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    Lesson 1 - English Teaching Methodology-đã Chuyển Đổi

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    Mầm Non Quốc Tế
    This document outlines several English language teaching methodologies, including grammar translation, direct method, audio-lingual method, total physical response, content-based instruction, communicative language teaching, and task-based approach. It describes the goals, roles of teachers and students, characteristics, and skills emphasized for each methodology.

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    Lesson 1 - English Teaching Methodology-đã Chuyển Đổi

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    Mầm Non Quốc Tế
    34 views23 pages
    This document outlines several English language teaching methodologies, including grammar translation, direct method, audio-lingual method, total physical response, content-based instruction, communicative language teaching, and task-based approach. It describes the goals, roles of teachers and students, characteristics, and skills emphasized for each methodology.

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    Lesson 1_English Teaching Methodology-đã Chuyển Đổi

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    This document outlines several English language teaching methodologies, including grammar translation, direct method, audio-lingual method, total physical response, content-based instruction, communicative language teaching, and task-based approach. It describes the goals, roles of teachers and students, characteristics, and skills emphasized for each methodology.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    34 views23 pages

    Lesson 1 - English Teaching Methodology-đã Chuyển Đổi

    Uploaded by

    Mầm Non Quốc Tế
    This document outlines several English language teaching methodologies, including grammar translation, direct method, audio-lingual method, total physical response, content-based instruction, communicative language teaching, and task-based approach. It describes the goals, roles of teachers and students, characteristics, and skills emphasized for each methodology.

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    © All Rights Reserved
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    of 23

    ENGLISH TEACHING

    METHODOLOGY
    INTRODUCTION TO METHODOLOGY

    1.Grammar- Translation Method


    2.Direct Method
    3. Audio-lingual
    Method 4.Total Physical
    Response
    5.Communicative language teaching
    6.Content-based Instruction
    7.Task-based Approach
    Grammar-Translation Method
    1. Goals
    To teach grammar and vocabulary through
    written translation
    2. The role of the teacher and students
     The teacher is the authority in the classroom
     The students follow what the teacher says.
    3. Characteristics
     Students are taught to translate from
    one language to another.
     Students study grammar deductively.
    Grammar-Translation Method
    4.Areas of language/skills emphasized
     Grammar and Vocabulary
     Reading and writing skills
     Accuracy
    THE DIRECT METHOD
    1. Goals
    - To teach students how to communicate in
    the target language.
    2. The role of the teacher and students
     The teacher directs the class activities
     Students are active.
     The teacher and students are more like
    partners in the teaching/learning process.
    THE DIRECT METHOD
    3. Characteristics

     Students need to associate meaning and the


    target language directly.
     The teacher introduces a new target language
    word or phrase through the use of realia,
    pictures, or
    gestures,…
     There is no translation into the students’ native
    language
    4. Areas of language/skills emphasized
     Vocabulary
     Oral communication
     Pronunciation
    THE AUDIO-LINGUAL METHOD

    1. Goals
    To teach students how to use the target language
    communicatively.
    2 The Role of the Teacher and Students
     The teacher is like an orchestra leader, directing
    and controlling the language behavior of her
    students.
     Students are imitators of the teacher’s model by
    following the teacher’s directions and respond as rapidly
    as possible.
    THE AUDIO-LINGUAL METHOD
    3. Characteristics

     New vocabulary and structural patterns


    are presented through dialogs which are
    learned through imitation and
    repetition.
     Grammar is induced from the examples
    given; explicit grammar rules are not
    provided.
     Students’ reading and written work is based
    upon
    the oral work.
    4.Areas of language/skills emphasized
     Listening and speaking skills
    TOTAL PHYSICAL RESPONSES
    1. Goals
    - Combine between language and physical movement
    - Reduce the stress when studying foreign languages
    - Encourage students to persist in their study
    beyond a beginning level of proficiency.
    2.The role of the teacher
    - Director of all student behavior
    3.The role of the students
    - Imitators of the teacher’s nonverbal model
    TOTAL PHYSICAL RESPONSES
    4. Characteristics
    - Teacher issues commands to students – performs
    the actions with them
    - Students demonstrate that they can understand
    the commands by performing them alone.
    - Teacher recombines elements of the commands to
    have students develop flexibility in understanding
    unfamiliar utterances
    - Students learn to read and write these oral
    commands.
    - Activities expand to include skits and games.
    5.Areas of language/skills emphasized
    - Vocabulary and grammatical structures
    - Speaking skill
    CONTENT-BASED INSTRUCTIONS

    1. The Goals
    To help students to master both language and content.
     The content can be themes of general interest to
    students or an academic subject.
    2. The roles of the teachers and learners
    Teachers:
     set clear learning objectives for both content
    and language
     create activities to teach both, scaffolding the
    language needed for study of the content
    Learners:
     engage actively with both content and language,
    using each to learn the other
    CONTENT-BASED INSTRUCTIONS

    3. Characteristics:
    Help learners understand authentic texts.
     make meaning clear through the use of
    visuals, realia, repeating, and by giving a lot
    of examples, building on students’ previous
    experiences
     design activities that address both language and
    content with specific language activities
    highlighting how language is used in a particular
    subject
    THE COMMUNICATIVE APPROACH
    1.The goals

     To enable students to communicate in English


    (SS need to know: linguistic forms, meanings and
    functions of the language)
    2. The role of the teachers and learners
    The teacher:
     a facilitator (give students situations)
     an advisor (answer questions, monitor performance,
    make
    note of errors)
     co-communicator’ (do the activity with students)
    The learners:
     communicators (actively join the activities, negotiate
    meanings)
     managers of their own learning.
    THE COMMUNICATIVE APPROACH

    3. CHARACTERISTICS
     Communicative-oriented activities.
     Students use the language a lot through games, role
    play, problem-solving tasks.
     Three main features of the activities: information
    gap, choice and feedback
     The materials: authentic (real life)
     Activities carried out in small groups
    THE COMMUNICATIVE APPROACH

     Language is a system for the expression of


    meaning.
     The primary function of language is for interaction
    and communication.
     The structure of language reflects its functional
    and communicative uses.
     The primary units of language are NOT merely
    its grammatical and structural features, but
    categories of functional and communicative
    meaning as exemplified in discourse.
    THE COMMUNICATIVE APPROACH

    4. Area of language/skills emphasized


     Language functions emphasized over forms.
     All four skills emphasized
    THE TASK-BASED APPROACH

    1. Goals
     To provide learners with a natural context for
    language use. Ss have a lot of opportunities to
    interact.
    2. Role of teachers and learners
     Teacher is a facilitator (give ss situations), an
    advisor (answer questions, monitor performance,
    make note of errors for feedback), a ‘co-
    communicator’ (do the activity with ss)
     Learners are communicators (actively join the
    activities, negotiate meanings), managers of their
    own learning.
    THE TASK-BASED APPROACH

    3. Characteristics
     The focus is on meaning.
     Class activities have a clear purpose.
     A pre-task (similar to the task ss will do) is necessary.
     The activity is broken down into smaller steps to help
    ss complete the task.
     Ss have input to design and complete their task.
     Ss should receive feedback on their performance.
    4. . Area of language/skills emphasized
     All four skills: listening, speaking, reading, writing
    What is your answer?
    “In this method, students learn the new language by
    imitating and repeating dialogue.”
    A. Direct Method
    B. Task-based Approach
    C. Audio-Lingual Method
    D. Communicative Approach

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