This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
Teaching EFL to children requires a holistic approach that incorporates meaningful activities, authentic materials, and a focus on communication and genre-based instruction. Drawing from theorists like Vygotsky, Piaget, and Bakhtin, effective EFL instruction mirrors the natural process of first language acquisition by immersing students in literacy events and emphasizing learning through social interaction and task completion. The teacher's role is to facilitate this learning by providing comprehensible input slightly above the students' current level of competence in order to promote new learning and development.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
This document discusses teaching vocabulary to advanced students using a lexical approach. It emphasizes the importance of teaching vocabulary not just as isolated words but as chunks of language like idioms, collocations, and multi-word verbs. When teaching new vocabulary, teachers should consider aspects like boundaries between conceptual meanings, polysemy, pronunciation, and how students' memory and learning styles can be leveraged. Authentic materials from real contexts that contain partly understood language can facilitate acquisition. Group work allows students to exchange knowledge and clarify unknown items.
This document discusses teaching vocabulary to advanced students using a lexical approach. It outlines several aspects of vocabulary that should be considered, including conceptual meaning, polysemy, pronunciation, and style/register. The document also discusses how memory works and effective techniques for teaching vocabulary like grouping words, using imagery, and employing action. It advocates using authentic materials, guiding discovery of meaning, and having students notice collocations. The rationale is to plan a lesson exploring collocations using authentic materials and having students look up unknown words in dictionaries to notice examples of collocations.
Narrative text overview
Narrative
What is Narrative ?
Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.
Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. And To amuse/entertain the readers and to tell a story
Narrative text may be either fiction or non-fiction. Examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. Non-fiction is fact-based text such as reports, factual stories, and biographies. Certain types of questions are likely to be asked about narrative text.
Narrative text has five common components. Most test questions refer to one of these five story elements:
1. Setting – where or when the story takes place
2. Characters – people or animals in the story
3. Plot – sequence of events
4. Theme – central idea of the story
5. Vocabulary – words used to enrich understanding of the story
Philology, also known as historical linguistics, studies language change and relationships. Linguistics analyzes languages from various perspectives including applied, sociolinguistics, psycholinguistics, anthropological, computational, and contrastive linguistics. Contrastive linguistics compares languages to determine similarities and differences, which can help with language teaching.
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
Back-Shifting - Malaysia - 7th litcon & 4th ill cl - 11-13 oct 2011 - rasRasheed Sanhoury
The document discusses backshifting, which refers to changing verb tenses when converting direct speech to indirect speech. It provides examples of how the past tense is used for indirect speech to indicate something is less immediate or real. It also discusses related concepts like register, politeness, deixis, and formality in language. The document aims to explain these linguistic concepts and their relevance for ESL teaching.
Teaching EFL to children requires a holistic approach that incorporates meaningful activities, authentic materials, and a focus on communication and genre-based instruction. Drawing from theorists like Vygotsky, Piaget, and Bakhtin, effective EFL instruction mirrors the natural process of first language acquisition by immersing students in literacy events and emphasizing learning through social interaction and task completion. The teacher's role is to facilitate this learning by providing comprehensible input slightly above the students' current level of competence in order to promote new learning and development.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
This document discusses teaching vocabulary to advanced students using a lexical approach. It emphasizes the importance of teaching vocabulary not just as isolated words but as chunks of language like idioms, collocations, and multi-word verbs. When teaching new vocabulary, teachers should consider aspects like boundaries between conceptual meanings, polysemy, pronunciation, and how students' memory and learning styles can be leveraged. Authentic materials from real contexts that contain partly understood language can facilitate acquisition. Group work allows students to exchange knowledge and clarify unknown items.
This document discusses teaching vocabulary to advanced students using a lexical approach. It outlines several aspects of vocabulary that should be considered, including conceptual meaning, polysemy, pronunciation, and style/register. The document also discusses how memory works and effective techniques for teaching vocabulary like grouping words, using imagery, and employing action. It advocates using authentic materials, guiding discovery of meaning, and having students notice collocations. The rationale is to plan a lesson exploring collocations using authentic materials and having students look up unknown words in dictionaries to notice examples of collocations.
Narrative text overview
Narrative
What is Narrative ?
Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.
Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. And To amuse/entertain the readers and to tell a story
Narrative text may be either fiction or non-fiction. Examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. Non-fiction is fact-based text such as reports, factual stories, and biographies. Certain types of questions are likely to be asked about narrative text.
Narrative text has five common components. Most test questions refer to one of these five story elements:
1. Setting – where or when the story takes place
2. Characters – people or animals in the story
3. Plot – sequence of events
4. Theme – central idea of the story
5. Vocabulary – words used to enrich understanding of the story
Philology, also known as historical linguistics, studies language change and relationships. Linguistics analyzes languages from various perspectives including applied, sociolinguistics, psycholinguistics, anthropological, computational, and contrastive linguistics. Contrastive linguistics compares languages to determine similarities and differences, which can help with language teaching.
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
Back-Shifting - Malaysia - 7th litcon & 4th ill cl - 11-13 oct 2011 - rasRasheed Sanhoury
The document discusses backshifting, which refers to changing verb tenses when converting direct speech to indirect speech. It provides examples of how the past tense is used for indirect speech to indicate something is less immediate or real. It also discusses related concepts like register, politeness, deixis, and formality in language. The document aims to explain these linguistic concepts and their relevance for ESL teaching.
