Universidad de La Salle

Facultad de Ciencias de la Educación

Licenciatura en lengua castellana, inglés y francés
Didáctica del Inglés.
Nombres: Miguel Ángel Fonseca Sánchez Grupo: 4 Código: 26171131
Gabriel Alejandro Villamil Carreño 26171050
TABLE.

Strategies /Techniques for age Approach(es) – Design(s) – Case

and proficiency
level.
The activities must reinforce their
confidence when using the second
language drop by drop, patience is
important not only for the teacher
but also for the students.
Teachers should use activities that
imply the use of the five senses in
order to make each class
meaningful.
Grammar must be teached in an
implicit way and responding to
sequences that are easy to use and
learn.
Procedure(s)
On this case we rather to use Total All-girls public
Physical Response method school in
because according to Richards & Facatativa
Rodgers (1981) the interaction in / 8 – 10 years old
this approach will get control the students /
group of learners. In addition, TPR Minimum
contact with
fits with student’s age and their
English
tendency to get active and
dynamic. Apart from their little
contact with English, Richards &
Rodgers (1981) propose a learning
design focus in mimesis an it
would work. Materials on this case
are functional and could work as a
support tool for giving a class and
teacher must use them to show
examples about what they are
going to learn.

In this case we must be careful in Case number two reflects that Secondary private
order to take them to the B1 level, because of the principal, a Task- school in
the difficulty must be set to give based language teaching is a Barranquilla / 13 –
them enough confidence in further pertinent approach. If the objective 14 years old
levels, the activities must have in on this class is to get more students
count their senses and their fluency, the task-based approach / A2 level.
feelings.
could help to take it, as Richards
The activities should be variable, in & Rodgers (1981) said, that theory
context, and dynamic in order not to is based in working by the
lose their attention. language usage. Design theory
tells us that cooperative work also
Also, activities that link them to the could give some advantages for
adult life could be useful, at that this case, the students are
age they have many questions demanded to interact each other's
related to the functioning of the
world and the real life.
It’s also important to monitor their
attitudes and the treat among the
students, at that age, their care too
much for many things, they can be
hurt easily.
According to Richards & Rodgers
(1981) we are facing an adult
audience, because of that our
possibilities to use contents are
wider than in other contexts, due to
the lack of “childness” we must be
cautious, and create an environment
that allows them to understand,
produce and learn.
We could give class using rules in
an explicit way but not all the time,
every time.
And it’s essential to create activities
that link them to the real life, B1
level allows them to do many things
in a second language.
with specific tasks. In addition, the
activities must be design for
promoting that interaction and in
this case the usage materials and
books could be useful to perform
tasks by identifying the course
necessities.
According to Richards & Rodgers Languages center
(1981) the Competency-Based in
Language Teaching is an a higher education
appropriate approach because we institution in
teach the language contextualized Bogota
to make sense in the learner, this / 20 – 30 years old
students / B1
case the kind of center and the
students.
necessities learners have, are a
benefit for this competency-based
approach. Design in this method
is determine by learners needs, it
develops the objectives for CBLT
also needs analysis procedures as
interviews, questionnaires,
observations and tests.