involves determining the level of student learning. Once assessment data has been gathered, the information is recorded and judgments are made.

Mouth: Students nned to feel pronunciation as something physical. We should make it something physical rather than mental

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Demo: show students how sounds are made.

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the reader or listener gets a general idea of the text and prior knowledge is of great help.

the reader or listener focuses on individual words, phrases or cohesive devices that help them build up a whole

moment when we engage students and activate their prior knowledge or schemata.This will help students predict what the text is about. We can set questions or a task to do while they read or listen.

texts that are comprehensible but yet beyond their level of production.

the one we usually deal with in class

for pleasure, in a leisurely way and at length. This may include simplified readers, podcasts, series in English without subtitles, YouTubers' videos, news articles.

language where no concessions are made to foreign speakers, where normal and natural language is used. This material should be chosen carefully, otherwise, it can be extremely demotivating for those who don't understand it. If our students are beginners, we can choose or simplify the text but make sure it is not unnatural. In these cases, roughly-tuned language from the teacher may be suitable

brevity, slurred speech, ungrammatical and unfinished utterances, colloquial expressions, redundancy

Show a sequence without sound and ask students to guess what the characters are saying. This can be done with music too.

Play an extract with subtitles but without sound and ask students to guess what the characters actually say.

Over the screen and ask students to guess where it's taking place and who the speakers are. They can also guess age, appearance, and any detail from the scene.

Freeze the picture at any stage during a video and ask students to guess what comes next

Cover part of the screen and ask them what they think can be seen on the covered area

Play the beginning, move fast to the end, and ask students what they think the extract was about and what they characters were saying

Divide the class so that half faces the screen and the rest faces away. The students who can see the screen can describe what they see, mixing reception and production. Students can change places halfway through

reading for gist

reading for specific information

we explain Ss what they are going to do

convey information and facilitate the exchange of goods and service

is about maintaining relationships.

It is a traditional language-learning technique to learn brief dialogs and act them out

is to ask students to write sentence using a structure they just learned. This will help them remember the structure but it will not help them develop writing skills.

dictating half-sentences which students have to complete

using a text as guide and replacing some information

No communicative desire; No communicative purpose; Form not content; One language item;Teacher intervention; Materials control

A desire to communicate; A communicative purpose; Content not form; Variety of language; No teacher intervention; No materials control

the teacher isolates specific elements of knowledge or skill which compose communicative ability, and provides the learners with opportunities to practice them separately. Students may acquire the linguistic system without actually being able to use it communicatively. There is an attempt to link the language forms with their potential functional meaning.

the learner has to activate and integrate his pre-communicative knowledge and skills, in order to use them for the communication of meanings. There are two subcategories of communicative activities: functional communication activities and social interaction activities

Students fulfill tasks with whatever language they have at their disposal. The objective of the task is to get meanings across, and success is measured according to the demands of the situation. Require students to use their language resources to overcome an information gap or solve a problem

are meant to practice language that is not only functionally effective but socially acceptable in the specific situation students are in. Success is measured not only in terms of the functional effectiveness of the language, but also in terms of the acceptability of the forms that are used. The classroom is already a social context in which L2 should be used.

students must be required to extract certain pieces of information from a text (either oral or written) and to transfer them into a different type of text, e.g. from a taped dialog into a chart, from a letter of application into a form. This is known as transmission of medium. In order to achieve the task, there must be understanding of information content.

there is a genuine receiver - a person who does not initially possess the information and who receives it by means of the spoken or written communication. There is unexpectedness and genuine information flow in class: the students tell each other things they do not already know.

it comes in connection with the information gap principle. Students work at the same time and, by sharing information, they are able to complete the jigsaw, which is impossible to do alone.

he believes that the communicative correction of the productive skills should assess whether the information content has been correctly conveyed.

P to understand what they are learning, P to use it with some degree of guidance, and P to use it within the framework of self-directed activities

economical, memorable and effective.

T checks comprehension of the text that has been used for the global presentation. This should be done orally and briefly.

T asks Ss to focus on a specific piece of language the text. T takes a marker sentence out (grammar structure to be taught) and writes it on the board

T elicits from Ss and explains the structure, how to pronounce it (phonological level), how grammar rules work (grammatical level) and what it is used for (functional level).

