T.S.U.

EN LENGUA INGLESA

1st PARTIAL – ACTIVITY 1

Identify the use of the language and learning approaches related to language
teaching.
Instruction:
I. Divide into teams of 2-4 people and observe an English as a foreign language class (not a regular
class taught in English). The class observation should contain the developmental sequence- that is,
the explanation of the topic and an activity to reinforce learning.
II. Complete the first page of the class observation guide.
III. Complete the second page of the class observation guide. Do the following:
a) Complete the “Theories of learning” segment. For those theories of learning that do not apply
or that were not present, write N/A, and write the definition seen in class. For those theories
of learning that did apply or that were present, describe how they were implemented
(example: “the students were instructed to constantly repeat the vocabulary seen in class”)
b) Complete the “Theories of language” segment. For those theories of learning that do not
apply or that were not present, write N/A, and write the definition seen in class. For those
theories of language that did apply or that were present, describe how they were
implemented (example: “the class context was a restaurant and the vocabulary presented
was food and drinks”.

*The activity to be turned in (printed or with legible handwriting) must include:

1. Team identification data.
2. Classroom observation guide (both pages answered).
3. Name of the observed teacher’s and signature in blue ink.

*Evaluation criteria:
*Elaborated description of the general class environment (first page of the document)
*Correct identification or definition of the theories of learning presented in the class.
*Correct identification or definition of the theories of language presented in the class.

*Due date:
Wednesday, January 17th (regular class time)

ENGLISH LANGUAGE TEACHING STRATEGIES II – 1st Partial

 T.S.U. EN LENGUA INGLESA
Classroom Observation Guide
Team Teacher’s Name and
Members: Signature:

Learning objective of the class:

Knowledge of the subject Didactic material Language use

Visual attention Motivation and stimulation to participate

auditorium auhtorizer
Classroom face to face
organization Classroom
criss-cross authoritatian
and management
seminar
distribution
group permisive

yes yes yes

Monitoring Modeling Feedback

no no no
 Implemented Approaches: Theories of Learning and Language

Behaviorism Cognitive-code learning Constructivism

Theories of Learning

Creative-construction Interactional theory

Social-constructivism
hypothesis

Cognitive model Structural model Functional model

Theories of Language
Interactional model Sociocultural model Lexical model