Professional Documents
Culture Documents
BODILY
KINESTHETIC-
role play,
mime, hands
on activities
MUSICAL
INTELLIGENCE
- music
appreciation,
jazz chants
INTERPERSON
AL
INTELLIGENCE
- group
brainstorming,
pair work
INTRAPERSON
AL
INTELLIGENCE
- independent
student work,
journal
keeping
NEUROLINGUS John Teacher is Find
Grindler and The linguistic part of expected to successfu
TIC
Richard NLP is concerned with model l models
PROGRAMMIN
Bandler the way the language his/her for that
G we use shapes and teaching on person
reflects our expert they
experiences. We use teachers themselv
language in thought as they most es are
well as in speech to admire. striving
represent our beliefs Teachers to
about the world and should apply become
life. the principle
of NLP which
are
outcomes,
rapport,
sensory and
flexibility.
COMPETENCY- U.S. It addresses what the Teacher’s The -task
Educators learners are expected role is to students performance
BASED
to do with language. devise more should -work
LANGUAGE
The focus on outputs effective master schedules,
LEARNING rather than inputs to ways to the time sheets,
learning is central to transmit structure pay checks
the competencies skills. of socially -social
perspective. It is prescribe language
based on the d -job
functional and knowledg application
interactional e. -job interview
perspective on the
nature of language.
CURRENT COMMUNICATIVE APPROACHES
COMMUNICATI Del Hymes, -the goal of language The teacher Negotiato -games
Halliday, teaching is to develop has two r -role plays
VE LANGUAGE
Labov, etc. what Hymes referred main roles: between - simulations
TEACHING
to as “communicative -facilitate the self, - oral
competence” the process the production
-an integrative and of learning activities
content level interaction process
-a linguistic and between all and the
instrumental level participants object of
-an affective level of in various learning
interpersonal activities
relationships and and texts.
conduct -act as an
-a level of individual independent
learning needs participant
-a general educational within the
level of extra-linguistic learning-
goals teaching
group.
NATURAL Tracy Terrell -designed to help Teacher is -provide -Input is
and Stephen beginner become the primary informati presented in
APPROACH
Krashen intermediates source of on about the target
-designed to depend input in the their language
on learners’ needs target specific using
-grammatical language. goals techniques
structures are He/ She -take an such as TPR,
acquired in a create a active mime and
predictable order classroom role in gesture.
-language acquisition atmosphere ensuring -Group
is different from that is sensible techniques
language learning interesting, input similar to CLT
-language acquisition friendly and -decide
is the only way, in which when to
competence in second there is a start
language occurs low affective producin
-conscious learning filter. g speech
operates only as a and when
monitor or editor that to
checks or repairs the upgrade
output of what has it
been acquired
-learners’ emotional
state can act as filter
that impedes or blocks
necessary to
acquisition
COOPERATIVE John Dewey An approach designed The teacher The -three- step
LANGUAGE to foster cooperation, has to primary interview
to develop critical and create a role of -roundtable
LEARNING
thinking skills and to highly the -think-pair-
develop structured learner is share
communicative and well- a -numbered
competence through organized member heads
socially structured learning of a
interaction activities. environment group
in the who must
classroom, work on
set goals tasks
plan and with
structure other
tasks, group
establish the members
physical .
arrangemen Students’
t of the direct
classroom, involvem
assign ent and
students to participat
groups and ion are
select required.
materials.
CONTENT- Saint An approach to second Teacher is -assume -Use of
Augustine language teaching in the active authentic
BASED
which it is organized facilitator. role in materials such
INSTRUCTION
around the content or several as newspaper
information that -full of dimensio and magazine
students will acquire knowledge ns -Use of realia
The goal of CBI is to in the -active such as
prepare students to subject interprete guidebook,
acquire the languages matter rs of journals,
while using the -able to input radios and TV
context of any subject elicit broadcast
matter, to activate and knowledge
develop existing from their
language skills, to students
acquire learning skills -keep
and strategies, to context
develop general foremost in
academic skills, to their
broaden students’ planning
understanding of and
English speaking presentation
people. s
-responsible
for selecting
and
adapting
authentic
materials
-become
student
analysts
TASK BASED Willis and An approach based on -selector -group -information-
Nunan etal. the use of tasks as the and participa gap tasks
LANGUAGE
core unit of planning sequencer nt -problem-
TEACHING and instruction in of tasks -monitor solving
language teaching. -preparing -risk- devices
Logical development learners for taker -decision-
of CLT the tasks - making tasks
innovator -opinion
exchange
tasks