ENGLISH TEA C HING I 1ST EXAM STUDENT:
VALERIA MAFFIOLI BARQUERO
FEBRUARY 26, 2021
QUARTER I
S T
P A R T
ACTIONORIENTED APPROACH
C HARA C TERISTI C S OF A C TION ORIENTED APPROA C H 1. STUDENTS
ARE
LANGUAGE LIFE
SOCIAL
TO
AGENTS
PERFORM
CONTEXTS
SPECIFIC
SYNTAX,
ARE
FACILITATING
COMMUNICATION.
TEACHER
4. THE
TO
PERSON
5. ERRORS OF
THE
IS
OR
ARE
DEVELOP 7. ALL
SINCE
THE
8. ACCURACY 9. DIFFERENT SMALL
IS
MEANING.
REAL
FORMS,
THE
AND
PURPOSE
AND
HELPS
OF
THE
EMPTY
VESSEL
BELIEFS,
AN
BUT
A
IDENTITY,
WHOLE AND
A
AND
ARE
CONSIDERED
PART
PROCESS.
DO
IN
THE
ON
WHAT
THE
REAL-LIFE
PROCESS
SOCIAL
AGENT
SITUATION
THEY
OR
REQUIERE
TO
WORKED
ON
COMPETENCES. ARE
IMPORTANT
AND
ARE
BEGINNING. AND
FLUENCY
GROUP
GROUP,
10. LEARNING
AN
BASED
AND
SKILLS
IN
AUTONOMOUS.
TOLERATED
THE
TARGET
LANGUAGES.
TO
SCENARIOS
WITH
FACILITATOR
NOT
LEARNING
ABLE
A
VALUES,
6. ASSESSMENT IS
IS
WITH
LANGUAGE
TAUGHT
BECOME
STUDENT
THE
ACTIONS
COHESIVE
PHONOLOGY
LEARNER
USE
MEANINGFULLY.
2. VOCABULARY,
3. THE
THAT
EVALUATED
ARRANGEMENTS:
WHOLE
HAPPENS
ARE
EQUALLY.
PAIRS,
TRIADS,
GROUP.
WHEN
THERE
IS
NEGOTIATION
OF
ADVANTAGES AND DISADVANTAGES OF THE A C TIVE ORIENTED APPROA C H
1. PROLONGED
1. IT IS TIME ENGAGEMENT AND
CONSUMING. MOTIVATION.
2. SOMETIMES 2. STUDENTS LEARN
MEMORIZATION IS INFORMATION WITHIN
NECESSARY ITS CONTEXT.
N D
P A R T
COMMUNICATIVE APPROACH
C HARA C TERISTI C S OF THE C OMMUNI C ATIVE APPROA C H 1. THE
STUDENT
IT'S
RESPONSIBLE
FOR
HIS/HER
OWN
LEARNING.
2. THE
TEACHER
FACILITATOR,
3. THE
4. IN
OR
LEARNING
LEARNERS'
THIS
ARE
EXPERT
ROLE,
IS
A
GUIDE.
RESORUCES
NEEDS,
METHOD
5. ACTIONS
SHOWS
INTERESTS
THE
GOAL
LIMITED
TO
IS
WAS
AND
RELATED
TO
CULTURE..
COMMUNICATION
RECEIVE
AND
REPRODUCE
INFORMATION
6. TEACHER
7. THE
TAKES
MORE
ENVIRONMENT
TEACHER
RESPONSIBILITY
FOR
BEYOND
COMMUNITY.RELEVANT,
8. THE
TIME
INDIVIDUAL
NEED.
CLASSROOM,
STIMULATING,
INTO
INTERESTING
GAINS
SKILLS
AND
FROM
PLANNERS,
TAKES
WRITERS,
LINGUISTS.
9.
THE
ASSEMMENTS
MOTIVATE
THE
COMMUNICATIVE
COMPETENCE.
10.
THE
LEARNING
WORLD
RESOURCES
SIGNIFICANCE.
WAS
AUTHENTIC,
REAL-
ADVANTAGES AND DISADVANTAGES OF THE C OMMUNI C ATIVE APPROA C H
1. INCREASES THE
1. THE REQUIREMENTS
TEACHER STUDENT
ARE DIFFICULT, NOT
RELATIONSHIP. IT IS
ALLA CLASSROOMS
AND INTERACTIVE
RELATIONSHIP, IN
EVERY MOMENT THE
TEACHER SUPPORT
THE STUDENTS.
CAN ALLOW FOR
GROUP WORK
ACTIVITIES AND
FOR TEACHING AIDS
AND MATERIALS.
R D
P A R T
INTERVIEW ABOUT MEP PROGRAMS
INTERVIEW ABOUT MEP PROGRAMS 1. HOW
ASSOCIATED
PRESCHOOL
2. WHAT
IS
THE
3. MENTION
4. WHAT
PROGRAM
FOR
5. THROUGH
LISTENING
7. WHAT
DO
ENGLISH
9. HOW
MENTION
TO
OF
TO
THAT
THE
IN
ARE
ENGLISH
PROVIDED
IN
SUBJECT?
