- Does the textbook offer some form of grammatical analysis? If so, does the textbook advocate a deductive or inductive approach to grammar explanation?
- When is the teacher supposed to focus the learners' attention on form or on grammatical structures - at the beginning of the chapter, the middle, the end, or not at all?
- Analyze the role assigned to the learner regarding grammar explanations. Is the learner a passive listener during the explanation? Is the learner supposed to be an active hypothesizer? Is the learner supposed to hypothesize alone or in collaboration with others?
- Examine a chapter to see if the learners are exposed to meaningful, integrated discourse. If so, how - through stories, poems, songs, videotapes, or drama? And when - at the beginning, the middle, or the end of the chapter?
2. Examine the following CASE STUDY and answer the following questions:
Mr. West, a French teacher, has learned about a new way to incorporate grammar teaching into a story-based language lesson. He is anxious to try out this new approach since the textbook he uses, which serves as the basis of his district’s curriculum, is grammar driven. He has not yet succeeded in doing more than presenting the “grammar rule of the day” and completing the textbook exercises with his classes.
Mr. West previews the chapter and sees that he will need to teach reflexive verbs. He picks a context for this new structure: the morning routine. For his presentation, Mr. West writes the French equivalent of the following sentences on the board:
I wash my son’s face. I wash myself.
I get my son up. I get up.
I look at my son. I look at myself in the mirror.
I brush my son’s hair. I brush my hair.
Mr. West reads the sentences aloud, hoping that the class will perceive the non-reflexive/reflexive contrast in the two columns. The learners seem bored, uninterested, and unchallenged. He then asks a question: “What do you see here?” The learners are bewildered and silent until Mr. West calls on Mike, who says, “French sentences beginning with Je.”
“These learners are clueless about these sentences and completely confused,” Mr. West thinks to himself. He decides to abandon the questioning and delivers a lesson in English on the formation and use of French reflexive verbs. Because of this experience, he thinks that learners are unable to think about the target language and that all that can be done to ensure “learning” is to lecture learners on the rules they need to know.
Answer these questions:
A. Why are the learners bored and uninterested?
B. How would you evaluate Mr. West’s presentation? Does it satisfy the requirements of a presentation in
the PACE model? Why or why not?
C. What would you have done when Mike responded with “French sentences beginning with Je”?
D. How do you think the learners feel about Mr. West’s lesson?
1. The textbook hat I have used as a student uses an deductive approach to grammar explanation:
ReplyDelete• The textbook advocate a deductive approach to grammar explanation.
• I think that it is at the beginning because it is need that student to be moved to the story.
• No, he/she isn’t. He/she is an active learner because he/she adds ideas. The learner can hypothesize alone or in groups. The teacher will transform the classroom into a socially-mediated environment where the teacher and learners co-construct meaning of “texts” (stories, poems, songs, etc.) from the beginning of the lesson.
• The learners are exposed through stories and songs at the beginning of the chapter
2. CASE STUDY:
A. They are bored and uninterested because they didn’t understand the sentences.
B. I think that he could have explained the sentence with pictures and thus get the attention of students.
C. I would explain to the student that Je is a pronoun and so I continue explaining word for word until he and others understand the sentence.
D. The learners had felt clueless after that.
Tarrillo García, Ysabel
1) The English textbook that I use to teach Elementary level is The New Headway , it uses inductive approach to grammar explanation but it also contains grammar tables and exercises at the end of the book. So we can say that it offers some form of grammatical analysis with a deductive approach to grammar explanation.
ReplyDeleteIn my opinion, the teacher is supposed to focus the learners' attention on form or on grammatical structures - at the end, but if it is necessary it could be presented at the middle.
Nowadays, the role of the learner is supposed to be an active hypothesizer in collaboration with others and also with the teacher.
In chapter 5 of this book for example, the learners are exposed to meaningful, integrated discourse through a real story, it is at the middle the chapter.
Case study:
A. The learners were bored and uninterested because the teacher presented the topic using a grammatical pattern in their mother tongue.
