1. Summary of elements of a
Method

2. Parrolistic approach

3. Grammar-translation
approach

4. Instruction in the native
language of the
learners
There is little use of the
target language for
communication
There is early reading
of difficult texts

5. A typical exercise to
translate sentences
from the Tlge into the
mother tongue
(viceversa)
Inability to use the Lge
for communication
Teacher does not have
to be able to use the
target Lge.

6. Direct
approac
h

7. No use of the mother
tongue is permitted(i.e,
teacher does not need to
know the student’s native
language)
Lesson begin with
dialogues and anecdotes
in modern conversational
style.
Actions and pictures are

8. Grammar is learned
inductively
Literary texts are read
for pleasure and are
analyzed
grammatically.
The target must be a
native speaker or have
native-like proficiency

9. Reading
approach

10. Only the grammar
useful for reading
comprehension is
taught.
Vocabulary is controlled
at first(based on
frequency and
usefulness) and hen
expanded.
Translation is once
more a respectable

11. Reading
comprehension is
the only language
skill emphasized.
Teacher does not
need to have a good
oral proficiency in
the target language.

12. Total Physical
Response

13. coordination of speech and
action.
language through physical
(motor) activity.
Several traditions:
Developmental
psychology
Learning theory
Humanictic pedagogy
Language teaching
procedures

14. According to Asher adult
second language learning
is parallel to child first
language acquisiton.
CommandsPhysical
Response Verbal
Response
The less stress the more
learning

15. APPROACH:THE THEORY OF
LANGUAGE AND LEARNING
• Grammar based
• Skillful use of imperativeGrammatical
structure and vocabulary
• The more intensively and the more often the
trace, the stronger memory association will be.

16. Audiolingualis
m

17. Lessons begins with
dialogues
Mimicry and
memorization are
used, based on the
assumption that
language is habit
formation
Grammatical
structures are
sequenced and rules

18. Skills are sequenced: listening, speaking-reading,
writing postponed. Pronunciation is stressed from the
begining
Language is often manipulated without regard to
meaning or context.
Teacher must be proficient only in the structures,
vocabulary, etc. That s/he is teaching since learning
activities and materials carefully controlled

19. Communicative approach

20. “There is no single text or authority on
it, nor any single model that is
universally accepted as authoritative.”
(Richards, J & Rodgers T. 1999)

21. Critiques of
CLT
CA is deemed a
success if the teacher
understands the
student.
errors resulting from an
influence from their first
language.
Accent
Simulations

22. Communicative Approach
Commun
The communicative approach or
Communicative Language
Teaching (CLT) is the name
which was given to a set of
beliefs which included not only a
re-examination of what aspects
of language to teach but also a
shift in emphasis on how to
teach!

23. • Meaning is paramount
• Dialogs, if used center around communicative
functions and are not normally memorized.
• Contextualization is a basic premise.
• Language learning is learning to
communicate.
• Comprehensible pronunciation is sought.
• Any tecnique which helps the learners is
accepted – varying accordins to their age,
interest, etc.
• Communicative competence is the desired
goal.

24. CLT
Non-communicative activities Communicative activities
No communicative desire A desire to communicate
No communicative purpose A communicative purpose
Form not content Content not form
One language item only Variety of language
Teacher intervention No teacher intervention
Materials control No materials control
The communication continuum

25. Krashen´theory (language
acquisition)
“Acquisition refers to the
unconscious developmnet of the
target language system as result
of uisng the language for real
COMMUNICATION”

26. CLT: At the level of procedure
• Mechanical, meaningful, and communicative practice.
 Mechanical practice:
He _____________ (is/are) a soldier.
 Meaningful practice:
On the weekend, I’m going to_________________ in the morning.
I’m going to _____________ in the afternoon, but
I’m not going to __________.
 Communicative practice:
Ask your classmate about three things he considers when selecting a movie.
• Task 2: Identify these types of practice in your coursebook

27. CLT: At the level of procedure
• Some types of activities
Information gaps (Activity 2)
Information gathering (Activity 1)
Role-plays
Opinion sharing

28. Task-based
Instruction

30. tasks for hundreds of
years.
Old tasks: piece of
translation often from a
literary source.
New tasks: projects for
producing posters,
brochures, pamphlets,
oral presentations, radio
plays, videos, websites
and dramatic
performances.

31. Jane Willis, the traditional
PPP (presentation,
practice, production)
lesson is reversed.
In A Framework for
Task-Based
Learning, Jane Willis
presents a three stage
process:
Pre-task - Introduction to
the topic and task.
Task cycle - Task
planning and report
Language focus -

32. Intermediate levels and
beyond, but many
teachers question its
usefulness at lower
levels.
Change in the traditional
teacher's role.
The teacher is an
observer during the task
phase and becomes a
language informant only
during the 'language

33. Meaningful tasks using the
target language:
visiting the doctor
conducting an
interview
calling customer
services for help.
Assessment is
primarily based on task
outcome (ie: the appropriate
completion of tasks) rather
than simply accuracy of
language forms. This makes
TBLL especially popular for
developing target language

34. Content-based Instruction (CBI-

35. Content-based Instruction (CBI)
(Davies, 2003)

36. (Shang, 2006)

37. Met’s Analysis (2004)
Content-Driven Language-Driven
Content is taught in L2. Content is used to learn L2.
Content learning is priority. Language learning is priority.
Language learning is secondary. Content learning is incidental.
Content objectives determined by Language objectives determined by
course goals or curriculum. L2 course goals or curriculum.
Teachers must select language Students evaluated on content to be
objectives. integrated.
Students evaluated on content Students evaluated on language
mastery. skills/proficiency.

38. content Language
Sheltered Theme-based
method method

39. Clil
Content and
Language
Integrated
Learning
CLIL

40. Reflective format

41. Session
• Communication
• Content
• Culture
• Cognition

42. Content and Language
Integrated Learning
Educational
approach with dual
focus
Language Subject
Study + Study
Integration

43. A successful CLIL lesson should
combine elements of the following:
Content Progression in knowledge, skills and
understanding related to specific
elements of a defined curriculum.
Communication Using language to learn whilst learning
to use language.
Cognition Developing thinking skills which link
concept formation, understanding
and language.
Culture Exposure to alternative perspectives
and shared understandings, which
deepen awareness of otherness and
self.

44. Lesson plan
Dialoguing
• 4cs aims
– Content: sources – material
– Communication: language development
– Culture: otherness?
– Cognitive: Bloom-s taxonomy – remember
– understand – apply – analyse – evaluate
- create