UNIT 14 LEARNER NEEDS
Learner needs
Foreign language learners have all type of needs personal, professional, to teach the foreign language, to travel, and for praise. Since he stars to study come other kinds of goals, learning expectations that need acquire other subskills, strategies, some learner’s autonomy working or study to use grammar specific target language, specific function, and specific text types.

How the teacher can address learner’s needs?
Choosing (a) suitable:
• Materials and topics
• Approach to teaching
• Pace (speed) of lessons
• Activities
• Treatment of individual learners
• Skill and language
• Interaction patterns
• Types of feedback (comments of learning)

Instructions: players will be competing to win in the game called cat. Forming with three on line and any direction. The first that makes a line is the winner.
Materials: two deck of cards. One deck will be on the center each player will take a card by turns and they will have one kind of learners needs the player will have to find how the teacher can address teacher learners needs.

UNIT 13 LEARNING CHARACTERISTICS
Everybody has different motivation ways of learning (style) and construct strategies to understand and remember this, is according to the maturity (children, teenagers and adults each one grows up with different capacities and physical, mental, and emotions).

(A) (B) (C)

(D) (E) (F)

(G) (H) (I)

visual, ( )
auditory, ( )
kinaesthethic, ( )
group, ( )

individual, ( )
impulsive, ( )
analytic, ( )
autonomous. ( )
reflective, ( )

game instructions: Identify the image that illustrate the style of learning of the students putting the letters inside the brackets

UNIT 9 MOTIVATION

How would you do a planning of goals for a period of time?
Well, it’s a good idea looking for images that illustrate your goals and present always in your mind
Here are some examples that gives you some ideas, think that is personal:

UNIT 6 WRITING SKILL
Unit 6 instructions:relate the meanings of writing skills concept.

Game 6

1.- Communicate a message ====
2.- Gap filling ======
3.- For communicating to writing ==========
4.- Models (clear examples of tests types) ======
5.- Guide of support learners by using a process writing approach =====

( 1.- ) by using sentences linking together to be understood.
(3.-) complete stories, jumbled pictures stories, writing birthday cards, emails of invitations.

(5.- )the teacher gives the learners the opportunity to work through the stages of writing process.
(2.-)sentence transformation exercise dividing set into paragraph, putting punctuation into an unpunctuated test.
(4.-) when teaching writing show learners what patterns of language vocabulary registered or laid out to use to structure the writing. These are used in guided/product writing

Unit 6 answers

a.- (1.-)
b.- (3.-)
c.- (5.-)
d.- (2.-)
e.- (4.-)

UNIT 14 LEARNER NEEDS
Learner needs
Foreign language learners have all type of needs personal, professional, to teach the foreign language, to travel, and for praise. Since he stars to study come other kinds of goals, learning expectations that need acquire other subskills, strategies, some learner’s autonomy working or study to use grammar specific target language, specific function, and specific text types.

How the teacher can address learner’s needs?
Choosing (a) suitable:
• Materials and topics
• Approach to teaching
• Pace (speed) of lessons
• Activities
• Treatment of individual learners
• Skill and language
• Interaction patterns
• Types of feedback (comments of learning)

Instructions: players will be competing to win in the game called cat. Forming with three on line and any direction. The first that makes a line is the winner.
Materials: two deck of cards. One deck will be on the center each player will take a card by turns and they will have one kind of learners needs the player will have to find how the teacher can address teacher learners needs.

UNIT 12 DIFFERENCES BETWEEN L1 AND L2 LEARNING
We use many chunks in writing. They help us to structure what we write:
1. The most lethal weapon on earth is the human mind; but on the other hand it is only the mind that is capable of envisioning what is humanly desirable and what is not.
2.-Exports were slightly higher than imports, and as a result, there was a positive trade balance.
3.- First of all, working procedures could be standardised, so that orders can be clearly performed.
4.-… he identifies and examines the various ways in which a wide variety of change agents’ – industrial workers, social workers, church ministers, politicians, protest leaders, business and professional people, housewives, youth and community institutions and so forth – made such progress possible.
Game instructions: From this examples above write your own phrases using each of those chunks.
1.- ________________________________________________________________
________________________________________________________________
2.- ______________________________________________________________
________________________________________________________________
3.- ______________________________________________________________
_________________________________________________________________
4.- _______________________________________________________________

unit 12 answer: the construct of your own structures using each of the examples chuncks.
Unit 13 answers:

1.- (g)
2.- (h)
3.- (f)
4.- (e)
5.- ( d )
6.- (b )
7.- ( i )
8.- ( a )
9.- ( c )

Unit 6                               writing skill

Unit 6 instructions:relate the meanings of writing skills concept.

