1. Pre-task: theories and methods of language teaching.

R. First of all we can make clear what we are going to understand under the
concept of method. This refers, according to Hernández (2000), to "a
scientifically verified body of theory or a series of procedures, general
means or techniques used systematically to achieve an objective" and, in
the same way, it supposes a set of actions directed by the teacher to the
students in order to develop a cognitive activity in search of a specific
objective.

some methodologies and techniques in teaching English suggested for use

in class According to Hernández (1999), the methods used for teaching the
language are: the Grammar-translation method, the direct method, the
audio-lingual method, Sumo gesture, and the total physical response
method. However, here we will mention the methods that can be useful to
support children with SA due to the ease of use according to its
characteristics. ...

... This method allows preparation stages for oral expression where
students do not speak until they feel confident and want to, in addition to
being very appropriate for children; Well, movement is essential for them.

The communicative approach, which understands language learning as a

process where the most substantial are not linguistic forms, but
communicative intentions (the functional aspect) and their property. This
methodology uses many of the procedures and even some of the basic ideas
of the methods that preceded it as its procedures, in this sense it is very
open, and is aimed at achieving communicative competence.

From my point of view ; all methodology depends largely on the materials

with which it is applied and that a method does not

it is really an end in itself, but a "means to better achieve the proposed

ends." Possibly very different methods, applied in different manuals, can be
used to achieve certain didactic objectives, but there is no doubt that some
can better adapt to a certain profile of learner than others. In any case, we
can conclude by stating that the operation and effectiveness of a manual in
a foreign language class depends on many essential factors, not only on the
adequacy of the method covered in the manual for the type of student, but
also, and mainly, the teacher's belief in its effectiveness and good qualities,
as well as the student's predisposition and motivation to work and learn.

Thanks.
Step 2: Watch the scene from “Monty Python’s film Life of Brian”
https://www.youtube.com/watch?v=0lczHvB3Y9s and check the virtual
information objects VIO from Unit 1 in the Knowledge Environment
“Didactics of English Podcast” – “FLT Timeline” and taking into account the
video and the VIO answer the following questions.Share them in the forum.

- What method or approach of those explained in the VIO do you consider to

be shown in the parody?

Criticisms: The grammar curriculum. Skehan (1996) analyzes how the

chosen structures presented by a teacher do not automatically lead to
language acquisition. Ellis (1997) agrees that teaching can have very little
effect on when and how students can or cannot learn a structure because
each student learns differently. Widdowson (1988) argues that because
grammar teaching separates learning from real-life contexts, the true
meaning is often lost. These questions

The purpose of teaching and learning. Lightbown and Spada (1999) question
the effectiveness of grammar-based study programs, claiming that the focus
on precision is not directly related to high proficiency.

However, some teachers continued to argue that the grammar program is

useful. During this battle, curiously, an intermediate point emerged (Dörnyei,
2009). There are several versions with confusingly similar naming
structures, but I'll just collectively analyze them as a focus on form (FoF)
here. Although a strict grammar curriculum was shown to be unsuitable for
most purposes, complete abandonment of grammar teaching was equally
inappropriate (Doughty and Williams, 1998; Dörnyei, 2009; Whong, 2011).
The term FoF cleverly concealed the word's grammar, while making
students focus on grammatical sub-sentence questions. Sometimes these
problems were based on real-time needs, sometimes they were based on
proactive or preventive decisions by the teacher (or course writer).

• What characteristics of that method are reflected in the parody?

It determines that people can be influenced through stimulations, but in this

case they are negative stimulations, which include aggression and
oppression, making the student feel the wrong pressure, so it will not be
meaningful learning in it.
• Do you think there is an ideal method to teach English, or is it better to be
eclectic?

Language teaching was once a matter of memorizing and repeating, a boring

and uninspiring process for students. the twentieth century, however,
witnessed an explosion of new methodologies that focused on the most
creative and strategic approaches. By learning about these techniques,
teachers of English as a second language can select the most effective
method for their students, however no method is entirely "ideal", since all
students learn in different ways, I think we should be more elective in terms
of language teaching

• What aspects of those methods do you highlight and which do you think
are disadvantages?

According to Dörnyei (2009, p. 273), the GrammarTranslation method (and /

or the grammar curriculum) may still be favorable because:

• requires little preparation time

• requires minimal proficiency and fluency from the L2 teacher

• it is safe for the teacher

• easy to assess (with multiple choice tests, for example)

• it is easy to focus explicitly on (discrete) points

• can be taught mainly on L1

• does not require higher level thinking / assessment (metacognitive)

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