National Pedagogical University Francisco Morazán

Regional Campus, San Pedro Sula

The Teaching of English
Professional Practice I II Trimester 2023

Facilitator: M.Sc. Mery Peña Name: Eleazar Isaías Carrasco Guerra Date: Wednesday, June 07th, 2023

Task : Approaches and Methods in Language Teaching Value: 25%

Objectives:
 Build up a strong foundation on methods and techniques of language teaching, so students get ready properly to carry out the planning
process.
 Design different types of activities based on methods and techniques of teaching E to develop the different skills and subskills, to analyze
how they are correctly implemented.
I. Read documents provided in professional Practice I Resources: (Look for further information in case it is needed)
1. Teaching and principles in language teaching.
2. Approaches and methods language teaching.
3. II Watch the recommended videos for this activity.
https://www.youtube.com/watch?v=L2JaADcWegA Summary of ELT Teaching
https://www.youtube.com/watch?v=oWMjNruvKzU Natural Approach/DirectMethod
https://www.youtube.com/watch?v=r0DvXxqO94o Content Base Approach
https://www.youtube.com/watch?v=_ocUjtB6-4Q Multiple intelligences
https://www.youtube.com/watch?v=RschZFj3vHI Competency Based Instruction
https://www.youtube.com/watch?v=pMTQ1kdLYUo

https://www.youtube.com/watch?v=pMTQ1kdLYUo

Project Based Learning

https://www.youtube.com/watch?v=UCFg9bcW7Bk
Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette https://www.youtube.com/watch?v=nue8AN9XsuY

Scott Thornbury – What's the latest teaching method?

https://www.youtube.com/watch?v=XERPdwe0HHQ

Scott Thornbury - My 7 favourite language teaching methods

II Make a summary chart on methods and techniques, include the ones from the videos.10%
 Language Teaching
Approach/Method Techniques Worked skill
Foundation of the
method (The main
purpose
Grammar Translation Grammar Translation 1. Translation of Literary The main areas that
Method Method was born Passages need improvement
in1800, this method 2. Reading are reading and
For accuracy, was originated from Comprehension writing abilities.
3. Questions
deductive learning is the practice of 4. Antonyms / Synonyms
crucial. teaching Latin in the 5. Cognates
early on 16th century 6. Deductive Application
Understanding a but it was the standard of Rule
foreign language is way languages were 7. Fill-in-the blanks
essential for creating taught in schools from 8. Memorization
and reading literature. the 17th to the 19th 9. Composition
centuries, its purpose
is developing students’
reading ability,
although this method
focuses on reading and
writing, speaking and
listening are
overlooked.
Direct Method Direct Method was 1. Reading aloud The oral way is use
born in 1900, the main 2. Dialogues for reach a fluency
Discovering new things purpose is establishing 3. Role-plays in the target
and speaking fluently the direct bond 4. Questions and answers language.
5. Self correction
require inductive between thought and 6. Conversations
learning. expressions and 7. Fill-in-the-blanks
between experience 8. Dictation
Language is meant to and language; learners 9. Drawing (for listening
be spoken. have to domain the L2 comprehension)
 L1 is prohibited. (target laguage) in a 10. Paragraph writing
 Daily L2 speech is natural way.
crucial.
Learning is based on Audio-Lingual 1. Dialogue Oral
Behaviorism for Habit Method, was born Memorization Communication
Formation. 1945, this method had 2. Minimal pairs (for (examples and
its top during World teaching repetition,
Rules are induced from War II, the main pronunciation) descriptive texts,
3. Complete the dialogue
examples and purpose is to develop 4. dialogue).
Grammar Games
repetitions. speaking ability, which Mechanical Drills
is considered a. Repetition
Language is based on equivalent to correct b. Chain
descriptive linguistics grammar and c. Single-slot
primarily for oral pronunciation. Substitution
communication. d. Multiple-slot
Substitution

Silent Way Silent Way, was born 1. Teaching Students can do

in 1950, later was pronunciation with learning by
Cognitive Psychology developed by C. "sound color charts" themselves, that is,
is the basis. Gattegno in 1972, its Cognitive coding with they must be
color rods
Learning occurs purpose is the use of autonomous in their
2. Peer correction to
inductively→ Rule the language by improve co-operative own learning above
formation. students, whom the manner all in speaking and
teacher encourages to 3. Self correction interact with each
“Cognitive Coding” → produce as many gestures other.
“Color rods” and statements as possible 4. Teacher’s Silence
"Fidel Chart". and it offers the 5. Structured feedback
L1 (mother language) knowledge of basic 6. Fidel Charts (for
can be used for spelling)
grammar. 7. Word Charts (for
explanations. vocabulary)

Community Language Community Language 1. Human Computer Communication

Learning Learning was born in 2. Reflection on (speaking), creative
1960, created by Experience thinking (writing)
S.A.R.D. (Security, Charles A. Curran, the 3. Reflective Listening and learners’ culture
4. Small Group Tasks
Attention/Aggression, purpose of this method (listening).
5. Transcription
Retention/Reflection, is, its emphasis on
and Discrimination). student learning as a
whole person,
Learning is both promotes the
cognitive and affective development of texts
for successful. that are consistent with
what is discussed in
Language is the via of the course, these texts
communication. can be written by the
Creative thinking teacher or students.
Learner’s culture.
Trust in the learning
process, the teacher
and the others.
L1 (mother tongue) can
be used.