 

Game 6

 

1.- Communicate a message ====

2.- Gap filling ======

3.- For communicating to writing ==========

4.- Models (clear examples of tests types) ======

5.- Guide of support learners by using a process writing approach =====

 

( 1.- ) by using sentences linking together to be understood.

(3.-) complete stories, jumbled pictures stories, writing birthday cards, emails of invitations.

 

(5.- )the teacher gives the learners the opportunity to work through the stages of writing process.

(2.-)sentence transformation exercise dividing set into paragraph, putting punctuation into an unpunctuated test.

(4.-) when teaching writing show learners what patterns of language vocabulary registered or laid out to use to structure the writing. These are used in guided/product writing

 

 

 

Unit 6 answers

 

a.- (1.-)

b.- (3.-)

c.- (5.-)

d.- (2.-)

e.- (4.-)

 

 

 

 

 

 

 

 

 

Unit 5                          Reading

Unit 5 instructions identify strategies for receptive skills of reading

 

 

 

Game 5

Skills receptive skill

1.- Intensive read =====

2.- Extensive reading ======

3.- Reading for detail =====

4.- In fearing skill =====

5.- Predicting =====

6.-Text structure =======

7.- Deducing meaning from a context ===

Options:

  • looks for the meaning of all structure of a letter, links between words and sentences. Tkt called intensive reading. Other names global gist or skimming.
  • looking forward to exam, certain issue, call tkt reading for detail.
  • to get the meaning from a test, writers opinion and a topic feeling, things we note words registered, grammar or style the writer has used, preferred something that is not set.
  • mean using clues before we begin reading the had lines or photos make you guess the content
  • understanding how certain types of test generally develop (novel, assays, poems, letters, news (sequences, solutions and conjunctions helps understanding them).
  • for pleasure story and articules changes as you read to another subskill- as an interest very
  • reading the words around and unknown word or thinking about the situation (work out is meaning).

 

Unit 5 correct answers:

 

1.- (b)

2.- (f)

3.- (a)

4.-(c)

5.- (g)

6.- (d)

7.- (e)

 

Unit 4                              functions

Game 4

Levels of formality

game instructions: relate situation context to each level of formality.

 


(a ) Informal exponents

(b)Formal exponents

(c)Colloquial exponents

(d)Neutral exponents

 

(e)Appropiacy

 

(F) inappropriate


     

note: this is the correct location it will be change to make the game

options:

1.- ( )Neither great respect nor too much casualness, towards the person, we are talking to.

(Ejem. Why don’t you come for lunch with us? )

 

2.- ( ) Choose alevel of formality that suits a                           situation

3.- ( )(unsuitable, registered; the language that reflect the situation

and which it is used often referred to as….)

4.- (     )More socially casual

(Language occurs in relax situacion, amongst                         friends, people how know each other well.)

 

 

5.-     (     )More socially distant

(Official language, people do not know each other very well.)

 

 

 

.

unit 4 functions answers

 

1.- (   d )

2.- (   e )

3.- ( f   )

4.- (   a )

5.- (   b )

 

Unit 2                                lexis

Game 2

instructions

Meaning of words relate the different forms of language that are used in English as words or phrases, according to the functions in a part of a speech.

1.- describes the thing ======

2.- figurative meaning   =====

3.- context situation   =====

4.- form             =======

5.- compound nouns     ======

6.- colocations   =====

7.- fixed expressions, can’t be change ======

8.- chunks (semi) fixed unit, as one piece ====

9.- with different relationships with one another: =======

10.- false friend, homophones, homonyms and varieties of English: similar “two languages”, writing, not meaning ======

Options:

  • denotation meaning
  • tall tree
  • being together (telephone number), bookshop
  • prefixes, suffixes or compounds, call affixation
  • fixed expressions and idioms, take a holiday, heavy rain, arrive     at, depend on, happy new year, self-conscious, watch out, don’t be shy, clear skin, a clear day, lined paper.
  • have a good trip, I’d like to… how about… my name is…
  • to tell you the truth, new born, it’s up to you. idioms, to be under the weather, to have green fingers, once in a blue moon, was upon a time.
  • a clear head, on paper (good idea).
  • flat; apartment; unit.
  • Ways of speaking English in different countries
  • lecture, with same pronunciation, different meaning or spelling; whether and weather / spelling bank and bank.
  • synonyms…. Antonyms…. Lexical set (classroom)… word family (affixation process) …. Know unknown know less….
  • Figurative meanings   ======   Idioms
  • Imaginative

 

Unit 2


1.- (a)

2.- (n)

3.- (b)

4.- (d)

5.- (c)

6.- (e)

7.- (g)

8.- (f)

 

9.- (i)

10.- (k)

11.- (h)