MEPROACH by María López

â&#x20AC;&#x153;The only magazine where you will find the best pedagogical activities to complement your classes.â&#x20AC;?

Welcome to the first MEPROACH magazine edition! MEPROACH is focused on helping other teachers to apply on their daily English classes the different methods and activities from the book “Approaches and Methods in Language Teaching” by Jack C. Richards and Theodore S. Rodgers. Here you will find a brief description of each method or approach accompanied by one pedagogical activity with the respective procedure, materials and/or worksheets in order you develop it in your class. At the end of this magazine you will find a section called “Feedback always well received” where you can provide me feedback on what you liked or disliked the most or you can left recommendations in order we create better content every edition. Last but not least, I hope you enjoy and take advantage the most you can about this magazine.2 By: María López -María López-

To the reader ……………………………………………………………………………………….... 2 Table of contents ……………………………………………………………………………………

The Oral Approach …………………………………………………………………………………… 4 Audiolingual Method ………………………………………………………………………………… 8 Total Physical Response ……………………………………………………………………………. 12 The Silent Way ……………………………………………………………………………………….. 18 Community Language Learning …………………………………………………………………… 22 Suggestopedia ……………………………………………………………………………………...... 26 Whole Language ……………………………………………………………………………………... 32 Multiple Intelligences ………………………………………………………………………………….36 Neurolinguistic Programming ……………………………………………………………………….. 40 Lexical Approach …………………………………………………………………………………… 46 Competency Based Language Teaching …………………………………………………………..50 Communicative Language Teaching ……………………………………………………………… 54 The Natural Approach ………………………………………………………………………………. 60 Cooperative Language Learning …………………………………………………………………… 64 Content Based Instruction ………………………………………………………………………….. 70 Task Based Instruction Teaching ………………………………………………………………… 74 Feedback always well received …………………………………………………………………… 78 Bibliography …………………………………………………………………………………………. 79 About me …………………………………………………………………………………………….. 80

By: María López

The Oral Approach By: María López

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 Based on a structural view of language.  Basics: Speech, reading, structure and a focus on a set of basic vocabulary.  It emphasis on the presentation of structures in situations. The following processes are noted in this approach: 1. The act of receiving knowledge or material 2. Repetition to fix that knowledge or material in memory. 3. The use of the knowledge or material in actual practice until it becomes a personal skill. Objectives of Situational Language Teaching or Oral Approach:  Involve accurate use of vocabulary items and grammar rules in order to achieve a practical mastery of the four basic skills.  Produce accurate pronunciation and use of grammar.  Be able to respond quickly and accurately in speech situations with an automatic control of basic structures and sentence patterns. Grammar teaching involves situational presentation of new sentence patterns and drills to practice the patterns. The teacher moves from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading and writing. Class structure: The lesson starts with stress and intonation practice followed by a revision and a presentation of new material (mainly structures or vocabulary). The teacher then proceeds to oral practice and drilling of the elements presented. Finally, the lesson ends with reading activity or written exercises.

By: María López

ACTIVITY

Activity #1 Method or Approach: The Oral Approach Procedure: 1. The teacher will paste flashcards with activities on the board. 2. The teacher will create a sentence of the picture in the flashcard and the students will repeat the sentence at least 3 times. 3. The teacher will provide each student one flashcard with a picture of an activity. 4. Each students will say a sentence using the flashcard representing what they see in the picture. Note: This activity is perfect for students from third grade to fifth grade school. However, it is adaptable for all ages.

By: MarĂa LĂłpez

MATERIALS

By: María López

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 Based on the structural view of language and the behaviorist theory of language learning.  It focus on grammar drills. Objective of the audiolingual method: accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns. Characteristics of the method:  

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Language learning is habit-formation. Mistakes are bad and should be avoided, as they are considered bad habits. language skills are learned more effectively if they are presented orally first, then in written form, Analogy is a better foundation for language learning than analysis. The meanings of words can be learned only in a linguistic and cultural context.

Activities: reading aloud dialogues, repetitions of model sentences, and drilling. Lessons in the classroom:  Focused on the correct imitation of the teacher by the students.  Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation.  Correct grammar is expected in usage.  No explicit grammatical instruction is given.  Target language is the only language to be used in the classroom.

