Course

Pedagogical and disciplinary knowledge for

secondary education teaching practice

Unit 1
Pedagogical and disciplinary knowledge for the practice of the
English teacher

Session 2
Comprehension and production of oral texts

Formación Docente
en Servicio
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Rosendo Leoncio Serna Román

Ministro de Educación del Perú

Walter Alberto Hernández Alcántara

Viceministro de Gestión Pedagógica

Jesús Carlos Medina Siguas

Viceministro de Gestión Institucional

Rosario Esther Tapia Flores

Secretaría general

Edgardo Romero Poma

Dirección General de Desarrollo Docente

Denis Lourdes Arce Vizcarra

Dirección de Formación Docente en Servicio

Nombre del fascículo: “ Comprehension and production of oral texts”

Año de publicación: 2022

Ministerio de Educación del Perú

Calle del Comercio 193, San Borja
Lima, Perú. Teléfono 615-5800
www.minedu.gob.pe

Todos los derechos reservados. Prohibida la reproducción de este fascículo por cualquier medio, total o
parcialmente, sin la correspondiente cita.

Unit 1 Session 2 2
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Part 1: Comprehension of oral texts

Romulo wants his third grade students to develop their listening skills through the audio of a fable.
This is the script of the fable he will play.

The ant and the grasshoppers

Three grasshoppers were singing and dancing in the sun. Along came an ant carrying some
corn. “Hello, Ant! It’s a lovely summer day today. Come and dance with us!” said one of the
grasshoppers. “No, thank you, grasshopper. Winter is coming. I must take this corn home for the
winter” replied Ant and went off carrying the corn.

The next day, the grasshoppers were singing and dancing in the sun. Along came Ant with some
more corn. “Ant! Ant! Come and dance with us!” said one of the grasshoppers. “No, thank you,
grasshopper. I’m taking this corn home for the winter” replied Ant. “Oh, Ant! Look at the sun!
Winter is a long time away. Come and have fun with us!” said another grasshopper. “No, thank you,
grasshopper. Winter will be here soon. If you come with me, I’ll show you where to find lots of corn”
replied Ant. “Ha, ha, ha! We don’t work on sunny days. Sunny days are for singing and dancing!”
said all the grasshoppers at once. Ant carried the corn home. The grasshoppers sang and danced.

Day after day, the grasshoppers sang and danced. Day after day, Ant took corn to her home. The
days got colder and colder. “Winter is here and I’m so hungry” said one of the grasshoppers.
“Come on, we have to find some food” said another grasshopper. “We have to find some corn”
said the third grasshopper. The grasshoppers looked everywhere for food but didn’t find any.
They looked everywhere for Ant but they didn’t find her. Meanwhile, Ant was at home. She was
warm and happy. “Corn pancakes for dinner today. Oh! I do like winter” said Ant to herself.
Adapted from McMillan, D. (2004). The Ant and the Grasshoppers.

After having worked with different listening skills, Romulo wants to work on a post-listening task to
help students develop their writing skills.

Lets think about this

1. What competence is mobilized from the situation presented?

2. What is a post-listening activity?
3. What thinking skills are mobilized in the students when the teacher proposes this post-
listening activity?
4. What kind of reflection can be done through post-listening activities?
5. What kind of skill integration can be included as a post-listening strategy?
6. Why is it necessary to include activities for metacognition during the post-listening stage?
7. What strategies can we use to work on post-listening?
8. What other activities can I do from the post-listening?

