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Videos Educativos: El Uso De La Tecnología En La Elaboración De Materiales Generados Por El Alumno., Maria Clara Herrera Rekow
Videos Educativos: El Uso De La Tecnología En La Elaboración De Materiales Generados Por El Alumno., Maria Clara Herrera Rekow
MA TESOL Collection
El siguiente documento se basa en la narración y comentarios acerca de la elaboración de un video para la enseñanza del español. El video en cuestión fue planeado, producido y editado por los alumnos del octavo grado de la escuela Hyla y servirá como material suplementario en los cursos sexto y séptimo durante años venideros. A través de este manuscrito se hará una descripción y análisis de los acontecimientos que ocurrieron a lo largo del proyecto y se discutirán las técnicas de enseñanza que se usaron durante su elaboración. Uno de los objetivos principales de este documento es servir como …
Let’S Play Cards. Grammar Is Fun. (How And Why I Have Taught English To My Students), Tomi Yukimune
Let’S Play Cards. Grammar Is Fun. (How And Why I Have Taught English To My Students), Tomi Yukimune
MA TESOL Collection
In Japan, most students have to memorize grammar rules to pass entrance examinations to high schools as well as universities. As speaking skills are not required in those exams, many students regard grammar as nothing but rote learning. However, grammar is not dried bones but a vivid creature, which can be formed by students. Grammar can be learned with the four skills (speaking, listening, reading, writing), which is addressing diverse learning styles. It can be taught with stories, poems, plays, songs, games, puppets, picture books, and playing cards. Once students learn the rules of grammar, they will be able to …
Their Own Best Resources: Students And Real-World Interaction, Observation, And Reflection, Brenda Ferreira
Their Own Best Resources: Students And Real-World Interaction, Observation, And Reflection, Brenda Ferreira
MA TESOL Collection
Students can use their experiences outside the ESL classroom to facilitate their own learning of culture and communicative competency. In a course I continue to design, students prepare for real-world interactions and learning. They practice communication strategies and discuss topics largely of their own choosing in a multi-cultural context. They then go out into the community to make cultural and communicative observations, and interact with native- and non-native speakers of English. This IPP presents various definitions of culture and communicative competency and gives suggestions for in-class and real-world activities, including communication tasks, observations, and reflections through journal writing.