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(O enunciado está escrito em língua inglesa, entretanto, a resposta deve ser desenvolvida em língua portuguesa oficial do Brasil).

Scenary: In a well-known educational institution, the best English teacher of the institute proposed an activity on English Language to students that are finishing Highschool, from 15 to 17 years old.

Problem: Nearly the end of a class, the teacher asked his students to make a WhatsApp group in order to write in English to each other during the week. The idea was to reinforce the content exposed, as well as English structure and vocabulary previously known. The students became upset and complained about it. They believed this would be difficult, they would not know how to choose the correct words and language structures to write. But the most repeated complaint was that they would make mistakes in English language writing, that situation would embarrass each other, and they would feel exposed.

Solution: The teacher chooses three approaches/methods to solve the problem:

The Behaviorist theories found in the Audiolingual Method in teaching the writing skill/ability to solve the problem. In this approach each skill is taught in a specific order: listening, speaking, reading, and writing. As it can be noticed, writing skill is the last one to be taught, because the focus on this approach is on the listening and speaking skills presented in dialogues. An important technique is the use of drills. The teacher needs to have a native English speaker pronunciation. So, the teacher will be able to teach all four linguistic skills, specifically with the use of Whatsapp as a tool for developing the writing one. The teacher can also explain some grammar structures in drills, so the students can use them to communicate by Whatsapp. Another possibility is to use the Grammar Translation Method, the students translate the sentences from Portuguese to English language and insert them in the Whatsapp group. The last one is the Natural Approach, in which the Monitor Model or the Input Model (Stephen Krashen) can be used, because it develops the language acquisition (unconscious use of grammatical rules) rather than learning (conscious use). The students must receive comprehensible linguistic input in order to broaden his understanding of the language, with it, speaking and writing skill come naturally, without the pressure from the teacher.