Integration of Grammar Translation Method with Communicative Approach
Bryam Felipe Duran
TOPIC AND OBJECTIVE
In order to integrate the grammar translation method with a communicative approach, the following topic tries to promote the need to communicate on English. So the Topic choosen probably could represent a common interest which could encourage communication.
The Topic to work is ''Apocalipse Zombie''. It could be an interesting topic for people Due to everybody know something about it. So this Topic its functional to prommote the communicative approach, where it's used in real communicative situations, without the mother language interference.
General Objective: Immerse students in a story about their interest like ''apocalipse zombie'' Specific Objectives: 1) Make a story suitable to improve the communicative competences like reading and writing. 2) Introduce unknown vocabulary about daily elements such as kind of food, tools, clothes. 3) Teach grammar (Prepositions of place - Would) focused on its used in real situacions.
DESCRIPTION ACTIVITY
This activity consist in a worksheet divided into the next: 1) WARM UP: The porpuse is to inmerse students into deep story, where they will must to performance the role of a survivor person. (It's like a videogame). So have to read a short story supported by pictures about, How does a pandemic start? and become people into freaky creatures. ¿WHAT THEY SHOULD YOU DO? (The studens have to select the most suitable ways to survive the first days.) 2) PRESENTATION (ACTIVITY): 1. The students have to analyse a map of city, in order to identify conventions in colors, that represents restaurants, industrials building, parks, Hospitals, and community services. 2. So according to the conventions, students will have to match the names places to the element what they could find there. 3. Finally they will have write a rout to follow, using prepositions of places. (They have to make a way what they are going to follow, from their house to get supplies). 3) PRACTICE (ACTIVITY): In order to learn new vocabulary about clothes, students will have to relate names to the pictures. (Students have to imagine they are going to go out, but they will have to get the best clothes to cover their body from the cold, and possible attacks or bites.) Finally students have to argue, Why would they use some sort of clothes and Why wouldn't they use them? 4) PRODUCTION EVALUATION: In order to know how much students were inmmersed in the story, they will have to make a Survival Guide, explaining to others how to deal with a zombie apocalypse. How could they feel?, what could be their reactions? and what do they have to do for survive?.
MATERIALS AND RECOURCES:
WorkSheet link:
- https://drive.google.com/file/d/1miXyn_YxYlIj6AxOHlAqVET3RWAeKaN7/view?usp=sharing
Bibliographical References
- Fazal, S., Majoka, D. M. I., & Ahmad, D. M. (2016). Integration of Grammar Translation Method with Communicative Approach: A Research Synthesis. International Research Journal of Art & Humanities.
- PZwiki Update Project. En Wikipedia. Disponible en: https://pzwiki.net/wiki/Main_Page
Integration of Grammar Translation Method with Communicative Approach
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Created on November 15, 2022
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Transcript
Integration of Grammar Translation Method with Communicative Approach
Bryam Felipe Duran
TOPIC AND OBJECTIVE
In order to integrate the grammar translation method with a communicative approach, the following topic tries to promote the need to communicate on English. So the Topic choosen probably could represent a common interest which could encourage communication.
The Topic to work is ''Apocalipse Zombie''. It could be an interesting topic for people Due to everybody know something about it. So this Topic its functional to prommote the communicative approach, where it's used in real communicative situations, without the mother language interference.
General Objective: Immerse students in a story about their interest like ''apocalipse zombie'' Specific Objectives: 1) Make a story suitable to improve the communicative competences like reading and writing. 2) Introduce unknown vocabulary about daily elements such as kind of food, tools, clothes. 3) Teach grammar (Prepositions of place - Would) focused on its used in real situacions.
DESCRIPTION ACTIVITY
This activity consist in a worksheet divided into the next: 1) WARM UP: The porpuse is to inmerse students into deep story, where they will must to performance the role of a survivor person. (It's like a videogame). So have to read a short story supported by pictures about, How does a pandemic start? and become people into freaky creatures. ¿WHAT THEY SHOULD YOU DO? (The studens have to select the most suitable ways to survive the first days.) 2) PRESENTATION (ACTIVITY): 1. The students have to analyse a map of city, in order to identify conventions in colors, that represents restaurants, industrials building, parks, Hospitals, and community services. 2. So according to the conventions, students will have to match the names places to the element what they could find there. 3. Finally they will have write a rout to follow, using prepositions of places. (They have to make a way what they are going to follow, from their house to get supplies). 3) PRACTICE (ACTIVITY): In order to learn new vocabulary about clothes, students will have to relate names to the pictures. (Students have to imagine they are going to go out, but they will have to get the best clothes to cover their body from the cold, and possible attacks or bites.) Finally students have to argue, Why would they use some sort of clothes and Why wouldn't they use them? 4) PRODUCTION EVALUATION: In order to know how much students were inmmersed in the story, they will have to make a Survival Guide, explaining to others how to deal with a zombie apocalypse. How could they feel?, what could be their reactions? and what do they have to do for survive?.
MATERIALS AND RECOURCES:
WorkSheet link:
Bibliographical References