Portfolio of activities Stephanie Chavarria Alvarado.
Activity 1 Method: The Oral Approach and Situational language teaching Procedure: 1-The students should shay sentences representing that they can see in the following picture s 2- They have to say what the picture represent. 3-They have to create sentences with the pictures Materials:
Activity 2 Method: Audiolingual Procedure: 1-Students pass 'who' flashcard round circle, each student asking Who are you? and responding I'm ___ The chain starts and finishes with the teacher, who models question and answer, mouthing to cue some students. 2-learners practice, How are you? with a different flashcard, and the response, Fine, how are you? 3-The teacher holds up one flashcard and then the other, eliciting the different questions and answers, and emphasizing the difference between the question words how and who. 5-Finally, the teacher passes each flashcard round the circle in opposite directions, requiring learners to ask and answer the appropriate question. Materials:
Activity 3 Method: Total Physical Response Procedure: 1-The teacher pantomime a series of activities while he says the phrases. 2-Then the teacher says the phrases and ask a student to pantomime the actions. 3-Then the students can do it on their own and move around the class interacting with objects. Materials: The students only need their own objects like their pencils, bags or their books. Activity 4 Method: Community Language Learning Procedure: 1- Students form a circle 2- A student speak out in his/her mother tongue 3- Teacher translate it in to the target language 4- Student repeat in the target language 5- Only target language are recorded Material: Tape recorder Chairs in a circle
Activity 5 Method: Suggestopedia Procedure: 1- Choose a background music that will give the impression that the students are in a forest. 2- Turn off the lights and play the background music. 3- Group the students in groups of three and let them imagine, for one minute, that they are animals. 4- Ask them to create their own dialogues on how people should take care of the world, but always remembering their roles. 5- If one assumes to be a lion, his/her point of view and dialogues should be like a lion.
Material: We only need something to play the music.
Activity 6 Method: Whole Language Procedure: 1- Read a recipe of a cook book 2- Discuss the following key words: ingredients, recipe, spatula, etc. 3- Ask students to brainstorm what ingredients might be in pumpkin pie. 4- Show cooking utensils to students and ask them to guess the function of each.
Materials: A book cook and cooking utensils.
Activity 7 Method: Neurolinguistic Programing Procedure: 1- Work in groups of three: Person 1, Person 2 and an Observer. 2- The Observer needs to sit where he/she can easily see Person 2. 3- Person 1 begins to tell Person 2 a story. 4- Person 2 matches body language and posture until he/she gets a signal (after one minute) from the Observer. 5- At this point Person 2 begins to mismatch. 6- After a minute of mismatching, the Observer again gives Person 2 a signal at which point 2 begins to match again and Person 1 continues talking for one more minute. 7- Discuss what happened in the groups.
Activity 8 Method: the Lexical Approach Procedure: 1- The students are going to listen and reading intensively and extensively. 2- Guessing the meaning of vocabulary items from every kind of context. Activity 9 Method: Competency-Based Language Teaching Procedure: 1- The students are going to do activities linked to the field of work and to social survival: work schedules, job application or job interview.
Activity 10 Method: Communicative Language Teaching Procedure: a. The teacher introduces the topic by showing the Students a map of Costa Rica
and asking questions like: What’ this? Have you ever needed or used a map? Why do we usually need a map? Students are asked to make guesses about the purpose of the lesson, like: What are we going to talk about today?
Activity 11 Method: The natural approach Procedure: 1. The teacher shows a set of pictures of food, repeating the word that goes with each with one; the students simply watch and listen. 2. The pictures are displayed around the room, and the students are asked to point at the appropriate picture when the teacher names it. 3. The students listen to the teacher describing what they habitually eat at different meals; the students tick the items they hear on a worksheet. 4. The students are then given a gapped transcript of the previous listening activity, and they fill in the gaps from memory, before listening again to check. 5. The students, in pairs, take turns to read aloud the transcript to one another. 6. The students, still in their pairs, tell each other what they typically eat, using the transcript as a model. 7. They repeat the task with another partner, this time without referring to the model. Materials: Pictures of food.
Activity 12 Method: Cooperative Language Learning Procedure: 1-Each member of a team chooses another member to be a partner. 2-Then individuals interview their partners by asking clarifying questions. 3-Later partners reverse the roles. 4-Finally, members share their partner's response with the team.
Bibliography https://www.slideshare.net/gingerfresa/the-wholelanguageapproach-1 http://busyteacher.org/2842-realia-esl-classroom.html https://es.slideshare.net/camiss20/the-oral-approach-and-situational-languageteaching https://es.slideshare.net/Youngphilosopher/community-language-learning-cll41355949 http://www.nadasisland.com/communitylearn.html https://www.thoughtco.com/suggestopedia-lesson-plan-1211080 https://es.slideshare.net/sonnybatalla/final-whole-language-approach https://es.slideshare.net/thanhthaole/the-lexical-approach?next_slideshow=1 https://es.slideshare.net/suryani5492/competency-based-language-teaching-revisi https://sites.google.com/site/bilingeduc/pages-and-groups/estrategias-deensenanza-aprendizaje/class-activities-that-use-cooperative-learning