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Introduction

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by

Montserrat Muñoz

on 3 October 2013

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Transcript of Introduction

Lesson Plan Using the Desuggestopedia approach 2
Desuggestopedia (Microteaching)

Montserrat Muñoz
Renata Peña
2013

Experience from the Text
In the text there is an example in a Egyptian classroom. The teacher speaks both in Arabic and in English. An it connects their reality with what they learn in English.
Experience in a Chilean Reality
In a Chilean context the teacher will use spanish (the first language) to teach the second language , in this case English.
The pictures in the classroom and posters would be related with the chilean social context.
An important concept would not change and that is THE TEACHER MUST "SUGGEST" TO THE STUDENTS THAT THEY CAN LEARN.
The Classroom and Atmosphere
All students get an English identity with an English Name and Occupation.
All the classroom is decorated with posters, pictures and Charts with English contents.
The teacher must reenforce or suggest the idea that all the student will learn without even noticing it. The constant positive feedback is important as well.
There is the use of the mother tongue to learn the new language.
There is use of artistic elements such as music and paintings.
Lesson Plan Using the Desuggestopedia approach
Warm-up: Good Morning! How are you feeling today? (all group)
How are you John? Which is your occupation?(English identity)

Presentation: Examine a chart that explains the Simple Past, and let them explain it in their own words no matter if is in Spanish or English. Always give feedback and emphasize the positive. Then the teacher explains the chart.

Practice: They will read a text, but first they will look for new words. then they will look for the meaning in a dictionary and make notes in the text. The teacher will read first with low music in the background (Classic).




Desuggestopedia
Celce-Murcia (1991) calls it “an affective- humanistic approach”→ in which there is respect for student’s feelings.
Georgi Lozanov, believes that language can occur at much faster rate than ordinary transpires. The reason for our inefficiency is caused because we set up psychological barriers to learning. We fear we will be unable to perform, and that we will fail. The limitations we think we have need to be “desuggested”. Its very important to make the students comfortable and give them the confidence that they can accomplish their goals of learning.


Production: they will create a short story similar to the one they heard, but using their English Identity.

Wrap-up: They will perform the story using costumes that the teacher has in a box in the classroom.
Simple Past
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