This document discusses several language teaching methods: grammar-based teaching (GBT), task-based learning and teaching (TBLT), the communicative approach, and Krashen's second language acquisition theory. For each method, the document provides an example implementation in the classroom and discusses potential advantages and disadvantages. It concludes by proposing a blended approach that combines elements from different methods to structure a lesson plan on making a doctor's appointment.

1. Introduction to Teaching
Methods
Dr. Sara E. Cooper
Department of Foreign
Languages &
Literatures
CSU, Chico

2. Grammar Based Teaching
(GBT)

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.

7. Grammar Based Teaching
 What are the advantages and
disadvantages of using this method?

8. Task-Based Learning &
Teaching (TBLT)

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.

17. Task-Based Learning &
Teaching
 What are the advantages and
disadvantages of using this method?

18. Communicative Approach

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.

23. Communicative Approach
 What are the advantages and
disadvantages of using this method?

24. Krashen-Second Language
Acquisition theory

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?

28. A Blended Approach

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?

30. Blended (Eclectic) Approach
 What are the advantages and
disadvantages of using this method?