Índex

The Three Style Of Teacher........................................................................................................2

Teacher Talk Time Vs Student Talk Time.................................................................................2

Classroom Interaction.................................................................................................................3

Teacher- Centeredness:...............................................................................................................3

Student- Centeredness:................................................................................................................3

Accuracy And Fluency...............................................................................................................4

Feedback During Accuracy Work..............................................................................................4

Feedback During Accuracy Word..............................................................................................4

Language Skills...........................................................................................................................5

Productive Skills Vs Receptive Skills.........................................................................................5

Receptive Skills (Listening And Reading).................................................................................5

Productive Skills (Speaking And Writing).................................................................................5

Bibliography...............................................................................................................................7
KNOWLEDGE VS METHODOLOGY

Method is a way of teaching. The method is depending on approach, what’s language is,
how people learn. Based on such beliefs, you will then make methodological decision about
the aim, what to teach, teaching techniques.

The Three Style of teacher

1. The explainer – This kind of teacher relies mainly on explaining or lecturing

as way of conveying information to the students. This teacher’s lesson can be very
entertaining, interesting and informative. The student are listening, perhaps occasionally
answering questions and perhaps making notes, but is mostly being personally involved.
2. The involver – This teacher knows the subjects matter that is being dealt with.
This teachers is trying to involve the students actively and puts a great deal of effort into
finding appropriate and interesting activities that do this, while still retaining clear control
over the classroom and what happens in it.
3. Enable – This style of the teacher is confident enough to share control with the
learner, or perhaps to hand it over to them entirely. Sometimes this wills involve her in less
traditional teaching. This teacher knows about the subject matter and about methodology, but
also has an awareness of how individual and groups are thinking and feeling within her class.
Her own personality and attitude are an active encouragement to this learning.

Teacher Talk Time vs Student Talk Time

Na issues that confront many teachers in the classroom is he much they themselves
should take, and what kind of talk this should be. Of course, there are time when teachers
have to take the register, ask for quite or suggest that student should get into pairs and groups.
But the there also time when teachers simply talk to group, engage in conversation with them,
discuss the topic under consideration or ask them about the weekend.

It's certainly true that some teachers talk to much and that is not necessary advantageous
for the student, especially since what those teachers say is unlikely to be always interesting.

As teachers we are ideally placed to provide appropriate input since we know the
students in from of us and can react appropriately to them, as a result it maybe a food idea to
consider not just how much the teachers talks, but also teacher talking quality (TTQ).
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 CLASSROOM INTERACTION

Teacher-centeredness vs. student- centeredness classes

It is worthwhile noting that there is a huge difference between classes where the focus is
on teaching and classes where focus is on learning:

Teacher- centeredness:

 Focus is on teaching;
 They are lecture-focused;
 Students’ talking time is low;
 Students have little say on what’s happening;
 Teacher have to listen, take notes and memorize what they are being taught;

In these classes, teachers do not provide an opportunity for interactions among students.
Most of the classroom interaction is teacher-student oriented.

Student- centeredness:

 Focus is on learning.
 Focus is not on lectures but on tasks.
 Students work collaboratively in small groups to answer tasks.
 Tasks are designed in such a way that they have the potential for more than one
answer.
 Students talking time is high.
 Students are provided with sufficient time and opportunity to listen and consider the
ideas of others.

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 ACCURACY AND FLUENCY

A distinction is often made between accuracy and fluency. We need to decide whether
as particular activity in the classroom is designed to expect the student’s complete accuracy.

To make a clear difference between non communicative and communicative activities

the former are generally intended to ensure correctness, the latter are designed to improve
language fluency. During communicative activities, however, it is generally felt that teachers
should not interrupt student in mid-flow to point out a grammatical lexical pronunciations
error, since interrupt the communication and drags an activity back to the study of language
form or precise meaning.

Teacher intervention in such circumstances can rise stress levels and stop acquisition
process in its track. Student has a lot to gain from coming up against communication
problems. There time during communicative activity when teachers may want to offer
correction or suggest alternative because the student communication is hard risk. It's worth
pointing out, too, that is intensive correction can be just as inappropriately handled during
accuracy work as during fluency work. It often depends on how it is done, and just as
importantly, who it is done to.

Feedback during Accuracy Work.

It's usually that correction is made up to two distinct stages. In the first stage ,the
teacher shows students that a mistake has been made but in the second, they help the student
to do something about it. The stages are:

 Showing Incorrectness;
 Getting it right;

Feedback during Accuracy Word

 Gentle correction;
 Recording mistake;
 After the event;

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5
 LANGUAGE SKILLS

Productive skills vs receptive skills

Receptive skills and productive skills feed of each other in a number of ways. What we
say or write is heavily influenced by what we hear and see.

Receptive Skills (listening and Reading)

a) A basic methodology model for teaching receptive skills – A typical

procedure for getting students to read a written text or listen to a recording involves both type
1 and type 2 tasks. The first task are those where we gets students to read or listen for some
general understanding, rather than asking them to pick out details or get involved in a refined
search of the text. The second are those where we get students to look at the text in
considerably more detail.
b) The language Issue – The critical issue is quite simply the number of
unfamiliar words which a text contains. If the readers and listener do not know half the word
in a text, they will have great difficulty in understanding the text as a whole. It's obviously
that the more language we expose students to, the more they will learn, and so it's needed
specific way of addressing the problem of language difficult. These could include pre-
teaching vocabulary, using intensive reading/listening, and considering alternatives to
authentic language.
c) Comprehension Tasks – task appear to be testing the students rather than
helping them to understand. In order to resolve this problem it’s needed to use comprehensive
task which promote understanding and it's to match text and task appropriately. Those are :
Testing and teaching, appropriate challenge

Productive Skills (speaking and writing)

The productive skills of writing and speaking are different, the basic model for teaching
and organise them are:

a) A basic methodological model for teaching productive skills – Is the way

teacher organise them and how they respond to the student work.

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 b) Structuring discourse
c) Interacting with an audience
d) Dealing with difficult
i. Improving;
ii. Discarding;
iii. Foreign sing;
iv. Paraphrasing;
e) The language issue
i. Supply key language;
ii. Plan activities in advance;
iii.

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 Bibliography
Harmer, J. (1985). The practice of English Language Teaching. Longman.

Scrivener, J. (2005). Learning Teaching. UK: Macmillan.