This weekly plan outlines the English lessons for 6th grade students from March 5-9, 2012. [1] The lessons focus on practicing the alphabet, classroom language expressions, and greetings/farewells. [2] Activities include singing the alphabet chant, a bingo game to identify letters, role-playing greetings, and classifying formal and informal expressions. [3] Assessment strategies are formative, such as identifying letters and spelling words, as well as summative like an oral and written alphabet test on Friday.
STANDARD OF COMPETENCY :
Communicating in oral and written texts, using proper language fluently
and accurately in the interactional discourse and/ or monologue,
especially in the passages of Spoof
BASIC COMPETENCY :
Expressing the nuance of meaning, using the correct rhetorical steps
in the written texts of Spoof, and using simple written languages.
Achievement Indicator :
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to express the nuance of meaning, using the correct rhetorical
steps in the written texts of Analytical Exposition and using simple written
languages.
This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.
Planificacion curricular de ingles por bloques de segundo a 4to de basicaLeonardo Ortega
This block curriculum plan is for a Second Basic English course running from May 21st to June 29th. The purpose is to reinforce learning through animal pictures, listening, and distinguishing differences. The integrated curriculum involves speaking, listening, reading and writing skills. Various methodological strategies are outlined for each skill including recognition of communication situations, selecting relevant words, pre-reading, reading comprehension activities, planning texts, and developing phonological awareness. Resources include stories, images, posters and games. Evaluation involves informal discussions, student questioning, and checklists to assess achievement of criteria. The teacher's role is to direct learning activities.
This document provides teaching materials for an English lesson on spoof texts for 11th grade students. It includes:
1) An introduction to the learning objectives and key concepts around spoof texts, including their social function and generic structure.
2) Two examples of spoof texts with analysis of their orientation, events, and twist endings.
3) Details of speaking, reading, listening and writing activities for students to practice comprehending and creating spoof texts.
4) Standards and objectives for the lesson aligned with the national curriculum.
The document is designed to equip students with the skills to understand and write spoof stories in English.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
CONTRASTIVE FONOLOGY POR VALERIA NAVARROvalecris05
This document provides an overview of linguistics and phonology concepts. It discusses how linguistics is the scientific study of language and branches out to include fields like sociolinguistics, psycholinguistics, and anthropological linguistics. Key concepts covered include phonology, phonemes, allophones, transcription, and phonetic transcription. It also briefly touches on world languages by population and classifications of language.
1. The document outlines a syllabus for a 10th grade English course covering four competencies: describing simple ongoing events, understanding simple memos, menus, public transportation schedules and traffic signs, understanding foreign words and simple sentences using formulas, and writing simple invitations.
2. Strategies for teaching include lectures, question and answer sessions, discussions, assignments, listening to descriptions and completing tasks, speaking practices such as pronunciation and dialogues, and writing such as paragraphs and completing schedules.
3. Relevant learning materials include an English textbook for 10th grade, worksheets, and other books relating to the topics.
The document is a matrix that outlines disabilities, educational goals, curricular priorities, and sample lessons for learners with special needs. It includes information on hearing impairment/deafness, visual impairment/blindness, physical disabilities like cerebral palsy, speech and language impairments, and learning disabilities like dyslexia. For each disability, it lists goals in areas like language, social skills, mobility, independence, and transition planning, along with priorities and examples for subjects like math, science, and daily living skills.
This document provides the lesson plan for an ELA teacher for the week of July 23-27, 2012. The objectives for the week include understanding spelling patterns, multiple meaning words, synonyms, and making inferences while reading. Activities include vocabulary practice, guided reading of a selection, modeling comprehension strategies, and independent practice with worksheets. Assessment includes tests, checklists, and teacher observation of students. Differentiation strategies include grouping students by ability and reading level, and addressing different learning styles.
The document provides an overview of the foreign language programs offered at Seoul Foreign School, including Spanish, French, Korean, and English. It outlines the philosophy of language learning, which emphasizes cultural awareness, application of skills, and developing the whole person. The content, organization, and progression of the different language programs from elementary through high school are described. Courses become more advanced in high school, culminating in the IB Diploma Program language courses. Placement in courses is determined by teacher and test recommendations to best suit students' language proficiency and background.
teachforjune's Beginning TPRS® Workshop 2012.
We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
1. The SIOP model provides strategies for making content comprehensible for English language learners through lesson preparation, building background knowledge, providing comprehensible input, strategies, interaction, practice, and review.
2. Key strategies include adapting content using graphic organizers, outlines, leveled study guides, and supplementary materials. Teachers should clearly define language and content objectives, link new concepts to prior knowledge, use scaffolding techniques, and provide opportunities for interaction.
3. Specific techniques mentioned are using jigsaw text reading, hands-on materials, visuals, modeling, and having students work in groups with varied structures depending on language proficiency.
Linguistics is the scientific study of language as a system of human communication. It aims to demonstrate how people have used and interacted with language over time according to different linguistic concepts. Linguistics deals with the history, nature, grammar, structure, sounds, meanings, and other aspects of language as a system used by humans to communicate.
