UNIT 1

GRAMMAR  

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Grammar can be defined as the structure of a language in terms of combination, organization and changes made in words, parts of words or groups of words to communicate and express meaning. In English we have different types of grammatical forms and those are parts of speech, grammatical structures, and words that contain affixation. In other words, grammar forms refer to how the speaker structures the words when taking or in a written way to express an idea.

On the other hand, we have different parts of speech in writing, which are used to describe how each word behaves in a sentence. In total, there are nine parts of speech, and those are nouns, verbs, adjectives, adverbs, determines, prepositions, pronouns, conjunctions and exclamations. The nouns have the function to name people, things, place, and also, they act as a subject and object of a verb. Verbs work as words that show an action, experience or state. Adjectives are used to describe the characteristics of something or to give more information about the subject. Adverbs are used to give more information about when, how, where an action or situation happens. Determines are used to have a clear idea on which noun we are referring to when speaking. Prepositions are used to show a relation between a noun phrase, noun or pronoun. And finally, exclamations are used to show strong feelings like doubt or a pain.

Also, in grammar we have grammatical structures that are the ways words, phrases and clauses are arranged in a sentence to express an idea. In English, we also have grammatical structures that are the organization that the speaker can give to a group of words to make meaning like for example the past continuous, passive voice, contrast clauses, etc. Additionally, grammar structures can have different grammar uses according to what the speaker wants to say to communicate a specific meaning.

To improve student’s knowledge in grammar, the teacher can develop some activities related to the practice of some grammatical structures to express an idea. To do this, teacher can start the class by showing the student a video about a conversation between two people to give them context. After that, students should give some ideas about the topic according to what they have seen before in the video. Consequently, students must develop some sheets of paper with different kind of activities related to grammar.

Another useful activity to improve students’ knowledge of grammar is to give them the opportunity to read and write a lot. It is something known that people learn by doing, and this is something that happens here. If students are exposed to the language with more frequency, probably they are going to improve each of the skills that form part of the English language learning.

Additional Information:

Grammar


References

Youtube.com. 2021. Before you continue to YouTube. [online] Available at: <https://www.youtube.com/watch?v=Kh-Zzu1G2Yw> [Accessed 21 May 2021].

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

UNIT 2

LEXIS 

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Lexis refers to a set of words or phrases that together form specific meaning as part of vocabulary. It is necessary that learners understand the words according to the context at the moment of writing or speaking. The reason is that there are different ways in which the form of the word can change depending on its function. This usually happens when people use the word building that is letters added to the beginning or end of the word.

Furthermore, it is important to know that there are lexical features that belong to aspects of lexis in grammar and part of speech. In this case, the most common lexical features used are words with a similar o different meaning, words that are always together as collocations, nouns that can be combined with another word like boyfriend and words that have the same pronunciation but it has a different meaning, they are called homonyms. For instance, students who are learning the English language need to know enough lexical sets and word formation. A simple way to consolidate these words is by creating a worksheet in which students can relate specific vocabulary to the same topic area.

On the other hand, there are many extension activities that teacher can use to teach vocabulary. For example, the teacher needs students to remember specific vocabulary, so that the teacher can introduce the class by applying brainstorming activities. This kind of activities can vary but commonly the teacher starts by writing the topic on the board. After that, students have to write a word that is related to the topic. In this way, students have the opportunity to learn creatively and consolidating their knowledge.

To conclude, in this unit is essential to know the varieties of English language because there is a variation of words that can change according to the country such as England, Australia and others. This way, people sometimes get confused when they speak. It means that people can’t differentiate the form and meaning of a word, it is usually between homophones and false friends. To avoid these situations, it is indispensable to create activities that help students to categorize the words in an easy way.

References


Teachers, G. (2020, 07 18). TEFL Certificate: Teaching Lexis - Summary. Retrieved from TEFL Certificate: Teaching Lexis - Summary: https://www.youtube.com/watch?v=bvtQ9I3pEwE

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398  

UNIT 3

PHONOLOGY

Phonology is the study of the sound system used within a language in order to communicate meaning. In phonology we have some sound features and those are intonation, phonemes, word stress and sentence stress. A phoneme is known as the smallest unit of sound in a word, which marks a distinction in meaning from another word, for example the word ‘bus’ has 3 phonemes ‘b’ ‘u’ and ‘s’. The phonemes form part of a “phonemic chart”, designed to distinguish between the pronunciation and the writing of a word. Each phoneme is written as a character that represents a sound. It has the function of helping the reader to distinguish which is the correct pronunciation of a word.

