Types Of Methods
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Publicado: 10 de julio de 2012
UNIVERSITY GUAYAQUIL FACULTY OF PHILOSOPHY AND LETTERS SCHOOL OF LANGUAGESSUBJECT: TEACHING PRACTICE
CASE STUDY 2011
TOPIC
INVESTIGATING THE TYPES OF METHODS AND APPROACHES CURRENTLY USED IN FIFTEEN EFL CLASSES IN SCHOOLS IN GUAYAQUIL.
TITLETEACHING GRAMMAR IS PRINCIPAL IN THE LEARNING PROCESS FIFTEEN EFL CLASSES IN GUAYAQUIL IN SOME CASES THERE IS A LITTLE SPEAKING TASKS IN FIFTEEN EFL CLASSES IN GUAYAQUIL.
BACKGROUND:
THEOBJECTIVE OF OUR GROUP IS TO APPROACH THAT WE DON´T HAVE TO GIVE A LOT OF EXPLANATION ONLY WE HAVE TO SHARE THE IMPORTANT INFORMATION IN ORDER THAT STUDENTS CAN PRACTICE THE LANGUAGE RATHER THAN STUDYIT.
WHY IS THIS TOPIC IMPORTANT?
IT IS IMPORTANT BECAUSE THE LEARNING PROCESS IN FIFTEEN EFL CLASSES IN GUAYAQUIL IS FOCUSINGN IN STUDY GRAMMAR RATHER THAN COMMUNICATIVE ACTIVITIES.
THE EXECUTIONFIRST:
OF ALL OUR TEACHER GAVE US A CLEAR CONCEPT OF WHAT IS THE OBSERVATION AND JUDGMENT
SECOND:
WE OBSERVE EFL CLASSES IN GUAYAQUIL AND WE HAD AN OBSERVATION SHIFT IN ORDER TO ANALIZE THE EFLCLASSES IN GUAYAQUIL AND COLLECT THE DATA
THIRD:
WE FILL THE MATRIX TO DISPLAY COLLECTED DATA FOR THE CLASSROOM
FOURTH:
WE WORK IN GROUP OF FIVE PEOPLE AND WE SHARE THE INFORMATION, ANALIZEWHAT WERE THE METHODS THAT TEACHERS USED FOR EACH LESSON AND WE CONCLUDED THAT THE MOST USEFUL METHODS WERE GRAMMAR TRANSLATION AND DIRECT METHOD.
TOPIC INTRODUCTION
THE EFL CLASSES IN GUAYAQUILARE BASED IN TEACHING GRAMMAR. WHAT IS THE MAIN OBJECT IN THE ENGLISH LEARNING PROCESS: ENCOURAGE STUDENTS TO DO SPEAKING TASKS OR STUDY GRAMMAR?
PRO-SIDE OF THE ARGUMENT
A NOTE ON ASSERTIONS:IT IS THE WAY FOR STUDENTS TO GET THE FEEL OF WHAT COMMUNICATING IN THE FOREING LANGUAGE REALLY FEELS LIKE.
A NOTE ON EVIDENCE:
GETTING STUDENTS TO HAVE A FREE DISCUSSION GIVES THEM A CHANCE...
CASE STUDY 2011
TOPIC
INVESTIGATING THE TYPES OF METHODS AND APPROACHES CURRENTLY USED IN FIFTEEN EFL CLASSES IN SCHOOLS IN GUAYAQUIL.
TITLETEACHING GRAMMAR IS PRINCIPAL IN THE LEARNING PROCESS FIFTEEN EFL CLASSES IN GUAYAQUIL IN SOME CASES THERE IS A LITTLE SPEAKING TASKS IN FIFTEEN EFL CLASSES IN GUAYAQUIL.
BACKGROUND:
THEOBJECTIVE OF OUR GROUP IS TO APPROACH THAT WE DON´T HAVE TO GIVE A LOT OF EXPLANATION ONLY WE HAVE TO SHARE THE IMPORTANT INFORMATION IN ORDER THAT STUDENTS CAN PRACTICE THE LANGUAGE RATHER THAN STUDYIT.
WHY IS THIS TOPIC IMPORTANT?
IT IS IMPORTANT BECAUSE THE LEARNING PROCESS IN FIFTEEN EFL CLASSES IN GUAYAQUIL IS FOCUSINGN IN STUDY GRAMMAR RATHER THAN COMMUNICATIVE ACTIVITIES.
THE EXECUTIONFIRST:
OF ALL OUR TEACHER GAVE US A CLEAR CONCEPT OF WHAT IS THE OBSERVATION AND JUDGMENT
SECOND:
WE OBSERVE EFL CLASSES IN GUAYAQUIL AND WE HAD AN OBSERVATION SHIFT IN ORDER TO ANALIZE THE EFLCLASSES IN GUAYAQUIL AND COLLECT THE DATA
THIRD:
WE FILL THE MATRIX TO DISPLAY COLLECTED DATA FOR THE CLASSROOM
FOURTH:
WE WORK IN GROUP OF FIVE PEOPLE AND WE SHARE THE INFORMATION, ANALIZEWHAT WERE THE METHODS THAT TEACHERS USED FOR EACH LESSON AND WE CONCLUDED THAT THE MOST USEFUL METHODS WERE GRAMMAR TRANSLATION AND DIRECT METHOD.
TOPIC INTRODUCTION
THE EFL CLASSES IN GUAYAQUILARE BASED IN TEACHING GRAMMAR. WHAT IS THE MAIN OBJECT IN THE ENGLISH LEARNING PROCESS: ENCOURAGE STUDENTS TO DO SPEAKING TASKS OR STUDY GRAMMAR?
PRO-SIDE OF THE ARGUMENT
A NOTE ON ASSERTIONS:IT IS THE WAY FOR STUDENTS TO GET THE FEEL OF WHAT COMMUNICATING IN THE FOREING LANGUAGE REALLY FEELS LIKE.
A NOTE ON EVIDENCE:
GETTING STUDENTS TO HAVE A FREE DISCUSSION GIVES THEM A CHANCE...
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