Unit 1 Session 2 3
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

The situation presented above makes evident the need to mobilize listening competence:
“Communicates orally in English as a foreign language”. The Currículo Nacional de la Educación
Básica (2016) defines this competence as a dynamic interaction between one or more interlocutors
to communicate ideas and emotions. It involves an active process of meaning construction
based on the texts that the students express or listen to in order to achieve their purposes. To
do so, they bring into play skills, knowledge and attitudes from oral language and the world
around them. It implies the appropriate use of different conversational strategies according
to the sociocultural context. The student uses oral language creatively and responsibly, taking
responsibility for what is said.
This competence implies the combination of the following capacities:

Obtains information from oral texts

Infers and interprets information from oral texts

Adapts, organizes and develops ideas in a coherent and cohesive way

Uses nonverbal and paraverbal resources strategically

Interacts strategically with different interlocutors

Reflects and evaluates the form, content and context of the oral text

For the development of capacities, there are aspects that must be considered before, during and
after listening. On this occasion, we will see how to work on post-listening.

Unit 1 Session 2 4
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Post-listening stage

Involves all the exercises, activities or tasks which are done after listening to the text. This is the
stage where you take students beyond the listening text, and use it as a springboard for further
language practice. Post-listening activities are usually follow-ups carried out at pre- and while-
listening stages. However, some of them may not be related to them.
The post-listening stage helps the student or reader to:

✓ Integrate
✓ Synthesize or summarize their learning
✓ Check for understanding
✓ Organize their thoughts
✓ Reflect on the language from the passage

As we see, post-listening activities allow students to reflect on sound, grammar and vocabulary
after listening to a text. They also allow for recycling and further activation of vocabulary and
structures as long as they are interesting and engaging for them and are carefully thought out.
Besides, this kind of activities may involve problem solving activities and summarizing, and they
allow the integration of other language skills or competencies such as writing and speaking.
Let’s see a case about the latter.

Students listened to a passage with the intention of solving a problem.

Mrs. Flores’ wedding ring is missing! When Mrs. noticed that her
ring was missing, she and Homer, her raven pet, were the only
ones at home.
Students discuss what may have happened with Mrs. Flores’ ring. Then the teacher
calls on volunteers to share their conclusions with the class.

As we can see from the reading, the students solve a problem whose solution will be shared
orally with the whole class, which will allow them to use their speaking skills. Some problem-
solving task types such as solving moral dilemmas and solving mysteries will motivate students
to listen carefully to a passage and they are perfect excuses to integrate speaking.
But what if students have problems during the post-listening stage?
In order to detect problems during the post-listening stage, the teacher may include activities
for metacognition. Get students to discuss what problems came up during the listening. Which
sections were the most difficult? What caused them confusion or misunderstanding?

Unit 1 Session 2 5
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Post-listening teaching strategies

When designing a post-listening activity, the teacher should first identify the purpose of the
activity (this is probably the most important step!). Then, there are other decisions to make: for
instance, what is the right material to choose to reach a given objective, how much language
work students need to do with the listening text, how much time is available for the lesson and
for this particular activity and what kind of language skill will the students be using.
In general, post-listening activities should provide opportunities to transform the new knowledge
into an application experience, through the use of different strategies.

✓ Other post-listening activities might include problem solving activities

✓ Summarizing, writing different kinds of texts (letters, telegrams, postcards, messages, etc.)
✓ Speaking (role-plays, debates, interviews, dramatization, discussions or simulations)
Let’s see an example of one of these strategies.

Students listened to an audio about the education system in the US. As a post-
listening activity, Pedro, an English teacher, asks the students to have a short
discussion about the topic, comparing the education system in US and the
Peruvian system.

The example shows us how Pedro proposes a discussion as a post-listening activity that will
help students to continue training their speaking skills.
Just like this, there are other common forms that post-listening tasks can take. These are
reactions to the content of the text and analysis of the linguistic features used to express the
content. However, in order for students to continue training their abilities to understand oral
texts, we can propose other activities such as paraphrasing.
Paraphrasing involves using your own words to express something that was written or said
by another person with no addition of ideas. It can clarify the message, make it more relevant
to the audience, or give it greater impact, support its own argument or viewpoint, maintain a
consistent style or to avoid lengthy quotations.
It involves changing a text so that it is quite different from the source but the meaning still
pertains to the original. A paraphrased text can be the same length or even longer than the
original material.
Some paraphrasing techniques are:

✓ Changing synonym
✓ Changing transition
✓ Expanding phrases for clarity

Unit 1 Session 2 6
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

✓ Changing word order

✓ Shortening phrases for conciseness
✓ Changing part of speech
✓ Changing active voice to passive voice (vice versa)
✓ Changing positive into negative (vice versa)
✓ Changing structure of ideas
✓ Combining two sentences
✓ Changing clause into phrase (vice versa)

IMPORTANT

That paraphrased texts can be the same length or even longer

than the original material. Encourage your students to use different
paraphrasing techniques.