This refers to what the board will look like after T explains the new structure. It must include a title (the function), marker sentences and visual help for Ss to remember how to produce the structure

T fixes the language before cleaning the board. This should be done orally, briefly and engaging the whole class.

Ss are told that they can be called out anytime to answer questions, read, etc. The teacher could build the choral repetition gradually, for example by rows

are all mechanical.Ss can produce almost effortlessly an endless stream of correct

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between practice and production. At this stage, students start working on their own, talking to one another more directly and stop resorting to the teacher when they want to say (or write) something. The teacher stops supervising and correcting them constantly.

the student does not handle the language well enough to do the activity. This may result in a limited outcome and mistakes.

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the student may feel afraid of speaking. The teacher should avoid unnecessary corrections, just lead them to perceive the mistake.

students should be expected to talk about something that can be understood and interpreted at their developmental stage.

All students work with the teacher, "all the students are 'locked into' the same rhythm and pace, the same activity. Everyone is concentrating and can hear what is being said. Students receive a good model of English. A disadvantage may be that there is little time for students to practice or to talk. "Lockstep always goes at the wrong speed! Either the teacher is too slow for the good students or the lesson is too fast for the weak students Shy and nervous students also find lockstep work extremely bad for the nerves since they are likely to be exposed in front of the whole class.

some kind of internal drive that encourages somebody to pursue a course of action. He believes that if we have a goal, we will do whatever is necessary to reach it.

short-term goals (e.g. wanting to pass an exam or to finish a unit in a book) and long-term goals (e.g. to get a better job, to be able to communicate with native speakers)

comes with the students and it is external to the activity itself

Students feel attracted to the culture of the target-language community, they wish to integrate themselves into that culture

The mastery of the language represents an instrument for getting a better job, position or status. The language is an instrument in the attainment of a goal.

can be built up in the classroom and is related to the aspect and general organization of the classroom, the method, the teacher, and the success or lack of it

is the grammar structure within a global context

the sounds. For example: the h in "here"

the teacher elicits from them the inversion, so you can ask them "What can you see in this sentence?" "Pay attention to the order" and someone who say "estan al reves" it's fantastic! (also contractions)

T asks: what are this questions for? and someone will say it, you help them eliciting, and they answer "Describing places" "asking for places" And this is that they copy on their folders, you have the function at the top, the marker sentence: one plural and one singular, and that's all they don't need more.

is just fixing, super short, and oral. Mechanic activity just to fix.

the project of the restaurant, for example. Because they have to order food, and the language here appears.You teach them to be ready to order food in a restaurant, buy clothes, that is a task is something that we do in Spanish-You focus on the function in task based instruction.

Is the way we evaluate our students and the assessment has to mirror presentation and also practice activities.

For example las Victorias.

You decide to teach Present simple or Future because of the topic.Also, link one activity and another: relationship, follow a line... general to more specific. Link activities and contents with our aims.

Imagine yourself teaching in las Victorias: Apart from being and expert in English, you need to be an expert in the subject.

What is? In a school, the grammar is a framework. The content is the framework.

You focus on students' achievements, what they are able to do in different stages

what is the role of information? Focus on the information, not on the language. If they know what organ blablabla... have a point

the means.Content is the vehicle of the lesson. In traditional approaches first you make the decisions and then you choose the content. I teach the content, and I see what I can do with the language

The knowledge of grammar rules. Here mention the old methods that focus on that: grammar translation method, direct method, audiolingualism

The ability to use the language to communicate. Communicative competence is everything: grammar, vocabulary, social competence to keep a conversation going, polite, etc. You can say that you develop communicative competence if you can keep a conversation going.

It's a written text, to go deep. We have to pay attention to the language as a whole, and what we can get of the language as a massive thing, not word by word. How does that affect planning, teaching? Global presentations: from that you isolate the teaching point.

the minimum level that students should acquire to enter communication, to start communication. this has to do with the moment of the period of history

You teach English through listening, the purpose that they use it in the classroom. Bilingual schools, or kindergarden, when they don't write, etc. They are learning the language through using it, and they understand. how listening can provide input that triggers the development of second-language proficiency.

make them complete: a chart, gap-filling, they have to get the information. The view of listening is based on the assumption that the main function of listening in second language learning is to facilitate understanding of spoken discourse.

