escuela de educaciòn

didactica de las lenguas extrangeras

COMPLETE NAME

yomercys castillo goris

REGISTRATION NUMBER

14-5788

SUBJET
Special english didactics

TEACHER

Leonardo gil

Provincia maría trinidad Sánchez, Rep. Dom. Año 2018

 Write an essay about the teaching and learning process in
the 21st century according to the following methodology:

Introduction

Over the last twenty years, there has been growing interest in incorporating a
focus on learning strategies and learning-how-to-learn into language curricula.

Learning is not about cramming in information. It is about learning by doing. It is

about looking at issues in various ways and developing capacities, especially
the ability to dig below the surface to reach the truth. That is why our goal is to
teach students to learn how to learn rather than merely passing information to
them.

How do Dominican teachers teach English as a foreign

language in the 21st century?
In this study, period books have been used in different editions, and
contemporary press. All these methods, except one ("The Little Explorer of the
English Language" by Lewis Th. Girau), are focused on adult learning, most of
the courses and European and North American linguists and pedagogues or the
professors of the Trade and Nautical Schools who published and sold their
students. Thus, some of those consulted do not refer to the publishing house
but also the place and year of publication and other times only the latter.

Difference between English common books and E-

Books. (Use only a concept map in this point)
Digital technology

Facilitates connects us to

Communication devices
ion
With permitting
precise

Diverse people control

Thus enhancing thus enhancing

 Inclusion empowermen
t

Leading to improved

Problrm solving

Importance of internet in English teaching and learning

process. (Two paragraphs)
The importance of ICT & Internet is quite an evidence from the educational
perspective. Though the chalkboard, textbooks, radio/television, and film have
been used for educational purpose over the years, none has quite impacted on
the educational process like the computer. The main purpose of ICT consists
just in the development of human mental resources, which allow people to both
successfully apply the existing knowledge and produce new knowledge.
Using the internet in teaching and research makes the communication between
the students and the teacher more convenient and interesting. Especially, using
the web in teaching and research makes it available for the students who prefer
or require learning outside the classroom to study at their convenient time and
space.

Design your Lesson Plan about the following topic: The

Passive Voice.

Time: 45 minutes
Teacher: Ms Castillo
Class: Form 1
Class size: 34
Type of lesson: Grammar, pragmatics
Topic: Passive voice—form and usage
Theme: Food
Textbook: Teacher-developed material
Learning By the end of the lesson, Ss should be able to
objectives: - know the form of passive voice construction
- convert a sentence from active voice to passive voice and
vice versa
- write sentences in the passive voice in simple present and
simple past tenses
- explain the use of the correct voice in the appropriate
situations, taking into account usage, effect and intention
Materials: - Computer, projector, sound equipment, visualizer
- Teacher-developed material
Previous learning - Some Ss have learnt passive voice in primary school.
experience: - Students have read an article about Dominican republic
as a food paradise, which some passive constructions in it,
although no attention was drawn to those constructions.
Brief description: In the first part of the lesson,
- In the Presentation stage, students start with their relevant
prior knowledge—verbs ‘to be’ and past participles,
before the teacher introduces the form of the the passive
voice.
- In the Practice stage, students convert sentences about
food in active voice into passive, with gradually
decreasing support.
- In the Production stage, students talk about food using the
passive voice.

In the second part of the lesson,

- In the Presentation Stage, Ss first watch the video clips
from some TV shows and fill in the blanks with the
passive construction. Ss also recognize the voice of the
sentences, and make preliminary and scaffolded
explorations about passive voice usage.
- In the Practice Stage, Ss, in pairs, discuss passive voice
usage, effect, and intention through partially scaffolded
activity.
- In the Consolidation Stage, Ss, in groups, analyze
authentic language samples, including those from other
subjects, and discuss the suitable voice and reason.
Ss’ oral and written engagement are facilitated in all stages.
Assessment: The lead-in can help T initially gauge Ss’ prior knowledge.
Through questioning, T can check if Ss understand the
prerequisite grammar knowledge, which would be important in
the upcoming stages. If not, some adjustments or re-teaching
may be necessary. In the Practice and Production stage, by
observing Ss’ answers, T can assess if the students can use the
form accurately.
Conclusion

The aim of this study was to investigate possible differences in learning styles,
learning strategies and patterns of language use by more effective and less
effective learners of English as a foreign language.

‘Effective’ and ‘ineffective’ learners were defined in terms of their scores on a

standardized proficiency test.

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