By: María López

Activity #2 Method or Approach: The Audiolingual Method Procedure: 1. The teacher will provide the students a dialogue. 2. The students in pairs will read the dialogue aloud. 3. The students will practice the dialogue at least 3 times. 4. Now, the students will try to memorize the dialogue. 5. The students in the same pairs will create their own dialogue and present it in the front of the class without any notes. Note: This activity is perfect for students of high school in order to develop their memorizing skills.

By: MarĂa LĂłpez

By: María López

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Based on the assumption that the coordination of speech and action will boost language learning. The stimulus in the TPR method is verbal and the response is physical. TPR also stresses the importance of a stress free environment. In fact, second language learning often causes a lot of stress and anxiety. Important features of the TPR:      

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The coordination of speech and action facilitates language learning. Grammar is taught inductively. Meaning is more important than form. Speaking is delayed until comprehension skills are established. Effective language learning takes place in low stress environment. The teacher chooses the appropriate commands to introduce vocabulary and structure. The learner is a listener and a performer responding to commands individually or collectively. Learning is maximized in a stress free environment.

Activities: Command drills.  Role plays on everyday situations (at the restaurant, at the movies …)  Slide presentations to provide a visual center for teacher’s narration, which is followed by commands or questions. Reading and writing can also be introduced to further consolidate grammar and vocabulary and as follow ups. 

By: María López

Activity #3 Method or Approach: Total Physical Response Procedure: 1. The teacher will play a video of the song “Head, Shoulders, Knees and Toes. https://www.youtube.com/watch?v=WX8HmogNyCY 2. The teacher will dance with the students showing the body parts in the video and repeat the process at least 3 times. 3. The teacher will ask the students simple questions such as: Where is the head? Where is my nose? In order the students touch the body part that is asked for. 4. The teacher will provide the students a copy with the body parts seen in class in order they have them on their notebooks. Note: This activity is perfect for kindergarten kids in order they learn new vocabulary.

By: María López

https://www.youtube.com/watch?v=WX8HmogNyCY By: María López

By: María López

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 It is focus on discovery, creativity, problem solving and the use of accompanying materials. The Silent Way has three major features: 1. Learning is facilitated if the learner discovers or creates. The Silent way belongs to the tradition of teaching that favors hypothetical mode of teaching in which the teacher and the learner work cooperatively to reach the educational desired goals. The learner is not a bench bound listener but an active contributor to the learning process. 2. Learning is facilitated by accompanying physical objects. The Silent Way uses colorful charts and rods (Cuisenaire rods) which are of varying length. They are used to introduce vocabulary ( colors, numbers, adjectives, verbs) and syntax (tense, comparatives, plurals, word order …) 3. Learning is facilitated by problem solving involving the material to be learned. This can be summarized by Benjamin Franklin’s words: “Tell me and I forget Teach me and I remember Involve me and I learn” A good silent way learner is a good problem solver.

By: María López

Activity #4 Method or Approach: The Silent Way Procedure: 1. The teacher will pick 9 students to go to the front and hold a flashcard with the photo of a fruit. 2. The other students have 1 minute to try to memorize the 9 flashcards the students are holding. 3. The students that are in the front will turn back when the minute is over. 4. The teacher will show the students the name of one of the fruits and the students must repeat the name of the fruit. 5. The teacher will pick one student to go to the front and try to guess which student has the flashcard with the name of the fruit provided by the professor. 6. The process will be done until the students finish with all the flashcards of the fruits. Note: This activity is perfect for thirds to sixth grade school students. However, it can be adaptable for high school students.

