VIDEO SAMPLE CLASS

IRVIN REYES JUAREZ
ANDREA CAMARGO LUNA
ALDO JAVIER ROJAS

CLT PRESENTATION

THE SILENT WAY

TECHNOLOGY AS METHOD OF ENGLISH TEACHING

TECHNOLOGY AS METHOD OF ENGLISH TEACHING

We can use the Technology with some objetives, We can see diferent adventages as a teachers and as a students.
For example when computers are used every day by integral part of every lesson like a pen or a book,  teachers and students will use them without fear or inhition.
In the classroom students have the possibility to play with Technology its  means of presentations digital projects or blogs.
The Technology opens .many possibilities to have a good level of communication with others to carry out a good job as is the case of this subject with the blogs, technology its a great tool for discovering new things or help us to solve any problem, its a media where you can be inform about breaking news or something like that in other words technology makes our lifes easier. In many aspects you  for instance you can learn  a new foreign languague by digital apps from the internet ,do grammar excersises to improve you writing skills , listen different recordings for having better pronuciation and improve your listening skills.
Andrea Camargo luna
Edberg irvin reyes juarez

A BRIEF HISTORY OF LANGUAGE TEACHING

A BRIEF HISTORY OF LANGUAGE TEACHING

        language teaching methods thoughout history have reflected in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study.

They have also reflected changes in theories of the nature of language and of language learning.

It has been estimated that some 60 porcent of today's world population is multilingual.

Throughout history foreing language learning has always been an important practical concern.

Once basic proficiency was stablished students were introduced to advance study of grammar and rethoric school , learning must have been a deadening experience for children in knowledge were often met with brutal punishment.

By the nineteenth century, this approach based on the study of latin had become the standard way of studying foreign languages in schools , textbooks are used for organized around grammar points.

There are many characteristics of the grammar translation method are:

The objetive of foreign language study is to learn a language in order to read and this has a benefit from the mental discipline and intellectual development that result from foreing language study.

This method was focused in the memorization of vocabulary and of various declensions and conjugations translations of texts, doing written exercises or grammatical rules.

Classes are taught in the mother tongue, with little active use of the target language

Much vocabulary is taught in the form of lists of isolated words

Grammar provides the rules for putting words together and instruction ofthen focuses on the form and inflection of words.

Reading of difficult classical texts is begun early.

little attention is paid to the content of texts which are  treated as exercises in grammatical analysis.

Little or no attention is given to pronunciation

Grammar is taught deductively it is by representation and study of grammar rules.

conclusion:

The comunication is very important in the world you can change important information or a nice message, you can study many languages and you can understand very clear the information and you can have a communicative competence.

Edberg irvin Reyes Juárez
Andrea Camargo Luna

TIMELINE

TOTAL PHYSICAL RESPONSE

SUGGESTOPEDIA METHOD

MY PRESENTATION

here is my personal presentation because i posted in my gmail account instead of blogger

MAP OF ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

THE AUDIOLINGUAL METHOD

THE AUDIOLINGUAL METHOD

In the first half of this century, the direct method did not take hold in The United States the way it did in europe. While one could easily find native speaking teachers of modern foreign languages in Europe, such was not the case in the United States. Also, Europeans high schools and university students did not have to travel far to find opportunities top ut the oral skills of another language to actual practical use, moreover. U,S educational institutions had become firmly convinced that a Reading approach to foreign languages was more useful than an oral approach, given the perceived linguistic isolation of the united states at the time, The highly influential Coleman Report of 1929 had persuaded foreign language teachers that it was impractical to teach oral skills, and that reading should become the focus, thus schools returned in the 1930s and 1940s to grammar translation. The audiolingual method was firmly grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a scientific descriptive analysis of various languages The characteristics of the audiolingual method are new material is presented in dialogue  form, there is dependence on mimicry. Memorization of set phrases and overlearning Structural patterns are taught using repetitive drills, there is Little or no gramatical explanation. Vocabulary is limited, great importance of pronunciation very Little use of the mother tongue For a number of reasons the ALM enjoyed many tears of popularity, and even to this day, adaptations of the ALM are found in comtemporary methodologies.

Objectives of Audiolingual method

The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986).

Techniques of Audiolingual method

The Audiolingual method uses the following techniques for teaching a foreign language:

Repetition. The student repeats an utterance aloud as soon as he has heard it. He does this without looking at the printed text. The utterance must be brief and small so that the ears of the student must retain them and may repeat it because sound is more important than form and order. 

The Audiolingual method has the key features of drilling, memorization, repetition and over learning. The problem is with these features of this method because these features can be included in its demerits. It was seen that the expected results of the Audiolingual method were not seen into the learners because they were not able to use the memorized structures out of the classroom and in the natural context. The experience of studying language through Audiolingual procedure was boring and unsatisfying (Tjtaylor, 2012)

 BY irvin Reyes juarez and Andrea Camargo Luna

THE DIRECT METHOD , LANGUAGE TEACHING INNOVATIONS