Task 2 Describing a method

Luisa Fernanda Arias Güiza

Code. 1096238123

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

Methods of Teaching English as a Foreign Language

Group 551005_11

Tutor: María Alejandra Mideros

2021
Step 1

Analysis chart

The Oral approach and situational

Items / methods Direct Method
language teaching
“1. Classroom instruction was “1. Language teaching begins with
conducted exclusively in the target the spoken language. Material is
language. taught orally before it is presented in
written form.
2. Only everyday vocabulary and
sentences were taught. 2. The target language is the language
of the classroom.
3. Oral communication skills were
built up in a carefully graded 3. New language points are
progression organized around introduced and practiced
question-and-answer exchanges situationally.
between teachers and students in
small, intensive classes. 4. Vocabulary selection procedures
are followed to ensure that an
Characteristics 4. Grammar was taught inductively. essential general service vocabulary
5. New teaching points were is covered.
introduced orally.
5. Items of grammar are graded
6. Concrete vocabulary was taught following the principle that simple
through demonstration, objects, and forms should be taught before
pictures; abstract vocabulary was complex ones.
taught by association of ideas.
6. Reading and writing are introduced
7. Both speech and listening once a sufficient lexical and
comprehension were taught. grammatical basis is established.”
(Richards, 2001)
8. Correct pronunciation and
grammar were emphasized.”
(Richards, 2001)

Teachers with direct method use The teacher’s responsibility was to

Role of the teacher target language, ask questions to show how each category of the
students and to explain some lessons universal grammar was to be
expressed in the foreign language.
 act the vocabulary and explain the The teacher is a model of the
topics. pronunciation and the situations
students are going to use the target
language. He/she will use commands
and always is looking out to elicit
correct sentences from the learners.

Students have to use the target
language to answer the questions,
develop all the proposal activities,
Role of the learner practice, and improve their language.
In the first part the learner is required
simply to listen and repeat what the
teacher says and to respond to
questions and commands. On the
second part his/her participation is
actively and star to asking and answer
questions in a controlled situation.

-It centers on spoken language, -It is center in the oral practice giving
pronunciation is very important. a grammar way.

-Instructions are given in the target -Instructions are given in the target
Skills language. language.

-Also is focused on the question- It is use real situation to include the

answer patterns. vocabulary learnt and to improve the
languages’ skills.

Flashcards, recordings, books, -Syllabus, visual aids, textbooks

Material used
worksheets, audiovisual materials.

Both methods are an inductive approaches to teaching grammar. Both use

speaking skill to teach any language. The biggest different is that direct
Similar aspects method it is center in common vocabulary and the oral approach and
Situational Language Teaching it is center in giving useful vocabulary or
grammar structure according to the real-life situation.
Step 2 and 3

Analysis of chosen video

Average number of students: 2 students Grade: high school

Topic: Vocabulary about fast food Type of student: teenagers

Aplicated method: The oral approach and Observer: Luisa Fernanda Arias Güiza
situational language teaching

Regarding to the method

Teacher: The teacher on the video responds to
her role in all the parts of the method, the first
part she is a model and show to the students how
is the pronunciation, the second part she
encourage them to use the vocabulary and in the
final part is a guide using commands and
encourage them to use the vocabulary in a real-
life situation.
Student In the first part the learners simply
listen and repeat what the teacher says and to
respond to questions and commands. On the
second part their participation is actively and
star to asking and answer questions in a
controlled situation giving by the teacher.

Materials

Teacher used flashcards in a tablet.

Strategies

The teacher used the strategies according to the method, she taught the vocabulary using spoken
language and also give them the grammar part like this. At the end she use the real-life situations
to put in practice what they learnt.
 Activities

The activities are related to method, first he show some visual aids like flashcard and say the name
using the correct grammar. Then, she practice in a real-life situation the vocabulary taught and give
the students a controlled situation to do that.

Conclusions

The lesson was fine but I think she could have printed flashcards so the students could practice
using the vocabulary on the board not using the tablet. The class was focus to use the oral approach
and situational language teaching.

Video Link:

https://www.youtube.com/watch?v=cmjOPbdxEV0
 References

Eduardo Yamatiel Rivera Lizarraga. Oral situational method. In youtube. Retrieve from

https://www.youtube.com/watch?v=cmjOPbdxEV0

Richards, J., & Rodgers, T. (2001). The nature of approaches and methods in language teaching.

In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp.

18-35). https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-

core/content/view/C2353676393C15ABFA29AF43B4FFAC4D/9780511667305c2_p18-

35_CBO.pdf/nature_of_approaches_and_methods_in_language_teaching.pdf

Richards, J., & Rodgers, T. (2001). The Oral Approach and Situational Language Teaching. In

Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 36-

49). https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-

core/content/view/73F37327286EA0DBC8C34462613757C7/9780511667305c3_p36-

49_CBO.pdf/oral_approach_and_situational_language_teaching.pdf