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This lesson plan uses various teaching methods and theories to teach community services and jobs vocabulary to A1 level English students. It begins with a warm up activity applying grammar translation to have students name services and jobs in English and Spanish. Next, students work in pairs to choose a service or job from a vocabulary poster, relating to behaviorism theory. Finally, students write and perform a role play conversation in English about a community service, applying communicative approach and building on previous grammar translation and correction activities.
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This lesson plan uses various teaching methods and theories to teach students English vocabulary for community services and jobs. Students first name services and jobs in English and Spanish in pairs using the Grammar Translation Method. They then review vocabulary by matching words to images on a poster. Next, students write a dialogue about speaking with a community service in their native language and translate it to English. Finally, they perform their written dialogues in English for practice using the Communicative Approach. The goal is for students to learn new vocabulary through repetition, visual aids, writing, and speaking.
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The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
4th material structure
This document discusses direct and indirect speech. It defines direct speech as a direct quote without changes and indirect speech as reporting what someone said without using their exact words. It provides examples of changing verbs, pronouns, and time references when converting from direct to indirect speech. The learning objectives are for students to understand reporting verbs and be able to distinguish between direct and indirect speech and complete exercises changing statements into the different forms.
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This lesson plan uses various teaching methods and theories to teach students English vocabulary for community services and jobs. Students first name services and jobs in English and Spanish in pairs using the Grammar Translation Method. They then review vocabulary by matching words to images on a poster. Next, students write a dialogue about speaking with a community service in their native language and translate it to English. Finally, they perform their written dialogues in English for practice using the Communicative Approach. The goal is for students to learn new vocabulary through repetition, visual aids, writing, and speaking.
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This slide is related to a practical side of T-T-T technique for ESL teaching. the inside practical side of this technique's use comes from personal experience and shared knowledge with other ESL teachers.
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This document discusses research on corrective feedback in second language classrooms. It describes six different types of corrective feedback: explicit correction, clarification requests, recasts, elicitation, metalinguistic feedback, and repetition. The document also analyzes two transcripts of classroom interactions that demonstrate different focuses of instruction and uses of feedback. The first transcript shows a communication-based class where feedback does not interfere with the focus on meaning. The second transcript demonstrates a structure-based lesson where the teacher provides primarily metalinguistic feedback on grammar forms. The document encourages teachers to observe their own use of feedback and consider varying their techniques.
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Learn how to provide effective feedback to students in adult ESL (EFL), and other foreign language classes based on the latest academic research.
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The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
4th material structure
This document discusses direct and indirect speech. It defines direct speech as a direct quote without changes and indirect speech as reporting what someone said without using their exact words. It provides examples of changing verbs, pronouns, and time references when converting from direct to indirect speech. The learning objectives are for students to understand reporting verbs and be able to distinguish between direct and indirect speech and complete exercises changing statements into the different forms.
The Audio lingual method and drilling
The document describes the Audio-Lingual Method (ALM) for teaching foreign languages. It was developed in the 1950s by Charles Fries and incorporated principles from structural linguistics and behavioral psychology. The key aspects of the ALM include an oral focus with memorization of dialogues, repetition drills, pattern practice drills, and immediate correction of errors to help form new habits to overcome the native language. The goal is for learners to automatically respond using the target language through active practice and reinforcement without relying on rules.
Teaching speaking
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
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The Audio-Lingual Method was developed in the 1950s-1960s and was based on behaviorist theories of language learning. It focused on repetition and drilling of dialogs to make responses automatic. Key principles included using drills to teach dialog lines and repeating the language as accurately and quickly as possible. Techniques included backward build-up drills, dialog memorization, chain drills, multiple-slot substitution drills, transformation drills, and question/answer drills to reinforce sentence patterns through repetition.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
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This document discusses different approaches to teaching grammar to ESL students. It argues that grammar is an important skill for ESL learners as it enables communication, motivates students, and promotes self-sufficiency. The document outlines various approaches to grammar instruction, including competency-based education and Larsen-Freeman's three-dimensional grammar model, which focuses on form, meaning and use. It emphasizes finding a balance between direct grammar instruction and communicative activities based on the functions and environments students need for their daily lives.
Negative feedback as regulation and second language learning
This study investigated the effects of corrective feedback within Vygotsky's social cultural theory. It analyzed tutor-learner interactions in an ESL context to see how implicit and explicit feedback impacted development. Results showed that with mediation, learners moved from other-regulation to self-regulation, internalizing assistance and gaining independent linguistic ability. However, the small participant size limited generalizability.
