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  • Unit Three Task Presenting The Slides of The Event of Practicum Closure 1

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    This document summarizes a student's directed professional practice analyzing English teaching methods. The objectives are to identify and establish methods like grammatical translation, direct method, and total physical response to develop communicative skills. The methodology is descriptive-comparative, summarizing widely used second language acquisition methods. The schedule runs from February to April, analyzing advantages like adaptability and disadvantages like memorization without internalization.

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    Unit three Task Presenting the slides of the event of practicum closure 1

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    This document summarizes a student's directed professional practice analyzing English teaching methods. The objectives are to identify and establish methods like grammatical translation, direct method, and total physical response to develop communicative skills. The methodology is descriptive-comparative, summarizing widely used second language acquisition methods. The schedule runs from February to April, analyzing advantages like adaptability and disadvantages like memorization without internalization.

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    7 views14 pages

    Unit Three Task Presenting The Slides of The Event of Practicum Closure 1

    Uploaded by

    anmtonio
    This document summarizes a student's directed professional practice analyzing English teaching methods. The objectives are to identify and establish methods like grammatical translation, direct method, and total physical response to develop communicative skills. The methodology is descriptive-comparative, summarizing widely used second language acquisition methods. The schedule runs from February to April, analyzing advantages like adaptability and disadvantages like memorization without internalization.

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    of 14

    Directed Professional Practice

    PRE-SERVICE TEACHER:
    Marlys del Carmen Álvarez Carrillo

    TEACHER: Luz Eugenia González Meza


    PROGRAMA: Licenciatura En Inglés
    Observation of different methods of teaching
    English in the classroom through the digital
    portfolio
    CONTENT:
    1. Title
    2. General & specific objectives
    3. Metodología- type of Research
    4. Methods and Approaches
    5. advantages
    6. disadvantages
    7. Research schedule
    8. References
    9. Evidence

    Pag. 3
    OBJECTIVES
    GENERAL OBJECTIVE
    Analyze through English teaching methods and approaches the basic knowledge of the
    skills (speaking, listening, reading and writing) to develop communicative competence.

    SPECIFIC OBJECTIVES
     Identify methods and approaches to English language teaching in the educational
    process.
     Establish teacher-student interaction in order to promote meaningful learning using
    English language teaching methods and approaches.
     Evaluate methods and approaches to teaching English in the educational process.

    Pag. 4
    METHODOLOGY-TYPE OF RESEARCH

    The methodology used was descriptive-comparative


    in nature, in that it made it possible to summaries the
    most widely used methodologies currently in use for
    second language acquisition, as well as the most
    widely use methodologies currently used for the
    acquisition of a second language, as well as to
    compare and synthesize how they have been and to
    compare and synthesize how they have been used in
    the classroom.

    Pag. 5
    Methods and Approaches

    The methods and approaches to the teaching of


    English are very fundamental since they make sense
    in the knowledge of the linguistic, psychological and
    even philosophical currents that have influenced from
    their emergence until reaching the investigative work
    within the classroom in which the objective is to
    know where they are and where they are going.

    Pag. 6
    Methods and Approaches
     Method of grammatical translation
     Direct method
     Natural approach
     Audio-lingual method
     Total physical response

    Pag. 7
    Advantages
     Greater adaptability to needs and expectations
     Promotes attitudinal change
     Collective enrichment of the learning process
     A good teacher-student interrelationship, providing meaningful
    learning experiences that can be followed up.

    Pag. 8
    Disadvantages
     the learner is more interested in pronunciation than in grammar
     Transmits content, since it is not the same as reinforcing it
    because students memorized the information but do not
    internalize it.
     To make new technologies available and innovative so that
    meaningful learning takes place in and outside the classroom.

    Pag. 9
    RESEARCH SCHEDULE

    Monday 15 February 06:01:00 pm Home


    Wednesday 24 March 06:00:00 pm Preview
    Tuesday 20 April 06:00:00 pm Closes

    Pag. 10
    REFERENCES

    Roilys Jorge Suárez A. & Espinosa Freire Lorena J. (2019). Methods and
    approaches in the teaching of English reading comprehension as a
    technological innovation. Universidad Indoamérica; Quito-Ecuador. DOI:
    http://
    scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442019000100077

    Pag. 11
    EVIDENCE

    Blog: digital portfolio


    Blog: digital portfolio

    teacher/student interaction

    Pag. 12
    EVIDENCE

    Classroom by means of Zoom

    flashcard

    second grade students

    Pag. 13
    THANK YOU!

    Pag. 14

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