SIOP LESSON.

SIOP LESSON BY

Aldo Alvarado
Camila Carvajal

Rolando Contreras

Katherine Felix

https://docs.google.com/presentation/d/1wj2w3vtw9iIaiUjLtHTDm2lmLsH0-mqGyACptpM-Seg/edit?pli=1#slide=id.p16

https://docs.google.com/document/d/1KKFD531bcBKZpkqgNWf0ZPVEBH0LScTzeW5brO-Vewk/edit

Coursebook Assessment.

Pairwork Activity.

Katherine F. - Claudia C.

CRITERIA.

COURSEBOOK.

REFLECTION.

We think that Chilean reality offers four hours for the Ennglish subject, so, the aims or objectives are too ambitious.

In the first unit, the reading activity is focusing a very passive skill, because there are ways in which the students without understanding what his reading can guess the correct answers (drawings).

We think that this book is not appropriate for an eights middle schools, because the morphosyntax content are too high (unit one contents, cover simple and complex sentences, simple present, simple past, present perfect, passive voice, connectors and pronouns.

On the other hand, we think that the focus of the book is centered in passive skills of comprehension and know skill for productions. Each unit present reading and listening comprehension.

The topics are interesting, and they enhance cultural values of our Chilean culture, example Gabriela Mistral is presented in Unit two and some national bands. All the topic are interesting, but there are too many for students. It is tiring at each of he modules. The teacher would have to filter some topics so as to motivate the student.

Maybe we would take out some pictures that would distract a boy from eight grade. They would pay too much attention to female figures instead of focusing in the contents and aims presented in the lesson.

The presentation is attractive, it has a lot of colors and uses a format where the students can write his answers straight in the book.

Maybe we would choose the most important tasks and leave some out, because we consider that there are too many activities for four hours a week.

In the pronunciation students do not practice the language enough, the same applies to grammar students can´t write a complete sentence. With the vocabulary is enough too.

Presentations of different methods.

Monday 26th, 2012.

Communicative language teaching.

María de los Angeles, Barbara Valenzuela, Jana Strohbach.

Key words:

• Communicative competence.
• Contextualization  (culture-social).
• Learner-centered and experience based.
• Meaning is paramount.
• Groupwork, pair interaction students.

The Oral approach and situational language teaching.

•  The learner has to listen and repeat.
• The teacher has the control of the content.
• Language learning is habit-formation.
• It's useful for beginers.
• Put emphasis in grammar and pronunciation.

Total Phisical Response (TPR):

•  Speeche-action (repeat).
• Positive mood.
• Teacher plays an active and direct role.
• Student -listener -performer.
• Activities -Role plays -Slide shows.

Suggestopedia:

• Authoritive.
• Performance.
• Unconcious.
• Music-therapy.

The Silent way:

• Responsibility.
• Autonomous.
• Grammatical and lexical items are discovered by the students.
• Experienced learning.
• Roods, charts, symbols.

Our presentation

https://docs.google.com/presentation/d/1ZoSQFVBCoT4AUch2wI7P-25JJiInSRwRog5KOIx-Qm4/edit#slide=id.p13

Audiolingual Method:

• Foreign language.
• Pattern grammar.
• Drills- mechanical exercises.
• Structure.
• Phonetic, syntax, morphology.

Practical work.

 Wednesday 21th, 2012.

• Type of school: Public (UNESCO)
• Number of students per classroom: 25 students per class.
• Number of hours a week:  4 hours per week.
• Textbook: Gobernment book.
• Approach: Structural view.
• Design: Conductism.
• Teacher's motivation/roles: Model.
• Student's role: Receiver of information.
• Assessment (test): Multiple choices, true or false, complete sentences.
• Use of technology: 1 room with 25 computers for all school.

Summery of the nature of approches and methods 2

Monday 19th, March.

Desing:

Is the level of methd analysis in which we consider:
 -Objectives: Is a product of design not approch, however each methodmay specify                   
                   may different objectives for example, to develop oral skills, grammar,
                   pronunciation and develop specific abilities rather than content.

-Syllabus model: Organization of the linguistic content in a specific course.

-Types of learning.

-Role of learning: Processor, performer, initiator, problem-solver, self-monitor and tutor.

-Role of teaching: Catalyst, consultan, guide and model.


-Role of instructional materials: Specification of the subject matter content, allocation of
time, also the teacher will decide -the goal of materials, the form of materials, relation to
 other sources of input and the abilities of teachers.

Theory of language learning

Monday 19th, March.

Terrel (1977) "Natural approach"

Is based on a learning theory that specifies both processes and conditions
(conditions for learning L1=L2).

Curran (1972)

Counseling-learning: This theory is focuses primarily on the conditions necessary
for successful learning. A crucial factor is the atmosphere of classroom and the close relationship with the students.

Asher (1977).

Total physical response: Asher's learning theory it is based on child's learning is
 based on motor activity, coordinating language with action.

Gattengo (1972, 1976).

Silent way:

Conditions- feel secure about learning. Also the teacher is a monitor about student learning.

The nature of approaches and methds in language teaching.

Wednesday 14th, March.

APROACH:  -Coherence
                      -Methods
                      -Techniques

Theory of language:

Theory of learning: Meaningful learning- learner's experience.

Process-oriented theories build in a learning processes, such as: Habit formation, induction, inferencing, reception, hypothesis testing and generalization.

Condition-oriented theories emphasize: The nature of the human and physical context.

Theories:

Krashen (1981): Monitors models (metacognition).

Acquisition [first language (natural)]

Learning (artificial)

INPUT: Must be comprehensible, also can be challenge, affective and filter.