Luis Salgado Herrera Fundamentals 15

THE SOCIOCULTURAL FOCUS IN THE TEACHING LEARNING PROCESS

1.   Which are the ideas that guide the sociocultural approach for the teaching-learning
process by the Ministry?

 Language as means of communication and construction of meaning.

 Language as semiotic system that favors discourse construction and several types of
genres.
 Learning languages as a social phenomenon that includes, cognitive, affective, and
interaction processes.

2.   How does such an approach empower students to construct meaning?

Through this approach, learners recognize existing models in the culture of the
foreign language being studied, learners also acquire new behaviors when observing and
trying to replicate what others do.

3.   Explain how construction of meaning takes place in “Way to go!” Module 2?

In “Way To Go! Module 2” we can observe several exercises that involves

individuals interacting with each other for example Page 61, Act 4. students are asked to
talk about activities they like or don’t using the “useful expressions” And following the
idea that Bandura (1992) establishes, learning is social and individuals acquire new
behaviors when observing and trying to replicate what others do, this is an activity wherein
this argument can take place since they can observe how their partners speak about
activities they like or don’t and which words they use by telling so.

4.   What are the arguments to support the notion that language is a social phenomenon?

The handout states that learning a foreign language occurs when individuals interact
with others and this is supported by which Johnson (2009) proposed, he said that cognitive
development of individuals cannot be separated from the social, historical and cultural
context, wherein learning occurs and it is also supported by the aforementioned argument
stated by Bandura (1992).

5.   What’s the role of the teacher in this sociocultural approach?

The teacher helps the students to notice certain aspects of the language so they can
integrate them in their learning. The teacher also creates scenarios in which students use the
language in situations of communicative exchange, trying to replicate everyday life as
authentic as possible.
 Analysis of the activities proposed in unit 1 module 1 “Way to Go!” 8th.
Lesson 1 In context: Environmental concerns

Pag
Act. Description B’s category
e

READ. Match the photos of environmental

10 1 Remembering
problems with expressions from the Word Bank

SPEAK.
a. Complete the human actions with
expressions from the Word Bank
b. Discuss your environmental concerns A. Understanding
10 2
with a partner. What human actions in B. Analyzing
exercise 2 are associated with the
environmental problems in exercise 1?

LISTEN. Read and listen to three stories about

teenagers getting involved in their communities.
11 3 Remembering
Complete the text with environmental concerns
from exercise 1.

LISTEN. Label the photos with expressions in

11 4 the box. Then listen and match the photos with Remembering
the conversations.

SPEAK. Work with a partner. Discuss the things

12 5 you would like to do and the thing you would not Understanding/Evaluating
like to do.

SPEAK. Look at the pictures and find four

12 6 Analyzing
differences.

READ. Complete the text with the correct form

12 7 Applying
of the verb in brackets.

WRITE. In groups, create a mind map to show

some human actions affect the environment
12 8 negatively in your community or school. Then Analyzing
choose one problem to investigate and write
notes about.
 Lesson 2 expanding knowledge
Act. (7
Page activities Description B’s category
)
READ. Three friends are creating an online
eco-newsletter. Complete the profiles with the
13 1 Applying
correct form of the verb in brackets. Then
match each profile with an occupation.
PRONUNCIATION.
a. Notice the different pronunciation of –
ed. Listen and repeat. Understanding/
13 2 b. In natural speech, final consonants are analyzing
linked to the next vowel sound. Listen
and repeat
SPEAK. Complete the outline with personal
information.
a. Work with a partner and introduce A.
14 3 yourselves to each other. Remembering/applying
b. Listen to your partner. Suggest a role
for you partner on the eco-newsletter.
LISTEN. Listen to an interview about an
environmental problem.
a. Listen to part 1. Select the photo that
illustrates the environmental problem.
b. Listen to part 2. Put the photos in the A & B. Understanding
14 4
correct order. Then write a sentence C. Applying
describing each photo.
c. What did Luisa learn from the
experience? Discuss with a partner.
READ. Read the text from an eco-magazine.
15 5 Put the sentences (1-3) in the correct place (A, Understanding
B, or C) in the text.
WRITE. Match the definitions with the words
15 6 Analyzing
in bold in the article in exercise 5.
SPEAK. Read the article in exercise 5 again.
15 7 Analyzing
Discuss the questions with a partner.
 Lesson 3 Preparing your task
Pag Act. (9
Description B’s category
e activities)
SPEAK. Play the game with a partner. The
16 1 aim is to cross the board from start to finish. --
You teacher will you instructions.
READ. Read the story about Silvio the
16 2 spectacled Bear. Find six mistakes and Analyzing
correct them.
SPEAK. Work with a partner. Think a story
17 3 about an environmental problem. Take turns Creating
to ask and answer questions.
WRITE. Label the photos with the words
17 4 Understanding
and expressions in the Work Bank.
LISTEN. Decide if the sentence are true (T) Understanding
17 5
or false (F). Then listen and check. /Analyzing
LISTEN. Listen again and complete the
17 6 Remembering
notes with the correct numbers.
READ. Your teacher will give you a text.
18 7 Remembering
Read the text and complete the chart.
GROUP WORK. In group, complete a
18 8 similar chart for the environmental problem Evaluating
you chose in lesson 1, exercise 8.
WRITE. When you do research, it’s
important to show (cite) the source of your
information.
a. Complete the notes for the
18 9 environmental problem in exercise 8. Creating
Follow the example.
b. In your group, create a poster to
present your environmental problem
to the class.

Check your progress

Pag Act. (3
Description B’s category
e activities)
LISTEN. Listen to Juana and Marcos
Remembering/
19 1 talking about their environmental
Understanding
concerns. Complete the chart.
WRITE. Complete the text with the
19 2 Remembering
human actions
WRITE. Complete the article with the
19 3 Understanding
correct for of the verb in brackets.
The activities proposed in unit 1 module 1 “Way to Go!” 8th apply the Bloom’s taxonomy to
guarantee that learners will acquire new skills and knowledge. It also covers each of the levels that
the Bloom's taxonomy states. Students will develop skills that will allow them to use the
knowledge acquired as a tool to solve problems and create knowledge, in this case students will
publish an Eco-newsletter for the final task using the skills they have acquired throughout this
activities.