ABCDEF

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Unit 1 Session 2 7
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Let us see the following case that details how a teacher has developed a paraphrasing activity
with his students.

Sebastian wants to make sure his students understood some of the key points of an
interview with Robert Redford about climate change at the United Nations General
Assembly (Interview: “Climate change is in everybody’s backyard”). He has planned a
standard three-stage procedure that includes pre-listening, while and post-listening
activities. These are the steps he follows for the post-listening activity which is focused
on content.

✓ Sebastian writes the following excerpts from the interview on the board.
Robert Redford said:
“Not in My Back Yard”.
(I’m very encouraged by this new generation). “They’re better informed, they’re
more knowledgeable, and the more knowledgeable they are, the more they get
concerned, because it’s going to be their future”.
“So I would say pay attention and look how climate change is being evidenced
around you”.

✓ Asks the following question: How can you express these in your own words?
✓ Makes the following recommendations:
- Make sure you keep the same meaning.

- Make sure you don’t add new ideas.

- Your sentence can be the same length or longer.

- Use the paraphrasing techniques you have learned in previous lessons.

- Let me know if any of you want to listen to that part of the interview again.

✓ Students discuss the excerpts with partners using what they learned from the
interview during the pre-listening and while listening stages.

✓ Students share their paraphrased texts.

✓ Students give feedback on their classmates paraphrased texts.
As we can see, the steps that Sebastian follows make it easier for students to apply what
they have learned to paraphrase.

Unit 1 Session 2 8
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Now, it is your turn!

Let’s go back to the initial situation.

Romulo wants his third grade students to develop their listening skills through the audio of a fable. This
is the script of the fable he will play.

The ant and the grasshoppers

Three grasshoppers were singing and dancing in the sun. Along came an ant carrying some
corn. “Hello, Ant! It’s a lovely summer day today. Come and dance with us!” said one of the
grasshoppers. “No, thank you, grasshopper. Winter is coming. I must take this corn home for the
winter” replied Ant and went off carrying the corn.

The next day, the grasshoppers were singing and dancing in the sun. Along came Ant with some
more corn. “Ant! Ant! Come and dance with us!” said one of the grasshoppers. “No, thank you,
grasshopper. I’m taking this corn home for the winter” replied Ant. “Oh, Ant! Look at the sun!
Winter is a long time away. Come and have fun with us!” said another grasshopper. “No, thank you,
grasshopper. Winter will be here soon. If you come with me, I’ll show you where to find lots of corn”
replied Ant. “Ha, ha, ha! We don’t work on sunny days. Sunny days are for singing and dancing!”
said all the grasshoppers at once. Ant carried the corn home. The grasshoppers sang and danced.

Day after day, the grasshoppers sang and danced. Day after day, Ant took corn to her home. The
days got colder and colder. “Winter is here and I’m so hungry” said one of the grasshoppers.
“Come on, we have to find some food” said another grasshopper. “We have to find some corn”
said the third grasshopper. The grasshoppers looked everywhere for food but didn’t find any.
They looked everywhere for Ant but they didn’t find her. Meanwhile, Ant was at home. She was
warm and happy. “Corn pancakes for dinner today. Oh! I do like winter” said Ant to herself.
Adapted from McMillan, D. (2004). The Ant and the Grasshoppers.

After having worked with different listening skills, Romulo wants to work on a post-listening task to help
students develop their writing skills.

