TIMELINE.

https://www.timetoast.com/timelines/1550726

SUGGESTOPEDIA.II

https://youtu.be/iWZ8yk0fNKQ

It was hard for us record our voices because of the app, but it wasn't a difficult method 😊👆

Abril kano.
Liliana Morales.

THE SILENT WAY ll

TOTAL PHYSICAL RESPONSE. II

             

                                                                   Yadira Cano Gómez.

                                                                 Liliana Morales Meléndez

                                         

                                                          

                                                                  

TOTAL PHYSICAL RESPONSE

TPR was developed by James Asher, is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.
APPROACH	DESIGN	PROCEDURE
TPR reflects a grammar-based view of language. Asher views the verb in the imperative as the central linguistic motif around which language use and learning are organized. Retracing can be done verbally and in association with motor activity. Ashes elaborated a theory with these hypotheses:        The bio-program. There exists a specific innate bio-program for language learning which defines an optimal pat for first and second language development.                   The brain lateralization. It defines different learning functions in the left and right brain hemispheres.         Reduction of stress. An affective filter intervenes between the act of learning and what is to be learned; the lower the stress, the greaterthe learning.	OBJECTIVES The general objectives are to teach oral proficiency at a beginning level and then, basic speaking skills.	Ashes provides a lesson-by-lesson account of a course taught according to TPR principles, which serves as a source of information on the procedures used in the TPR classroom. The sixth class in the course proceeded in the following way:        Review:  Is a fast-moving warm-up in which individual students were moved with commands.        New commands: these verbs are introduced; wash, look for, hold, comb, brush, rectangle, triangle, quickly, slowly, toothpaste, toothbrush, teeth, soap and towel.         Role reversal: students readily volunteered to utter commands that manipulated the behavior of the instructor and other students.         Reading and writing: the students listened as he/she read the material. Some copied the information in their notebooks.
	SYLLABUS The use of a sentence-based syllabus, with grammatical and lexical criteria. Grammar is thus taught inductively.
	LEARNING ACTIVITIES Imperative drills are used to elicit physical action and activity for learners. Other class activities include role plays and slide presentations of everyday situations.
	ROLES OF LEARNER Listening and performing. They listen attentively and respond physically to commands given by the teacher. Learners monitor and evaluate their own progress.
	ROLES OF TEACHER Teacher plays an active and direct role, he/she decides what to teach, who models and presents the new material and selects supporting materials for classroom use.
	ROLE OF MATERIALS Lessons may not require the use of materials, since the teacher´s voice, actions and gestures. Later, the teacher may use books, pens, cups, furniture. As the course develops he/she will use pictures, realia, slides and word charts to support teaching points.

THE AUDIOLINGUAL METHOD. II

Essay.

The Situational Approach, or ‘Situational language teaching’, was the dominant approach in British TEFL in the 1960s.

It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.

*Repetition.

*Inflection.

*Replacement.

*Restatement.

During the 1960s, as more visual technologies became available, the idea of ‘real-life situations’ as the defining settings for teaching specific features of language had spread and the growing use of situational dialogues to illustrate how language was used was a further move in the same meaning-oriented direction.

Disadvantages.

The behaviorist approach to learning is now discredited. Many scholars have proved its weakness.

ADVANTAGES.

Listening and speaking skills are emphasized and, especially the former, rigorously developed.

Conclusion.

  Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method did not focus on teaching 

vocabulary.

Oral approach or situational Language Teaching. II

Concept Map.
https://www.goconqr.com/es/p/9229791?utm_campaign=Auto+Gen+emails&utm_medium=Email&utm_source=SendGrid



Abril Kano .
Liliana Morales.

ELT (Technology as language teaching method) II

Technology in ELT.

Now days it is very important to use different kind of technology methods to teach a language.

If we have a right use of technology tools we can see different advantages as a teachers and as a students .

