Teacher’s role in different methods of teaching English.

1. Teacher’s role in different methods of teaching English.

2. The Grammar Translation Method • Traditional instructor. • The authority in the classroom. • What does the teacher do? - explains - translates - conducts practices - corrects mistakes

3. Roleofthe teacherin Direct methods

4. Audio-Lingual Method The teachers' role in these two approaches is basically one of central and active importance. The teacher runs the whole shebang. Every aspect of these approaches is controlled by the teacher as modeler, controller, pace setter, direction setter, monitor, corrector, etc. As such the teacher must be trained adequately to handle this responsibility and therefore a great deal of training is required.

5. Community Language Learning • Teacher’s role is less active. • T’s role is as “knower” or “counselor”. • Teacher gives to Ss so much freedom and tends to intervene too much.

6. Suggestopedia Teacher’s role is active. T is the authority in the classroom. He/she should present all to the Ss. T should to have “complete faith” T should make friendly atmosphere

7. Total Physical Response • The teacher plays an active and direct role in Total Physical Response. • "The instructor is the director of a stage play in which the students are the actors". • It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use.

8. Silent Way • Teacher’s role is less active • Stimulator / Not a hand holder • Being silent most of the time • Getting out of the way for Ss to develop inner criteria • Cooperative rather than competitive procedures

9. NaturalApproach • Teacher’s role is active. • Teacherisprimarysourceofcomprehensibleinput. • Teachercreatesaclassroomatmospherethatisinterestingandfriendlytolowertheaffectivefilter. • Teacherchoosesarichmixofclassroomactivities.

10. Communicative Language Teaching • They have to assume the role of facilitator and monitor • the teacher had to develop a different view of learners’ errors and of her/his own role in facilitating language learning. • As a needs analyst • As a counselor • As a group process manager

11. Lexical Approach • Teacher’s talk is the major source of learner’s input • Organizing the technological system, providing scaffolding to help learners • The teacher methodology: • TaskPlanning Report

12. PresentationPracticeProduction • With this model individual language items (for example, the past continuous) are presented by the teacher, then practiced in the form of spoken and written exercises (often pattern drills), and then used by the learners in less controlled speaking or writing activities. • the grammar point presented at the beginning of this procedure • the teacher dealing with some of the grammatical or lexical problems • The language presented in the ‘teach’ stage can be predicted if the initial production task is carefully chosen but there is a danger of randomness in this model.

13. Task-Based Learning • teachers first give the learners examples of how other people competently deal with the given task type; alternatively they can themselves demonstrate in class, setting a practical example, strategies for coming to grips with the type of problem immanent to the given task. • In the actual task phase the teacher steps back and lets the learners autonomously do their work. Her/his role now is that of a monitor and advisor. S/he acts mainly when asked for support, and the support should be of the type which shows learners how to strategically tackle the given problem rather than giving them final answers which tend to suppress their active involvement with the linguistic and non-linguistics aspects of the task. S/he should intervene, however, if some learners fail to actively work on their task.

14. Task-Based Learning • the teacher introduces and defines the topic and the learners engage in activities that either help them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task. • the role of the teacher changes from that of an instructor and prosecutor of errors to that of a supporter and inventor of tasks which her/his learners enjoy doing. • the major task of the teacher in the pre-task phase is to find language materials (texts, videos, tapes, etc.) which are (a) from a lexico-grammatical perspective not too difficult to understand, and (b) from a content and general knowledge of the world perspective that considers the learners’ age and pre-knowledge interesting enough to motivate the learners to work with the materials.