English Presentation.

ENGLISH
TEACHING
METHODS
• ROSMERY LOBO • ANDRÉS SIERRA
• SUSANA NAVARRO • JHONATAN TORRES
• GABRIELA PARRA • SARAI TORRES
• MARIA RADA • LAURA VERGARA
• ALEJANDRA • ARLINE VILLAREAL
RODRIGUEZ
• JUAN D.
• SARAY SANTOS
Direct Method of Language Teaching
• The direct method (DM) was in part a

reaction against the grammar
translation (GT) method.
• It was established in germany and
france around 1900.
Principles
 Use the target language.

 Only vocabulary and sentences are taught
 Oral communication Grammar is taught
inductively.
 Concrete vocabulary is taught through
demonstration, objects, and pictures,
 Speech and listening comprehension
 Pronunciation and grammar
 Speaking approximately 80% of the class.
Techniques
1.QUESTION/ANSWER EXERCISE.
2.DICTATION.
3.READING ALOUD.
4.STUDENT
SELF-CORRECTION.
CONVERSATION PRACTICE.
5.PARAGRAPH WRITING.
Advantages
1. Facilitates understanding of
language.
2. Improves fluency of speech.
3. Aids reading.
4 Emphasizes the target language.
5 Develops listening and speaking,
Criticism
1. It was hard for public schools to
integrate it.
2. Does not teach grammar systematically.
3. Needs skilled teachers.
4. Inconvenient in a huge class.
Grammar Translation Method
“A method of second
language teaching which
makes use of translation
and grammar study as the
main teaching and learning
activities.“
Richards, J. C., & Schmidt, R. (2002). Longman

Dictionary of Language Teaching and Applied
Linguistics. Pearson Education Limited. pp.231.
CHARACTERISTIC
S
• The Grammar-Translation Method (GTM) evolved from
the Classical Method that was used from the 15th century.
• Mother tongue
• Vocabulary taught through
wordlists and translation
• Reading of literary passages
even at low levels, with
reading comprehension
questions
• Practice based on translation
of texts to and from MT.
TEACHER’S ROLE VS
STUDENT’S ROLE
Student
Teacher:
• He is the passive
• The teacher is the
learner and does
authority is the
what the teacher
class.
says.
• Source of the
• Interact with the
knowledge.
teacher, not with
• Explains,
other students.
translates,
• Translate, study
conduct practices
words, rules and
and correct
memorize .
mistakes.
The Silent Way
It is a language-teaching
method created by Caleb
Gattegno in 1963, in his
book teaching foreign
languages in schools: the
silent way.
Tell me and I forget, teach

me and I remember,
involve me and I learn.
–Benjamin franklin.
It is based on the idea that teachers should be as
silent as possible during a class but learners
should be encouraged to speak as much as
possible.
Materials
The sound-color Cuisenaire

chart The word rods
chart
Advantages
Student-directed
learning.
Improved problem-
solving skills.
Increased engagement.
A positive, safe learning

environment.
Disadvantage
s
Itmay feel strange and
scary to students.
It may be challenging
for some students.
Students may feel that
they are not getting
enough feedback.
Progress may be slower
than with other
methods.
TPR is an approach to teaching a second
language, based on listening linked to physical
activities which are designed to reinforce
comprehension.
TOTAL PHYSICAL
RESPONSE (TPR)
Community
language
learning
What is CLL?
 (CLL) is a language-teaching approach in

which students work together to develop
what aspects of a language they would
like to learn. It is based on the
Counselling-approach in which the
teacher acts as a counselor and a
paraphraser, while the learner is seen as
a client and collaborator.
Role
Student´part
Teacher´part
- Become members of a
- Facilitate student´s community.
ability to express.
something in - Be assertive to have
targetlanguage. conversation.
- Provide direction. - Take more and more

responsability.
- Structure the class.
- Interact with each other.
Tecniques of the CLL method
-Tape recording student

