1. The Making of
a Professional Teacher
2007 師德全台巡迴講座
Michael Tsai
師德種子講師
知名連鎖品牌美語師資培訓講師
英國劍橋 TKT 國際認證講師
快速記憶及心智繪圖講師
1

2. Agenda
1. Approach, Method and Technique
1. Approach, Method and Technique
2. Teaching Methodologies
2. Teaching Methodologies
3. How to choose the “best” method?
3. How to choose the “best” method?
4. Teaching very young learners
4. Teaching very young learners
4. Practical games and activities
4. Practical games and activities
2

3. What is it to be
a professional teacher?
3

4. A professional teacher is…
4

5. Approach, method or
technique?
5

6. 6

7. METHODOLOGY
APPROACH METHOD TECHNIQUE
Theories Principles Activities
Belief Goals Skills
Nature of Syllabus Procedures
language and Roles
language Materials
learning Plans
7

8. Teaching Methodologies
8

9. Before we start…
Don’t look at your handouts!
How did you learn your first foreign
language?
How did you learn your mother
tongue?
Which teaching method or methods do
you usually use to teach English?
Talk with your partner.
Share with us.
9

10. Now, let’s have a little test…
Look at the handouts now.
Discuss with your partner which
teaching methods fit into the different
descriptions.
10

11. Teaching Methodologies
11

12. 1. The Grammar-Translation
Method
12

13. 13

14. General description
Focus
 Translation
 Grammar
Traditional way to teach
 Latin
 Greek
19th century
 European languages
Develop
 Reading skill
 cognitive ability 14

15. Activities
Presentation of grammar rules
Study of lists of vocabulary
Synonyms, antonyms, roots, prefixes,
suffixes
Translation exercise
Reading comprehension
15

16. 2. Natural Approach
16

17. 17

18. General description
 1970s-1980s, Krashen & Terrell
 Focus
 Spoken language
 Oral communication skill
 Use of objects and actions in teaching
 Natural principles of first language acquisition
 Content, not form
 Meaningful communication
 4 Hypothesis
 Acquisition-Learning Hypothesis
 Monitor Hypothesis
 Natural Order Hypothesis
 Input Hypothesis: i+1
 Affective Filter Hypothesis 18

19. Activities
Use pictures, drawings, gestures
TPR
Commands
Classroom language
19

20. 3. The Direct Method
20

21. 21

22. General description
19th century
Target language only
Meaning “directly” communicated using
 Actions
 Objects
 Mime
 Gestures
 Situations
L & S before R & W
Grammar: inductive learning
22

23. Example 1
Example 4
Grammatical Example 2
Rules
Example 3
23

24. Example 1
Example 4
Grammatical Example 2
Rules
Example 3
24

25. Activities
Reading aloud
Q & A
Self-correction
Conversation
Fill-in the blanks
Dictation
Listening comprehension
Paragraph writing
25

26. Berlitz
1. Never translate: demonstrate
2. Never explain: act
3. Never make a speech: ask questions
4. Never imitate mistakes: correct
5. Never speak with single words: use sentences
6. Never speak too much: make students speak much
7. Never jump around: follow your plan
8. Never go too fast: keep the pace of the student
9. Never speak too slowly: speak normally
10. Never speak too quickly: speak naturally
11. Never speak too loudly: speak naturally
12. Never be impatient: take it easy 26

27. 4. The Audio-Lingual Method
27

28. 28

29. General description
1950s-1960s, US
Army Method
Behaviorism
L & S before R & W
Use
 Dialogues
 Drills
Discourage the use of mother tongue
29

30. Behaviorism
+ REPEATED
REINFORCEMENT BEHAVIOR
STIMULUS REPONSE
NO / - NO
REPEATED
REINFORCEMENT BEHAVIOR
30

31. Activities
 Repetition
 Inflection: he she; singular plural
 Replacement: “Helen is a girl.” “SHE is a girl.”
 Restatement: indirect speech direct speech
 Completion: “I want a hot dog and you want…”
 Transposition: “I’m hungry. (SO…)”
 Expansion: “I enjoy it. (…very much)”
 Contraction: “I play at school.” “I play THERE.”
 Transformation: I am… I am not… Am I…
 Integration: “I am glad.” + “You are here.”
 Rejoinder: Introduce yourself in a polite way…
 Restoration: students/ waiting/ bus
31

32. 5. The Silent Way
32

33. 33

34. General description
 1970s, US, Galeb Gattegno
 Use
 Gesture, Mime, Visual aids, Wall chart,
Cuisenaire rods
 Vocabulary is the key
 Force learners’
 self-awareness, self-reliance, self-responsibility
 Teaching should be subordinated to learning.
 The teacher works with the students, the student
works on the language.
 The teacher is not a language teacher, but a
teacher of language learners. 34

35. Rectangle Chart
35

36. English Fidel
36

37. Word Chart
37

38. Cuisenaire Rods
38

39. Activities
1. Pronunciation (stress, intonation)
 Word
 Phrase
 Sentence
2. Structure
 Vocabulary
 Sentence pattern
39

40. 6. Desuggestopedia
40

41. 41

42. General description
1970s, Bulgaria, Georgi Lozanov
Rich sensory learning environment
 Picture, color, songs, music, poster
Positive expectation of success
Use a varied range of methods
 Dramatized texts

Music
 Active participation in songs and games, etc.
42

43. Activities
1. Presentation

Relax

Positive frame of mind
 Learning is going to be easy and fun.
2. First Concert - "Active Concert“
 Active presentation
 Accompanied by classical music.
3. Second Concert - "Passive Review“
 Relax and listen to some Baroque music

Text read very quietly in the background
4. Practice

Games, puzzles, etc.