By: MarĂa LĂłpez

By: María López

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 Based on an approach modeled on counseling techniques that alleviate anxiety, threat and the personal and language problems a person encounters in the learning of foreign languages. Rules of Community Language Learning  

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Members should interact in an interpersonal relationship. Students and teachers work together to facilitate learning by:  Valuing each other,  Lowering the defense that prevent interpersonal interaction  Reducing anxiety  Constituting a supportive community. Teacher’s role is that of a true counselor.  They are not perceived as a threat  They don’t impose boundaries and limits  They concentrate on the learners needs

Learners go through 5 stages in their learning process. 1. “Birth” stage: feeling of security and belonging are established. Dependence on the knower as learners have little or no idea of the target language. 2. “Self-stage”: As the learner’s ability improve and starts to get an idea of how language works, they achieve a measure of independence from the parent although they still seek help from the knower. 3. “Separate existence”: Learners can speak independently. 4. “Adolescence”: The learners are independent although they are aware of gaps in their knowledge and feel secure enough to take criticism and being corrected. 5. “Independence”: Complete independence from the knower. The child becomes an adult and becomes the knower. Here is what you may find in a CLL class:       

Students determine content. They sit in a circle with the teacher/counselor on the outside of the circle. Learners start a conversation. Learners speak in their native language. The counselor provides translations and explanations. Learners repeat the utterances as accurately as they can. The conversation goes on and may be taped for later use.

By: María López

Activity #5 Method or Approach: Community Language Learning Procedure: 1. The teacher divides the class in two groups for a debate. 2. Before the debate starts students discuss about the topic for the debate which is “Abortion or Adoption” in their native language. 3. Then, the teacher provides the students a copy with vocabulary possibly used for the debate in both languages (English and Spanish) 4. The teacher starts the debate but only using English. 5. The teacher ask the students for the next class to create their own dialogue based on the results of the debate. Note: This activity is perfect for High School students. It can be adaptable for University.

By: María López

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The main features of suggestopedia are:  

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The use of music to relax learners. The furniture, decoration and the arrangement of the classroom. Teacher’s authority. The teacher plays a central role and he/she is the source of all information.

Phases of Suggestopedia class: 1. Introduction: The teacher teaches the material in “a playful manner” instead of analyzing Lexis and grammar of the text in a directive manner. 2. Concert session (active and passive): in the active session, the teacher reads with special intonation as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly. 3. Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant” 4. Production: The students spontaneously speak and interact in the target language without interruption or correction.

By: María López

Activity #6 Method or Approach: Suggestopedia Procedure: 1. The class will start with some relaxing exercises with some relaxing music as a calm background. https://www.youtube.com/watch?v=xFKe03Z8ASU 2. Then, the students will take their seats, close their eyes while they listen the teacher reading a dialogue. 3. Students in pairs read the dialogue provided by the teacher. 4. The music will be played in the background the rest of the class in order the students don’t feel frustrated or stressed. 5. The teacher provides the students the translation of the dialogue and a copy with important vocabulary of the topic. 6. Students will create a new dialogue based on the vocabulary copy provided by the teacher. Note: This activity is perfect for school to university students.

By: María López

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Whole Language is an approach focused on teaching reading and writing skills.  Describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction.  Focus on learning the complete meaning of a word.  Focus on making meaning in reading and expressing meaning in writing.  Constructivist approaches to knowledge creating, emphasizing students interpretations of text and free expression ideas in writing.  Emphasis on high-quality and culturally diverse literature. ADVICE! In order Whole Language reading activities succeed experts recommend using books for beginner readers which support this approach of learning to read. They are helpful do the fact they contain short sentences written in simple language with some repeated phrases.

By: María López

Activity #7 Method or Approach: Whole Language Procedure: 1. The teacher will write a question on the board. (Why do you study English?) 2. The students will participate saying one reason why they study English. 3. When all the students have participate, they will repeat the reasons with the teacher. 4. The students will write a small composition describing why they decided to study English and no other language. 5. When they are done they will exchange their composition with a classmate in order to provide peer-evaluation. Note: This activity is perfect for university students that have a career based on English. However, it is adaptable for school and high school students.

By: MarĂa LĂłpez

By: María López

Multiple Intelligences By: MarĂa LĂłpez

Intelligence

Visual Spatial

Bodily Kinesthetic

Musical Interpersonal

Intrapersonal

Linguistic

Description

What they like to do?

How they can be taught?

Tools

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draw jigsaw puzzles read maps

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drawings verbal and physical imagery

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They use the body effectively, like a dancer or a surgeon.  Keen sense of body awareness.

