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Methodology I (II Bimestre)

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This document summarizes several language teaching methodologies: 1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction. 2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English. 3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.

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ESCUELA : PONENTE : BIMESTRE : METHODOLOGY I CICLO : INGLÉS II BIMESTRE Mg. Nina Nesterenko ABRIL – AGOSTO 2007
TEACHING by PRINCIPLES bPRINCIPLESTea ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Affective Principles ,[object Object],[object Object],[object Object],[object Object],[object Object]
Cic LINGUISTIC PRINCIPLES ,[object Object],[object Object],[object Object],[object Object]
Neurolinguistic Programming (NLP) mid -1970s, by John Grindler and Richard Bandler ,[object Object]
[object Object],[object Object],[object Object]
Principles of NLP ,[object Object],[object Object],[object Object],[object Object],[object Object]
Approach: Theory of Language and Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
LEXICAL APPROACH ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Class activities: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Competency – Based Language Teaching 1970’s in the USA ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics of CBLT:28 ,[object Object],[object Object],[object Object],[object Object],[object Object]
CBLT design ,[object Object],[object Object]
Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Positive and Negative points ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Communicative Language Teaching approach (British language teaching, late 1960s) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strands and Elements of CLT ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Classroom activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learner’s and Teacher’s roles Learning Materials ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Natural Approach by Tracy Terrel and Stephen Krashen, 1980’s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
OBJECTIVES of NA: ,[object Object],[object Object],[object Object]
Characteristics of Natural Approach ,[object Object],[object Object],[object Object],[object Object]
Teacher`s role and role of Materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cooperative Language Learning ,[object Object],[object Object],[object Object],[object Object]
Types of Cooperative Learning Groups ,[object Object],[object Object],[object Object],[object Object]
Elements of Successful Group – Based Learning in CLT ,[object Object],[object Object],[object Object],[object Object],[object Object]
IMPORTANT ASPECTS OF GROUP WORK ,[object Object],[object Object],[object Object],[object Object],[object Object]
For different groups in the same class: ,[object Object],[object Object],[object Object],[object Object]
CONTENT – BASED INSTRUCTION (1980`s) ,[object Object],[object Object]
Objectives of CBI ,[object Object],[object Object],[object Object],[object Object]
MATERIALS ,[object Object],[object Object],[object Object],[object Object]
TEACHER`S and LEARNER`S ROLES ,[object Object],[object Object],[object Object]
CLASS ACTIVITIES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TASK- BASED LANGUAGE TEACHING INDIA, 1980`s( Prabhu) ,[object Object],[object Object],[object Object]
CLASS PROCEDURE ,[object Object],[object Object],[object Object],[object Object]
TBLT emphasizes the importance of activities: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
POSITIVE and NEGATIVE ASPECTS OF TBLT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INTERACTIVE LANGUAGE TEACHING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 

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Methodology I (II Bimestre)

  • 1. ESCUELA : PONENTE : BIMESTRE : METHODOLOGY I CICLO : INGLÉS II BIMESTRE Mg. Nina Nesterenko ABRIL – AGOSTO 2007
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