Underline in the text examples of Present Simple

Sentence transformation, word order.

You look at the text, the hierarchy of the text has to be seen immediately that's why you use the metaphor. Like you have to see the text, because you see parts, paragraphs and this for listening is impossible.

When you are exposed to a text, what is the first connection with the text? You see the text, and you see it as a whole. And you see how many paragraphs it has and all the things we do with the metaphor at the beginning. In listening that doesn't happen because you have to wait and it comes as a line

are synonyms. They talk of smth before listening, they can predict the things they know, and they can understand because they know before. If I bring a text in Japanese about medicine, you will not understand anything because you don't have prior knowledge. If I bring the same in Spanish, you will. Or If I bring the word Facebook written in Japanese with all the Facebook things you will recognize it.

the top is what you know about the topic, what you have in your mind. For example: I know you visited a museum, I know what visiting a museum is, and so my knowledge of visiting museums will help me to go to the details. This is about prior knowledge than the text itself. The text it's like a "consequence" It's like having a very strong hypothesis and you check it in the text

The need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command on English or to ensure that their children achieve a good command of English. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources. They want to be able to master English to a high level of accurancy and fluency. The demand for an appropriate teaching methodology is therefore strong as ever.

CLT it's and approach because it doesn't say HOW to do it, that depends on your students, etc. CLT reflects on the learning of a language but not how to teach. How to teach is a method. CLT is an approach.

-People learn a language through communicating in it - Classroom activities should be meaningful and involve real communication - Accurancy is not a goal in CLT. Fluency is a goal.

the teaching of communicative competence

a facilitator and monitor. Rather than being a model for correct speech and writing and with the primary responsibility of making students produce plenty of error-free sentences. The teacher as a facilitator: here the teacher has to develop a different view of learners' errors and her/his own role in facilitating language learning. The students are responsible for their own learning

Traditional methods: Teacher as a model of everything. The learning process was under the control of the teacher. CLT: Teacher as a facilitator and monitor. Students are responsible for their own learning the teacher only facilitates and monitors.

the skill of automatization is to read and try to make it automatic, not just a drill, is to talk automatic.

This is organized according to the functions the learned should be able to carry out in English, such as expressing likes and dislikes, offering and accepting apologies, introducing someone, giving explanations, etc. Communicative compentece is viewed as a mastery of functions needed for communication across a wide range of situations. Vocabulary and grammar are chosen according to the functions being taught.

Advocates of CLT also recognized that many learners needed English in order to use it in specific occupational or educational settings, for them would be better to teach specific kinds of language and communicative skills needed for particular roles (e.g., that of a nurse, engineer, flight attendant, pilot, biologist, etc.) rather than just concentrate in general English

the use of observation, surveys, interviews, situation analysis, and analysis of language collected in different settings - in order to determine the kinds of communication learners would need to master if they were in specific occupational or educational roles and the language features of particular settings.

is natural language use that occurs when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence.Fluency practice can be contrasted with accuracy practice, which focuses on creating correct examples of language use.

Refers to controlled practice activity. Examples: repetition drills and substitution drills

Refers to an activity where language control is still provided but where students are required to make meaningful choices when carrying out practice.

These require learners to take information that is presented in one form, and represent it in a different form

These involve deriving some new information from given information through the process of inference, practical reasoning, etc

activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.

