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Unit 4- Describing learning and Teaching,[object Object],Brenda Carolina Venegas Garza 645184,[object Object],Stephanie Montse Lozano ,[object Object]
Children and language,[object Object],Language acquisition is almost guaranteed for children up to age 6 since they learn with incredible facility but also forget as easily. ,[object Object],At fisrt they will begin with one word and two words utterances and will then begin to make complete sentences. ,[object Object]
Acquisition and learning,[object Object],In order to obtain language acquisition, some conditions must be met. Children must be exposed to the language a lot, it is the most vital element. ,[object Object],Secondly, it is important to keep the language as simple as possible and avoid technical vocabulary or complex structure of sentences; this is called rough-tuning. With this exposure, children are motivated to communicate in order to be understood and fed. ,[object Object]
Acquisiton and learning,[object Object],In the teaching of a second language, teacher must be able to give the learner comprehensible input, this means, language students can more or less understand but are not able to reproduce.,[object Object],The principal function of learnt language is to monitor what is coming from our aquired store to check that it is OK.  ,[object Object]
Acquisiton and learning,[object Object],Learning in the classroom will not only expose students to the language but also activate their language knowledge.,[object Object],It will also offer them chances to study the language and learn the way it works and is used.,[object Object]
Different times, differentmethods,[object Object],There are different methods of teaching a second language. ,[object Object],The Lexical Approach suggested we should structure the curriculumaround language chunks.,[object Object]
Different times, differentmethods,[object Object],Silent Way: the teachers spoke very little and all the responsability fell in the student.,[object Object],Community Language Learning, the teacher helps students to translate what they want to say from their native language to the one they are learning.,[object Object]
Different times, differentmethods,[object Object],TheGrammar translation method was introduced in Germany, it presented short grammar rules and word lists and then translation exercises in which they had to make use of the same rules and words.,[object Object],This method has advantages and disadvantages since we can learn a lot from comparing parts of the second language with our mother tongue. ,[object Object]
Different times, differentmethods,[object Object],In the audio-lingualismmethod, it emphasises on gramatical patterns w/behaviorist theories of learning. There is a response to the stimuli of the teacher which means that a reward is given. This porcedure is referred as conditioning. ,[object Object],Some of the exercises in this method consist in giving cue-response drills and obviously doing any type of drill.,[object Object]
Different times, differentmethods,[object Object],PPP,[object Object],Presentation,[object Object],Practice,[object Object],Production,[object Object],Theteacherpresentsthecontext of thesituationforthelanguage, explains and demonstratesthemeaning and form of a new lnguage.,[object Object],Thestudentsthenpracticeusingthesamestructure in thecontrolledpractice.,[object Object]
Different times, differentmethods,[object Object],TheCommunicativeLanguageTeachingmethodstatesthatlanguageisnotjustpatternsbutalsoinvolveslanguagefunctionswhichstudentsshouldlearnusing a variety of languageexponents. ,[object Object],Thereis a lot of use and exposure of thelanguage,[object Object],And communicativeactivitiesare theprincipal onesfromthismethod..,[object Object]
Differenttimes, differentmethods,[object Object],Task-based Learning,[object Object],Itstartswith a pre-taskwherestudents are introducedtothetopic. ,[object Object],Followedby a taskcyclewherestudents plan thetask, gatherlanguageinfromation and produce a piece of writtingororal performance.,[object Object]
Elementsforsuccesfulllanguage learning (ESA),[object Object],Thethreemainingredients are: ,[object Object],ENGAGE- students are reallyinterested in whatyouhavetosay in class, askthemtomakepredictions, relate thetopicswith real lifesituations.,[object Object]
Elementsforsuccesfulllanguage learning (ESA),[object Object],STUDY- Givethemcues, discoveractivities, askstudentsto do all intelectual workinstead of doingittheteacherhis/herself. ,[object Object]
Elementsforsuccesfulllanguage learning (ESA),[object Object],[object Object]

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Unit 4 describing learning and teaching

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