English Teaching

Methods
 Content
 Communicative language teaching (CLT)

 Presentation, practice and production (PPP)

 Task-based language teaching (TBLT)

 CLT approach
1. Interaction-centered: Interaction is central in this approach, where learners
actively engage in communication to learn the language. The emphasis is on
meaningful communication rather than correct form.
2. Meaning over Form: While accuracy is important, the focus is primarily on
conveying and understanding meaning, rather than on the correct form.
3. Function over Structure: It emphasizes language functions (e.g., requesting,
agreeing, refusing) over language structures (e.g., grammar rules).
 CLT approach
1. Fluency and Appropriacy: The approach values the ability to communicate fluently
and appropriately in different contexts, even if there are minor errors.
2. Learner-Centered: Learners' needs, interests, and goals guide the instructional
process. Learning is often more student-centered with the teacher acting as a
facilitator.
3. Authentic Materials: Use of authentic materials is encouraged to expose learners
to the language as it is used in real life.
 CLT approach
• Role Play: Learners participate in scenarios where they act out roles, enabling
them to practice language in a simulated real-world context.
• Group Discussions: Students discuss topics in groups, sharing their opinions, and
viewpoints.
• Information Gap Activities: Students are given different pieces of information and
must communicate to fill in the gaps in their knowledge.
• Problem-solving Tasks: Learners work together to solve a problem, negotiate
meaning, and arrive at a consensus using the target language.
• Simulations: Students are put in situations that mimic real-life scenarios to use
language communicatively.
Presentation, Practice and
Production
The PPP method could be characterized as
a common approach to teach new language and widely
adopted in many settings.
 Presentation
The teacher introduces the new language concept, can be vocabulary, grammatical
structure or speaking expressions, to the students. The teacher provides clear examples
and explanations to help students understand the meaning, form, and pronunciation of
the new language. It’s a teacher-centered stage where students are expected to observe
and understand the new language being presented.
Things to consider in presentation
stage
 Attention in the Classroom

 Perception and Grading of Language

 Target Language Understanding

 Short-term Memory in the Classroom

 Attention in the classroom
 Learners are alert, have focused their attention on the new language and are
responsive to cues that show them that something new is coming up. A simple way to
ensure some of the above is if the teacher makes the target language interesting to
the students.
 The language will of course, be of more interest to the students if it is put into some
type of context that the students are familiar with and a visual associated.
Perception and Grading of Language
 We want to ensure that the learners both see and hear the target language easily. So,
if a whiteboard is being used, it should be well organized. If images are being used,
there should be no ambiguity as to what they represent, and sounds made by the
teacher should be clear. Teacher should be repeat and check the material has been
perceived correctly. Teacher can do this by asking the students to repeat the sounds
he or she is making.
Target Language Understanding
 The learners must be able to understand the meaning of the material. So in the case of
likes and dislikes they perhaps need to see an image of a happy face and associate it
with liking something and a sad face and associate that with disliking something.

 Teacher also need to have a way of checking if the learners did indeed, understand the
material presented without asking the question, Do you understand? as this invariably
triggers the response yes! from learners who are keen to please their teacher and not
to lose face.
 Short-term Memory in the
Classroom
 The learners will have to retain the information from the presentation and use it
further on in the lesson when teacher consolidate learning and teacher give them an
opportunity to produce it on their own.

 For the target language to be retained by the learners, it needs to be engaging and
teacher need to consider that different learners will remember the material in different
ways. Teacher need to make sure the presentation has something to enable all these
types of learners to retain the information.
 Practice
Practice can roughly be defined as the rehearsal of certain behaviors with the
objective of consolidating learning and improving performance.
 Things to consider in practice
stage
 Practice Validity

 Pre-learning

 Volume (Amount) of Practice

 Success Orientation

 Issuing Activity Instructions and Managing the Activity

 Things to consider in practice
stage
 Practice Validity: The practice activity must have learners rehearsing the
skill or material it purpose to practice. So, it must have the learners
practicing both the vocabulary items, grammar structures, and speaking
expressions in the appropriate way like listening, reading, writing or
speaking.

 Pre-learning: Before Teacher asks learners to practice new language,

Teacher must have ensured that learners have some understanding of the
new language. Teacher will have done this during the presentation stage. If
they have not had the new language clearly presented to them and been
aided in being given some understanding of it, then the learners will not be
practicing at this stage.
 Things to consider in practice
stage
 Volume (Amount) of Practice : Here, Teacher have to manage the number
of opportunities every student in the class has to practice the new
language. The more opportunities each student has to practice the target
language, the more effective this stage of the lesson is.