Which of the following activities is most appropriate for his purpose?

a. Ask the students to write a summary of the fable. They have to mention the most important ideas
they heard.
b. Ask the students to write a new paragraph for the fable. They have to describe what happens once
winter is gone.
c. Ask the students to write a moral for the story. They have to write one sentence that shows what
they learned from the fable.

Unit 1 Session 2 9
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Alternative C demands from the students to go back to the text and use what was understood to answer.
However, there are no opportunities to transform new knowledge into application. On the other hand, both
alternatives, A & B, are oriented to reading comprehension. Nevertheless, alternative A asks students to go
back to the text in order to give a brief statement of the main points of the fable. It doesn’t take the students
beyond the text or asks them to transform the knowledge into something else. The answer to question is B
since the students were asked to write a new paragraph based on the fable they listened to, the teacher is
taking them beyond the listening text for further practice in writing (skill integration). Besides, the activity
provides opportunities to the students to apply new knowledge.

Let’s see another situation.

As part of her class, Karla has planned the following strategy in order to help her students to develop their
oral fluency.

1. First, the teacher puts the students in pairs and reminds them of vocabulary related to holidays and
structures used to talk about future plans.

2. Next, the teacher shows the students pictures of tourist attractions and tells them to imagine they
are going to visit those places during the holidays. They will describe to their classmate what they
plan to eat and do in those places.

3. Afterwards, the students talk to each other while the teacher monitors. When she identifies grammar
mistakes, she interrupts kindly and corrects them.

4.● Finally, the teacher has the students practice the pronunciation of some mispronounced words.

Given the teacher’s purpose, which of the following criticisms of this sequence is appropriate?

a. The teacher shouldn’t have corrected the students’ grammar mistakes.

b. The teacher shouldn’t have had the students practice the mispronounced words.

c. The teacher shouldn’t have reminded the students of the vocabulary related to holidays.

The teacher’s strategy is to develop students’ oral fluency. In this sense, it is necessary to review the
correct pronunciation of sounds and words (alternative B), as well as the vocabulary used (alternative C).
However, since they are not working on accuracy, correcting errors may not be a good idea because it can
discourage students, they may lose self-confidence and become frustrated. So, A is the correct answer.

Unit 1 Session 2 10
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Part 2: Production of oral texts

Stefano wants his students to develop their speaking skills through group discussions. He has
planned the following sequence.
• First, the teacher plays an audio of a conversation between two friends giving each other
recommendations on how to deal with stress. He asks the students to write down the language
used to give recommendations.
• Next, the teacher elicits the language the students identified and writes it on the board. He tells
the students they will use that language in a further step.
• Then he presents the following situation:

Mario, a college student, attends daily classes for eight hours from Monday
to Friday. He usually starts classes at 7:30 am and finishes at 6:30 pm. He has
a fifteen-minute-break from 11 am to 11:15 am to have a little snack. At 1 pm, he
has lunch and returns to his classroom at 1:30 pm.

• After that, the teacher writes the following questions on the board: “What do you think about
Mario’s schedule?”, “What consequences can this schedule bring to Mario’s health?” and “What
recommendations can you give Mario to help him deal with this situation?”
• The teacher forms groups and asks them to discuss the questions. After some minutes, he
invites some volunteers to share their answers with the rest of the class.
• Next, he asks each group to make a list of recommendations to help Mario deal with his
schedule. He encourages the students to use the language they identified at the beginning of
the activity.
• Then the members of the groups share the recommendations with the rest of the class.
• Finally, the teacher asks the students to analyze the language they used during the activity.

Lets think about this

1. Which method is mainly applied in the Stefano sequence?

2. What are some teaching methods?
3. What are the components of the Task-Based framework?
4. What is the most important feature of TBL?
5. What are the Content-Based Learning/Instruction main steps?
6. What does the Problem-Based Learning method consist of?
7. What are the steps of the Problem-Based Learning method?