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Movement Making things Touching

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They show sensitivity to rhythm and sound.  They may study better with music in the background.

They love music, but they are also sensitive to sounds in their environments.

These students learn through interaction.

They have:   many friends   empathy for  others  Street smarts.

Physical activity hands-on learning acting out Role playing. Turning lessons into lyrics speaking rhythmically Tapping out time. Group activities Seminars Dialogues.

They think in terms of physical space, as do architects and sailors.  Very aware of their environments.

They understand one's own interests, goals.  These learners tend to shy away from others.

They use words effectively.  These learners have highly developed auditory skills and often think in words.

They are good reasoning, Logical Mathematical calculating, think conceptually, abstractly and are able to see and explore patterns and relationships.

By: María López

They have:  Wisdom  Intuition  motivation,  strong confidence and opinion  Reading  playing word games  Making up poetry or stories.  Experiment  solve puzzles  ask cosmic questions

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independent study Introspection.

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Models Graphics Charts Photographs Drawings 3-D modeling Video Videoconferencing Television Multimedia Texts with pictures/charts/graphs. Equipment Real Objects

musical instruments music radio stereo CD-ROM Multimedia. Telephone audio conferencing time and attention from the instructor video and writing conferencing E-mail. Books creative materials diaries

They are the most independent of the learners. 

Encouraging them to say and see words, read books together.

They need to learn and form concepts before they can deal with details.

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Computers Games Multimedia Books tape recorders Lecture. logic games investigations mysteries

ACTIVITY Activity #8 Method or Approach: Interpersonal Intelligence Procedure: 1. The students will review the topic of Phrasal Verbs 2. The teacher will create groups of 4 members. 3. The students will have their cellphones outside and open the link provided by the professor.

https://play.kahoot.it/#/k/14921cdd-fc20-49a4-956e-ebe4c403ed17 4. When the game ends the groups must create a dialogue based on one of the Phrasal Verbs of the game. 5. They will present they dialogue in the front. Note: This activity is perfect for high school students.

By: MarĂa LĂłpez

MATERIALS

By: María López

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Neuro-Linguistic Programming provides practical ways in which you can change the way that you think, view past events, and approach your life. Technique 1. 2. 3. 4. 5. Moving images

Undermining the Critical Voice

Running the Movie Backwards

‘Brilliance Squared’

Process Imagine an image of someone who annoys you. Concentrate on how the picture appears in your mind. Make the image smaller, put it in black and white, and imagine it moving away from you. Notice how this makes you feel. Imagine a picture of something that makes you feel good. Make it bigger and brighter, and move it closer to you. Notice how this makes you feel.

1. Many of us will admit to having a critical voice in our heads that pops up at inopportune moments and says things like ‘You couldn’t possibly do that’, or ‘That sounds way too difficult for someone like you’. 2. Next time you hear the critical voice, imagine it sounding silly, maybe like Donald Duck. 3. Notice how this changes the way that you regard the voice’s ‘wisdom’. 1. If you’ve had a bad experience that you’re struggling to get over, it can help to imagine it backwards. 2. Start from a point in time where you realized the experience was over. 3. Then imagine the whole incident happening backwards, until you’ve gone back to a time before it happened. 4. Do this a few times until you’re familiar with the way that the ‘film’ plays backwards. 5. Now make it really small in your mind – say little enough to view on a mobile phone screen - and play it again backwards. 6. Finally, think of a different end to the experience, one that makes you smile. 7. Notice how the way that you feel about it has changed. 1. Take an emotion that you would like to feel, for example confidence. 2. Imagine a colored square in front of you filled with the color that you associate with that emotion. 3. Imagine yourself standing in the square, filled with that emotion. 4. Notice how you would stand, the look on your face, everything about you. 5. Step into the square, and take on the mantle of the imaginary ‘you’. 6. Repeat this a few times, until you can do it easily. 7. Now, imagine the colored square on its own in front of you and step in. See how it feels.

By: María López

Result The idea behind this thought process is that it helps you see how people or events affect you and understand the way you feel about them. By manipulating images in this way, you are teaching your brain to magnify good feelings and make bad feelings weaker. If the voice no longer sounds like someone real, it’s much easier to silence it.

