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1)Based on your understanding of the unit, which four teaching methods do you think have most influenced current TEFL course? Give a brief summary of each and give reason(s) for your choose. The classic method/Grammar translation: Is from the 1700 century Original to translate old latin/greece texts into their own language It was not the intention to use this method to speak, but only write and read. The grammatical can/will often be similar between L1 and L2 One of the most common method to teach today Problem with this method: Does not develop speaking skills The direct method/the nature method/ Audiolingualism: Is from the 1880s (Gouin) and 1900s (Berlitz) Has its form out from behaviourist theories of learning Learning though reputation, so student will repeat what the teacher is saying This method can be useful for lower levels because they will learn vocabulary and pronunciation Problem with this method: Do not have a realistic contexts so hard to use the knowledge in real life. Presentation, practice and produce In this method the teacher is first doing a presentation a context and situation, while they also demonstrating the meaning and form of the new language. Next will the student practicing making sentence in a controlled way. Last step is the produce phase where the student can be more creative with the language. Good method for lower levels because they still learning grammatic. Problem with this method: Can be to much teacher center Can be boring for upper levels Task based learning In this method focus more on the task than the language. Student are getting a english task and when the task is completed the teacher can provide some language stud, but only if necessary. The method there is most similar to ESA is presentation, practice and produce. The three phases are really similar to the three phases of ESA. The presentation phase is the engage phase, where the teacher “warm up” the student to the practice. Next phase is the practice there is the study phase in ESA. It’s where the teacher can teach language and grammar. The last phase produce is similar to activate where the student has more space to be creative and play with their new knowledge of the language . State five activities to each phase and list the students leve;. Engage Introduce yourself - beginners The student goes together in pairs and introduce them self. Afterwards they have to introduce each other for the class. Practice: listen and vocabulary Describes an item - low/pre- intermediate First round the teacher has different items example a blanket and ask what is this, how does it feels, what is the texture ect. Practice: vocabulary and adjectives Memory game - intermediate Group of 4 people. Under a blanket is hidden different items (depends of their ages how many things). They get between 15-30 second to look at the things. The first student has to describe one thing under the blanket to the other one guess what it is. Practice: remember, vocabulary and listen Movie - upper intermediate and advanced Watch a short movie and talk about it afterwards. Have some question ready, make the student give a short resume ect. Practice: vocabulary Sentence prompt - can use in all levels Give the student a sentence example: “I like to….., but i don’t like to…” or “Sport is good… but it’s also..” Present for the class. Study Text -Upper intermediate and advanced Read a text. Make them write a resume, short analys Practice: reading and writing Elicitation - from briginner to low/pre- intermediate Ask for adjectives and write them on the board Practice: adjective and vocabulary Play scrabble - from intermediate to advanced 2-4 student together and play scrabbles Practice: writing and vocabulary Word searches -from beginner to elementary Find and translate the word in a grid Practice: vocabulary and writing Gap fill - any level Fill the gap with the right word. Can be used at any level and grammatic Practice: grammar Activate Role play - all levels Play realistic scenes practice : vocabulary Write a story - from intermediate to advanced Make the student write a short descripens/story of the topic of the day and make them present it for the class. Practice: writing Debats- all levels Debat about something either in the whole class or in smaller groups Plan a straight arrow lesson for elementary level ? learn vocabulary for clothes Engage: 1) Teacher write on the board: “Clothes” Makes a elic of all the clothes item the student knows 2) with help from the words on the board students go together in pairs and describes their favorite outfit for the four seasonal 3) Discuss the difference between formal and informal clothes Make a elicit for each one Study: The student are getting a worksheet “things you wear” with different question that the student write the answer. Teacher go through the worksheet and write up if there come up new words. Activate Clothes bingo Each student get a bingo card with pictures of different clothes item and the teacher says the pictures. When a students has a full plate he says bingo. He has to say all the pictures and if correct he wins. Plan a boomerang lesson for pre-intermediate level ? learn language for shopping food, clothes ect. Engage: “I am going to do some shopping and i am going to shop..” The students goes around and tell each other what they are going to shop. Everybody has to speak with each other. Activate: Shopping around role play Make 3 shops example bakery, clothes store, toystore. One student in each of those shops Make groups of 4 student. In the group they have a list of items they need to buy. One student of the time go and buy one item of the shopping list. Goes on to they shop everything. Teacher walking around and listen for “mistakes” Study Teacher teach language and grammar mistakes from the activate phase. Afterwards worksheet: Can i help you Order the conversation in the right order Engage: Clothes quiz Groups of 3-5 students. Each group get a copy of the worksheet with the question one. The groups take turns to read the question. In the group the discuss the answer and write it down. When all question is answered the student give there paper to the group next to them. Each answer is one point and the one with most point win. Activate: “We go shop and we will buy..” Student goes together two and two. They will get a card write what kind of shop it is and what they want to shop. Example: Vegetable shop ? you have to buy vegetables for dinner The student has to make they own small role play and afterwards present for there class. How, when and what will the teacher correct of mistakes Engage and Activate Engage and activate phase will the teacher not correct and if the teacher correct it has to be after the activities is finish. In this phase the student are encourage to speak as much as possible. Study The teacher will in the phase corect more mistakes because the student are learning new language and grammar. The is 3 phases to correct: Self correct The student try to correct his/her mistake with help from the teacher Student correct The other students helps to correct the mistake Have in mind if it suitable for the student Teacher correct If they 2 first things didn't work the teacher can correct the mistake Correct sentence with use at a least 5 of the errors mentioned on page 21 My boyfriend do not like horse My boyfriend does not (t) likes (t) horses (p) My dog love listen music My dog love listen to (s) music Last year i have been travelling Last year I (s) went (t) travelling