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How to teach speaking
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Tpr
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Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
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The document discusses best practices for teaching vocabulary in a foreign language classroom. It recommends sequencing vocabulary instruction from visual aids to definitions to use in context. The document stresses that vocabulary must be taught systematically and not just as a supplement to grammar. It also emphasizes providing opportunities for students to practice, learn, store, recall and use new vocabulary after initial introduction in order to fully learn the words. Finally, it notes the importance of distinguishing between vocabulary for receptive recognition and productive use when planning classroom activities and lessons.
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This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
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.
Reflection on Corrective Feedback in the Classroom
The document summarizes a study that compares different patterns of corrective feedback and student repair in two language classes - an intermediate and advanced class. The study found that recasts were more effective for eliciting repairs in the intermediate class, while prompts worked better in the advanced class, supporting the Counterbalance Hypothesis. The type of feedback used differed between the classes, with the intermediate class relying more on choral repetition and the advanced class using more prompts.
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The document describes the Audio-Lingual Method (ALM) for teaching foreign languages. It was developed in the 1950s by Charles Fries and incorporated principles from structural linguistics and behavioral psychology. The key aspects of the ALM include an oral focus with memorization of dialogues, repetition drills, pattern practice drills, and immediate correction of errors to help form new habits to overcome the native language. The goal is for learners to automatically respond using the target language through active practice and reinforcement without relying on rules.
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Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
The audio lingual method
The Audio-Lingual Method was developed in the 1950s-1960s and was based on behaviorist theories of language learning. It focused on repetition and drilling of dialogs to make responses automatic. Key principles included using drills to teach dialog lines and repeating the language as accurately and quickly as possible. Techniques included backward build-up drills, dialog memorization, chain drills, multiple-slot substitution drills, transformation drills, and question/answer drills to reinforce sentence patterns through repetition.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
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This document discusses different approaches to teaching grammar to ESL students. It argues that grammar is an important skill for ESL learners as it enables communication, motivates students, and promotes self-sufficiency. The document outlines various approaches to grammar instruction, including competency-based education and Larsen-Freeman's three-dimensional grammar model, which focuses on form, meaning and use. It emphasizes finding a balance between direct grammar instruction and communicative activities based on the functions and environments students need for their daily lives.
Negative feedback as regulation and second language learning
This study investigated the effects of corrective feedback within Vygotsky's social cultural theory. It analyzed tutor-learner interactions in an ESL context to see how implicit and explicit feedback impacted development. Results showed that with mediation, learners moved from other-regulation to self-regulation, internalizing assistance and gaining independent linguistic ability. However, the small participant size limited generalizability.
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This document discusses different approaches to teaching language systems and specific aspects of language. It covers deductive and inductive approaches, explaining meaning using examples and descriptions, explaining language construction using gestures, and providing written rules. It also discusses practice and controlled practice through repetition. Examples are given for teaching grammar, pronunciation, vocabulary and language functions. The document defines types of mistakes students can make and approaches to correcting students, recommending against intrusive correction during activities.
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This document outlines a seminar presentation on approaches to teaching grammar. It discusses both arguments for and against directly teaching grammar. It presents three common approaches: deductive, inductive, and guided discovery. The inductive approach is examined in more detail, outlining its benefits such as better retention, student-centered learning, and engagement. Its drawbacks include being time-consuming and potentially frustrating students. The objectives are to discuss whether grammar should be taught, familiarize with teaching approaches, and examine the inductive approach's advantages and disadvantages.
Direct Method
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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This document discusses how to teach grammar. It covers defining grammar and its components like texts, sentences, words and sounds. It discusses two approaches to teaching grammar - deductive and inductive learning. Inductive learning involves students deriving grammar rules from examples without being directly taught the rules. The document also discusses using different types of texts and contexts as a way to teach grammar in a more meaningful way for students. Sources of texts that can be used include course books, authentic materials, and materials generated by teachers or students.
