WEEK 5 TEST 1 PREPARATION

1. WEEK 5TEST 1 PREPARATION Approaches and Methods in Language Teaching JovanaRadojkovic, MA

2. QUOTE Learning is the very essence of humility, learning from everything and from everybody. There is no hierarchy in learning. (J. Krishnamurti 1895 – 1986, Indian philosopher)

3. WEEK 5 • Quote • Revising for the test • Materials: • Jim Scrivener – Teaching learning: Chapters 1-5 (pp. 9-122) • Additional materials – handouts • PPTs on our Course page

4. TEACHER • Managerial • Presentation • Entertainer • Explainer • Transmission (“jug and mug”; “knower vs. learner”; TTT vs. STT) • Is there a change of emphasis in the 21st century in relation to the role of a teacher?

5. RESPECT, EMPATHY, AUTHENTICITY • Is your “rapport” 100% natural or is it something that can be worked on and improved? • Carl Rogers • Explainer • Involver • Enabler

6. METHODS • Grammar-Translation method • Audio-lingual Method • Communicative Language Teaching (CLT) or Communicative Approach (CA) • Total Physical Response (TPR) • Community Language Learning (CLL) • The Natural Approach • Task-Based Learning • The Silent Way • Person – Centered Approaches • Lexical Approaches • Dogme • Personal Methodology

7. MATCH METHOD TEACHING EXAMPLE Forming a good model through students listening to model dialogues with repetition and drilling with little or no teacher explanation. Learners pick up the language just as a native speaker would have. Similar to learning the first language. The importance of lexical chunks in communication is emphasized and methodology is based on exposure and experiment. The teacher rarely uses the target language. The focus is on reading and translating texts and little time is dedicated to speaking and listening skills. • Grammar-Translation method • Lexical Approaches • The Natural Approach • Audio-lingual Method

8. MATCH METHOD TEACHING EXAMPLE Learners learn best when they participate in meaningful communication. Ss learn through a variety of exercises, activities and study with a bias towards listening and speaking. Mainly beginner and lower-level learners listen to instructions of the teacher and in response do things/activities however learners are not required to use the language themselves untill they feel comfortable and ready. Learners takes ownership of their language learning and paying attention to what they say. There is relative restraint of the teacher and the use of specially designed wallcharts. Teachers work out for themselves what works in their classrooms. Teachers choose different methodologies and apply them. • Personal Methodology • The Silent Way • Total Physical Response (TPR) • Communicative Language Teaching (CLT) or Communicative Approach (CA) – strong and weak

9. MATCH METHOD TEACHING EXAMPLE Learners and their needs are at the heart of what is done in class. The way of teaching and syllabus is agreeed together between learners and the teacher. Back-to-basics approach involving focusing on the fundamental interaction and relationship between the teacher and students in class. Not using technology and additional materials and aids. Preparation for, doing of an reflective analysis of tasks that reflect real life needs and skills. Lowering learner anxiety by using the first language and the teacher helps by mediating. • Dogme • Task-Based Learning • Community Language Learning (CLL) • Person – Centered Approaches

10. DISCUSSION

11. DISCUSSION

12. DISCUSSION

13. DISCUSSION

14. DISCUSSION

15. DISCUSSION

16. DISCUSSION

17. BALANCING AND RECOGNISING SYSTEM AND SKILLS

18. SHORT, AUXILLIARY ACTIVITIES • Ice-breaker • Warm up • Break • Closer

19. MOTIVATION

20. WAYS OF AROUSING INTEREST IN CLASS • Clear goals • Varied topics and tasks • Visuals • Tension and challenge games • Entertainment • Play-acting • Information gap • Personalisation • Open-ended cues

21. MULTIPLE INTELIGENCE • According to Howard Gardener there are 7 “intelligencies” • Linguistic • Visual • Musical • Logical/Mathematical • Bodily/Feeling • Interpersonal (contact with other people) • Intrapersonal (understanding oneself) • In which way is this significant in relation to teaching?

