Methodology and

Planning in ELT
*Isaac Prez Bolado*
Our goals today:
o Deepen our understanding of methodology and reflect on its role in
our own teaching practice.

o Exploring the teaching frameworks used in the programs of University

of Dayton Publishing.

o Learn how to analyze and adapt lessons in a textbook in order to

improve our planning and deliver more effective lessons.
Part 1:
Methodology
Exercise: Who Taught it Better?
Read the text and answer the following questions in your teams:

What are the main differences between the authors described?

Whose ideas do you agree with the most?

Whose ideas do you think are no longer used?

Analysis:
Each of the authors has:

A view of what language is and how it is learned (an approach).

Ideas on what can be done to teach (a method).

Some of them proposed:

Specific strategies that can be used in the classroom to teach

(frameworks and techniques).
Approaches to Language
Teaching in a Nutshell
Communicative Language Teaching
Language Use a text as a basis to identify and put into
through a Text practice specific language.
Communicative
Language
Teaching Lessons designed to give students meaningful
Skills-based
Lessons practice in using receptive or productive skills.

Communicative Task-based Communicative Using language to solve problems or create

Approach Learning (TBL) Tasks products by communicating.

Brainstorm, predict and keep track of learning

KWL
on a specific topic.
CLIL
Developing language while learning about a
Content-based
specific content area.
Communicative Language
Teaching
Why does CLT not emphasize grammar or vocabulary?

Why do you think CLT is so popular today?

Part 2:
Skills and Systems
Language skills and systems
LANGUAGE SKILLS LANGUAGE SYSTEMS
Reading Receptive
Grammar (tenses, aspects,
structures).
Listening
Vocabulary (words, chunks,
expressions).
Speaking Functions (purposes for specific
Productive
Writing language).
 System or language SKILL?
Articles of clothing
Scanning a text
Past progressive
Apologizing
Modal must
Inferring speakers attitude
Talking about food preferences
Language Skills
RECEPTIVE
Decodifying
Understanding literally
Understanding pragmatically
Internal processing
Non verbal response
PRODUCTIVE
Non-verbal response
Formulate message (meaning and form)
Codifying
Issuing message
Anticipate response
Language Systems
SPOKEN WRITTEN
Meanings (semantics) Meanings (semantics)
WORD Pronunciation (phonetics, syllabication) Spelling
Forms (morphology) Forms (morphology)
Sets (lexicology) Sets (lexicology)

Meanings (pragmatics)
Meanings (pragmatics)
Spelling
SENTENCE Pronunciation (timing, connections)
Punctuation
Structure (grammar)
Structure (grammar)
Coherence (syntax)
Coherence (syntax)

Tone (verbal and non-verbal) Composition

DISCOURSE Style and genre Style and genre
Vocabulary range and register Vocabulary range and register
Rhetoric Rhetoric
Narrative features Narrative
Teaching Skills and Systems
Skills and systems are taught in different ways.

Systems Skills
Lesson Framework in Systems
Systems:
1. Find and gather the
ingredients
2. Process ingredients.
3. Put it all together.
Lesson Framework in Systems
Presentation

Controlled Practice

Free(r) Practice
Inductive Multiple choice Personal
Listening or Missing words response
Reading
Sentence stems Communication
Pre-Test
Language task
task
Jumbled
Deductive sentences Product
Presentation
Structured Post-test
response
A Lesson in Imagine
Lesson Framework in Skills
Skills:
1. Prepare to ride (get
equipment, hop on)
2. Ride (possibly fall and get
up).
3. Get off the bike and review.
Riding Equipment (Sub-skills)

Reading Writing Listening Speaking

Predicting Spelling Predicting Pronunciation
Using visuals Punctuation Using non-verbal cues Fluency
For gist Handwriting Listening for gist Conversation strategies
For specific information Grammatical accuracy For specific information Fillers
Using context clues Structure of a paragraph Inferring attitude Language chunks
Analyzing text features Transitional devices Inferring intent Using non-verbals
Drafting and editing Active listening
Skills Lesson Frameworks
RECEPTIVE PRODUCTIVE
Creating context
Creating Context
Pre-teaching vocabulary
Pre-teaching vocabulary
Predicting
PRE Analyzing a model
Setting up process
Building language

Global understanding
Detailed comprehension
Specific information/language
WHILE Communication task

Personal response
Summary and Synthesis POST Feedback
Systems Extension
A Lesson in Trails
Part 3:
Understanding
by Design
Lesson Planning
What is the right order?

Defining
Assessment

Setting Choosing
Objectives Activities
Objectives
1. Set and clearly define your objectives from the outside-in.
Abilities what can they do?
Knowledge what things do they know
that help them?
Understanding what connections did
they make?
Assessment
2. Assessment should be:
Relevant individual and direct evidence of
the objective
Valid It is justified by valid criteria.
Sufficient more than one example.

The best assessments are always performance

tasks.
Activities
According to your time and resources,
prioritize your objectives.
Other things to consider:
Class mood
Personal meaning
Diversity of student abilities and styles
Part 4:
Planning for Success
Putting together a Lesson Plan
Analyzing a Unit.

Analyzing a Lesson.

Making adaptations.
Thank you!
Isaac Prez Bolado,
Academic Consultant Doubts and comments:
University of Dayton Publishing iperez@udaytonpublishing.com