Worksheet Group 3

UNIVERSIDAD AUTÓNOMA DE MADRID
FACULTY OF TEACHER TRAINING
4th of Primary Education (Major in English)
English Language Teaching I
Professor María Dolores Ramírez
Group 412
Worksheet for the analysis of English Teaching

Approaches and Methods
Group 3
Silvia Ponce Campos
Paula Tapia Jiménez
Irene Miguel Herrero
Madrid, November 7th, 2020

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND

METHODS
NAME OF APPROACH OR METHOD: GRAMMAR-TRANSLATION METHOD

th
NAME OF ORIGINATOR(S): Influenced by translation methods in the 19 century.
DESCRIPTION: Language is studied in the same way as Latin/Greek, the rules and exceptions
are studied by heart, learners have knowledge about the target language. Students are taught
to translate from the target language to the native language. Vocabulary and grammar are
emphasized. The primary skills are reading and writing.
DETAILED ANALYSIS AND CHARACTERISTICS
MAIN OBJECTIVES: Make students able to read literature in the target language and for so it is
needed to learn the grammar rules and vocabulary as isolated words.
MEDIUM
ORAL SCRIPTED
LISTENING READING X
SPEAKING WRITING X
MODE
PRODUCTIVE RECEPTIV X
E
LANGUAGE OR USE
a Language as X (knowledge ABOUT the language)
object
b Language as
social progress
c Language as
processing ability
BASIS OF 1.Translation
EMPHASIS 2.Grammar and vocabulary
MEANS
Which emphasis?
Content 1. Grammar rules, lists of vocabulary
Method 2. Translating words
Reasons for emphasis:
1. To read literature in FL
2. No communication purposes
3.
ORGANIZATION
CONTENT
Type of Linguistic Focus:
System X (Translating)
Meaning X
Discourse
Chosen Teacher X
by
Learner
Context
Linguisti Spoken – Written (less attention to listening and speaking)
c
Social Real – Hypothetical – None
Physical Real – Hypothetical – None
METHOD
Input /
Reception
1
Input Selection: The teacher selects the inputs: literature texts

Input Learners understand by translating from L1 to L2 and vice versa
Understanding:
Internalize- L1 is used in order to translate to L2. From isolated words to grammar rules
Practice: to make sentences.
Input: Texts and words in L1 and L2
Medium: Written
Materials: Contemporary texts
Plus: The evaluations consists of translation tests, reading comprehension
questions and fill-in blanks about vocabulary and grammar. Interaction
teacher-student.
Checked overly
by:
Activities Activities based on translation, reading comprehension, antonyms and
synonyms, deductive application of grammar, fill in the gaps and
memorization.
Roles: Teacher: is the authority and the reference with and active role supplying
the students with the correct answer when a mistake is made. Teacher-
centered approach.
Students: passive role with few interaction
Production
Output:
Prompted - Unprompted
Immediate – delayed - open
+ / - Constrained + / - Teacher
+ / - Focused + / - Teacher
For Accuracy X Fluency
In Class: Individual / Choral / Pair / Group
Comments and
further This method is focused on the product of the learning, not on the process.
information: Language proficiency. Focused on accuracy over fluency as no oral output
is required so the importance relies on written outputs that need to very
very precised (translate).
Ruiz, I. [Ivan Ruiz]. (2017, August 14). Grammar-Translation Method [Video

file]. Recovered from https://www.youtube.com/watch?v=RCLM7ZXp2nc
2
Examples:
Here is a video where a lesson based on Grammar-Translation Method is
shown.
Linda, M. [Miss Linda]. (2018, November 21). Microteaching grammar

translation method [Video file]. Recovered from
https://www.youtube.com/watch?v=MsANOhiKdy0
Examples of material used in this method in class:
Exam
ples
of
exerci
ses:
3
4
WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS
NAME OF APPROACH OR METHOD: Direct Method