B. I think that Mr. West’s presentation had to present the topic in context, it could be a song, a poem, or a reading, maybe his class could be it satisfactory if he present the deductive grammar in the middle or at the end. And also the analysis comparing reflexive pronouns in English and French could be deduced by the students not by himself.
C. I think that should present examples of reflexive pronouns in French in context first and then in the last stage make students produce sentences.
D. Students might feel confused or disappointed after the teacher class.
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ReplyDelete1) I use "English 2" by Santillan and authorized by the ministry of education in Peru. This textbook is better than the others that I used before in public schools.
ReplyDeleteThis textbook has an inductive approach to grammar explanation.
• The teacher is supposed to focus the learners’ attention on form at the middle of the chapter and some cases at the end of the chapter.
• The learner must be an active hypothesizer. At the first moment alone and then in collaboration with the others.
• Learners are exposed to meaningful, integrated discourse through stories, videotapes, etc. at the beginning of thee chapter.
Learners are exposed to meaningful, integrated discourse through stories, videotapes, etc at the beginning of the chapter.
2) A) Learners are based and uninterested because of the strategies of teaching were not adequate for them.
B) He should have used an inductive approach, motivating the class in all moment, contextualizing the grammar points because theories of learning show how we learn better.
C) First of all I would have given clear and simple examples and then challenge to learness to produce their own example.
1. The English book I use to teach my students is English is easy. This book is very explanatory and didactic, It contains several exercises and vocabulary. The book offers a grammatical analysis in order to explain the use of grammar in any situation in daily life.
ReplyDelete2. Case Study:
A.They are bored because they don't understand what the teacher is trying to say. Perhaps teaching is not very didactic.
B.If Sr. West had presented the topic in context, They would have understood him.
C.I wolud explain him word by word.
D.They might confused and didn't learn anything.
Im not an english teacher but the books that I use are easy and didactic. Also contains a lot of exercise and vocabulary. also explains the reason why to use such word correctly.
ReplyDelete2. case study
A. They are bored because they don't understand a bit what the teacher is trying to say.
B. I think he forgot to motivate the students and have explained the sentence with pictures and so they can get the attention.
C. would explain word by word and why he is using Je as a pronoun and give some examples.
1.I use an inductive book.
ReplyDelete•Yes the book has grammar to analyst in a inductive way.
•In the middle of the chapter.
•The students are active learners.
•Yes they are exposed through dramas, songs and stories.
2.Case study
A.They are bored, because the teacher has to pick an interesting topic to discuss in clas.
B.I think that he has to improve in how he teaches, put different examples.
C.I would explain the word "Je" and then the whole sentences.
D.They are bored, confused and clueless about what's happening.
1. the english book that im using its to difficult beacause i dont know english. I think for those who do not know English the book does not have to be complex but something simple with explanations in Spanish.
ReplyDelete2. Case of Study.
a. they were bored bacause the topic was not interesting.
b. he forgot to get the attention of the students.
c. for me learning french also difficult and having that kind of teacher. Ill be cluless. so the teahcer have to explaing what is JE and how can be use.
el anonymous de la fehca Julio 19 es de la estudiante Mary Costa Ocas. gracias
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ReplyDeleteThis comment has been removed by the author.
ReplyDelete1.the textbook uses a inductive approach to grammar explanation
ReplyDelete.the textbook advocate a inductive approach to grammar explanation
.the teacher supposed to focus the learners' attention on form or on grammatical structures at the middle
.the learner supposed to hypothesize alone or in collaboration with others
.the learners are exposed through stories, poems, songs
2.case study
a. they were bored bacause the topic was not interesting at all.
b. he forgot to get the attention of the students they got bored very fast.
c. for me learning french also difficult but having that kind of teacher make it worst ,so the teacher have to explaing what is JE and how can be use.
d. they just didn't understand anything
Elena Diaz Arbaiza
This comment has been removed by the author.
ReplyDelete1. I do not teach English but I use a book where there are exercises, grammar, pronunciation is didactic.
ReplyDelete2. Case Study
A. Students are bored maybe because the topic is not interesting or teacher can not handle the issue well.
B. Should be didactic, explain with examples, and not let the students get bored.
C.It would have been several examples, games, in order to help students learn the uses of "Je".
