1. “UNIVERSIDAD CENTRAL DEL ECUADOR

1. “UNIVERSIDAD CENTRAL DEL ECUADOR” FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CAREER PLURILINGUE DIDACTICS Alejandra Lopez
2. Teaching Across Proficiency Levels Hardly a teaching day goes by in this profession without someone referring to students` proficiency levels with the terms “beginning”, “intermediate”, or “advanced”. Brown, H. Douglas. 2001 .
3. • YOU WILL STUDY IN A CLASS WITH OTHER STUDENTS WHO ARE AT THE SAME LEVEL OF ENGLISH AS YOU.
4. Speaking  Listening  Reading  Writing The answer is yes, and while textbooks and curricula do not by any means universally adhere to these guidelines, they nevertheless offer us practical description of: Is there a standard set of guidelines by which these three mysterious terms may be uniformly understood? of proficiency at numerous gradations.
5. 1.-STUDENTS’ COGNITIVE LEARNING PROCESS teacher can give a limited number of words. In first few days after language learning can coax the students into some peripheral processing by practicing language Genuinely meaningful purposes.
6. TEA C H ER SH OU LD B E A MODEL A N D B EC OME A TEA C H ER - C EN TER E D O R MA K ING A GR OU P A N D PA IR WOR K TO MA K E THEM IN TO A N IN TER A C TIVE FR A ME OF MIN D . 2.- The role of the teacher
7. cultural notes and comments. Teacher should used English unless: Brief descriptions of how to carry out a technique, . negotiation of disciplinary and other management factors, 3.- Teacher’s talk
8. 4. AUTHENTICITY OF LANGUAGE Use authenticity language, not stilted. Simple greeting and introductions, for example are authentic and yet manageable. Make sure the utterance are limited to short, simple phrases.
9. 5. FLUENCY AND ACCURACY For the beginner fluency is the goal for the limited utterances. The “flow” of language is important to establish. 6. STUDENT CREATIVITY Don’t expect much innovation at this level until students get more language under their control.
10. Techniques which are used must be short and simple. Listening and speaking function for beginners are meaningful and authentic communication task.
11. The most important contextual factor in teaching reading and writing to beginners is their literacy level in their own native language. You can use students’ native language in explaining grammar and used an inductive approach with suitable examples and patters will be more effective. 10. Grammar9. Reading and writing goal
12. 1.-STUDENTS’ COGNITIVE LEARNING PROCESSES . One of teacher principle goals is to get students to continue to automatize, to continue to allow the bits and pieces of language that might clutter the mind to be relegated to automaticity.
13. 2.- THE ROLE OF THE TEACHER Teacher is no longer the only initiator of language. Learner- centered work is now possible for more length of time as students’ language is able to maintain topics of discussion and focus. Teacher shouldn’t set equal expectation for all students .
14. 3 .- TEA C H ER TA LK I N T H I S L E V E L , T E A C H E R TA L K S H O U L D N O T O C C U P Y T H E M A J O R P R O P O RT I O N O F A C L A S S H O U R B U T G I V E T H E S T U D E N T E N O U G H O P P O RT U N I T Y TO TA L K . 4. AUTHENTICITY OF LANGUAGE At this level student sometimes get overly concern about grammatical correctness and make esoteric discussion of grammatical details. Teacher should make sure them on the track.
15. 5. FLUENCY AND ACCURACY Teacher must help student over the hump of always having to say or write everything correctly.
16. 6. Student creativity Students sometime will make interlanguage errors like “Does John can sing?” or “What means this?”. Teacher should take this form of creativity as positive sign f language development.
17. Techniques can increase in complexity. can discuss particular interests and special fields of competence It includes chain stories, surveys and polls, paired interviews group problem solving, role plays, story telling and many other.
18. Student can participate in short conversations, ask and answer questions, find alternative ways - solicit information from others and more.
19. Reading material is paragraph short simple stories and begin to use skimming and scanning skill writing is sophisticated makes only quite rare mistake of pronunciation and grammar
20. , keep grammatical metalanguage to an ideal minimum at their level. Progressive verbs tenses and clauses intermediate level teaching
21. 1. Students’ cognitive learning process Student is competence to put the formal structures and meaning f language. Teacher only assists the student in attempt to automatize language.
22. Teacher only gives them opportunity for them to ask a question and explore their curiosity. Teacher’s role is as a directive to create the effectiveness in a predominantly learner-centered classroom
23. Teacher can talk in natural speed and make sure the students have enough opportunities to produce language. Academic prose t literature to idiomatic conversation becomes a legitimate resource for the classroom.
24. The fluency of students is varied. Teacher only has to correct the error occasionally. Students are able to apply classroom material to real context beyond.
25. The activities are like group debates and argumentation, complex role plays, writing essay and critics.
26. Focuses those carefully on all the sociolinguistic nuances of language. The goal is to make it closer to native speaker competence
27. The goal is to function form, to sociolinguistic and pragmatic phenomena and to building strategic competence

Hasil (Bahasa Indonesia) 1:

1. "UNIVERSIDAD DEL pusat Ekuador" FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS kebudayaan dan pendidikan DE LA karir PLURILINGUE DIDAKTIK Alejandra Lopez2. mengajar di kemahiran tingkat hampir tidak mengajar hari berlalu dalam profesi ini tanpa seseorang merujuk kepada siswa tingkat kemahiran dengan istilah "mulai", "intermediate", atau "lanjutan". Brown, H. Douglas. 2001.3. • AKAN ANDA PELAJARI DALAM KELAS DENGAN SISWA LAIN YANG BERADA PADA TINGKAT YANG SAMA SEBAGAI BAHASA INGGRIS ANDA.4. berbicara  mendengarkan  membaca  menulis jawabannya adalah ya, dan sementara buku pelajaran dan kurikulum tidak dengan cara apapun Universal mematuhi pedoman ini, mereka tetap menawarkan kami praktis Deskripsi: ada seperangkat standar pedoman yang ketiga istilah misterius bisa seragam dimengerti? kemahiran di berbagai gradasi.5. 1.-teacher KOGNITIF proses pembelajaran siswa dapat memberikan sejumlah kata-kata. In beberapa hari pertama setelah can belajar bahasa membujuk para siswa ke dalam beberapa proses perifer dengan berlatih bahasa Genuinely bermakna tujuan.6. TEA C H ER SH OU LD B A MODEL E N D B EC OME TEH C H ER - C EN TER E D O R MA K ING GR OU P N D PA IR WOR K UNTUK MA K E MEREKA DI UNTUK N DI TER C TIVE FR ME MIN D. 2.-peran guru7. cultural catatan dan komentar. Guru sebaiknya digunakan bahasa Inggris kecuali: Brief penjelasan tentang cara untuk melakukan teknik,. Negotiation faktor disiplin dan manajemen, 3.-guru berbicara8. 4. Keaslian Use keaslian dari bahasa bahasa, tidak kaku. Salam sederhana dan perkenalan, misalnya adalah asli dan belum dikelola. Pastikan ucapan terbatas pendek, sederhana frase.9. 5. KEFASIHAN dan akurasi untuk kelancaran pemula adalah tujuan untuk ucapan-ucapan terbatas. "Arus" dari bahasa penting untuk membangun. 6. siswa kreativitas jangan berharap banyak inovasi di level ini sampai siswa bahasa lebih di bawah kendali mereka.10. teknik yang digunakan harus singkat dan sederhana. Mendengar dan berbicara fungsi untuk pemula yang bermakna dan otentik komunikasi tugas.11. yang paling penting faktor kontekstual dalam mengajar membaca dan menulis untuk pemula adalah tingkat melek huruf dalam bahasa ibu mereka sendiri. Anda dapat menggunakan bahasa asli mahasiswa dalam menjelaskan tata bahasa dan menggunakan pendekatan induktif dengan contoh-contoh yang cocok dan patters akan lebih efektif. 10. Grammar9. Membaca dan menulis tujuan12. 1.-PROSES KOGNITIF PEMBELAJARAN SISWA. Salah satu tujuan prinsip guru adalah untuk siswa untuk terus automatize, terus memungkinkan bit dan potongan-potongan bahasa yang mungkin berantakan pikiran untuk dikesampingkan otomatisitas.13. 2.-THE peran dari guru guru ini tidak lagi hanya inisiator bahasa. Pelajar-berpusat bekerja sekarang mungkin untuk lebih panjang waktu sebagai mahasiswa bahasa mampu mempertahankan topik diskusi dan fokus. Guru sebaiknya jangan Atur harapan yang sama untuk semua siswa.14. 3 .- TEA C H ER TA LK I N T H I S L E V E L , T E A C H E R TA L K S H O U L D N O T O C C U P Y T H E M A J O R P R O P O RT I O N O F A C L A S S H O U R B U T G I V E T H E S T U D E N T E N O U G H O P P O RT U N I T Y TO TA L K . 4. AUTHENTICITY OF LANGUAGE At this level student sometimes get overly concern about grammatical correctness and make esoteric discussion of grammatical details. Teacher should make sure them on the track.15. 5. FLUENCY AND ACCURACY Teacher must help student over the hump of always having to say or write everything correctly.16. 6. Student creativity Students sometime will make interlanguage errors like “Does John can sing?” or “What means this?”. Teacher should take this form of creativity as positive sign f language development.17. Techniques can increase in complexity. can discuss particular interests and special fields of competence It includes chain stories, surveys and polls, paired interviews group problem solving, role plays, story telling and many other.18. Student can participate in short conversations, ask and answer questions, find alternative ways - solicit information from others and more.19. Reading material is paragraph short simple stories and begin to use skimming and scanning skill writing is sophisticated makes only quite rare mistake of pronunciation and grammar20. , keep grammatical metalanguage to an ideal minimum at their level. Progressive verbs tenses and clauses intermediate level teaching21. 1. Students’ cognitive learning process Student is competence to put the formal structures and meaning f language. Teacher only assists the student in attempt to automatize language.22. Teacher only gives them opportunity for them to ask a question and explore their curiosity. Teacher’s role is as a directive to create the effectiveness in a predominantly learner-centered classroom23. Teacher can talk in natural speed and make sure the students have enough opportunities to produce language. Academic prose t literature to idiomatic conversation becomes a legitimate resource for the classroom.24. The fluency of students is varied. Teacher only has to correct the error occasionally. Students are able to apply classroom material to real context beyond.25. The activities are like group debates and argumentation, complex role plays, writing essay and critics.26. Focuses those carefully on all the sociolinguistic nuances of language. The goal is to make it closer to native speaker competence27. The goal is to function form, to sociolinguistic and pragmatic phenomena and to building strategic competence