On the other hand, there is the word stress which are the phonemic symbols that are used to show the stress of a word, for example in the word technology. In addition, we can find the sentence stress that is when the speaker pronounces different parts of a sentence with more or less force. In this case we can classify sentence stress in primary or main stress and secondary stress. Primary or main stress is the word that contains the loudest syllable in the sentence, and the speaker considers it as the most important part of the sentence in terms of meaning, while secondary stress are the words that the speaker considers as not so important to the meaning of the sentence.

Additionally, contrastive stress is evident when we put the stress on an unpredicted word in a sentence as in the example “She said you did”, where the contrastive stress is in the word “she”. When we talk about phonology, we can find terms like connected speech and intonation, too. Connected speech refers to a spoken language in which all the words join to make one sound. It happens when a vowel and a consonant join together. for example, I went on a trip with a friend of mine.

Then, we have intonation that is the changes that the speaker produces in terms of level of their voice when speaking with the intention to show meaning. Intonation is divided into two categories: rising intonation which is used in yes/no questions, and falling intonation which is used or wh-questions and normal statements. Finally, it is important to mention the emphasize that we use when we talk, and it works as a way to give force to a word. It is an important aspect. Since it permits us express feelings and meaning when we talk.

To improve students’ knowledge in phonology, teacher can apply “counting syllables” which is an activity in which students must count the syllables of some words. For this, the teacher will provide a clear explanation of the phonological structure of each vocabulary word in order to facilitate the development and practice of the activity in students. Then, teacher should start with the dictation of the words using a natural intonation and without hesitation or pause. Finally, all the students repeat each word. And finally, the counting of the syllables begins. After a little practice, the students will have been able to identify the number of syllables as well as the correct pronunciation of each word.

Another alternative that teachers can implement to develop phonetics in students is to learn the sounds in English together with those words that in Spanish handle a similar pronunciation. Here, the teacher must first position her class by establishing the topic to be discussed. Afterwards, the teacher will familiarize his students with the different types of words that share similarities, such as "false friends". Subsequently, students must develop activities related to identifying the meaning of words in order to put into practice the new vocabulary acquired. Finally, the teacher will evaluate the knowledge regarding "false friends" that the students have acquired.

Additional information:

5 Phonological & Phonemic Awareness Activities

References

Learning Without Tears. 2021. 5 Phonological & Phonemic Awareness Activities. [online] Available at: <https://www.lwtears.com/blog/phonological-phonemic-awareness-activities> [Accessed 21 May 2021].

Harappa.education. 2021. [online] Available at: <https://harappa.education/harappa-diaries/speaking-skills-and-its-importance> [Accessed 20 May 2021].

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

UNIT 4

FUNCTIONS

At first, we were learning about grammar and lexis which allow us to describe the language. However, functions have focused on explaining how language is used. The first module of TKT also takes into consideration the importance of teaching functions to communicate in different contexts. Consequently, it will contain the most relevant information with some examples to apply it correctly in the teaching-learning process.

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Spratt, M., et al. (2011) mentioned that functions are the purposes behind communicating something. They are used to express clarification, obligation, invitation, etc. Similarly, Ek, J., & Trim, J. (1998) listed six specific language functions such as “imparting and seeking factual information”, “expressing and finding out attitudes”, “getting things done”, “socialising”, “structuring discourse”and “communication repair”(p.27). For example: asking for understanding, the exponent could be “Do you mean to say that…”. Moreover, exponents vary depending on the context in which people are able to choose their level of formality. For instance, formal language focuses on addressing people who are not well known. Whereas, informal language uses colloquial expressions to communicate in a casual way. About neutral language, it can be used in both formal and informal situations with authorities or friends. These levels of formality are connected with a register that indicates the use of language according to specific groups of people or situations. In addition, appropriacy could be classified as appropriate or inappropriate which shows the congruence between the exponents or expressions and the context.