Review and consolidate 43

44. 7. Community Language
Learning
44

45. 45

46. General description
 1960s, US, Charles  Group learning
Curran 
Mutual trust, help,
 Whole persons cooperation

“Language is people.”  Counseling learning

“Language is persons 
Teacher: Counselor
in contract.”  Non-defensive

“Language is persons learning
in response.” 
Security

“Learning is persons.”  Aggression
 Highly learner  Attention
centered  Reflection
 Retention
 Discrimination
46

47. Activities
 Translation
 L decides what T teaches; T translates
 Group work
 Group prepares materials, e.g. a talk, a topic, a story
 Recording

Piece by piece, in target language
 Copying
 Write down the scripts
 Reflection & Observation

Share feeling with others, with group, or with class
 Listening
 Listen to teacher’s or learner’s own recording
 Free Talk

With others or teacher, about content or47
experience

48. 8. Total Physical Response
48

49. 49

50. Let’s have a French lesson now!
Assis!
Debout!
Venez ici!
Allez la-bas!
Dormez!
Levez!
50

51. General description
 1960s, US, James Asher
 Key concepts
 COMPREHESNION

ACTIONS
 RESPONSES
 It’s all in the way we learn.
 “Do not attempt to force speaking from students.”
 Comprehension before expression.
 Focus on the content, not on the form.
 Verb is the king!  Imperative!
51

52. How does a baby learn to utter the
first word and then speak?
Language-body conversation
Babies don’t learn by memorization.
Words without actions in the primary stage

Meaningless!
 No matter how many times they are repeated!
 Try with your dog!
52

53. Procedure
1. T says & acts; C observes
2. T says & acts; C acts
3. T says; C acts
4. T says; C says & acts
5. 1 L says & acts; both C & T act
6. 1 L says & acts; C acts
7. 1 L says; both C & T say & act
8. 1 L says; C says & acts
53

54. 9. Communicative Approach
54

55. 55

56. General description
 1980s
 Linguistic + Communicative competence

Knowledge of language

Knowledge of rules of speaking
 Knowledge of different types of speech acts
 Knowledge of how to use the language appropriately
in different kinds of social contexts
 Authentic language, materials
 Specific vocabulary and expressions
 Functions
 Requesting, describing, expressing likes & dislikes
 Use language to perform different kinds of tasks
56

57. Activities
 Johnson and Morrow 1981
 Real communicative activities:
 Information gap
 Choice
 Feedback
 Same forms Different functions

“How are you?”
 Same functions Different forms
 Introduce yourself
 Role play
 Interviews
 Surveys
 Pair work
57

58. 10. Content-based Approach
58

59. 59

60. General description
 Language across the curriculum
 Language immersion
 Target language is a medium to learn other
content areas
 Language immersion
 Immerge language teaching with authentic contents,
communication and other school subjects
 Develop communicative skill
 Satisfy learners’ needs

Choose their own materials, topics, activities
 Encourage independent learning!
60

61. Activities
Listening
Language
Language
Social
Social Math
Math
Studies
Studies
Topic
Writing Topic
Theme
Theme Speaking
Health Edu
Health Edu Art
Art
P.E.
P.E.
Science
Science
Technology
Technology
Reading 61

62. 11. Task-based Approach
62

63. 63

64. General description
Lesson based around the completion of a
central task
Language determined by what happened
during the completion of the task
64

65. Procedure
Pre-task
Pre-task Task Circle
Task Circle Post-task
Post-task
•Defining the •Task •Reporting
task
•Pair or group •Feedback
•Preparing for work
•Analyzing
the task
•Planning for the
•Practicing
report
•Oral
•Written
65

66. Activities
 Information gap

Exchange info
 No continuous negotiating
 Opinion gap
 A given topic

Out of control
 Reasoning gap
 New info concluded from given info
 The best
 Project work
 Problem solving
66

67. 12. Cooperative Learning
67

68. 68

69. General description
69

70. Procedure
1. Planning
2. Grouping
3. Explanation
4. Assigning roles
5. Completing tasks
6. Observation
7. Presentation
8. Evaluation
70

