Portfolio Prof. Starling Aguilar JimĂŠnez Student: Geanina Ester ChacĂłn Rojas August 24th, 2017
Approaches and Methods in Language Teaching Portfolio of Pedagogical Activities
Activity 1: Total Physical Response Activity 2: The Silent Way Activity 3: Community Language Learning Activity 4: Suggestopedia Activity 5: Hole Language Activity 6: Multiple Intelligences
Contenido
Activity 7: Neurolinguistic Programming (NLP) Activity 8: The Lexical Approach Activity 9: Competency-Based Language Teaching Activity 10: Communicative Language Teaching Activity 11: The Natural Approach Activity 12: Cooperative Language Learning Activity 13: Contend-Base Instruction Activity 14: Task-Based Language Teaching
Total Physical Response The main objective of this method is that a second language can be learned in the same way as the first (in the same natural processes). So, TPR tries to mimic these processes by requiring students to respond to commands, requires physical movements. Since students get fun while applying this method, is still quite popular today, particularly when teaching children or beginners.
Instead of asking your students to be quiet and sit, you’ll be asking them to stand up, move around the classroom and get physical!
Activity 1: Procedure
1. Students learn the chosen song of the topic that they are learning.
2. Students will be able to mimic the song while they are singing it together as a class because it is a great memory-enhancing tool .
3. As a result, the perfect memory aids that can effectively embed language and movement into the long-term memory.
If You're Happy And You Know It
Material
If you're happy and you know it If you're happy and you know it If you're happy and you know it If you're happy and you know it
clap your hands. (clap clap) clap your hands. (clap clap) then your face will surely show it. clap your hands. (clap clap)
If you're happy and you know it If you're happy and you know it If you're happy and you know it If you're happy and you know it
stomp your feet. (stomp stomp) stomp your feet. (stomp stomp) then your face will surely show it. stomp your feet. (stomp stomp)
If you're happy and you know it If you're happy and you know it If you're happy and you know it If you're happy and you know it
nod your head. (nod nod) nod your head. (nod nod) then your face will surely show it. nod your head. (nod nod)
If you're happy and you know it If you're happy and you know it If you're happy and you know it If you're happy and you know it
shout "Hooray!" (Hoo-Ray!) shout "Hooray!" (Hoo-Ray!) then your face will surely show it. shout "Hooray!" (Hoo-Ray!)
If you're happy and you know it If you're happy and you know it If you're happy and you know it If you're happy and you know it
do all four. (clap stomp nod Hoo-Ray!) do all four. (clap stomp nod Hoo-Ray!) then your face will surely show it. do all four. (clap stomp nod Hoo-Ray!)
The Silent Way The Silent Way Approach can be characterized by a specific set of teaching principles and the attention that is paid to the teaching of pronunciation. One of the most important Silent Way principles is that teaching should be subordinated to learning.
Fidel Charts • A series of eight charts that show the sound/spelling correspondence of 379 graphemes. The spelling or multiple spellings of each phoneme is shown on the charts. • The colors on the Fidel Chart correspond to those used on the Fidel Sound Color Chart.
Activity 2: Procedure and materials 1. On the white/blackboard write the figure 1. If the students have already learnt the sounds of English with The Silent Way:
2. When about half the students can manage to produce a reasonable approximation to the pronunciation of the word “one”, write the figure 2 to the right of the 1. Elicit the pronunciation as above.
2. Write 3 and proceed as above. The sound “th” doesn’t exist in many languages so it’s not reasonable to expect anything like immediate success. When half the students can say something approximating to “three” – a new game can be proposed. The teacher points to the three figures in various orders, faster and faster and the students have to say them quicker and quicker. This always produces fun and laughter and gives the slower students time to assimilate while adding a challenge for the stronger ones.
Community Language Learning It integrates translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused.
Activity 3: Procedure and materials
1- Reflection I start with students sitting in a circle around a tape recorder to create a community atmosphere. •
•
The students think in silence about what they'd like to talk about, while I remain outside the circle. To avoid a lack of ideas students can brainstorm their ideas on the board before recording.