th
NAME OF ORIGINATOR(S): Developed by Maximilian Berlitz in the 19 century as a reaction to the Grammar-
Translation Method.
DESCRIPTION: The Direct Method is based on spoken language and knowledge of the language, so students
learn to communicate in the target language as the L1 is not allowed. There are no translations and grammar is
taught inductively. Learners understand every day speech (first with dialogues and then manipulating the
language through questions), culture and geography of the target language. About the emphasis, it works the 4
skills as well as vocabulary rather than grammar.
MAIN OBJECTIVES: - To communicate in the target language. – To use the target language. – To understand
the culture of the target language.
MEDIUM
ORAL SCRIPTED
LISTENING X READING X
SPEAKING X WRITING X
MODE
PRODUCTIVE First, the target RECEPTIVE Secondly, they communicate
language is in the target language.
shown through
visual aids.
LANGUAGE OR USE
a) Language as object
b) Language as social progress Knowledge of the target language.
c) Language as processing ability
BASIS OF 1. Spoken language.
EMPHASIS 2. Vocabulary over grammar.
MEANS
Which emphasis?
Content 1. Everyday speech, culture and geography of the target language.
Method 2. The lessons begin with a dialogue followed by some questions in the L2.
1. The need of real conversations and dialogues to understand how native speakers
communicate.
2. Culture is essential to understand the aspects of the language.
ORGANIZATION
CONTENT
System Verbs only conjugated much later when they have acquired certain degree of
management of the target language.
Meaning X
Discourse
Chosen by Teacher X
Learner
Context
Linguistic Spoken - Written
METHOD
Input / Reception
Input Selection: By the teacher to show everyday speech.
1
Input Through dialogues or visual aids.

Understanding:
Internalize- Using questions based on the narrative and answered in the L2.
Practice:
Input: Presented in the target language.
Medium: Dialogues and communication.
Materials: Pictures or visual aids in the target language.
Plus: Grammar rules are taught inductively and generalized after practicing them.
Checked overly by:
Activities Questions, pronunciation exercises.
Roles: Teacher: active role.
Students: active role communicating with the rest of their classmates.
Production
Output:
For Accuracy Fluency
Comments and
further information: - Successful in private language schools.
- Precursor of the pattern drill.
- Advanced students also read literature, but not as a grammatical exercise, only for
pleasure.
- The teacher interacts with the students and the other way around as a reaction to the
Grammar-Translation in which only the teacher gives information to the learners.
Examples:
In this Youtube video, you can see how the Direct Method is applied:
https://www.youtube.com/watch?v=Vhojdp0OlFU
Nam Huong. (2018, May 19). Direct Method [Video]. Youtube.

https://www.youtube.com/watch?v=Vhojdp0OlFU
2

METHODS
NAME OF APPROACH OR METHOD: AUDIOLINGUAL METHOD
NAME OF ORIGINATOR(S): Influenced by behaviourism (Skinner) and structuralism (Sapir and

Bloomfield). Behavioural psychology.
DESCRIPTION: It is oral based, consist of imitating the target language with patter drills and
repetition in language laboratories. There are no grammar rules as it is learnt inductively.
Students have interaction between them when they take roles in different dialogues.
MAIN OBJECTIVES: The purpose is to learn how to use the language to communicate
MEDIUM
ORAL First SCRIPTED Then
MODE
PRODUCTIVE X RECEPTIV X
E
LANGUAGE OR USE
a Language as
object
b Language as X
social progress
c Language as X
processing ability
BASIS OF 1. Learning speaking habits
EMPHASIS 2. Only target language is used
MEANS
Which emphasis?
Content 1. Vocabulary and structural patterns through dialogues
Method 2. Orally: imitation, practise and repetition
1.Great importance to precise native-like pronunciation
2. Vocabulary learned in context
3. Little or no grammatical explanations
ORGANIZATION
CONTENT
System
Meaning X
Discourse
Chosen Teacher X
by
Learner X
Context
Linguisti Spoken - Written
c
METHOD
Input /
Reception
Input Selection: The teacher selects the inputs (dialogues)
1
Input Use of visual clues as aids

Understanding:
Internalize- Through imitation, repetition, practise and eliciting
Practice:
Input: Oral and with reinforcement
Medium: Dialogues and interaction
Materials: Flashcards and ICT
Plus: No grammar rules are memorized, they are taught through examples and
drills. The ideal teacher is the native speaker
Checked overly
by:
Activities Activities that involve interaction between the students but also language
laboratories with oral exercises
Roles: Teacher: orchestra leader, directing and controlling the language behaviour
of the students.
Students: active role, showing interest and motivation and participating
when interacting with each other.
Production
Output:
Comments and
further This method is within the linguistics second language acquisition theories
information: that are focused on the product of learning L2. It is based in interaction and
repetition/imitation.
Anggita, I. [Irene Anggita]. (2016, April 22). Audio-Lingual Method-AMT

