1. The document discusses various language teaching methods including Suggestopedia, Grammar Translation, Direct Method, Audio-Lingual Method, Designer Method, Silent Way, Total Physical Response, Community Language Learning, Task-Based Language Learning, Electric Approach, Montessori Method, Froebelian Method, Giraud Method, and Structural Method. 2. Each method is summarized in terms of its key principles, techniques used, and roles of teachers and students. 3. The methods vary in their views of language learning and teaching, from a focus on grammar rules, translation, and memorization to more communicative, inductive, task-based and student-centered approaches.

1. SUGGESTOPEDIA
Theme: Geometrical Forms
Albani Carrillo
CI: 26.492.043

2. METHOD: SUGGESTOPEDIA
To use this method, it is important to
work with music and games.
First song has to be a LIVELY one and
the second one has to be a BAROQUE
song.
Main idea: try to recreate human
brain, to process great quantities of
material if simply given the right
conditions for learning.
1970s
Georgi Loazanov

3. TEACHING GEOMETRICAL FORMS USING SUGGESTOPEDIA
Figures listing
• Names
• Shapes
Games and
music
• Children choose
each figure they
hear in the song
Write production
• They will solve a
quiz
• Kids write and
select the correct
figure name

4. GRAMMAR TRANSLATION
Themes are teaching through delaited
analysis of its grammar rules.
Classical method. It is
definid as a PASSIVE
LEARNING PROCESS
Learning
grammar rules
Translating back
and forth
between
Memorizing list
of words
Utilizing exercises
and test in
constrained way
Explicit error
correction
 Vocabulary is often taught in
isolated words rather than
phrases or full sentences.
 Lesson is delivered in the native
language.
 Pronunciation of words are
given little attention

5. DIRECT METHOD IS ALSO CALLED
AS NATURAL METHOD
Translation is not allowed.
The messages are conveyed through
use of demonstration and visual aids.
Goal: learn how to use a foreign
languages to communicate.
Meaning should be connected
directly with the target
language
Teachers do not explain
Concepts and vocabulary are
taught through pantomiming,
real-life objects and other
visual materials
Teaching grammar is
done by using an
inductive approach
 Oral transmition
 Students learn through self
correction.
 Speech and listing comprehension
are taught.

6. AUDIO-LINGUAL METHOD
use target language
communicatively
Forming new habits in
the target languages
1. the teacher an
orchestra leader.
2. The students
imitators.
Teaching-Learning
process
Vocabulary and
structural patterns are
presented through:
1. Dialogues imitation
2. Repetion
3. Drill
Techniques of drills
Backward build up drill
Repetition drill
Chain drill
Single-slot substitution drill
Transformation drill
The proponent was Charles
Fries

7. DESIGNER METHOD
Empha
size
• Understand
the subject
Define
• analyze
• Interpret
• Plan
Ideate
• imagine
• Research
• Ponder
Protot
ype
test
Affectively based
method
Process that utilizes:
• Empathetic skills
• creative sills
• Analytical skills
To solve a problem
• Apply to
create
• Review
• revise
Those five steps should be repeated
until the students get the new
information.

8. SILENT WAY
Extensive use of
silent is use in this
method, it is also
considered as the
teaching technique.
Created
by Caleb
Gattegno
 Teaching should be
subordinate to learning.
 Students develop their own
“Inner criteria” for correctness.
 Students practice the language,
not the teacher
 Errors are necessary for
learning.
1
• Students become:
independent, autonomous
and responsible.
2
• Students can use the
language for self-
expression.
3
• Students can develop
independence from the
teacher.
Some materials used by
this method:
The sound-color chart
Word charts
Cuisenaire rods

9. TOTAL PHYSICAL RESPONSE
This method is
built around the
coordination of
speech and
action.
Teach language
through physical
activity
Teacher should create fun atmosphere of learning by involving physical
activities for students to memorize and understand the material better.
Principles:
Cannot be used in
the early stages
of learning.
Learning by this
method reduce
stress level.
Students their
memory and
brain capability.

