3. Grammar Based Teaching
(GBT)
IMPLEMENTATION
Start with an example:
I am happy. Tom is happy. We are happy.
The girls are happy too. Are you happy?
4. GBT
Follow up with an explanation:
Introduce the verb “to be”
Introduce the concept of “conjugation”
Give the standard conjugation scheme for
this verb
5. GBT
Begin practice of structure. Spiral up in difficulty.
For instance, a first practice could be to choose
which form is correct in a discrete choice
sentence format:
Linda is/am happy. My sister and I is/are happy.
A second practice could require figuring out and
writing the correct form:
We _____ happy today. My sister _____ happy.
6. GBT
Continue practice with exercises, oral or written,
that require learners to show increased ability to
produce structure.
Remember-inGBT after one or two practices,
new vocabulary may be introduced.
In pairs, create a sequence of two or three more
practices that spiral up in complexity. Share with
the group.
9. Task-Based Learning &
Teaching (TBLT)
Implementation
First, introduce a general context for what
you will study and establish that the
students have interest, need, or desire to
learn how to do related tasks.
Example: A vacation in New York
10. TBLT
Next, suggest one or more of the possible
tasks that would be necessary in this context,
such as:
1. Making an airplane reservation
2. Choosing a hotel and making the reservation
3. Planning activities to do while in New York
4. Actually taking the flight to New York
5. Checking into the hotel
11. TBLT
Introduce simple vocabulary helpful in the
general topic, in this case, internation
travel, such as:
Visa, passport, airplane, check luggage,
carry-on, security, customs, reservation,
nightlife, taxi, hotel, reception, room, air
conditioning, check in
12. TBLT
Practice passive recognition of the
vocabulary, for instance by showing
pictures of the various things or actions
and asking the entire class to call out
what is shown.
Alternatively, students could work in pairs,
showing each other pictures, and
responding with the correct word.
13. TBLT
Begin to focus on a specific task, such as
making a reservation at a hotel. Again,
start with a more passive recognition
exercise.
Example: a list of actions and dialogue is
out of order; have the students place the
events or speech acts into a logical order.
14. TBLT
Introduce a grammar concept or structure
that will be useful in fulfilling a particular
task, such as a hotel reservation.
For example: Explain using the verb “to
want” plus another verb, versus using the
verb “to want” with a noun.
“I want a room for two people.”
“I want to check in Friday, February 20th.”
15. TBLT
Practice the new structure, using the vocabulary
that already was introduced. Spiral up in
difficulty.
You could continue with a fill-in-the-blank phone
dialogue between a hotel receptionist and the
student, who wishes to reserve a room.
Example: Receptionist: Hello, this is the Grand
National, how may I help you?
Student: I ______ a room for two people,
please.
Receptionist: What day do you ______ to
arrive? (etc.)
16. TBLT
Continue to spiral up in complexity of
task, while maintaining your focus on a
realistic task.
In pairs, create a spoken exercise that
would help prepare students for real-life
task of checking into a hotel in New York.
Share with the group.
19. Communicative Approach
Implementation
Very compatible with TBLT, but more general in
its goals and exercises
For instance, the same sort of process will be
used to introduce vocabulary and structures
needed for a communicative act.
The communicative act might be much more
general, such as “talking about family.”
20. Communicative
Introduce family vocabulary as well as a list of
common adjectives used to describe people (do
passive recognition practice and simple
production practice, staying in the target
language)
Introduce the the verb “to be” and its
conjugation, without actually explaining the
concept. Just model and provide examples. (do
passive recognition practice and simple
production practice, staying in the target
language)
21. Communicative
Spiral up to an exercise in which students
will ask each other specific questions,
based on a model, but substituting from a
list of adjectives.
Example: Question: “Is your mother
_____? (happy, tall, blond, intelligent?”
Answer: “Yes, my mother is _____.” or
“No, my mother is not ____.”
22. Communicative
Spiral up to more open-ended activities in which
students are encouraged to create new
utterances using the vocabulary and structures.
The focus is on real communication, getting the
point across, and not on perfect grammar or
pronunciation, etc.
In pairs, create a more open-ended activity in
which students use family vocabulary, the verb
“to be” and descriptive adjectives. Share with
the group.
25. Krashen’s Hypotheses
How Krashen influences work in the classroom
Acquisition versus learning hypothesis-prioritize
real communication acts over explanations
Monitor hypothesis-don’t over-correct or
suggest students need to be perfect
Natural order hypothesis-don’t expect
integration before its natural time
Input hypothesis-provide constant input just
above the level of full student comprehension
Affective filter hypothesis-create a positive
learning environment
26. Krashen’s influence on you
How could you take one of Krashen’s
ideas to change (even just a little) one
activity you currently do in class or one
lesson that you commonly teach?
27. Krashen
What are the advantages and
disadvantages of implementing Krashen’s
ideas?
29. Blended Approach
Implementation: How can we use
elements from all the previously
discussed methods to plan a unit on a
doctor’s visit?
What would be our learning objectives?
How would we structure a lesson plan for
a one-hour class period?