D.Very bored, uninterested in learning.
1. I'm not English teacher, but the book I use is educational and meets my expectations as a student, because it has grammar, vocabulary, exercises, and indeed in my opinion has a didactic analysis that helps me a lot.
ReplyDelete2. CASE STUDY.
A. students are bored because the teacher does not know how to handle the issue you are trying to explain, that causes them to feel boring and uninteresting to learn.
B. Mr west forgot to pay attention to the students so they do not lose interest in learning.
C. is very bad because not all the French phrases Partn em with "je" because it is only the personal pronoun of the first person.
D. los estudiantes deben estar muy confundidos porque no han entendido la clase, por estar muy aburridos seguro perdieron el interès y no entendieron nada.
A)The text book that used Mr. West it´s English Elementary Level, inductive approach to grammar explanation, with grammar tables exercises at end of book.
ReplyDelete-They are bored becouse they didn´t understand the sentences.
B)The teacher supposed to focus the learner´s attention uses grammatical structures with "he" or "she" in the begining sentence or teching with vedio or games, could be more interesting to learn and know the meaning words.
-Mr. West didn´t be satisfy the requirements of a presentation and he decides to abandon the questions.
C)The learner should be an active hypothesizer with others students practice by games or with exercises reading and speaking.
-Mr. West should explain to Mike what mean "Je" in french and mean use.
D)The learners were clueless about these sentences and completely confused.
-they felt about Mr. West´s lesson disappointed,becouse the expecting and interesting english class.
Meisy Magaly Portilla Paredes 20 July 2014
1. I used an inductive book because, it is focus in inductive approach to grammar explanation; in the middle of the chapter; students are active learners; they are exposed through stories, songs, videotapes, and drama.
ReplyDelete2. CASE STUDY
They are bored because they don't understand what the teacher is saying, the techewr don't use a correct way to explain the class.
I think he has to learn how to teach students in the correct way, how to motivate them maybe through pictures, dramas etc.
Maybe give examples of what I'm trying to explain.
They feel dissapointed and bored.
1. He use an inductive book. but I use a book where there are exercises, grammar, pronunciation.
ReplyDelete2. Case Study.
A. The students got bored because the topic doesnt look interesting.
B. He needs to improve the way he teachs, maybe make it more didactive.
C. It should explain better the used of "je."
D. They are bored and confused.
Urquiaga Sánchez, María Alejandra
1.I do not teach English but I use a book where there are exercises, grammar, pronunciation is didactic and isn´t boring and is more easy learn.
ReplyDelete2. Case study:
A) They are bored by the topic of choice the teacher is not of interest.
B) He has to improve his technique in teaching and make more didactic class with the chosen theme.
C) I would have explained step by step, part by part for the understanding.
D) They are bored, confused, and with that they show disinterested with the topic.
1. As a student I used the book Englis in Mind (Cambridge University Press).
ReplyDelete- The textbook advocates an inductive approach to grammar explanation.
- The teacher is suppoed to focus in the learners' attention on form at the middle, after the presentation.
-The learner is an active hypothesizer. In English in Mind method, the student does it alone.
-The students are exposed to meaningful discourse through quizzes, stories, dialogues at the begining of the chapter.
2. CASE
A. They are bored because the teacher did not present the topic of his lesson in a interactive way.
B. I think his lesson does not satisfy the requirements of the PACE model because he did not present the topic orally or gave any visual aid in order to make a funny class.
C. I would continue asking about the verbs and the characteristics.
D. I think they felt that is a boring and difficult lesson.
1. When I learned english I used an inductive book, it help me to understand better grammar.
ReplyDeleteI think the best moment to focus in grammar is in the middle of each chapter.
Students are always or must be active learners.
Yes they are exposed to meaningful discorse. They do it through songs at the beginning of the chapter.
2.Case Study:
They couldn't get the idea of the teacher, they don't understand what he was trying to say.
The techaer needs to learn a better and more didactive way to teach his students, maybe using pictures.
Make them to understand what is the relationship between of what he wrote and what he tried to say.
