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Gamification based-tasks: A way to impact speaking skill in an EFL classroom
ABSTRACT This paper attempts to account the impact of gamification-based tasks in an EFL classroom to enhance speaking skills. The researcher conducted a problem formulation and a data collection to identify an issue to be solved. At the beginning, the research pretended to deal with the use of electronic devices in the English classroom with an educational purpose. However, after some literature review, the researcher realized that gamification has to do not only with electronic devices but also with other alternatives in which the teacher can avoid constraints concerning the availability of resources. Findings reported that gamification makes a minimal impact on the students’ speaking skills although more research has to be conducted to confirm or to debate the main outcomes of the current study implementing similar proposals under similar conditions. KEY WORDS: gamification, speaking skills, task-based instruction, anxiety, vocabulary, grammar.
Functional-Notional Method Guides the Design of Foreign Language Listening and Speaking Activities in a Course Management System
Listening and speaking skills are key components of language
A Teacher’s Guide to Language Courses for Levels 1-4
DESCRIPTION This guide introduces instructors to the translation program goals; aims and objectives of the listening, speaking, reasing, writing, vocabulary and grammar courses taught at the College of Languages and Translation, King Saud University; the need for efficient teaching and assessment of language skills in levels 1-4; the language teachers’ role in levels 1-4; what students should be able to do by the end of level 4; how the interactions and mosaic textbooks are designed; study tips for the students; teaching strategies; a general assessment guide; and the course portfolio contents.
Language Teaching Methodology
Complete all sections of this form and ensure it is the first page of the document you submit. Failure to attach the coversheet as required may result in your work not being accepted for assessment. DECLARATION BY STUDENT This assignment is entirely my own work. Quotations from secondary literature are indicated by the use of inverted commas around ALL such quotations AND by reference in the text or notes to the author concerned. ALL primary and secondary literature used in this piece of work is indicated in the bibliography placed at the end, and dependence upon ANY source used is indicated at the appropriate point in the text. I confirm that no sources have been used other than those stated. I understand what is meant by plagiarism and have signed at enrolment the declaration concerning the avoidance of plagiarism.
Investigation of students’ autonomous plans to improve speaking
Autonomy in language learning: Tools, tasks and environments [ebook], 2014
This qualitative study applies Benson's (2011) learner-based approach toward autonomy to an investigation of students' plans for improvement in speaking. Participants, who are English majors at a Japanese university, completed a series of assignments in which they recorded a conversation with a successful user of English, reflected on it, and formulated a plan to improve their performance for the next one, before repeating the process. Learners utilized a number of online and print resources, including Edmodo (a social learning platform), to implement their plans. The data consists of students' improvement plans submitted over the course of a semester. Plans were analyzed and coded according to the grounded theory approach to find common categories and identify emergent patterns. Seven overall themes, classified as goals, emerged from the data: vocabulary, fluency, preparation, pronunciation, listening, grammar, and pragmatics. In addition to goals, data were coded as means toward achieving the goal. Finally, the analysis includes the quality of students' decision-making with regard to appropriate choices that could lead to success in improving speaking.
Adult Education Literacy Instruction: A Review of the Research
National Institute For Literacy, 2010
PLAN DE CLASE
Plantel de Capacitación No. 089
NOMBRE DEL CURSO: INGLÉS COMUNICATIVO BÁSICO CURSO: EXTENSIÓN INSTRUCTOR: LIC. SAULO ORLANDO SANTOS SÁNCHEZ
UNIDAD
TEMA/SUBTEMAS
APERTURA
DESARROLLO
CIERRE
I
TOPIC: The Simple Present Tense
SUBTOPICS:
1.1 Alphabet
1.2 Colors
1.3 Nouns
1.4 Numbers
1.5 Days
TOPIC: The Simple Past Tense
SUBTOPICS:
1.6 Seasons and Climate
1.7 Months
1.8 Personal Pronouns
1.9 Verb “To Be”
T IS GOING TO INTRODUCE HIMSELF IN ORDER TO TAKE PART OF WARMMING.
FOR THE FIRST MODULE, EACH ONE OF THE Ss WILL CHECK THEIR NAMES ON THE CALLING ROLE LIST.
T WILL ARRANGE THE AREA TAKING A LOOK ON THE NECESSARY FURNITURE.
FOR THE SECOND MODULE, ALL Ss ARE GOING TO JOIN IN A DYNAMIC UP TO THE PREVIOUS KNOWLEDGE.
Ss WILL APPLY PREVIOUS SPEAKING ABILITIES WITH THE PROPOSAL TO ENCOURAGE NEW GOALS.
T WILL DISPLAY ON THE BOARD THE ELEMENTAL GRAMMAR DUE TO THE TOPICS AND SUBTOPICS.
