how to teach english

2. Theoretical positions and beliefs about the
nature of the Lg, the nature of Lg learning
(psicholinguistical and cognitive processes
involved) and the applicability of both to
pedagogical settings (successful use of these
processes)
It is easy to change

3. 
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A generalized set of classroom specifications
for accomplishing linguistics objectives
focusing on the goals of the teaching/learning
process, learner’s roles, tch’s roles and roles of
instructional materials
Do not change a lot

4. 
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Specific types of exercises, tasks or activities
used in classes for reaching pedagogical goals
Depends on the aim of each class

5. 
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Written literature= vocabulary and grammar
No culture
Final goal: translation no communication so
little or no interaction among sts ot between
sts and tch
Tch is authority and model; teacher-centered;
no sts’ feelings, interests or diffferences

6. 
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Reading and writing have emphasis, Lg
learning involves mental exercise, critical
analysis
Listening and speaking less important
(pronunciation is not considered)
L1 equivalents when there is no literal
translation
Grammar: deductive way (model)
Grammar patterns or conjugations are
learned by heart

7. 
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Translation of a literary passage
Reading comprehension questions in a
sequence (scan / skim)
Antonyms and synonyms
Cognates are taught through recognition or
spelling or sound patterns
Fill in the blanks

8. 
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Memorization
Use of words in given contexts
Composition based upon a speccific aspecct
of the reading passage of the lesson

9. 
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One rule: NO TRANSLATION
Lg is presented through demonstration or
visual aids to understand the meaning
The teaccher should demonstrate not explain
or translate
Sts should learn to think in the target
language ASAP
Vocabulary is acquired not learned by heart
Communication is the main goal

10. 
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Since the beginning of the class
pronunciation through reading practice and
oral production and writing through dictation
should be taught from the very beginning of
the Lg instrucction.
Tch should be a facilitator and provide full
opportunities for sts to use the target Lg in
real contexts.
Reading aloud must be encouraged and speak
as much as possible.

11. 
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Grammar should be taught inductively, no
explicit explanations
Syllabus is based on situations or topics
Learning a Lg also involves learning the
culture

12. 
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Reading aloud
Q’s and A’s
Self or peer correction
Teacher repeating the mistake till self
awareness
Fill in the blanks( diff. Application from
GTM) for inferring the rule

13. 
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Dictation
Map drawing (follow directions)
Paragraph writing (free writing)

14. 
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No exposure to vocabulary but grammar
patterns
It has some characteristics of behaviorism
(conditioning)
Sts should geet rid of L1 habits and acquire L2
habits through repetition and chain drilling
Tch models the sentences using pictures and
motivate the sts to generate their own Ss

15. 
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Lg occurs in a context, naturally
L1 and L2 have different linguistic systems to
avoid interference
Errors should be corrected immediately
The purpose of Lg is to communicate
Parts of the speech are replaced when
creating new sentences
Correct habits are fixed with positive
reinforcement

16. 
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Sts should receive and answer to both: verbal
and non verbal stimuli
Sts should practice and practice till
OVERLEARN the pattern (answer
automatically without stopping to think)