Hello, partners

This is the propose of an english community

school public
Age 25-30 years old
Economic status Status 2 and 3
City Bogota
Grade 8 th
Number of students 30
English level B1
Learning needs Speaking, Listening, Grammar

In my community there is a public school that has 30 students in ages ranging from 11-14 years old,
in eighth grade, the level that these students handle is B1, the frequent problems that were noticed
in the students are in Speaking, Listening, and Grammar also the problem lies in the little dedication
in teaching the time they receive is not quality. It is not productive to have classes of two hours in a
row in which only the syllabus to be given is given importance, and important things such as
children's emotions, their needs, as they are understanding the lessons, are overlooked. to observe
what is the learning experience of each one and thus be able to adjust as much as possible to their
needs and motivations all this has affected students who have significant learning

Students find it difficult to communicate about general, personal and abstracttopics, in simple
conversations.

Most of the students have several problems in developing a fluent pronunciation,stress and
intonation.

Listening:

Students present difficulties when facing oral comprehension.

The students are passive listener in which listen sit down on the chair but don’t pronounce any
word and they don’t know how to react when the teacher asks questions

inEnglish language.

Vocabulary:

Students do not make associations of vocabulary.

Students do not learn vocabulary in a correct way..

Grammar:

Teachers don’t

use a specific method or approach for teaching grammar.

Students present difficulties in verb tenses.

Students present faults in the structure of the sentence.

Students present difficulties to conjugate verbs.

Reading:

Teachers do not have the best strategies to develop a good reading.

Writing:
Students present difficulties when writing a word

Students do not write simple texts in perfect present.

Students do not construct sentences adequately in simple past

Hello, partners

Task 4: Justification for the method

In this part I want to focus on the communicative method

The teaching of languages in the world has gone through several methodologies that have
conceived the best of the previous ones to create the most effective methods in learning a foreign
language. In that sense, teaching English as a foreign language has presupposed the development
of basic language skills at elementary and higher levels; those who have been in correspondence
with the curricular objectives of the teaching in the contexts in which it is developed, the
communicative competence is understood, according to the ability to use the correct and
appropriate language to fulfill communicative objectives. The desired goal in language learning is
the ability to communicate and not the ability to use the language as a native would. The
communicative competence includes the four language skills: listening and reading
comprehension, oral expression and writing, if one takes into account that language is an
instrument used to communicate, it is necessary to highlight the importance of the interaction of
the four skills In the act of communication, that is why I must highlight some points that help the
development of the communicative approach.
1 The student of a second language should have the opportunity to interact with speakers of the
same, thus responding to authentic communicative needs in real situations.

2 At the beginning of the study of the language, learning should make optimal use of those aspects
of the communicative competence that coincide between the mother tongue and the second
language.

3. Provide students with the information, practice and as much as possible of the experiences
necessary to address their communicative needs in the foreign language