They are really bored.
1. I'm not an english teacher but I've studied english more than 4 years and the books Iused I believe were the best ( Interchange, Top Notch, Summit and Passage) eve though there are some poeple who think these books have really complex grammar, Ithink they're well distribbuted and how students learn with these books is up to the techer's methodology.
ReplyDelete2. CASE STUDY
A.They are not paying attention, in other words, they are definitely BORED because they can't understand what the teacher is trynig to explain.
B. I believe he needs to improve his teaching and methodology maybe through pictures or videos because the results show students who do not understand and get bored easily.
C. Maybe the use of games would have helped the students to have a better undertanding.
D. They probably feel disapointed becuse they expected to have a better teacher with a better methodology.
1.I work with the English book of Norma’s group. It uses Grammatical Analysis with deductive approach to explain the Grammar.
ReplyDelete2.I think the teacher will focus the grammar at the middle of the lesson then the student could practice and internalize the grammar.
3.I think the role assigned to the learner is supposed to hypothesize alone or in collaboration with other students.
4.the chapter exposed the students to meaningful, integrated discourse, through stories, poems, songs and videotapes.
NORMA REYNA VASQUEZ
1.The English Book I from Norma’s group uses Grammatical Analysis and the approach is Deductive to explain the Grammar.
ReplyDelete2. I think the teacher will focus the grammar at the end of the lesson.
3. The role assigned to the learner is supposed to hypothesize alone or in collaboration with others.
4. the chapter exposed the students to meaningful, integrated discourse, through stories, poems, songs and videotapes.
CARMEN ESPINOZA TASSO
1.I 'm teach English and I use a book where there are exercises, grammar, pronunciation is didactic and isn´t boring and is more easy learn.
ReplyDelete2. CASE STUDY.
A. students are bored because the teacher does not know how to handle the issue you are trying to explain, that causes them to feel boring and uninteresting to learn.
B.} He should have used an inductive approach, motivating the class in all moment, contextualizing the grammar points because theories of learning show how we learn better.
C)The learner should be an active hypothesizer with others students practice by games or with exercises reading and speaking.
D. They probably feel disapointed becuse they expected to have a better teacher with a better methodology.
•When I studied English I used to have a deductive book focused on grammar explanation. It was easy to understand the grammar because there were many examples and also many popular expressions. Not all was a traditional grammar.
ReplyDelete•I think that teachers are supposed to focus the learners' attention on form and grammatical structures at the end of the chapter but could be also possible in the middle of the chapter.
•Actually, the student is an active learner because he/she adds ideas with frequency but the learner is also supposed to hypothesize in collaboration with others
•Learners are exposed to integrated discourse through stories, songs and video tapes. I have noticed this at the beginning of the chapter.
CASE STUDY
a).The learners were bored and uninterested because they didn't understand what the teacher was trying to say and because there was a lack of strategies for teaching.
b).No, he didn't satisfied the requirements of a presentation in the PACE model because it was necessary to use some visual aid or some other semantic clues in order to make students understand the lesson.
c).I would have continued explaining step by step until he/she and others understand the sentence.
d).I think the learners felt a bit confused and bored because they couldn't understand most of it
Amoy Chang Olivari
1. The book which I work offers both deductive and inductive approach to grammar explanation.
ReplyDelete2. The teacher should make sure that the students pay attention on grammatical structures in the middle of the chapter so that the students could figure out the new grammar topic that they’re gonna learn.
3. I think the learner should be both passive listener and an active hypothesizer, but a little more an active hypothesizer in order to get used to figuring out by himself but if he cannot understand something despite making an effort, then that’s the perfect moment for teacher’s explanation.
4. Students are exposed to meaningful, integrated discourse through stories from the very beginning of the lesson.
Case study answers:
1. Because they didn’t receive comprehensible input (Stephen Krashen’s theory). Obviously when students don’t understand something, it becomes boring and they lose all interest for it.
2. It’s not a proper presentation at all. He didn’t follow the steps from the “Pace model”. As teachers we should know that to catch the student’s attention and to make them feel interested in the new topic, we have to do it in an interactive way.
