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Methods in English Teaching

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Marcela Rendon

on 28 August 2014

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Transcript of Methods in English Teaching

Listen and repeat
Like the direct Method, the audio-lingual is an oral-based approach. However, it is different in that rather than emphasizing vocabulary exposure to its use in situation, the Audio-Lingual Method drills students in the use of grammatical sentence patterns.
Audio-Lingual Method
Learning trhough physical activities
It is a language teaching method built around the coordination of speech and action. It pretends to teach language through physical (motor) activity.
TPR or Total Physical Response Method
From the text to the word
Whole language is established from language teaching research in context. In that sense, Whole language teachers teach language skills in the context of learning.
Whole Language Method or Approach
Suggestopedia is a specific set of learning recommendations derived from suggestology. The most important characteristic of Suggestopedia are decoration, furniture, and arrangement of the classroom.
Methods in English Teaching
Language teaching and learning trhough history
Teacher, silence please!
The premise of this method is that the teacher must be silent the most of the time in the classroom, but the learner should be encourage to produce as much language as possible.
The silent Way Method
Every method is good for a specific purpose
At the beginning of XIX century, theoreticians of language teaching start to think in a method or approach that conjugate all the methods according to the students needs and competences and that would be reflecting on the teacher's lesson plan
Communication is the need
Communicative approach is focus on communication. In that sense, all the methods are used according to the student's needs. Grammar, spelling, oral proficiency, context, etc. are important but in order to communicate, it means, to understand an idea and be understood in the target language.
Communicative Aproach
The Audio-Lingual method is based on the listening skill
The Audio-Lingual method make emphasis on the repetition
The communication is limited because it is based on repetition and imitation
With the Audio-Lingual Method students must learn a word and add by steps more words in order to create a sentence.
Teacher: Repeat after me post office
Class: Post office
Teacher: To the post office
Class: To the post office
Teacher: Going to the post office
Class: Going to the post office
Teacher: I am going to the post office
Class: I am going to the post office
Also, it is based on replacing words
taken into account the clue word:
Teacher: Repeat after me bank
Class: bank
Teacher: To the bank
Class: To the bank
Teacher: Going to the bank
Class: Going to the bank
Teacher: I am going to the bank
Class: I am going to the bank
Pictures are other strategy in the Audio-Lingual Method
The teacher shows a picture and pronounce the word, then students repeat and create a sentence by adding words
Teacher: library
Class: library
Teacher: the library
Class: the library
Teacher: in the library
Class: in the library
Teacher: is in the library
Class: is in the library
Teacher: Mary is in the library
Class: Mary is in the library
This method requires initial attention to meaning that to the form of items.
Grammar is taught inductively
The class activities include role plays and presentations.
The role plays are based on everyday situations, such as to be in a restaurant, supermarket or gas station.
The teacher plays an active and direct role in TPR
There is generally no basic text in TPR course, but materials, such as books, objects, pens, cups, furniture, pictures etc.
In TPR Method the commands are very important, and usually are introduced with the verb
Wash: your hands
your face
your hair

look for: a sharpener
a notebook
a pen

Hold: the book
the bag
the pencil case
The objective of Suggestopedia Method is to deliver advance conversational proficiency quickly.
The primary role of the teacher is to create situations in which the learner is most suggestible and then to present linguistic material to encourage positive reception and retention by the learner.
With this method teacher recreates the proper environment to teaching and learning languages.
With silent way learning is facilitated if the learner discovers or creates rather than remembers or repeat.
Learning is facilitating by accompanying (mediating) physical objects.
Learning is facilitated by problem solving involving the material to be learned.
The learner is the principal actor
This method is focus on the principle tell me and I forget, teach me and I remember, involve me and I learn.
Silent Way Method have the function of encouraging and shaping oral response without direct oral instruction from or unnecessary modeling by the teacher. Actually, teacher modeling is minimal.
Learners have only themselves as individuals and the group to rely on. Then, the cooperative and collaborative learning is the rule.
Teachers are exhorted to resist their commitment to model.

Whole Language instruction goes from whole texts to words and parts of words.
The use of the student context for teaching languages is one of the most important things to take into account.
The Whole Language focus on learning the complete meaning of a text.
The student learn to read by writing and write by reading.
It is focus on reading and writing with real purposes
It is characterized by emphasizing the love of books and reading materials
With this method, the grammar, spelling and punctuation is very important but always in the student's context.
With the communicative approach, the teacher plans the class in stages, using materials and resources, with the purpose of communication. Then, the importance is not to teach the topic but to direct learning because of the student can communicate an idea with the topic.
The communicative approach is based on enhance language competences:
Linguistic competence
Sociolinguistic competence
Pragmatic competence
In that sense the lesson plan must be planned based on enhanced language competences.
Let's see how!!!
Bibliography: Richard, J.C and Rodgers, T.S (2001)Approaches and methods in language teaching. 2ed. Cambridge, UK: Cambridge University press.
By: Marcela Rendón.
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