The document is a syllabus for English lessons for 10th grade students at SMK N 10 Muaro Jambi. It outlines 5 competencies to be achieved over 166 allocated hours using various teaching methods and assessment tools. Competency 1 focuses on understanding and using basic expressions for greetings, introductions, thanks, apologies and descriptions of people, objects, time, dates. Competency 2 covers naming and describing objects with colors, sizes, shapes. Competency 3 involves using cardinal and ordinal numbers accurately. Competency 4 develops producing simple utterances for basic functions like regret, permission and offering. Competency 5 explains events and activities using appropriate tenses and expressions.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
This document summarizes several models of second language acquisition (SLA) and discusses how they account for individual differences in language learning outcomes. It describes models such as the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The document also discusses several individual variables that can influence SLA, such as age, attitude, motivation, intelligence, learning aptitude, and previous knowledge. It concludes that while study findings are not entirely consistent, most research indicates individual-related variables significantly impact language learning achievement.
Ineffective Integration of Technology Lesson Plandaly_uprh
This lesson plan aimed to teach 1st grade students the phonograms "it" and "ig". The teacher greeted the students, reviewed words that rhyme, and motivated the students with a song. Students then matched words with the appropriate phonograms. To close, students classified rhyming words. The teacher reflected that playing motivating songs later caused the students to lose focus on the closing task, and decided for future lessons to use calmer music or select just one song to motivate students.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
This weekly plan outlines the English lessons for 6th grade students from March 5-9, 2012. [1] The lessons focus on practicing the alphabet, classroom language expressions, and greetings/farewells. [2] Activities include singing the alphabet chant, a bingo game to identify letters, role-playing greetings, and classifying formal and informal expressions. [3] Assessment strategies are formative, such as identifying letters and spelling words, as well as summative like an oral and written alphabet test on Friday.
STANDARD OF COMPETENCY :
Communicating in oral and written texts, using proper language fluently
and accurately in the interactional discourse and/ or monologue,
especially in the passages of Spoof
BASIC COMPETENCY :
Expressing the nuance of meaning, using the correct rhetorical steps
in the written texts of Spoof, and using simple written languages.
Achievement Indicator :
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to express the nuance of meaning, using the correct rhetorical
steps in the written texts of Analytical Exposition and using simple written
languages.
This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.
Planificacion curricular de ingles por bloques de segundo a 4to de basicaLeonardo Ortega
This block curriculum plan is for a Second Basic English course running from May 21st to June 29th. The purpose is to reinforce learning through animal pictures, listening, and distinguishing differences. The integrated curriculum involves speaking, listening, reading and writing skills. Various methodological strategies are outlined for each skill including recognition of communication situations, selecting relevant words, pre-reading, reading comprehension activities, planning texts, and developing phonological awareness. Resources include stories, images, posters and games. Evaluation involves informal discussions, student questioning, and checklists to assess achievement of criteria. The teacher's role is to direct learning activities.
This document provides teaching materials for an English lesson on spoof texts for 11th grade students. It includes:
1) An introduction to the learning objectives and key concepts around spoof texts, including their social function and generic structure.
2) Two examples of spoof texts with analysis of their orientation, events, and twist endings.
3) Details of speaking, reading, listening and writing activities for students to practice comprehending and creating spoof texts.
4) Standards and objectives for the lesson aligned with the national curriculum.
The document is designed to equip students with the skills to understand and write spoof stories in English.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
CONTRASTIVE FONOLOGY POR VALERIA NAVARROvalecris05
This document provides an overview of linguistics and phonology concepts. It discusses how linguistics is the scientific study of language and branches out to include fields like sociolinguistics, psycholinguistics, and anthropological linguistics. Key concepts covered include phonology, phonemes, allophones, transcription, and phonetic transcription. It also briefly touches on world languages by population and classifications of language.
1. The document outlines a syllabus for a 10th grade English course covering four competencies: describing simple ongoing events, understanding simple memos, menus, public transportation schedules and traffic signs, understanding foreign words and simple sentences using formulas, and writing simple invitations.
2. Strategies for teaching include lectures, question and answer sessions, discussions, assignments, listening to descriptions and completing tasks, speaking practices such as pronunciation and dialogues, and writing such as paragraphs and completing schedules.
3. Relevant learning materials include an English textbook for 10th grade, worksheets, and other books relating to the topics.
The document is a matrix that outlines disabilities, educational goals, curricular priorities, and sample lessons for learners with special needs. It includes information on hearing impairment/deafness, visual impairment/blindness, physical disabilities like cerebral palsy, speech and language impairments, and learning disabilities like dyslexia. For each disability, it lists goals in areas like language, social skills, mobility, independence, and transition planning, along with priorities and examples for subjects like math, science, and daily living skills.
This document provides the lesson plan for an ELA teacher for the week of July 23-27, 2012. The objectives for the week include understanding spelling patterns, multiple meaning words, synonyms, and making inferences while reading. Activities include vocabulary practice, guided reading of a selection, modeling comprehension strategies, and independent practice with worksheets. Assessment includes tests, checklists, and teacher observation of students. Differentiation strategies include grouping students by ability and reading level, and addressing different learning styles.
The document provides an overview of the foreign language programs offered at Seoul Foreign School, including Spanish, French, Korean, and English. It outlines the philosophy of language learning, which emphasizes cultural awareness, application of skills, and developing the whole person. The content, organization, and progression of the different language programs from elementary through high school are described. Courses become more advanced in high school, culminating in the IB Diploma Program language courses. Placement in courses is determined by teacher and test recommendations to best suit students' language proficiency and background.
teachforjune's Beginning TPRS® Workshop 2012.
