Content Based Instruction class

https://www.youtube.com/watch?v=c4SFJEQ1paU

timeline

https://www.genial.ly/592b0f268b5b9f1ab4d339cf/methodstimeline

video suggestopedia correction

https://youtu.be/akdWvcJhr4k

CBI method

https://prezi.com/ugputtogh4mu/content-based-instruction-method/

http://prezi.com/4yy5snw_nezb/?utm_campaign=share&utm_medium=copy

Suggestopedia method video

https://youtu.be/bPdNPU5bsNg

 Angy Stephania Guzman we did it this video 2 times Because the application was failing and closed several times, and we could not attach the audio because the application did not leave us, finely so the video remains but we will try to correct it.

THE SILENT WAY

Stephania Angy Guzman

The Audio-Lingual Metodh

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”
                                         Martin Luther King, Jr.

The Audiolingual method was developed by British in the United States during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language- training program to supply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel. It was, therefore, necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, the new method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching in masse. Because of the influence of the military, early versions of the audio-linguism came to be known as the “army method.”  The objective of the program was for students to attain conversational proficiency in a variety of foreign languages. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method did not focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

The idea is for the students to practice the particular construct until they can use it spontaneously. The lessons were built on static drills in which the students have little or no control on their own output; the teacher were expecting a particular response and not providing the desired response will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.The approach was theoretically underpinned by structural linguistics, a movement in linguistics that focused on the phonemic, morphological and syntactic systems underlying the grammar of a given language, rather than according to traditional categories of Latin grammar. As such, it was held that learning a language involved mastering the building blocks of the language and learning the rules by which these basic elements are combined from the level of sound to the level of sentence. The audio-lingual approach was also based on the behaviorist theory of learning, which held that language, like other aspects of human activity, is a form of behavior.

The Audio-Lingual Method is based on two main theories: Structuralism: A Language is a system of structural related elements, like phonological units, grammatical units, and lexical items, for the transmission of meaning. So, to learn the target language is to master the elements of the target language system, Behaviorist psychologists state that people are conditioned to learn many forms of behavior, including language, through the process of training or conditioning. A language is a set of habits. The Audio-Lingual Method was based on habit formation. Language is acquired during childhood at the same way as children acquire other social habits by imitation and memorization. Learners acquire Language automatically by using dialogue material. The Techniques and Activities Used by the Audio-Lingual Method The Audio-Lingual Method has a different techniques in contrast with the Grammar Translation Method and the Direct Method. It lays emphasis on mimicry as a main technique, Repetition: where the student repeats an utterance as soon as he hears it, without looking at printing materials. ex I used to know him. – I used to know him. I used to know him years ago.

The teacher’s role in the Audio-Lingual Method ‘is like an orchestra leader.’ He leads and directs students in their style of learning the language. He is also responsible for supplying the students with a good model for imitation, some ALM advantages students or teachers had was that It made language learning accessible to a large groups of ordinary learners. It was the first method to lay stress on the development of language syntax, whereas the other methods were preoccupied with morphology and vocabulary. Developing simple techniques and making use of language lab, that didn't come with it's disadvantages such as lack of creativity. Students repeat and memorize what they do not understand. The techniques used by this method become “tedious and boring, causing fatigue”. In conclusion The use of dialogues and drills are effective in foreign language teaching as they lead the students to produce speech. Repetition of the dialogues and the drills will enable students to respond quickly and accurately in spoken language, however the use of correct structure formation is invaluable for future language learners regardless of their ability to understand a spoken language.

Harlow. Freeman, D. L. (2000). Techniques and Principles in Language Teaching. Oxford University Press: Oxford. Richards, J. C and Theodore S. Rodgers. (1997). Approaches and Methods in Language Teaching. Cambridge University Press: USA. Rivers, W. (1981). Teaching Foreign-Language Skills. The University of Chicago Press: Chicago and London.

