Technology as english teaching method.

If we have a right use of thecnologyc tools we can see diferent advantages as a teachers and as a students.For Example: Estudents:  Multi-skills Practice Confidence  Team working  Teacher:   Multi-level classes  Adaptable classes  Evaluation Tools Multi-Skills Reinforcement  Example:  If we are teaching vocabulary we can use an cell phone app, like bandhead. A game of vocabulary; One student come in fron of the class and put cellphone on forehead showing to classmate a word previously tought, and they had to bring clues to their parter in front.  Another example could be "Jopardy" is a board with diferent Scores asigned according to the dificult level of the question, talking about diferent topics. At the end the team that collect a greatest score is the winner one. 

A brief history of language teaching.

The concern that have prompted modern method innovations were similar to those that have always been at the center of discussions on how to teach foreign languages . Many curren issues in language teaching are not particulary new. Children entering "grammar school" in the sixteenth,seventeenth and eighteenth centuries in England were initially given a rigorus introduction to Latin grammar, which was taught through rote learning of grammar rules, translation ,writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue. As "modern" languages began to enter the curriculum of European schools in the eighteenth century, they were taugth using the same basic procedures that were used for teaching Latin . Textbooks consisted of abstract grammar rules , lists of vocabulary, and sentences for translations . Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated. Nineteenth-century textbook compilers were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized. Grammar translation was the spring of german scolarship.The object of this was to know all about something rather than the thing it self.Grammar translation was in fact knowed as the prusian method in U.S.A. having as the principal characteristics: 1.the goal of foreign language study is to learn a language in order to read its literature and create mental discipline and an intellectual development. using grammar translation and memorizing as a tools of learning grammatical rules followed by using this knowledge to the task of translation. 2. Reading and writing are the mayor focused skills in contrast to speaking or listening. 3. Vocabulary are taught through bilingual word list. By memorization. 4. Sentence is the basic unit of teaching and language practice. Focus on the sentence was an attempt to make language learning easier. 5. Students are expected to attain high standards in translation. In order to get increasing number of formal written examination. 6. Grammar is taught deductively bye presentation and study of grammar rules, wich are then practiced through translation exercises. 7. The students native language is the medium of instruction. Grammar translation dominated European and foreign language teaching from 1840s to 1940s. The results is distaste of thousand of school learners, for whom forcing language learning meant tedious experience of memorizing and creating frustration to students that makes few demand to teachers. Now at day the grammar- translation method is only used when is necessary to understand literary texts. We think that every method has changed with the situations that have been happening through the years; Also people has been having different requirements to learn a second language . In our opinion of grammar - translating method and the way of forget the speaking and listening skills is that students could be able to understand text and written text but they weren't able to create a communicative performance. Now at day some schools teach in the translation- method because some teachers are not at all English teachers and they teach as they remember they was taught years ago , only repeating the same method. Some of this students could present issues when they are faced to create a conversation face to face for example in a job interview or talking to native speaker could make feel students afraid of their skills development. Formal written evaluation is a good idea to reading and writing skills. but it is necessary too having an oral evaluation to review the listening and speaking skills and create an a full bilingual students and create in him/ she a metalinguistic skill. Making the student able first to think in the SL to performance in SL. Liliana M. Juan Carlos R. This approach to foreign language teaching became known as the 'Grammar-Translation Method.

presentación.

Soy Liliana tengo 20 años de edad soy estudiante de Enseñanza del Inglés en la Benemérita Universidad Autónoma de Puebla , cuando sali de la preparatoria me interesé en el idioma del Inglés y del Francés fue así que decidí estudiar algo relacionado con eso .Me pareció muy buena idea ser maestra de idiomas e ingresé a la carrera. Me parece increíble ver como un maestro puede cambiar la vida de alguien para bien o para mal ; En mi opinión una de las cosas que podemos hacer para ayudar a la población es mejorar la educación , si esta cambia a mejor las generaciones crecerán con valores . Mi plan a futuro es estudiar una maestría en educación preescolar para poder ejercer y así después dirigir una escuela.