WRITING REPORT 01

TO : Mr. Rojas Salva.

(Teacher of Education Theory)

FROM : Aquino Collachagua Naysha.

Barja Ñaupari Edda Maribel.
Del Castillo Arriola, Jenny
Egoavil Sedano Mirta Pilar.
Ponce López Jackeline Giuliana.
(Students of English V-semester)

SUBJECT : Proposal report and validation of teaching strategies learning in English.

DATE : August 1th, 2019.

It’s a pleasure to express our Greetings to report the following:

FIRST: We show the different methods that help us as strategies to help to the students to improve
their different skills and they can learn other languages easily.

I. Audio - Lingual method.

II. Grammar – Traslation method.
III. Direct method.
IV. Silent Way.
V. Suggestopedia.
VI. Total Physical response.
VII. Comunicative Approach.
VIII. Comunicative Language teaching.

SECOND: We are going to show and describe the main characteristics of each method:

I. AUDIO - LINGUAL METHOD

The theory, on which method is based, has his origin in two school of the thought that were
given simultaneously :the conduction and the structural or descriptive school, because they
were very influential in their respective fields in that moment .The union of these two
currents got a new theory of learning language, which was describing the learning
processing terms of conditioning .This method was very popular in the 50 and 60s The
 method audio lingual also known as audio oral it was considered to be “scientifific”
approach of the education of languages .It is based on the dollowing beliefs:
a. To speak and to listen are the basicskills of the language.
b. Every language has his own and only structure and sytem of rules.
c. A language is learned across the formation of habits.

The method of learning language has the following principles according to chastain:

The goal of the education of the second language is developing in students must handle the

language in an unconscions level.

The native language of the students must be exiled of the class; it is necessary to support a

“cultural island”.To teach the second language without referring to the mother language .

The studentes learn language across teachniques of stimulus -respose. The students must

learn to speak without worrying for how the language is organized. It is not necessary giving

them time to think answer. The memorization of dialogs and practice of the structures are

the means acroos which determined asnwers are achieved.

The exercises of gramatical patterns must be done from the beginning without any
explanation. The intense practice must precede any explanation that is given, and the
discussion of the grammar mut be very brief.

To develop the “four skills” mut be kept the natural sequense followed to learn the mother
language (to listen, to speak, to read and to write).
II. THE GRAMMAR TRANSTION METHOD
This method originally was used to teach latin and greek, and at the of the 19th century and
beginning of the 20th century it was applied to the education and learning of modern
languages. His purpose was to make the pupils capable of exploring the depths of great
literatura simultaneouslythat help to students to understand better their mother language
across the intensive analysis of the language that they were laerning and of the translation.
 This method in this purer form had the follwing characteristics:
First the students were learning rules of grammar and bilingual list of vocabulary extracted
of the Reading or readings of the lesson. The grammar was thougth deductively by means
of long and elaborated explanations. All the rules were learnt with their exceptions and the
irrgularities were explanied in gramatical terms.
Once laerned the rules and the vocabulary, they were giving themselves recipes to translate
the excirses that were continuing to the grammatical explanations.
The comprehension of the rules and of the Reading was evaluated by means of the
translation of the language that was learned to the mother tongueand vice versa.
The mother language and the second language that language that was being laerned were
constant compared. The alm of the instruction was to translate the mother language into
the language that was lkaerned and vice versa, it was posible to use dictionary in case of
being necessary.
There was very few opprtunities for oral practice of the language (listen and speak except
when passages and sentences were read loudly, since this method focused in the Reading
and in exercies of translation. Most of the class was devoting itself to speak on the language;
virtually one was not dedicating anything of time to speak in the language.
III. DIRECT METHOD
The direct method of teaching was developed as a response to the Grammar-Translation
method. It sought to immerse the learner in the same way as when a first language is learnt.
All teaching is done in the target language, grammar is taught inductively, there is a focus
on speaking and listening, and only useful ‘everyday' language is taught. The weakness in
the Direct Method is its assumption that a second language can be learnt in exactly the same
way as a first, when in fact the conditions under which a second language is learnt are very
different.
Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.
In the classroom.
Aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis
on listening and speaking, the use of the target language for all class instructions, and the
use of visuals and realia to illustrate meaning.
 1. Principles of the Direct Method
Classroom instruction.
Vocabulary and sentence
Oral communication
Grammar and punctuation
Listening comprehension.
2. Characteristics:
Constructed pictures depicting.
Here and now.
Read text.
Grammar ruler are not explicitly taught.
Correct pronunciation.
IV. SILENT WAY
The silent way is a methodology of teaching language based on the idea that teachers should
be as silent as possible during a class but learners should be encouraged to speak as much
as possible. There are three basic principles:
 The learner needs to discover or créate.
 Learning is made easier by the use of physical objects such as Cuisenaire rods.
 Learning is made easier by problem-solving using the target language.

