REVIEW ABOUT THE THREE MODULES...

22 June 2014

Feedback about the Three Modules

                                       ************************************

     The three modules are somehow clear and understandable. There are some areas which I found myself unclear about them. I have to be in a cooperation with teachers. 

     In Module 1, it is an easy part, but as long as, I've got 48 out of 80, so it is needed to be revised well. In the units, such as, Phonology, Function, Presentation, Practice and Production (PPP), and finally Teaching Based Learning (TBL).

     In Module 2, it is a practical part and needs revision, although I've got 57 out of 73, which is a bit satisfactory. In that unit, the confusing part is only the difference between (Procedure and aims).

     In Module 3, it really is easy and understood well. In this moment, there is nothing to comment on and to tell regarding the difficulties, once it is reviewed, certainly teachers will be informed.

REGARDS,      

REVIEW OF THE TERMS IN UNITS 28

REVIEW OF THE TERMS IN UNITS 28

19 JUNE 2014

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1- acknowledge: means to emphasis something and address it.

2- clarify: to give explanation and brief.

3- greet: to welcome somebody.

4- negotiate: to deal and discuss with someone: the term usually has to do with business.

5- speculate: to guess and amuse

6- textbook: the content 

 

 regards,

Mohammed Algorib

REVIEW OF UNITS 32 & 33

June 19, 2014

Questions from 32 & 33

Mohammed Ahmad AlGorib

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     As for the direction of Mr. Sam, here the questions from these units:

1- Recasting means:

a- Sometimes we recast a student utterance by rewording it and saying it back to the learner in its improved form.

b- Paraphrasing the sentences made by the teacher to the students to consolidate the correct the form.

c- Students correct each other according to their level.

2- Slip means:

a- A mistake made by a complex error speaker.

b- It is a mistake made unconscionably or without purpose.

c- an error made by speakers of the learners in the second language during the conversation.

REGARDS, AND BEST WISHES,

MOHAMMED AHMAD ALGORIB   

LEARNERS' ERRORS,

       LREANERS' ERRORS

June 19, 2014

MOHAMMED ALGORIB

http://www.teachingenglish.org.uk/article/error-correction-1

This website is very helpful for me as instructor. There are several mistakes occurring during the speaking. Usually, those errors made by the learners of the second language learners. Sometimes, slips may be done during the conversation, because of oversight, and mother language interference. In addition, it could take place in all four language-skills. For example, Arab students often make 
noticed Slips with the Plural (S), and the pronouncing of sounds such as, /p/, and /b/.

In fact, dealing with the errors has to do with individual's reaction, and the way the students learn a language. As it is mentioned in the source (LINK ABOVE), that there are five different types of 

dealing with errors as follows:

1- Attitudes to errors correction

2- Categorizing errors

3- A model for correction writing

4- The role of planning

5- Practical Techniques, ideas for correcting writing

Therefore, it is really  important to focus on those areas of errors, because it is the best way of learning. 

REGARDS,

MOHAMMED ALGORIB

MODULE 2, REVIEW, CHAP. 19

21 June 2014

Mohammed Ahmad AlGorib

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1:                                   

A-    Main Aim B-    Subsidiary Aim C-    Stage Aim D-   Procedure E-     Aids

 

1-    What do we want learners to learn or to be able to do by the end of the lesson?

2-    What are the tasks and activities for each stage?

3-    What else do learners need to be able to do during the lesson to enable them to achieve the main aim?

4-    What is the purpose of each stage of the lesson?

5-    What action will take to deal with the anticipated problems?

6-    What should we remember to take to the lesson?

 

A-    Sequence B-    Personal Aim

1-    By the end of the lesson, learners will be able to use polite requests to ask for information, is an example of………?

2-    Series of lesson or whole course?

3-    It shows what we would like to improve or focus on in our teaching?

 

 

 

 

2: Finding the odd one out.

 

Choose the letter A,B or C which does NOT complete the statement correctly

1-    We mean by Learners Objectives:

a-     The Result we are excepting form them

b-    The outcomes of the given lesson

c-     The Result of the Choral Drill, we practice daily at class

2-    The Syllabus is……

a-     The course programme

b-    The plan needed to be followed during the course

c-     The method of teaching, that the teacher is gong o use such as, teacher-centred, or other methods   

3: Multiple-choices

(Mark the correct letter A,B or C which would be more appropriate)

1-    Teaching aids means:

a-     The things teacher bring with him every day such as marker and pencil.

b-    The tools that the teacher should bring such as, authentic books, pictures, projector, Internet supportive materials, and etc…

c-     The Things the teacher MUST bring with in every class in every level, because the teacher could not stand alone without them.