Learning is affective. Suggestopedia was 1. Classroom set up Presentation, active

born in 1970, it was 2. Positive Suggestion concert, passive
Communication is a developed by the 3. Peripheral Learning concert, and
two-plane process. Bulgarian 4. Visualization practice, which led
5. Choosing a New
psychotherapist Georgi Identity to put into practice
Limitations must be Lozanov, its purpose is 6. First Concert listening, speaking,
eliminated in order to to free the individual 7. Second Concert reading and writing.
effectively utilize our from stress, shame, 8. Primary Activation
brain resources. nerves and other 9. Secondary Activation
personal limitations
Language and since it’s believed that
psychological/physical this can hinder their
factors that influence learning capacity, it
the linguistic message. uses meditation and
relaxation programs.
Errors are allowed →
Confidence.

Movement-based Total Physical 1. Commands Speaking skills

innate bioprogram for Response was born in 2. Role reversal through corporal
language learning. 1970, is a set of 3. Action sequence gestures and
methods developed by mimics.
Language is primarily Dr. James J. Asher and
oral. its purpose is to
understand and then to
Use of commands. speak the language
 that is being learned
Similar to the through observation.
acquisition of native This process allows for
language. a long period of
comprehension
L1 is used only at the development before
beginning. language production.

Responses are the Cognitive Approach 1. Role play Perception,

result of insight and was born in 1970, its 2. Exchange of memory, attention,
intentional patterning. purpose is the information language, problems
relationship between 3. Substitution drills and decision, the
4. Application
The concepts behind language and teaching, worked skills are
relationships
language → grammar. this implies the 5. Implication speaking and
Language as an cognitive process relationships listening which are
operation → sets of which is relate to the 6. Collocation mainly noted during
communicative psychology area where relationships the process.
functions. psycholinguistics is
taught.

Practical Communicative 1. Authentic Materials Speaking skill

communication that Approach was born in 2. Scrambled Sentences (Communicative
relies exercises and 1980 and it was 3. Language Games competences) with
activities which developed by British 4. Picture Strip Story critical thinking.
5. Role-plays
improve the learning applied linguistics, its 6. Fill-in-the-gap
during the process. purpose is to teach a
second language to
Meaningful activities adult learners due to
lead to Effective increasing
learning. interdependence
between countries. The
Language is for learners should fill up
development of the communicative
"communicative competence.
competence" lead to
Meaning & Function.

Humanistic Approach Humanistic Approach 1. Cooperation Teacher- All the skills are
 was born in 1985, Students being practicing
A healthy mental developed by Abraham 2. Cooperation Students- when learners
attitude is dependent on Maslow, its purpose is Students interact each other.
taking personal centered with a 3. Meaningful language
items
responsibility. motivation of the 4. Mime
person, and well-being 5. Mini-explanation
Language taught in all his senses, since 6. Setting appropriate
through items, teaching human experiences are tasks
skills, the teacher's sharing with this 7. Arousing interest
status, and flexibility. approach.

Task-Based Language In 1987, Task-Based 1. Cooperation Ability to work in

Learning Language Learning 2. Collaborative work teams, proactive and
was established with 3. Exchange of ideas communicative skill
Using the target the intention of using 4. Elicitation or is presented during
brainstorming
language for tasks as a planning the process.
5. Meaningful
meaningful work and center for the communication
authentic language methodology's 6. Practical extra
usage. development; it’s the linguistic skill
use of tasks as a building
It divides the target planning center unit in 7. Promotion of language
language into distinct the teaching of a acquisition
linguistic components, language.
such as lexical items,
grammar points, and
functions.

Natural Approach Natural Approach

Content Base Content Base

Approach Approach

Multiple Intelligences In 1983, Multiple 1. Evaluate the Listening, speaking,

Intelligences was intelligence of the reading and writing.
The fundamental created, where say that students.
information processing every human being 2. Use of puzzles.
3. Use of ICT
techniques used by possesses an (Information and
various intelligences. intelligence, according communication
 to Howard Gardner, its technologies).
Evolutionary specific purpose is working the 4. Evaluate from
development. multiple intelligences multiple intelligences.
and to develop these 5. Take into account the
Findings from type of intelligence
with activities. that predominates in
experimental the student at the time
psychology. of evaluation; verbal,
visual-spatial, kinetic-
bodily, logical-
mathematical,
musical, intrapersonal,
interpersonal and
naturalistic.