DEVELOP
DEVELOP
ARE
IN
EARLY
PRIMARY
CHILDHOOD?
EDUCATION.
PROPOSED
IN
THE
MEP
LANGUAGE?
TEACHERS
ACHIEVE
SIGNIFICANT
PROGRESSIVELY?
TECHNIQUES
READING
IN
THE
LEARNING
ELEMENTARY
HOPE
HOPE
THAT
OF
THE
LEVELS
THAT
CHILDREN
ACQUIRE
SKILLS.
THE
10. EXPLAIN
YOU
EXAMPLES
LANGUAGE
DEVELOPED
THE
STRATEGIES,
PRESCHOOL
IS
TO
TEACHING
GIVE
READING
STRENGTHEN
8. HOW
THE
LEARNING
AND
YOU
FOUNDATIONS
METHODOLOGIES
WHICH
LANGUAGE
IN
SKILL
SKILLS
THE
THE
RESPECT
FIRST
THE
ARE
6. MENTION
WITH
ARE
STUDENTS
ACCORDING
ELEMENTARY
SEQUENTIAL
OF
THE
MEP
PROGRAM
RECOMMEND
TO
INFANTS?
RECOGNITION
PROCESS
SOME
IN
DOES
BEGIN
TO
OF
RECOGNIZE
MEP
SOUNDS
SCHOOL
ORDER
CHILDREN,
EXAMPLES.
THE
TO
SOUNDS
IN
THE
PROGRAM?
AND
WORDS
IN
ENGLISH
STUDENTS?
THAT
BOTH
MUST
BE
PRIMARY
FOLLOWED
AND
IN
THE
PRESCHOOL,
T H
P A R T
LESSON PLANNING TIPS
IMPORTANT THINGS PART I BE
AWARE
FOR
OF
THE
EXAMPLE,
STUDENTS
IT
WHO
ANALYZE
THE
NEEDS
IS
HAVE
AND
CHARACTERISTICS
NECESSARY
SOME
PROGRESS
TO
SPECIAL
THAT
COUPLE
OF
THE
CONDITION,
HAS
BEEN
YOUR
STUDENTS:
PLANS
IT
IS
MADE
TO
THOSE
NECESSARY
IN
TERMS
OF
TO
THE
OBJECTIVES.
MAKE
IT:
AN
THE
ANNUAL
ORGANIZATION
EVALUATED
PLANNING
OF
LEARNING
IMPORTANT
THAT
REMEMBER
OF
ACCORDING
PROCESS
CONSIDER
EACH
DISTRIBUTION
THAT
TO
THE
WHEN
ALL
AND
THE
CONTENT
CONTENT
THE
AND
PROGRAM
AND
TRY
FUTURE
WILL
TO
JOIN
IN
TO
BE
TOPICS
SPEED
UP
THE
TEACHER.
STYLES
WE
STUDENT
THE
OF
AND
/
OR
CREATING
LEARN
THEIR
MULTIPLE
OR
PLANNING
DIFFERENTLY,
STYLE
WILL
INTELLIGENCES:
EACH
TAKING
INTO
FACILITATE
THE
IT
IS
CLASS,
ACCOUNT
LEARNING
PROCESS.
BE
PREPARED
TO
STRUCTURED,
SINCE
NOT
DESIGN
THE
YOU
ALL
THE
EVERYTHING
CAN
MATERIALS
MORE
GOES
RECOMMENDED
CHANGES:
SHOULD
EVERYTHING
CLASSES
MINUTE.
MAKE
TO
ALWAYS
GO
IN
AS
DUE
BEARABLE
WELL,
HAVE
YOU
THE
READY
SHOULD
HAVE
NOT
BE
OPTIONS
SO
B,
STRICT
C
AND
AND
EVEN,
EXPECTED.
TIME:
AND
THE
ORGANIZED
MATERIAL
AND
PREPARATION
NEVER
THAT
LEAVE
AND
WILL
IT
WILL
MAKE
EVEN
THAT
BE
UNTIL
USED
THE
IS
LAST
IMPORTANT THINGS PART II BE
REALISTIC:
CAN
CREATE
TIME
THERE
IT,
BE
ARE
OTHERS
MOMENTS
A
THERE
DEFINITELY
WHEN
ALLOW
SPECIFIC
JOURNAL,
ACTIVITY
BUT
THAT
TIME
ARE
NOT,
WILL
CHILDREN
THINGS
IN
NOT
TO
THE
FIT
THAT
CHILDREN
SAME
AS
DEVELOP
WAY
ONE
THE
WITH
EXPECTS
BEST
WAY
PRESSURE.
