Whole Language Approach - Lesson Completo - Descargar Word

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APPROACH

Theory of Language 

According to the theoretical support of Judith L. Shrum and Eileen W. Glisan in their book "Teacher's Handbook" and other researchers, the Whole Language Approach has a FUNCIONAL PERSPECTIVE. This approach emphasizes and encourages the learners to use functionally language and purposefully through integrated discourse. This approach also noted for teaching from a whole to the particular teaching. Also the using of the language is in a social context. A whole language perspective requires an authentic “real” situation where the language is always seen as something that is used for meaningful purposes and to carry out authentic-functions. In other words, language becomes in a vehicle for human communication in which there is an interactional relationship. 

Theory of Language learning 

The Whole Language Method is based on the Condition-Oriented Theories. Condition-Oriented Theories: Because the learning theory underlying Whole Language is based in the humanistic and constructivist schools.
  • Humanism tell us that student is authentic, personalized, self-directed, collaborative, and pluralistic.
  • Constructivism tell us that “knowledge is socially constructed, rather than received.” Learners “create meaning,” “learn by doing,” and work “in mixed groups on common projects.” Teachers collaborate with students to create knowledge and understanding in their social context. Learning focuses on the learner’s experience, needs, interests, and aspirations.

  Design

To learn a target language using the Whole Language Approach we have based in a PROCESS - ORIENTED OBJECTIVES because in this method is most important the interaction and the purpose of the communication among individuals. In the case of the grammatical structures are important but they are in an implicit form and the students discover the meaning of this grammatical structures.
  • Mayor Principles 
    • Use of authentic literature
    • - Focus on real and natural events related to student’s experience
    • - Reading of real texts of high interest, particularly literature
    • - Writing for a real audience, not just to practice
    • - Writing to explore and discover meaning
    • - Use of student-produced texts
    • - Integration of reading, writing, and other skills
    • - Student-centered learning: students have choice over what they read and write
    • - Reading and writing in partnership with other learners
    • - Encouragement of risk taking and the acceptance of errors as signs of learning rather than of failure
  • Roles of the students
    • The students develop and active role in the classroom
    • The student may participate or collaborate with any activity or with his classmates including with his teachers.
    • In Whole Language the students also may choose the learning materials and activities for the class. 
  • Roles of the teachers
    • The teacher is seen as a facilitator and an active participant in the learning process. 
    • The teachers has to negotiate a plan of work with the students.
    • The teacher has to have an interactional relation with his students. 
  • Roles of interactional materials: Whole Language method employs the following instructional materials:
    • It prefers to use real world materials rather than any commercial texts. For example: A piece of literature. - But the students also may produce their own materials
    • The use of pictures and writings help to the students to understand the target language. 
  • Main Aim: To make that students have more trust in themselves at the moment of establishing communication in the society through of our method 
  • Subsidiary Aim At the end of the class the students are be able to write or talk about themselves employing the “USED TO". 
  • Personal Aim As we already know the teacher is who help the students to develop such their knowledge as their attitudes and skills, for this reason we want to be as a support to our students and to help them to lose the afraid of express their own ideas. 

I. GENERAL INFORMATION 

  • TOPIC : Wonderful Mike’s Childhood 
  • GRAMMAR : Subject + used to + present verb + complement 
  • COMPONENTS : Listening, Reading And Writing 
  • TRAINEES : Reily Eduu Jalk Paredes - Leidy JhoanyLópez Fernandez 
  • TRAINER : Lic. Mg. Yolanda Castañeda Almerí

II. CLASS DEVELOPMENT

Stage 1: Greets the class.
  • Tells the story using the picture cards. Arranging them on the board, grouping them. 
  • Sticks on the board the text for each picture. 

 WONDERFUL MIKE’S CHILDHOOD
 When I was 10 years old,

I used to play in the ground with my toys.

 In the afternoons, my sister and I used to go to the park to play there.

When the evening came, we used to have dinner at home with all my family

 All Mondays I used to visit my grandmother in her house.



And Finally on Sunday I used to go to the church with Holy Bible. That time was great!

 Stage 2: Once told the story and the images stuck with their respective entries on the blackboard. The teacher asks the following questions to get the attention of the students.
 
QUESTIONS

  • What´s about the text?
  • What phrases or words are repeated in the text?

Teacher copies the words that the students tell on the board.
 
Stage 3: Once students identified the grammar structure in the preview stage, Teacher asks students to form groups of four to make a grammatical explanation of “Used to” to finally present it in the front of the class.


Stage 4: To put in practice the learned. Students develop the following activity:
Scrambled Sentences on the blackboard. Teacher ask for volunteers to develop it.

  • I / to / in / the / with / play / my / toys / used /ground
  • sister / I /and /used to /go /to / to the park /play /there / my
  • We / to /used /have /at /dinner /home /all/ my /with/ family
  • I /my /used /grandmother /her /in /house /to /visit
  • I /to /the /go /Holy /Bible /church /with/. That time was used

 Stage 5:With the same groups as an extension activity:

  • Teacher asks each group to write a text in any context using the used to.
  • Teacher asks to one student of each groups to go at front and read their compositions.
  • Finally teacher asks one member of each group to make a dramatization of his creation.



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