Conformist, holistic, boomers and active.

Active, pasive, concrete learners and holistic.

Conformists, convergers, concrete learners and communicative learners.

10 to 15 years old

13 to 18 years old

9 to 14 years old

Auditory, visual and tactile

Learning by association, tactile and auditory

Auditory, visual and kinesthetic

Quality, quantity, relevance and interactivity

Quality, quantity, relevance and manner

Quality, quantity, coherence and naturality

General, internal and extrinsic

Teacher's motivation, family's motivation and society motivation

Approach, reaward and nature

Affect, achievement, attitude, activities and agency

Passion, effort, knowledge and initiative

Curiosity, pride, interest and purpose

Quality, quantity, relevance and language skills

Quality, quantity, relevance and fluency

Quality, quantity, relevance and manner

Self - concept and having an increase resource of learning

Orientation learning and readiness to learn

Both are correct

It is an internal drive which pushes someone to do thing in order to achieve something?

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Encouraging active participation in discussions

Allowing development to develop partiular understandings

The relationship established between teacher and student

Consider people's needs and wishes now and in the future

Be focus, have a subject knowledge and engaging people in learning

Only be a native teacher

Yes, due to cognitive skills and abilities, in addition to the change in needs according tothe age

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They can tell you interesting things about where they are from

They are easier to find

They may be better at teaching

Helping children to do their work

Offer structured support to develop particular skills

Give permanent support to develop particular skills

Simple syntax and warness of different terminology

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Logographies, syllabaries, alphabets and featural scripts

Syllabic and phonemic

Symbolic and non - symbolic

Typological classification

Areal classification

Genealogical classification

Positive and negative

Intrinsic and extrinsic

Financial and non - financial

Referential, emotive, connative, phatic, metalinguistic and poetic

Emotive, connative, referential, poetic and argumentative

Referencial, emotive, phatic, metalinguistic and descriptive

Refers to the English spoken where it is learnt as a foreign language (Kachrus's expanding circle)

Refers to the English spoker where this language has become co - official or widely used as a second language (Kachru's outer circle)

Refers to the pure English spoken by natives where English is the primary language (Kachru's inner circle)

Auditory

Visual

Kinesthetic

The super highway to learning

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Cognitive

Emotive

Referential

Behaviorism

Cognitivism

Constructivism

Smoke filter

Love filter

Affective filter

1

2

3

Audiolingualism says that errors are part of the learning process and communicative language learning says that errors should be avoided.

Audiolingualism says that errors should be avoided and communicative language learning says that errors are part of the learning process.

Both have the same vision on mistakes

Facilitator, role model, assesor, planner, information provider, resource developer.

Mentor, lecturer, active, passive, cross-linguisitic and learner-centered instructor.

Role model, assesor, lecturer, instructor and passive teacher.

English, Chinese, Japanese, Spanish, French and Italian.

English, French, Russian, Spanish, Chinese and Arabic.

English, Spanish, French, Greek, Chinese and Russian.

Foreign languages principles

The communicative principle

The cooperative principle

The inner circle; where English is the primary language, the outer circle; where English has become cooficial or widely used as a second language and the expanding circle where English is learnt as a foreign language.

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The syllabus is a subpart of curriculum which is concerned with a specification and organisation of units to be learnt and how to be taught.
The curriculum is a very general concept which involves consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational programme.

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Around 10 000

Around 4 000

Around 7 000

The number of vowels in the language

The distance from the equator where the language originated

The history of the people who speak it

50,000 years ago

150,000 years ago

200,000 years ago

The groupings made in the activities must always be grouped.

The tasks to be performed must favor development from a critical and reflective perspective

The situations must be contextualized, meaningful and stimulating for the students.

Is part of a meaningful adaptation.

Is part of a non-meaningful adaptation.

Is not considered an adaptation; it is an aid provided to the learner to complete a task. For example: the use of gestures

A teaching approach that highlights the importance of real communication for learning to take place. In the communicative approach, real communication and interactions are not only the objective, but the means through which it takes place.

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To help and guide teachers, as a frame of reference and as a balance between general competences and specific contents.

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Analysis, development and achievement.

Design, implementation and evaluation.

Design, adjustment and development.

Strategic competence, sociology, discourse competence and grammatical competence.

Grammatical competence, sociolinguistic competence and corporal movement.

Grammatical competence, discourse competence, strategic competence and sociolinguistic competence

1.- Define your objective. 2.- Write an overview. 3.- Know your students. 4.- Incorporate different learning styles. 5.- Make a timeline.

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The use of games in the learning proccess.

The use of game elements in a non-game context.

The use of games to have fun

It’s not a lineal process.

The specialists believe that the learning is natural for human beings.

The specialists believe that language emerges of general cognitive abilities, such as memory, attention and problem solving

Speaking as a preparation and stimulus

Supply key language

Integrated task

The result of tiredness, worry or other circumstances. They can be corrected.

When learners try to say something which is beyond their their current language level. They usually can’t correct them.

Moments of forgetfulness, for example forgetting a step in a process.

Errors, slips and lapses.

Mistakes, slips and fails.

Lapses, forget and blunder.

Give another example of a structure pattern, set an example and embrace imperfections.

Say the correct version and get the student to repeat, reformulate and ask a question to try to elicit a correction.

Refer to the correct model, growth mindset and encourage persistence.

inductive approach involves learnersdetecting patterns and working aout a "rule" before practising, whereas deductive approach involveslearners being given a rule which is then applied to specific language examples.

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Present, practice and produce --> deductive approach

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