Angy Stephanie Ramirez 
Angel Garcia

reflection about the video

It seems simple to make a video but in reality it is very difficult, in the case of my teammate and myself, it is even more difficult because for now we do not have our own computer so we have very little time to do the job, it is It is difficult to find a good editing program and to achieve what we have planned, in general it is interesting to make the videos because you have to be precise to put good information and to have a good appearance to attract the attention of the comrades, but it is Very difficult to do them for one thing or another, the program fails, the computer crashes and everything is complicated.

It seems simple to make a video but in reality it is very difficult, in the case of my teammate and myself, it is even more difficult because for now we do not have our own computer so we have very little time to do the job, it is It is difficult to find a good editing program and to achieve what we have planned, in general it is interesting to make the videos because you have to be precise to put good information and to have a good appearance to attract the attention of the comrades, but it is Very difficult to do them for one thing or another, the program fails, the computer crashes and everything is complicated.

Method of learning to fareing language

Advantage

disadvantages

·       Easy to learn advanced knowledge and technology. ·       Learn about different customs and views. ·       Have new experiences. ·       Learning a second language early on encourages flexible thinking and communication skills. ·       Helping consider issues from more than one perspective. ·       Train students to become independent. ·       Counselor allow the learners to determine type of conversation.

·       Have communication difficulties. ·       Cost a lot of money. ·       Students may be become dependent on instruction in their first language and no try to understand content in the second language. ·       Current classroom teachers would be required to learn and became fluent in a foreign language. This would take additional time and money. ·       The absence of explanation of the teachers it do that the learners understand to their way.

the sylent way 

Stephania Angy Ramírez G.

video

https://youtu.be/i21a16_N7Os

the reform movement the direct method and language teaching innovation

TOTAL PHYSICAL RESPONSE

https://es.scribd.com/document/351118411/Total-Physical-Response

Conceptual map

Angy Guzman
Angel Senz Cordova

Technology in ELT

I think this method of coupling technology with learning is a very good method because currently most people have a computer or a cell phone in which they spend a lot of time doing nothing, when implementing technology as a didactic means for learning students Can learn in a more interactive way, and thanks to this method students can use this tool anywhere they want, using in ELT it's a good idea because it can help you whit vocabulary, grammar, listening and many thing.

Introducing myself

I have created this blog for the subject of teaching methods for learning and I am in the career of English teaching, I'm from Estado de Mexico but I was living in Puebla since 3 years ago, I really love Puebla.

A BRIEF HISTORY OF LANGUAGE

A brief history of language 

INTRODUCTION

teaching in this lecture will talk about the history of the language and how to learn it through different methods that have been changed over time and how they have been implemented, which are the competencies that are needed for their learning, Spoke about the history of the language, which was the most important language and how was used a bad system of teaching which consisted of memorization and repetition.

In the first paragraph it talks about analyzing the methods to be able to innovate the teaching methods, in the paragraph says that approximately 60 percent of today's world population is multilingual. And it is something really interesting to know that many people are interested in communicating with other people, if they teresan for the language, in the first paragraph also tells us that currently English is the most spoken language since it was previously Latin.

In the text it says that there was a bad educational experience since it was demanded of the students more and it was Roger Ascham and Montaigne who made specific proposals for a reform and for changes in the way Latin was taught, what they wanted was to improve the Approach to education.

Modern laguages ​​began to enter the curriculum of European schools, used the same processes that were used for teaching Latin, which consisted of grammatical rules, lists of vocabulary and translate sentences, although speaking the language was not so important, practice oral was limited for students, they only read, the lessons they taught were organized by grammatical points, rules that should be followed by simple sentences. The rules of morphology and syntax were explained and memorized and oral work was increasingly minimized, despite all the books published to improve learning all maintained a mechanical translation, everything was simple, sentences and content. 

CONCLUSION

It can be said that over time, there has always been interest in learning other languages, different methods have been created that have helped to improve learning, however many teachers nowadays do not take these methods into account and are left Lead to behaviorism and make their students learn through repetition and memorization, this is a method that must be eliminated because students do not learn in this way, students should work more in the oral interaction with their peers so that this Way they can develop their grammar and vocabulary faster.

Angy Estefania Guzman