In that way we will be able to do that the students don’t get bored and also to familiarize them with the new subject we want to teach them.
3. I would have congratulated him and cheered up the others to continue to figure out the differences or similarities among those sentences. Then I would start to show them pictures related to that topic (despite the fact that it had been more suitable to do it before writing the sentences down on the whiteboard), but otherwise I wouldn’t give up and I would insist until the students deduce the new learning subject.
I would follow the “pace model” structure.
4. They might think that Mr. West has no a good teaching method. They would also think that Mr. West didn’t continue to ask more questions because they wouldn’t be able to answer them and this could make the students feel uninterested in the new topic and even a little bit depressed.
1. The textbook I use is English 1 Secondary, by Editorial Norma Group. It is printed in Peru and sponsored by the Peruvian Ministry of Education for public high schools. It has a varied, entertaining and motivating activities (core) that make it interesting.
ReplyDelete• I think all textbooks have some form of grammatical analysis, so that this textbook advocates an inductive approach to grammar explanation through a dialogic approach where teacher and learners collaborate on and co-construct the grammar explanation .
• The teacher is supposed to focus the learners’ attention on form or on grammatical structures according to the textbook, after presenting the content in context, by using bright colors, filling spaces, etc. It is repeated in each unit and almost presented in context at the end of each one.
• The learner has an important role now, it isn’t a passive listener as he was before, during the explanation. It is an active hypothesizer by itself or in collaboration with others and the teacher, too (Vigotsky) .
• The learners are exposed to meaningful, integrated discourse at the end of unit 1 through a real life story of a famous singer.
GLORIA GAMARRA CASTAÑEDA
1. The book that I used to learn English was inductive which had a lot of examples of the daily life, also many histories that help you to your imagination and at the end of each chapter there were songs. Furthermore, students have to participate and share their ideas with others because they are learners and just practicing, they will learn more and more.
ReplyDelete2. CASE OF STUDY
A. Because his class isn't interesting and what the students want is that the topic what they're going to learn be dynamic if not, they won't pay attention and they don't learn nothing.
B. I think he needs to improve his skills of teaching; also he needs to know what students he's going to teach and evaluate their levels before start to teach a topic.
C. I would like to explain to Mike with more examples that help him understand the lesson and also, step by step for he learns better.
D. I think the learners will think that Mr. West isn’t a good teacher because he hasn't a good didactic method to teach, also that they're not going to learn nothing or a bit and that's why they were bored and uninterested since the class began.
KEVIN REYES VALLEJO :)
1. As a student I used to work with a deductive textbook.
ReplyDelete.The textbook offers grammatical analysis (explanations about grammar and exercices)Such textbook advocates a deductive approach to grammar explanation(Teachers provide explanation for learners)
.I think teachers must focus on learner's attention at the middle of the chapter.
.I think the role assigned to the learner is supposed to hypothesize alone or in collaboration with other students.
.Students are exposed to meaningful - integrated discurse through poems and songs at the beginning of the chapter.
2. Case Study:
A. Because students think the teacher is not using an effective learning method and they don't pay attention.
B. Mr. West's presentation was really badly. He didn't satisfy the requirements of the presentation in the PACE model.
He should have presented the topic of reflexive verbs in other way. For example: The teacher would have presented the story orally, which facilitates aural comprehension and the acquisition of meaning and form. Not writing the sentences down on the board. That wasn't a good idea. Or presenting the story in an interactive way: Gessing from pictures, short video clip about the topic and asking questions that direct attention to patterns found in the text and words and phrases repeated in the sentences, underlining the words for example.
c. I'd rather explain that french sentences not always begin with "Je" pronoun. This could be very confusing for students who learn this language. They will always bear in mind that and when they realize there are other forms to begin a sentence, students will be confused about it.
D. They probably think Mr. West is not a good teacher because of his explanation of the subject. Students got bored, that's why they couldn't answer Mr. West's questions.
A. The students were bored and uninterested because the teacher doesn’t use the appropriate strategies to introduce grammar.