PBI_USD 2016 [Video file]. Recovered from
https://www.youtube.com/watch?v=Idk-UHIO-fY
Verina, C. [Clara Verina]. (2016, April 12). The Audio Lingual Method
[Video file]. Recovered from
https://www.youtube.com/watch?v=QjbewExPM_Q
2
Examples:
Here is a video where a lesson based on Audiolingual Method is shown.
American English [American English]. (2013, January 25). Language

Teaching Methods: Audio-Lingual Method [Video file]. Recovered from
https://www.youtube.com/watch?v=Pz0TPDUz3FU
Examples of exercises done using this method:
3
NAME OF APPROACH OR METHOD: SILENT WAY
NAME OF ORIGINATOR(S): Caleb Gattegno
DESCRIPTION: It is based on the premise that the teacher should be silent as much as possible in the
classroom and the learner should be encouraged to produce as much language as possible.
MAIN OBJECTIVES: give beginning level students’ oral and aural facility in basic elements of the target
language.
 Correctly and easily answer questions about: themselves, their education, their family, travel, and daily
events.
 Speak with a good accent.
 Give either a written or oral description of a picture.
 Answer general questions about the culture and the literature of the native speakers of the target
language.
 Perform adequately in the following areas: spelling, grammar (production rather than explanation),
reading comprehension, and writing.
MEDIUM
ORAL SCRIPTED
SPEAKING X WRITING
MODE
PRODUCTIVE RECEPTIVE X
LANGUAGE OR USE
b) Language as social progress
c) Language as processing ability X
BASIS OF 1. Pronunciation- Set for language learning is near-native fluency in the target language,
EMPHASIS and correct pronunciation and mastery of the prosodic elements of the target language.
2. Basic grammar- Provide, the learners with a basic practical knowledge of the
grammar of the language.
MEANS
Which emphasis?
Content 1. Create simple linguistic situations.
Method 2.Generate serious game-like situations
1. Avoid vernacular
2. Draw their attention to pronunciation
3. Draw their attention to flow of words
ORGANIZATION
CONTENT
System Language is composed of phonological and supra segmental elements that combine to
give the language its unique sound system and melody
Meaning Experiences are what give meaning to language
Discourse Focus on what students said rather than how they say it.
Chosen by Teacher X
Learner
Context
1

METHOD
Input / Reception
Input Selection: Pronunciation exercises
Input Being able to acquire basic grammar and they are able to generate spontaneous speech
Understanding: and understand what the noise means by perception and action.
Internalize- From no speaking to spontaneous speech
Practice:
Input: Use of L2 (pronunciation)
Medium: Oral
Materials: Colored wooden rods, wall charts, pointer, color coded phonic charts, tapes or discs,
films, drawing and pictures, worksheets, transparences, texts, books of stories.
Plus:
Checked overly by: Learners pronunciation and autonomy to self and per correction
Activities
Roles: Teacher does as little as possible, learning as a problem-solving and students have an
active role.
Production
Output:
Comments and
further information:
Examples: Sample lesson:

