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WHAT IS BEYOND THE COMMUNICATIVE APPROACH TO LANGUAGE TEACHING 5.6

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Throughout the history of language teaching it has often been as summed that one method is the only one time, this applies to communicative language teaching (CLT) perhaps more than to any other approach, since form the very beginning there have been a series, students are supposed to learn these items and somehow synthesize them in their minds another recently developed way of teaching is the lexical approach this words, not grammar, give meaning to language. It does not mean that teachers should not teach grammar, also a methods that been developed especially in USA  is content Based Instruction (CBI) this methods come from immersion education English for specific purpose commutative language teaching has started to decline , so other methods and approaches are already being tried and used in language classroom next the teacher use a lot of methods for students but teacher use variety ideas and methods teaching and learning become challenging and fulfilling experiences. I shou
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DISCUSSION ABOUT STRATEGIES FOR ORA LEXPRESSION 5.5

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Three most important in discussion about strategies for oral expression are features of spoken discourse, conversational routines, implications for teaching: talk as interactions, implication for teaching talk as transaction, implication for teaching talk as performance. FIRT features of spoken discourse composed of idea units the students can use conjoined, short phrases and clauses, may be planned lecture or conversation , employs more vague or generic words that written language, fixes phrases, fillers and hesitation markers, shows variation between formal and casual speech reflecting speaker roles, speaking purpose and the context. SECOND conversational routines a marked feature of conversational discourse is the use of fixed expression or routines which often have specific function in conversations and which give conversational discourse the quality of naturalness. Example: this one me, I don’t get the point, let me think about it, tell me in your own words. implications f
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THE ROLE OF LISTENING IN LANGUAGE ACQUISITION; THE CHALLENGES AND STRATEGIES IN TEACHING LIATENING.5.4

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Three most important topics in role of listening in language acquisition are: Listening a Macro skill in Language Learning, The importance of Listening in Communicative Language Teaching, Strategies for Effective teaching of Listening. FIRST Listening has important place in learning as it is one of the four major skills in language acquisition the other skills are Reading, Speaking and Writing are essential to develop language proficiency so the sound, rhythm, intonation, and stress of the language can only be perfectly adapted through listening. SECOND The Importance of Listening in Communicative language teaching. - listening is the most significant part of communication as it is pivotal in priding a substantial and meaningful response. Especially in learning a language for communicative purpose, listening plays a vital role, as it helps the language learner to acquire pronunciation, word stress, vocabulary and syntax and the comprehension of messages. THIRD Strategies for Effe
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Ubicación: Zaragoza, El Salvador
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STYLE OF SPEAKING 5.3

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The most important dimension of conversation using style of speaking are FUNCTION SPEAKING, TALK AS INTERACTION, TALK AS TRANSACTION, TALK AS PERFORMANCE. FIRST  Functions of Speaking numerous attempts have been made to classify the functions of speaking in human interaction, it servers to establish and maintain social relations.   SECOND talk as interaction it refers to what we normally mean   by “conversation” and describes interaction which serves a primarily social function, example when the people meet, hey exchange greetings, engage in small talk and chit chat recount recent experiences and so on because they wish to be friendly and to establish a confortable zone of interaction which others. some of the skills involved in using talk as interaction involve knowing how to do the following things: Opening and closing conversation, choosing topics, Making small talk, Joking, Recounting personal incidents and experiences, Turn taking, Using adjacency pairs, Interrupti
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Ubicación: Zaragoza, El Salvador
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TEACHING LISTENING AND SPEAKING: FROM THEORY TO PRACTICE 5.2

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Three most Important in Teacher listening are: point of views, perspective, processing Strategies. First teaching Listening mentioned three points of views are: EARLIER VIEWS: Recognizing reduced forms of words, cohesive devices in texts, and identifying key words in texts, LATER VIEWS: Bottom up and Top down processing and the role of prior knowledge and schema in comprehension. CURRENT VIEWS:  emphasize the role of listener as active participants in listening, employing strategies to facilitate, monitor, and evaluate his listening. SECOND  two perspective in teaching listening: A-LISTENING AS COMPREHENSION,  B-LISTENIG  AS ACQUISITION, Listening  as comprehension traditional way of thinking about the nature of listening, the main function Of listening in EFL is to facilitate understanding of spoken Discourse, listening serves the goal of extracting meaning form messages. Listening as acquisition it considers how listening can provide input which triggers the furt
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Ubicación: Zaragoza, El Salvador
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MODULE N°5 TEACHING ESTRATEGIES OF MACRO SKILLS 1, LISTENING COMPREHENSION AND ORAL EXPRESSION.

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First two most important of Skills in teaching Strategies are: Listening Comprehension, Oral expression both words are similar. Listening in Second Language learning is to facilitate understanding of Spoken discourse. Listening can provide input which triggers the further development of second Language proficiency another methods is Teaching Bottom Up processing Learners need a large vocabulary and good working knowledge of Sentence Structure to be able to process Texts Bottom up,  Exercises: Retain input while it is being process, Recognize word and clause divisions,  Recognize  Key words, Recognize key transitions in a Discourse, Recognize Grammatical relations between key element in sentences, use stress and intonation to identify word  and sentence functions, so Top Down processing refers to the use of back ground knowledge in understanding the meaning of message , Teaching top down processing development the following ability: use key words to construct the schema
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Ubicación: Zaragoza, El Salvador
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THE TEACHING SEQUENCE OR DIDACTIC SEQUENCE.

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The most important in Didactic Sequence are: what is didactic Sequence, What is the Relationship between didactic Sequence and Method? , How can we Structure a Didactic Sequence? , what is the purpose. First Didactic Sequence are shaped by the order in which the activities are represents a teaching Hypothesis,  there are as many Didactic Sequence as a teacher can imagine so Didactic Sequence will very in length depending on difficulty of the issues raised, the learning objective and the logic of their treatment, examples: Didactic Sequence: teaching presentation (introduction) in classroom , content study by students , students  practice (individual or group) a lot of subjects next applying  similar tasks or exercises another Didactic Sequence are promotion or emergence of cognitive conflict ( solve a problem, make an application) activate prior knowledge (dialogical interrogation) representation of new contents, exhibition, modeling, group analysis, Question, answer, ela
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