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methodology..Content-based, \J Task-based, and Participatory Approaches

Techniques and Principles” In Language Teaching. Content-based, \J Task-based, and Participatory Approaches 1) In your own words describe the difference between the approach to teaching communication taken in the previous chapter and this one. It is said that when you communicate you are teaching but it really is not like that. To focus on teaching is to dedicate oneself to the specific subject, which can be proven to be applied and learned, whereas communication is to notify or share information that interests the person who is giving the message. 2) Why do you think that content-based instruction has been called 'a method with many faces'? (Snow  1991). It can be called that because of the way the teacher applies the method, since not all of us have the ability to call the attention of students in classes as we want. On the other hand there will be methods that we can apply more than others in classes. 3) Willis (1996) proposes the following sequenc...
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methodology..The Silent Way

Techniques and Principles”                                             In Language Teaching The Silent Way . 1) There is many reasons for the teacher's silence in the Silent Way. Some of these have been stated explicitly in this chapter; others have been implied. Can you state the reasons? With this method we can analyze that the teacher looks with signs and gestures towards the blackboard with different contents and pointing to each one of them we can distinguish and identify the subject and teaching that he wants us to learn and it does not hurt to say that he gets the result when the students manage to give the answer to their classmates. 2) What does the phrase, 'Teaching is subordinated to learning,' mean? When something is taught anything that is automatically activates the learning of what was said above all in new words that leads us to inves...
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evaluation of united learning I ... topic 3

UNIT I ... THEME III 1 ... .. Alternative strategies and instruments for evaluation, design and applications The methods and procedures used in the evaluation process must respond to a set of rules, principles, techniques and instruments according to the different competences, blocks of contents and objectives to be evaluated. These methods and procedures will be planned, applied and verified in a coherent and rational way during the learning process. Obviously, the evaluation process responds to a set of actions to be followed in order to assess and verify the learning results in the student, based on rules established according to the competences and objectives to be evaluated, which allow teachers, through planning , establish the techniques and instruments to be used according to the alternative evaluation strategy, which in No one doubts that learning is the core of educational action. As it is reflected in different writings, the evaluation conditions in such a way the dy...
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