Direct Method
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The document summarizes the key principles and techniques of the Direct Method for teaching language. It focuses on connecting meaning directly to the target language without translation, using real-world topics and situations. Some techniques include reading aloud, question and answer exercises, conversation practice, dictation, and paragraph writing. Grammar and vocabulary are taught inductively through demonstration, pictures, and sentences rather than explicit instruction or single words. The goal is for students to communicate in the target language through speaking practice.
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Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
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The document discusses different conceptual frameworks for structuring a lesson, including:
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2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
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HD How to teach speaking
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
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Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
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Information gap and tpr (total physical response) activites. PowerPoint prese...
The document discusses the information gap principle which promotes real communication in the classroom. It facilitates language acquisition by having students request and provide information through activities like communicative drills, role-plays, and opinion gap activities. These activities prevent lessons from becoming mechanical and encourage student involvement through meaningful input and interaction. Suggested teaching methods that utilize the information gap principle are total physical response and other activity types that create opportunities for students to comprehend and convey information through different responses.
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The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
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How to teach vocabulary
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HD How to teach speaking
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1. Sentence constructions such as subject, verb, object, complement, and adverbials.
2. Parts of speech like nouns, verbs, adjectives, adverbs, determiners, prepositions, pronouns, and conjunctions.
3. Verb forms including tense, aspect, voice, and types.
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Eg. direct method class
The document summarizes principles of language teaching and the practices used by students in their language classes. It lists 12 activities with the corresponding principles and how the students applied them. The students focused on speaking in their classes through activities like reading aloud, using objects to explain meanings, asking questions in the target language, and games. They also worked on pronunciation, grammar, and writing, but had limitations in how much they could communicate due to the students' level. The classes followed a syllabus based on topics like family and home.
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Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Developing speaking skills in the y ls classroom ppt
The document discusses developing speaking skills in the classroom and provides examples of speaking activities and exercises. It outlines an activity focused on helping students gain confidence using question forms by reviewing auxiliary verbs and having students ask each other questions. The document also asks the reader questions about teaching speaking skills to children and developing activities to improve oral proficiency.
Reading and writing macroskills
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
Esol powerpoing presentation 2011
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The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
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• In your opinión, What are the strategies used by teachers / students?
• Which of these videos reflect your teaching practice?
•
How to develop Speaking Skills?
To develop this skill, the students need intense practice.
Speaking practice is usually done in pairs and in groups.
How Do We Teach Speaking?
Produce the English speech sounds and sound patterns.
Use Word stress, intonation patterns and the rhythm of the second language.
Developing Strategies for the Macroskills
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.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
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The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.More Related Content
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What is G.L.A.D.?
G.L.A.D. (Guided Language Acquisition Design) is a research-based approach to teaching English language learners. It focuses on comprehensible input using visuals and realia to make content accessible. It also aims to create a safe environment with natural language progression from simple to complex. Key strategies include input, guided oral practice, reading and writing. The conclusion states that G.L.A.D. makes a significant difference in student achievement by teaching language through academic content in ways that develop higher-order thinking and engage multiple intelligences.
Teaching speaking
This document discusses strategies for teaching speaking skills to English language learners. It begins with an introduction to the importance of speaking practice and interactive language teaching. Several in-class activities are then described that encourage student interaction and oral production, including discussions, role-plays, brainstorming, story completion, and picture description. Suggestions are provided for teachers to maximize student speaking time and reduce correction of errors during activities. The goal is to create a rich environment where students have many opportunities to communicate in the target language.
T 4.1 slideshare or scribd resource writing + vocabulary
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oral skills
This document discusses different oral skills including speaking and interacting. It identifies the key differences between one-way speaking and two-way interacting. Speaking allows for preparation and visual support but lacks feedback, while interacting involves listening. The document provides tips for positive speaking such as making eye contact and thanking the audience, as well as things to avoid like reading from notes monotonously. It notes that fear of public speaking is common and lists physical reactions people may experience like sweating or a dry mouth. Finally, it recommends relaxation exercises to reduce tension like visualizing success and maintaining confident posture.
