Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.

1. ESCUELA : NOMBRE FECHA : OCTUBRE 08- FEBRERO 09 METHODOLOGY I 2nd two-month period ENGLISH LANGUAGE SCHOOL M.S. NINA NESTERENKO

2. Neurolinguistic Programming 1970`s John Grindler ( linguist ) Richard Bandler( psychologist) It’s a humanistic training philosophy and set of suggestions and training techniques therapist could use in building rapport with clients, gathering information about their internal and external views of the world, and helping them achieve goals and bring about personal change , and designed to convince people that they have the power to control their own and other people’s lives for the better, and prescriptions on how to do that.

3. Approach: Theory of Language and Learning NLP – is an interpersonal communication model “ neuro “ refers to the brain and how it functions. “ Neuro ” part of NLP is concerned with how we experience the world through our 5 senses and represent it in our minds through neurological process. “ Linguistic ” – refers to a theory communication. It tries to explain both verbal and non-verbal information processing. “ Linguistic “ part of NLP is concerned with the way the language we use shapes and reflects our thinking and experience of the world.

16. Should involve the use of tasks that that draw student’s attention to lexical collocations and seek to enhance their retention and use of collocations. Use of exercises that focus on lexical phrases through debates, analyzing contexts. Use of comparative analysis via computers Use of reading or contexts that enable students to discover the collocations; select the collocations which are crucial for student’s needs. Use of exercises that involve teaching individual collocations. Classroom activities

17. Classroom Activities Teaching individual collocations Making students aware of collocations Write word definitions Write the sentences with the new words Give synonyms / antonyms Give feedback on learner’s errors. Store collocations or phrase verbs and idioms in a lexical notebook

18. Educational movement that is based on programs that consist in the following: tasks that lead to a demonstrated mastery of language associated with specific skills that are necessary for individuals to function proficiently in the society.

21. CharacterIstics of CBLT

23. D escription of Competencies Knowledge and learning competencies Oral competencies Reading competencies Writing competencies

28. Activities Follow simple oral directions to locate a place. Report completion of task to supervisor. Ask where object is located: follow oral directions to locate an object Respond appropriately to work interruption or modification

33. STRANDS OF CLT Language is not just bits of grammar 907 it also involves language functions ( inviting, agreeing, suggestions etc) which students should learn how to use. If students get enough exposure to language and have opportunities to use it and if they are motivated, then language learning will be successful. The main point of CLT is to remind teachers that people learn languages not so they “know“them but so that they can communicate.

35. It is a learner – centered approach Authentic and meaningful communication is the goal of classroom activities . Fluency is given priority . Integration of all language skills . Communication is a creative process that involves trial and error. Learning a language through using it to communicate.

36. Appropriateness - use of formal/informal language according to the situation. Message focus : creating/understanding of message ( real meaning). Psycholinguistic processing : engage learners in the use of cognitive and other processes of SL acquisition. Risk – taking Free Practice

42. Teacher’s roles Facilitate the communication between all participants in classroom, and between the parti- cipants and the various activities and the text. To act as an independent participant within the learning – teaching group As a researcher and learner, counselor, group manager.

54. Learning – is a process of development of conscious rules about a language. - Ability to verbalize this knowledge. -The need for formal teaching and error correction

56. 3. The Natural Order Hypothesis – the acquisition of grammatical structures is in a predictable order. Errors are signs of naturalistic developmental processes.

59. Teacher`s role

66. The use of visuals to introduce new vocabulary Identifiying the picture according to description Short dialogues Conversations

68. Emphasis on maximum use of cooperative activities involving pairs and small groups of learners in the classroom. MAIN POINT

83. People learn a second language more successfully when they use the language as a means of acquiring information. CBI better reflects learner's needs for learning a second language – prepare students for academic studies, and to be able to access the content of academic learning and teaching as quickly as possible.

86. LEARNER`S ROLES LEARNERS are sources of content and active participants in the selection of topics

92. POST –TASK : Focus on language used, error correction, comments on tasks; practice of the language ( reviewing new grammar or vocabulary used during the task, etc; discussion of the task. Important: objectives and a sense of achievement Procedure