22. NEEDS ANALYSIS AND FEEDBACK • Learners starting point • Learners aim • The manner of studying • Balancing course plans and learners needs • The importance of feedback – pupil/student – teacher relation • Is it possible that learners are afraid of giving feedback to teachers? Why? • Are teachers afraid of hearing learner’s feedback?

23. TEACHER OPTIONS • Individual work • Pair work • Small groups (3 to 6 Ss) • Large groups • Whole class: mingle (all stand up, meet and talk) • Whole class: plenary

24. ACTIVITY ROUTE MAP • Before the lesson • Lead-in/Preparation • Seting up the activity • Running the activity • Closing the activity • Post-activity

25. HOW TEACHERS UNINTENTIONALLY HINDER OR PREVENT LEARNING • TTT – talking non-stop • ECHO – repeating what Ss say • Helpful sentence completion • Complicated and unclear instructions • Not checking understanding of instructions • Show me what you should do  • Fear of genuine feedback • Insufficient authority / over-politeness

26. HOW TEACHERS UNINTENTIONALLY HINDER OR PREVENT LEARNING • The running commentary • Lack of confidence in self, learners, material, activity / making it too easy • Over – helping / Over – organizing • Flying with the fastest • Not really listening (hearing language problems but not the message) • Weak rapport: creation of a poor working environment

27. ELICITING • Eliciting means drawing out information, language, ideas, etc. from the students: • Ss probably know a lot more than we give them credit for. • Starting with what they are familiar with is a productive way to begin sth new. • Question-and-answer rather than lecture

28. ELICITING • Convey clear idea to the Ss • (picture, gesture, question, video, song…) • Then, they supply the appropriate language and ideas. • Provide feedback. • If needed provide your input, stop eliciting. • Plan specific actions how to elicit what you need.

29. ELICITING • I can elicit: • Language • Ideas • Feelings • Meanings • Contexts • Memories • I can’t elicit: • What Ss don’t know!

30. CALL-AND-RESPONSEATTENTION SEEKER • Bubble Gum, Lollipop. All this noise has to STOP! • Point to the window. Point to the door. Point to the board. Point to the floor. Let’s begin! • Magic finger in the air. Magic finger everywhere. Magic finger on your hips. Magic finger on your lips! • If you can hear me put your finger on your nose! • Macaroni and cheese. Everybody freeze! • Peanut butter .. Jelly! • Teacher: Ready to Rock! • Student: Ready to Roll!

31. CLASSROOM MANAGEMENTACTIVITIES • Setting up activities • Giving instructions • Monitoring activities • Timing activities (and the lesson as a whole) • Bringing activities to an end

32. CLASSROOM MANAGEMENTGROUPING AND SEATING • Forming groupings: • Singles – individual work • Pairs • Small groups – three to eight students • Large groups • Whole class mingle • Whole class plenary • Arranging and rearranging seating • Deciding where you will stand or sit • Reforming class as a whole group after activities

33. TTT vs. SSS

35. CLASSROOM MANAGEMENTAUTHORITY • Gathering and holding attention • Deciding who does what • Establishing or relinquishing authority as appropriate • Getting someone to do something

36. CLASSROOM MANAGEMENTCRUCIAL MOMENTS • Starting the lesson • Dealing with unexpected problems • Maintaining appropriate discipline • Finishing the lesson

37. CLASSROOM MANAGEMENTTOOLS AND TECHNIQUES • Using the board and other classroom equipment or aids • Using gestures to clarify instructions and explanations • Speaking clearly at an appropriate volume and speed • Use of silence • Grading complexity of language • Grading quantity of language

38. CLASSROOM MANAGEMENTWORKING WITH STUDENTS • Spreading your attention evenly and appropriately • Using intuition to gauge what students are feeling • Eliciting honest feedback from students • Really listening to students

39. ADVICE ON DEALING WITH DISCIPLINE PROBLEMS • Before problem arises – Prevention is better than cure. Clear rules. • Plan and organize your lesson carefully. • Make sure instructions are clear, assertive and brief. • Keep in touch with what is going on.