A practical example of how to apply functions could be to initially present a video of how native people express in certain contexts. If the function is Getting acquainted, students are going to pay attention to how people introduce themselves, how they greet others and probably they could identify if they use formal or informal language. Students could make small groups to list the expressions that they have listened to. Consequently, students can dramatize the scene with their personal information to practice this language function. Another example, students can learn grammatical structures through functions. Students can write a letter to invite someone to a birthday party. The teacher must introduce expressions and teach them their structure. 

Functions are useful for improving grammatical structures, understanding meaning in contexts and encourage students to communicate with others. For that reason, it is important to implement functions in the English class.

References


Ek, J., & Trim, J. (1998). Language functions. In Threshold 1990 (Threshold, pp. 27-47). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667176.007

English with linguivers. (2020, September 10). Asking for and Giving Advice in English. [Video file]. https://www.youtube.com/watch?v=U6oaHCvg5Ho&ab_channel=EnglishwithLinguiversEnglishwithLinguivers

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

UNIT 5

 

READING 

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Reading is a receptive English language skill that sometimes people do not take advantage of it. The reason is that people do not take the time to analyze the text at a word level to try to connect the meaning of the text with our knowledge and this way we can acquire a better perspective of the reading. Our understanding of the written words is important but our knowledge of the world is helpful to get the message even if we do not the meaning of all words.

The way people read is affected by the content and the reason to read. It means that a person that reads for pleasure is probably to read carefully to avoid losing ideas of the text. Contrary, someone who reads a newspaper to find out a job probably will identify schedules or the salary first. Unconsciously, we are practicing some reading subskills.

What it is tried to say is that there are several ways to read. First consider the person reading a book for pleasure, avoiding losing ideas the reader is reading for detail and to get the ideas clearly it is necessary to understand the text structure too. In addition, to understand the opinion of the author, the reader can identify the grammar style used or the register of the text. Without realizing at all the reader is inferring. On the other hand, the person who reads the newspaper is reading for specific information or scanning. Let’s suppose that the person wants to be informed about the current economic situation so he goes to that section of the newspaper. To avoid reading financial data that probably will not understand at all, the reader just has a quick reading to have a general idea. By doing this the reading is skimming or reading for gist. For sure, there will technical terms that most of reader will not comprehend but by the context that in this case is economic news the reader can deduce meaning for the context.

Keep in mind that reading skills are not mandatory just for some texts, all can be used in all kind of text types but it is important to pay attention to the layouts of the texts too.

As a teacher in our classrooms, we can deduce that students who read the grammatical points of the coursebook, probably will are reading in detail or having an intensive reading. In the same way, other learners will be scanning in this part of the coursebook to identify the function of the grammar point.

Another casual example is when children are reading an invitation birthday card. Some children will scan for the hour and place meanwhile other children can read in detail to find another kind of information such as the topic of the party. It could be a thematic birthday party. The layout matters in this text because usually these invitations have funny style words, many colors and not a strict layout design. Also, by seeing a cake on the card, children can predict it is an invitation to a birthday.

So as future teachers we have to be aware of the complexity of reading skill and how to take advantage of the sub skills to develop student’s confidence and understanding of the texts. For that reason, it is recommendable to use graded readers with our students.

Additional Information

Speaking Skills

What Are Effective Speaking Skills?

References

Harappa.education. 2021. [online] Available at: <https://harappa.education/harappa-diaries/speaking-skills-and-its-importance> [Accessed 20 May 2021].

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

What are Speaking Skills? (n.d.). https://www.twinkl.com/teaching-wiki/speaking-skills.

UNIT 6

WRITING 

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Writing is a productive skill which means that it is used to produce language. This skill involves a complex process to elaborate. In a simple way, writing communicates a message through written symbols. Write those symbols include several factors and everyone has a meaningful role.

There is a variety of text types such as letters, cards, essays, poems and more. All of them have different layouts and registers. According to the context and function, people decide the complexity of grammar and register to use. It means that every written text has a purpose to be done. After that, the writer has to domain some sub skills belonging to accuracy and the communication of ideas.