Example
The teacher shows the learners a small red Cuisenaire rod and a bigger blue one and says
‘The blue one is bigger than the red one'. The learners repeat this. The teacher then
substitutes the rods to produce other models, and finally encourages the learners to
produce their own comparisons.

In the classroom

Areas of target language where Cuisenaire rods can be useful include word boundaries,
contracted forms, prepositions, word order and word stress. Learners can use the rods to
first represent and then to manipulate language.
  Educate students thoroughly from the outset about this method and why you are
using it. Once you have achieved student buy-in, you can begin implementing this
method without fear of scaring them away.

 Check in individually with students who need it from time to time, to make sure
that they are okay. You can schedule regular meeting times with them, or check
in discreetly during class. This will help them feel more confident about their
progress.

 Give feedback non-verbally. Practice conveying a message with body language,

gestures and facial expressions. You will be amazed at how much you can
communicate to students without saying a word.

 Emphasize quality rather than quantity. Clearly articulate that attaining mastery,
rather than simply covering everything in the curriculum, is the priority.

V. SUGGESTOPEDIA.

This method, known also as Learning and Suggestive Teaching – “Accelerative” and as the
Method Lozanov, originated in Bulgaria. It was introduced by Georgi Lozanov in 1978, he is
a psychotherapist who believes that the techniques of easing and the concentration will
help the apprentices to use their subconscious resources and to retain more quantify of
vocabulary and structures about which they thought it is was possible.

The aspects more important of this method include the “suggestive” atmosphere in which
it is carried out, with soft lights, baroque music, happy decorations, comfortable seats and
dramatic techniques used by the teacher in the presentation of the material. All this has the
goal the total easing of the students in order that they could open their minds for the
learning of a language without any hobble.

VI. TOTAL PHYSICAL RESPONSE

This method sustains that the oral comprehension must be developed to depth, since it
happens with a small child that is learning his mother language, before that should star
speaking. It holds also that the skills are acquired more quickly if one appeals to the
 movement. This method developed by James J. Asher, uses oral instructions that the
students follow to show their comprehension. Like with the direct method, the language
that is learned is the language of instruction. The students are exposed to the language that
is based in here and now and that is easily understandable across the mime and the
example.

Asher (1974) summarizes of the following way three key ideas of this method:
 The comprehension of the oral language must be developed before that to speak.
 The students understand and retain better if they are in constant movement as response
to received indications. The imperative form of the language is a powerful tool because it
can be used to handle the conduct of the pupils and guide them towards the
comprehension by means of the action. Asher affirms that his research indicates that most
of the grammatical structures of the language that one is learning and hundreds of words
can be learned if the teacher uses with skill this imperative form.
It is not necessary to force the students to speak if they are not ready. In all that the student
gets inner the language that he is learning, he will start speaking in a natural way.
VII. COMMUNICATIVE APPROACH
The communicative approach is the theory that language is communication.
Therefore, the final aim of CLT (Communicative Language Teaching) is communicative
competence.
The Principles of the Communicative Approach:
Learners learn through using it to communicate
Authentic and meaningful communication should be the goal of classroom activities
Fluency is an important dimension of communication involves the integration of different
language skills learning is a process of creative construction and involves trial and error so
what is the teacher’s role in this?
The teacher has two main roles:
To facilitate the communication process in the classroom
To act as an independent participant within the learning-teaching group
The teacher is also expected to act as a resource, an organiser of resources, a motivator, a
counsellor, a guide, an analyst and a researcher.
There are many other minor roles of a teacher, some of these would include being an
actor and an entertainer. After all, a good lesson must be interesting or the students will
‘switch off’ and learn nothing.
In practical terms, what does that mean?
It means that we need to concentrate on the following:
Teacher – Student activities
Activities
Materials
Teacher-Student Interaction
Since communicative competence is our aim, it is essential that students be given every
opportunity to practise communicating. In the communicative classroom teacher talking
time (TTT) must be kept to a minimum. This is not to say that the teacher shouldn’t speak
at all, but TTT should be controlled and appropriate.
The classroom should be learner centred.
The teacher’s role is to facilitate student
communication which is done through careful
selection of materials and activities relevant to the
aims of the lesson in which they are used.