40. ADVICE ON DEALING WITH DISCIPLINE PROBLEMS • When problem is beginning – Do something! • Deal with the problem quietly to event escalation • Keep your cool. Don’t take things personally. • Don’t use threats. (Say only what you intend to keep)

41. ADVICE ON DEALING WITH DISCIPLINE PROBLEMS • When problem has exploded – Act quickly and don’t argue! • “Explode yourself! (an assertive command)” • Give in • Make them an offer they cannot refuse (postponement, arbitration, compromise)

42. LANGUAGE ANALYSIS • Understand before you teach • Fine-tune the selection of language • Brainstorm and list several contexts where it is used • Select a “target sentence” • Analyse the form, meaning, pronunciation… • Think of typical problems that might arise with the target sentence • Write the “main aim” of the activity, the outcome

43. LANGUAGE ANALYSIS • Traditionally, analysis for classroom purposes is still based on the sentence level. • Vocabulary and form. • “I’m making tennis with Paul this evening” • “I’m making tennis on Paul this evening” • “I will have been gone by two days ago”

44. LANGUAGE ANALYSIS • Substitution tables • Recognising grammatical items • Components of meaning (GUESS WHAT?) • The lexis changes but the concept is the same

45. JAZZ CHANTS • Jazz Chants are the rhythmic expression of Standard American English, as it occurs in situational contexts. • Rhythm and beat are very important. • Jazz Chanting’s primary purpose is the improvement of speaking and listening comprehension skills, it also works well in reinforcing specific structures.

46. MOCK TEST

47. THE END

48. BIBLIOGRAPHY • https://www.google.com/search?q=LET%27S+PRACTICE&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjrxZWZsp_hAhXMxcQBHQjYDcAQ_AUIDigB&biw=1280&bih=689#imgrc=uhBQzOerrUihPM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=689&tbm=isch&sa=1&ei=hxmaXJPbDvXpxgPWmqnQBg&q=teacher+writing+in+english+on+board&oq=teacher+writing+in+english+on+board&gs_l=img.3...20142.21728..22168...0.0..0.397.2657.0j5j1j5......0....1..gws-wiz-img.......0i8i7i30.3fYDkkO5GfY#imgrc=7bnKZ87nQTCpCM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=IhqaXLyrHceI1fAP7qKeOA&q=writing+students+teacher+sitting&oq=writing+students+teacher+sitting&gs_l=img.3...3748.6679..6871...0.0..0.425.2998.0j7j2j2j2......0....1..gws-wiz-img.......0i19j0i30i19j0i5i30i19j0i8i30i19j0i8i30.rpprEqVI5Ks#imgrc=LYiMayslgGELpM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=KxqaXLDLLq-T1fAPvLuisAs&q=total+physical+response&oq=total+physical+response&gs_l=img.3..0i19l10.87397.92166..92414...0.0..0.138.2573.2j20......0....1..gws-wiz-img.......0i67j0j0i30.LQszHztPLvw#imgdii=m8Jp5a2Hng3ArM:&imgrc=6mV8XOgBVtwp5M: • https://www.google.com/search?q=GOOD+LUCK&client=firefox-b-d&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi6opHWs6DhAhWagM4BHSGcBekQ_AUIDigB&biw=1366&bih=613#imgdii=KbOxKDZYNQKawM:&imgrc=n2hQ9_SK-N3CyM: • https://www.google.com/search?client=firefox-b-d&biw=1366&bih=613&tbm=isch&sa=1&ei=52uaXITgL_mD1fAPgdSr-A8&q=good+luck+everyone&oq=good+luck+everyone&gs_l=img.3..0i19l6j0i5i30i19j0i8i30i19.41871.46095..46436...0.0..0.205.2260.0j17j1......0....1..gws-wiz-img.......0i67j0j0i30.yy33QGd1-6g#imgrc=fbhoeXEs7ByJ8M: