The document summarizes several language teaching approaches: - Grammar-translation focuses on translating texts and learning grammar rules, with little use of the target language. - Direct method uses everyday language and avoids translation, making meaning clear through actions. - Reading approach emphasizes reading comprehension and controlled vocabulary. - Audiolingualism uses repetition and habit formation, sequencing grammar and postponing reading/writing. - Communicative approach focuses on meaningful communication over language forms. - Task-based instruction uses real-world tasks as the basis for language learning. - Content-based instruction integrates language learning with academic content learning.

1. Summary of elements of a
Method

2. Parrolistic approach

3. Grammar-translationGrammar-translation
approachapproach

4. Instruction in the native
language of the
learners
There is little use of the
target language for
communication
There is early reading
of difficult texts

5. A typical exercise to
translate sentences
from the Tlge into the
mother tongue
(viceversa)
Inability to use the Lge
for communication
Teacher does not have
to be able to use the
target Lge.

6. Direct
approac
h

7. No mother tongue (teacher
does not need to know the
student’s native language)
Lesson begin with
dialogues and anecdotes in
modern conversational
style.
Actions and pictures: to
make meanings clear.

8. Grammar inductively
learned
Literary texts are read for
pleasure and are
analyzed grammatically.
The target a native
speaker or have native-
like proficiency in the
target language.

9. ReadingReading
approachapproach

10. Grammar for reading
comprehension
Vocabulary is controlled
at first (frequency and
usefulness) and then
expanded.
Translation - classroom
procedure.

11. Reading
comprehension
language skill
emphasized.
Teacher does not
need to have a good
oral proficiency in
the target language.

12. Total Physical
Response

13. coordination of speech and
action.
language through physical
(motor) activity.
Several traditions:
Developmental
psychology
Learning theory
Humanistic pedagogy
Language teaching
procedures

14. Asher, “adult second
language learning is
parallel to child first
language acquisiton”
CommandsPhysical
ResponseVerbal
Response
The less stress the more
learning

15. • Grammar based
• Skillful use of imperativeGrammatical
structure and vocabulary
• The more intensively and the more often the
trace, the stronger memory association will be.
APPROACH:THE THEORY OF
LANGUAGE AND LEARNING

16. AudiolingualisAudiolingualis
mm

17. Lessons begins with
dialogues
Mimicry and
memorization - habit
formation
Grammatical
structures are
sequenced and rules
are taught inductively

18. Skills sequence: listening, speaking-reading, writing
postponed. Pronunciation is stressed from the begining
Language no meaning or context.
Teacher must be proficient only in the structures,
vocabulary, etc. That s/he is teaching since learning
activities and materials carefully controlled

19. Communicative approach

20. ““There is no single text or authority onThere is no single text or authority on
it, nor any single model that isit, nor any single model that is
universally accepted as authoritative.”universally accepted as authoritative.”
(Richards, J & Rodgers T. 1999)

21. CA is deemed a
success if the teacher
understands the
student.
errors resulting from an
influence from their first
language.
Accent
Simulations
Critiques of
CLT

22. The communicative approach or
Communicative Language
Teaching (CLT) is the name
which was given to a set of
beliefs which included not only a
re-examination of what aspects
of language to teach but also a
shift in emphasis on how to
teach!
CommunCommunicative Approach

23. • Meaning is paramount
• Dialogs, if used center around communicative
functions and are not normally memorized.
• Contextualization is a basic premise.
• Language learning is learning to
communicate.
• Comprehensible pronunciation is sought.
• Any tecnique which helps the learners is
accepted – varying accordins to their age,
interest, etc.
• Communicative competence is the desired
goal.

24. CLT
Non-communicative activities
No communicative desire
No communicative purpose
Form not content
One language item only
Teacher intervention
Materials control
Communicative activities
A desire to communicate
A communicative purpose
Content not form
Variety of language
No teacher intervention
No materials control
The communication continuum

25. Krashen´theory (language
acquisition)
“Acquisition refers to the
unconscious developmnet of the
target language system as result
of uisng the language for real
COMMUNICATION”

26. CLT: At the level of procedure
• Mechanical, meaningful, and communicative practice.
 Mechanical practice:
He _____________ (is/are) a soldier.
 Meaningful practice:
On the weekend, I’m going to_________________ in the morning.
I’m going to _____________ in the afternoon, but
I’m not going to __________.
 Communicative practice:
Ask your classmate about three things he considers when selecting a movie.
• Task 2: Identify these types of practice in your coursebook

27. CLT: At the level of procedure
• Some types of activities
Information gaps (Activity 2)
Information gathering (Activity 1)
Role-plays
Opinion sharing

28. Task-based
Instruction

29. Task-based
video

30. tasks for hundreds of
years.
Old tasks: piece of
translation often from
a literary source.
New tasks: posters,
brochures,
pamphlets, oral
presentations, radio
plays, videos,
websites and

31. Jane Willis, the traditional
PPP (presentation,
practice, production)
lesson is reversed.
In A Framework for
Task-Based
Learning, Jane Willis
presents a three stage
process:
Pre-task - Introduction to
the topic and task.
Task cycle - Task
planning and report
Language focus -

32. Intermediate levels and
beyond, but many
teachers question its
usefulness at lower
levels.
Change in the traditional
teacher's role.
The teacher is an
observer during the task
phase and becomes a
language informant only
during the 'language

33. Meaningful tasks using
the target language:
visiting the doctor
conducting an
interview
calling customer
services for help.
Assessment on
task outcome (ie: the
appropriate completion
of tasks) not language
forms. TBLL especially
popular for developing
target language fluency

34. Content-based Instruction (CBI-

35. Content-based Instruction (CBI)
(Davies, 2003)

36. (Shang, 2006)

37.
Met’s Analysis (2004)
Content-Driven
Content is taught in L2.
Content learning is priority.
Language learning is secondary.
Content objectives determined by
course goals or curriculum.
Teachers must select language
objectives.
Students evaluated on content
mastery.
Language-Driven
Content is used to learn L2.
Language learning is priority.
Content learning is incidental.
Language objectives determined by L2
course goals or curriculum.
Students evaluated on content to be
integrated.
Students evaluated on language
skills/proficiency.

38. Sheltered
method
Theme-based
method
Language Content
CB-course

39. ClilContent and
Language
Integrated
Learning
CLIL

40. Reflective format

41. Session
• Communication
• Content
• Culture
• Cognition

42. Content and Language
Integrated Learning
+
Language
Study
Subject
Study
Educational
approach with dual
focus
Integration

43. A successful CLIL lesson should
combine elements of the following:
Content Progression in knowledge, skills and
understanding related to specific
elements of a defined curriculum.
Communication Using language to learn whilst learning
to use language.
Cognition Developing thinking skills which link
concept formation, understanding
and language.
Culture Exposure to alternative perspectives
and shared understandings, which
deepen awareness of otherness and
self.

44. Lesson plan
Dialoguing
• 4cs aims
–Content: sources – material
–Communication: language development
–Culture: otherness?
–Cognitive: Bloom-s taxonomy – remember
– understand – apply – analyse – evaluate
- create