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This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
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The document discusses the Direct Method approach to language teaching. It was developed in the 1890s as a reaction to the Grammar-Translation Method, with the key principles being that the purpose of language is communication, translation is not used, and students learn by connecting grammar and meaning in context. In a Direct Method classroom, the teacher uses only the target language, lessons are organized around topics, and students learn through interaction, self-correction, and inductive discovery of grammar rules.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
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The document discusses best practices for teaching vocabulary in a foreign language classroom. It recommends sequencing vocabulary instruction from visual aids to definitions to use in context. The document stresses that vocabulary must be taught systematically and not just as a supplement to grammar. It also emphasizes providing opportunities for students to practice, learn, store, recall and use new vocabulary after initial introduction in order to fully learn the words. Finally, it notes the importance of distinguishing between vocabulary for receptive recognition and productive use when planning classroom activities and lessons.
Audio Lingual Method rizzo-simón
This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
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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.
Reflection on Corrective Feedback in the Classroom
The document summarizes a study that compares different patterns of corrective feedback and student repair in two language classes - an intermediate and advanced class. The study found that recasts were more effective for eliciting repairs in the intermediate class, while prompts worked better in the advanced class, supporting the Counterbalance Hypothesis. The type of feedback used differed between the classes, with the intermediate class relying more on choral repetition and the advanced class using more prompts.
Tpr
TPR (Total Physical Response) is a language teaching method that uses physical movement to help students learn and internalize new vocabulary without translation. It engages students and allows them to quickly process and learn language through movement and fun, memorable activities. While it seems simple, effective TPR teaching requires skill and balancing elements like modeling phrases, delaying student responses, practicing frequently with both familiar and novel commands, and incorporating role playing.
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Similar to Lesson plan explanation
Class reflection
The class started with exercises to review numbers and body parts in English using gestures. The teacher then asked the students for the date in English, which they provided correctly. The teacher instructed students to write dialogues about community service jobs, first explaining in Spanish and then English. Students struggled with English but were able to write basic understandable dialogues, though with mistakes. While the lesson plan was good, students' English speaking level was low and they lacked motivation, making the grammar translation method insufficient for developing better English skills within the time constraints.
Class reflexion
The class started with a review of numbers and body parts in English using gestures for understanding without speaking Spanish. Students provided the date in English when asked by the teacher. The teacher then instructed students to write dialogs about community services like police or firefighters, first explaining in Spanish and then English using grammar translation. Students struggled with English but wrote basic understandable dialogs with errors as expected for their A1 level. While the class plan and use of translation method was good, students showed low motivation and speaking ability, and there was not enough time to develop better English skills.
Final assemblage
The topic of the story is __________________________
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1. Where was the Happy Prince located?
2. What was the first thing the swallow did when he arrived to the statue?
3. Why did the Happy Prince want the ruby from his sword?
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D. Reflection
This second task is based on comprehension in L2 theory. It consists of
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This lesson plan involves a warm up to explain the concept of a plenary to students in both their L1 and L2. It then reviews vocabulary that will be used through repetition and flashcards. Students will choose a celebrity to research and write a dialogue about in groups of three. Finally, they will present their plenaries to the class as if on a radio show to develop their communication skills in L2 and confidence speaking in front of others. The lesson incorporates various language learning theories including total physical response, behaviorism, and communicative approach.
Planeacion
This lesson plan involves a warm up to explain the concept of a plenary to students in both their L1 and L2. It then reviews vocabulary that will be used through repetition and flashcards. Students will choose a celebrity to research and write a dialogue about in groups of three. Finally, they will present their plenary to the class to practice communication skills in L2 and develop confidence speaking in front of others. The goal is for students to learn to communicate in their L2 through approaches like Total Physical Response, Behaviorism, and Communicative Language Teaching.
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The document discusses strategies for teaching writing and vocabulary to young English language learners. It describes the process writing approach, which involves prewriting, writing, revising, editing, and publishing. Some techniques for implementing process writing are writing models, group writing, talking/writing boxes, writing centers, conferences, inventive spelling, and word walls. The document also discusses the importance of both direct and indirect vocabulary instruction, giving strategies like pre-teaching words, using context clues, and activities to develop vocabulary like word games and notebooks.
Coursebook Evaluation
The document provides a summary and analysis of activities from the "Straight Forward" English coursebook. It examines activities from lessons on holidays, transportation (planes), and weekend breaks. Key activities are identified as being retained, rejected, or adapted. The analyses classify each activity according to whether it is pre-communicative, communicative, or its sub-type. Overall, the coursebook covers the four skills as well as grammar and vocabulary. It provides a variety of reading, listening, speaking, and grammar exercises that expose students to real-life language use.