10. COMMUNITY LANGUAGE LEARNING
The
lesson • Is presented in their native language
Students • Ask questions in their native language but
teacher answer them in foreign language.
correction
By Charles
Curran
• Mistakes will be corrected by
repeating.
 Textbook is not
considered as
necessary
component.
 Activities can be
worked with:
translation, working
in pairs or groups,
recording,
transcription,
analysis, listening
and free
conversation.
 Class becomes a
community of
learners.

11. TASK BASED LANGUAGE LEARNING
Principles: Classroom is organized by
as a sequence of task.
Task generate the language
to be used.
Main focus on finale task to
be done.
How can teacher work with this
method?
o Use a determine theme
o Propose a final task (similar to
daily life)
o Set objectives
o check content (thematic aspects
and linguistic content)
o Discuss the process
o Evaluation built in as part of the
learning process.
Students develop writing
and reading skills.

12. ELECTRIC APPROACH
Language is taught depending
on the aims of the lesson and
abilities of the learners.
CHARACTETISTICS:
• It borrows and adapt different
teaching methods.1.
• It has to suit the requirement of the
learners.2.
• It breaks the monotony of the class.3.
Classes should be:
 Dynamic
 Variety
 flexibility
 Working with four skills
 Should have fast results
 Teacher is a guide and has
to be creative
 teacher has to play and
communicate with the
learners

13. MONTESSORI METHOD
Classroom is designed
specifically to meet the
needs, interests, abilities
and development of
each child in the class.
The focus is on children
learning and not
teachers teaching.
Inspired in Maria
Montessori techniques
teaching.
Children learn and
progress at their own
pace, moving on to the
next step when they are
ready.
Active
learning
Freedom
within
limits
Rewards:
help or
hindrance
Cooperation
not
competition
Universal
values

14. FROEBELIAN METHODSelfactivity
Child should not
indulge in any
activity which is
suggested by
parents or teachers
but he should carry
out his own
impulses and
decisions.
Creativeness
This one is closely
connected with self-
activity. Creativeness
is the natural inner
urge of the child. He
is not a passive and
silent observer of
events. He wants to
do something and
must create.
Socialparticipation
This one is very
important, in the
society the child gets
the necessary
nourishment for
development and
social efficiency for
healthy living. The
child’s growth,
therefore, should be in
harmony with the unity
and purpose of
humanity to which be
belongs.
Also known
as Frobel’s
kindergarten
method.“Education is a process of
individual growth.” – Frobel.

15. GIRAU METHOD
Coursebooks take
particular positions, either
explicitly or implicitly, with
regard to each area.
Language is typically
construed as a system
of accumulated
entities.
The 'nature of second language learning',
as evidenced from coursebooks, seems
generally to follow a cognitive model,
where declarative knowledge is
proceduralised through successive
practice activities.
ROLE OF THE TEACHER:
 the teacher’s role is both
didactic and facilitative, and
serves primarily to mediate
the coursebook materials, by,
for example, explaining,
demonstrating and modelling
language items, and by setting
up and monitoring student
interactions.
 The guidelines typically
construe the teacher as the
locus of control in the
classroom and even at times
imply that the learners are
potentially disruptive
The influence of the
communicative approach
appears to be strong, with
most courses including
information-gap tasks, and
texts that, if not authentic,
attempt to simulate the same

16. STRUCTURAL METHOD
Help students
understand texts
more easily and
remember more
what they read.
Text structure is the
way of piece of
writing, organizing
by description of
topic and its trait.
When students
learn the structure
of text and identify
the description of
the subject they will
remember the topic
and understand its
structure
text with argument
structure will begin
with the claim that
will be follow by
several reasons
each one with their
evidence.
This method
is about
teaching
text
structures.
Follow the argument a
counter-claim may be
introduced and the
author will refuted it.
Finally a conclude
statement will be
given.
Characteristics:
 Students recognize
the freedom of text
structures.
 Teacher use graphic
organizers, teach
each structure one
at time.
 Have students maps
structures.
 Add more structures,
one at time.
 Teach signal words.
 Built awareness of
superordinate and
subordinate
structures.
 Use common terns as
whole staff.