Taking those sub skills in mind, to write it is necessary to manage in a correct way the punctuation, the letters formation and layouts that correspond to each text type. Talking about expressing ideas the function of the writing takes an important role because the purpose of the text directs the appropriate register and style. Further, the writer has to link the sentences and ideas in a logical order. It is known as cohesion.

It was said that writing is a process, so it means that there are six stages to create a good text. First, the writer has to brainstorm some ideas to then arrange them coherently. Next, a first draft can be done so once the draft is finished, it can be considered to improve the content. The next stage is to check for mistakes, this stage is called proofreading. At the end, the writer is able to make a re-drafting considering all corrections in grammar and content.

To encourage students to improve the writing the teacher can consider applying tasks to improve the sub skills mentioned. A good option is to work with gap-filling exercises because learns have to complete with information in a specific part of the text. By doing this, the teacher makes learners to practice a specific language point.

For example, in the class, students can be provided with a short story and after reading that, the teacher gives a worksheet with gap filling exercises with information about the story. In addition, each paragraph of the story can be a different task. I mean that the second paragraph of the story can omit all punctuation signs so students have to write them to give connect the ideas correctly. In advanced courses, a task about sentence transformation is a good idea. In this task, learners have to express the same idea of the original sentence but with different words. So, take in mind the time when using this task because students will need space to think and structure a new sentence to say something. Another option is to develop task oriented to work on the stages of writing. The process writing approach help students to identify their weakness in each part of the creation of a writing text. The teacher has to manage the activity considering that not all students will be in the same stage of the writing process at the same time. This way by giving students a topic to write about, the teacher can guide students and also evaluate their ideas and organization.

Additional Information

The Writing Progress

References

Lincoln Learning Solutions. (2021, April 3). The Writing Process. [Video]. https://www.youtube.com/watch?v=fsffR-cu00kUmgc.edu. 2021. 

The Writing Process. [online] Available at: <https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter2/ch2-01.html> [Accessed 20 May 2021].

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

UNIT 7

        

 LISTENING 

Listening is part of the receptive skills and involves understanding spoken language. It also tests students' knowledge of the English language because they must use the context of the words to give an accurate answer. Listening has many differences with speaking and written language like the use of punctuation, organization of ideas, interpretation of facial expressions and use of grammar as well as vocabulary.
Furthermore, it is important to mention that there are different text types such as lectures, announcements, conversations or stories which usually contain relevant information, interaction pattern and grammatical structures. In fact, listening has sub skills that are evidenced when someone needs to listen for a specific reason, detail or infer information. For example: listening for specific information, that helps to listen specific details such as dates or names. For beginners, the teacher can use songs or dialogues where students can be able to complete a gap-fill activity writing specific information, this activity is very useful for students because they hear and write the word that they just need to acknowledge.

To create a lesson in listening skills is necessary following many patterns that helps to have a guide how this can be structured. First pattern is giving an introduction to the topic focus on vocabulary and trying to encourage students to learn something new, this pattern is called introductory activities. Another pattern is named main activities, here students have some listening activities that help to develop and improve their listening subskills. At the end, there are post task activities, in this part students need to discuss about what they understood through debates or explanations. For instance, the teacher starts the call asking questions about farm animals until create a glossary with students. After that, students received a worksheet with true/false statements and teacher play the listening for twice. Finally, teacher and students check answers on the board.

Additional Information

TKT Cambridge

References

Khaliq, A. (2021). Listening subskills. Retrieved from Listening subskills: https://www.youtube.com/watch?v=UzTSyhB2GPo

Perera, N. (2018). TKT Cambridge. Retrieved from TKT Cambridge: https://www.tktcambridge.com/module-one/listening/

