TEACHING ENGLISH THROUGH
ENGLISH AND
USE OF MATERIALS
Jornada Escolar
Completa - Ingls
Direccin de Educacin Secundaria
Question?
What do you understand by
Approach?
Do you know some of them?
Which ones?
CONCEPTS OF APPROACH
It describes how language is used and how its constituent parts interlock
In other wordsassummptions,
It defines it offers a model beliefs,
of language competence
and theories aboutand
thehenature
also of
mentions that it describes how people acquire their knowledge
language learning in which designs specify the relashionship ofof the
language andthose
makes statements
theories about the conditions
to classroom which
materials and will promote
activities.
successful language learning.
Jeremy Harmer Jack C Richards
LEXICAL
APPROACH
ES
C H
OA
PR
COMMUNICATI AP TASK-BASED
VE APPROACH ON APPROACH
M M
CO
S T
MO
ECLECTIC
APPROACHES APPROACH
THE PROGRESS OF THE COMMUNICATIVE APPROACH
COMMUNICATIVE LANGUAGE TEACHING
was thought that language teaching is a
cognitive matter. The idea then shifted from
cognitive to socio-cognitive, which
emphasizes that language can be learnt
COMMUNICATIVE APPROACH is based on throughout the social process. However, in
the idea that learning language successfully today's process of language teaching,
comes through having to communicate real incorporation of CLT has become mandatory
meaning. When learners are involved in real in teaching any language.
communication, their natural strategies for
language acquisition will be used, and this
will allow them to learn to use the language.
1970s NOW
The Communicative Approach and CLT
What does Communicative Approach aim to?
Make communicative competence the
goal of language teaching, and develop
procedures for the teaching of the four
language skills (listening, speaking,
reading and writing) that acknowledge the
interdependence of language and
communication.
Principles of the communicative approach
1. Learners learn through using it to
communicate.
2. Authentic and meaningful
communication should be the goal of
classroom activities.
3. Fluency is an important dimension of
communication
4. Communication involves the
integration of different language skills.
5. Learning is a process of creative
construction and involves trial and
error.
Teaching English through English
A B
Now, please tell me the
Ahora, diganme la diferencia difference between these two
entre estos dos dibujos pictures
Juan! Juan!
TEACHERS ROLE
PLANNER INFORMER
MANAGER MONITOR
INVOLVER PARENT / FRIEND
DIAGNOSTICIAN
So what is the teachers role within the
communicative approach?
The teacher has two main roles:
A. To facilitate the communication process in a
face to face session.
B. To act as an independent participant with the
students.
*The teacher delivers some white cards to be
written by the participants with the teachers
different roles.
Three main factors in CLT
1 2 3
Teacher-
student Activities Materials
interaction
TTT TALKING TIME STT
vs
1. Teacher-Student Interaction
It is essential that students will have every opportunity to
practise communicating.
Teacher talking time (TTT), should be reduced and
Student talking time (STT) must be increased.
The face to face session, should be learner centered.
The teachers role is to facilitate students communication.
what kind of activities can you find in a CLT class?
What kind of activities do you apply in your classroom to
promote productive skills in your students?
2. Activities:
Classroom activities should, as far as possible, be
carried out in the target language (English).
A few
ideas for activity types
Games Role-plays Simulations Information Gaps
What does Teaching English through
English mean?
Speak and use English in
the classroom as often as
possible.
Stablish English as the
main language of
communication.
Promote receptive (input)
and productive (output)
skills in classroom by
using English.
Why use only English in class?
Because using the language as the
main way of communication
developes in students their
productive skills.
Some authors recomend the use of
English in classroom in an
intremediate and more advanced
levels of learning.
HOW CAN WE PROMOTE THE USE OF ENGLISH IN CLASS?
Beginners class in English.
This needs to be accompanied
by a clear demostration (using
gestures, body language, mimics,
etc).
Always encourage and praise the
student understanding: Could
you close your books, please?,
after that, say Good, youve
closed your books.
HOW CAN WE PROMOTE THE USE OF
ENGLISH IN CLASS?
Not get angry with students
who do not understand.
Praise and encouragement are
much more valuable for the
teacher than anger and
punishment, particularly when
students are being asked to do
something new.
3. MATERIALS
Recursos didcticos para la enseanza de ingls - Sistema
EDO
Materiales
References
Thank you!
Jornada Escolar Completa - Ingls
Direccin de Educacin Secundaria
TEACHING GRAMMAR THROUGH INDUCTIVE AND
DEDUCTIVE WAY
Look at the following course book extracts and
tell the differences you find.
1 2
DEDUCTIVE APPROACH
Starts with the
presentation of a
rule TOP
is followed by
examples in which DOWN
the rule is applied.
Teacher
Learning is a
centered
passive process.
The learners do not take part in the generation of
conclusion.
INDUCTIVE APPROACH
UP
Starts with some
examples
Learning is an
student
active process.
centered
The rule is inferred
BOTTOM
The learners take part in the generation of conclusions.
DEDUCTIVE METHOD
Teacher tells or show
directly what she/he
wants to teach.
This is also referred to as
direct instruction.
INDUCTIVE METHOD
Instruction makes use of student
notice.
Instead of explaining a given concept
and following this explanation with
examples, the teacher presents
students with many examples showing
how the concept is used.
The intent is for students to notice,
by way of examples, how the concept
works.
PROs and CONs
More active when it is learned centered D I
Deeper understanding D I
Demand more time and energy D I
Students can get a wrong inference D I
Fix learning in students D I
More aceptable as being more efficient D I
May frustrate students coming from D I
a teacher-centered
DEDUCTIVE vs. INDUCTIVE
1. It does not give any 1. It gives knowledge.
new knowledge.
2. It is a method of 2. It is a method of discovery.
verification.
3. It is a method of 3. It is a method of teaching.
instruction. 4. It is a slow process.
4. It is a quick process. 5. Knowledge and information
5. Ready information and by actual observation.
use of it.
CONCLUSIONS:
Deductive
Generalization (or Rule) Specific examples or activities
Inductive
Specific Examples or Activities Generalization (or Rule)
Lets identifywhat approach is this?
Case 1:
Learners listen to a conversation that includes examples of the
use of the third conditional. The teacher checks that the
students understand the meaning of its use through checking
learners' comprehension of the listening text, and only after this
focuses on the form, using the examples from the text to elicit
rules about the form, its use and its pronunciation.
Case 2:
The form and use of the third
conditional is explained to learners,
then they have a gap-fill exercise to
complete, finallylearners prepare
their own examples.
Case 3:
Teacher explains the generic
structure language feature first,
then gives the example and the
gives exercises / students
activity, finally students write
the procedure text.
Case 4:
Teacher explains the expressions
about directions, then gives the
example, and the gives exercises /
students activity, finally students
speak using the expressions.
Case 5:
Teacher explains the expressions
about directions, then gives the
example, through listening and
the gives exercises / students
activity.
Case 6:
Teacher gives to the students
sample paragraphs with the topic
sentences underlined
Case 7:
Teacher uses examples and
questions which helps students
recognize the fundamental
principle of topic sentences.
Case 8:
Teacher takes a box with different
objects, then asks students take
one of the objects. Teacher invites
students to say he/she has a/ an
_______