The key to this technique is that you are showing your brain a different way of looking at a memory, which will change the way that you feel about it too.

The ‘trick’ here is that you have trained your mind to associate an image with a feeling. By conjuring up the image, you can now conjure up the feeling too.

Activity #9 Method or Approach: Neurolinguistic Programming Procedure: 1. The teacher will play with the students the game “What is in the box?” 2. One student will go to the front and try to guess which object is in the box by the sense of touching. 3. When the student guesses the object in the box the teacher will ask questions to the student in order to develop their use of vocabulary by the way they answer the questions. 4. Finally the students will create sentences using the objects the teacher provided for the game “What is in the box?” Note: This activity is perfect for primary school students.

By: María López

The aim of The Lexical Approach is still the teaching of communicative abilities by focusing on successful language rather than accurate language. Central to the lexical approach is the focus on teaching real English. Intuition often fails to accurately reflect the real use of language. How Lexical Approach deal with the teaching part? Even if the approach doesn’t present a clear theory of learning there are some hints about how the teaching looks like within the approach. 

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Successful language is a wider concept than accurate language. Emphasis is on successful communication not grammatical mastery. Language is not learned by learning individual sounds and structures and then combining them, but by an increasing ability to break down wholes into parts. We can also use whole phrases without understanding their constituent parts. Noticing and recording language patterns and collocations. Grammar is acquired by a process of observation, hypothesis and experiment. Grammar exploration instead of grammar explanation. Intensive and extensive listening and reading in the target language. First and second language comparisons and translation—carried out chunk-for-chunk, rather than word-for-word—aimed at raising language awareness. Repetition and recycling of activities. Guessing the meaning of vocabulary items from context. The language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners’ awareness of the lexical nature of language. Working with dictionaries and other reference tools.

By: María López

Activity #10 Method or Approach: Lexical Approach Procedure: 1. The teacher will teach the students the parts of the face. 2. The teacher will show the students a picture of a face and explain them each part in Spanish and then in English. 3. The students will repeat before the teacher the parts of the face in Spanish and English. Repetition must be at least 3 times. 4. The teacher will give the students a worksheet with a face and the students must cut and paste the parts of the face in the worksheet. 5. Finally the students will write down the parts of the face and create a sentence with each part. Note: This activity is perfect for primary school students. In case the activity is done with kindergarten students, is recommended to have already cut the parts of the face in order to avoid accidents.

By: MarĂa LĂłpez

By: María López

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 Functional and interactional perspective.  Predictable vocabulary and structures.  Language has parts and subparts which can be taught and tested separately. Competency Based Language Teaching exercises are: 1. Systematic. There’s a specific goal in mind (i.e. to teach a student when to use “that” versus when to use “which” when describing people or things). 2. Repetitive. Students learn by doing, not by memorizing the rules, so repetition is essential. 3. Measurable. The success of the exercise is easy to measure. If a student has grasped the lesson and can apply the new skill, then it was successful and you can move on to the next exercise. It is common for a language teacher to use newspapers or other real world materials in the classroom. Competency Based Language Teaching will have you take it one step further and bring in real-world texts that are relevant to the students’ lives. They will be so busy using the relevant words they have learned, speaking fluently but not perfectly, that much of the rest of the language will be acquired through foreign language conversations with newfound friends. Tricks to apply Competency Based Language Teaching  Decrease teacher talking time. Try to aim for students to speak 70% of the time and you to speak only 30%. This will ensure that they are getting more time to 70-30 master their speaking exercises. You will not need more than 30% to present the basic framework of the exercises and grammar points.  Split the class up into groups based on interests, occupation or desired Strategic occupation. This will help them learn new vocabulary from each other in a field grouping relevant to them. 

Review day

Always save a day or two at the end of the course to review areas in which students are not fully comfortable. Conduct this class in rapid-fire fashion, with lots of repetition and speaking. Get through as many of the selected problem areas as possible.