Unit 1 Session 2 11
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

The situation presented above makes evident the need to mobilize listening competence:
“Communicates orally in English as a foreign language”. The Currículo Nacional de la Educación
Básica (2016) defines this competence as a dynamic interaction between one or more interlocutors
to communicate ideas and emotions. It involves an active process of meaning construction based
on the texts that the students express or listen to in order to achieve their purposes. To do so, they
bring into play skills, knowledge and attitudes from oral language and the world around them. It
implies the appropriate use of different conversational strategies according to the sociocultural
context. The student uses oral language creatively and responsibly, taking responsibility for what
is said.
This competence implies the combination of the following capacities:

Obtains information from oral texts.

Infers and interprets information from oral texts.

Adapts, organizes and develops ideas in a coherent and cohesive way.

Uses nonverbal and paraverbal resources strategically.

Interacts strategically with different interlocutors.

Reflects and evaluates the form, content and context of the oral text.

For the development of capacities, there are several teaching methods that we can use as English
teachers.

Teaching methods

Teachwing methods are the dynamic components of the teaching and learning process, since
they aim to make the direction of learning more efficient and are based on the actions carried
out by teachers and students. These methods are very varied, as there are various classification
criteria. On this occasion, we will review three of them:

✓ Task-Based Learning (TBL)

✓ Content-Based Learning (CBL/CBI)
✓ Problem-Based Learning (PBL)

Unit 1 Session 2 12
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

1. Task-Based Learning (TBL)

It is an approach to learning a language in a communicative way. Its teaching method creates

optimum conditions for language acquisition, and thus provides rich learning opportunities to suit
different types of learners. TBL’s most important feature is the evidence that the task has been
accomplished because the task is successful [ONLY] if the outcome is gained. Tasks can be used to
develop listening comprehension as well as other English competencies and skills.
In TBL students are required to complete interactive tasks based on a framework that has three
phases.
- The Pre-Task phase: teacher explores the topic with the class, highlights useful words and
phrases, and helps learners understand task instructions and prepare. Learners may hear a
recording of others doing a similar task, or read part of a text as a lead into a task.
- Task Cycle phase (goal, to get an outcome as evidence) that includes:

a. Task: students do the task, in pairs or small groups. Teacher monitors from a distance,
encouraging all attempts at communication, not correcting. Since this situation has a
“private” feel, students feel free to experiment. Mistakes do not matter.

Note: A task emphasizes a meaning making process rather than grammatical focused
learning. This means the students are free to speak without much grammatical correction
(unless is the language focus phase), therefore it can enhance their fluency in speaking.

b. Planning: students prepare to report to the whole class (orally or in writing) how they did the
task, what they decided or discovered. Since the report stage is public, students will naturally
want to be accurate, so the teacher stands by to give language advice.

c. Report: some groups present their reports to the class, or exchange written reports and
compare results. Teacher acts as a chairperson and then comments on the content of the
reports.

- Language Focus phase includes:

a. Analysis: students examine and then discuss specific features of the text or transcript of the
recording. They can enter new words, phrases and patterns in vocabulary books.
b. Practice: teacher conducts practice of new words, phrases and patterns occurring in the
data, either during or after the analysis.

Now, tasks allow us to integrate or link two or more of the four skills of language learning: listening,
speaking, reading and writing. Let’s look at an example of when the task is oriented to writing.

Unit 1 Session 2 13
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

The students have to write a handbook that explains every step of the assembly process
of a little appliance students have taken to class. The teacher takes several models of
the kind of writing students have to produce. The students identify chunks of language
and lexical items that may be used for their task. The outcome of the task would be the
written handbook that students present to the class. However, it is more interesting if the
teacher decides to integrate skills.

• The students exchange handbooks and READ the

instructions.
• In groups, they DISCUSS how the
appliance is assembled.
• Then, the teacher calls on
volunteers to show and TELL
how the appliance is assembled.
The lesson continues with the
language focus.