1. Teacher empties rods onto the table.
2. Teacher picks up two or three rods of different colors, and after each rod is picked lip
says: [mai].
3. Teacher holds up one rod of any color and indicates to a student that a response is
required. Student says: [mail. If response is incorrect, teacher elicits response from
another student, who then models for the first student.
4. Teacher next picks up a red rod and says: [mai sii daeng].
5. Teacher picks up a green rod and says: [mai sii khiaw]
6. Teacher picks up either a red or green rod and elicits response from student. If
response is incorrect, procedure in step 3 is followed (student modeling).
7. Teacher introduces two or three other colors in the same manner.
8. Teacher shows any of the rods whose forms were taught previously and elicits
student response. Correction technique is through student modeling, or the teacher
may help student isolate error and self-correct.
9. When mastery is achieved, teacher puts one red rod in plain view and says: [mai sii
daeng nung an].
10. Teacher then puts two red rods in plain view and says: (mai sii daeng song an].
11. Teacher places two green rods in view and says: {mai sii khiaw song an].
12. Teacher holds up two rods of a different color and elicits student response.
13. Teacher introduces additional numbers, based on what the class can comfortably
retain. Other colors might also be introduced.
14. Rods arc put in a pile. Teacher indicates, through his/her own actions, that rods
should be picked up, and the correct utterance made. All students in the group pick up
rods and make utterances. Peer-group correction is encourage
2
NAME OF APPROACH OR METHOD: Community Language Learning
NAME OF ORIGINATOR(S): Developed by Charles A. Currant. Based on Counseling-Learning theory.
DESCRIPTION: The Community Language Learning is based on counseling strategies that are given to the
teachers to become counselors. This method seems the student as a client, so the teacher needs to show
sympathy for the learner creating a warm relationship and aiding him or her through 5 stages from dependence
to independence when talking about language use. This way, we can conclude that this method uses translation
(learner L1, teacher L2, learner L2), there is not a designed syllabus and its principal aim is to develop language
after practicing it in interaction with the community.
MAIN OBJECTIVES: - Acquiring a native like use of the target language. Specific objectives are not determined.
MEDIUM
ORAL SCRIPTED
LISTENING To the READING
teacher’s
monologue.
SPEAKING To interact WRITING
with the
community.
MODE
PRODUCTIVE RECEPTIVE
LANGUAGE OR USE
b) Language as social progress As a result of interaction with the rest of the
class (or community).
BASIS OF 1. Language use for communication.
EMPHASIS 2. Treatment of the new student as a client that needs protection and then he or she is
expected to develop independence as a result of the warm relationship with the
counselor or teacher.
MEANS
Which emphasis?
Content 1. Topics related to students’ needs and interests.
Method 2. First, discussion of the topics that are going to be treated. Then, different activities to
learn them such as listening or transcription.
1. Treating the affective filter.
2. Counseling the client to start gaining independency.
3. Going through the 5 stages of independency development.
ORGANIZATION
CONTENT
System
Meaning X
Discourse
Chosen by Teacher
Learner
Context The community.
METHOD
Input / Reception The teacher’s monologue.
1
Input Selection: Topic based on the learners’ interests, no syllabus designed.

Input Translation from the L1 utterances of the clients to L2 utterances of the teacher as the
Understanding: learner is confident and talks fluently in the target language to the rest of the group.
Internalize- Speaking to the community.
Practice:
Input: L1 or L2 depending on the stage where the client or student is.
Medium: Orally.
Materials: Whiteboard, internet, mobile phones, etc.
Plus: When a student is in the last stage of independence he or she can become a counselor
for the group in the rest of the stages.
Checked overly by: The counselor. First, he or she doesn’t correct mistakes and only helps when the
students want to. Then, when the client is confident the teacher offers correction or even
idioms or other constructions.
Activities Translation, group word, recording, transcription, analysis, reflection, observation, free
conversation, listening.
Roles: Teacher: active role as a counselor that shows that empathizes with the learner. He or
she needs to be fluent in both L1 of the learners and in the target language.
Students: active role as they learn collaboratively with the community (the rest of the
classmates).
Production
Output:
Immediate (to the advanced clients) – delayed (if the student is on the first stages)- open
Comments and The stages the students go through are:
1. Total dependency on the counselor. The learner use L1 to say what he wants to
express and the teacher provides this simple information in the L2 for her to produce it.
Help is offered when the student hesitates.
2. The student is more confident and speaks without help to the group, just if he or she
hesitates.
3. In this stage, the learner has more confidence, he or she can use the target language
and the rest of the students begin to understand the utterances.
4. The client speaks complexly and he or she is confident enough to be corrected in

terms of grammar or pronunciation.
5. Maximum level of confidence, the teacher adds idioms and elegant constructions. At
this point, the learner becomes a counselor for the new clients.
Examples:
In this Youtube video, you can see a real example of this method:
https://www.youtube.com/watch?v=a4G9uY8Vq2Y
Hilary Carlson. (2012, November 9). Community Language Learning Demo [Video].
Youtube. https://www.youtube.com/watch?v=a4G9uY8Vq2Y
2

