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Teaching

JISETH DANIELA ROJAS RUEDA


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CARLOS DANIEL GÓMEZ PRADILLA
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across age
MERILETH TIRADO PEÑARANDA
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JENSY NAYELI TRASLAVIÑA VELASCO.
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levels

2 1

Role of teacher:
Advanced: they can The cognitive process of
There are some The teacher is in charge
handle successfully and the student is slow and
levels in which of answering, planning,
with relative ease the step by step, after the
you can split the managing the time,
student is a beginner,
linguistic challenges arranging the activities
students when he/she will have to do
presented by a and trying to make the
theyre learning several repetition exercises
complication of class student-centered,
and it is possible that the
the language, but unexpected events their since the teacher is the
student's reception fails
we will only talk performance is marked because he/she does not
one who participates
about them in 3 more frequently due to
by a substantial flow and have easily processed
the fact that the students
levels. their vocabulary is fairly processes such as
are beginners.
extensive. memorization.

3 4

these speakers communicate


they are able to handle minimally and with difficulty by
successfully a limited number using a number of insolated
of unexpected events, but the words and memorized phrases
conversation is restricted to limited by the particular context
some concrete and simple in which the language has
topics. been learned,also they may be
understood with great difficulty
even by sympathetic
interlocutors.

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5

Also the children have a


We should keep in mind that not peripheral attention to
everyone learns the same and language form and the adult
that age makes a lot of difference
when teaching another person
´s overt, focal awareness of
It's very important to have these points of view
English and even other an attention to those forms.
very present, when you gonna teach to teens.
languages. In fact many of the rules for • -Avoiding embarrassment of students at all
Teaching children & teaching children also serve costs
Teaching adults to teach adults, however it • -Affirming each person´s talents and
strength
should be borne in mind that
There are many traditions that have • -Allowing mistakes and other errors to be
us believe that children learn very adults have greater cognitive accepted de-emphasizing competition
easily a second language, and in abilities. between classmates and.
fact more easily also than the • -Encouraging small-group work risks can be
adults, But in both cases, some taken more easily by a teen
qualifications are in order.

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8

When we teach at an
intermediate level, the role of
teachers is to encourage At the advanced level, both the students
We have different ways of
students to ask questions and and the teacher can make use of a wide
teaching depending on the range of sociolinguistic and pragmatic
level of English, for make comments always with
competences and, unlike the first level, in
example the teacher at a respect. We must be careful at
this level, class activities include debates,
novice level of English, is this level with teamwork, group argumentation and complex role
the initiator of the because now we cannot plays. Most likely, at this level, students
language and the establish general expectations already have specific purposes for using
integration activities of the for all students, since the English and part of the teacher's role at
students in pairs are very ability to speak varies this level is to help them develop that
elementary. markedly. purpose.

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