We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
1. The SIOP model provides strategies for making content comprehensible for English language learners through lesson preparation, building background knowledge, providing comprehensible input, strategies, interaction, practice, and review.
2. Key strategies include adapting content using graphic organizers, outlines, leveled study guides, and supplementary materials. Teachers should clearly define language and content objectives, link new concepts to prior knowledge, use scaffolding techniques, and provide opportunities for interaction.
3. Specific techniques mentioned are using jigsaw text reading, hands-on materials, visuals, modeling, and having students work in groups with varied structures depending on language proficiency.
Linguistics is the scientific study of language as a system of human communication. It aims to demonstrate how people have used and interacted with language over time according to different linguistic concepts. Linguistics deals with the history, nature, grammar, structure, sounds, meanings, and other aspects of language as a system used by humans to communicate.
The document is a syllabus for English lessons for 10th grade students at SMK N 10 Muaro Jambi. It outlines 5 competencies to be achieved over 166 allocated hours using various teaching methods and assessment tools. Competency 1 focuses on understanding and using basic expressions for greetings, introductions, thanks, apologies and descriptions of people, objects, time, dates. Competency 2 covers naming and describing objects with colors, sizes, shapes. Competency 3 involves using cardinal and ordinal numbers accurately. Competency 4 develops producing simple utterances for basic functions like regret, permission and offering. Competency 5 explains events and activities using appropriate tenses and expressions.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
This document summarizes several models of second language acquisition (SLA) and discusses how they account for individual differences in language learning outcomes. It describes models such as the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The document also discusses several individual variables that can influence SLA, such as age, attitude, motivation, intelligence, learning aptitude, and previous knowledge. It concludes that while study findings are not entirely consistent, most research indicates individual-related variables significantly impact language learning achievement.
Ineffective Integration of Technology Lesson Plandaly_uprh
This lesson plan aimed to teach 1st grade students the phonograms "it" and "ig". The teacher greeted the students, reviewed words that rhyme, and motivated the students with a song. Students then matched words with the appropriate phonograms. To close, students classified rhyming words. The teacher reflected that playing motivating songs later caused the students to lose focus on the closing task, and decided for future lessons to use calmer music or select just one song to motivate students.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
The document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in the EFL classroom. The theory proposes that people learn and problem solve in different ways, possessing strengths in linguistic, logical-mathematical, spatial, musical, naturalist, interpersonal, intrapersonal, or kinesthetic intelligence. Rather than focusing solely on linguistic and logical skills as traditional IQ tests do, the EFL classroom should incorporate activities addressing all eight intelligences. Some suggested strategies include using stories, jokes, songs, drawings, games, and cooperative group work to engage different intelligences and learning styles.
This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
Here are some key points about authentic materials:
- They expose learners to real language use in context
- Can be motivating and engaging for learners
- Develop cultural understanding
- However, they may contain unfamiliar vocabulary, complex grammar etc. that is difficult for learners
- Need to be adapted or supplemented to make them comprehensible and level-appropriate
Overall, authentic materials are valuable but need to be selected and used carefully depending on learners' level.
The document summarizes a panel discussion on effectively using drama and role playing in teaching English as a second or foreign language (ESL/EFL). It discusses how drama is an effective teaching method based on empirical research showing that both hemispheres of the brain are involved in language acquisition, which involves movement, emotion, and repetition in context. It also draws connections between the work of Russian theorists Lev Vygotsky and Konstantin Stanislavski, showing how their approaches to language acquisition and acting parallel each other and support using drama in language teaching.
Classroom integration of interactive technologies to support learner autonomyShona Whyte
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390
Also blog post here: http://bit.ly/19VK0T2
The document outlines three major schools of thought in second language acquisition from the early 1900s to present: 1) Structuralism/behaviorism from the 1940s-1950s focused on scientifically observing and describing observable language performance and viewed language as built up of small units; 2) Rationalism and cognitive psychology from the 1960s-1970s examined underlying motivations for language and the distinction between observable and hidden meanings, seeing language as generated based on innate universal grammar; 3) Constructivism from the 1980s-present emphasized that social interaction and sociocultural variables are foundational for cognitive development in language acquisition.
Schools of thought in second language learningsaraahibrahim
This document summarizes schools of thought in second language learning from the 1940s to 2000s. It describes how behaviorism and structural linguistics were dominant in the 1940s-1950s, focusing only on observable behaviors and language units. In the 1960s, cognitive psychology and transformational-generative linguistics emerged, considering mental processes, meaning, and innate language abilities. Finally, constructivism developed in the 1980s-2000s, emphasizing learners' active role in constructing understanding through individual cognitive processes and social interaction. The document concludes that no single theory can fully explain language learning.
This document discusses language learning and teaching. It defines language as a systematic set of symbols used for communication within a community. Learning a second language is a complex, long-term process that requires total mental and physical commitment. Teaching a second language involves facilitating the learning process by understanding the various issues that affect how and why people learn languages. These issues include linguistic features, cognition, sociolinguistics, and more. The philosophy of education influences the teaching style, approach, methods, and techniques used in the classroom. Effective teaching reflects an understanding of oneself and helps students learn.