Communication can be
divided into two categories
Input
Output
The four communicative
skills can be put into these
categories
Whichever of these skills is being taught the main
focus must be on the student and not on the teacher.
The interaction should usually be the student to student and should include the teacher
only where necessary. During most classroom activities the teacher will monitor and
intervene only where necessary.
A model for part of a communicative lesson
 Stage 1
Teacher (T) gives a short presentation of a grammar or vocabulary point. T then gives
students (Ss) opportunity to practise the point in a controlled exercise. (Interaction: T›Ss)
Stage 2
Ss carry out the controlled exercise while T monitors and intervenes where appropriate.
(Interaction: S‹›S)
Stage 3
The Ss are asked to take part in an activity designed to get them to produce the vocabulary
and grammar they have been taught. T monitors and notes errors and interesting points. T
intervenes only when asked or when absolutely necessary. (Interaction: S‹›S)
Stage 4
Feedback session, in which T feeds back in a non-threatening way the errors s/he noted
during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction:
T‹›Ss)
The lesson extract follows a method called Presentation-Practice-Production or PPP for
short.
This was the standard method until a few years ago. Now there are a number of possibilities
open to the teacher.
You will be introduced to these at a later stage.
Activities
Classroom activities should, as far as is possible, be carried out in the target language
(English).
Having said this, there may sometimes be occasions where allowing the students to briefly
discuss a point in their native tongue can promote greater understanding and assimilation
of new information. This is controversial issue and should not usually be permitted.
There are many different types of activities. They provide speaking, listening, writing and
reading practice as well as aiding production.

Where do I find activities?

  They can be found in books containing supplementary material such as the Reward

Resource Packs.
 Many teachers enjoy creating their own activities, which can be tailored specifically to their

classes needs.
 Activities used in the classroom must be selected carefully as if they are above the level of

the students they can destroy self-confidence and if below they can bore the students.
 Activities usually involve the students working together either in pairs or in small groups.

 Activities are often used to practise real-life situations involving social interaction and so a

high level of social and functional language should be expected.

 Materials

 Materials fall into three broad categories:

 text-based, task-based

 realia.

They can be used as the basis for classroom activities. Once again not only must the activity be
appropriate to the level of the students but the materials used must be appropriate too.

Text-based materials

For example, practice exercises, reading passages, gap fills, recordings, etc. can be found in almost
any course book as well as in books containing supplementary materials. They form an essential part
of most lessons.

Task-based materials

These include game boards, roleplay cards, materials for drilling, pairwork tasks, etc.
They might be used to support 'real life' tasks such as role-playing booking into a hotel, or a job
interview.
Realia

This includes such things as magazines, newspapers, fruit and vegetables, axes, maps - things from
the real world outside the classroom.

They can be used in many activities.

 For example, fruit and vegetables could be used in a shopping activity, an axe could be used to show
the effect of using the present perfect continuous on a short action verb.

So what does the communicative approach mean in practical terms?

We should now understand that the teacher's job is to get their students to communicate using real
language by providing them with instruction, practice, and above all opportunities to produce
English in activities which encourage acquisition and fluency.

In conclusion

CLT should be fun for both teacher and students.

Enabling students to communicate successfully is also very rewarding.

VIII. COMMUNICATIVE LANGUAGE TEACHING

(A functional approach since 1970s) :It is an approach, not a method; a unified but broadly
based theoretical position about the nature of language and of language learning and teaching.
Background
 This approach is found in the changes in the British language teaching tradition dating
from the late 1960s. A lot of British linguists contributed to the formation of the
Communicative Approach which aims to make communicative competence (Hymes,
1972) the goal of language teaching and develop procedures for the teaching of the
four language skills that acknowledge the interdependence of language and
communication. Communicative competence is what a speaker needs to know in order
to be communicatively competent in a speech community.

Background

 Richards and Rodgers (1986) described CLT as an approach rather than a method, since
it represents a philosophy of teaching that is based on communicative lg use.
Advocated by many applied linguists, CLT in their views emphasizes notional-functional
concepts and communicative competence, rather than grammatical structures, as
central to teaching.