Teacher Training Course
The document provides an overview of key elements of describing language, including:
1. Sentence constructions such as subject, verb, object, complement, and adverbials.
2. Parts of speech like nouns, verbs, adjectives, adverbs, determiners, prepositions, pronouns, and conjunctions.
3. Verb forms including tense, aspect, voice, and types.
It discusses the forms and uses of these various linguistic elements to describe language.
Oral skill- didactics
This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
Teaching writing and vocabulary
This document discusses strategies for teaching writing and vocabulary to young English language learners ages 4-7. It outlines techniques for teaching writing such as modeling the writing process, using group writing activities, and encouraging experimentation. It also provides principles for vocabulary instruction, emphasizing direct and indirect teaching methods, pre-teaching vocabulary, and giving multiple exposures through engaging activities like "Word of the Day" and scavenger hunts. Classroom activities are suggested to develop both writing and vocabulary skills in a fun, supportive way for young learners.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Using communication tasks to enhance speaking performance
This document discusses using communication tasks to enhance speaking skills. It defines communication tasks as activities that emphasize conveying a message, involve solving a communication problem or tangible outcome, and focus on the message rather than language forms. Several examples of potential communication tasks are provided, including describing pictures to partners without showing them and role-playing customer-clerk conversations. Key aspects of setting up, preparing for, and following up on communication tasks are outlined, such as using clear, simple instructions and checking comprehension, allowing choice in language use, and providing feedback on students' performance.
Hanson fluency or accuracy grammar recordings
Help students increase spoken fluency while also attending to accuracy with weekly grammar recordings, an assignment that measures fluency through production of grammar structures. The presenter will explain logistics, share sample prompts and student feedback, and discuss adaptations for in and out of class uses for various proficiency levels.
Eg. direct method class
The document summarizes principles of language teaching and the practices used by students in their language classes. It lists 12 activities with the corresponding principles and how the students applied them. The students focused on speaking in their classes through activities like reading aloud, using objects to explain meanings, asking questions in the target language, and games. They also worked on pronunciation, grammar, and writing, but had limitations in how much they could communicate due to the students' level. The classes followed a syllabus based on topics like family and home.
Planning & Teaching Grammar L5 Dip
Slides for the session from 27th November 2013. Unfortunately the animation and video is lost, but it should serve as a reminder of the key points.
TPR Storytelling
This document outlines the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching foreign languages. TPRS uses a combination of reading, storytelling, and interactive questioning to help students learn in a comprehensible way. It discusses key steps and techniques in TPRS like introducing vocabulary, asking questions to co-create a story with students, reading passages, lesson planning, assessment, and addressing common questions about implementing the method.
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Developing speaking skills in the y ls classroom ppt
The document discusses developing speaking skills in the classroom and provides examples of speaking activities and exercises. It outlines an activity focused on helping students gain confidence using question forms by reviewing auxiliary verbs and having students ask each other questions. The document also asks the reader questions about teaching speaking skills to children and developing activities to improve oral proficiency.
Reading and writing macroskills
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
Esol powerpoing presentation 2011
This document provides strategies and best practices for teaching English as a second language (ESL) students. It emphasizes the importance of implementing cooperative learning, properly grouping and placing ESL students, and using scaffolding techniques. It also offers tips for speaking clearly, breaking down tasks, building vocabulary, encouraging student interaction, and checking for understanding when teaching ESL students.
How to teach speaking
The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
Gia4 3ra estrategias speaking
“I’ D LIKE TO MAKE AN APPOINTMENT” – EDO LESSONS
• In your opinión, What are the strategies used by teachers / students?
• Which of these videos reflect your teaching practice?
•
How to develop Speaking Skills?
To develop this skill, the students need intense practice.
Speaking practice is usually done in pairs and in groups.
How Do We Teach Speaking?
Produce the English speech sounds and sound patterns.
Use Word stress, intonation patterns and the rhythm of the second language.
Developing Strategies for the Macroskills
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.