Second language learning is facilitated when learners are engaged in interaction and meaningful communication.Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, take part in meaningful interpersonal exchange.Meaningful communication results from students processing a content that is RELEVANT, PURPOSEFUL, INTERESTING and ENGAGING.Communication often calls upon the use of several language skills or modalities.Language learning is facilitated by activities that involve inductive or discovery learning of underlying rules of language use and organization.Language learning is a gradual process that involves creative use of language, trial and error. Erros are part of learning. But the ultimate goal of learning is to be able to use the new language both accurately and fluently.Learners develop their own routes to language learning, progress at different rates, and have different needs and motivations for language learning.Successful language learning involves the use of communication strategies.The role of the teachers in the classroom is as a facilitator.The classroom is a community where learners learn through collaboration and sharing

; the social nature of learning; curricular integration; focus on meaning; diversity; thinking skills; alternative assessment; teachers as co-learners.

is something that learners do or carry out using their existing language resources, it has an outcome, it involves focus on meaning, in the case of tasks involving two or more learners it calls upon the learners' use of communication strategies and interactional skills.

are specially designed classroom tasks that are intended to require the use of specific interactional strategies and may also require the use of specific types of language (skills,grammar,vocabulary) A task in which two learners have to try to find the number of differences between two similar pictures is an example of a pedagogical task. The task itself is not something one would normally encounter in real world, however the interactional processes it requires, provides useful input to language development

are tasks that reflect real-world uses of language and which might be considered a rehearsal for real-world tasks. A role play in which students practice a job interview would be a task of this kind. (Proyecto restaurante de Carola)

Talk as interaction refers to what we normally mean "conversation" that is interaction that serves a primarily social function. When people meet, they exchange greetings, engage in small talk, recount recent experiences and so on, because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the message. It can be formal or casual. (depending on the people involved)

refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact socially with each other. For example: students need to explore concepts associated with floating and sinking. In this type of spoken language students and teachers usually focus on meaning or on talking their way to understanding

This refers to public talk, that is talk that transmits information before an audience, such as classroom presentations, public announcements and speeches. Generic structures and the language used is more predictable, the importance of topic as well as textual knowledge. And while meaning is still important, there will be more emphasis on form and accuracy. Talk as performance tends to be in a form of monolog rather than dialog, often follows a format, and is closer to written language than conversational language.

Refers to using the incoming input as the basis for understanding the message. Comprehension begins with the received data is analysed in levels of organization: sounds, words, clauses, etc. until meaning is derived. Comprehension is viewed as a process of decoding. The listener's lexical and grammatical cpmpetence in the language provides the basis for bottom-up processing. The input is scanned for familiar words and grammatical knowledge is used to work out the relationship between elements of the sentences. To understand an utterance using bottom-up processing we have to mentally break it down into its components. This is reffered to as "CHUNKING"

Refers to the use of background knowledge in understanding the meaning of a message. Whereas bottom up processing goes from language to meaning, top-down processing goes from meaning to language. The background knowledge of top-down processing may be the previous knowledge about the topic of discourse, situational or contextual knowledge.

Mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval.

Those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies

This is a strategy for checking on the progress in the course of learning or carrying out a learning task

This is a strategy for determining the success of the outcome of an attempt to learn or complete a learning task.

TANDEM

ANTICIPATORY SCAFFOLDING.

it's aobut theory, a set of beliefs (you need to know what is your approach)

Steps to follow to achieve a goal, set of actions that you plan to do

You see the activities show your style in the classroom, play with multiple choice to reinforce, etc.

It was based on the way in which Latin was taught in the past. Its main concern was the written language of classical literature. Planning a syllabus is just about selecting structural items and grading them in suitable order for teaching, Ss were supposed to study lists of structures. The sequence was: PRESENTATION OF A STRUCTURE+DRILLING+PRACTICE IN CONTEXT+NEW STRUCTURE. This method is deeply rooted, it was developed when education was only for some people, it is basically reading, a lot of writing, L1: sandwich technique.

At the beginning of the 20th C, this method appeared as a reaction of the Grammar translation method. This method emphasized aural-oral skills (listening and speaking) and rejected the use of mother tongue. It comes as a reaction of the grammar translation method, in this one L2 is very important, speaking:oral practice, pictures: (the object without the translation, no spanish. "dog,cat" with pictures, not to say: gato es cat, etc.) In this one appears speaking: if you want to learn a language, speak it!

When the US entered WWII there were few people who would speak a foreign language, so military-like programs emerged to solve this problem. Structuralism and behaviorism, were in vogue in the 40s. They melted into "Audiolingual Method". IT WAS THE FIRST TIME THAT A METHOD FOR TEACHING LANGUAGE TOOK INTO ACCOUNT 'WHAT LANGUAGE AND LEARNING ARE'. While US was attached to the Audiolingual Method, method like the Situational M. in England and The Structural Global Audio Visual Method in France were developed (they were similar to the audio lingual M.)

