Syllabus situacional

Syllabus situacional

1. Methodology

   • "The teacher uses images of everyday situations, with the which expands the vocabulary, asking and correcting the pronunciation of a situation "(García Leyton, 2015, p. 12).
     • Image taken from Fabiola (2012, p. 10).
   • "The teacher makes a list of communication situations and another with themes, grammatical forms and vocabulary" (Beltrán, 2015, p. 9).
     • Image taken from Fabiola, (2012, p. 2).
   • "The teacher classifies the themes, forms and structures adjusting them with each situation" (Beltrán, 2015, p. 9).
     • Image taken from Aguilar, Pérez, Hernández, & Pérez (2018, p. 2).
   • "Total physical response" (Dulcey Durán & Quintero Escobar, 2015, p. 9).
     • Video taken from La Teacher María (2018).
   • "Communication" (Dulcey Durán & Quintero Escobar, 2015, p. 9).
     • Image taken from Castañeda (2015, p. 11).
   • "Audiolingual method" (Dulcey Durán & Quintero Escobar, 2015, p. 9).
     • Video taken from Oupinternational (2009).

2. Examples

   • "The situational syllabus prepares the student to face real situations according to their context" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 10).
     • Image taken from Callejas Gaona (2015, p. 11).
   • "In this example we can see how the student with his knowledge of English can talk fluently with their tourists" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 10).
     • Image taken from Aguilar, Pérez, Hernández, & Pérez (2018, p. 10).
   • "This is possible due to the fact that these types of conversations have already been previously learned and rehearsed" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 10).
     • Image taken from Castañeda (2015, p. 11).
   • "Dialogue at a train station" (Ayala, 2015, p. 13).
     • Image taken from Ayala (2015, p. 13).
   • "Means of transportation" (Dulcey Durán & Quintero Escobar, 2015, p. 8).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 8).
   • "Dialogue in an airport cafeteria" (García Leyton, 2015, p. 11).
     • Image taken from García Leyton (2015, p. 11).

3. Strategies

   • "Expand vocabulary of the situation through images" (Ayala, 2015, p. 15).
     • Image taken from Castañeda (2015, p. 12).
   • "Correct pronunciation of new words" (Ayala, 2015, p. 15).
     • Video taken from English with Teacher Bocarando (2019).
   • "Individual work in collage" (Ayala, 2015, p. 15).
     • Image taken from Ruiz (2019).
   • "Group work to carry out dialogues" (Ayala, 2015, p. 15).
     • Image taken from Castañeda (2015, p. 9).
   • "Relevant students, from the context, must find meanings" (Corredor & Flórez, 2017).
     • Image taken from Castañeda (2015, p. 13).
   • "Dynamics and games, elaboration of diagrams with different materials, explanations" (Dulcey Durán & Quintero Escobar, 2015, p. 10).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 10).
   • "Use images with which to expand vocabulary" (García Leyton, 2015, p. 13).
     • Images taken from Castañeda (2015, p. 13).
   • "Working group dialogues" (García Leyton, 2015, p. 13).
     • Image taken from Castañeda (2015, p. 9).
   • "Improve the pronunciation of words with practice" (García Leyton, 2015, p. 13).
     • Image taken from Gómez Balaguera (2015, p. 8).

4. Means

   • "Humans, the context, stationery and images" (Dulcey Durán & Quintero Escobar, 2015, p. 13).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 13).
   • "Books" (Fabiola, 2012, p. 9).
     • Image taken from Fabiola (2012, p. 9).
   • "Images" (Fabiola, 2012, p. 9).
     • Image taken from Fabiola (2012, p. 9).

5. Activities

   • "The form of new words and structures is shown through examples and not through descriptions or grammatical explanations" (Fabiola, 2012, p. 6).
     • Image taken from Fabiola (2012, p. 3).
   • "The meaning is visually clarified (objects, drawings, actions, mime)" (Fabiola, 2012, p. 6).
     • Images taken from Fabiola (2012, pp. 5-6).
   • "See videos showing images with which to learn more vocabulary" (García Leyton, 2015, p. 14).
     • Image taken from Fabiola (2012, p. 4).
   • "Make groups in which dialogues like this work: http://blogpara-aprenderingles.blogspot.com/2012/09/dialogos-ingles-cafeteria-avenida.html" (García Leyton, 2015, p. 14).
   • "Observe the video clip of the train station" (Ayala, 2015, p. 16).
     • Video taken from Iruela (2012).
   • "Make a group collage with images referring to the subject" (Ayala, 2015, p. 16).
     • Image taken from Reyes Martínez (2015, p. 7).
   • "In a group, the organization of a dialogue with its respective pronunciation" (Ayala, 2015, p. 16).
     • Image taken from Castañeda (2015, p. 10).
   • "Chips, songs, word searches, role plays" (Dulcey Durán & Quintero Escobar, 2015, p. 11).
     • Image taken from Dulcey Durán & Quintero Escobar (2015, p. 11).
   • "Songs, role play" (Hernández, 2017, p. 9).
     • Image taken from Hernández (2017, p. 9).
     • Image taken from Hernández (2017, p. 9).
     • Image taken from Hernández (2017, p. 9).
   • "Train vocabulary with pictures: https://vocabulariodeingles.blogspot.com/2011/07/el-tren-train.html" (Ayala, 2015, p. 16).
     • Image taken from Millon (2011).
     • Video taken from English Vocabulary (2020).

6. Student role

   • "In the initial stages the student only listens and repeats, answering questions and orders that you receive" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 7).
     • Image taken from Castañeda (2015, p. 12).
   • "The student has no control over the learning content" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 7).
     • Image taken from Aguilar, Pérez, Hernández, & Pérez (2018, p. 7).
   • "Later, more active participation is encouraged" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 7).
     • Image taken from Fabiola (2012, p. 7).
   • "Students can take the initiative in the answers and ask each other" (Aguilar, Pérez, Hernández, & Pérez, 2018, p. 7).
     • Image taken from Polo (2020).

7. Role of the teacher

   • As Aguilar, Pérez, Hernández, & Pérez (2018) express it: The teacher has three main functions:
     • 1. "Presentation of the lesson: It serves as a model, posing situations in which the need for object structure and proposing models for students to repeat" (p. 8).
       • Image taken from Castañeda (2015, p. 14).
     • 2. "Practical phase of the lesson: The opportunity is given for students to use the language in situations less controlled" (p. 8).
       • Image taken from Fabiola (2012, p. 8).
     • 3. "Organize the reviews: Activity time, oral practice, review, adjustment to needs of each student, the development of other activities and evaluation" (p. 8).
       • Image taken from Castañeda (2015, p. 14).

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