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T 4.1 slideshare or scribd resource writing + vocabulary
T 4.1 slideshare or scribd resource writing + vocabulary
Strategies for listening and speaking for beginners
Strategies for listening and speaking for beginners
Using communication tasks to enhance speaking performance
Using communication tasks to enhance speaking performance
Developing speaking skills in the y ls classroom ppt
Developing speaking skills in the y ls classroom ppt
Similar to Direct Method
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Language teaching approaches
Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.Direct method.pptx
The direct method, also known as the natural method, teaches foreign languages using only the target language without translation. It emphasizes teaching pronunciation and having students learn through demonstration, interaction, and immersion rather than being taught grammar rules. Some principles are using real-world objects to demonstrate meaning, encouraging students to communicate and self-correct, and inductively teaching grammar.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and dramatization to associate words and phrases with their meanings. It aims to build direct relations between experience and language.
2. It was developed in the early 1900s in response to issues with the Grammar Translation Method. It uses only the target language in instruction and refrains from translating into students' native languages.
3. Techniques include question-answer exchanges, dictation, reading aloud, map drawing, and paragraph writing. Grammar is taught inductively and oral communication is emphasized over other skills.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and immersion in the target language. Grammar is taught inductively.
2. Class is conducted exclusively in English, focusing on oral communication through questioning and answers between students and teachers.
3. While initially popular, the Direct Method fell out of favor due to difficulties with implementation in public schools due to constraints like budget, class size, teacher qualifications, and lack of focus on reading and writing.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Skill of Speaking
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
Second language and Direct approach
The direct approach aims to immerse learners in the target language similarly to first language acquisition. All instruction is conducted exclusively in the target language without translation. Grammar is taught inductively, vocabulary is taught through demonstration and real-world objects, and an emphasis is placed on oral communication and self-correction. The goal is for learners to start thinking in the target language as soon as possible.
Situational language teaching
Situational language teaching is an approach developed by British linguists in the 1930s-1960s that focuses on teaching language through oral practice of vocabulary and grammar in real-world situations. It is based on behaviorist learning theory and emphasizes introducing language points orally before presenting them in written form. Key characteristics include using the target language in the classroom, practicing new language points situationally, and gradually introducing reading and writing after an oral basis is established. Both teachers and materials utilize real objects, pictures, and gestures to design activities for learners to practice pronunciation, revision, and oral exercises.
The Audiolingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach
- Jill Kerper Mora from San Diego University
Maya Saputri Power Point Oral Work
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
TESL methodology- Direct Method
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
Methods and approachesd
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Dm
The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
Teaching_Pronunciation.pptx
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
Language Approach: Direct Method
The document discusses the Direct Method approach to language teaching. It is an approach that uses the target language exclusively for instruction and communication in the classroom. Key principles include conducting class only in the target language, teaching everyday vocabulary and sentences, and building oral communication skills through question-and-answer exchanges. Grammar is taught inductively and new concepts are introduced orally using objects and pictures. Techniques include questions, dictation, reading aloud, and conversation practice. The role of the teacher is to direct activities while students and teachers interact as partners. Strengths are that it mimics natural first language acquisition and emphasizes oral communication, while weaknesses include lack of structural practice and risk of incorrect rules.
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Abc book
This document provides definitions and explanations of various language teaching methods and strategies. It includes entries on the audiolingual method, behaviorism, communicative language teaching, dialog activities, English as a second language, facilitator, grammar translation method, humanistic approach, interactive learning, jigsaw, knowledge about English, lesson planning, methodology, natural approach, promoting cooperative learning, question and answers, risk taking, total physical response, visual aids, and working in groups. Each entry briefly describes the key aspects of the topic in 1-2 sentences.
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The document discusses the changing role of teachers in a learner-centered approach. It states that teachers must understand new theories of learning, approaches to teaching, policies, and social contexts affecting students. Teachers are encouraged to have a deeper understanding of their subject matter and student interests, make students construct their own knowledge, collaborate with other teachers and students, and act as instructional coaches who facilitate student-centered learning. The new role of teachers is as learners who generate knowledge, believe in their own power and authority to impact students, and become decision-makers and collaborators through reflective practice.
