This document provides an overview of various language teaching methods and methodologies, including Grammar-Translation Method, Direct Method, Audio-Lingual Method, Total Physical Response, Silent Way, Community Language Learning, Suggestopedia, Cognitive-Code Approach, Natural Approach/Method, Communicative Language Teaching, Content Based Instruction, and Task-Based Learning. It also discusses Project Based Learning and how to effectively use textbooks for language teaching. Project Based Learning focuses on driving questions, in-depth inquiry, need to know, 21st century skills, student voice/choice, feedback and revision, and publicly presented products. Effective textbook use involves setting SMART objectives, selecting and adapting material, rejecting missing elements, and adding new

1. RENNERT INTERNATIONAL
METHODS AND
METHODOLOGIES
Silvia Del Salto- Néstor Bonilla

2. METHODS AND METHODOLOGIES
Communicative Language Teaching
Audio-Lingual Method
Total Physical Response (TPR)
Grammar-Translation Method
Task-Based Learning
Project Based Learning (PBL)
Natural Approach/ Method
Silent Way
Community Language Learning
Direct Method
Suggestopedia
Cognitive-Code Approach
Content Based Instruction (CBI)

3. METHODS AND METHODOLOGIES
1.- Grammar-Translation Method
2.- Direct Method (1900)
3.- Audio-Lingual Method (1950's and 1960's)
4.- Total Physical Response (TPR) (1960s)
5.- Silent Way (1970s)
6.- Community Language Learning (1970’s)
7.- Suggestopedia (1970s)
8.- Cognitive-Code Approach (1970s)
9.- Natural Approach/ Method (early 1980s)
10.- Communicative Language Teaching (1980s )
11.- Content Based Instruction (CBI)
12.- Task-Based Learning
13.- Project Based Learning (PBL)

4. PROJECT BASED LEARNING

5. 1.- DRIVING QUESTION – is the question that focuses the
students’ work and deepens their learning throughout the
process of finding the answer
2.- INDEPTH INQUIRY – students ask questions, search
for answers and arrive at conclusions
3.- NEED TO KNOW – students are motivated to learn
what is needed to answer the driving question because it
has a real world application
4.- 21ST CENTURY SKILLS – critical thinking, teamwork,
cooperation, problem-solving, communicating, etc…
PROJECT BASED LEARNING

6. 5.- STUDENT VOICE/ CHOICE –students have the choice
of presentation method; choice of lesson topic & context;
students learn to work independently and take
responsibility
6.- FEEDBACK & REVISION – students learn to give and
receive feedback and think about what and how they are
learning and what makes that effective
7.- PUBLICLY PRESENTED PRODUCT – presenting work
to other people which increases motivation and adds
authenticity
PROJECT BASED LEARNING

8. USING TEXT BOOKS EFECTIVELY
1.- You already know what you need to
cover/teach. So prepare clear objectives for you
and your students. objectives should be: SMART
Specific ( Specific Target Language, goals – level
of accuracy-level of fluency. Connected to a
specific activity.
Measurable
Attainable (accessable, duable, possible)
Realistic /real-world applicable (meaningful)
Time-bound (it needs to happen in a specific
activity at specific time. You have to know when
you will assess it.

9. USING TEXT BOOKS EFECTIVELY
2.- Once you have your objective you need to use
SARA – considering: _ECRIF – FMU-Ways to
increase fluency- PBL- TBL- A variety of classroom
models + configurations
1.- Select what you want to use
2.- Adapt based on the best way to teach – order of
activities.
3.- Reject what is missing
4.- Add in what is missing / new activities like a role-
play that aren’t in the book.

10. One lesson 50 minutes /4 lessons per day
False beginner Level 1 (beginner) = 8 weeks= 160 lessons
Beginner Level 2 (elementary) = 8 weeks= 160 lessons
Pre-intermed Level 3 (low intermediate) = 8 weeks= 160 lessons
Level 4 (low intermediate) = 8 weeks= 160 lessons
Level 5 (intermediate) = 8 weeks= 160 lessons
Intermediate Level 5 (adv. intermediate) = 8 weeks= 160 lessons longest levels
Level 6 (intermediate) = 9 weeks= 180 lessons
Level 6 (adv. Intermediate) = 12 weeks= 240 lessons TOEFL 80
Upper-interm. Level 7 (upper Intermediate) = 12 weeks= 240 lessons
Level 7 (adv. upper Intermediate) = 10 weeks= 200 lessons
Low advanced Level 8 (low advanced) = 10 weeks = 200 lessons
Advanced Level 9 (advanced) = 10 weeks = 200 lessons
Level 10 (proficient) = 12 weeks = 240 lessons
About 4 Years to Cover Levels 1-10
RENNERT
LEVELS

11. READING SKILL
What did you read? (text) How did you read it?(sub-skills)
1.- Predicting
A newspaper 2.- Skimming
A book 3.- extensive reading
A bus schedule 4.- scanning
An article/ email/ instructions 5.- intensive reading
An extract of an article / an article 6.- gist reading /reading for gist
Unfamiliar road signs 7.- inference
Other sub-skills happen before or
after reading: predicting,
summarizing, paraphrasing,
interpretation
1- before reading ; 2-7 use these
while reading

12. TEXTS Example
1.-Authentic texts - an American newspaper
- grade the task not the text
2.-Pedagogically prepared text - an article from the
textbook
3.-Semi –authentic texts - An authentic story that I
adapted to a new version for my class.