TYPES OF LANGUAGE TEACHING
Six common approaches
used in primary school
Also called Audio visual app. (1950´s)
Repetition of new language-often based
Out –dated- modified present in several
Lg. practice- whole class ( less demanding)
Lg practice is predictable.
Few demands on the T.
Why still used? The way Ts were
taught, very manegeable, for Ts with a
fairly low lang. level .
Encourages Ss to listen and memorize
chunks( large piece of sth.) of lg.,important
part of lg.
Too much emphasis on: memorization, imitation
and mechanical exs.
After a while Ss get bored
Not enough variety to hold learners
Not a possitive attitude to
foreign language learning
Total Physical Response
Characteristics: Popular YLs.
Develops listening skills
Introduces new lg. in a very visual,
It involves activity and movement
Does not put pressure on YLs to speak.
Depending on the activity some learners
may take the part of the T ( instructions,
describe actions for others to mime, etc.)
Forms of TPR :
The communicative approach
Developed in the mid 1970´s- through the
Council of Europe.
Based on social-interactionist
theory ( emphasis on the social nature of
lg. learning and interactions).
What does it mean for kids?
They are engaged in drawing, acting out,
listening, talking, reading, or writing.
Based on meaningful and contextualized
tasks using lg carefully prepared for them.
Commonly uses three types of activities:
1. Problem solving activities:
prioritizing and classifying;
2. Interactive activities:
Ex. Making surveys, carrying out
3. Creative activities:
Ex. Making masks,
Which is the aim?
To develop learners´communicative
competence. Kid´s needs and
It focuses too much on communication
and fluency and overlooks grammatical
Task- based learning
One of the most recent methodological
How to recognize it:
Aim of the lesson : Ss complete a task=
an activity in which Ss try to achieve
something real, and have to communicate
to do so.
T starts by holding a discussion on the
topic of the lesson ( step 1)
T gives the Ss tasks to do( steps 2,3,4,5)
Then T and Ss discuss any new or
problematic lg they needed for the task
( Step 6)
Lastly, Ss do an ex. on the new lg.(step 7)
It has 3 phases:
1. Pre- task preparation:
Introduction of new lg. and procedures
2. The task itself:
Ss doing the *macro task in pairs with a
final public summary of results.
3. Language Focus:
-Finding, identifying and classifying common
words and phrases.
-Practice of classroom lg. and social
-Keeping personal dictionaries
Macro tasks examples
recording or writing a story,
making a model or board games,
Writing a quiz,
Making info. booklets with illustrations,
Story based methodology
Storytelling universal phenomenon,
central to kids´social, intellectual and
It is linked to other approaches, the TBL.
and the activity-based approach.
The learning of the L2 linked to other
areas of Curriculum.
Arts, PhE, Maths or Nature Studies.