ReplyDeleteB. He should have Communicative classes focus on communication and langue use by students rather than theory and repetitive practice.
c. I would try to have fun classes including a little competition in the classroom.
d. They probably feel bored and confused because they didn´t understand the lesson
NORMA REYNA
1. The students feel bored because they don´t understand that the teacher explain and he doesn’t use the appropriate strategies.
ReplyDelete2. No, he didn’t satisfy the requirements of a presentation in the PACE model because it was necessary to use Interpretive Communication, Interpersonal Communication, Language Comparisons, etc.
3. I would have continued explaining and Using group activities, role plays, discussions and other such activities will both keep my students interested in classroom activities and keep them accountable to one another for class participation and task accomplishments.
4. The students probably feel confused and bored because they expected to have a better teacher with other methodology to teach.
1. The students feel bored because they don´t understand that the teacher explain and he doesn’t use the appropriate strategies.
Delete2. No, he didn’t satisfy the requirements of a presentation in the PACE model because it was necessary to use Interpretive Communication, Interpersonal Communication, Language Comparisons, etc.
3. I would have continued explaining and Using group activities, role plays, discussions and other such activities will both keep my students interested in classroom activities and keep them accountable to one another for class participation and task accomplishments.
4. The students probably feel confused and bored because they expected to have a better teacher with other methodology to teach.
CARMEN ESPINOZA TASSO
1. The textbook I use is English 1 Secondary, by Editorial Norma Group. It is printed in Peru and sponsored by the Peruvian Ministry of Education for public high schools. It has a varied, entertaining and motivating activities (core) that make it interesting.
ReplyDelete• I think all textbooks have some form of grammatical analysis, so that this textbook advocates an inductive approach to grammar explanation through a dialogic approach where teacher and learners collaborate on and co-construct the grammar explanation .
• The teacher is supposed to focus the learners’ attention on form or on grammatical structures according to the textbook, after presenting the content in context, by using bright colors, filling spaces, etc. It is repeated in each unit and almost presented in context at the end of each one.
• The learner has an important role now, it isn’t a passive listener as he was before, during the explanation. It is an active hypothesizer by itself or in collaboration with others and the teacher, too (Vigotsky) .
• The learners are exposed to meaningful, integrated discourse at the end of unit 1 through
• a real life story of a famous singer.
2. CASE STUDY:
A. The students were bored and uninterested because they weren’t motivated with the strategy used by the teacher. Fortunately, he realized it and changed to the right way of presenting the topic to ensure learning.
B. I would say that according to the results he had, he didn’have any success, but he got a great experience that is to think about the target language, and to have into consideration the interests and needs of the learners.
Mr. West’s presentation doesn’t satisfy the requirements of a presentation in the PACE model, because it needs connected discourses, such as legends, songs, recipes, poems, etc.
C. I would have changed the strategy by applying the PACE model to get more motivating learners and activities through games, culture in context, etc. and a comprehensible input to arrive to a successful language acquisition.
D. They felt , baffled, completely quiet, clueless and absolutely confused about Mr. West’s lesson.
1. Actually, the textbook that I use as a student offers me deductive and inductive approach to grammar explanation.
ReplyDelete2. It’s crucial that the teacher should promote that students focus their interest on grammatical structures in the middle of the chapter. In that way, they could get and notice the essence of the new grammar they will be able to learn.
3. In my point of view, the learner could be both depending on their interests. I mean, a passive listener when it’s necessary to get the idea and the key of some structural grammar point or to know how it could be developed. But also, an active hypothesizer to clarify all the doubts and to improve their level of language. Thus, the students will get extensive knowledges about the learning of a language and also some keys to amend some errors getting a good level of interlingual knowledge.
4. Learners are exposed to meaningful, integrated discourse through stories and songs from the beginning of the chapter.
Case study answers
A. Because the method used by the teacher was not easy understanding for students. I mean, he didn’t apply Mr. Krashen’s theory to get the comprehensible input. That’s why it looked boring and nothing interesting for them.
B. He tried to do his best but it was not entirely a good presentation. He should have applied the PACE model in order to get the student’s attention and also to make them understand and feel comfortable with the new lesson they are going to learn. He wanted to improve the class but he forgot about how to improve the student’s interest.
