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Unit 1: “Teaching English Approaches”

Giseth P. Paez, Gersi G. Salamanca, Laura N. Tinjaca y Aura D. Torres

Faculty of Distance Studies, Pedagogical and Technological University of Colombia

Bachelor´s Degree in Primary Education

Fundamentals for Teaching English

Fifth semester

Yuly Paola Monroy

Tunja, August 23 of 2021

Table of Contents
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1. Introduction 3
2.objectives 4
2.1 General Objectives 4
2.2 Specific Objectives 4
3. Prior Knowledge Activities 5
4. Activities 7
4.1 Table with presentation and analysis of activities. 7
4.2 Examples of Direct and Indirect Strategies According to the Thematic
"Comparatives" 10
4.2.1 Indirect Strategies 10
4.2.2 Direct Strategies 13
5. Self-Reflection Activity 17
6. Conclusions 19
7. Bibliographic References 20
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1. Introduction

Through the following work, the different learning methods to be used in teaching a

foreign language such as English must be demonstrated. Which are of great importance for

the educational field, since they provide multiple direct and indirect strategies, where the

former are made up of cognitive, memorization and comprehension strategies; and the second

are made up of affective, social and meta-cognitive strategies, allowing the design,

development and implementation of creative, dynamic, playful and interesting activities in

English, so that students can acquire the necessary vocabulary and learning through

participation and interaction, in order to understand the foreign language from its

grammatical rules with a communicative approach, achieving the objectives and

competencies proposed by the teacher.

In this sense, it is possible to highlight through a comparative table various grammatical

activities and a communicative approach to teach English, highlighting its methodology, in

addition to the role of the teacher and student who have to fulfill these activities. Likewise,

the design and creation of activities to develop each of the direct and indirect strategies

within the classroom must also be evidenced.

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2.objectives

2.1 General Objectives

 Understand the importance and use of approaches to teaching English

2.2 Specific Objectives

● Conceptualize, understand and reflect on the different methods of learning a foreign

language.

● Analyze teaching and learning activities typical of the different teaching methods of

English

● Design and apply content-based activities taking into account the communicative

approach.
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3. Prior Knowledge Activities

How did I learn English in school?

Giseth Páez
R.I remember that I learned English through songs that the teacher made us listen to,

repeat the lyrics and at the end she asked us what we understood about the lyrics, after that,

she taught us the vocabulary of the song through images and playful activities and dynamics

such as role play, flashcards and pairs of images, which were scattered around the hall of the

school and we must find them and make a sentence between the word and the image

Gersi Salamanca
R. When I was in elementary school I remember that I learned English through games,

tongue twisters, the teacher taught us things like fruits and took them to the classroom, giving

us the opportunity to interact with each other and achieving a greater understanding of what

she was saying to us.

Laura Tinjacá
R. I remember my educational process especially in the primary school, I had a special

teacher for this subject, I was very didactic and dictate his classes very active, I used

flashcards, books, guides, drawings, songs, and often came to the salon in disguise or

something thematic to explain the subject.

Aura Torres
R. I studied my primary school in a private school in which in the transitional grades I was

already beginning to teach English, then starting primary school. The methodology used by

my teachers for teaching a second language was very dynamic and creative since they did

playful activities where so much vocabulary, structures, grammar, etc. were learned, all this

was given through songs, videos, stories, greetings where they allowed me to interact with

my classmates, demonstrating my comprehension and understanding skills. One of the

activities that I remember the most was when we translated a story word by word to acquire
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vocabulary, immediately after this when we were clear about what the story was about, we

expressed it as it was in the oral format in English.


4. Activities
4.1 Table with presentation and analysis of activities.
Criteria- Grammar translation method
Methods
Topic Fun fair!
Description of
the activities
(Add images,
links, etc)
Taken from: Jeanette Greenwell
(2017).Cool Kids 4. Richmond.p.10-11
Methodology First, the teacher asks the students to
illustrate the most relevant of each
paragraph, then when understanding
the text, the student will be asked to
correctly order the sentences taking
into account the rule of grammatical
structure.
Student’s role The role of the student is to be active
and reflective, since he is constantly
learning and must be guided by the
instructions given by the teacher.
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Communicative Approach
Fun fair!
Taken from: Jeanette Greenwell
(2017).Cool Kids 4. Richmond.p.14
To carry out this more dynamic activity,
the teacher will accompany her with a 3D
dice made by him. Each side of the die will
be marked by the numbers 1, 2, 3 and on
the other side, the word "back" will be.
To start the class, the teacher will ask the
student to throw the dice and depending on
the number that falls, he will have to
advance in the game path or go back (in
case the word "back" comes out); then, the
student must do what each star indicates,
for example, write 2 verbs that start with
the letter "s". Then another student will
take their turn, and so on until the end.
Finally, there will be a feedback and each
student will give their opinion about the
activity and what they have learned.
The student's role is active, participatory,
cooperative, dynamic and communicative,
capable of understanding the information
and instructions given, as well as