METHODS
NAME OF APPROACH OR METHOD: TOTAL PHYSICAL RESPONSE
NAME OF ORIGINATOR(S): Dr James J. Asher
DESCRIPTION: Asher defines this method as one that combines information and skills through
the use of the kinesthetic sensory system. This combination allows the student to assimilate
information and skills at a rapid rate. This success leads to a high degree of motivation.
MAIN OBJECTIVES: Learn L2 by coordination of speech and action. Use of body movement
MEDIUM
ORAL SCRIPTED
LISTENING X READING
SPEAKING WRITING
MODE
PRODUCTIVE RECEPTIV
E
LANGUAGE OR USE
a Language as
object
b Language as
social progress
c Language as X
processing ability
BASIS OF 1. Understanding the spoken language before developing the skills of
EMPHASIS speaking
2. The student is not forced to speak until he/she feels comfortable and
ready
MEANS
Which emphasis?
Content 1. Simple structures and vocabulary (mostly used with beginners)
Method 2. Physical movement (kinesthesic)
1.Using commands
2.There is a silent period allowed
3.Affected filter
ORGANIZATION
CONTENT
System
Meaning X
Discourse
Chosen Teacher X
by
Learner
Context
Linguisti Spoken - Written
c
METHOD
Input /
Reception
1
Input Selection: The teacher selects the input → COMMANDS

Input Comprehensible input from the teacher after listening and a silent period
Understanding:
Internalize- The teacher says the commands while performing the action and then the
Practice: students start repeating those actions and commands. The difficulty
increases as the teacher gives less information (he/she would say only the
command without action at the end)
Input: Commands and movement
Medium: Oral
Materials: Flashcards and a book for the following exercises (action stories)
Plus: In L1 acquisition children respond physically to commands. Learning by
doing.
Checked overly
by:
Activities Listen and do, action stories listen on a CD (put the pictures in the correct
order)
Roles: Teacher: active role and the reference, students have to repeat after
him/her.
Students: active role as they have to pay attention and repeat the
words/sentences and the physical action.
Production
Output:
Comments and
further This method is based on the idea that the human brain is programmed to
information: learn any natural language including the signal one (for deaf people). It is
compared with the L1 acquisition because it imitates the parents-child
communication. The teacher should imitate this process in class
(movement, varying tone to represent the actions, reinforcement).
Helbling English [Helbling English]. (2012, September 4). Total Physical

Response (TPR) [Video file]. Recovered from
https://www.youtube.com/watch?v=1Mk6RRf4kKs&feature=youtu.be
2
Examples:
Here is a video where a lesson based on TPR method is shown.
Cambridge University Press ELT [Cambridge University Press ELT]. (2010,

August 17). Total Physical Response (TPR) – Teacher Training film no. 8
[Video file] Recovered from
https://www.youtube.com/watch?v=bkMQXFOqyQA&feature=youtu.be
Some examples of games and songs based on the TPR method:

 Simon says
 Head, shoulders, knees and toes
 If you’re happy and you know it
3
NAME OF APPROACH OR METHOD: Suggestopedia
NAME OF ORIGINATOR(S): Developed by Georgi Lozanov in relation with yoga and Soviet psychology.
DESCRIPTION: The most considerable features are the use of decoration and music to create an excellent learning
environment. Also, memorization of vocabulary pairs shows a rapid achievement more than in the traditional methods,
so this method focuses on gaining conversational competences.
MAIN OBJECTIVES: - To develop conversational proficiency at a rapid stage. – To memorize vocabulary pairs.
MEDIUM
ORAL SCRIPTED
LISTENING To the READING Of passages.
teacher’s
reading.
SPEAKING WRITING
MODE
PRODUCTIVE When the students RECEPTIVE When the learners hear the
act out the utterances of the teacher reading
passages. the passages.
LANGUAGE OR USE
b) Language as social progress And good environment conditions.
BASIS OF 1. Relaxed environment.
EMPHASIS 2. Memorization of vocabulary pairs.
MEANS
Which emphasis?
Content 1. Vocabulary pairs that are extracted from bilingual texts.
Method 2. First, listening and watching the teacher’s representation. Then, playing games, songs, etc., to
memorize the vocabulary.
1. Memorization provides a better knowledge of the vocabulary.
2. The students need to acquire conversational proficiency.
ORGANIZATION
CONTENT
System X related to vocabulary
Meaning X
Discourse
Chosen Teacher
by
Learner
Context
METHOD
Input / Reception
Input Selection: By the teacher.
Input Through direct materials (text, tape) and indirect materials (music).
Understanding:
Internalize- Doing role-plays, acting out, etc.
1
Practice:
Input: Provided by listening to the teacher reading a text and varying the rhythm and tone.
Medium: Bilingual texts on textbooks.
Materials: Passages, music, decoration, balls, songs, games.
Plus: Learners sit in circle to encourage face-to-face exchange.
Checked overly
by:
Activities Imitation, question and answer, role-playing, listening activities, acting out, games, songs and
gymnastic exercises.
Roles: Teacher: active role conducting the lesson. He or she is seen as an authority and has to present
acting, singing and psycho-therapeutic skills.
Learner: pseudo-passive state.
Production
Output:
Comments and
further - Suggestopedia’s teachers are taught how to read texts to engage the students.
information:
- The type of music is essential: slow movements from Baroque instrumental music featuring
string instruments proportionate the best achievements.
- A Suggestupedia course comprises thirty days and ten units of study: four hours a day, six days
a week.
- Each of the units that are seen focus on a dialogue of 1,200 words with a vocabulary list.
- On the first day of the course the teacher evaluates the level of the students using a test.
- Students are given a new name and biography according to the target language.
Examples:
In this Youtube video, we can see an example of the method:
Miss Linda. (2018, November 21). Microtraching suggestopedia approach [Video]. Youtube.
https://www.youtube.com/watch?v=xp2Ennjy_K0
Furthermore, in this website we can see an example of a lesson plan and a worksheet for this
method:
ELS printables (2013, January 14). Lesson Plan Based on Suggestopedia.