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

UNIT 8

SPEAKING

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It is a productive skill. It is producing rather than receiving the language. Speaking involves using speech to communicate, convey an idea, experiences, knowledge, etc. to the receiver or a group of people.
There are some things that we often use when speaking. For example, word pronunciation, word and sentence stress, and use intonation. On the other hand, speaking has several subskills like making use of functions; the reasons why we are communicating, using grammar; using vocabulary, making use of register; using different levels of formality depending on the context, using connected speech like word pronunciation, intonation, stress, individual sounds, linking words and contractions to connect sentences and provide meaning, using body language such as gestures, eye contact, and facial expressions, producing different text types such as interviews, monologues, discussions, and role plays, oral fluency; speaking naturally at a normal speed. Likewise, the use of interactive strategies are body language, turn-taking, and paraphrasing, all of them help us to interact and communicate each other. Fluency, accuracy and appropriacy play an important role if you want to be a good speaker. After reviewing speaking main points, now it is time to put it in the teaching and learning process. Speaking is a complex skill because it is related with different components (Namaziandost & Nasri, 2019). For that reason, teachers must apply different speaking activities in order to engage students. For example, controlled practice activities are used to make students practice language through drills, repetition and something they have learned by heart. Similarly, fluency activities can be applied like information-gap they have to talk to each other to write missing information. This is the procedure of speaking lesson plan activities: First, lead-in: introductory activities to have a general idea of the topic. Second, practical activities: they are addressed tasks to practice the new language learned in the context. Third, post-task activities: students do free speaking activities about the recent learning.
To conclude, speaking skill is a productive skill and therefore the level of complexity increases. Besides, you have to consider some language features such as using vocabulary, using grammar, using register, using connected speech features, using language functions, etc. As well, I consider that when I was in internships, some students did not want to talk because some activities were not up to their level. Also, it is important that teacher helps students with different types of activities to reinforce their speaking skill. For example:
1. Group discussion in the classroom and problem-solving activities where students focus on giving and receiving information, (Richards, 2008). It involves students interacting with each other and practicing the turn-taking strategy because everyone will be having a role as listeners or speakers.
2. Drill activity can be useful for the initial level to learn pronunciation and the word through repetition. For example, with the children from the kinder garden, you can teach the vocabulary of class objects, and every day of class you can make them repeat the names of these objects when they have to do an activity such as cutting, the teacher can ask what we need to cut? and the children would answer scissors. Finally, "when learners master the language through drills accurately, they will gain accuracy", (Khetaguri & Albay, 2016).

Additional Information

Download Document

Download Document

References

Cambridge R. J. (2008). Teaching listening and speaking. Cambridge: Cambridge university press.

Khetaguri, T., & Albay, M. (2016). The Use of Drills in the Development of Speaking Skills. International Journal of Social Sciences & Educational Studie, 3(1), 54-58.

Nasri, M., Namaziandost, E., & Akbari, S. (2019). Impact of pictorial cues on speaking fluency and accuracy among Iranian pre-intermediate EF learners. International Journal of English Language and Literature Studies, 8(3), 99-109.​​

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

9. RESEARCH: EVIDENCE THAT LEARNER-CENTERED APPROACHES WORK

NOTEWORTHY REVIEWS OF RESEARCH

In this part, it includes some relevant reviews of learner-centered teaching. Motivation has been investigated by many educational researchers because they considered that motivation makes students active in the process of learning. Other researchers pointed out the importance of Active learning. It is essential in learner-centered teaching. Both topics either motivation or active learning, provide an opportunity for all students to engage with the activities and practice their knowledge. Pintrich (2003) differed from other researchers because he answered in detail key questions about motivation. He showed notable evidence in his findings. He could identify the reason that students were motivated and it was when “adaptive attributions and control beliefs” were at a higher level on students. Students have choices in what they want to learn and there is an increment of motivation. Moreover, they control their knowledge in the learning process. On the other hand, Prince (2004) studied active learning. He could investigate strategies that make students active in lectures and activities which could engage students in their learning. For example, collaborative or cooperative learning and PBL where students could easily discuss a lecture and create meaningful knowledge in groups. The author concluded that active learning could help to improve the learning process, however, this was not the end of the educational problems. Similarly, Michael (2006) found out that active learning makes students reflect on their activities and assess their understanding in order to master the content. He also was able to establish 5 principles to support active learning. For instance, construction of knowledge, learning to do something, transfer knowledge, works in groups and meaningful learning. The finding of this study is positive because active learning makes students engage in the learning process and they work better active than passive. 

