Actividad No. 2

NAME: DIEGO LUNA RAMIREZ
UNT OF TRAINING: DIDACTICS

YEAR OF TRAINING: FOURTH
Actividad No. 2
Leemos el texto "APPROACHES AND METHODS IN LANGUAGE
TEACHING" (Third Edition) del autor Jack C. Richards and Theodore S.
Rodgers, de la página 11 al 19 y posteriormente analizamos y respondemos las
siguientes preguntas:
1. What is the direct method in language teaching?
This is a method that argues that a foreign language can be taught without
translation or the use of the learner’s native tongue if meaning is conveyed
directly through demonstration and action.
2. What are the techniques used in direct methods?
Rather than using analytical procedures that focus on explanation of grammar

rules in classroom teaching, teachers must encourage direct and spontaneous
use of the foreign language in the classroom. Learners would then be able to
introduce rules of grammar. The teacher replaces the textbook in the early
stages of learning. Speaking begins with systematic attention to pronunciation.
Known words could be used to teach new vocabulary, using mime,
demonstration, and pictures.
3. Who is the founder of direct method?
The German scholar F. Franke suggested the foundations of what today is

known Direct Method.
4. What is the method in English language teaching?
A method is the body of systematic techniques used at the moment of teaching

English language. Particular approaches and methods will lead to more
effective levels of language learning than alternative ways of teaching.
5. What should the goals of teaching be? Should a language course try
to teach conversational proficiency, reading, translation, or some
other skill?
Educators recognized the need for speaking proficiency rather than reading
comprehension, grammar, or literary appreciation as the goal for foreign
language programs; there was an interest in how children learn languages,
which prompted attempts to develop teaching principles from observation of
(or, more typically, reflections about) child language learning.
The main goal for teaching a foreign language is to develop a good
communication level in the students; good enough to interact with other people
in this foreign language. This task may be achieved by developing at least two
of the four language skills: speaking, listening, reading and writing. The
selection of the skills to teach/learn rely on the necessities of the student or the
context.
6. What is the basic nature of language, and how will this affect teaching
method?
At least three different theoretical views of language and the nature of language
inform current approaches and methods in language teaching. The first is the
structural view, the view that language is a system of structurally related
elements for the coding of meaning. The second view of language is the
functional view, the view that language is a vehicle for the expression of
functional meaning. This theory emphasizes the semantic and communicative
dimension rather than merely the grammatical characteristics of language. The
third view of language can be called the interactional view. It sees language as
a vehicle for the realization of interpersonal relations and for the performance
of social transactions between individuals. Language is seen as a tool for the
creation and maintenance of social relations.
I consider that this third view is the one that suits the best to my conception of
language, because of I think that language is the medium by which people can
share all elements of culture to individuals of foreign origin and future
generations, too.
7. How were the classroom instructions when the teacher applies the
direct method?
➢ Classroom instruction was conducted exclusively in the target language.

➢ Only everyday vocabulary and sentences were taught.
➢ Oral communication skills were built up in a carefully graded
progression organized around question-and-answer exchanges between
teachers and students in small, intensive classes.
➢ Grammar was taught inductively.
➢ New teaching points were introduced orally.
➢ Concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught by association of ideas.
➢ Both speech and listening comprehension were taught.
➢ Correct pronunciation and grammar were emphasized.
8. What are the principles for the selection of language content in

language teaching?
• Never translate: demonstrate

• Never explain: act
• Never make a speech: ask questions
• Never imitate mistakes: correct
• Never speak with single words: use sentences
• Never speak too much: make students speak much
• Never use the book: use your lesson plan
• Never jump around: follow your plan
• Never go too fast: keep the pace of the student
• Never speak too slowly: speak normally
• Never speak too quickly: speak naturally
• Never speak too loudly: speak naturally
• Never be impatient: take it easy
9. What principles of organization, sequencing, and presentations best

facilitate learning?
Gouin developed an approach to teaching a foreign language based on his

observations of children’s use of language. He believed that language learning
was facilitated through using language to accomplish events consisting of a
sequence of related actions. His method used situations and themes as ways of
organizing and presenting oral language – the famous Gouin “series,” which
includes sequences of sentences related to such activities. Gouin established
schools to teach according to his method, and it was quite popular for a time.
Gouin’s emphasis on the need to present new teaching items in a context that
makes their meaning clear, and the use of gestures and actions to convey the
meanings of utterances, are practices that later became part of such approaches
and methods as Situational Language Teaching and Total Physical Response.
10. What teaching techniques and activities work best critical thinking
public school learners? (Give examples on every answer).
Today we live in a world where information is at the reach of just a finger and
a cellphone. Every moment, students absorb new ideas, information, and
knowledge that is not always true or properly presented. To deal with the
information explosion of the twenty-first century, students will need to develop
systematic ways of thinking and reasoning. Here is where critical-thinking
comes to scene.
In order to develop the critical-thinking in our students, we, as teachers, could
implement many activities in the classroom, as the following ones:
Gathering key ideas

We begin by selecting a novel or short story that the entire class has read
recently. Write the title and the name of the main character on the chalkboard.
Then ask students to list six to ten items from the book that were important to
the main character. This can be done individually or in small groups.
Vocabulary assessment
We ask the students to write a paragraph using only your 20 words. Imagine
you live in a world with only 20 words. You can use these 20 words as much
as you want, but you cannot use any other words at all. Make a list with those
words you consider the most essential ones.
Debate
To organize a short debate among the students is a good way to improve the
critical-thinking and, as well, language skills like speaking and listening. The
key element for the teacher is to choose an interesting topic; interesting from
the point of view of the students. Could be suggested up-to-date topics, too, for
example how the quarantine period affected the daily life of people in our
country.
Suggestion box
Modern teachers should implement suggestion boxes in the class. With a single
carton box, we can encourage students to give suggestion to implement. They
must be aware of their key role in the developing of the classes. The suggestion
notes have to be anonymous in order to get the maximum honesty. It is
important to read the notes in front of the class to discuss those ones that should
be implemented with the participation of everyone in the classroom.
There is no wrong answer

To develop critical-thinking, first of all we must work in student’s self-
confidence. That is why is important to make students feel sure about their
opinion. In every session of debate or creative writing, the first and most
important thing is that no answer is wrong.
We can create an activity where students have to write their point of view about
current dangers that the entire world make face, for example:
How would life be different if water runs out?
How would life be different if people must be in indefinite quarantine?
How would life be different if glaciers and snow-covered mountains disappear?

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NAME: DIEGO LUNA RAMIREZ

UNT OF TRAINING: DIDACTICS

1. What is the direct method in language teaching?

2. What are the techniques used in direct methods?

Rather than using analytical procedures that focus on explanation of grammar

3. Who is the founder of direct method?

The German scholar F. Franke suggested the foundations of what today is

4. What is the method in English language teaching?

A method is the body of systematic techniques used at the moment of teaching

➢ Classroom instruction was conducted exclusively in the target language.

8. What are the principles for the selection of language content in

• Never translate: demonstrate

9. What principles of organization, sequencing, and presentations best

Gouin developed an approach to teaching a foreign language based on his

Gathering key ideas

There is no wrong answer

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