2 - Recorded conversation Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English. With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence. • It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down, or a cellphone. • Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded. •
Suggestopedia Its goal is to learn a foreign language at an accelerated pace for everyday communication by tapping mental powers and overcoming psychological barriers.
Activity 4: Procedure and materials
1. Choose a background music that will give an impression or feeling that you are in a forest. For example, the music may be punctuated by the chirping of the birds or the sounds of the leaves as they dance in the wind, or any sound indicating that the location is in the forest.
2. In the classroom, turn off the lights and play the background music. Then, group the students into three, and ask them to close their eyes, and let them imagine, for one minute, that they are animals, birds, trees, or flowers.
3. After that, ask them to create their own dialogues on how people should take care of the environment. But in their dialogues they have to remember their roles. If one assumes to be a bird, his/her point of view and dialogues should be like a bird, and not as a human being.
Hole Language It is an approach based on key principles about language (language as a hole) and learning (writing, reading, listening and speaking should be integrated in learning.
Activity 5: Procedure and materials
1. Using a free website (such as Voice Thread) have students record voice journals about their week. Encourage students with semi-personal topics or hypothetical questions (e.g. What would you do if you
had one million dollars? Describe your best vacation. etc..) to prompt speaking. This
works just like a blog but with student voices rather than writing. Even if your school doesn’t have computers with microphones or recording capabilities, with Voice Thread students can use any phone to record their voice blog.
2. Students can then be assigned to listen to several of their classmates and give each other comments. By listening to each other and giving encouraging comments, you are building a positive classroom environment and cooperation within the classroom all while students build their listening skills.
3. In this way, they are totally involved in the analysis process. The language is completely personalized and with higher levels they can themselves decide what parts of their conversation they would like to analyze, whether it be tenses, lexis or discourse. With lower levels, you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription
Multiple Intelligences Multiple intelligences activities are useful for English teaching in a variety of situations. The most important aspect of using multiple intelligence activities in class is that you will be giving support to learners who may find more traditional activities difficult. The basic idea behind multiple intelligence activities is that people learn using different types of intelligences. For instance, spelling can be learned through typing which uses kinetic intelligences.
Activity 6: Procedure 2. The students have to trace the words by fallowing the points. 1. Students will be able to learn the different kinds of weather while learning the spelling of the words related to it.
Material Name:
Neurolinguistic Programming (NLP) This method is focused on the believe that the map is not the territory: we all have different maps of the world.’ This phrase used by NLP (Neuro-Linguistic Programming) practitioners nicely sums up the concept that what we see on the surface may not actually be what is going on in reality. Neuro-linguistic programming (NLP) techniques can help EFL learners become successful by increasing their motivation, by decreasing their anxiety leading to learning improvement. But much research has shown a poor understanding of NLP, and suffers from methodological problems as well.
Activity 7: Procedure 1. Explain that third person singular needs an ‘s’ in the present simple and write a sample sentence on the board while saying it aloud. 2. Make the sentence into a question, add the ‘Does’ and cross out the ‘s’. Say the new sentence aloud and discuss with the learners. 3. Give individual learners cards with words and the letter ‘s’ on them that make a sentence. ‘She likes pizza.’
4. Then give one person a card with a question mark on it and another one a card with ‘Does’. 5. Tell the person with the question mark to push away the person with the ‘full stop’ and the one with ‘Does’ to push away the ‘s’. 6. Ask the learners what they feel in this situation. Then repeat with the ‘full stop’ replacing the ‘question mark’ and the ‘s’ pushing away the ‘Does’.