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There are some practical examples of how students could be motivated and participate actively in the learning process. (1) For the teacher, it is important to cover all the content of the course, however, it is valuable when the teacher asks students to choose something that they like according to topic or unit. They feel motivated to learn and control their own learning. For example, if the unit talks about taking transportation, the teacher should ask their preferences when they go to school, social events or travel. They could make notes and share them with their classmates. (2) To make students active learners in the classroom, teacher could implement problem-based learning. Students are going to investigate, work in groups and find solutions to a real problem. For example, the teacher could start with the question “What are the online games that can engage us in the virtual class?”. Then, students have to read, discuss in groups, take notes and share their findings with the class. Consequently, the teacher could choose the most supported games in the process of learning to apply in this new modality. In addition, the teacher must pay attention to the level of students and the context in which they are.

References

Edutopia. (2013, March 20). Reinventing a Public High School with ProblemBased Learning. [Video file]. https://youtu.be/Tlg-nsGi7V0

Pintrich, P. R. “A Motivational Perspective on the Role of Student Motivation in Learning and Teaching Contexts.” Journal of Educational Psychology , 2003, 95 (4), 667– 686.

Prince, M. J. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education , 2004, 93 (3), 223– 231.

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398

Weimer, Maryellen. Learner-Centered Teaching : Five Key Changes to Practice, John Wiley & Sons, Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=1119448.

10. THE PURPOSE AND PROCESS OF EVALUATION

TEACHER CENTER ROLE 

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This chapter establishes the role of the teacher as a learning facilitator. Teaching from the teacher's experience should be focused on the students. Likewise, in the teaching process, there must be the active participation of the students that facilitates the teacher to give the content. The teacher's role is as a learning facilitator that is student-centered. It is important to know how the classroom is organized; that is to say, what role do the teacher and the students have? For example, who delivers the content? Who answers the questions? Who reviews the material? almost always the master would win this competition. But, the role of the students is passive because they only observe what the teacher does. On the other hand, teachers who focus on students try to make them master the material and develop learning skills. Likewise, there are some descriptions with metaphors for the teacher. For example, they say that the teacher is like a guide, a coach, a driver, a midwife, etc. In addition, the role of the teacher is student-centered because they focus on what students do and students’ needs, they have to adjust teaching. The participation of the students in the learning tasks is the most important thing and when possible, the students should do it and they should not only be satisfied with the teacher’s explanation such as copying the same examples that the teacher gives, their participation is active when he asks, when he makes his own prayers, etc. Moreover, an experiment has been carried out in a university that shows that lectures are more focused on the teacher and students are passive recipients of knowledge. Student-centered learning is considered difficult to achieve because it depends on the collaboration and interest of students in learning. "You cannot force a student to learn, students completely control the most important part of any educational experience” (Spratt, Pulverness & Williams, 2011). They have to be autonomous. Implementing the role of the teacher as a facilitator can be guided as a set of principles: teacher let’s do learners more tasks, the teacher should do less telling so that students can do more discovering, the teacher must do instructional design work more carefully, faculty more explicitly model how experts learn; when solving problems through critical thinking, encourage students to learn from and with each other, teacher and students work to create climates for learning, and use evaluation to promote learning.

To sum up, the role of the teacher is to be a facilitator of the learning content. This person is the one who guides the learning process and motivates students to be active members of the class. However, focusing learning on the student is complex because it is necessary for the student to self-educate. On the other hand, the teacher gives the content but the students' results in the tasks do not meet his objectives so that he must change his way of teaching by implementing methodologies, strategies, techniques, feedback, and interactive activities. In the classroom, the teacher must do more task activities for the students. For example, introducing a warm-up activity like the hot seat should encourage students to ask questions to guess the word on the board. When doing a practice activity, the teacher should provide worksheets, ask questions in pairs, discuss a topic, etc.

As well, the teacher can do the instructional design work with more care. For example, when doing an activity, the learning styles, educational needs, and level of English that the students have must be taken into account so that the activities can be directed. 

References


TEFL & TESOL Courses - TTT. (2017, November 18). Teaching English as a Foreign Language -Teachers & Learners- Role of the Teacher. [Video file]. https://www.youtube.com/watch?v=aaYh61skBpM

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398