This document discusses the foundations of language teaching from sociolinguistic and psycholinguistic perspectives. It addresses what a language teacher needs to understand, including the nature of language and how people learn and teach languages. Language is defined as a systematic set of symbols used for communication within a culture. Learning involves acquisition, retention through memory, and a change in behavior. Teaching guides and facilitates learning by setting conditions for it. Theories of language and learning have evolved from behaviorist to cognitive to generative frameworks.
Listening comprehension in efl teachingmora-deyanira
This document summarizes research on listening comprehension in EFL teaching. It discusses the nature of listening comprehension as an active process involving both bottom-up and top-down processing. It also examines the listening process, including perception, parsing, and utilization of information. Finally, it outlines key listening skills such as processing sounds and meanings, as well as top-down and bottom-up processing skills.
Listening Comprehension in EFL Teachingmora-deyanira
This document summarizes research on listening comprehension in EFL teaching. It discusses the nature of listening comprehension as an active process where learners use linguistic and non-linguistic cues to understand meaning. The listening process involves both bottom-up decoding of sounds and words, and top-down use of schemata and expectations to comprehend texts. Effective teaching of listening involves addressing relationships between listening and speaking, using varied materials at appropriate levels, helping students understand speakers and accents, and providing background knowledge and feedback.
The document discusses strategies for developing the four macroskills of language learning: receptive skills of listening and reading, and productive skills of speaking and writing. It emphasizes that language learning involves acquiring these skills through meaningful, interactive practice. Students must learn strategies for intake of input and output of the language. Integrating the four skills into lessons is advantageous because it mirrors real-world language use, adds variety, and allows for recycling of language. Lessons should balance skill practice throughout their introduction, practice, and revision stages.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
Overview on Psycholinguistics: Universidad Santo TomásMauricio Buitrago
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
The Audio-Lingual Method is based on behaviorist theories of language learning. It views language as habits that can be formed through conditioning and reinforcement. The method emphasizes oral proficiency and drills students in grammatical sentence patterns. The teacher serves as a model for students to mimic, and controls classroom interactions. Students are not allowed to use their native language, in order to avoid interference with target language acquisition. Accuracy is prioritized over fluency in the short term.
UTNM.pptxPREPARATION COURSE FOR PET EXAMJose Obando
The document provides a historical overview of approaches to language teaching from the 17th century to present. It discusses major methods that emerged such as the Grammar Translation Method, Direct Method, Audiolingual Method, Cognitive Code Learning Theory, Total Physical Response, and Communicative Language Teaching. Each method is summarized in terms of its key principles and differences from other approaches. The document also outlines the main elements that comprise a language teaching methodology according to Richards and Rodgers, including theories of language and learning, instructional design features, objectives, syllabus, activities, and roles of teachers and learners.
El documento describe los entornos virtuales de aprendizaje. Explica que estos entornos utilizan las tecnologías de la información y la comunicación para superar las barreras espacio-temporales del aprendizaje tradicional en el aula. Los entornos virtuales permiten nuevas formas de interacción entre estudiantes, profesores y contenidos que facilitan el aprendizaje. También transforman los roles del estudiante y el profesor en el proceso educativo.
El documento describe la historia y desarrollo del método CALL (Computer Assisted Language Learning) para la enseñanza de idiomas. CALL comenzó como un método conductista en las décadas de 1950-1970, luego evolucionó a un enfoque comunicativo en los años 1980 y finalmente a un método integrador en los años 1990 hasta la actualidad. CALL utiliza tecnologías como procesadores de texto, multimedia e Internet para facilitar el aprendizaje independiente de idiomas y desarrollar las cuatro habilidades lingüísticas de los estudiantes.
Este documento discute diferentes enfoques para enseñar inglés a niños y para el aprendizaje personal. Recomienda el enfoque de Respuesta Física Total y Sugestopedia para niños debido a que involucran actividades físicas que los relajan. También recomienda el Aprendizaje Autónomo para el aprendizaje personal porque promueve la individualidad. Finalmente, recomienda la Educación a Distancia y el Método Directo porque asocian el idioma con situaciones de la vida diaria para reforzar el aprendiz
Este documento describe la historia y conceptos clave de la educación a distancia. Brevemente resume que la educación a distancia se remonta al siglo XVIII y experimentó una expansión en las décadas de 1960 y 1970 con el uso de nuevos medios electrónicos. Define la educación a distancia como un sistema de aprendizaje guiado por materiales preparados por el docente a distancia. Finalmente, discute los roles del docente, estudiante y tecnología en este método educativo.
El documento resume la historia de la metodología de la enseñanza a distancia en 3 oraciones. Inicialmente, surgió la educación por correspondencia en los siglos XVIII y XIX para satisfacer las necesidades de capacitación laboral debido a la industrialización. En el siglo XX, especialmente después de la Segunda Guerra Mundial, esta modalidad se expandió a nivel mundial. Finalmente, se describen tres teorías clave sobre la educación abierta y a distancia: la autonomía e independencia del estudiante, la interacción y comunicación
La enseñanza de lenguas para fines específicos surgió a finales de los años 1960 pero no se utilizó en escuelas de idiomas hasta 1990. Su objetivo es formar profesionales lingüísticamente capaces de comunicarse efectivamente en ámbitos profesionales específicos. La selección del vocabulario y la gramática se basa en los usos de la lengua requeridos para el trabajo u ocupación específicos.