2-    Procedures are:

a-     What the teacher and the learners do at each stage of the lesson

b-    What the teacher only do at each lesson

c-     What the learners only do at each lesson

4:  3/4/5 option-matching

( You will need to use some of the option MORE than once)

1:

a-     Timing for the development and the organization of the class

b-    Predicting the content

c-     Scanning for made by the learners

 

1-    Sometimes, it is very because I have only 50 minute to cover up everything

2-     It is really important for the student to let them pre-judging before reading the text fully

3-    This thing is going to let speak about the topic even it is not completely correct, but at least they have guessed the general ideas

4-    The teacher with a certain purpose, he asks the learners to get a specific info.

2:

a-     Deducing the meaning

b-    Encouragement

 

1-    It really a wonderful idea to ask student to get it alone.

2-    This thing is going to build confidence and motivation, it is exactly achieved

3-    It let students feel proud of themselves and it is caused by pushing them up and it remains with them even after graduation.

 

END OF THE QUESTIONS,,,

REVIEW, AIMS...

   

 

 

 

LESSON PLANNING-AIMS

04/06/2014

MOHAMMED AHMAD ALGORIB

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Types of aims:

     It is really true, that in teachings aims is very important and needed. A teacher should create and apply Aims-method. In fact, this thing is going to help him a lot and also it will make the learning process easier and more interesting.

     As long as, the book mentions, we do have 3 types of aims, main aim, subsidiary aim and finally personal aim.

     First of all, a main aim describes the most important thing we want the learners to achieve in a lesson or sequence of lessons. For example, we may want learners to understand and practice using new language. In my opinion, more the main aim(s) is well-organized, decisive, and accurate, more the outcomes are going to fixed, long-term lasting. We are going to teach military persons, so it is very useful actually to have aims.

     Secondly, a subsidiary aim, which shows the language or skills learners, must be able to use well in order to achieve the main aim of the lesson. For instance, grammar, function, lexis, and many others, all these examples of subsidiary aim. In addition, it is easy to say, that anything supports the main aim in the class for the teacher to deliver the message of the class could called (SUBSIDIARY).

     Thirdly, a personal aim shows what we would like to improve or focus on in our teaching. Like those given in the first table above, these might be about improving the way we handle materials and teaching aids. For example, the things or the tools used in the class to help the teachers perform the class properly.

Fourthly and finally, a stage aim describes the particular purpose of each stage. On the other word, it is preferred to say, a stage with a short period of time, which has to do with the current stage, until it is completely done.

THIS ALL ABOUT IN LESSON PLAN

REGARDS,

MOHAMMED AHMAD ALGORIB

Unit 19 & 20 REFLECTION REVIEW

Units 19 & 20 Reflection
04 June 2014
Mohammed Ahmad AlGorib

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     To day, the units are very practical, and important, we are in fact going to practice those units with our students. It needs to be practised and revised many times.

     Unit 19 is very important and fundamental, because it is impossible to create a Lesson Plan without it. The most important things are the types of Aims (main aim, subsidiary aims personal aims ), these aims are basically different from each other. Each one has a specific function plays a necessary role in the learning process. Also, Procedures and Stage aims are also needed to make a remarkable Lesson Plan with their details to make a well-organized one. There are many key concept in the course-book, which they are very important, such as, outcomes, leaner needs, timing, and many other ones. 

     Unit 20 it basically deals with components. Actually, there are three important elements dealing with that unit. Before the class, during the class, and finally after the class. Each one these function has fairly certain task to play with. Lesson Plan Component contains as Follows:

1- CLASS PROFILE

2- TIMETABLE FIT

3- MAIN AIM(S)

4- SUBSIDIARY AIM(S)

5- STAGE AIMS

6- PERSONAL AIMS

7- ASSUMPTIONS

8- ANTICIPATED PROBLEMS

9- POSSIBLE SOLUTIONS

10- TEACHING AIDS

11- PROCEDURES

12- TIMING

13- INTERACTION PATTERNS

14- HOMEWORK

     Each one of these has a detailed job to do so it is really important for me and my classmates to know exactly all of them very carefully.   

regards,

MOHAMMED AHMAD ALGORIB

         

TKT, MODULE 1 -RESULT-

TKT RESULT

MODULE 1

June 03, 2014

My response about the result…

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     TKT Mock Exam is really important and needed. In fact, I was shocked about the results. During the exam, I felt at the first step, that I have done well. The result suddenly showed me something a bit different from the excepted one.