Materials
S
es
The Lexical Approach The Lexical approach in language teaching, reflect a belief in the centrality of the lexicon to language structure, second language learning, and language use, and in a to multiword lexical units or “chunks� that are learned and used as single items
Activity 8: Procedure Look at the Language 1: Look at the lexical chunks below. All the expressions are from the story, Away Day. For each chunk try to write an equivalent in your language . Are they lexical chunks in your language too? Tell a partner about the lexical chunks in your language. Lexical chunks (frozen or fixed) in the middle of nowhere I had no idea Lexical Chunks (semi-frozen or semi-fixed) She never said a word I didn’t know where we were going I didn’t know what we were doing adjective plus noun partnerships/collocations (words that naturally go together)
2: What other nouns can you use after the adjective ‘shiny new’? shiny new shoes shiny new bike 3: What other nouns can you use after the adjective ‘broken’? broken heart broken window What nouns can’t you use after ‘broken’? broken house Examples of verb plus noun collocations (words that naturally go together) I didn’t do my homework (do / homework) They were always in trouble with the teachers. (be / trouble)
4: Underline the weakest verb and noun collocation. Example: Exam take / pass / fail / study for / sit / revise homework do / forget / lose / prepare / finish / hand in trouble be in / expect / make / discover / get into / ask for
Material
Competency-Based Language Teaching CBLT is an application of the principles of competency based education. It concerns accountability, management and quantification. It focuses on the competencies and outputs. If teaching competencies becomes an end, stakeholders become the object rather than the subjects of the educational process. On the other hand, if competencies are tools to enable learners to act for change in their lives, critical thinking will be promoted.
Activity 9: Materials Topic: At the Restaurant Purpose: To learn vocabulary related to food and restaurant. Vocabulary: • Waiter • Costumer • Check • Menu • Starters: salad, breadsticks, garlic bread. • Main dish: select the dishes to be used. • Side dish: vegetables, mashed potatoes, French fries. • Dessert: Ice cream, pies, cakes, etc. • Beverage: Natural, milkshakes, smoothies, sodas, bottled water, lemonade, coffee, te, etc.
Procedure Divide the group in teams, depending on how large the group is. Roles: Waiter, costumers, cashier. Adapt this according to your needs. Each team will make menus with all the information a menu must contain: the food under the right categories, with prices. Each team will present one menu to the teacher for check. Teacher will correct if there are any mistakes, and once Ok’d the team can make the menus for their role-play. The menus must be very creative.
Communicative Language Teaching
It is an approach to the teaching of second and foreign languages, emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “Communicative Approach�. Historically, CLT has been seen as a response to the Audio-Lingual Method (ALM), and as an extension or development of the Notional-Functional Syllabus. Task-based language learning, a more recent refinement of CLT, has gained considerably in popularity.
The oral language is a huge predictor of future reading success. A common saying among reading professionals is, "If a child doesn't hear a word, that child won't say that word. If he doesn't say it, he won't read it." You can help your child grow his oral language with easy and fun games. We've been playing a super simple oral language game using objects we have lying around the house.
Activity 10: Procedure and materials Materials: A variety of small objects from around your home large clear container with lid
Procedure: Fill large container with small objects from around the home. Screw on the lid. Show the item to the tub to the child and say, "I spy something (object) and you use it to (description)" When the child guesses the correct object, unscrew the lid and let that child hold the item. For added challenge, let the child try giving clues to you.
Some of the clues we used were, "I spy something black and you use it to fix your hair." or "I spy something with black and white spots and it is an animal." Try to include a variety of concepts in your clues
The Natural Approach The natural approach developed by Tracy Terrell and supported by Stephen Krashen, is a language teaching approach which claims that language learning is a reproduction of the way humans naturally acquire their native language. The approach adheres to a communicative approach to language teaching and rejects earlier methods such as the audiolingual method and the situational language teaching approach.
Activity 11: Procedure 1. The teacher shows a set of pictures of food and drink, 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 he/she habitually eats 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
Cooperative Language Learning
It is an approach to teach that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom.
Activity 12: Procedure and materials Search among your peers the information required to fulfill the eight tasks.
Contend-Base Instruction • •
CBI refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquired, rather than around a linguistic or other type of syllabus. Content refers to the substance or subject matter that we learn or communicate through language rather than the language used to convey it.
Activity 13: Procedure and materials Fulfill the gaps with the results of the addition and subtraction.
Task-Based Language Teaching • •
TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. It is a logical development of Communicative Language Teaching because it draws on several principles that formed part of the communicative language teaching movement.
Activity 14: Procedure and materials Learning manners. In groups, the students have to design a set of rules or pieces of advice to foreign people who would like to visit our country, so tourists can know and follow some tips. Then, they can expose about their recommendations in front of the class while they were being assessment by the teacher.