Este documento describe el enfoque de la enseñanza de idiomas basada en competencias. Explica las cuatro competencias clave involucradas: gramatical, sociolingüística, discursiva y estratégica. También describe ocho características esenciales de este enfoque, como centrarse en el rendimiento funcional y las habilidades para la vida del estudiante. Finalmente, presenta un ejemplo de actividad en clase que aplica la competencia discursiva al analizar un texto sobre Pompeya.
El documento discute las teorías de Jerome Bruner y Vigotsky sobre el desarrollo del lenguaje en los niños. Bruner creía que el lenguaje es fundamental para el desarrollo cognitivo y que los niños aprenden a través de la interacción. Vigotsky explicó que el lenguaje tiene funciones internas y externas. El documento también describe un ejemplo de una clase de idiomas donde los estudiantes trabajan en equipos para crear cuentos usando palabras clave.
El documento describe la historia y principios del método comunicativo para la enseñanza de idiomas. Se originó en la década de 1970 debido a cambios en Gran Bretaña que pusieron en duda el método audiolingual. El enfoque comunicativo busca desarrollar la competencia comunicativa más que el conocimiento estructural. Promueve el uso significativo de la lengua para que los estudiantes puedan comunicarse en diferentes contextos y funciones.
La PNL es un modelo que estudia cómo funciona la mente humana y procesa la información. Se basa en identificar las estrategias internas de las personas exitosas para facilitar un cambio positivo en otros. La PNL investiga la percepción, el procesamiento de información y la comunicación para mejorar el crecimiento personal y las relaciones interpersonales.
El documento resume la teoría de las inteligencias múltiples de Howard Gardner, la cual propone que no existe una inteligencia general sino múltiples inteligencias como la lingüística, lógico-matemática, corporal-cinestésica, espacial, musical, interpersonal e intrapersonal. También describe una clase práctica de portugués aplicando esta teoría a través de actividades que involucran diferentes inteligencias y una reflexión sobre los aspectos positivos y áreas de mejora.
El método silencioso se desarrolló en los años 1970-1980 y se basa en tres hipótesis: 1) el aprendizaje se facilita si el alumno lo descubre en lugar de repetirlo, 2) el aprendizaje se facilita con objetos físicos, y 3) el aprendizaje se facilita resolviendo problemas relacionados al material. El profesor debe guardar silencio mientras los alumnos producen sonidos en la lengua extranjera de manera independiente. El método enfatiza el vocabulario funcional y la gramática induct
El método natural se basa en que el aprendizaje de una segunda lengua es similar al de la primera. Se hace énfasis en la interacción oral usando preguntas y respuestas en la lengua meta con apoyo de gestos y objetos. Las actividades, canciones y juegos potencian las habilidades orales de forma atractiva. El profesor crea un ambiente relajado para generar input y variedad de actividades adaptadas a los estudiantes.
The document discusses the history of methodology in language teaching. It specifically outlines the principles of Suggestopedia, a language teaching method created by Georgi Lozanov. The four principles of Suggestopedia are a positive approach, utilizing both short and long-term memory, giving emotional meaning, and assimilating information before analysis. The method also includes elements like a prelude by the teacher, readings with classical music, decoding through stories and games, and relaxation with opera music.
El método de enseñanza situacional de idiomas surgió en Gran Bretaña como producto de la evolución del enfoque oral. Se basa en procedimientos orales y utiliza diversos
Este documento describe el método de enseñanza de idiomas Respuesta Física Total (TPR), desarrollado por James Asher. El TPR enfatiza la comprensión auditiva y enseña el idioma a través de la acción física en respuesta a comandos verbales, imitando cómo los niños aprenden su lengua materna. Los estudiantes responden físicamente a las instrucciones del profesor sin hablar mucho al principio. El TPR puede ser útil para principiantes y estudiantes con dificultades de aprendizaje.
El método directo surgió a finales del siglo XIX como reacción al método gramático-traductivo. Se centra en establecer una conexión directa entre la palabra extranjera y su significado sin usar la lengua materna, y enseña las habilidades orales antes que las escritas. Se basa en repetición, demostración con objetos, y evita la traducción y los errores.
Este documento describe el método audiolingüístico para la enseñanza de lenguas, el cual surgió en los Estados Unidos en la década de 1950. Se basa en la lingüística estructural y la psicología conductista, enfocándose en el desarrollo de habilidades orales a través de diálogos y repeticiones. El profesor controla el aprendizaje modelando la lengua, mientras que los estudiantes son vistos como organismos condicionados a producir respuestas correctas.
Este método se basa en el análisis detallado de las reglas gramaticales y su aplicación a la traducción. Surge en el siglo XVIII en Prusia y alcanzó su máximo desarrollo entre 1840-1940. Se enfoca en la comprensión y producción escritas a través de ejercicios de traducción y formación de frases. El profesor es la autoridad y los estudiantes son pasivos, recibiendo conocimiento a través de actividades individuales.
La sugestopedia es un método educativo creado por Georgi Lozanov que busca crear un ambiente positivo y relajado para facilitar el aprendizaje. Utiliza técnicas como música clásica, cuentos, juegos y videos para introducir nueva información de manera asimilativa antes que analítica, aprovechando la memoria a corto y largo plazo. El docente adopta un enfoque positivo donde los errores son parte natural del proceso de aprendizaje.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Making of a Nation.
From the NZ Wars to Liberals,
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Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Constructivismo
1. Historia de la metodología de la enseñanza de lenguas
CONSTRUCTIVISMO
Alumno: Jesús Adrián Pedraza Nájera
2. … All human beings construct their own version
of reality, and therefore multiple contrasting
ways of knowing and describing are equally
legitimate.
