“Trabajo Práctico Primer Cuatrimestre”

Institute: ISP Nª 5 “Perito Francisco Moreno”

Career: English Teacher

Subject: Taller de Docencia I

Professor: Paola Mastramico

Students: Sofia Bustamante – Luciano Parra Rodriguez

Delivery date: 14/08/2020

 Popular Methodology

A1) Grammar-translation;
These methods did exactly what they said. Students were given
explanations of individual points of grammar, and then they were
given sentences that exemplified these points. These sentences had
to be translated from the target language (L2) back to the students’
first language (L1) and vice versa.

Positive Negative

⮚ Reading comprehension. ⮚ Type of grammar. If it is very different, it

will not be useful for the formulation of
⮚ Vocabulary.
long sentences.
⮚ Memorization. ⮚ Only focused on reading and writing.

⮚ The use of words. ⮚ The native language is still used.

⮚ Useful for every language level. ⮚ It is necessary to deduct.

⮚ Useful for a class with many students. ⮚ It doesn’t develop speaking skills.

⮚ Students may become mentally lazy

(translate everything).

Direct Method;
It was the product of a reform movement that was reacting to the
restrictions of Grammar-translation. The translation was abandoned in
favour of the teacher and the students speaking together, relating
grammatical forms they were studying to objects and pictures, etc. To
establish their meaning. The sentence was still the main object of interest,
and accuracy was all-important. It was considered vitally important that
only the target language should be used in the classroom.

Positive Negative
 ⮚ Fast communication and demonstration. ⮚ Doesn’t develop the ability to speak.

⮚ Emphasis is placed on grammar and ⮚ It's not natural(normal systematic written

pronunciation. work and reading activities).
⮚ Teaching is often based on situations and ⮚ You have to recreate the conditions (so you
themes. will need time,be creative and skilled).
⮚ Low or high level. ⮚ Everyday vocabulary.

⮚ Teaching oral and instructional grammar.

⮚ Students learn to speak complete sentences
without any hesitation. ⮚ It is not useful for long-term teaching.

⮚ Develops listening, speaking, reading. ⮚ Reading and writing are ignored to a great
extent.
⮚ Funny and interesting (audio-visual
teaching). ⮚ In the early stage of learning, this method is
completely unsuccessful.

Audiolingualism;
It uses the stimulus-response-reinforcement model, it attempted, through a
continuous process of such positive reinforcement, to engender good
habits in language learners. It relied heavily on drills to form these habits;
substitution was built into these drills so that, in small steps, the student
was constantly learning and moreover, was shielded from the possibility of
making mistakes by the design of the drill.

Positive Negative

⮚ Useful in listening and speaking ⮚ Specific context.

development.
⮚ Mistakes are quickly fixed.
⮚ Learn vocabulary very quickly.
⮚ Mistakes don't matter much.
⮚ Quick learning of pronunciation.
⮚ Focus on language form, not on meaning.
⮚ Memorization of quick structures.

⮚ Low language level. ⮚ No heed on communicative competence.

⮚ Focus on listening and speaking skills. ⮚ Learners are in a passive role.

⮚ Useful for every language level.

A2) Presentation, practice and production;

In this procedure the teacher introduces a situation which contextualises the language to be taught. The
language, too, is then presented. The students now practise the language using accurate reproduction techniques
such as choral repetition (the students repeat a word, phrase or
sentence all together with the teacher ‘conducting’) ,
individual repetition (individual students repeat a word,
phrase or sentence at the teacher’s urging), and cue-response
drills (the teacher gives a cue such as cinema, nominates a
student and the student makes the desire response, e.g.
Would you like to come to the cinema?).
Later, the students, using the new language, make sentences of
their own, and this is referred to as production.

Positive Negative

⮚ Increased communication between ⮚ It starts from lack of knowledge and

colleagues. immediate production.
⮚ Simplify the language and make it more ⮚ Breaking language into small pieces.
accessible for both teachers and students.
⮚ It can be boring if used
⮚ Demonstration and accompaniment of the
repeatedly.Especially for higher level
teacher.
students.
⮚ Organization and socialization.
⮚ Weaker learners may overuse the target
⮚ It's very flexible. language from the practice session, so it
sounds unnatural.
⮚ Useful for any level and number of
⮚ Learners may not be sure how to use target
students.
language in different contexts.

