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The sentences are worked to learn them. The translation is important to learn the meaning of each word,It also teaches the different texts that a sentence can have, be ambiguous or totally make sense.

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This approach is intended that the sentences do not have to be separated to put them back together, but that the student thinks about the complete sentences at once and can use them in real life.

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-The teaching of idioms and idioms is used.

-Word associations.

-Expressions And so it seeks to teach more than simple prayers of greetings and farewells, but prayers that can also be used in a more formal environment.

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It focuses on enhancing receptive skills such as listening.

-It is necessary for the teacher to handle a varied vocabulary to help the receptive ability of the student.

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It is based on making students learn, rather than vocabulary, commonly used sentences.

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-The following can be worked:

-With books, magazines, photocopies. Have students do activities such as selecting keywords and creating dialogues.

-Read a paragraph and explain in your own words what you understood.

-Roleplay, where they recreate conversations between friends, in the context of a hotel, a store.

-Videos, songs.

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After over 40 years of serving working parents, the Working Mother chapter is coming to a close. We are moving in a new direction, focusing our efforts more fully on making transformational change within organizations to create equity and inclusion in the workplace for all.

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-Role-plays.
- Information-gap activities.
-Jigsaw activities.
-Open-ended discussions and debates.

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The student is the center of attention, therefore, all activities must be worked with them in mind.

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-Content facilitator.

-You must achieve the participation of students with varied activities that are useful for daily life.

-Open learning spaces where conversations or dialogues are practiced.

-Give feedback.

-Evaluate

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-This approach also works on listening, writing, speaking, and reading skills.

-The contents are worked on to strengthen these skills so that your communication is better.

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This approach is based on communication and not on grammar and vocabulary.It seeks to develop skills that can be applied in real life contexts.

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Highlight the importance of communication to achieve better learning.

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-Bring real-life to school.

-The materials should be related to the content, based on real-life to create a real context of the situation and make it easier to understand and then communicate.

-  Materials such as books, brochures, photocopies, magazines, newspapers, create a real atmosphere of a situation that you want to teach.

-Games are also part of the teaching material. Using music for games is also helpful.

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1. The teacher is the one who has the responsibility of knowing the language in order to deliver truthful information to the students.

2. Create a pleasant but not camaraderie atmosphere so that students do not settle in. Commit to providing the quality of instruction your students deserve.

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-The roles are defined according to the level that the student has.

-Participate actively in class, asking questions and answering those of the teacher.

-Give short answers to long questions. They can have a conversation with short dialogues.

-They have defined their objectives in terms of the subject, what they hope to achieve and what needs are the most relevant.

-Decide when to speak the language.

-Be self-taught, always research your account and question anything you don't understand.

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Types of learning techniques and activities.  

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Types of learning techniques and activities.  

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-Content that is understandable to the student must be presented.

- Don't pressure the student to use the language, but at least demand that they participate in the language they are learning.

-Getting students to respond is also a process in which the teacher must be patient and speak more slowly or use understandable vocabulary.

- Use didactic material according to the content, using images, videos, presentations, and when the time comes, dialogues or group conversations.

-Gestures and mimics also achieve greater learning.

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-Designed for beginners, to help them be intermediate.

-Its objective is to train students so that they can face a particular situation with the language.

- They will be able to convey ideas and thoughts in the most natural way possible.

_It totally depends on what the student wants and the ability they have. (speaking, listening, writing, and reading).

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The learning of the language is considered as a mastery of structures in stages.

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Language is seen as a means to an end which is communication.

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In this approach, grammar is no longer essential as a central component in language acquisition.

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It is a language teaching method based on observation and interpretation. It focuses on teaching communication skills.

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>The student is the center of the class.
>Practicing speaking is essential.
>There must be an order and correlation in the contents.

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Chicago está considerando abrir una tienda de comestibles municipal

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>By focusing on grammar, class gets boring
>Learning depends entirely on the teacher, since the approach does not explain what methodologies can be applied for a better learning process.

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>It is easier to learn the language starting from the sentence structure.
> You learn the language that the natives speak, with the use of slang and idioms.
>Students first learn to listen to the teacher and then repeat. In this way, they learn to speak first and then to read and write.
>They learn word order, use of words, and sentences.

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Not all languages ​​have the same grammatical structure. In English the verb always comes before the subject. And as this rule is understood, it will be much easier to create sentences where this structure is used.

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In teaching, this approach is used to achieve the mesh of theory with practice.

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It focuses on the knowledge of the structure of the sentence. If we know the structures, we will be able to form complete sentences in a more natural and spontaneous way.

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In this approach, knowing grammar as such is more important than having a varied vocabulary.