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English teaching methods

Text of Class Five

Class Five


Class FiveUnits 3 and 4Prctica Docente llPor: Leonel Jara

IndexIntroduction1The importance of repetition1Language Play2Language learning will take itself: 3Output3Conclusion4Bliography:.............................................................................................................................5

Introduction: Chapters 3 and 4 of the book "The practice of English language teaching" are about language learning and methodology. Through them we can learn about several studies and researches about language teaching. Some of these topics are transcribe in this document. There are also examples of these topics taken from a English student book. The importance of repetition: Repetition has always played a part in language learning. If students think about what they are repeating and try to organize in their heads, they stand a better chance of remembering what they are learning than if they merely repeat it without thought. At exercises 1, 2, and 3, the students have to write the days of the week, and two of these exercises include listening activities.

At the exercise Four, also is present the topic: PPP ( Presentation, Practice, and production). On page 65, the last paragraph starts saying: " Usually teacher puts he students in pairs to practice the sentences a bit more before listening to a few examples just to check that the learning has been effective.

Language play: In recent years researchers and theorists have turn their attention to the area of language humor and language play. They found that students joking included artful performance, alliteration, code switching, laughter and variations in speech among other things. In other words, there were many ingredients for successful classroom-based language learning on view when children were playing in this way.

In this picture we can see that at exercise 3 is a game to play, which includes repetition, and memorization among others.

Language learning will take itself: According to Dick Allwright and his colleagues... If the language teachers management activities are directed exclusively at involving the learners in solving communication problems in the target language, then language learning will take car of itself... 8(Allwright 1979:170). They suggest that we learn to do something by doing it, and if the goal of language is communication, then, communicating as we learn is the best way to go about it.

As we can see in the picture above, there is an activity (Number Four) which ask to the student for talk about their favorite possessions. This means the dialogue is about things students know very well, so they are happy to talk about them. This is important because more than an exercise it becomes in a rewarding task for the students.

Output: Students need chances to activate their language knowledge through meaning focused tasks. This activation is achieved when they try to deploy all or any of the language they know either to produce language ( written, in this case)or to read or listen for meaning.

The picture above shows a focused task, which is about daily routines. This activity cover several aspects dealt in chapters 3 an 4 from the book like output - which was described above - but also PPP, because requires a presentation, the practice at point , and the production at point 2. To complete exercise 2 The students have to pay special attention to grammar and lexis.

Conclusion: As we can see, many topics of the book are present in this English student book. It make me think that there is no just one way to teach but many of them, and we as a future teachers need to know what about they are, how to use them, and which one is proper for our students depending on goals, specific needs, and so on. In other words, we need study more and more ways to teach and then give our best to our students.


Jeremy Harmer.The practice of English language teaching. Fourth Edition. England : Pearson Longman, 2007.

Philippa Bowen And Denis Delany.Champions Students Book And Wrkbook starter.Oxford new York : Oxford University press,2015.


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