tarea 5 de didactica del english

1. Name: Pablo Gutiérrez
Enrollment: 13-4193
Matter: Didáctica Del inglés
Teacher: Mohamed El fakhkhari
Themes:Eassy about case analysis and role plays in the teaching and learning process.
Date: 11/10/17

2. Topic.
Eassy about case analysis and role plays in the teaching and learning process.
KEYWORDS OF THE EASSY.
Teaching and learning process, students, case analysis, role plays, knowledge, activities,
experience and perspectives.

3. Introduction.
This task has a general objective about the language teaching and learning
process,also contains two very importan actitivities that can be use to fulfil
the knowledge in the educational process,there are case analysis and role
play, but the most important things about this task are that it contains the
elements and activities of the process because without them can not be carry
out the teaching and learning process.

4. DEVELOPMENT
In the processof teaching and learning there are many activities that can be
uses to facilitates the acquisition of knowledge to the student in this case I
going to presenttwo of them role play and case analysis.
Role – play is a technique use by teacher to explore in student true situation in
interaction with other and help them to develop experience with different
strategies I a supported environment. However it depends the intention of the
activities.when the teachers use correctstrategies the process of learning and
teaching is more easy to get. Another activity that can be use in the processof
the learning and teaching is the case analysis that is use to determinate and
resolve several problems,situation and include real life, but students need
good documented and is more eficients is the case is recently, case analysis
is a innovative stratege that engages the students and forced them to
understand the perspectives of the case and help them the situation that they
need to analyze.
Definition of the teaching and learning process.
Teaching-learning process
Teaching is the process of providing opportunities for students to produce
relatively permanent change through the engagement in experiences
provided by the teacher.
is the heart of education. On it depends the fulfillment of the aims & objectivesof
education. Itis the most powerfulinstrumentof education to bring about desired
changes in the students.Teaching learning are related terms. In teaching - learning
process, theteacher, the learner, the curriculum& other variables are organized in a
systematic way to attain some pre-determined goalLet us first understand in short
about learning, teaching and then teaching-learning relation.

5. Learning process.
Can be defined as the relatively permanent changein an individual's behavior or
behavior potential (or capability) as a result of experience or practice.
Is the intervention that involves the planning and implementation of instructional
activities and Teaching experiences to meet intended learner outcomes according to
a teaching plan Itcan be defined as the relatively permanent change in an-
individuals behavior (knowledge, skill and Learning attitude) that can occur at any
time or place as a resultof conscious.
.

6. ELEMENTS AND ACTIVITIES OF THIS PROCESS
Elements of the teaching process
The learners are the key
participants in the
learning process.
The teacherservesas
the prime moverof the
educational.wheel.
The learningenvironment.is
the place where teachingand
learningcantake place in the
mosteffective andproductive
manner.
Activities of
learningand
teaching
process
CONCEPT MAPPING
QUESTIONING
FORMATIVE
QUIZZES
PROBLEM-
SOLVING
DEBATES
ROLE PLAY

7. CASE ANALYSIS AND ROLE PLAYS
Case studies
Case studies are typically used to apply severalproblem-solving concepts and skills to
a detailed situation with lots of supporting documentation and data. A case study is
usually more complex and detailed than a scenario. It often involves a real-life, well
documented situation and the students’ solutions are compared to whatwas done in
the actual case. It generally includes dialogue, creates identification or empathy with
the main characters, depending on the discipline. They are best if the situations are
recent, relevant to students, have a problem or dilemma to solve, and involve
principles that apply broadly.
Role plays
Role plays can be shortlike scenarios or longer and more complex, like casestudies,
but without a lot of the documentation. The idea is to enable students to experience
what it may be like to see a problem or issuefrom many different perspectives as
they assumea role they may not typically take, and see others do the same.
DESIGN YOUR OWN ACTIVITY OF ENGLISH CASE ANALYSIS AND
ROLE PLAYS.
CASEANALYSIS
There is a group of students in the classroom.
 There is one student, Carmen, who is a great student, always answers right, gets
the bestgrades and gets excellent average. She always pays attention and does
all the homeworks.
 There is another one, Pablo, who is a normal student and gets good grades.
Although he sometimes misses homeworks.
 And the third one, Leandro, who always fails. Doesn’tshow interest in the class.
Determine, why Leandro is not enthusiastic about class ?

