CESAR AUGUSTO PALACIOS GUTIERREZ 1709858276 CIENCIAS DE LA EDUCACIN - INGLES - V CICLO QUITO METHODOLOGY I. ESSAY PART Activity I. a.

Describe the Multiple Intelligences Approach. Explain the importance of different intelligences for teaching-learning process. This approach reaches the fact that learners are different in terms of their individual capacities or intelligences and the teachers necessity to adapt to those individual capacities in order to help them acquire the target language. The teachers responsibility lies on including activities that can cover those individual needs. The eight intelligences mentioned in this approach have the objective to lead the learners abilities considering different aspects of their individual capacities in different aspects of knowledge such as linguistic ( reading, writing, memorization, oral skills), logical (think rationally, reason deductively and think logically), spatial( mental images to solve problems), musical (, bodily/kinesthetic ( understand the world through the body, ability in using hands, fingers, body), intrapersonal ( imagination, patience, originality, discipline), interpersonal (ability to tell peoples moods, intentions, feelings), , and environmental or naturalistic (ability to understand and interact with the natural world around). As in the case of learners with linguistic intelligences, they are more able to deal with words, memorization and are also able to express ideas in a clear and objective way through writing, reading, end even oral competence as long as the material is appropriate for the age and level of interest of the learner. The other characteristics or intelligences can also be used to boost the process of learning a second language. This way, the students are not only taught but also participate in the learning process through various resources used to trigger their abilities in any of the intelligences mentioned above.

b. Explain how you would apply this approach in your class. Write some classroom activities for two lessons. Firs I would gather as much information from my students as possible in order to know them better and recognize their abilities through a set of questions and activities such as games, questions, music, poems, games, puzzles. This would help me plan different types of activities to teach a particular class. For instance, this would be the set of activities to teach count/non-count nouns for intermediate students: First period: Round table, students get in pairs once they give examples of count/non-count nouns through miming or drawing ( interpersonal, bodily kinesthetic) Count vs. non-counts, make a list ( a variation would be done by bringing in a series of objects to exemplify the type of nouns) (Linguistic) Second period: Quantifiers: which quantifier goes with which nouns? A list of quantifiers is provided and a chart with pictures of various nouns is presented to match the quantifier with the noun. Fill-in exercises / multiple choice questions (logical, intrapersonal) Peer editing/correction exercise to check answers and share answers with the class (intrapersonal, interpersonal) Finally, either a song or an exercise where the students previously brought a photograph of a room in their homes. They should ask questions and/or describe the objects there. (Musical, Spatial)

Activity 2. a. Describe the following methods, and b. Write two classroom activities for each of them

Learners acquire knowledge better when in a relaxed atmosphere. It studies how the brain works thus helping teachers use that with techniques that help reaching the objective. It has 4 main stages: Presentation, Active Concert, SUGGESTOPEDIA Passive Review, and Practice. Music is played during the teachers presentation of the material as an indirect aid. This way the student is comfortable and relaxed during the class and learns more easily. Teachers play an important role as the authority and students assume a child-like attitude. CLASSROOM ACTIVITIES Selection of a piece Teacher presents the selection in a very profound way, like reciting a poem. of reading and plays The story-telling happens following the rhythm of the music being played. some music on a tape Students feel at ease and activities are more comfortable done recorder Role playing specific selection a A previously selected portion is selected and then acted out like a play. A specific topic is introduced, namely prepositions. The students get in pairs and complete an exercise to complete sentences using the correct prepositions while some background music is played. Oral component is primary and important to introduce the other skills. Its written form is then introduced. The oral practice is being practice using REAL situations presented to the class, for instance pictures, photographs, ORAL APROACH/SLT pamphlets, realia and even gestures. Grammar components are presented according to the level of complexity starting from easy items to more complex ones. The activity is presented through an oral introduction. Then the students practice the target language during a controlled activity, and finally, students are allowed to practice the same target language in a freer environment CLASSROOM ACTIVITIES a Present cut outs from a magazine with pictures of people located in different

Presentation

of

situation in order to places such as airports, objects in, on a specific place, places such as offices, practice prepositions hospitals, hotels, schools. A drill exercise is then presented with gaps to be

of place filled in with the correct prepositions Verbs in the present Miming a set of actions which will help the student complete sentences participle form. presented before. Students then complete the sentences using the verbs mimed out by the teacher. Also known as Natural Method. The teacher ( preferably a native speaker) DIRECT METHOD presents the target language through a series of techniques such as questions, elicitation and exemplification. The students practice the topic by providing the info requested through the questions, exercises and cards given to them.

The students guess or workout the meaning of the target language this way. CLASSROOM ACTIVITIES Wh-questions+ past The teacher asks a set of questions about the last time the students went on tense of verbs holiday. The correct use of the past of the verb is being elicited by the teacher. Positive reinforcement is always given to the student when the information has been given correctly. Where, when, who with, how long/stay are presented for the students to use to ask questions using the past Personal presentation conditional were you Students learn by responding to oral commands given by the teacher. There is physical movement involved as a response to the input provided. This way, TOTAL PHYSICAL RESPONSE (TPR) the students feel at easy and anxiety is reduced, thus retaining information better and acquiring the target language successfully. Use of L1 is not necessary and students do not worry about the language itself, instead, it is received in a more natural way. They react immediately to commands and infer meanings from context. CLASSROOM ACTIVITIES Teachers give commands such as put the pen in your pocket, take it out, put it under the desk, put it on the chair. Students quickly do it as a game. They Phrasal verbs are more concerned about completing the task than the commands themselves Competition. Students get in pairs and are given a series of commands using phrasal verbs: turn off the light, turn it on, take off your left shoe, put the If form. Then the other students answer problem The teacher presents a problem to students asking for advice. Then he elicits to correct presentation of the target language. Once accomplished, the students I be used.

induce the use of work in pairs using pre-established situations where the target language will

Prepositions

books away, look up the meaning of xxx, put on your classmates jacket