Teacher’s role The role of the teacher is to be a guide,
motivator and dynamic of the student's
knowledge acquisition process, where
through different questions that the
student makes, he identifies his
difficulties to attend to them and thus,
support and promote his learning.
Conclusions The teaching-learning process must
take place in a playful way without
forgetting the proposed objectives of a
certain subject, especially in the
teaching of a second language, so that
it is easier to understand.
Criteria / Methods Grammar translation method
Topic City places!
Description of the
activities
(Add images,
links,etc)
Taken from: Jeanette Greenwell
(2017).Cool Kids 4. Richmond.p.32
Methodology The methodology used in the
previous activity is the
reinforcement of vocabulary,
example; days of the week and
places. This occurs through the
creation of sentences as indicated in
the image. The knowledge they
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expressing their ideas and emotions
towards their classmates and teacher,
through interest and participation in the
activity.
The role of the teacher is to be a guide,
creative, innovative, and dynamic, capable
of designing and implementing
participatory and motivating learning
environments, so that students can
appropriate and retain information easily
and comprehensively, through motivation
and interest. for these environments and
activities.
To promote and reinforce the teaching-
learning process, it is vitally important to
create creative and attractive learning
environments for the student, so that they
feel motivated to participate in the
proposed activities; in this way, the
acquisition of knowledge will be effective
and enriching.
Communicative Approach
Cool gadgets!
Taken from: Jeanette Greenwell
(2017).Cool Kids 4. Richmond.p.93
Initially, the teacher asks the students to
join the characters with the objects, then
he asks them to make groups, he tells
them that in groups they must look for the
objects that are being talked about and
then carry out a role play, where they will
have to interact and communicate through
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acquired regarding the structure in the dialogue that appears in the activity
affirmative and in question is also
reflected.

Student’s role The role of the student is to be The role of the student is to be a promoter
active and reflective, since he is of independent learning, without
constantly learning and must be neglecting the indications and
guided by the instructions given by accompaniments that the teacher gives
the teacher them. The student focuses on their role to
perform well in the presentation to their
peers.

Teacher’s role The role of the teacher is to be a The teacher accompanies the learning
guide, motivator and dynamic of process of the students, being aware of
the student's knowledge acquisition the processes carried out.
process, where through different
questions that the student carries
out, he identifies his difficulties to
attend to them and thus, support and
promote his learning

Conclusions The teaching-learning process must
take place in a playful way without
leaving behind the goals that are to
be reached with a certain topic, also
in the teaching of a second
language so that it is easier to
understand.
The goal of these proposed activities is to
promote and improve communication
with the use of a second language by the
students, increase motivation for learning
a language, all this being carried out with
the help of dynamics and play
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4.2 Examples of Direct and Indirect Strategies According to the Thematic

"Comparatives"