By: María López

Activity #11 Method or Approach: Competency Based Language Teaching Procedure: 1. The teacher will make groups of 4 or 5 students. 2. The teacher will provide the students a copy with vocabulary of airports. 3. The students will create a dialogue of how they can ask for help if they are lost in the airport. 4. Based on their dialogue they will create a role play and present it in the front of the class. Note: This activity is perfect for high school students.

By: MarĂa LĂłpez

By: María López

Important variables of the Communicative Language Teaching: 

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Communication: activities that involve real communication promote learning. Tasks: activities in which language is used to carry out meaningful tasks supports the learning process. Meaning: language that is meaningful and authentic to the learner boosts learning.

There are many advantages in teaching according to the communicative approach: 

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Communicative Language Teaching is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language. It provides vitality and motivation within the classroom. It is a learner centered approach. It capitalizes on the interests and needs of the learner. In a world where communication of information and information technology have broken new considerable ground, Communicative Language Teaching can play an important role in education.

By: María López

Activity #12 Method or Approach: Communicative Language Teaching Procedure: 1. The teacher will play a video of the day of a celebrity. https://www.youtube.com/watch?v=Xk-sDtVUTuE 2. The students will identify the differences between the life of the celebrity in the video and their lives. 3. When the students finish watching the video in groups of 4 they will create a dialogue and role play based on how is for them being a celebrity. 4. Finally, they will present it in front of the class.

Note: This activity is perfect for high school students.

By: MarĂa LĂłpez

By: María López

The Natural Approach By: María López

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The Natural Approach claims that language learning is a reproduction of the way humans naturally acquire their native language.  It draws a variety of techniques from other methods and approaches to reach this goal which is one of its advantages. There are three conditions that limit the successful use of the monitor: 1. Time. Sufficient time for a learner to choose and apply a learned rule. 2. Focus on form. Focus on correctness or on the form of the output. 3. Knowledge of rules. Knowing the rules is a prerequisite for the use of the monitor. Teaching according to the Natural Approach involves the following principles:       

It focuses on communicative abilities. One of its objectives is to help beginners become intermediate. Vocabulary is considered prior to syntactic structures. A lot of comprehensible input must be provided. Use of visual aids to help comprehension. Focus is on listening and reading. Speaking emerges later. Reducing the high affective filter by 1. Focusing on meaningful communication rather than on form. 2. Providing interesting comprehensible input.

By: María López

ACTIVITY

Activity #13 Method or Approach: The Natural Approach Procedure: 1. The students will learn new vocabulary of “Objects used for the summer” 2. The teacher will support the topic studied with some flashcards of the objects used for the summer. 3. The teacher will bring a box with different objects used for the summer. 4. The teacher will say the students to go to the front and pick one object from the box. 5. The teacher will ask the students some questions about the object they choose. 6. The teacher will play with the students the game “Simon says” 7. Finally the students will create some sentences using the object they choose from the box. Note: This activity is perfect for first to third grade students that are learning new vocabulary.

By: María López

MATERIALS

By: María López

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 It’s also known as a general instructional approach as collaborative learning.  It makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Goals in Cooperative Learning: 1. Providing opportunities for naturalistic second language acquisition through the use of interactive pair and group activities. 2. To provide teachers with a methodology to enable them to achieve this goal. 3. To enable focused attention to particular lexical items, language structures and communicative functions through the use of interactive tasks. 4. Providing opportunities for learners to develop successful learning and communication strategies. 5. To enhance learner motivation and reduce stress. 6. Creating a positive affective classroom climate. Cooperative Language Learning Activities  All students work on the same material.  The task is to make sure that everyone in the group knows the answer to a question and can explain how the answer was obtained.  This technique is good for review and for practice tests.  Is effective in situations where the composition of the groups is unstable.

By: María López

Activity #14 Method or Approach: Cooperative Language Learning Procedure: 1. The students in groups of 4 will be creating a model of the water cycle. 2. The model must be creative and be supported with a presentation, brochure and small composition for the teacher. 3. The students will be working together developing the model. 4. The students are able to divide the tasks by who got better skills creating, writing and speaking. The idea is that the students work as a team in order to develop an excellent presentation of the water cycle. Note: This activity is perfect for all ages. Cooperative Language Learning must be implemented since the students are on kindergarten.