Competency Based Competency Based

Instruction Instruction
(As many lines as
techniques the approach
/method has)
 II. Execute one technique. Prepare the planning, material and all the necessary to develop one activity in the class. In the
presentation you must briefly explain what is the method about, the purpose, the technique and skill your technique develops.
The topic is free) 5%

NATIONAL PEDAGOGICAL FRANCISCO MORAZAN

REGIONAL CAMPUS, SAN PEDRO SULA
DAILY LESSON PLAN

SUBJECT: Science
TOPIC: The Solar System
COURSE: 7th SECTION: A No. STUDENTS: 29
_No. HOURS: 45 min PLACE AND DATE: UPNFM, San Pedro Sula, Monday, June 8th, 2023

EXPECTATION ACHIEVEMENT: Students will be able to identify the planets of the Solar Systems and the planets’ order.

SPECIFIC OBJECTIVES: (One per domain, cognitive, affective and psychomotor)

At the end of this lesson, students will be able to:
 Recognize the planets of the Solar System by showing them the didactic material. (Cognitive)
 Realize how many planets there are by drawing the Solar System. (Affective)
 Identify the planets in the Solar System in their order. (Psychomotor)
Trainee Teacher :________________________ Teachers Trainer:______________________ Tutor Teacher:_______________________

Teacher´s Activities Student´s Procedures Student´s Attitude Methodology Resources Time Homework

Introduction Introduction (Specify method(s) and Printed and Include the value
The teacher begins the Students listen and see the technique) digital. (include 3 min of the hw or any
class by showing the teacher’s presentation. the link(s) ws.
planets on a piece of
cardboard. Audio Lingual Method
Active Participation
Teacher shows the Students repeat that teacher Technique: Drills
didactic material about says. Didactic 4 min
the Solar System, this Material;
Attentive
contains the Mnemonic Cardboard
Planet and after ask
students to repeat that he
Respectful
says it.

The teacher asks for two Students participate actively. 4 min

volunteers to practice the
Planet Mnemonic.

Development Development
Teacher stars to read a Students listen that teacher is Motivated Descriptive Text 7 min
dialogue with the reading. of The Planets
description of every
planet.

Teacher asks students to Students actively repeat at Enthusiastic 4 min

repeat what he is saying. the teacher's pace.

The teacher asks the Students actively repeat the 6 min

students to repeat the dialogue without the
dialogue but this time teacher’s participation.
only them.

Application: Application: Pencil

Teacher explains and Students listen to teachers’ Creative 10 min
gives instructions to instructions. Notebook
students how to draw a
 Solar System, write
planet’s names and their
order.

Teacher draws an image Students draw on their

on the board the order of notebooks the Solar
the planets. Systems.

Evaluation: Evaluation:
Teacher shares to Students work on the
students a worksheet worksheet naming all the Optimistic
where they have to planets in the Solar
match the descriptions System. Pencil Classwork
and write the order 7 min (Worksheet)
and the name of every Worksheet 5%
planet, the instructions Interested
say that students have
to name them.

III. Research five methods and Its techniques for each topic. (10%)
Skills
 1. Reading
2. Writing
3. Listening comprehension.
4. Speaking
5. Grammar
Subskills
6. Vocabulary
7. Critical Thinking
8. Pronunciation
9. Phonetics
10. Phonology
Skills
1. Reading:
Methods Techniques
Audio Lingual Method Dialogue Memorization
Competency Based Instructions Self-Assessment
Grammar Translation Method Transcription
Multiple Intelligences Scramble Sentences
Communicative Approach Reading and Comprehension

2. Writing:
Methods Techniques
Silent Way Dictation
Grammar Translation Method Debates
Multiple Intelligences Complete Dialogues
Direct Method Vocabulary
Content Based Approach Fill in the gaps

3. Listening Comprehension
Methods Techniques
Natural Approach Discuss Topics
Content Based Approach Videos
Task-Based Language Learning Recordings
Project Based Learning Communicative Interaction
Suggestopedia Active Learning
 4. Speaking
Methods Techniques
Communicative Approach Pronouncing Separate Words
Total Physical Response Journal
Direct Method Listening Exercises
Communicative Language Teaching Unknow Words Games
Multiple Intelligences Open Debates

5. Grammar:
Methods Techniques
Direct Method Dialogues
Communicative Language Teaching Writing
Content-Based Instruction Paragraph
Grammar Translate Method Meanings
Project Based Learning Comprehension and Interpretation

Subskills
6. Vocabulary
Methods Techniques
Content Based Approach Memory Games
Lexical Approach Flashcards
Gamification Directed Discussion
Realia Method Post-its
Grammar Translation Method Mnemonics

7. Critical Thinking
Methods Techniques
Natural Approach Write a Letter
Task Based Learning Planning a Trip
Project Based Learning Problem-Solving Ability
Montessori Method Paragraphs, Texts, Essays
Cooperative Learning Judging Relevance

8. Pronunciation
Methods Techniques
Grammar Translation Method Dialogue Practice
 Audio Lingual Method Repetition
The Oral Method Grammar Games
Whole Language Role Plays
Total Physical Response Songs

9. Phonetics
Methods Techniques
The Oral Method Dialogues
Grammar Translation Method Role-Plays
Direct Method Dictations
Lexical Approach Articulatory Sounds
Gamifications Fluency

10. Phonology
Methods Techniques
Content Based Approach Rhyming
Audio Lingual Method Break apart words
Reading Method Crafts
Total Physical Response Listen and Repeat
Whole Language Record your own voice