A3) PPP and alternatives to PPP;

➔ ‘The deep end strategy’: Keith Johnson suggested it as an alternative,
where by encouraging the students into immediate production (throwing
them in at the deep end), you turn the procedure on its head. The teacher
can now see if and where students are having problems during this
production phase and return to either presentation or practice as and when
necessary after the production phase is over.
Later, Donn Byrne suggested much the same thing, joining the three
phases in a circle. Teachers and students can decide at which stage to enter
the procedure.

Positive Negative

⮚ Immediate production and circle method. ⮚ Has no clear beginning.

⮚ The teacher and the students decide where

⮚ It is not useful for long-term teaching.
they are.
 ⮚ Easy material is used for both teachers and ⮚ Use of advanced vocabulary, to later be
students. adapted depending on the level.

⮚ Motivational between each stage of ⮚ It is necessary to have previous knowledge.

learning (step by step).

➔ ESA: E stands for engage. Unless students are emotionally engaged with what is going on, their
learning will be less effective.
S stands for study and describes any teaching and learning
element where the focus is on how something is constructed,
whether it is relative clauses, specific intonation patterns, the
construction of a paragraph or text, the way a lexical phrase is
made or used, or the collocation of a particular word. Study may
be part of a ‘focus on forms’ syllabus, or may grow out of a
communicative task where the students’ attention to form is
drawn to it either by the teacher or through their own noticing
activities.
A stands for activate and this means any stage at which students are encouraged to use all and/or any of
the language they know. Any meaning-focused activity where the language is not restricted provokes
students into language activation.
ESA allows for three basic lessons procedures. In the first the sequence is ESA, much like PPP.
A ‘Boomerang’ procedure follows a more task-based or deep-end approach. Here the order is EAS; the
teacher gets the students engaged before asking them to do something like a written task, a
communication game or a role-play. Based on what happens there, the students will then, after the
activity has finished, study some aspect of language which they lacked or which they used incorrectly.
‘Patchwork’ lessons may follow a variety of sequences. For example, engaged students are encouraged
to activate their knowledge before studying one and then another language element, and then returning
to more activating taks, after which the teacher re-engages them before doing some more study, etc.

Positive Negative

⮚ Focus on form method. ⮚ The beginning is very important for

motivation and interest (engage).
⮚ Communication between classmates and
teacher. ⮚ Need time,be creative and skilled to warm
up the learners.
⮚ Good organization for the teacher.
⮚ Teachers need to do specific questions to
⮚ Useful for every language level.
test knowledge.

⮚ Adaptive and flexible. ⮚ Teachers need to guide the knowledge and

make good use of the material so that it can
⮚ Improve speaking, reading, writing and be tested then.
listening.
 ⮚ Good use of cognition and mental effort.

⮚ Funny and interesting (role-

playing,stories,debates,etc).

A4) Four methods;

➔ Community Language Learning: a ‘knower’ stands outside a
circle of students and helps the students say what they want to say
by translating, suggesting or amending the students’ utterances.
The students’ utterances may then be recorded so that they can be
analysed at a later date. Students, with the teacher’s help, reflect
on how they felt about the activities.

Positive Negative

⮚ Teacher acts as a guide. ⮚ The counselor/teacher can become too non

directive.
⮚ Communication.
⮚ The method relies completely on
⮚ Learners start a conversation. inductive learning.

⮚ Learners speak in their native language. ⮚ Teachers need to be skilled and quick to
translate the sentences or words.

➔ Suggestopedia: is concerned above all with the physical

environment in which the learning takes place. Students
need to be comfortable and relaxed so that their filter is
lowered. Students take on different names and exist in a
child-parent relationship with the teacher. Traumatic
topics are avoided, and at one stage of a three-part
procedure, the teacher reads a previously-studied dialogue
to the accompaniment of music. During this phase there
are also ‘several minutes of solemn silence’ and the
students leave the room silently.