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Este documento presenta el sílabo de la asignatura English Methodology II de la Universidad Nacional de Chimborazo. La asignatura se enfoca en la metodología, técnicas y estrategias para la enseñanza del inglés como idioma extranjero. El sílabo describe los objetivos de la asignatura, los contenidos organizados en unidades, los resultados de aprendizaje esperados, y los métodos de evaluación. La asignatura busca proveer a los estudiantes con las herramientas pedagógicas para enseñar inglés de
Sílabo methodology i
Este documento presenta el sílabo de la asignatura "English Methodology I" impartida en la Universidad Nacional de Chimborazo. La asignatura busca integrar el conocimiento sobre la metodología, técnicas y estrategias para la enseñanza del inglés como idioma extranjero. El sílabo describe los objetivos de la asignatura, los contenidos organizados en unidades y temas, los resultados de aprendizaje esperados, la metodología y la forma de evaluación. La asignatura contribuye a la formación de los estudiantes para que
Sílabo language and culture
Este documento presenta el sílabo de la asignatura "Language and Culture" de la Carrera de Idiomas de la Universidad Nacional de Chimborazo. El sílabo describe los objetivos, contenidos, metodología y sistema de evaluación de la asignatura, la cual introduce el estudio de la relación entre lenguaje y cultura y se enfoca en funciones del lenguaje y su uso en la construcción de visiones del mundo y relaciones sociales.
Students error correction
This document discusses how to effectively correct students' errors in English without discouraging learning. It recommends discriminating between when and how to correct based on the activity and its aims. There are different categories of errors like grammar, pronunciation, meaning, and appropriateness. Corrections can be done through self-correction, peer correction, or teacher correction using techniques like signing, gestures, or selectively correcting written work. Peer correction is beneficial as both students are focused on language learning with less dependence on the teacher.
Suggestopedia Method
Suggestopedia is a teaching method based on how the human brain learns most effectively, using relaxation, role-playing, drama, and a comfortable environment to present vocabulary. It creates a new learning community through posters and presentations, allowing students to learn freely without errors under the guidance of a confident and trustworthy teacher, who provides a cheerful atmosphere for students to relax and enjoy role-playing in new identities.
Grammar translation method
The document discusses the Grammar Translation Method of teaching foreign languages. It focuses on accuracy over fluency by having students translate between the target language and their native language. The primary skills are reading and writing, with classes taught in the mother tongue. Grammar rules are central to the method so students can learn to construct sentences. However, the experience can be mechanical and tedious for students.
Tools for teaching english
The document discusses several tools that can be used for teaching English, including Duolingo, BBC Learning English, and Storybird. Duolingo is a free online education site launched in 2011 that uses a skill tree and gamification to teach vocabulary and grammar through extensive written lessons and dictation. BBC Learning English provides resources for adults learning at home, including words in the news, teaching innovations, and knowledge on various topics through grammar, vocabulary, and pronunciation lessons and work plans. Storybird and other sites like Chatzy, Ego4u, Google+, and Facebook can also be used to teach Spanish vocabulary through interactive books and social networking opportunities.
Language acquisition theories
Behaviourist theory views language acquisition as a process where children learn language through stimulus, response, and reinforcement in their environment, with language learnt as a set of habits established this way. Cognitive theory sees language learning as relying on recalling previous knowledge and presenting target language for children to acquire.
Intonation
Intonation refers to the pitch of the voice. There are no specific rules for intonation but it can be higher or lower and combined in various ways. Intonation patterns include rises and falls that serve important functions such as indicating completeness or incompleteness, asking questions, and signaling turns in conversation.
Factors that affect pronunciation
The document discusses several factors that affect pronunciation learning in a new language. These factors include linguistic variables like differences in phonemes, rhythm, and intonation between the first and new language. Age is also a factor, as younger learners typically have better perception of new sounds. Motivation, attitude, identity, prior instruction, classroom atmosphere, teaching methodology, phonetic ability, and exposure to the new language environment can also impact how well someone learns pronunciation in a new language. The teacher should consider these various learner and instructional factors that influence pronunciation acquisition.
Family parents program
Parents should establish routines like setting aside time for homework, help children develop good study habits, and reinforce lessons. Effective communication between school and home about programs, students' progress, and problems is important. Schools should provide families with lesson plans and information to help students at home, and involve parents as volunteers to support underperforming students. Finally, schools should engage parents in leadership roles to advocate for reforms and improvements, and represent other families' views to create a supportive learning environment.
