This document contains questions for an assignment on didactic diagnostics. The questions ask about teaching theories and approaches, lesson planning strengths and areas for improvement, perspectives on teaching English to children and teenagers, the importance of exposure to the target language, goals for teaching a second language, familiarity with teaching strategies and classroom management strategies, the importance of innovative lessons that incorporate technology, experience teaching English as a foreign language, and the benefits of classroom observation. The responses provide insights into social constructivism, communicative language teaching, content-integrated language learning, using authentic materials, promoting student-centered and collaborative learning, and creating a warm classroom environment.

1. Taller de Práctica Docente 2018
Tutora: Aurelia Velázquez
Assignment 1: Didactics Diagnostic Questionnaire
Deadline: March 19, 2018
Please submit your file with the following name:
Surname – TPD –Didactics Diagnostic Questionnaire
Answer the following questions in about 75 words each.
1. From the previous Didactic courses you did, what teaching and learning theories,
and what approaches or methods support or will support your teaching? Why?
What authors will you consult during your practicum?
I consider learning as a social activity in which people learn from one another and
knowledge is constructed by the interactionwith others. The Social Constructivism
Theory by Vygotsky is based on this idea, and considers teachersas mediators who
help students become autonomous learners. I will take into account a
Communicative Language Teaching (the target language is used as a vehicle for
communication) as well as a Content and Language Integrated Learning (content
and language are integrated during the lessons). I think I will consult authors like
Pearse and Davies as I have already known them, and have provided me
important hints for achieving a successful teaching.
2. What is your perspective of lesson planning? From past experiences in Didactics,
what are your strengths and what are the aspects to improve?
Lesson planning is a difficult but important part of the teaching process as it
requires on the part of teachers to put into practice all their knowledge. When
planning a lesson, it is necessary to know well students’ learning styles,
preferences, and needs in order to design activities that students find meaningful
and motivating. In my case, I always try to design activities that engage students
and motivate them to learn. However, one aspect of lesson planning that I find

2. most difficult is to relate effectively the aims of the lesson with the activities I
consider will fulfil such goals. I always worried about the proper organization of a
lesson, and whether I would achieve the stipulated time for each stage of the
lesson or not.
3. What is your view of children and teenagers learning English at school?
English has become a widespread language around the world, and we find it
everywhere in our daily lives. So I think English should be included at schools from
the beginning. As I have learned during this course of study, younger learners are
able to learn a second language more easily and in a more natural way than
adults. Of course, the materials and activities used by the teacher need to cater
for students’ ages, contexts, and traits. Knowing a second language expands
students’ knowledge, vocabulary, and view of the world outside the classroom
walls.
4. How much exposure to the L2 do you think it is necessaryto include in your classes?
What are the sources of this exposure? Do you favour an English-only perspective?
Why?
I think that the amount of exposure to the L2 the students receive, has a strong
influence in the acquisition of the new language. Using authentic materials during
the lessons is really important as it shows students how the language is used in
real contexts. Students get to know how the new language is structured but also
how is used in real life. The language must be taught in context so students can
make inference of the meaning or rules that governs such language. An English-
only perspective may be not beneficial at all because students should make
comparisons and connections between their native language and the new one
they are trying to learn.
5. What is the ultimate goalof teaching an L2 for you? What do we teach the language
for? What do learners need?

3. Teaching a L2 allows students to meet a new world. They learn how another
language is clearly defined as well as the way it works. Besides, they have the
chance to meet another culture, country, and people. Students can make
comparisons between their first language and the second one. Students are able
to expand their knowledge and vocabulary. They can use the language for
different purposes, such as travelling, getting a better job, studying abroad,
among others. Students need a lot of exposure to the L2 in order to learn it
effectively. Teachers must use, as much as possible, materials that reflect the real
use of the language in real contexts. Students need to see and understand the
language they are learning.
6. What are teaching strategies? How acquainted are you with them? Which ones do
you usually or would you apply?
Teaching strategies refer to the methods and techniques a teacher uses to help
students learn something in particular. Based on what I have learned during this
course of study, I think as a future teacher I would apply those strategies that
promote learner-centred lessons. I consider that it is important that the students
have an active role inside the classroom and that interact with peers and the
teacher to construct knowledge. Working collaboratively, help students relate
their prior knowledge with the new one, engage students in motivating tasks that
they find meaningful for their lives, guidance, support, promoting autonomous
learners would be some techniques I would apply as a teacher.
7. What are classroommanagement strategies? How acquainted are you with them?
Which ones do you usually or would you apply? Does the seating arrangement
contribute to effective classroom management?
Classroom management strategies are techniques that teachers apply inside the
classroom to keep students organized and focused during the lessons, avoiding a
disordered class and students not working or paying attention to the teacher. I
consider that a warm environment is relevant for an effective classroom

4. management. There must be respect on the part of the teacher as well as the
students in order to ensure an environment in which students can express
themselves without being judge by peers or by the teacher. An affectionate and
motivating environment help a lot to achieve an effective classroom
management. The seating arrangement can also contribute as it influences the
way a teacher approaches students, and how they interact with one another
during different activities.
8. From a motivational perspective, how innovative should your lessons be? Why?
What do you think about the pedagogical use of ICT in and outside the classroom?
I believe that my lessons should be as motivating and engaging as possible.
Students need to find a purpose of learning a new language. They need to find
that it can be related to their own lives, and can be used outside the classroom.
The use of ICT in and outside the classroom is a powerful tool that may have a
positive and significant impact on students if it is used in proper ways. Thus,
lessons become more enjoyable and students more motivated to learn.
9. Do you have any experience teaching EFL? In what context? To what ages?
I have never worked at school. I worked for two private institutes of English. The
first time was during 2012, I had to replace the institute’s owner as she got
pregnant. And the second timewas during thelast year as a helper. In both places,
I had many students from seven to sixteen years old. We worked with coursebook,
and the students had the opportunity, if they wanted, to takea final exam in order
to get a certificate at the end of the year. At the same time, I had many students
at home to whom I helped with homework and exams.
10. What is your opinion as regards observation? How can you benefit from it? Have
you ever been observed while teaching?
I have never been observed, but I believe that is an essential part before doing our
practicums as future teachersas we have thechance to ‘observe’ how a real lesson
works. We are able to know the way a teacher manages a lesson, the contents as

5. well the students. We get to know better the students’ traits, how they behave
during the lesson, or the way they prefer learning. All this information may help
us reflect on our own future lessons, for example: what things I want to transmit
to my students during my lessons; what things I want to avoid; what strategies
and techniques would be better; what contents and materials my students would
enjoy more, among others.