elsprintables.com/teaching_resources/teaching_methods/suggestopedia/Suggestopedia_607721/
2
NAME OF APPROACH OR METHOD: THE NATURAL APPROACH
NAME OF ORIGINATOR(S): Tracy Terrell & Sthepen Krashen
DESCRIPTION: new philosophy to develop a language teaching proposal that incorporated the "naturalistic"
principles researchers had identified in studies of second language acquisition.
MAIN OBJECTIVES: develop
MEDIUM
ORAL SCRIPTED
MODE
PRODUCTIVE X RECEPTIVE
LANGUAGE OR USE
b) Language as social progress
c) Language as processing ability X
BASIS OF 1. Exposure or input
EMPHASIS 2. Comprehension-based approaches
MEANS
Which emphasis?
Content 1.Particular interest
Method 2.Create a low affective filter
1. optimizing emotional preparedness for learning
2. a prolonged period of attention to what the language learners hear before they try to
produce language
3. willingness to use written and other materials as a source of comprehensible Input
ORGANIZATION
CONTENT
System Communication is the primary function of language
Meaning Importance of vocabulary and meaning
Discourse Learners are not required to speak until they feel ready
Chosen by Teacher X
Learner
Context
Linguistic Spoken – Written (Both)
METHOD
Input / Reception
Input Selection: i+ 1 (input that contains structures slightly above the learner's present level)
Input People acquire language best by understanding input that is slightly beyond their
Understanding: current level of competence. (caretaker speech)
Internalize- When a speaker uses language so that the acquirer understands the message, the
Practice: speaker "casts a net" of structure around the acquirer's current level of competence,
and this will include many instances of I + 1
Input: Defined as a part of the next stage
Medium: Oral
1
Materials: Come from the word of realia (objects, pictures)

Plus:
Checked overly by: Child productions.
Activities
Roles: Learner: encourage themselves in activities (ACTIVE ROLE)// Teacher: must source
comprehensible input- orchestra director.
Production
Output:
Comments and
Examples:
https://youtu.be/Z30GbZfFsDE
References:
(2018, 29 October). Natural Approach Class. YouTube.
https://youtu.be/Z30GbZfFsDE
2
NAME OF APPROACH OR METHOD: WHOLE LANGUAGE
NAME OF ORIGINATOR(S): Kauffman, Philip Gough, Keith Stanovich, Louisa Moats, Jeanne Chall,
Steven Pinker, David C, Diane McGuinness.
DESCRIPTION: Language is always used in a social context, importance of making meaning from contextual
situations.
MAIN OBJECTIVES: Reading and writing for real purpose. Create knowledge from trial and error approach
MEDIUM
ORAL SCRIPTED
LISTENING READING X
SPEAKING WRITING X
MODE
PRODUCTIVE X RECEPTIVE
LANGUAGE OR USE
b) Language as social progress X
BASIS OF 1. Use of students-produced texts
EMPHASIS 2.Student-centered learning
MEANS
Which emphasis?
Content 1. Importance of literature
Method 2.Create their own texts
1. Develop decoders
2. Create mental skills to process language
3.
ORGANIZATION
CONTENT
System Writing texts
Meaning Students choice
Discourse Students choice
Chosen by Teacher
Learner X
Context
METHOD
Input / Reception
Input Selection: Literature
Input Produce their own text
Understanding:
Internalize- Reading process stages
Practice:
Input: Reading
Medium: Writing
Materials: Books, notebooks
Plus:
Checked overly by: Using those text in class
1
Activities
Roles: Teacher role: facilitator/ Students: active role.
Production
Output:
Comments and
Examples: Writing portfolio.

