2. 1
Characteristics of a Good Language
Teacher (Brown, 2001, p. 430)
TECHNICAL KNOWLEDGE
Understands the systems
of English phonology,
grammar and discourse.
Comprehensively grasps
the basic principles of
language learning and
teaching.
Has fluent competence in
speaking, writing, listening
to, and riding English.
Knows through experience
what is like to learn a
foreign language.
Understands the close
connection between
language an culture.
Keeps up with the field
through regular reading
and conference/
workshop attendance.
3. PEDAGOGICAL SKILLS
Has a well-thought-out,
informed approach to
language teaching.
Understands and uses a
wide variety of
techniques.
Efficiently designs and
executes lesson plans.
Monitors lessons as they
unfold and makes
effective mid-lesson
alterations.
Gives optimal feedback
to students.
Stimulates interaction,
cooperation and teamwork
in the classroom.
Uses appropriate
principles of classroom
management.
Uses effective, clear
presentation skills.
Creatively adapts textbook,
material, and other audio,
visual and mechanical aids.
Innovatively creates brand-
new materials when
needed.
Uses interactive,
intrinsically motivating
techniques to create
effective tests.
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4. INTERPERSONAL SKILLS
Is aware of cross-
cultural differences and
is sensitive to students'
cultural traditions.
Enjoys people; shows
enthusiasm, warmth,
rapport, and appropriate
humor.
Values opinions and
abilities of students.
Offers challenges to students
of exceptionally high ability.
Cooperates harmoniously
and candidly with colleagues
(fellow teachers).
Seeks opportunities to share
thoughts, ideas, and techniques
with colleagues.
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5. PERSONAL
QUALITIES
Is well organized,
conscientious in meeting
commitments, and
dependable.
Is flexible when
things go awry.
Maintains an inquisitive
mind in trying out new
ways of teaching.
Sets short-term goals for
continued professional
growth.
Maintains and
exemplifies high
ethical and moral
standards.
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6. Why approaches and
methods?
When teachers are exposed to methods and
asked to reflect on their principles and
actively engage with their techniques, they
can become clearer about why they do
what they do. they become aware of their
own fundamental assumptions
7. Think about...
The teacher's goals
The teacher's role.
The learner's role
The main characteristics of the teaching and
The nature of the teacher-student interaction
The consideration of the learner's feelings
The role of language and the role of culture
The role of L1
Assessment
The treatment of learner error
1.
2.
3.
4.
learning process
1.
2.
3.
4.
5.
6.
9. Richard & Rodgers (1999)
Design
(Approach+Method)
Procedure
(Techniques)
10. Popular Methods
Richard & Rogers (2001)
Direct Method
Community Language Learning
Audiolingual Method
Grammar-Translation Method
Silent Way
Suggestopedia
Multiple Intelligences Total Physical response
11. Grammar-Translation Method
The first half of the 19th Century
Translation for L2 to L1
L1 and L2 similarities emphasized
Written language is superior to spoken language
Reading and writing emphasized over other abilities
Explicit and conscious knowledge of grammar
12. TECHNIQUES
Translation of a literary passage
Reading comprehension questions
Antonyms and Synonyms
Cognates
Fill in the blanks
Deductive application of rules
Memorization
Use words in sentences
Composition
13. Direct Method
Based on the principles of child language acquisition
No L1 use a direct connection between L2 and meaning
Focus in oral language
Fluency over accuracy
Culture includes more than fine arts
Grammar:Induction over deduction
Focus in oral language
15. Audio-lingual method
WW II
became known
as the Army Method
S: Direct Method
It is based on the
structural view of
language and the
behaviorist theory of
language learning.
Drilling and
mechanical
repetition
Immediate correction of errors
Positive reinforcement
Grammar: induced from examples
17. TOTAL PHYSICAL RESPONSE
TPR stands for Total Physical Response
and was created by Dr. James J Asher.
It is based on the way that children
learn their mother tongue.
Benefits
It is a lot of fun, students enjoy it and it can be
a real stirrer in the class.
It lifts the pace and the mood.
It is very memorable. It really helps students
to remember phrases or words.
18. TECHNIQUES
Command
Action
Sequence
role reversal 1. Procedure Teacher says and exemplifies action
Teacher says and exemplifies action // students do the action
Teacher says // students do the action
Volunteer students say actions// other students do the action
Introduce 'paper and pen' tasks
Introduce more complex TPR activities (combine with songs, stories, etc)
Review activities from time to time, each time in a more complex way
19. TPR Listening Techniques
PROCEDURE
The teacher says and exemplifies action
Teacher says and exemplifies action // students do the action
Teacher says // students do the action
Volunteer students say actions// other students do the action
Introduce 'paper and pen' tasks Introduce more complex
TPR activities (combine with songs, stories, etc)
Review activities from time to time,
each time in a more complex way
