DESIGNER OR HUMANIST METHODS An alternative to the traditional previous methods
<ul><li>Community Language  Learning </li></ul><ul><li>Suggestopedia </li></ul>
Community Language Learning <ul><li>Not based on traditional methods </li></ul><ul><li>Affective and interpersonal  nature...
Community Language Learning <ul><li>This learning process involves five different stages according to the level the studen...
Suggestopedia <ul><li>Idea:  people should be able to learn a lot more when the right conditions for learning would be set...
<ul><li>Teacher: </li></ul><ul><li>Should act as a real partner to the students, participating in the activities such as g...
NOTIONAL FUNCTIONAL SYLLABUS ¿SE PUEDE PONER ALGÚN BREVE LEMA?
Notional Functional Syllabus <ul><li>It is a theory of actions for the study of a 2nd language </li></ul><ul><li>It is the...
<ul><li>The function is to give  what second language learners should focus on </li></ul><ul><li>It is organised in terms ...
EXAMPLE: <ul><li>Intoductions, greetings, goodbyes </li></ul><ul><li>Invitations, apologies, condolences </li></ul><ul><li...
<ul><li>Drawbacks:  It suffers in particular way from a lack of any kind of systematic conceptual framework, and such does...
EVALUATION <ul><li>????? </li></ul><ul><li>A VER SI SE NOS OCURRE ALGO MEJOR QUE LAS PREGUNTAS… </li></ul>
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Designer Or Humanist Methods

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Designer Or Humanist Methods

  1. 1. DESIGNER OR HUMANIST METHODS An alternative to the traditional previous methods
  2. 2. <ul><li>Community Language Learning </li></ul><ul><li>Suggestopedia </li></ul>
  3. 3. Community Language Learning <ul><li>Not based on traditional methods </li></ul><ul><li>Affective and interpersonal nature of learning </li></ul><ul><li>Social dynamics are of primary importance </li></ul><ul><li>Learners are a group, not a class </li></ul><ul><li>The students are seen as clients rather than pupils </li></ul><ul><li>The teachers are language counselors </li></ul><ul><li>The teacher´s presence is not perceived as a threat </li></ul>
  4. 4. Community Language Learning <ul><li>This learning process involves five different stages according to the level the students acquire </li></ul><ul><li>Drawbacks: Students may feel uncomfortable with the apparent lack of structure or sequence in the introduction of grammatical and lexical items. Besides, the teacher is too nondirective. Finally, the success of CLL depends largely on the translation expertise of the counselor </li></ul>
  5. 5. Suggestopedia <ul><li>Idea: people should be able to learn a lot more when the right conditions for learning would be set. </li></ul><ul><li>Music and art where central to this method </li></ul><ul><li>Phases: </li></ul><ul><ul><li>Deciphering: teacher introduces grammar and lexis </li></ul></ul><ul><ul><li>Concert session: active (teacher reads text) passive (student relax and listen calmly) </li></ul></ul><ul><ul><li>Elaboration: students perform different activities, such as songs, drama, stories, etc. </li></ul></ul>
  6. 6. <ul><li>Teacher: </li></ul><ul><li>Should act as a real partner to the students, participating in the activities such as games and songs “naturally” </li></ul><ul><li>They have to work in a crosscurricular way, teaching not only the language, but values as well (solidarity, respect,…) </li></ul><ul><li>Drawbacks: because it works on subconsciousness, it’s said that the method includes hypnosis or other techniques. </li></ul>
  7. 7. NOTIONAL FUNCTIONAL SYLLABUS ¿SE PUEDE PONER ALGÚN BREVE LEMA?
  8. 8. Notional Functional Syllabus <ul><li>It is a theory of actions for the study of a 2nd language </li></ul><ul><li>It is the beginning or the embryo of the communicative approach </li></ul><ul><li>The aim is communication </li></ul><ul><li>It helps students to develop correctly their ability to communicate in real life contexts </li></ul>
  9. 9. <ul><li>The function is to give what second language learners should focus on </li></ul><ul><li>It is organised in terms of notions </li></ul><ul><li>Notions : elements that depends on: </li></ul><ul><ul><li>The functions (personal,interpersonal, directive,referencial and imaginative) </li></ul></ul><ul><ul><li>The elements in the situation (the person, the place and the time) </li></ul></ul><ul><ul><li>The topic </li></ul></ul>Notional Functional Syllabus
  10. 10. EXAMPLE: <ul><li>Intoductions, greetings, goodbyes </li></ul><ul><li>Invitations, apologies, condolences </li></ul><ul><li>Gratitude, compliments, congratulations </li></ul><ul><li>Requests, commands, warnings, directions </li></ul><ul><li>Offers, seeking, permission </li></ul><ul><li>Advice, intention </li></ul><ul><li>Pleasure, displeasure. </li></ul><ul><li>Expressing your opinion. </li></ul><ul><li>We must include: </li></ul><ul><li>dialogues,conversation practice with classmates, role plays, etc… </li></ul>
  11. 11. <ul><li>Drawbacks: It suffers in particular way from a lack of any kind of systematic conceptual framework, and such does not help the learners to organise their knowledge of the language </li></ul>Notional Functional Syllabus
  12. 12. EVALUATION <ul><li>????? </li></ul><ul><li>A VER SI SE NOS OCURRE ALGO MEJOR QUE LAS PREGUNTAS… </li></ul>
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