We applied this method in classroom. It was interesting because the teachers (we) and the student (my partners) were always interacting. As the method’s name says; it has three parts that it must be developed carefully because every part has relation with the others. Of course, any topic can be used, all depends what the students likes. The context is very important in order to catch the attention. For example: we chose to talk about the World Cup (nowadays, who do not like this topic?)
We planned the class about the soccer. So, the first part (Content-based) we selected a specific vocabulary and we tried to have a short conversation about it because the main idea was the student makes prediction or guesses of the meanings the words through pictures.
This is a kind of examples did it in content-based
The second part (Task-based) we prepared two things; a video and a material where they had to fill the blanks according with the vocabulary learned, The function of video was like ice breaker and a support World Cup material. The main point is learning not qualifying
The third part (Participatory approaches) we (the teachers) plays a game with them. We called it vocabulary’s game and the rules are simple. The player should mention quickly a word according to the topic. For example; the referee, goal keeper, red card, footballer and so on… If someone think a lot or repeat the vocabulary he/she would lose. Every activity liked a lot and the professor of English IV, Jhonny Angola said that it was original because we used the four skills at the same time.
They are playing the vocabulary game (Diana Peñaloza was the winner)The third part (Participatory approaches) we (the teachers) plays a game with them. We called it vocabulary’s game and the rules are simple. The player should mention quickly a word according to the topic. For example; the referee, goal keeper, red card, footballer and so on… If someone think a lot or repeat the vocabulary he/she would lose. Every activity liked a lot and the professor of English IV, Jhonny Angola said that it was original because we used the four skills at the same time.
The idea in this method is the simple things because the student should not feel the pressure in any moment. He/she should feel comfortable. It is the only way to success.
You can download the suporting material created by Editson Delgado, Gabriel Sandoval and Jennifer Sánchez HERE , HERE and HERE
References:
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. 2nd ed. Oxford, England: Oxford University Press.
0 comentarios:
Publicar un comentario