2. Content-Based Learning (CBL/CBI)

It refers to an approach in which teaching is organized around the content or subject matter that
students will acquire, rather than around a linguistic or other type of syllabus because CBI isn’t
explicitly focused on language learning. Students are expected to get knowledge about a subject
while using the language they are trying to learn. The chosen topic is according to the students’
interests, from science to pop culture. This method allows students to develop very valuable thinking
skills (E.g. analysis, interpretation, inference, explanation, self-regulation, open-mindedness, and
problem-solving, convergent or analytical thinking, divergent thinking, and creative thinking), while
taking information from different sources, re-evaluating and restructuring the information they get.
They also learn to apply those thinking skills to other subjects and real life situations.

CBI has three main stages.

a. Preparation: the teacher chooses a subject of interest to students. Then he/she finds, at least,
three sources (people, websites, books, audios, videos, newspapers, podcasts, etc.) that deal
with the same subject but from different perspectives.

b. Class development: the teacher follows a cooperative learning strategy through which groups
are given a small research task and a source of information to use to help them fulfill the task.
Once the research is done, they meet with other students from other groups who use other
information sources. Finally, they work together to share and compare information.

c. Presentation: students present a group report or make a presentation as a result of the process
of sharing information.

Unit 1 Session 2 14
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

The following case is an example of this method:

Paola, English teacher, wants her students to learn about the “States of matter” and, at
the same time, she wants them to reinforce their skills for writing descriptions using
adjectives. For it, she chooses a PDF article in which the four fundamental states of
matter are describe, a YouTube video in which some experiments are performed to
show the change of state of some matter, and a movie sequence in which a character
may change states.

Later, Paola divides the students into groups. Each group is given the instruction to get
information from one of the sources chosen by the teacher. Then students switch groups
and share their findings. They get ready for a report or presentation.

Finally, the teacher calls on volunteers to present their findings to the class.

3. Problem-Based Learning (PBL)

It is a student-centered approach in which students learn about a subject by working in groups to

solve an open-ended problem. PBL considers that the process of learning is active. Therefore, the
experience and the interaction with the environment have crucial roles (constructivism). During
the process of solving a problem, prior knowledge should be integrated with the new information.
Students are encouraged to learn from, discuss and collaborate with other students (collective
learning). In order to solve a problem, students should really understand the situation, think
critically and be motivated to communicate. That is why the teacher should plan lessons carefully
so that students study relevant cases that are meaningful in today’s society.

Unit 1 Session 2 15
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

A PBL lesson would probably follow the following steps:

a. Examine and define the problem
b. Explore what they already know about underlying issues related to it
c. Determine what they need to learn and where they can acquire the information and tools
necessary to solve the problem
d. Evaluate possible ways to solve the problem
e. Solve the problem
f. Report on their findings

The following case is an example of this method.

The teacher Julio tells the students that they are going to identify a problem related to the
school community and make a solution proposal. The students are divided into groups
(3-4 students). First, the students work in groups to define a problem in the school
community. They present the problem to the class (other groups present problems too).
Together, they define that the most important problem to solve is the constant thefts to
students in the vicinity of the school. Each group starts the process of finding a solution
to the problem they identified as the most important. Later, they share what they know
about the incidents, who they think are the thieves, why they think it is happening,
etc. Next, they determine that parents should be involved because the situation may
be dangerous. Subsequently, they write a list of possible ways to solve the problems
that include hiring police officers, parents’ patrols, etc. Later, since they do not have
funds, they decide to organize a parents’ meeting to suggest the solution they found.
Ultimately, groups report their findings.

Unit 1 Session 2 16
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Now, it is your turn!

Let’s go back to the initial situation.

Stefano wants his students to develop their speaking skills through group discussions. He has planned
the following sequence.
Stefano wants his students to develop their speaking skills through group discussions. He has planned
the following sequence.
• First, the teacher plays an audio of a conversation between two friends giving each other
recommendations on how to deal with stress. He asks the students to write down the language
used to give recommendations.
• Next, the teacher elicits the language the students identified and writes it on the board. He tells the
students they will use that language in a further step.
• Then he presents the following situation:

Mario, a college student, attends daily classes for eight hours from Monday to Friday.
He usually starts classes at 7:30 am and finishes at 6:30 pm. He has a fifteen-minute-
break from 11 am to 11:15 am to have a little snack. At 1 pm, he has lunch and returns to his
classroom at 1:30 pm.