      In case of strength, I personally see that the beginning units are easy for me. After that, things going harder, until the last units, which they need to be practiced again.

     As for revision, if the instructors do not mind, I should be in daily contact for the Module 1. In addition, I have to have schedule for practice observed by one of the instructors to check the progress, the reason for that is Module 1 is an easy one. Therefore, I am going to Mrs.  Kareen, and discuss in details with her what is going on exactly.  

     Eventually, I will be happy, if the Mock Exam is going to be repeated to notice my progress. This certainly will be for me seen by Mrs. Kareen or Mr. Sam as long as, they are my teachers.   

tkt, unit 3&4

Here is the game to practice functions and phonology


and here is the link to the game if it doesn't play in your browser
http://www.zondle.com/cdl.aspx?qp=338794&a=270

writing, REVIEW

 

 

WRITING

May 29, 2014

MOHAMMED ALGORIB

FROM: TKT COURSEBOOK

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INTODUCTION TO WRITING:

     Writing is one of the most important tasks between the Four Tasks of learning. It was invented by the old Egyptians to give orders to their servants. Then, the Arabs developed the writing by creating the numbers or the digits at that time. From that time up to now, writing is one of the needed and complicated skills, because it is clearly productive and complex.

WHY IS WRITING:

     In fact, I personally have chosen this skill, because of many reasons. First, we daily write in many places, such as, workplace, shops, banks, home, etc. All the four skills practiced in routine process, but writing has something special. Second, If you would like to know a person simply, look at his/her writing, and then you are going to recognize, who that person. Third, as long as, it is a productive skill, so it will be easy to communicate with people around the world without reaching, or watching them, and this is why all those Social Networks was created.  

REVIEW OF IMPORANT TERMS IN COURSEBOOK FOR MY CLASSMATES:

     One of the most important element in writing is the TEXT TYPES, which means any written material; it has to be a text. Even, if it is senseless or it means nothing. Second, the FORMALITY is level, which means to whom you are going to write, and why. Therefore, it depends on the receiver basically, because he is the one, who will read. Third, when you want a way of ordering information, certainly, it calls LAYOUT. Fourth, when you are using complicated and grammatical rules, so it is called COMPLEXITY. Fifth, any writing, it should contain paragraphs, and paragraphs means: a part of a longer piece of writing which starts on a new line and usually focuses on one idea. Sixth, Feature is joining words and sentences clearly. Seventh, to tall a story is called NARRATING. Eighth, COHESIVE means linking things together. Ninth, to organize information together is called LOGICAL.

REGARDS, AND BEST WISHES

MOHAMMED AHMAD ALGORIB

reading, review, 27 may, 2014

READING

May 28, 2014

Mohammed Al-Gorib

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     Reading is one of the most important skills ever. Actually, this necessary skill is well-known since the beginning of the humankind. Some researches approves, that it goes historically to the Egyptians. This means, that it has more than 7,000 years old, or more.                                                                                                                                                     

     As we have studied in the TKT course is, that it is a receptive skill. In addition, we have studied and learned, that there several types of reading. In fact, they are scanning, reading for details, deducing meaning from context, understanding text structure, skimming, inferring, predicting. Each one of these types has a specific purpose.                                                                                                                                            

     As for the question mentioned in the Blogger, asking about the authentic text. I personally say, that real textbook and reading for pleasure are the same for many reasons.

     In case of real or educational books, it is deeply important and beneficial for many remarkable cases. One, educational books are basically published and made by many scholars, academics, scientists in language, researchers, and many others, so it is certainly going to be suitable and enhanced for the learners. Two, they are somehow fit the students mentality to get the content easily. Three, in those books, there are activities, pre-reading exercises, where the learners generally is going to understand what is going on simply, because it is made for him/her.                                                                                                                                                                             

     For authentic reading, it is in my personal opinion, a game with the brain, and for sure needed for the students because of many reasons. One, authentic reading is actually a supplementary one with the ones given in the class (REAL READING, AND OFFICIAL CRUCULIM). Two, it helps the students to speak fluently with daily life actions.