By: MarĂa LĂłpez

By: María López

Content-based teaching differs from traditional language classes because language comes second to the content. Advantages  

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Language learning becomes more interesting and motivating. Content Based Instruction offer a wide educational knowledge to learners in the form of the different topics instructed. It helps students develop valuable study skills such as note taking, summarizing and extracting key information from texts. Developing collaborative skills, especially when using group work, which can have great social value.

Content Based Instruction Class 1. Preparation  A subject of interest is chosen.  Finding suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people. 2. The lesson  Using small groups  Assigning each group a small research task and a source of information in the target language to use to help them fulfil the task.  Groups sharing and comparing information.  A result in the form of an end product such as a report or presentation of some kind.

By: María López

Activity #15 Method or Approach: Content Based Instruction Procedure: 1. The teacher will start the class with a copy of vocabulary. 2. The teacher will play a short film of bullying. https://www.youtube.com/watch?v=9QbrRsOF0YA 3. The students will discuss the impact the video had on them. 4. The students will make a small research about the importance of raising awareness of bullying in our society. 5. Based on the research the students will create their own campaign anti-bullying and present it in front of the class.

Note: This activity is perfect for students of all ages. The video should be depending on their age. Since they are in primary school, they should raise awareness about the bad consequences of bullying.

By: MarĂa LĂłpez

By: María López

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 Task-based language teaching is a student-centered approach to second language instruction.  Activities focus on having students use authentic target language in order to complete meaningful tasks. The process of task-based learning itself teaches important skills. Students learn how to ask questions, how to negotiate meaning and how to interact in and work within groups. Within this group work, they are able to observe different approaches to problem solving as well as to learn how others think and make decisions. Steps for a successful Task –Based Instruction Teaching Activity 1. Start with a pre-task activity.  This stage starts with the instructor explaining to her students what will be expected in the task cycle and post-task review stages.  This is very much in line with the PPP (presentation, practice, performance) approach to instructional design. 2. Follow the actual task cycle.  In this stage, the students complete the task either in pairs or small groups. The instructor is generally reduced to the role of observer, stepping in only when the students seem to be going too far astray from the assignment at hand. 3. Classroom work ends with the post-task review.  This is where the students present their work in some fashion. They might report their findings to the class as a whole.  They might perform a dialog or skit. They might share their written story or video or poster with their classmates. 4. Give a relevant homework assignment.

By: María López

Activity #16 Method or Approach: Task Based Instruction Teaching Procedure: 1. The teacher will provide the students a map of Costa Rica. 2. The teacher will ask the students important questions in order to plan a trip. 3. In groups of 4 students they will plan a road trip. 4. The students will vote for their favorite road trip. 5. Finally for homework the students should create a list of the important items for the road trip. Note: This activity is perfect for primary to university students. This activity is not only used for teaching purposes, you can also implement it when you plan a trip with your students.

By: MarĂa LĂłpez

By: María López

Mohammed, R. My English Pages. My English Pages Reflections on New Teaching Horizons! Retrieved from http://www.myenglishpages.com/blog/about/

Delima, B. (2012). Whole Language Approach. SlideShare. Retrieved from https://es.slideshare.net/benchangdelima/whole-language-approach

Lane, C. Gardner's Multiple Intelligences. Tecweb.org. Retrieved from http://www.tecweb.org/styles/gardner.html

2011-2017, (. Neuro-Linguistic Programming (NLP) | SkillsYouNeed. Skillsyouneed.com. Retrieved from https://www.skillsyouneed.com/ps/nlp.html

Castro Zegarra, M. (2008). Cooperative Language Learning Approach. Es.slideshare.net. Retrieved from https://es.slideshare.net/mgdpcastro/cooperative-language-learningapproach-presentation

By: MarĂa LĂłpez

My name is María Auxiliadora López Venegas and I study English Teaching and Translation at ULACIT. My biggest goal as a future teacher is being able to change a lot of lives. When I started getting involved with the career I could saw how important is to form better students in order to have a better world. For me this magazine means a lot, means the big effort and the learning process I had with the course Theory of Bilingual Education. By: María López