• After that, the teacher writes the following questions on the board: “What do you think about
Mario’s schedule?”, “What consequences can this schedule bring to Mario’s health?” and “What
recommendations can you give Mario to help him deal with this situation?”
• The teacher forms groups and asks them to discuss the questions. After some minutes, he invites
some volunteers to share their answers with the rest of the class.
• Next, he asks each group to make a list of recommendations to help Mario deal with his schedule.
He encourages the students to use the language they identified at the beginning of the activity.
• ● Then the members of the groups share the recommendations with the rest of the class.
• ● Finally, the teacher asks the students to analyze the language they used during the activity.

Unit 1 Session 2 17
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Which of the following methods is Omar developing in his teaching sequence?

a. Problem-Based Learning

b. Content-Based Learning

c. Task-Based Learning

The answer is A because the task described follows the TBL framework: the announcement provides a
language model, the notes the students take are the language highlights they need to get ready for the task
cycle, the short description students have to write belong to the task cycle, the descriptions pasted on the
walls are the outcomes (without this, there is no task-based learning!) and the analysis of the language is the
language focus. Instead, alternative B cannot be the answer because Project-Based Learning is a classroom
approach in which students actively explore real-world problems and challenges and acquire transferable
knowledge. It does not follow the framework’s introduction to the topic and task nor the cycle of the task
and language approach. On the other hand, the alternative C, Problem-Based Learning (PBL), is a student-
centered approach in which students learn about a subject by working in groups to solve an open-ended
problem. It also doesn’t follow the framework’s introduction to topic and task, nor does it follow the task cycle
and language approach, so it’s not the answer.

Let’s see another situation.

Omar wants his students to develop their speaking skills. He has planned the following teaching sequence.

The teacher shows the students an emergency backpack. He asks the students about the purpose of
having one and the kind of objects it should carry. The students discuss their answers and then share
them with the rest of the class.

Next, the teacher presents the following situation on the board:

“Lately there have been frequent tremors in our country and we all know a strong earthquake may
occur sooner or later. So, it’s important to have an emergency backpack in which you can carry
necessary objects to survive in case of an earthquake”.

Then the teacher gives the following instructions: “In groups, make a list of the 10 most important
objects to carry in your emergency backpack. Then present your list and explain why the objects you
have chosen are important to carry”.

Next, the students are given the following prompts: “We consider that having a... ls important because…”,
“We chose the... for...” and “We have...since…” in order to use them during the activity.

After that, each group presents their list and supports their choices using the prompts given.

Finally, the teacher asks the students to analyze the kind of language they used during the activity.

Unit 1 Session 2 18
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Which of the following methods is Omar developing in his teaching sequence?

a. Problem-Based Learning

b. Content-Based Learning

c. Task-Based Learning

In the case of alternative A, Problem-Based Learning (PBL), being a student-centered approach in which
students learn about a topic by working in groups to solve an open-ended problem does not follow the
introduction of the framework to the topic and task, nor the cycle of the task and the language approach.
Therefore, it is not the answer.

Now, if we look at alternative B, we will notice that it can’t be the answer either because Content Based
Instruction (CBI) refers to an approach to teaching a second language in which teaching is organized around
content or instruction, information that students will acquire, rather than around a linguistic or other type of
study program. In addition, it does not follow the framework’s introduction to the topic and task, nor the cycle
of the task and language approach.

In that sense, the answer is alternative C because the described task follows the TBL framework: prompts
provide a language model. The identified language is also the language highlights they need to prepare for the
task cycle, the discussion in groups to decide the most important elements to carry in an emergency backpack
belongs to the task cycle, the list of elements is the result and language analysis is the focus of language.