Ss WILL BE ORGANIZED INTO PARTNERS IN ORDER TO DELIVER SPEAKING AND WRITING PRACTICE.
T WILL SHOW TO Ss SOME FLASH-CARDS CONTAINING GENERAL VOCABULARY AND TAKING PART ON TOPICS AND SUBTOPICS.
THE PLANNED ACTIVITIES FOR THE CLOSURE WILL BE FOCUSED ON THE TRACK OF THE SPEAKING FLUENCY, MAINLY THE DEVELOPMENT OF VOCABULARY FORMAT.
THE TEACHER WILL ALWAYS APPLY A SUSTAINBLE GRAMMAR-CHECKING FOR EACH STUDENT AS A MONITORING.
Período:
04/06/2018-08/06/2018
Material:
Pizarrón, marcadores p/pizarrón, libreta, hojas blancas, masking, work-sheets, material didáctico, dispositivo de audio y video, bocinas.
Observaciones:
Elaboró
LIC. SAULO ORLANDO SANTOS SÁNCHEZ
Instructor
Validó
TITULAR DEL PDC 089
PLAN DE CLASE
Plantel de Capacitación No. 089
NOMBRE DEL CURSO: INGLÉS COMUNICATIVO BÁSICO CURSO: EXTENSIÓN INSTRUCTOR: LIC. SAULO ORLANDO SANTOS SÁNCHEZ
UNIDAD
TEMA/SUBTEMAS
APERTURA
DESARROLLO
CIERRE
II
Topic: The Present Progressive Tense
SUBTOPICS:
2.1 Before and After
2.2 The Time
2.3 Family
2.4 Occupations
2.5 Adjectives
Topic: The Past Progressive Tense
SUBTIPICS:
2.6 There is/There are
2.7 How much/How many
2.8 Food
2.9 Clothes and Accesories
T WILL ARRANGE THE AREA TAKING A LOOK ON THE NECESSARY STUFF.
FOR THE THIRD MODULE, ALL Ss ARE GOING TO JOIN IN A DYNAMIC UP TO THE SEEN THEMES.
T IS GOING TO INTRODUCE HIMSELF IN ORDER TO TAKE PART OF ONGOING.
FORT THE FOURTH MODULE, EACH ONE OF THE Ss WILL CHECK THEIR WRITING ABILITY ON THE BOARD.
Ss WILL BE ORGANIZED INTO TEAMS IN ORDER TO DELIVER SPEAKING AND WRITING PRACTICE.
T WILL SHOW TO Ss SOME FLASH-CARDS CONTAINING GENERAL VOCABULARY AND TAKING PART ON TOPICS AND SUBTOPICS.
Ss WILL APPLY PREVIOUS SPEAKING ABILITIES WITH THE PROPOSAL TO ENCOURAGE NEW GOALS.
T WILL DISPLAY ON THE BOARD THE ELEMENTAL GRAMMAR DUE TO THE TOPICS AND SUBTOPICS.
THE TEACHER WILL ALWAYS APPLY A SUSTAINBLE GRAMMARLY-CHECK FOR EACH STUDENT AS A MONITORING.
THE PLANNED ACTIVITIES FOR THE CLOSURE WILL BE FOCUSED ON THE TRACK OF THE SPEAKING FLUENCY, MAINLY THE DEVELOPMENT OF VOCABULARY FORMAT.
Período:
11/06/2018-15/06/2018
Material:
Pizarrón, marcadores p/pizarrón, libreta, hojas blancas, masking, work-sheets, material didáctico, dispositivo de audio y video, bocinas.
Observaciones:
Elaboró
LIC. SAULO ORLANDO SANTOS SÁNCHEZ
Instructor
Validó
TITULAR DEL PDC 089
PLAN DE CLASE
Plantel de Capacitación No. 089
NOMBRE DEL CURSO: INGLÉS COMUNICATIVO BÁSICO CURSO: EXTENSIÓN INSTRUCTOR: LIC. SAULO ORLANDO SANTOS SÁNCHEZ
UNIDAD
TEMA/SUBTEMAS
APERTURA
DESARROLLO
CIERRE
III
TOPIC: The Simple Future Tense
SUBTOPICS:
3.1 Prepositions
3.2 Adverbs
3.3 Conjunctions
3.4 Object Pronouns
3.5 Body Parts
TOPIC: The Progressive Future Tense
SUBTOPICS:
3.6 Countries and Nationalities
3.7 Comparatives and Superlatives
3.8 Feelings and Emotions
3.9 Beedrom and Furniture
Ss WILL APPLY PREVIOUS SPEAKING ABILITIES WITH THE PROPOSAL TO ENCOURAGE NEW GOALS.
