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In this unit I learned about following issues:
• TEACHING METHODS:
Grammar – translation (finding equivalents in native language L1). Classic method, 17-th century, Used by scholars to translate Latin and Greek texts into their languages
Audio – lingualism, also called “Army method) (concentrates on repetition drills)
PPP (Presentation, Practice and Production)
Task-based Learning (students should complete the task)
Communicative Language Teaching (CLT) (students use language in real life situations)
Community Language Learning (CLL) (student sit in circle and discuss topic by their own choice. Teacher is outside the circle)
The silent way (author Caleb Gattegno) (Ciusenaire: using colour rods, each colour representing as aspect of language)
Suggestopaedia (author Ozanov) (Parent-children relationships between teacher and students. Students get new names. Stages: 1. oral review of previous lesson 2. presentation and discussion about new item 3. Students listen to relaxing music, teacher reads new dialogue
Lexical approach (based mainly on learning words and phases as forming part of language, not grammar)
• ESA (Engage, Study and Activate), by Jeremy Harmer, 1998
Elicitation – teacher asking thought-provoking questions
COMPONENTS OF ESA
Engage – get students involved and interested. No corrections on this stage
Study – focus on language and its construction. Ok for correction
1. elicitation
2. presentation of language point, drilling exercise
3. review answer, go over any errors
Activate – students use language. Minimal correction, focus more on fluency, than accuracy
The order of elements may vary, but always start with “Engage” and finish with “Activate”
• TYPES OF LESSONS
Straight arrow: Engage – Study – Activate
Boomerang: Engage – Activate 1– Study – Activate 2
Patch work: mix of elements, only for Intermediate or higher levels
• GIVING FEEDBACK
Always be positive
Factors feedback depends on:
- Individual students
- Culture and expected role of the teacher
- The stage of the lesson
- The type of activity