 Issuing Activity Instructions and Managing the Activity: It is important to

use clear and unambiguous instructions for the activity. Teachers can make
use of clear visuals to support and use a demonstrations.
 Production
The students have now had the target language presented to them clearly and
have had an opportunity to practice it in a controlled environment.
Things to consider in production
 Production contextualisation: The activity should simulate a real–
life situation where they (the students) may use the target language. In the
case of likes and dislikes for food this might be a menu with images.

 Clear Instructions: It is equally important to issue clear and unambiguous

instructions for the activity, so all students understand what is expected of
them. Teacher gives demonstrations of what is expected, just as Teacher
have done during the practice stage.

 Correcting Errors During the Activity: It is important that the students get
as many opportunities as possible to speak using the newly acquired
language. Therefore, a teacher shouldn’t be drowning them out by speaking
at length, over the top of them to correct any errors. This obviously differs
from the practice where students expect the teacher to assist them as they
rehearse (not produce) newly acquired language.
 Task based language teaching
A "task" is a holistic activity that requires learners to use language to achieve a
specific outcome or goal, reflecting real-life language use. The focus is primarily on
meaning rather than form, and the task is designed to develop learners’ language
skills in authentic contexts.
 The characteristics of tasks
 Goal-Oriented: Tasks have a clear goal or outcome that learners aim to
achieve. The goal is non-linguistic, focusing on what learners do with the
language rather than on the language itself
 Contextualized: Tasks are situated within a context, mimicking real-world
situations where language is used, such as ordering food at a restaurant or
giving directions.
 Meaning-Focused: The primary focus is on conveying and understanding
meaning rather than correct language forms
 Engages Cognitive Processes: Tasks require learners to use cognitive skills
like analyzing, synthesizing, evaluating, and problem-solving.
Stages on implementing TBLT
 Pre-task
 Introduce the Task: Clearly explain the task objective, procedure, and the language needed
to complete it.
 Activate Prior Knowledge: Engage students in discussions or activities that elicit their
background knowledge relevant to the task.
 Input and Language Focus: Provide any necessary language input, vocabulary, or
grammatical structures that students may need to complete the task.
 Task cycle
 Ask Implementation: Students work on the task, usually in pairs or small groups, using the
language resources they have.
 Planning: After completing the task, students prepare to report back to the class, organizing
their ideas and rehearsing what they will say.
 Report: Students present their results or findings to the class, or the teacher selects some
students to present.
 Post-task/Language focus
 Analysis: After the task cycle, focus on specific language features used during the
task, clarifying any language issues or questions.

 Practice: Provide controlled practice of the target language items, allowing students
to consolidate what they have learned.

 Provide Feedback: Give feedback on task outcome and language use, highlighting
both successes and areas for improvement.

 Reflect on Learning: Encourage students to reflect on their language use, what they
learned, and strategies for improvement.
 Task types based on its gap
 Information gap task: Each student has a piece of information that the other one
does not have. The students need to communicate to share their information and fill in
the “gap” in their knowledge. This task encourages students to ask questions, clarify
doubts, and share information, thus fostering communicative competence.

 Reasoning gap task: Students are given some information and need to use their
reasoning skills, logical thinking, and the language to arrive at a conclusion or to solve
a problem. This task type encourages deduction, inference, and speculation.

 Opinion gap tasks: Students are asked to give their personal preferences, feelings,
or ideas on a subject, implying that there is no right or wrong answer. These tasks
often involve discussions, debates, or expressions of personal preferences, promoting
the expression of subjective views and stimulating conversation.
 Other task types
 Information Gap: One student has information that the other lacks, and they must
communicate to share that information.

 Problem-Solving: Students work together to solve a problem or make a decision,

e.g., planning a trip with a limited budget.

 Role Play: Students adopt different roles and engage in simulated interactions, e.g., a
doctor-patient consultation.

 Storytelling: Students create and tell a story based on a series of pictures or

prompts.

 Project Work: Students work together to complete a project, such as conducting

research and presenting their findings.
 Task language skills
 Input task: it is designed to facilitate language comprehension. They focus on
exposing learners to authentic language use, and they require learners to process and
understand the language they hear or read. The primary goal of input tasks is to help
learners make sense of the language they encounter, and they often involve listening
and reading activities.

 Output task: it is designed to encourage language production. They focus on having

learners use the language to express their ideas, opinions, or knowledge. Output
tasks can involve speaking or writing activities, and they are meant to develop
learners' ability to communicate effectively in the target language.
 Form vs meaning task
 Focus on form tasks: attention is explicitly drawn to linguistic elements (such as
grammar, vocabulary, pronunciation) within the context of a communicative task. The
aim is to help students notice and understand specific language forms in the context of
meaningful use.

 Focus on meaning: tasks primarily concentrate on the conveyance of meaning, with

less or no explicit attention given to form. Communication of ideas and information is
the main goal, and any attention to form is incidental.
 Thanks!
Do you have any questions?

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