Triptico methodology 2222
This document outlines national standards for parental involvement in education. It provides guidelines in 6 areas: 1) parenting - helping create supportive home environments, 2) communicating - effective school-home communication, 3) volunteering - recruiting parent help, 4) learning at home - providing information to help students, 5) decision-making - including parents, and 6) collaborating with community - integrating community resources. Specific recommendations are given under each standard, such as having parents establish homework routines, attending motivational lectures, and organizing extracurricular activities to strengthen school programs.
Syllabo methodology i 2014
Este documento presenta el sílabo de la asignatura English Methodology I de la Universidad Nacional de Chimborazo. El curso tiene como objetivos conocer y aplicar principios de aprendizaje de idiomas y métodos de enseñanza para desarrollar habilidades comunicativas. El curso se enfoca en temas como los involucrados en la enseñanza de inglés, la metodología para enseñar vocabulario, gramática y pronunciación, y enfoques como el enfoque comunicativo. El curso evalúa a los estudiantes a
Presenting new vocabulary
The document provides guidance on teaching new vocabulary words to students. It recommends teachers consider students' level, prior knowledge, difficulty of words, and teachability when selecting words. Teachers should introduce words with a variety of techniques like realia, pictures and definitions, and have students practice the words through different contexts, tasks and activities at least 7 times over spaced intervals. Students should also practice recalling words from previous lessons and use new vocabulary in stories related to their real lives.
English language teaching aspects
This document discusses the differences between concrete and abstract words. Concrete words refer to tangible objects, people, places, and experiences that can be directly perceived by senses. Abstract words refer to ideas, qualities, states and concepts that are not physically present and are more conceptual than concrete. The document outlines some key aspects of words including meaning, form, pronunciation and spelling, collocations, and word formation.
Hoja de vida unach cesar narváez
Este documento presenta el currículum vitae de César Augusto Narváez Vilema. Narváez tiene una licenciatura en ciencias de la educación con especialización en inglés y una maestría en gerencia y liderazgo educacional. Ha trabajado como docente de inglés en varias escuelas y universidades y como vigilante aduanero. Actualmente trabaja como docente en la Universidad Nacional de Chimborazo.
Skimming and scanning speed reading techniques
Skimming and scanning are speed reading techniques that allow rapid coverage of large amounts of material. Skimming is used to get the main ideas and overall content at about 100 words per minute, involving reading the title, introduction, first paragraph of sections, and last paragraph completely. Scanning is to locate a specific fact or piece of information by rapidly scanning multiple lines at speeds over 1500 words per minute while being willing to skip large sections without reading them fully. Both techniques save time over reading an entire document carefully.
Previewing
The document outlines a 7-step process for effectively previewing a chapter in a textbook: 1) Read the title to understand the topic, 2) Skim the introduction for an overview, 3) Read headings and subheadings to grasp the organization, 4) Examine visuals for a deeper understanding, 5) Identify important vocabulary terms in bold or italics, 6) Scan the summary or conclusion, and 7) Read any chapter questions to focus on key points. Following these steps takes 3-5 minutes to help students optimize their reading comprehension and retention.
Predicting
Predicting strategy refers to using information from a text like titles and headings, along with personal experiences, to anticipate what will be read next. It helps students by encouraging them to ask questions, skim or re-read for understanding, and monitor comprehension. The process involves having students review book features before reading and make predictions, then read to check their predictions. Younger students may predict based on pictures before reading.
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Direct Method
- 1. NAMES : GEOVANNA ALLAUCA JOSUÉ TARIRA
- 5. The Direct Method is named “direct” because meaning should be connected directly with the target language without translation into the native language.Basically, the Direct Method aims to provide language learners with a practically useful Knowledge of language. MEANI NG TARGET LANGUAGE
- 6. Reading Aloud Question and Answer Exercise Student Self-Correction Conversation Practice Fill-in-the-blank Exercise Dictation Paragraph Writing
- 7. Never translate: demonstrate. The syllabus is based on real situations or topics. ( as if students were in real situations).
- 8. Never make a speech: ask questions. Grammar is taught inductively, no explicit grammar. Never speak with single words: use sentences. Practice of vocabulary in completes sentences. Vocabulary is taught through known words ,demonstration , authentic objects (realia), pictures , and miming.
- 9. Never speak too much: make student speak much. Work on four skills, emphasizing listening and speaking.
- 10. Never speak formal but speak naturally. Not memorization but production.
- 14. *THANKS!*