     Finally, I wish my brief summary is going to help you a lot, because we are going to be teachers, and we need these sources.   

LISTENING...

LISTENING

MAY 22, 2014

THURSDAY

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Why listening is selected? 

     This skills is the favorite of mine. Many researches are made to discover it, because I personally it is the most ambiguous one between all the fourth skills.    

What is listening?

     Listening is one of the four language skills. In fact, it is a receptive skill, where it involves responding to language rather than producing it. In this summary, we are going to explain and show this skill with certainly the help of several trusted websites and the issued book (TKT-CAMBRIDGE ENGLISH).

What are the characteristics of the spoken language?

     1- Stress:* the way that a word or syllable is pronounced with greater force than other words in the same sentence or other syllables in the same word.

     2- Intonation: *the sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said.

     3- Connected speech: sounds and single words connected together to formulate a form of speaking.

     4- Facial expression: the express appeared in the face during the conversations, 

     5- Hesitations:  *the act of pausing before doing something, especially because you are nervous or not certain.

What are the characteristics of the written language? 

     1- Punctuation: *The most common punctuation marks in English are: capital letters and full stops, question marks, commas, colons and semi-colons, exclamation marks and quotation marks.

     2- Logical sequence:  The organization of the whole essay or the paragraph, and how it is gradually connected to each other.

     3- Complex: stylish and highly developed sentences with the use of the Punctuation.

_____________________________________________________________________________________________

     Some important terms in listening skills

     1- utterances: * the action of saying something

     2- text types: spoken language such as, conversations, stories, songs, and many other examples.

     3- interaction: Different way of organizing the language according to the speaker.

     4- relevant: suitable/appropriate

     5- linking: a connection between words and sentences.

     6- listen for gist: listening looking for the main idea

     7- global understanding specific: listening for well-known thing.

     8- infer attitude: listening to see what attitude a speaker is expressing.

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    TYPES OF LISTENING

In the mentioned website, there are:

*Informative Listening

 Informative listening is the name we give to the situation where the listener’s primary concern is to understand the message. Listeners are successful insofar as the meaning they assign to messages is as close as possible to that which the sender intended.

*Relationship Listening

The purpose of relationship listening is either to help an individual or to improve the relationship between people. Therapeutic listening is a special type of relationship listening. Therapeutic listening brings to mind situations where counselors, medical personnel, or other professionals allow a troubled person to talk through a problem. But it can also be used when you listen to friends or acquaintances and allow them to “get things off their chests.” Although relationship listening requires you to listen for information, the emphasis is on understanding the other person. Three behaviors are key to effective relationship listening: attending, supporting, and empathizing.

*Appreciative Listening

Appreciative listening includes listening to music for enjoyment, to speakers because you like their style, to your choices in theater, television, radio, or film. It is the response of the listener, not the source of the message, that defines appreciative listening. That which provides appreciative listening for one person may provide something else for another. For example, hard rock music is not a source of appreciative listening for me. I would rather listen to gospel, country, jazz, or the “golden oldies.”

*Critical Listening

The ability to listen critically is essential in a democracy. On the job, in the community, at service clubs, in places of worship, in the family—there is practically no place you can go where critical listening is unimportant. Politicians, the media, salesmen, advocates of policies and procedures, and our own financial, emotional, intellectual, physical, and spiritual needs require us to place a premium on critical listening and the thinking that accompanies it.

  

*Discriminative Listening

The final type of listening is discriminative listening. It may be the most important type, for it is basic to the other four. By being sensitive to changes in the speaker’s rate, volume, force, pitch, and emphasis, the informative listener can detect even nuances of difference in meaning. By sensing the impact of certain responses, such as “uh huh,” or “I see,” relationship listening can be strengthened. Detection of differences between sounds made by certain instruments in the orchestra, or parts sung by the a cappella vocal group, enhances appreciative listening. Finally, sensitivity to pauses, and other vocal and nonverbal cues, allows critical listeners to more accurately judge not only the speaker’s message, but his intentions as well.

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Finally, it is really important topic to talk about, and to search it. I highly recommend all my classmates to make a check.

 Regards,

* this mark is an indication of the usage of the below websites.

http://dictionary.cambridge.org/

http://www.ldoceonline.com/dictionary

http://www.au.af.mil/au/awc/awcgate/kline-listen/b10ch4.htm