Background
The major characteristics are:

 Meaning is primary; contextualization is basic.

 Attempts to communicate in TL are encouraged in the beginning of instruction.
 Material sequencing is determined by the content, meaning, and function.
 L1 is acceptable when feasible.
 Activities and strategies for learning are varied.
 Communicative competence is the goal of instruction.

Background

In Hyme’s view, a person who acquires communicative competence acquires both

knowledge and ability for language use

whether something is formally possible; whether something is feasible in virtue of the

means of implementation available; whether something is appropriate in relation to a
context in which it is used and evaluated; whether something is in fact done, actually
performed and what its doing entails Canale and Swain (1998) identify four dimensions of
communicative competence:

Grammatical competence- similar to linguistic competence by Chomsky by what is

formally possible

Sociolinguistic competence- understanding of the social context in which communication

takes place, including role relationships, the shared information of the participants, and
the purpose for their interaction

Discourse competence- the interpretation of individual message elements in terms of

cohesion and coherence

Strategic competence- the coping strategies to initiate, terminate, maintain, repair, and
redirect communication

Three principles

• communication, task, meaningfulness principles

 • the communication principle: Activities that involve communication promote lg
learning.

• the task principle: Activities that involve the completion of real-world tasks
promote learning.

• the meaningfulness principle: Learners must be engaged in meaningful and

authentic language use for learning to take place.

Influences

 The primary function of language is for interaction and communication.

 Language is a system for the expression of meaning.
 The activities that truly communicative have features of information gap, choice,
and feedback; they must be guided by the teacher for unrehearsed situations.
 Authentic materials should be used.
 True communication is purposeful.
 Activities are better carried out in small groups in which interaction among
students are maximized.

Criticism

 Being prejudiced in favor of native-speaker teachers by demanding a relatively

uncontrolled range of language use and expecting the teacher to be able to
respond to any and every language problem which may come up.
 Lack of the explicit teaching of grammar -> a consequent loss among students in
accuracy in the pursuit of fluency

Practice in the Classroom

 Grammatical structures had better be subsumed under various functional

categories.
 Authentic materials are preferred.
 There should be less attention to grammatical rules but fluency should never be
encouraged at the expense of clear, unambiguous, direct communication.
  Technology and increased teachers’ lg proficiency now make achieving the goals
of CLT possible.

THIRD: Finally, it is explained why the 4 skills are necessary to learn another language.

What are the four basic languages skills?

 Reading
 Writing
 Listening
 Speaking

The skill work in pair. When you reading or listening, you’re consuming a language.

However, when you’re writing or speaking, you’re producing a language.

One you mastered these skills, you can safely say that you’re fluent in that language.

Some important tips

 Reading Writing, speaking and listening – the four foundational skills of language learning.
 You can’t build a house without a strong foundation (well, that’s if you want the house to
stay upright in all weather). Similarly, you won’t become a well- rounded speaker of a
language without building upon the four foundations of language learning.
 The key factor of the four basic languages skills is that they complement each other. As a
science nerd, I know that newton’s third law states that every action has an equal and
apposite reaction. So, if you want to be a well- rounded language learner, you need to
ensure that you’re giving each skill the attention that it needs.

What is listening?
Listening is the first language skill we acquire in our native language. It is what is know as
a receptive skill, or a passive skill as it requires us to use our earns and our brains to
comprehend language as it is being spoken to us. It is the first of two natural language
skills, which are required by all-natural spoken languages.
What is speaking?
Speaking is the second language skill we acquire in our native language. It is what is Known
as a productive skill, or an active skill, as it requires us to use our vocal tract and our brains
to correctly produce language through sound. It is the second of two natural language
skills.

What is reading?
Reading is the third language skill we may acquire in our native language. As with listening,
it is a receptive, or passive skill, as it requires us to use our eyes and our eyes and our
brains to comprehend the written equivalent of spoken language. It is one of the two
artificial language skills, as not all-natural spoken languages have a writing system.

What is writing?

Writing is the fourth language skill we may acquire in our native language. As whit
speaking, it is productive, or active skill, as it required us to use our hands and our brains
to produce the written symbols that represent our spoken language. Along with reading,
it is one of the two artificial languages skills, as not all natural spoken languages have a
writing system.

It’s all that informed you for the relevant purposes.

Sincerely