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Phase 3 – Scenario 2

Jhoan Alexander Gomez Imbachi

Group: 518005_51

Universidad Nacional Abierta y a Distancia (UNAD)

Methodology in Foreign Language Teaching

Tutor: Juan David Mideros

16/04/2023
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Review section Description

1. TEACHING METHODS The teacher uses different teaching methods

(Describe which teaching methods, aids, in her classes, she carries out different

materials, techniques, and technology were processes according to the development,

applied in the classroom) progress and behavior of the students, but in

general what I have observed has been that

the teacher exposes the topics, puts her

activity and moves away a bit from the class,

allowing the student to build knowledge on

his own but helping him when he considers it

necessary to prevent the student from

assimilating incorrect knowledge, this

methodology is known as the silent way

(Richards, J. y Rodgers, 2001).

For her activities, the teacher uses

photocopies where she makes students read

texts and respond based on the content you

find, which is somewhat similar to the

grammar-translation methodology, since

students translate the texts to be able to

interpret them (Páez, 2012).

2. PROCEDURE The teacher always adapts her teaching

(Describe if there is a close relationship strategy according to the circumstance that

between the method and the activities arises, be it the context, the students or any

applied during the class; the activities were other factor that indicates that if she follows a
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applied following a specific method, or they method to the letter it will not work, that is

were applied and adapted according to why the The teacher sometimes uses

student’s behavior and performance) methods such as grammar-translation or the

path of silence, sometimes he mixes these

two since he does not let his students

translate a text completely to interpret it, but

rather helps them to recognize some parts of

the texts and accordingly interpret or draw a

conclusion from its possible meaning, but it

does not tell them that it must be a complete

or perfect translation.

3. SENSITIVITY The teacher does not involve any kind of

(Describe if the teacher exhibits sensitivity to comments, discrimination or thoughts that

students' personal culture, gender show sensitivity, she simply does not get

differences, and disabilities, and responds involved in this sense with any kind of

appropriately in a non-threatening, pro-active thought or action, she treats the entire

learning environment) student population equally. Regarding the

academic part and students with disabilities,

there is a student who has a comprehension

disability and the teacher always explains to

him in a repetitive way what he must do and

motivating him to carry out the activities that

the teacher works on in the classroom.

4. ASSISTANCE TO STUDENTS There is a case in a grade where a student

(Describe if there are students with academic has a comprehension problem, you have to

problems or special needs) explain in more detail what will be done in

class, so that he can do it, but he did not

perform academically like the other students,

due to the health problem that it has and this

makes it a case of special need and that

teachers must take charge of explaining in a

way that the student can better understand

the activities.

5. REFLECTION I believe that the teacher knows her students

(Describe your thoughts about the English very well and applies different methodologies

classes observed, any of the recent methods to avoid boredom or lack of motivation in

were widely applied inside the classroom, or learning English. The teacher uses recent

the teacher uses other kinds of methods, methods such as the silent mode and the

which ones? total physical response, but mostly uses the

silent method and an old method of grammar-

translation, but uses it very little, this is how

he carries out the process of methodologies

in his class.
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E-portfolio link

E-portfolio link:

JHOAN GOMEZ

References:

 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) The Silent Way. In Approaches and Methods in

Language Teaching (Cambridge Language Teaching Library, pp. 81-89). Cambridge:

Cambridge University Press.

https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.009

 Páez, M. (11 de Diciembre de 2012). Método gramática-traducción, Google Academico .

Obtenido de http://bdigital.ula.ve/storage/pdf/kaleido/v10n19/art05.pdf

 Richards, J., & Rodgers, T. (2001) Suggestopedia. In Approaches and Methods in

Language Teaching (Cambridge Language Teaching Library, pp. 100-107). Cambridge:

Cambridge University Press.

https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.011
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 Richards, J., & Rodgers, T. (2001) Total Physical Response. In Approaches and

Methods in Language Teaching (Cambridge Language Teaching Library, pp. 73-80).

Cambridge: Cambridge University Press.

https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.008

 Richards, J., & Rodgers, T. (2001) The Natural Approach. In Approaches and Methods

in Language Teaching (Cambridge Language Teaching Library, pp. 178-191).

Cambridge: Cambridge University Press.

https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.019

 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