Unit 1 Session 2 19
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Metacognition

After you have read and reflected on the situations and information presented in this fascicle, we invite you to
self-evaluate. Complete the following chart:

How did i learn it? What is the use of what i learned?

What did i learn

in this session?

What was easy ans whats

How can i apply it in
whas difficult to learn?
my teachng practice?
Why?

Unit 1 Session 2 20
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

References
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tps://digibug.ugr.es/bitstream/handle/10481/53717/10%20%20ROSA%20ALONSO.pdf?sequence=1&i-
sAllowed=y

Case, A. (2008). Classroom Ideas : Speaking : 15 ways to correct spoken errors. Retrieved August, 31, 2022,
from https://www.tefl.net/elt/ideas/speak/correcting-spoken-errors/

Center for Open Educational Resources and Language Learning (COERLL), (2010). Foreign Language
Teaching Methods: Listening. Retrieved August, 25, 2022, from https://coerll.utexas.edu/methods/
modules/listening/02/post.php

Houston, H. (2016). The Three Stages of A Listening Activity. Retrieved August, 25, 2022, from https://
eflmagazine.com/the-three-stages-of-a-listening-activity/

Ismail, Sunubi, A. , Halidi, A., Amzah, Nannin & Kaharuddin. (2020). Paraphrasing Technique To develop skill
for English Writing Among Indonesian college students of English. Retrieved August, 25, 2022, from
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Kayi, H. (n/d). The Internet TESL Journal (n/d). Teaching Speaking: Activities to Promote Speaking in a Second
Language. Retrieved August, 30, 2022, from https://acikders.ankara.edu.tr/pluginfile.php/104084/
mod_resource/content/1/Handout%207%20%281%29.pdf

Liubinienė, V. (2009). Studies About Languages. Developing Listening Skills in CLIL. https://doi.org/10.3329/
dujl.v2i3.4141

Masurama, J. & Sripadab, P. (2020). Developing Spoken Fluency Through Task-Based Teaching.
Retrieved September, 1, 2022, from https://www.sciencedirect.com/science/article/pii/
S187 70 5 0 9203 14 0 9 5 #:~ :tex t =According% 20 to% 20 t a sk % 20 ba se d% 20 language , in% 20
exposure%2C%20use%20and%20motivation.

Ministerio de Educación del Perú. (2016). Currículo Nacional de la Educación Básica [Archivo PDF]. http://
www.minedu.gob.pe/curriculo/

Nita, A., Rozimela, Y. & Ratmanida. (2019). The Use of Task-Based Learning to Enhance Speaking Skill
of Senior High School Students. Retrieved August, 31, 2022, from https://www.researchgate.net/
publication/343911166_The_Use_of_Task-Based_Learning_to_Enhance_Speaking_Skill_of_Senior_High_
School_Students

Peachey, N. (n/d). British Council. Post-listening. Retrieved August, 25, 2022, from https://www.teachingenglish.
org.uk/article/framework-planning-listening-skills-lesson

Pospieszyńska, M. (2000). [IATEFL presentation]. Description and Ideas for Post-listening Stage. Retrieved
August, 25, 2022, from http://wa.amu.edu.pl/wa/files/ifa/papers/pospiesz.htm#:~:text=The%20
post%2Dlistening%20stage%20comprises,part%20of%20the%20listening%20session.

Rees, G. (2003). British Council. Pre-listening activities. Retrieved August, 25, 2022, from https://www.
teachingenglish.org.uk/article/pre-listening-activities

Willis, D. & Willis, J. (n/d). Task-Based Learning. Retrieved August, 25, 2022, from https://www2.vobs.at/
ludescher/grammar/task_based_learning.htm

Cómo citar este fascículo: Ministerio de Educación del Perú (Dirección de Formación Docente en Servicio).
2022. Comprehension and production of oral texts [Fascículo]. Ministerio de Educación del Perú.
Unit 1 Session 2 21