UNIT 3: TASK 6 - COLLABORATIVE ACTIVITY
JORGE ENRIQUE DIAZ
AURA CRISTINA GUTIERREZ
YULI MARIBEL CASTRO
LUISA CATALINA LOPEZ
ENTREGADO A:
YENNIFER VANNESA MURCIA
DIANA SOFIA GRISALES
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
METHODS OF TEACHING ENGLISH AS
A FOREIGN LANGUAGE
2019
AUDIO LINGUAL METHOD: SPIDER MAP
TASK 1. ENRIQUE DIAZ
SPIDER MAP: YULI MARIBEL CASTRO
SPIDR MAP: AURA CRISTINA GUTIERREZ
SPIDER MAP: LUISA CATALINA LOPEZ
TASK 2.
Each student must select a community of English learners present in his/her living
place and present its characteristics such as -age, -economic status, -city, -number
students, -grade, -English level) learning needs (speaking, listening, vocabulary,
Grammar, reading, writing needs).
Age: 15 years old
Economic status: 1
City: dui tama/Boyacá
Number students: 30 students
Grade: primary 1st
English level: A1
Learning needs: they need to learn about the fundamental things about English, for
example they must practice everydays vocabulary, if they don’t know vocabulary,
they should search for the meaning. The students always have to hold a dictionary
to complement their activities. In another hand they are going to listen the basic
word in English and the basic structures of the vocabulary, taking in mind this we
can start to speak English. According to the vocabulary learnt the students can
learn and practice speaking and improving English.
When we talk about grammar is very important that we know the main structures of
present, past and future. All those kind of structures are clearly made to form
English sentences depending the time you want to use, in another hand, the
students need to read a lot of books to learn different kind of words and different
kind of sentences, all those example are important of the development of the
student in the classroom.
Finally, they have to put in practice all their knowledge writing the information
gotten, so it is very important to improve, writing stories, text about an experience,
and all those kind of important information.
TASK 2 : YULI MARIBEL CASTRO
Age: 14 years old
Economic status: one
City: Viracacha/Boyacá
Number students: 25 students
Grade: 8
English level: A1
Learning needs: speaking, listening, vocabulary, grammar, reading, writing.
In a hall of the institution there are 25 students in grade 8 in a public school with an English
level of A 1, these students have difficulties in the four skills of English, vocabulary and
grammar. The needs of these students is to reinforce more the level of English, that there
are better learning didactics, games, that are used to learn English and use more
technological resources where students can practice their written part as oral. When
learning a new language it is important that students need to learn a lot of vocabulary and
Learn to express yourself by speaking English losing your fear
TASK 2 : AURA CRISTINA GUTIERREZ
Task 2
Each student must select a community of English learners present in his/her living place
and present its characteristics such as -age, -economic status, -city, -number students,
-grade, -English level) learning needs (speaking, listening, vocabulary, Grammar, reading,
writing needs).
Age: 8 years old
Economic status: one
City: Sogamoso/Boyacá
Number students: 20 students
Grade: primary third
English level: A1
Learning needs:
Students have four English language skills difficult (reading, writing, speaking, listening),
and they also lack the vocabulary because there is no teacher specialized in English and this
is affecting the learning of English to students
TASK 2 : LUISA CATALINA LOPEZ
COLLABORATIVE
THE ENGLISH COMMUNITY DESCRIPTION CHOSEN BY THE GROUP.
Age: 15 years old
Economic status: 1
City: dui tama/Boyacá
Number students: 30 students
Grade: primary 1st
English level: A1
Learning needs: they need to learn about the fundamental things about English, for
example they must practice everydays vocabulary, if they don’t know vocabulary,
they should search for the meaning. The students always have to hold a dictionary
to complement their activities. In another hand they are going to listen the basic
word in English and the basic structures of the vocabulary, taking in mind this we
can start to speak English. According to the vocabulary learnt the students can
learn and practice speaking and improving English.
When we talk about grammar is very important that we know the main structures of
present, past and future. All those kind of structures are clearly made to form
English sentences depending the time you want to use, in another hand, the
students need to read a lot of books to learn different kind of words and different
kind of sentences, all those example are important of the development of the
student in the classroom.
Finally, they have to put in practice all their knowledge writing the information
gotten, so it is very important to improve, writing stories, text about an experience,
and all those kind of important information.
TASK 4
Each student proposes a method (taken from the Unit 1, 2 and 3 contents) to be applied in the
community chosen by the whole group in task 3, bearing in mind the learning needs and
context and give strong reasons about the proposed method
YULI MARIBEL CASTRO:
METHOD PHYSICAL RESPONSE
In my opinion I propose the PHYSICAL RESPONSE method because I consider
that it is in depth with grammar and vocabulary, this method is relate to the wording
that was chosen from task 2.
I think that PHYSICAL RESPONSE is one of the very useful methods to give us
knowledge so that we can apply it when we become teachers in the future; this
method deepens the teaching of the language in a simple way of understanding
and a form of explanation without complications.
It is a method, described by Asher, giving us his point of view of a design of
activities and examples to follow, a more in-depth deepening in the development of
activities and what else do the teachers have to do in their teaching.
AURA CRISTINA GUTIERREZ
TASK- BASED LANGUAGE TEACHING
i proposed the argumentative method of task-based language teaching because he
considers that task-based learning involves real communication which is essential
for learning, helping in pronunciation and speaking so the student learns
vocabulary better, in the classroom he Students should do homework outside of
class which helps to improve their skills in which they are making it difficult. This
theory is based on Willis 1996. The development of language learning teaching is
based on communication and the individual focuses on the process but not on the
final product.
REFERENCES
Richards, J.C. and Rodgers, T.S. (2001) ‘Total Physical
Response’, in Approaches and Methods in Language Teaching:.
Cambridge: Cambridge University Press, pp. 73–80. Retrieved
from https://bibliotecavirtual.unad.edu.co:2300/core/services/a
op-cambridge-
core/content/view/6C166476EBD2F4449D0192297E20573D/978
0511667305c5_p73-80_CBO.pdf/total-physical-response.pdf
Richards, J.C. and Rodgers, T.S. (2001) ‘Task-Based Language
Teaching’, in Approaches and Methods in Language Teaching:.
Cambridge: Cambridge University Press, pp. 223–243. Retrieved
from https://bibliotecavirtual.unad.edu.co:2300/core/services/a
op-cambridge-
core/content/view/18FB6E8E39FD5F33543EC447DFEFF33D/978
0511667305c18_p223-243_CBO.pdf/task-based-language-
teaching.pdf