3. Constructivist scholarship can focus on
“individuals engaged in social practices… on a
collaborative group, (or) on a global
community (Spivery 1997: 24)
4. Constructivist perspectives are a
natural successor to
cognitivist studies of universal
grammar, information
processing, memory, artificial
intelligence, and
interlanguage systematicity.
5. Schools of thought in second language acquistion.
Time Frame Schools of Thought Typical Themes
Description
Observable performance
Scientific method
Early 1900s & 1940 & 1950 Structuralism & Behaviorism Empiricism
Surface Structure
Conditioning, reinforcement
Generative Linguistics
Acquisition, innateness
Rationalism& Cognitive Interlanguage systematicity
1960s &1970s Universal Grammar
Psychology
Competence
Deep structure
Interactive discourse
Sociocultural Variables
1980s & 1990s early 2000 Constructivism Cooperative group learning
Interlanguage variability
Interactionist hypotheses
7. Automaticity.
Efficient second language
learning involves a timely
movement of the control of a
few language forms into the
automatic processing of a
relatively unlimited number of
language forms.
9. The anticipation of reward.
… the power of immediate
rewards in a language class
is undeniable. One of the
tasks of the teacher is to
create opportunities for
those moment-by-moment
rewards that can keep
classrooms interesting, if
not exciting.
10. Intrinsic Motivation.
When behavior stems
from
needs, wants, or
desires within
oneself, the behavior
itself has the
potential to be self-
rewarding.
11. Strategic Investment.
Successful mastery of the second
language will be, to a large
extent, the result of a learner’s
own personal “investment” of
time, effort, and attention to
the second language in the
form of an individualized
battery of strategies for
comprehending and producing
the language.
12. Language Ego.
As human beings learn to use a second
language, they develop a new mode of
thinking, feeling, and acting –a second
identity. (…) a sense of
fragility, defensiveness, and raising of
inhibitions.
13. Self-Confidence.
The eventual success
that learners attain
in a task is partially a
factor of their belief
that they indeed are
fully capable on
accomplishing the
task.
14. Risk Taking.
(…) to attempt to
produce and to
interpret language
that is a bit beyond
their absolute
certainty.
15. The Language-Culture connection.
Whenever you teach a language, you also teach
a complex system of cultural
customs, values, and ways of
thinking, feeling, and acting.
16. The native Language Effect.
The native language of learners
will be a highly significant
system on which learners will
rely to predict the target-
language system. Although
that native system will
exercise both facilitating and
interfering /positive and
negative transfer) effects on
the productions and
comprehension of the new
language.
17. Communicative
Competence.
(…) instruction needs to point
toward all of its
components:
organizations, pragmatic, s
trategic, and
psychomotoric. (…) and to
students´ eventual need to
apply classroom learning.
18. “Good language learner” characteristics
Lower inhibitions.
Encourage risk taking.
Build students´self-confidence.
Help students develop intrinsic motivation.
Promote cooperative learning.
Encourage students to use right-brain processing.
Promote ambiguity tolerance.
Help students use their intuition.
Get students to make their mistakes work for them
Get students to set their own goals.
19. (…) our profession has emerged into an era of
understanding a vast number of language
teaching contexts and purposes, and an
even larger number of student needs,
learning styles, and effective traits.
20. Clase muestra
STAGE OBJECTIVE
Actividades DESCRIPTION MATERIALS TIME
Presentación. Que el alumno se involucre con El profesor comenzará interrogando a los Presentación Power- 10 min
nociones generales de la alumnos sobre si tienen conocimientos de Point de aspectos
cultura alemana. la cultura alemana, da comentarios generales de
diversos para finalmente mostrarles una Alemania.
presentación con los monumentos y
eventos más notables en Alemania. Imágenes impresas
Practica. Que el alumno aprenda El profesor muestra una de las imágenes, que representan el 20 min
saludos y palabras básicas en pronuncia la palabra y todos repiten. (se nuevo vocabulario.
lengua alemana: muestran todas las imágenes)
Hallo, Guten Morgen, Guten El profesor muestra una imagen al azar y
Tag, Guten Abend, Gute Nacht, pide alguien que la pronuncie, si no la
Gut, Wie geth´s?, Danke, recuerda, recibe ayuda por parte de sus
Tschuss, Entschuldigung, compañeros.
eSprache, sDeutsch, eFrage,
eAntwort
Producción. Que el alumno haga uso del El maestro reproduce el audio dos veces y Hoja de trabajo. 15 min
vocabulario aprendido y que los alumnos responden la hoja de trabajo.
conozca la conjugación de los Se revisan las respuestas grupalmente. Bola de tela.
verbos SEIN y HABEN en
presente de las tres primeras El maestro escribe las conjugaciones y los
personas del plural. alumnos las practican oralmente haciendo
una oración sencilla: “Ich bin Jesús, ich
habe den Ball, Er ist Juan und sie ist Eydie”
pasando la bola hasta que todos han dicho
su oración.
22. Introduction
Full name: Federal Republic of Germany
Population: 82.1 million (UN, 2010)
Capital: Berlin Area: 357,027 sq km (137,849 sq miles)
Major language: German
Major religion: Christianity
Life expectancy: 78 years (men), 83 years (women) (UN)
Monetary unit: 1 euro = 100 cents
President: Christian Wulff
Germany is Europe's most industrialized and populous country. Famed for
its technological achievements, it has also produced some of Europe's
most celebrated composers, philosophers and poets.