4.2.1 Indirect Strategies

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4.2.2 Direct Strategies

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5. Self-Reflection Activity
Student What I learned?
Giseth Páez I learned to recognize and
formulate various strategies
taking into account the use
and contribution of each
method to be used in
teaching a second language,
through dynamic, creative
and motivating activities for
students.
Gersi I learned to carry out
Salamanca activities according to
different themes provided by
my teacher, in the same way
I managed to obtain a greater
understanding of the learning
methods and how they
should be used.
Nathalia I learned different strategies
Tinjaca to apply within the class,
strategies that are linked to
the cognitive development of
the students, and to classify
the activities according to the
age of the students
Daniela Torres I learned that the strategies
and different methods that
can be applied in teaching
English are of great
importance since they
provide a variety of activities
and are accommodated
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How did I learn? Where and how should I
use it?
I learned through the This knowledge can be
search, selection and used both in the educational
organization of field and in the personal
information in a field, contributing to the
comparative table and student's learning process
design of activities. and / or in my daily life.
I learned through I can implement this
different readings that knowledge in my classes
the teacher gave me in since this way I can identify
the same way I learned what kind of activity I want
from reading other files to do with my students and
that helped me to reach how they adapt to my
a better degree of classes, giving me strength
knowledge. at the time of doing my
work as a teacher.
I learned this through I can implement this in the
tutoring the teacher, classroom through activities
researching the and guides where these
material of the activities are presented so
platform, additional that the classes of the
and individual research students are more
and concrete previous interesting and profitable in
knowledge about them the story of the start-up, can
be implemented in my
professional life, personal,
etc..
Initially, in the talk I must use the knowledge
that the teacher gave acquired in my life for the
us, it helped me to teaching-learning process in
understand a little, then my future students,
with the help of the providing them with
material from the different learning modes
platform, I
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according to the tastes and conceptualized a little

needs of each student or more and thus achieve
person. a greater
understanding.
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6. Conclusions

 In conclusion, it can be highlighted that the grammatical method and the

communicative approach are relevant for the teaching of English, which are accompanied by

numerous direct and indirect learning strategies, which allow the teacher to design and

provide creative activities and exercises. dynamic, where the student acquires greater

participation and motivation to develop these activities, emphasizing their communication, of

course, without forgetting the grammatical rules of the activities to be carried out.

● Likewise, it was possible to understand the benefits of applying the strategies and

methodologies that can be applied in the classroom to make it an interesting and attractive

learning for the students.

 Finally, we managed to conceptualize, understand the different methods of learning a

foreign language, managing to implement these when sharing our knowledge with our

students, seeking that they achieve a greater analysis and understanding of each subject that is

disclosed to them by creating an environment in which he can develop safely and achieve

through play and activities a firm learning that will help him throughout his life.
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7. Bibliographic References
Estrategias Utilizadas en el aprendizaje de una segunda Lengua. (2015, 10 noviembre)

https://es.slideshare.net/JoseAven/estrategias-utilizadas-en-el-aprendizaje-de-una-segunda-

lengua

Pedrotty Bryant, D. (s. f.). IRIS | Page 7: Metacognitive Strategies. IRISCENTER.

Recuperado 19 de agosto de 2021, de

https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p07/

Lyddane, D. (s. f.). Metacognition Record Sheet | Metacognition, Teaching metacognition,

Metacognition lesson. Pinterest. Recuperation 19 de Agosto de 2021, de

https://co.pinterest.com/pin/453034043757626213/

P. (2020, 6 diciembre). 25 Ways to Integrate Social Emotional Learning. The Pathway 2

Success. https://www.thepathway2success.com/25-ways-to-integrate-social-emotional-

learning/

Como Me Siento Hoy Para Colorear. (2020, 13 julio). Scribbd.

https://onesecondinmyworld.blogspot.com/2020/07/como-me-siento-hoy-para-colorear.html

Diario de Emociones, una herramienta necesaria en tiempos de aislamiento. C. (2020a,

abril 4). Contagio Radio. https://www.contagioradio.com/diario-de-sentimientos-una-

herramienta-necesaria-en-tiempos-de-aislamiento/

Comparativos. (s. f.). Liveworksheet. Recuperado 19 de agosto de 2021, de

https://www.liveworksheets.com/worksheets/es/Espa

%C3%B1ol_como_Lengua_Extranjera_(ELE)/Comparativos/Comparativos_qx1797004xz
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25 Ejemplos de Frases para comenzar una conclusión. (2018, March 21). Retrieved July 9,

2021, from Ejemplos.co website: https://www.ejemplos.co/frases-para-comenzar-una-

conclusion/

School Frame Png 2020. (n.d.). Retrieved July 9, 2021, from Pinterest.com website:

https://co.pinterest.com/pin/564427765807236741/

El juego de la mímica. (2011, December 12). Retrieved July 9, 2021, from Gov.co

website: https://www.culturarecreacionydeporte.gov.co/es/bogotanitos/juguemos-en-el-

bosque/el-juego-de-la-mimica

Primaria, M. (2015, February 17). Lecturas comprensivas para niños de 3o y 4o de

Primaria. Retrieved July 9, 2021, from Mundoprimaria.com website:

https://www.mundoprimaria.com/lecturas-para-ninos-primaria/lecturas-comprensivas