in the material.
-       Content vaguely organized and graded.
-       There are not vocabulary explanation and practice.
-       It does not encourage learners to develop own learning strategies and to become independent in their learning.     
-    We do not know if it is readily available locally.

lunes, 23 de abril de 2012

Hands on Activities

Hands on Activities are a method which uses instructional techniques in order to manipulate the classroom sources. In this way the teacher is a guide and the student learn by creating and performing in class.

domingo, 22 de abril de 2012

Suggestopedia Method

In this method the teacher has the control of the students in order to manage a guided class and cause a disposition on acquiring the second language.

https://docs.google.com/open?id=0B-C8mhvLq2rsN0VIMElTcDlTcHc

sábado, 21 de abril de 2012

Methods and Keywords presented in class

     The Oral Approach and Situational Language Teaching

  • The learner has to listen and repeat
  • The teacher has the control of the content
  • Language learning is habit-formation
  • It's useful for beginners
  • Put emphasis in grammar and pronunciation


     Total Physical Response (Asher)

  • Speech-Action (repeat)
  • Positive mood
  • Teacher plays an active and direct role
  • Students: listener/performer
  • Activities: Role plays



     Communicative Language Teaching

  • Communicative competence
  • contextualization (social-culture)
  • Learner-centered and experience based
  • Meaning is paramount
  • Group and pair work, interaction between students


     Suggestopedia

  • Authoritative
  • Performance
  • Unconscious
  • Music
  • Therapy


     The Silent Way

  • Responsibility
  • Autonomous
  • Grammatical and Lexical items are discovered by students
  • Experienced Learning
  • Rods, Chart and Symbols.

     Intercultural Communicative Competence

  • Linguistic Competence
  • Sociolinguistic Competence
  • Discourse Competence

Audiolingual Method

  • Foreign language
  • Pattern Grammar
  • Drill – mechanical exercises
  • Structured
  • Phonetic, syntax, morphology

martes, 17 de abril de 2012

Practicum Reflection


Type of school: Public

Number of students per classroom: 33 per classroom.

Numbers of hours a week: Two hours a week.
Textbook: FUN WAY: Student Book, FUN WAY: Cutouts and Picture Dictionary Booklet, FUN WAY: Home Practice.

Design: The classroom activities consisted in the use of the textbooks mention before, which the students used to work on them all the time. The instructions were the following: color in, trace, cut, match, draw and write.
Student´s and Teacher´s motivation / roles: The English class was purely based in behaviorism in order to create an atmosphere of control of the class. The students were given commands before doing the activities. The teacher only used the textbooks to give instructions and explain the subject. She didn’t encourage the students doing extra activities apart from the books. She didn’t write on the whiteboard any word to solve doubts. Sometimes children didn’t know what to do after the explanation of the activities.

Assessment (test, instruments): Similar to the activities from the textbooks. Students were assessed by doing texts based in mechanical skills (color in, trace, cut, match, draw and write).
Use of technology: Although the school had a computer room with a data-show, the teacher never did a class in there. She used too much the textbooks but none other source.

What design would you propose to improve the English subject in that school?
In the case of teaching English to little children of 1st grade of Primary School, I think it is important to design not just one method but create several alternatives to do the English class a dynamic and interesting one.

During my practicum I experienced this need from the students, so I decided to ask the teacher to develop some extra activities in order to recall the units and their vocabulary. To do this I create many activities such as; songs played with guitar, Bingos of animals, cards to be memorized and so on.
The teacher should encourage her/his students; he/she must be a guide.

domingo, 15 de abril de 2012


The nature of approaches and methods 2

Monday, March 19, 2012

Design

 Design is the level of method analysis in which we consider:

     v  What the objectives of a method are
v  How language content is selected and organized within the method (the syllabus)
v  The types of learning tasks and teaching activities the method advocates
v  The roles of learners
v  The roles of teachers
v  The role of instructional materials
Objectives

“Learning is not seen as the means of accumulating but as the means of becoming a more proficient learner in whatever one is engaged in” (Gattegno). The degree to which a method has process-oriented or product-oriented objectives may be revealed in how much emphasis is placed on vocabulary acquisition and grammatical proficiency and in how grammatical or pronunciation errors are treated in the method.

Content choice and organization: the syllabus

Decisions about the choice of language content relate both to subject matter and linguistic matter. In simple terms, one makes decisions about what to talk about (subject matter) and how to talk about it (linguistic matter).
By tradition the term syllabus has been used to refer to the form in which linguistic content is specified in a course or method. Inevitably the term has been more closely associated with methods that are product centered rather than those that are process centered.

Types of learning and teaching activities

The activity types that a method advocates often serve to distinguish methods. Differences in activity types in methods may also involve different arrangements and groupings of learners.

Learner roles

The design of an instructional system will be considerably influenced by how learners are regarded. A method reflects explicit or implicit responses to questions concerning the learners’ contribution to the learning process. The learner is seen as processor, performer, initiator, problem solver.

Teacher roles

The role of the teacher will ultimately reflect both the objectives of the methods and the learning theory on which the method is predicated, since the success of a method may depend on the degree to which the teacher can provide the content or create the conditions for successful language learning.

The role of instructional materials

The instructional materials in their turn further specify subject matter content, even where no syllabus exists, and define or suggest the intensity of coverage for syllabus items, allocating the amount of time, attention, and detail particular syllabus items or tasks require. Instructional materials also define or imply the day-to-day learning objectives that collectively constitute the goals of the syllabus.
The role of instructional materials within a method or instructional system will reflect decisions concerning the primary goal of materials, the form of materials, the relation of materials to other sources of input, and the abilities of teachers.

Procedure

This level describes how a method realizes its approach and design in classroom behavior. Procedure focuses on the way a method handles the presentation, practice, and feedback phases of teaching.

domingo, 8 de abril de 2012


The nature of approaches and methods 1

Wednesday, March 14, 2012

The different realities within a classroom make the teacher’s role a complex matter to accomplish. Linguists and language specialists have tried to study the nature of approaches and methods to find a guide to facilitate the teaching-learning process.

There are three levels of conceptualization and organization: Approach, method and technique.

v  Approach is a set of correlative assumptions. It describes the nature matter to be taught.

v  Method is a plan for the orderly presentation of language material.

v  Technique is a particular tactic used to accomplish an immediate objective.

Approach

Approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.

Theory of language

Three different theoretical views of language and the nature of language skill inform current approaches and methods in language teaching.

v  Structural view: language is a system of structurally related elements for the coding of meaning.

v  Functional view: language is a vehicle for the expression of functional meaning. It emphasizes the semantic and communicative dimensions.

v  Interactional view: language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.

Theory of language learning

Learning theories associated with a method at the level of approach may emphasize either one or both of the following dimensions:

v  Process-oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and generalization.

v  Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place.