T WILL DISPLAY ON THE BOARD THE ELEMENTAL GRAMMAR DUE TO THE TOPICS AND SUBTOPICS.
Ss WILL BE ORGANIZED INTO PARTNERS IN ORDER TO DELIVER SPEAKING AND WRITING PRACTICE.
T WILL SHOW TO Ss SOME FLASH-CARDS CONTAINING GENERAL VOCABULARY AND TAKING PART ON TOPICS AND SUBTOPICS.
T IS GOING TO INTRODUCE HIMSELF IN ORDER TO TAKE PART OF WARMMING.
FORT THE FITH MODULE, EACH ONE OF THE Ss WILL APPLY THEIR AN INTRODUCING.
T WILL ARRANGE THE AREA TAKING A LOOK ON THE NECESSARY FURNITURE.
FOR THE SIXTH MODULE, ALL Ss ARE GOING TO WORK IN TEAMS OF FIVE PEOPLE CONSEQUENTLY THEY WILL PRACTICE FLUENCY.
THE PLANNED ACTIVITIES FOR THE CLOSURE WILL BE FOCUSED ON THE TRACK OF THE SPEAKING FLUENCY, MAINLY THE DEVELOPMENT OF VOCABULARY FORMAT.
THE TEACHER WILL ALWAYS APPLY A SUSTAINBLE GRAMMARLY-CHECK FOR EACH STUDENT AS A MONITORING.
Período:
18/06/2018-22/06/2018
Material:
Pizarrón, marcadores p/pizarrón, libreta, hojas blancas, masking, work-sheets, material didáctico, dispositivo de audio y video, bocinas.
Observaciones:
Elaboró
LIC. SAULO ORLANDO SANTOS SÁNCHEZ
Instructor
Validó
TITULAR DEL PDC 089
PLAN DE CLASE
Plantel de Capacitación No. 089
NOMBRE DEL CURSO: INGLÉS COMUNICATIVO BÁSICO CURSO: EXTENSIÓN INSTRUCTOR: LIC. SAULO ORLANDO SANTOS SÁNCHEZ
UNIDAD
TEMA/SUBTEMAS
APERTURA
DESARROLLO
CIERRE
IV
TOPIC: Auxiliary Verbs
SUBTOPICS:
4.1 To need
4.2 To want
4.3 To have
4.4 Animals
4.5 Other and the other
TOPIC: The Progressive Future Tense
SUBTOPICS:
4.6 Auxiliar can
4.7 Should and Must
4.8 For/since
4.9 Already/yet
4.10 Do/make
Ss WILL APPLY PREVIOUS SPEAKING ABILITIES WITH THE PROPOSAL TO ENCOURAGE NEW GOALS.
T WILL DISPLAY ON THE BOARD THE ELEMENTAL GRAMMAR DUE TO THE TOPICS AND SUBTOPICS.
Ss WILL BE ORGANIZED INTO PARTNERS IN ORDER TO DELIVER SPEAKING AND WRITING PRACTICE.
T WILL SHOW TO Ss SOME FLASH-CARDS CONTAINING GENERAL VOCABULARY AND TAKING PART ON TOPICS AND SUBTOPICS.
T IS GOING TO INTRODUCE HIMSELF IN ORDER TO TAKE PART OF WARMMING.
FORT THE FITH MODULE, EACH ONE OF THE Ss WILL APPLY THEIR AN INTRODUCING.
T WILL ARRANGE THE AREA TAKING A LOOK ON THE NECESSARY FURNITURE.
FOR THE SIXTH MODULE, ALL Ss ARE GOING TO WORK IN TEAMS OF FIVE PEOPLE CONSEQUENTLY THEY WILL PRACTICE FLUENCY.
THE PLANNED ACTIVITIES FOR THE CLOSURE WILL BE FOCUSED ON THE TRACK OF THE SPEAKING FLUENCY, MAINLY THE DEVELOPMENT OF VOCABULARY FORMAT.
THE TEACHER WILL ALWAYS APPLY A SUSTAINBLE GRAMMARLY-CHECK FOR EACH STUDENT AS A MONITORING.
Período:
25/06/2018-29/06/2018
Material:
Pizarrón, marcadores p/pizarrón, libreta, hojas blancas, masking, work-sheets, material didáctico, dispositivo de audio y video, bocinas.