This approach can be defined as 'a body of ideas which reflect and synthesize much contemporary thought about language teaching". The Council of Europe, founded in 1949, became interested in language teaching and permanent education. In 1954, representatives of the states and countries that were part of the European Council signed the European cultural Convention in Paris. They agreed it was necessary to promote the study of foreign language. In 1976, 2 works were published by 2 members of the team: 'Notional Syllabus' by Wilkins; and 'The Threshold Level for modern language learning in schools' by Van Ek. It was an attempts to define what the learners would minimally need to be able to communicate in the foreign language, especially English.

Wilkins suggested (1979) that linguistic forms provide a means to an end, the end is communication. Wilkins attempted to give teachers a guide to plan their lessons; he considers that the selection of language is in close connection with the approach adopted. (Osea que si yo selecciono vocabulario y estructuras gramaticales que mis alumnos seguramente no puedan aplicar en la vida real, que no les sirva para comunicarse, el approach que voy a tener no va a ser communicative).

it follows the step-by-step acquisition of the language. Learning is cumulative, Ss are supposed to be exposed to bits of language to build up later (re-synthesize) the whole system of the language, which has been previously broken up into a larger numbers of smaller pieces with the aim of making learning easier. Grammatical labels are used for each unit and assessment is supposed to measure the degree of mastery of the system.

There is no attempt at this careful linguistic control of the learning environment. The language items are not seen as building blocks that Ss have to accumulate progressively. There is linguistic variety and the teacher may focus on some structures, always within the whole language. Ss are supposed to 'analyze' the language they are exposed to. Wilkins considers that analytic approaches are behavioral, they are organized in terms of the purposes for which people are learning languages and the kind of language performance that is necessary to meet these purposes. Units are named after the operations that Ss are supposed to be capable of performing in each case.

manifestation of the knowledge we have of the language system

the realization of a 'meaningful communicative behavior' through an utterance. "In normal circumstances, linguistic performance involves the simultaneous manifestation of the language system and its realization as use".

"Sentences have meaning as instances of usage: they express propositions by combining words into structures in accordance with grammatical rules"

it is the meaning that sentences and parts of sentences assume when they are used for communicative purposes.

1977 when a Spanish Teacher in California (Terrell), proposed a 'new philosophy' for foreign language teaching. She worked together with a linguist (Krashen) in the University of Southern California and they published The Natural Approach in 1983. Krashen was mainly in charge of the theory while Terrell wrote the application and procedures to apply it to the foreign language class.

The technique was developed by James Asher, professor of Psychology in the State University of San Jose, California. They both consider that it must be comprehensible (roughly tuned). The technique consists in the teacher giving instructions in the foreign language for students to give a physical response, a feedback that shows understanding (or misunderstanding). As students become more competent in the foreign language, they give commands for other students to carry out.

we must adapt the input for our students to comprehend

A functional course is ultimately concerned with language forms (just as a grammatically-based course is), the difference lies in the way the forms are organized. Communication depends on the ability to use forms in appropriate ways. With this approach people begin to look not only at language forms, but also at what people do with these forms when they want to communicate.

No communicative desire; no communicative purpose; focus on form not content; one language item; teacher intervention; materials control

a desire to communicate; a communicative purpose; focus on content not form;variety of language; no teacher intervention; no materials control

Ss must be able to understand and express both functional and social meanings, they must acquire linguistic forms and relate them to communicative function, non-linguistic reality and social context.

there is a Task 2 which can only be done if a Task 1 has been successfully completed. Street directions given wrongly in the classroom lead only to teacher correction; in the real world they result in someone getting lost.

The pedagogic transformations that occur between knowledge of reference and school knowledge

porque una de las tareas más difíciles del docente es encontrar un BALANCE. Si bien tenemos que adaptar el contenido para que nuestros alumnos entiendan no quiere decir que tenemos que explicarles tooodo y hacérselos super simple

from the examples (global presentation) to the rule

from the rule to the examples on the book