Integrantes:

● María Camila Molina Pérez

● Melani del Carmen Arroyo Guisamano
● Malorek Tatiana Montaño Dominguez
● Clara Tatiana Camacho Lerma
● Susana Sinisterra

DIDACTIC'S WORKSHOP

Chapter 4. Describing learning and

teaching.

1.Describe the way children acquire a new language and the changes that occur in the
process of growing up.

R/ The children learn to listen to a lot of languages. Such exposure is absolutely vital.
Secondly, children simplify what they say, both consciously. They don't use complex
sentences, or technical vocabulary;they use language which fits the situations, rough-tuning
what they say to match the child's age and situation and this ability to learn a language as
what children do is lost while passing the age.

2. Children acquire language subconsciously; what does this tell us about how students
should get a second language?

R/ The students should get a second language through a diversity of designs and
methodological techniques to teach a second language in a variety of contexts, it is therefore
important to understand each context, student, etc. in order to be able to build a theory based
on principles of learning and teaching a second language "also through controlled activities
that allow beginners to learn the language and at the same time to apply their knowledge to
deal with real life situations, activities such as comparisons, descriptions, puzzles, role-plays,
tasks, etc., can be focused on negotiating meanings and sharing information.

3. Explain the difference that exists between learning and acquisition and how it affects
the way we should teach.

R/ Learning a language is a conscious process that involves intentionally studying structural

aspects of the target language, such as grammar or conjugations. Acquiring a language is a
subconscious process in which the individual does not necessarily study the formal structure
of the target language, acquisition It happens mainly because the person has a great
interaction with that language (to which is added a great need or motivation to communicate
in it). In fact, this is how we acquired our mother tongue.It affects negatively, since to teach a
new language you have to follow some systematic rules that regulate every language; and a
common image in classrooms is that of books and worksheets, when really the teaching of a
second language has to encourage thinking in that language . Grammar rules and vocabulary
are of no use if we do not teach the student to communicate and think in another language.

4. Explain the following concept: Comprehensible input.

R/ States that for learners, language is acquired by understanding input that contains
linguistic structures that are just beyond the learner's current level of competence.
Comprehensible Input constantly challenges students and teaches the students the target
language in a non-formal way. It concerns students because of the way they are taught that
will impact their learning. If Comprehensible Input has a positive impact on them, they stand
to benefit from learning the language for the rest of their lives. They could potentially share
that positive experience with their peers.

5. Describe the following techniques: Lexical Approach, Silent Way and Community
Language Learning.

R/◆The lexical approach: Arises as an evolution of didactic approaches that provide

learners with the linguistic tools to achieve communicative competence. The approaches to
which we refer are the communicative approach, on the one hand; and the task approach, on
the other.
◆The Silent Way: It is an approach to language teaching that is based on explicit ideas about
how people learn, about the nature of language, and how foreign languages are best taught.
◆Community language learning (CLL) Is a language-teaching approach, focused on
group-interest learning. It is based on the counseling-approach in which the teacher acts as a
counselor and a paraphraser, while the learner is seen as a client and collaborator.

6. Explain each method or procedure and its elements: Grammar-translation,

Audio-lingualism, PPP Communicative Language Teaching (CLT), Task-Based
Learning (TBL).

R/ ◆Grammar-translation: It consists of a translation method in which the student presents

short grammar rules and words with which a translation exercise will be carried out later.We
could say that the elements of this point are grammar and translation.
◆Audio-lingualism: It consists of a process where the student will repeat grammatical
patterns and learn them. For example, we can make children produce their own combinations
of words with the prior knowledge they have acquired.
◆PPP Communicative Language Teaching (CLT): It consists of the meaning and how it
would be done in the new language. The elements involved at this point are vocabulary and
language functions. Students without exposure to the language and added to the facilitation of
scenarios to apply the language, learning will take place alone.

◆Task-Based Learning (TBL): It is based on the children making presentations with real
life topics such as asking for schedules or even they can represent the situation to show this
type of learning, and based on this verify what language they have used.
7. Name and explain the elements for successful language learning (ESA) mentioned in
the reading.

R/◆Engage: In this element the teachers try to arouse interest by involving their emotions.
Some activities can be:
games, music, challenging discussions, stimulating pictures, dramatic stories, and
anecdotes.
◆Study: It's A teaching sequence in which students are asked to focus on
language/information and how it is constructed. Includes a variety of study styles like:
explanations, discovery through evidence, groups, the whole class, pairs and individually.
The main focus is the construction of language.
◆Activate: Students must use the language in the most free and communicative way
possible. The focus is not on the construction or practice of specific parts of the language, but
on students using any and all language appropriate to a given situation. Some activities can
be: role plays, advertising design, debate, discussions, description and drawing,
writing/reading/telling stories and poems and group writing.

8. Graphic and explain the different ways to apply ESA in the classroom.
9. Write 10 tips you found in the reading about teaching English.

R/ In reading we can find:

1. Being with the language constantly
2. Motivation
3. Speak more
4. Don't be afraid to be wrong
5. Gentile correction
6. Read
7. Describing images in English
8. Visual and Graphic Supports
9. Accesible text
10. Clear and short explanations