conversation
- Transcripcion
- Reflection on experience
- Reflective listening
PHASES OF SUGGESTOPEDIA
1. Introduction.
2. Concert session:
• Active.
• Passive.
3. Elaboration.
4. Production.
TEACHER’S ROLE VS
STUDENT’S• ROLE
Trust and respect the
teacher.
* The teacher • Retain information
represents an better from someone in
authority in the whom they confidence.
classroom. • Be more responsive to
their
¨desuggestion¨their
limitations and
suggesting how easy it
will be for them to
succeed.
CHARACTERISTIC
S
• Emphasized on: Vocabulary,

speaking, reading, writing
and grammar.
• Sensory learning.
• Mistakes are tolerated.
• Culture.
• Translation.
• Speaking communicatively.
Communicative Language
Teaching.
Can be understood as a set of principles about the
goals of language teaching, how learners learn a
language, the kinds of classroom activities that
best facilitate learning, and the roles of teachers
and learners in the classroom.
Communicative language teaching sets as its goal

the teaching of communicative competence.
Communicative competence includes the following
aspects of language knowledge:
• Knowing how to use language for a range of different purposes

and functions.
• Knowing how to vary our use of language according to the
setting and the participants (e.g., knowing when to use formal
and informal speech or when to use language appropriately for
written as opposed to spoken communication)
• Knowing how to produce and understand different types of
texts (e.g., narratives, reports, interviews, conversations)
• Knowing how to maintain communication despite having
limitations in one’s language knowledge (e.g., through using
different kinds of communication strategies).
In recent years, language learning has been viewed
from a very different perspective. It is seen as
resulting from processes such as:
• Interaction between the learner and users of the language.

• Collaborative creation of meaning.
• Creating meaningful and purposeful interaction through language.
• Negotiation of meaning as the learner and his or her interlocutor
arrive at understanding.
• Learning through attending to the feedback learners get when they
use the language.
• Paying attention to the language one hears (the input) and trying to
incorporate new forms into one’s developing communicative
competence.
• Trying out and experimenting with different ways of saying things.
Roles of Roles of
Teachers Learners
Participants of
Facilitator and
cooperative
monitor.
learning.
Develop a Greater
different view degree of
of learners’ resoponsability
errors. .
Implications.
The overarching principles of communicative language
teaching methodology at this time can be summarized as
follows:
• Make real communication the focus of language learning.
• Provide opportunities for learners to experiment and try out
what they know.
• Be tolerant of learners’ errors as they indicate that the
learner is building up his or her communicative competence.
• Provide opportunities for learners to develop both accuracy
and fluency.
• Link the different skills such as speaking, reading, and
listening together, since they usually occur so in the real
world.
• Let students induce or discover grammar rules.
Accuracy vs Fluency Activities.
Activities focusing on fluency. Activities focusing on accuracy.
 Reflect natural use of language.
 Reflect classroom use of
 Focus language.
on achieving
communication.  Focus on the formation of
 Require meaningful use of correct examples of language.
language.  Practice language out of
 Require the use of context.
communication strategies.  Practice small samples of
 Produce language that may not language.
be predictable.  Do not require meaningful
 Seek to link language use to communication.
context.
 Control choice of language.
35
36
37
38
39
IMMERSION
Is a technique used in bilingual language
education in which two languages are used
for instruction in a variety of topics
Types of learners
Types of language immersion - Early immersion

can be characterized by the
- Middle immersion
total time students spend in the
program and also can be - Late immersion
characterized by the student's
age.
Types that are characterized
by learning time:
• Total immersion
• Partial immersion
• Two-way immersion
COMMON QUESTIONS
Do I Need to Who Can

Go Benefit
Anywhere? from
Immersion?
What Is
Immersion
Does It Cost
?
Money?
Why You Should Learn English
Through Immersion?
You’ll have a chance to learn about another culture
You’ll overcome insecurities
You’ll learn like a native