Observaciones:
Elaboró
LIC. SAULO ORLANDO SANTOS SÁNCHEZ
Instructor
Validó
TITULAR DEL PDC 089
PLAN DE CLASE
Plantel de Capacitación No. 089
NOMBRE DEL CURSO: INGLÉS COMUNICATIVO BÁSICO CURSO: EXTENSIÓN INSTRUCTOR: LIC. SAULO ORLANDO SANTOS SÁNCHEZ
UNIDAD
TEMA/SUBTEMAS
APERTURA
DESARROLLO
CIERRE
V
TOPIC: Present, Past and Future Perfect
SUBTOPICS:
5.1 Present perfect
5.2 Past perfect
5.3 Future perfect
5.4 First conditional
5.5 Second conditional
Ss WILL APPLY PREVIOUS SPEAKING ABILITIES WITH THE PROPOSAL TO ENCOURAGE NEW GOALS.
T WILL DISPLAY ON THE BOARD THE ELEMENTAL GRAMMAR DUE TO THE TOPICS AND SUBTOPICS.
Ss WILL BE ORGANIZED INTO PARTNERS IN ORDER TO DELIVER SPEAKING AND WRITING PRACTICE.
T WILL SHOW TO Ss SOME FLASH-CARDS CONTAINING GENERAL VOCABULARY AND TAKING PART ON TOPICS AND SUBTOPICS.
T IS GOING TO INTRODUCE HIMSELF IN ORDER TO TAKE PART OF WARMMING.
FORT THE FITH MODULE, EACH ONE OF THE Ss WILL APPLY THEIR AN INTRODUCING.
T WILL ARRANGE THE AREA TAKING A LOOK ON THE NECESSARY FURNITURE.
FOR THE SIXTH MODULE, ALL Ss ARE GOING TO WORK IN TEAMS OF FIVE PEOPLE CONSEQUENTLY THEY WILL PRACTICE FLUENCY.
THE PLANNED ACTIVITIES FOR THE CLOSURE WILL BE FOCUSED ON THE TRACK OF THE SPEAKING FLUENCY, MAINLY THE DEVELOPMENT OF VOCABULARY FORMAT.
THE TEACHER WILL ALWAYS APPLY A SUSTAINBLE GRAMMARLY-CHECK FOR EACH STUDENT AS A MONITORING.
Período:
28/07/2017-29/07/2017
Material:
Pizarrón, marcadores p/pizarrón, libreta, hojas blancas, masking, work-sheets, material didáctico, dispositivo de audio y video, bocinas.
Observaciones:
Elaboró
LIC. SAULO ORLANDO SANTOS SÁNCHEZ
Instructor
Validó
TITULAR DEL PDC 089
PLAN DE CLASE
Plantel de Capacitación No. 089
NOMBRE DEL CURSO: INGLÉS COMUNICATIVO BÁSICO CURSO: EXTENSIÓN INSTRUCTOR: LIC. SAULO ORLANDO SANTOS SÁNCHEZ
UNIDAD
TEMA/SUBTEMAS
APERTURA
DESARROLLO
CIERRE
VI
TOPIC: Practice and Tourism Vocabulary
SUBTOPICS:
6.1 Vocabulary and Terminology.
6.2 Imitating and Practice
Ss WILL APPLY PREVIOUS SPEAKING ABILITIES WITH THE PROPOSAL TO ENCOURAGE NEW GOALS.
T WILL DISPLAY ON THE BOARD THE ELEMENTAL GRAMMAR DUE TO THE TOPICS AND SUBTOPICS.
Ss WILL BE ORGANIZED INTO PARTNERS IN ORDER TO DELIVER SPEAKING AND WRITING PRACTICE.
T WILL SHOW TO Ss SOME FLASH-CARDS CONTAINING GENERAL VOCABULARY AND TAKING PART ON TOPICS AND SUBTOPICS.
T IS GOING TO INTRODUCE HIMSELF IN ORDER TO TAKE PART OF WARMMING.
FORT THE FITH MODULE, EACH ONE OF THE Ss WILL APPLY THEIR AN INTRODUCING.
T WILL ARRANGE THE AREA TAKING A LOOK ON THE NECESSARY FURNITURE.
FOR THE SIXTH MODULE, ALL Ss ARE GOING TO WORK IN TEAMS OF FIVE PEOPLE CONSEQUENTLY THEY WILL PRACTICE FLUENCY.
THE PLANNED ACTIVITIES FOR THE CLOSURE WILL BE FOCUSED ON THE TRACK OF THE SPEAKING FLUENCY, MAINLY THE DEVELOPMENT OF VOCABULARY FORMAT.
THE TEACHER WILL ALWAYS APPLY A SUSTAINBLE GRAMMARLY-CHECK FOR EACH STUDENT AS A MONITORING.
Período:
04/07/2017-05/07/2017
Material:
Pizarrón, marcadores p/pizarrón, libreta, hojas blancas, masking, work-sheets, material didáctico, dispositivo de audio y video, bocinas.
Observaciones:
Elaboró
LIC. SAULO ORLANDO SANTOS SÁNCHEZ
Instructor
Validó
TITULAR DEL PDC 089
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