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Review Methods and Approaches
Review Methods and Approaches
Review Methods and Approaches
Special Didactics 1
Name:……Torres Romina…….
Date: 29nd august, 2023.-
1) Complete the chart with the main characteristics of each of the Methods and Approaches seen in class.
2) Think about your own language learning journey. (How did you learn English? Do you remember what activities did you do in the class? Did
you learn English in the same way in primary/high school and college? How were those experiences different from each other?)
After brainstorming, select 3 activities or exercises that you vividly remember from your school years. Describe them and say whether those
techniques were useful or not in your language learning process (explain fully). Then, reflect on which approaches or methods do they belong
to and say how (if so) could be improved from your “teaching perspective”.
-I learned English through an institute, and over the years also through the internet. I remember some activities such as completing sentences,
linking, writing texts, reading out loud and others. I didn't learn in the same way because in primary school we only saw the verb to be and in
secondary school we saw Present simple, present continuous, past simple, etc. Those experiences were different because in primary school I
was little and the information was minimum, the explanations were more simple and easy. On the contrary, in high school the information was
more advanced, we did activities more difficult and we had more responsibility.
-First exercise: Write sentences with a specific verb tense. ➡ ️In this activity we had to memorize the structure of a verb tense and then write
sentences. For example: with the verb Past simple. ➡ ️Subject + verb in 2 or with ed/d. (Structure)
I played football. She went to Paris. Lucy and Kevin danced all night. My dog ate a lot. (Sentences)
This activity was useful because when you write so many times with the same structure it sticks in your memory and then you write it
naturally. You get used to it and it is easy to remember.
I remember a teacher who used to make us write two hundred sentences with Present Simple, then 200 with Future Simple, and so on with all
verb tenses. Then when it came time to create sentences ourselves or to say a certain verbal structure we already knew it from writing so
much.
It could be improved with students' interest. Because most of the time all the content is the same and maybe it does not catch student’s
attention. They do it because they have to and not because it is in their interest.
-Second activity: Choose the right option. ➡ ️In this activity there are some sentences with 2 verbs and you have to choose between them,
the correct one. For example: My sister don’t / doesn’t play tennis. Bob always drink/drinks tea in the morning.
This activity can and cannot be useful. The positive point of view is that you can see the difference between one form and the other to mark
the correct. But the disadvantage is that you have to remember the structure well otherwise you're going to mark it wrong.
In this case it helped me not to make a mistake as I could see both options.
This activity could be improved by changing it in some way so that it is not so repetitive.
-Third activity: fill in the blanks. ➡ ️Here we have to fill spaces in blank with the verbs in parentheses but in the specific verb tense.
For example with Present Continuous: 1- She _______ (be) _________ (sing) her favorite song.
2- They ______ (be)_______ (read) the wrong book.
In this case, I don't know if I can say that this activity was useful for me as it is also mainly to know the structure like the others, and after
doing the two previous ones it was a bit repetitive and boring. But on its own it is a good activity to recognise where each part of a sentence
goes.
This activity could be improved by having a little help. For example write next to the sentence an example or how to form the correct
structure.
I think that the three activities/exercises belong to Direct Method because Grammar is taught inductively, Vocabulary is learned in full
sentences, Correct Pronunciation and Grammar are emphasized, and although it has theory it is more about practice.