23. Lugares
berliner mauer
For 28 years, the Berlin Wall - the most potent symbol of the Cold War - divided not only
the city but the world. Construction began shortly after midnight of 13 August 1961,
when East German soldiers rolled out miles of barbed wire that would soon be replaced
with prefab concrete slabs. The Wall was a desperate measure launched by the German
Democratic Republic (GDR) government to stop the sustained brain and brawn drain it
had experienced since its founding in 1949. Some 3.6 million people had already left for
the West, putting the country on the verge of economic and political collapse.
24.
25.
26.
27.
28.
29.
30.
31. A symbol of Berlin, the BrandenburgerTor.
The Brandenburg Gate was commisioned by Friedrich Wilhelm II to represent
peace. The Gate was designed by Karl Gotthard Langhans, the Court
Superintendent of Buildings, and the main architectural design of this landmark
hasn't changed since it was first constructed in 1791. Ironically the gate was
incorporated into the Berlin wall during the years of Communist government. The
Brandenburg gate is probably the most well-known landmark in Berlin, it now
stands as a symbol of the reunification of the two sides of this great city.
32.
33.
34.
35. Reichstagsgebäude.
It rises over Germany's resurgent capital, Berlin
The Reichstag building is a historical edifice in Berlin, Germany, constructed to
house the Reichstag, parliament of the German Empire. It was opened in 1894 and
housed the Reichstag until 1933, when it was severely damaged in a fire.
The term Reichstag, when used to connote a parliament, dates back to the Holy
Roman Empire.
After its completion in 1999, it became the meeting place of the modern German
parliament, the Bundestag.
36.
37.
38.
39. Oktoberfest, Munich
Originated in 1810 as a wedding celebration for two Bavarian royals, Oktoberfest
now marks the start of the harvest season each year. Instead of gathering corn,
though, participants in the two-week-long festival gather in Munich to consume
some 1.8 million gallons (7 million liters) of beer produced by local breweries.
40.
41.
42.
43. Potsdamer Platz, Berlin
Once Europe’s liveliest intersection, Potsdamer Platz was reduced to rubble by
Allied bombs and bisected by the Berlin Wall. Today, passersby can visit an outdoor
exhibit displaying pieces of the wall that used to divide the country's capital.
44.
45.
46.
47. Katholische Hofkirche, Dresden
After being severely damaged during World War II bombings, the ornately
decorated Katholische Hofkirche, or Catholic Court Church, underwent significant
reconstructions to restore its roof and upper levels.
56. CLASE MUESTRA
ACTIVIDAD
DEUTSCHUNTERRICHT.
• A) Hören und markieren Sie.
A B C
Dialog 1 (eins) 2 (zwei) 3 (drei)
Bild ____________ ___________ ___________
57. • B)Ergänzen Sie die Dialoge. Dann hören Sie noch
einmal und vergleichen Sie. C) Lesen und spielen Sie
die Dialoge.
Danke, gut Guten Tag Und ihnen
Danke, gut Hallo Wie geht es Ihnen
Guten Morgen Hallo wie geth´s
Guten Tag hallo
1.-
__ Hallo __ , Nikos!
_____________, Lisa, _____________, Peter!
Na, ________________, Nikos?
____________________.
2.-
____________________.
____________________, Ihren Pass bitte!
3.-
_______________. Mein Name ist Yoshimoto. Sind Sie Frau
Bauer?
Ja, Willkommen in Deutschland, Frau Yoshimoto!
________________________?
___________________. __________________?
Auch gut, danke.
58. REFLEXIÓN
• Se observa una evolución evidente y obvia en cuanto al progreso de las
metodologías y teorías de enseñanza de segundas lenguas a lo largo del
tiempo. El constructivismo es bastante reciente por lo que se trata de un
producto del devenir histórico de dichas teorizaciones.
• Considero que en general se trata de una teoría bastante acertada,
actualmente el trabajo especializado e individualización de tareas se vuelve
cada vez más común y conviene adecuar las teorías disponibles a las
características y necesidades de los estudiantes. Por supuesto que es
necesario considerar especificidades del grupo en cuestión, por lo que, al
menos en lo que concierne al constructivismo, resulta muy útil en niveles de
educación medio superior y superior, preferentemente.
• La palabra anterior significa que no importa realmente el nivel académico
del alumno ya que una vez que éste adquiere una independencia y
consciencia para responsabilizarse de su aprendizaje, no es vital, por lo tanto
que aparezca una figura docente obligatoriamente.
• Personalmente, esta teoría viene a confirmar mi idea de que no necesitamos
más que nuestra capacidad reflexiva y curiosidad para aprender sobre el
mundo que nos rodea, sin necesidad de un pizarrón al frente; por supuesto
que la aparición de modelos a seguir y opiniones externas que nos ayuden a
contrastarnos no son para nada inútiles, al contrario.
59. BROWN, Douglas. (2000) Principles of Language Learning and Teaching. U.S.A:
Longman. 4th Edition.
RICHARDS, Jack. & Renaldyam Wily A. (2002) Methodoly in Language
Teaching, An anthology of current practice. U.S.A: Cambridge.