For Example: Students:  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 band head. A game of vocabulary; One student come in front of the class and put cellphone on forehead showing to classmate a word previously thought, and they had to bring clues to their partner in front.  Another example could be "Jeopardy" is a board with different Scores assigned according to the difficult level of the question, talking about different topics. At the end the team that collect a greatest score is the winner one.

There are so many ways to teach a language and we can be helped by technology methods to make a difference in our students.

Partners : Veronica Ramirez.

                Diana Marquez.

                 Carlos Ramos.

                 Liliana Morales.

A brief History of Language. II

A BRIEF HISTORY OF LANGUAGE.

Throw the years has been exist so many methods to teach a language. 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.

 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. The object of this was to know all about something rather than the thing itself.

Grammar translation dominated European and foreign language teaching from 1840s to 1940s.

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 were not 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.

Liliana M. Juan Carlos R.

The History of Teaching English as a Foreign Language, from a British and European Perspective

A. P. R. Howatt Retired, University of Edinburgh, UK

Richard Smith                    University of Warwick, UK

Corrections

The next documents are the corrected version of the previous texts.



Thanks !

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Cooperative language learning

Suggestopedia method.

This a video explaining what is a suggestopedia method . I think is a very good method if you are teaching few students but not always , maybe it works better with some topics .

 Abril Kano and Liliana Morales.


https://www.youtube.com/watch?v=iWZ8yk0fNKQ

Total Physical Response.

                                         

                                                          

                                                                   Yadira Cano Gómez.

                                                                 Liliana Morales Meléndez

TOTAL PHYSICAL RESPONSE

TPR was developed by James Asher, is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.
APPROACH	DESIGN	PROCEDURE
TPR reflects a grammar-based view of language. Asher views the verb in the imperative as the central linguistic motif around which language use and learning are organized. Retracing can be done verbally and in association with motor activity. Ashes elaborated a theory with these hypotheses:        The bio-program. There exists a specific innate bio-program for language learning which defines an optimal pat for first and second language development.                   The brain lateralization. It defines different learning functions in the left and right brain hemispheres.         Reduction of stress. An affective filter intervenes between the act of learning and what is to be learned; the lower the stress, the greaterthe learning.	OBJECTIVES The general objectives are to teach oral proficiency at a beginning level and then, basic speaking skills.	Ashes provides a lesson-by-lesson account of a course taught according to TPR principles, which serves as a source of information on the procedures used in the TPR classroom. The sixth class in the course proceeded in the following way:        Review:  Is a fast-moving warm-up in which individual students were moved with commands.        New commands: these verbs are introduced; wash, look for, hold, comb, brush, rectangle, triangle, quickly, slowly, toothpaste, toothbrush, teeth, soap and towel.         Role reversal: students readily volunteered to utter commands that manipulated the behavior of the instructor and other students.         Reading and writing: the students listened as he/she read the material. Some copied the information in their notebooks.
	SYLLABUS The use of a sentence-based syllabus, with grammatical and lexical criteria. Grammar is thus taught inductively.
	LEARNING ACTIVITIES Imperative drills are used to elicit physical action and activity for learners. Other class activities include role plays and slide presentations of everyday situations.
	ROLES OF LEARNER Listening and performing. They listen attentively and respond physically to commands given by the teacher. Learners monitor and evaluate their own progress.
	ROLES OF TEACHER Teacher plays an active and direct role, he/she decides what to teach, who models and presents the new material and selects supporting materials for classroom use.
	ROLE OF MATERIALS Lessons may not require the use of materials, since the teacher´s voice, actions and gestures. Later, the teacher may use books, pens, cups, furniture. As the course develops he/she will use pictures, realia, slides and word charts to support teaching points.

concept map.

Oral approach.
https://www.goconqr.com/es/p/9229791?utm_campaign=Auto+Gen+emails&utm_medium=Email&utm_source=SendGrid

Language Teaching methods.

Language Teaching Methods.


By. Yadira, Liliana and Carlos.