8. What happened with leandro?
Does leandro pay attention ?
Possiblecauses:
The teacher is not using the correctmethod.
Leandro do not pay attention to class.
The strategies using are not correct.
He needs more supportof his parents.
He needs dedicate moretime to his class.
ROLEPLAY.
The role play activity to be presented is about the topic “Food and Restaurants”.
The students musthave previously learned the following:
 Basic food vocabulary
Meat, Dairy products, Fruits, Bread, Cakes and home baking, vegetable, snacks,
etc.
 Specific restaurant vocabulary.
The students charactherize clients a waiter
The students vocabulary like the following vocabulary: they going to makea
conversation using these vocabulary.
They going to act with a waiter
Yes, I’llhavesome red wine too, please. Thanks.
 Phrases and expressions relatedtothe topic.
Booking a table, placing order, complains, payments, etc.

9. RECOMMENDATIONS FOR A GOOD TEACHING AND LEARNING
PROCESS.
At the beginning of class, tell your students whereyou are going. This could be a brief
overview and will give students the sensethat you and therefore they are organized.
Periodically break and tell students where you are: i.e., milestones within the
material – say something like: "we justcovered the anatomy of the shoulder and we
now have the foundationalbasis upon which to talk about the functional significance
of these anatomical structures; it is impossibleto understand the functional
significance of structures unless you firstunderstand their anatomy".
At the end of class summarizewhereyou have been.
Maintain your perspectivefor "the big picture" and help students understand how
the details fit into the "big picture".
Use different speeds of delivery to maintain concentration; pauseto make important
points; usemovement to reinforce important points.
Claim your territory with authority; do whatever it takes to establish and maintain
your presencein the room.
In subjects that are open to interpretation, do give your opinion and more
importantly, reveal your thought process in reaching your opinion. When you model
critical thinking in class, students begin to think in the sameway.
We ask students to be critically reflective in analyzing their performance. You must
be critically reflective in analyzing your teaching. Every 1-2 weeks critically evaluate
what you have done and how you might improve it.
Reflect on your lecture and laboratory sessions. Arestudents engaged or justgoing
though the motions? Are they learning during the class period or do they depend
primarily on studying at home? How do you know that they are learning? Can you
producedata that shows whatis retained by students immediately after a lecture
(i.e., can they answer 10 questions on the major points you made during lecture or
lab)?
Reflect on and study your own teaching. Think about your teaching history – what
worked last week, whatdid not? Do you need to change your methods or add
variety? Are you covering too much material – or not enough? Are you emphasizing
the importantpoints? Do you give specific examples to give students something to
"hang their hat on"?

10. Seek advice from"master teachers". Do this in a specific way when possible; i.e.,
review examinations; ask for help with small group discussions; classroomasses.

11. CONCLUSION.
Using many differents strategies in the process of teaching and learning allow
students to be more efficient in the understanding of the language and reflect
properly, the leaning process allows the studentto modify their patter and can
resolveany situation that comes to life through caseanalysis.
In conclusion using the a good lerning process, teaching process, the elements and
activities students can get a good performance and therefore the improvementof
the ability to understand the process of teaching and learning easier.

12. BIBLIOGRAPHY
Norton, L. (2004) Psychology AppliedLearningScenarios.Retrieved
09/10/2017
http://unbtls.ca/teachingtips/creatingeffectivescenarios.html
Mark, H. Suggestions to Consider to ImproveTeaching and Learning. Retrieve
11/10/2017
https://www.missouristate.edu/chhs/4256.htm