Story writing.
Student- made books

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UNIVERSIDAD AUTÓNOMA DE MADRID

FACULTY OF TEACHER TRAINING

4th of Primary Education (Major in English)

English Language Teaching I

Professor María Dolores Ramírez

Worksheet for the analysis of English Teaching

Paula Tapia Jiménez

Irene Miguel Herrero

Madrid, November 7th, 2020

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND

NAME OF APPROACH OR METHOD: GRAMMAR-TRANSLATION METHOD

DETAILED ANALYSIS AND CHARACTERISTICS

Input Selection: The teacher selects the inputs: literature texts

Ruiz, I. [Ivan Ruiz]. (2017, August 14). Grammar-Translation Method [Video

Linda, M. [Miss Linda]. (2018, November 21). Microteaching grammar

Examples of material used in this method in class:

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS

NAME OF APPROACH OR METHOD: Direct Method

DETAILED ANALYSIS AND CHARACTERISTICS

Input Through dialogues or visual aids.

Nam Huong. (2018, May 19). Direct Method [Video]. Youtube.

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND

NAME OF APPROACH OR METHOD: AUDIOLINGUAL METHOD

NAME OF ORIGINATOR(S): Influenced by behaviourism (Skinner) and structuralism (Sapir and

DETAILED ANALYSIS AND CHARACTERISTICS

Input Use of visual clues as aids

Anggita, I. [Irene Anggita]. (2016, April 22). Audio-Lingual Method-AMT

American English [American English]. (2013, January 25). Language

Examples of exercises done using this method:

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS

NAME OF APPROACH OR METHOD: SILENT WAY

NAME OF ORIGINATOR(S): Caleb Gattegno

DETAILED ANALYSIS AND CHARACTERISTICS

Physical Real – Hypothetical – None

Examples: Sample lesson:

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS

NAME OF APPROACH OR METHOD: Community Language Learning

NAME OF ORIGINATOR(S): Developed by Charles A. Currant. Based on Counseling-Learning theory.

DETAILED ANALYSIS AND CHARACTERISTICS

Input Selection: Topic based on the learners’ interests, no syllabus designed.

4. The client speaks complexly and he or she is confident enough to be corrected in

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND

NAME OF APPROACH OR METHOD: TOTAL PHYSICAL RESPONSE

NAME OF ORIGINATOR(S): Dr James J. Asher

DETAILED ANALYSIS AND CHARACTERISTICS

Input Selection: The teacher selects the input → COMMANDS

Helbling English [Helbling English]. (2012, September 4). Total Physical

Cambridge University Press ELT [Cambridge University Press ELT]. (2010,

Some examples of games and songs based on the TPR method:

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS

NAME OF APPROACH OR METHOD: Suggestopedia

DETAILED ANALYSIS AND CHARACTERISTICS

ELS printables (2013, January 14). Lesson Plan Based on Suggestopedia.

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS

NAME OF APPROACH OR METHOD: THE NATURAL APPROACH

NAME OF ORIGINATOR(S): Tracy Terrell & Sthepen Krashen

DETAILED ANALYSIS AND CHARACTERISTICS

MAIN OBJECTIVES: develop

Materials: Come from the word of realia (objects, pictures)

(2018, 29 October). Natural Approach Class. YouTube.

WORKSHEET FOR THE ANALYSIS OF ENGLISH TEACHING APPROACHES AND METHODS

NAME OF APPROACH OR METHOD: WHOLE LANGUAGE