71. Activities
Peer tutoring
Jigsaw
Co-operative projects
Group investigation
71

72. 13. Multiple Intelligences
72

73. Yea
me
too.
I just love to talk
8
8
73

74. General description
1983, US, Howard Gardner
There is more than one psychological site
of intelligence in the human brain.
 7 basic intelligences
 8th: Naturalist intelligence
 9th: Existentialist/ Spiritualist intelligence
The weak intelligences can be improved
by working on strong ones!!
Use the children’s natural learning
strengths to enhance their weak ones.
74

75. The Intelligence Pizza
75

76. The 8 intelligences
Scientific thinking
Inductive/deductive
reasoning
Pattern recognition
76

77. The 8 intelligences
Sense of sight
learning
Internal image
construction
77

78. The 8 intelligences
Physical
movement
Brain’s motor
cortex
78

79. The 8 intelligences
Person-to-person
relationships
79 Communication

80. The 8 intelligences
Recognition of tonal
patterns
Sensitivity to rhythm
and beats
80

81. The 8 intelligences
Inner states of
being
Self-reflection
81

82. The 8 intelligences
Words
Language
82

83. The 8 intelligences
Recognition,
Appreciation, and
Understanding of the
flora and fauna of the
nature
83

84. Logical / Mathematical
 Abstract Symbols/  Logical/Pattern
Formulas Games
 Calculation  Number Sequences/
 Deciphering Codes Patterns
 Forcing Relationships  Outlining
 Graphic/Cognitive  Problem Solving
Organizers
84

85. Visual / Spatial Strategies
 Active imagination  Mind mapping
 Color/texture  Montage/collage
schemes  Painting
 Drawing  Patterns/designs
 Guided  Pretending/Fantasy
imagery/visualizing  Sculpting
85

86. Bodily / Kinesthetic Strategies
 Body  Gymnastic routines
language/physical  Inventing
gestures  Physical exercise
 Body  Role playing/mime
sculpture/tableaus
 Sports games
 Dramatic enactment
 Folk/creative dance
86

87. Intrapersonal Strategies
 Consciousness  Thinking strategies
practices  Independent
 Emotional processing studies/projects
 Focusing/  Mindfulness practices
concentration skills  Silent reflection
 Higher-order
reasoning
87

88. Musical / Rhythmic Strategies
 Environmental  Percussion vibrations
sounds  Rapping
 Instrumental sounds  Rhythmic patterns
 Music composition/  Singing/humming
creation  Tonal patterns
 Music performance  Vocal sounds/tones
88

89. Interpersonal Strategies
 Collaborative skills  Intuiting others’
teaching feelings
 Cooperative learning  Sensing others’
strategies motives
 Empathy practices  Jigsaw
 Giving feedback  Person-to-person
Yea me
too.
 Group projects
I just love to talk
communication
 Receiving feedback
89

90. Verbal / Linguistics Strategies
 Creative writing  Poetry
 Formal speaking  Reading
 Humor/jokes  Storytelling
 Impromptu speaking  Story creation
 Journal/diary  Verbal debate
keeping  Vocabulary
90

91. Naturalist Strategies
 Caring for  Nature encounters/
plants/animals field trips
 Conservation  Natural observation
practices  Natural world
simulations
 Environmental
 Species classification
feedback 
(Organic/inorganic)
 Hands-on labs
91

92. How to choose the “best”
method?
92

93. What affects your choices?
Personal belief
Experience
Teaching styles
Classes
Students
Situations
93

94. Different choices
Absolutism
Relativism
Pluralism
Eclecticism
Principled Eclecticism
94

95. To sum up…
There is no perfect method!
A method is suitable only for a certain
environment.
A good method depends on the efforts
furnished by the teacher him-/herself.
All methods are results of wisdom and
experiences of many people.
Consider about your students’ needs!
“Adapt; don’t adopt!”~ Clifford Drator
95

96. Teaching very young learners
96

97. Teaching very young learners
 Physical and mental differences
 3 phases:

Listening phase

Developing phase
 Miming phase
 Classroom management
 Words are not enough
 Play with the language
 Variety in the classroom
 Establishing routines and learning habits
 Cooperation not competition
97

98. Practical games, activities
and scoring systems
98

99. What is a “game”?
A game in language teaching is defined
as followings:
 An organized activity that usually has the
following properties:
 a particular task or objective
 a set of rules
 competitions between players
 communication between players by spoken or
written language
99

100. Warm-ups or lead-ins?
Warm-ups (warmers):
 To raise students’ energy level
 Make them feel comfortable
 Not always connected to the topic
Lead-ins:
 Focus on the topic or the new language
 Motivate students
 Make a link between the topic and students’
own lives
100

101. Scoring beyond scores
Think beyond points
Use toys, toy money
Combine games, gambling with scoring
Focus on fun, not on competition
Be fair!
101

102. Conclusion
102

103. What you can do…
Improve your overall English ability!
Learn everything around English teaching!
Reflect upon your own teaching often!
Think about the ultimate destination you
want to take your students to in the end!
Be open-minded!
Be a life-long learner yourself!
103

104. Thank you for your attention!
Any comments or shares of
thoughts are welcome!
huttm@hotmail.com
104