Tips to immerse in English
Education
Find an Online Tutor for Conversation

Practice
Watch Authentic English Videos on FluentU
Spend Some Time Abroad

THE NATURAL
APPROACH
Developed by tracy terrell and supported by stephen

krashen.
CHARACTERISTICS
Language
 is viewed as a vehicle for communicating meaning
and messages.
Communicative
 abilities rather than language structure and
form.
Techniques
 are borrowed from other methods: command drills,
mimes and gestures, group work activities, among others.
Vocabulary
 is a priority.
Provides
 comprehensible input.
Focuses
 on listening and reading. Speaking emerges later.
LEARNER’S ROLE
 Process comprehensible TEACHER’S ROLE
input.  Primary source of
comprehensible input.
 Decide when to start

 Create interesting and
producing speech and
friendly atmospheres.
when to upgrade it.
(Ex: Not demanding
speech and not
 Participate in correcting errors ;
communication activities providing subject
with other learners. matters of high
interest, etc.).
 Design and use

materials based on
students’ needs and
intererests.
STRUCTURAL
APPROACH
This approach as kripa K. Gautam states "is based
on the belief that language consists of 'structures'
and that the mastery of these structures is more
important than the acquisition of vocabulary.
Since structure is what is important and unique
about a language, early practice should focus on
mastery of phonological and grammatical
structures rather than on mastery of vocabulary."
Kulkarni "emphasizes the teaching and learning of
the basic items or materials that constitute the
framework of language."
OBJECTIVES
According to menon and patel the objectives of the new

structural approach are as follows:-
To lay the foundation of english by establishing through

drill and repetition about 275 graded structures.
To enable the children to attain mastery over an essential
vocabulary of about 3000 root words for active use.
To correlate the teaching of grammar and composition
with the reading lesson.
To teach the four fundamental skills, namely
understanding, speaking, reading and writing in the order
names."
Principles of the structural approach:
Prof. F. G. French has entitled the following principles underlying the

structural approach:
1. Importance of framing language habits – the structural approach lays
stress on the importance of forming language habit, particularly the
habit of forming words in english.
2. Importance of speech – the structural approach is based on the
principle of effective used of speech.
3. Importance pupil’s activity – the structural approach is based on the
principles of the pupils’ activity. The importance of pupil’s activity rather
than the activity of the teacher is the sure way to learning english.
4. The principle of oral work – oral work is the sheet anchor of the
structural approach. Oral work is the basis and all the rest are built up
from it.
MAIN FEATURES OF STRUCTURAL APPROACH
The structural approach makes use of the following features
for teaching the language.
Word order – word order or the patterns of form is very
important in english language. Each word in ascertain
arrangement has a fixed place which can not be changed.
If we do so, we distort the meaning, considering the following
arrangements -
a) ram killed a snake
B) A snake killed ram.
THE PRESENCE OF FUNCTION WORDS
Function words are structural words. They function as the
structural links. Function words help in modifying meaning
consider the following sentences –
a) I kill a snake.
B) i am killing a snake.
C) i shall kill a snake.
D) i have killed a snake
E) I have to kill a snake.
The use of a few inflections:
Another important characteristic is that english language
makes used of an inflection as compared to other
languages. Inflection changes are prominent in the
following examples:
A) in verbs; I play; he plays; I am playing; I played.
B) in nouns: one boy; two boys; one man.
C) in adjective and adverb.
I) great –greater – greatest.
Ii) great –greatly.

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ENGLISH

• The direct method (DM) was in part a

 Use the target language.

Richards, J. C., & Schmidt, R. (2002). Longman

Tell me and I forget, teach

The sound-color Cuisenaire

A positive, safe learning

 (CLL) is a language-teaching approach in

- Provide direction. - Take more and more

-Tape recording student

• Emphasized on: Vocabulary,

Communicative language teaching sets as its goal

• Knowing how to use language for a range of different purposes

• Interaction between the learner and users of the language.

Types of language immersion - Early immersion

Do I Need to Who Can

You’ll have a chance to learn about another culture

You’ll overcome insecurities

You’ll learn like a native

Find an Online Tutor for Conversation

Watch Authentic English Videos on FluentU

Spend Some Time Abroad

Developed by tracy terrell and supported by stephen

 Decide when to start

 Design and use

According to menon and patel the objectives of the new

To lay the foundation of english by establishing through

Prof. F. G. French has entitled the following principles underlying the

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