Positive Negative

⮚ Comfortable and relaxed environment. ⮚ Too different from the normal teaching.
 ⮚ Clear theory. ⮚ It is not easy to create the conditions.

⮚ Students remember best and are most ⮚ Some people say that suggestopedia uses
influenced by information coming from an hypnosis, so it has bad deep effects for
authoritative source, teachers. human beings.

⮚ Students can acquire the aim of teaching ⮚ A lot of comfort can be interpreted as
instruction from both direct instruction and childish (Hard to please all students).
the environment in which the teaching takes
place. ⮚ A lot of comfort can mean relaxation and
not interpretation in reality.

➔ Total Physical Response (TPR): A typical TPR lesson

might involve the teacher telling students to ‘pick up the
triangle from the table and give it to me’ or ‘walk quickly to
the door and hit it’. When the students can all respond to
commands correctly, one of them can then start giving
instructions to other classmates. James Asher believed that
since children learn a lot of their language from commands
directed at them, second-language learners can benefit from
this, too.

Positive Negative

⮚ Dynamic education. ⮚ Need time and be creative.

⮚ Long term retention. ⮚ Not useful for high-level learners.

⮚ Useful for young students. ⮚ Long period of silence.

⮚ It keeps learners attention. ⮚ Not useful for all the topics.

⮚ It doesn’t require a great preparation on the ⮚ Students are not given the opportunity to
part of the teacher. express their own views and thoughts in a
creative way.
⮚ It is a good tool for learning vocabulary.
⮚ It must be combined with other approaches.
⮚ Class size does not need to be a problem.
⮚ It is easy to overuse TPR.
 ➔ Silent Way; nne of the most notable features of the Silent Way is the behaviour of the teacher who,
rather than entering into the conversation with the students, says as little as possible. This is because
the founder of the method believed that learning is best facilitated if the learner discovers and creates
language rather than just remembering and repeating what has been taught.
In the Silent Way, the teacher frequently points to
different sounds on a phonemic chart, modelling
them before indicating that students should say the
sounds. The teacher is then silent, indicating only by
gesture or action when individual students should
speak and then showing when sound and words are
said correctly by moving on to the next item.
Because of the teacher’s silent non-involvement, it is
up to the students (under the controlling but indirect
influence of the teacher) to solve problems and learn
the language. It also gets students to use Cuisenaire
rods (wooden blocks of different colours and sizes)
to solve communication problems.

Positive Negative

⮚ New and works fun cognition and ⮚ Previous learning of own teaching way.
creativity.
⮚ No communication between teacher and
⮚ Memorization. student.
⮚ Repetition and long term storage. ⮚ Teacher says as little as possible.

⮚ Own cognitive learning. ⮚ It is not useful for all people with different
levels.
⮚ Constant effort; Students correct the errors
themselves. ⮚ Teachers must know their teaching
objectives clearly and make use of the
⮚ Teachers are free to observe their students teaching aids effectively.
carefully and be available to them.
⮚ Students may waste too much time
struggling with a concept that would be
easily clarified by the teachers.

A5) Communicative Language Teaching (CLT)

A major strand f CTL centres around the essential belief that if
students are involved in meaning-focused communicative tasks,
then ‘language learning will take care of itself’, and that plentiful
exposure to language in use and plenty of opportunities to use it are
vitally important for a student’s development of knowledge and
skill.
Activities in CLT typically involve students in real or realistic
communication, where the successful achievement of the
communicative task they are performing is at least as important as
the accuracy of their language use. Thus role-play and simulation
have become very popular in CLT. In other communicative activities, students have to resolve a puzzle and can
only do so by sharing information. sometimes they have to write a poem or construct a story together.
For these activities to be truly communicative, it was suggested from the very beginning, students should have a
desire to communicate something. They should have a purpose for communicating. They should use a variety of
language structures. The teacher won’t intervene to stop the activity; and the materials he or she relies on won’t
dictate what specific language forms the students use either. In other words, such activities should attempt to
replicate real communication. Some of the activities in CLT may be further towards the communicative end,
whereas some may be more non-communicative.