C. I would have congratulated him not only for having noticed the differences but also for having made the others learn new thing to take in mind. Moreover, I wouldn’t have changed the subject, I would insist on it to make them get it and avoid not making them get confused.
D. They might have thought that Mr. West wanted to give them a better technique to improve their knowledge but he couldn’t find a good method to make them understand and get the idea. And also, that he have noticed that students didn’t understand the new topic so that’s why he stopped asking them.
1. Well, the books that I used when I learned English used a deductive approach but when I started to study English again here at UCV I used the New English File and in this book you can find a inductive approach .I think with a inductive approach to grammar explanation you can remember plus the rules and learn fast but also depends how the teacher teaches I mean the teacher needs a good methodology for the student finds interesting to learn.
ReplyDeleteThe teacher focuses the learners' attention on grammatical structures - at the beginning or the middle of the chapter when they make a dynamic with the students to catch their attention.
Yes, the learner is a passive listener during the explanation because only listen to understand.
No, if the student develops activities while he listens as take notes, repeat phrases, act the histoire what he listens, etc.
The learner is an active hypothesizer and he can hypothesize alone and in collaboration with others
The learners are exposed to meaningful through stories at the beginning of the chapter
2. CASE STUDY
A. Because there isn´t a dynamic for the learners can understand faster where they can participate acting with their bodies or mouths
B. Boring and it doesn´t satisfy the requirements of a presentation in the PACE model because there are movements or activities to motivate their learners
C. Activities as complete sentences or speak about each learner does in his/her routine
D. They feel boring and without motivation to learn anything else
by : KELLY SARE LLAPO
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ReplyDeleteThis comment has been removed by the author.
ReplyDelete1.
ReplyDelete• The book I studied English with is called "Summit", it has both a deductive and inductive approach to teach grammar, at the beginning the book shows some excerpts from texts or other readings which present the grammar topic with the grammar structures in bold, then the book presents some charts to explain grammar with definitions, examples and practical exercises.
• Actually I consider it depends on the teacher method to teach grammar, I personally believe that grammar should be taught at the beginning of the lesson, in that way, the student will get used to seeing grammatical structures during the lesson and understand the form of such structures.
• The learner is not supposed to be a passive listener, it would be better if the learner tries to hypothesize about the grammatical structures in group, I mean, being helped by others
• The chapter analyzed is: Summit 2 – Unit 8 Humor – Lesson 1: Discuss the health benefits of laughter, students are exposed to meaningful discourse, they are exposed to a reading section in which they read about how a person could “cure” himself by laughing, some structures in indirect speech such as: “Cousins said that ten years earlier he had read Hans Selye’s classic book…” At first students won’t notice that structure, only after they read the grammar chart will they understand how to use verbs in indirect speech; this structure is presented at the beginning of the lesson.
2.
a) Mr. West’s lesson is not challenging for students, they cannot understand what he is saying.
b) No, it doesn’t, I think Mr. West should have brought practical excerpts from articles which present the reflexive pronouns, in this way the students will feel active when learning grammar.
c) I would’ve said: “Yes, Sentences start with “Je” but I would’ve emphasized on the reflexive pronouns
d) They may feel it’s absolutely boring.
José Antonio Guaylupo
1.Yo él utilizado 2 libros New English, con ejercicios,dinámicos, con buen contenido como verbos y Diccionarios Que facilitan el Aprendizaje al estudiante y con un CD para aprender la pronunciación.
ReplyDelete2. Caso de Estudio
A. El profesor no sí deja comprender Por los Alumnos Que ya es aburrido y NO TIENE Una buena metodología para Enseñar.
B. La clase debería Ser mas dinámica y hacer que los alumonos Trabajen en Grupo Para que se sientan mas motivados y amplíen sus conocimientos.
C. El alumno debe practicar los Ejercicios de Lectura o expresión oral.
D. Se Siente aburridos y sin motivación para Aprender, El profesor debería cambiar su metodología de Enseñanza. Emily Belitza Espinoza Guevara