Coursebook evaluation
Miss Morales finds coursebooks useful as a guide for teaching English, but does not follow them strictly. While she uses the speaking activities in the book, she adapts and supplements other activities based on her students' interests, abilities, and age. She considers students' backgrounds and preferences when deciding whether to change an activity. Miss Morales also supplements the coursebook because some units are not coherent. She finds the speaking parts particularly valuable as students can practice grammar and pronunciation at the same time. Overall, Miss Morales views coursebooks as a helpful resource for teachers but not something that should dictate the curriculum.
Course book evaluation
The document provides a summary of a teacher interview about using course books in English classes. The teacher finds course books useful as a guide but not something to be strictly followed. While some activities are boring, she adapts and supplements them to make them more interesting for students by considering factors like their interests, age, and background. She particularly finds speaking activities in the books valuable for practicing grammar and pronunciation. Overall, the teacher views course books as helpful resources but believes it is important not to be ruled by them and to tailor activities to students.
Summary of the units
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
International Journal of Humanities and Social Science Invention (IJHSSI)
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Whatever happened to the 3rd P?
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
Our class observations 1.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
Our class observations
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
Teaching vocabulary to advanced students Reflection
This document discusses effective approaches for teaching vocabulary to advanced English language students. It emphasizes that while students often learn many new words, they rarely learn how to use these words in context. To address this, the author recommends that teachers select vocabulary that is authentic and can be used in real contexts, and provide opportunities for independent and group work where students can practice using their new vocabulary. The document also stresses the importance of dictionaries for intermediate and higher-level students and encourages teachers to promote active use of language in class in order to motivate students to produce the target vocabulary and structures.
English-Spanish translation of the tex "Lexical Acquisition in the Early Scho...
This document discusses translating an English text about lexical acquisition in early school years into Spanish. It aims to provide Spanish-speaking students information about how children acquire their first words. The translation will help students in the Humanidades major who don't understand English. Methods that will be used include books, dictionaries, the internet, and teachers to accurately translate the text while retaining the original meaning. The translation seeks to help more people understand the topic, especially Spanish-speaking students.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Ict Long
This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.
Observations coded and analyzed (final one)
The document provides an analysis of observations from a professional development course for in-service teachers. It summarizes:
1) The teachers show interest in the content but feel it is not useful for their students due to socioeconomic status.
2) They struggle with understanding vocabulary but engage more when it's explained.
3) Activities involving images, groups and technology help the teachers' understanding and participation.
Similar to Lesson plan explanation (20)
International Journal of Humanities and Social Science Invention (IJHSSI)
International Journal of Humanities and Social Science Invention (IJHSSI)
Teaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students Reflection
English-Spanish translation of the tex "Lexical Acquisition in the Early Scho...
English-Spanish translation of the tex "Lexical Acquisition in the Early Scho...
Lesson plan explanation
- 1. LESSON PLAN EXPLANATION 1. WARM UP. Teacher asks to the students to name a community service, a work or an office in English if it is possible. For this activity we are applying the Grammar Translation Method. This Method refers to a very useful way to teach for an A1 level student. The activity will ask for the students to name or to tell a work or an office. The students will try to name it in L2 first which is English and after that the students will say it in Spanish. This is a useful Method for this level of students. 2. PRESENTATION. Show to the students the vocabulary with a poster that shows the different works and offices and ask them for join in pairs for chose an office or a community service to work with. This activity has relation with the Behaviorism Theory that explains that students can learn through repetition and imitation and these will help to achieve the objective that we have for this activity that is that the students learn the vocabulary of the offices and works in L2. The poster is a useful didactic material to teach vocabulary that is necessary for this activity. This activity is also referred as an Visual Spatial class because it involves images for the students for understand and relate the meaning of the word with the image. 3. VERIFICATION. The students will write a conversation as if they were talking with a person of a community service. This activity relates with the Grammar Translation, the students are going to write the dialogue or the conversation in L1 that is Spanish for have a clear idea of what they mean, after that they will translate the text to L2 that is English. They will be free to write however they thing that is better to make the dialogue, we are not going to focus on the meaning but in the form of the dialogue.
- 2. 4. APPLICATION. They will pass to the front and play the roll conversation they wrote before. The communicative Approach is present into this activity as the students are speaking in English by the time they are presenting at the front of the class. For this they have already corrected the text with help of the teacher and they can have cleared the mistakes they made before. Now they can talk completely in English having the meaning as a priority as much as the pronunciation, even it is possible this cannot be achieved because of their level (A1) but them if we continue with this kind of exercises this could be possible.