En la sección de portada:

The teaching of the English language from the primary stage allows students to build solid
foundations to expand their vocabulary and easily master this language.

Learning a second language develops various skills in students, both personally and professionally.

Enlace carpeta:

In this link we can find the development of the work carried out in the Leopoldo Garcia
Educational Institution of the municipality of Palocabildo Tolima.

The various experiences acquired there through direct observation of the classes were the setting
for organizing my work plan and consigning the results obtained with the students of the 3rd, 4th
and 5th grades of primary school.

Diario de campo 1:

Date of completion: 10/19/2022

Activities carried out from the observation of the English classes at the El Palmar Campus of the
Leopoldo Garcia school, which is approached from the recognition of the observation context,
based on a series of guiding questions for the English class.

Diario de campo 2:

Date of completion: 10/25/2022

Observation made at the El Palmar campus of the Leopoldo Garcia school on the English class,
where the achievement that students must achieve is highlighted, and where the focus is on
learning the English alphabet.

Diario de campo 3:

Date of completion: 10/28/2022

Observation made at the El Palmar Headquarters of the Leopoldo Garcia school on the English
class with the students of 3rd, 4th | and 5th grade, where the application of the tests
corresponding to the academic period is highlighted and where they will have an equivalent of
25% of the grade.
Poblacion observada:

The El Palmar Headquarters belonging to the Leopoldo Headquarters

Garcia is located in the rural area of the municipality of

Palocabildo Tolima, managing grades from Preschool

up to the Fifth grade of primary school, this being a Headquarters

multigrade.

The students are stratified in level 1 of the

sisben, for whom it is difficult for them to have the resources to

work in class, as well as access to get to the institution

complex due to the long distances in which they are found

their homes.

Leopoldo García students are dynamic,

respectful and always ready to learn new things; them

love the classes in which they can participate a lot and

They have a lot of dynamism.

The ages of the students are from 5 years old to

13 years.

Cronograma del plan de trabajo:

Detailed presentation of each of the activities proposed for the observation period at the El Palmar
Headquarters of the Leopoldo Garcia school, with their corresponding dates and times.

Evidencias fotograficas

Photographic summary of the development of the activities carried out with the students, and as
direct support for the Headquarters teacher, where the active participation and dynamism of
those who contributed to the achievement of optimal results stands out.

Metodos:

The methods used by the teacher make it easier to know mainly the context addressed and the
learning styles of each student.
Metodo Adiolingual:

This method is known for the traditional way of teaching the English language, where repetition of
what is heard is emphasized, being somewhat obsolete, mechanical and monotonous.

This method was born from the communication needs of the soldiers during the Second World
War, who locked themselves in their cabins to listen to the recording of their leaders and then
repeat them.

This method somehow shows something positive, which is the concentration to correctly
pronounce each vocabulary thanks to the continuous repetition of it; However, it should not be so
used because it can bore the student and prevent the improvement of their learning development.

Metodo Directo:

It is also known as a natural method for teaching English as a foreign language, where the
individual acquires knowledge based on his own conviction and interest in improving it day after
day.

This method focuses on:

1. The inductive teaching of grammar

2. Emphasis of deepening

3. Use of chain activities, accompanied by the verbal

4. Direct practice of the language, forgetting for the moment the native language.

I find this method interesting because it has been quite successful in private educational
institutions, especially in the teaching of the English language.

This method emphasizes motivating students to learn the language without them feeling forced to
do so.

Conclusiones:

1. The observation of pedagogical practices must be based on the context in which it is developed,
to understand in depth the educational needs that may present or the possible social effects that
may directly infer student learning.

2. The observation of pedagogical practices is an essential piece to collect the pertinent

information when designing an optimal work plan, according to the learning style of each student.

3. The experience acquired through the observation of the teaching practice, develops new
abilities to adopt the method and didactics that best evaluate the teaching and learning of the
educational population.
Referencias:

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). Cambridge: Cambridge University Press.
https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.004

Richards, J., & Rodgers, T. (2001) A brief history of language teaching. In Approaches and Methods
in Language Teaching (Cambridge Language Teaching Library, pp. 5-17). Cambridge: Cambridge
University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.003

Richards, J., & Rodgers, T. (2001) The Audiolingual Method. In Approaches and Methods in
Language Teaching (Cambridge Language Teaching Library, pp. 50-70). Cambridge: Cambridge
University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.006

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a Edición
[PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

Richards, J., & Rodgers, T. (2001) Communicative Language Teaching. In Approaches and Methods
in Language Teaching (Cambridge Language Teaching Library, pp. 153-177). Cambridge: Cambridge
University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.018

Richards, J., & Rodgers, T. (2001). Cooperative Language Learning. In Approaches and Methods in
Language Teaching (Cambridge Language Teaching Library, pp. 192-203). Cambridge: Cambridge
University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.020