A key to the enhancement of

communicative purpose and the
desire to communicate is the
information gap.
CLT, therefore, with its different
strands of what to teach (utterances
as well as sentences, functions as
well as grammar) and how to teach
it (meaning-focused communicative
tasks as well as more traditional
study techniques), has become a generalised ‘umbrella’ term to describe learning sequences which aims to
improve the students’ ability to communicate.

Positive Negative

⮚ Role-play and simulation. ⮚ Not useful for high language level.

⮚ Interesting and funny. ⮚ It pays insufficient attention to the context

in which teaching and learning take place.
⮚ Good for young learners.

⮚ Communication. ⮚ Focuses on fluency but not accuracy.

⮚ Children acquire grammar rules as a

necessity to speak so is more proficient
and efficient.

A6) Task-based learning (TBL)

TBL makes the performance of meaningful taks central to the learning process.
Instead of a language structure or function to be learnt, students are presented
with a task they have to perform or a problem they have to solve.
Jane Willis suggests three basic stages: the Pre-task, the Task cycle and the
Language focus.
In the Pre-task stage, the teacher explores the topic with the class and may
highlight useful words and phrases, helping students to understand the task
instructions. The students may hear a recording of other people doing the same task. During the Task cycle
stage, the students perform the task in pairs or small groups while the teacher monitors from a distance. The
students then plan how they will tell the rest of the class what they did and how it went, and they then report on
the task either orally or in writing, and/or compare notes on what has happened. In the Language focus stage, the
students examine and discuss specific features of any listening or reading text which they have looked at for the
task and/or the teacher may conduct some form of practice of specific language features which the task has
provoked.
Another kind of task might be to ask students to give a short presentation on the life of a famous historical figure
of their choice.
David Nunan’s task sequence is somewhat different. He starts with the same kind of pre-task to build the
students’ schema, but he then gives students controlled language practice for the vocabulary they might need for
their task. They then listen to native speakers performing a similar task and analyse the language that was used.
Finally, after some free practice of language, they reach the pedagogical task where they discuss issues and
make a decision.
In one view, tasks are the building blocks of a language course. Students perform the tasks and focus on
language form as they do the tasks, or as a result of having done them.
In another version, however, tasks are still the building blocks of the course, but we will provide students with
the language to do them before they set out to perform these tasks.

Positive Negative

⮚ Communication. ⮚ Not useful when you don't have enough

time.
⮚ Vocabulary.
⮚ Low Control of what is known.
⮚ Long term learning.
⮚ Students may use their mother language
⮚ Develop group and team work.
instead of the target language.

⮚ Students rely on previous language, ⮚ ‘Emphasises too much on tasks and

knowledge and experience. communicating’(Seedhouse -1999).
 ⮚ ‘Mistakes may cause barriers for the
learners to progress’(Skehan -1996).

⮚ ‘Linguistic regularities are acquired through

‘noticing’ during communicative
activity’(Swan -2005).

A7) The Lexical approach;

It is based on the assertion that ‘language consists not of traditional
grammar and vocabulary but often of multi-word prefabricated
chunks’. Adult language users have literally thousands of these
chunks at their disposal, such as How are you?, See you later, You
must be joking, etc. It’s said that fluency is the result of acquisition of
a large store of these fixed and semi-fixed pre-fabricated items which
are ‘available as the foundation for any linguistic novelty or
creativity’.
A Lexical approach would steer towards the teaching of phrases
which show words in combination, and which are generative in a
different way from traditional grammar substitution tables.
Typical activities include asking students to add intensifiers to semi-fixed expressions, and getting students,
once they have read a text, to underline all the nouns they can find and then to underline any verbs that collocate
with those nouns. Word-order exercises can be adapted to focus on particular phrase components.
Elsewhere, however, it’s suggested that exposure to enough suitable input, not formal teaching, is the ‘key to
increasing the learner’s lexicon’, and that ‘most vocabulary is acquired, not taught’.

Positive Negative

⮚ Funny and interesting. ⮚ No order of words.

⮚ Repetition and changes of words. ⮚ Informal use.

⮚ Pre-made sentences. ⮚ No vocabulary.

⮚ No lexical approach.
⮚ Quick learning of words.

.-