Syllabus gramatical

Syllabus gramatical

1. Methodology

   • "This methodology is based on the translation of the text, in which linguistic knowledge is developed" (García Leyton, 2015, p. 4).
     • Image taken from Ruiz López (2014).
   • "The methodology used in this case is the translation of texts, songs, etc." (Ayala, 2015, p. 6).
     • Image taken from Bracamonte (2009, p. 1).
     • Image taken from Bracamonte (2009, p. 4).
   • "Grammar-translation" (Dulcey Durán & Quintero Escobar, 2015, p. 3).
     • Image taken from Callejas Gaona (2015, p. 3).
   • "Reading and communication method" (Dulcey Durán & Quintero Escobar, 2015, p. 3).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 3).
   • "The teacher chooses the structures that the student must learn" (Beltrán, 2015, p. 4).
     • Image taken from Gómez Balaguera (2015, p. 5).
   • "A set of vocabulary and main words is selected according to the themes" (Beltrán, 2015, p. 4).
     • Video taken from Yes in English (2017).
   • "Exercises are designed to put structures and vocabulary into practice" (Beltrán, 2015, p. 4).
     • Image taken from Castañeda (2015, p. 4).
   • "Complete, translate, write" (Beltrán, 2015, p. 4).
     • Video taken from English Kike Rodríguez (2018).

2. Examples

   • Image taken from Ayala (2015, p. 5).
   • "The student will learn the article, the name and its forms, the adjective and its forms" (Beltrán, 2015, p. 5).
     • Image taken from Castañeda (2015, p. 4).
   • "Adjetivos posesivos" (Dulcey Durán & Quintero Escobar, 2015, p. 2).
     • Video tomado de Cómo Digo (2016).
   • Imagen tomada de García Leyton (2015, p. 3).

3. Strategies

   • "The teacher can use individual work" (Ayala, 2015, p. 7).
     • Image taken from Gabriel (2019).
   • "Pronunciation and mechanization practices" (Ayala, 2015, p. 7).
     • Image taken from Gómez Balaguera (2015, p. 1).
   • "Find words in Spanish to form sentences in English" (Ayala, 2015, p. 7).
     • Image taken from Castañeda (2015, p. 3).
   • "Group transcriptions of words, sentences and paragraphs" (Ayala, 2015, p. 7).
     • Image taken from Gabriel (2019).
   • "Readings, workshops, explanations on the board" (Dulcey Durán & Quintero Escobar, 2015, p. 4).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 4).
   • "Los ejercicios de memorización y mecanización" (García Leyton, 2015, p. 5).
     • Image taken from Gómez Balaguera (2015, p. 4).
   • "Translations of easy texts, in a group way where knowledge is socialized" (García Leyton, 2015, p. 5)
     • Image taken from Castañeda (2015, p. 3)
   • "Make a glossary of words" (García Leyton, 2015, p. 5).
     • Image taken from Gabriel (2019).
   • "The teacher can work on individual activities" (García Leyton, 2015, p. 5).
     • Image taken from Gabriel (2019).

4. Means

   • "Humans, stationery, graphs, board" (Dulcey Durán & Quintero Escobar, 2015, p. 6).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 6)

5. Activities

   • "Translation of texts" García Leyton (2015, p. 6).
     • Image taken from Gutiérrez (2019).
   • "Mating activities between the English text and the translation" (García Leyton, 2015, p. 6).
     • Image taken from Wall Street English Argentina (2019).
   • "Make dialogues of common day-to-day conversations" (García Leyton, 2015, p. 6).
     • Image taken from Barragán Hernández (2016, p. 7).
     • Image taken from Barragán Hernández (2016, p. 8).
     • Image taken from Barragán Hernández (2016, p. 9).
   • "The teacher can use dynamics" (Ayala, 2015, p. 8).
     • Image taken from Gabriel (2019).
   • "Images or drawings regarding the text to be translated" (Ayala, 2015, p. 8).
     • Image taken from Yuste Frías (2011, p. 268).
     • Image taken from Yuste Frías (2011, p. 269).
     • Image taken from Yuste Frías (2011, p. 270).
   • "Daily dialogues of common situations" (Ayala, 2015, p. 8).
     • Image taken from Gómez Balaguera (2015, p. 6).
   • "Dialogues, cards, word searches, crossword puzzles" (Dulcey Durán & Quintero Escobar, 2015, p. 5).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 5).
   • "Dialogues, flascards, alphabet soup" (Hernández, 2017, p. 4).
     • Video taken from Alphabet Soups (2015).
     • Video taken from MexCan (2019).
     • Video taken from Anders (2019).

6. Role of student

   • "Students learn vocabulary, and the simplest to the most complex structures" (Dulcey Durán & Quintero Escobar, 2015, p. 7).
     • Image taken from Castañeda (2015, p. 5).

7. Role of teacher

   • "Teaches the grammar, vocabulary and structure of English" (Dulcey Durán & Quintero Escobar, 2015, p. 7).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 7).

Imagens e arquivos do mapa

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• Adjetivos Posesivos en INGLÉS (Incorporar)
• Las 100 palabras más usadas en inglés - Vocabulario en inglés con pronunciación lección 8 de 8 (Incorporar)
• COMO TRADUCIR DEL INGLES AL ESPAÑOL FACIL Y RAPIDO (Incorporar)
• Sopas de Letras Palabras en Inglés con A (Incorporar)
• Aprende Vocabulario de Ingles mediante Tarjetas (Flashcards) (Incorporar)
• Dialogos básicos para tener conversaciones en inglés (clase bilingüe) (Incorporar)