ESTABLISH
ITS
AND
ORGANIZED
WITHOUT
THE
REMEMBER
AND
SCHEDULE:
PREVIOUSLY
THE
IT
IS
RECOMMENDED
SCHEDULE
ESTIMATED
TIME,
SO
THE
THAT
TO
SCHEDULE
IT
COVERS
WORK
OF
CLASS
IN
EACH
TIME
IN
ENTIRETY.
MAKE
SURE
PURPOSE
LINE,
DO
FULFILL
HAVE
AND
YOUR
THE
CLASS:
OF
NOT
THEM
VERY
EACH
CONTROL
WORK
THAT
AS
OF
PROGRAM,
THE
IN
AS
THIS
CLASS
HAND
TO
BE
DEVELOPMENT.
BE
OBJECTIVES
THE
OBJECTIVES
ANCHORED
AND
AND
PURPOSES,
WITH
TRY
/
A
TO
DURING
HELP
EACH
AND
BEFORE
OBJECTIVE
THE
TO
LESSONS
BE
MET
AND
JUST
THE
MEP
HAD.
WITH
THE
THAT
ABLE
MUST
WITH
POSSIBLE.
WILL
IS
REMEMBER
STRATEGIES
THE
INSTRUCTIONS:
ACTIVITY,
COINCIDE
EVERYTHING
FROM
SOON
CLEAR
HAND
PLANNING
DEVIATE
ACTIVITIES
TO
TEACHING
IT
GUIDE,
PROVIDES
CARRY
OUT
A
NOT
YOU
TASK
WITH
AT
THE
VARIOUS
TIME
OF
T H
P A R T
ADAPTING AND SELECTING MATERIALS
ADAPTING AND SELE C TING MATERIALS THE
USE
OF
THE
CHARACTERISTICS
TEXTURES,
CHILDREN'S
MORE,
THE
MATERIALS
SHAPES,
OF
MANIPULATION
MUST
ALLOWED
HANDLE
THE
ANY
A
WILL
BE
AND
THE
IT
IN
CAN
IN
USE
HELP
AND
COLORS,
AFFECT
INVESTIGATE
PROCESS.
DIDACTIC
LEARNING,
INDEPENDENCE,
DESCRIBE
SIZES,
AND
LEARNING
OF
TO
POSITIVELY
EXPLORE
THE
ENSURE
THAT
CHILD
MATERIALS,
TO
AND
THE
RESOURCES
REINFORCING
THE
INTERNALIZATION
SOCIALIZATION
IS
OF
AND
THE
EQUALS.
SCOPE
FREE
OF
THE
WITHIN
MATERIAL
THE
EXPLORATION,
PRINCIPLE
OR
TO
ATTITUDES
AUTONOMY
OBJECT
THEM
SELECTION
AND
ALLOW
THAT
INTEREST
SERVE
LOCATED
AND
MENTIONED
GREATER
THE
THAT
CLASSIFY
ENCOURAGING
OF
BETWEEN
PROMOTE
OBJECTS,
IS
AND
MANIPULATION
ALWAYS
RESOURCES
AUTONOMY
NORMS
RELATIONSHIP
MUST
IT
TURN
WHICH
ACQUISITION
THE
TO
OBJECTIVE
COMMENTED,
VALUES,
OF
LEARNING,
HAVING
TRUE
AS
AND
DIDACTIC
OF
REACH
IT
ACTIVE
IS
OF
AND
THE
FOR
TEACHING,
THE
CHILD,
STUDENTS,
MENTIONED
INDEPENDENCE
MATERIAL.
BY
THAT
THE
CHILDREN
NECESSARY
TO
WHICH
OPEN
TO
TEACHER
SHOULD
CATCH
BE
AND
ADAPTING AND SELE C TING MATERIALS THE
THE
DIDACTIC
CONTENTS
ACQUISITION
OBJECTS
ALL
MATERIALS
IN
BECOMES
MATERIAL
PLEASANT,
FUN
ON
MORE
SOURCE
AND
CHILDREN,
IMPACT
SO
THEM.
AND
OF
IN
AND
EARLY
WAY,
MUST
CAPTURE
WHICH
ALLOWS
WAY
AND
FOR
THAT
IT
IN
THE
SPECIFIC
THEM.
MUST
BE
LEARNING
IS
USED
CAUSING
THEIR
OF
LEARNING
WITH
PROMOTE
ATTENTION,
KEEP
WITHIN
EDUCATION
EVERYTHING
TO
INTERNALIZATION
CHILDREN
CHILDHOOD
THEIR
THEM
TO
THE
MEANINGFUL
INTERACTION
PLEASANT
FAVOR
MEANINGFUL
EXPLAINING
EFFECTIVE
RESOURCES
A
RESOURCES
EFFECTIVE
PROCESS,
CATCHING,
WITH
AN
OR
A
TO
EYE-
IN
A
WORK
POSITIVE
MEMORY.