L T M E T H O D S

INTRODUCTION

In this assignment different Learning – Teaching Language Methods will be explained and
exampled using the Frayer Method which shows the definition, the main characteristics and some
examples to understand the each LT Method, and the most challenging thing,
non-examples of each concept.

Once all the methods are explained a short conclusion from the LT Methods is going to be,
and you can find some personal answers to questions about my teaching experience.
L T M E T H O D S
DEFINITION CHARACTERISTICS
- Instructions are not elaborated.
- Is based in movement.
Is a Method of teaching language or vocabulary concepts - Five senses are used throw the activities.
by using physical movement to react to verbal input. Use - Students could monitor and evaluate their own progress.
techniques that involves movement and the use of the five - Its repetitive and gradual.
- The classroom interaction is directed by the teacher.
senses is important to students get their own conclusions. - Teacher act and move while they repeat the instruction.
- Students are motivated to speak.
- Correcting mistakes is not important in order to not inhibit the students.

TPR
EXAMPLES TOTAL PHYSICAL RESPONSE NON-EXAMLES
-Teacher teaches active verbs while acts and tells the verb while is dancing or
drinking, sleeping or running. -Teacher asks to students to copy from the blackboard and students have to explain
-Teacher shows students to pictures and elicit the students to interact, repeat and what they understood.
answer questions about the pictures.
- Students listen the teacher’s explanation and stay in silence.
-Students compare pictures while they point and identify specific characteristics they
are listening. - Teacher pastes pictures on the board and tells students what they mean.
L T M E
DEFINITION
Is method that uses techniques which provides a
teacher stood in silence or providing the minimum
information in front of a class while is eliciting students
to reinforce with oral productions.
EXAMPLES
SWL
- Teacher come to the classroom, then paste on the board some SILENT
habitats
and give to students some pictures about animals then ask them where
the animals live. Students are elicited to make questions about the
habitats to decide where the animals live.
- Students have the previous knowledge about adjectives and
characteristics to describe people, in the class the teacher sticks a
character on the student’s back and they have to ask each other the
characteristics of their characters that they can’t see.
- Teacher shows the students some people doing leisure activities and
acts them then make faces to elicit the students to express likes and
dislikes (e.g. happy face and running the student say I like running).
T H O D S
CHARACTERISTICS
- The teaching activity is focused on the learners.
- Students monitor and correct by themselves.
- Provides the learner with practical knowledge of the grammar.
- The teacher analyzes what is need to provide to students.
- The teacher directs the student’s performance.
NON-EXAMLES
WAY LEARNING
- Teacher starts the class giving cards of fruits to the students, then say
some characteristics of them in order to the students rise their card to
show the fruit that the teacher is describing.
- Teacher shows the students some words and ask them to spell them,
after teacher spell and pronounce them the teacher matches the
words with some pictures and ask students to copy from the board.
- Teacher performs a monologue and never let the students to talk.
L T M E T H O D S
DEFINITION CHARACTERISTICS
- Its principal objective is to achieve a oral proficiency.
Language teaching method which involves - Psychological need are met in order to get a successful learning.
- Combines innovative techniques with conventional ones.
psychological aspect and students work together to - Students can work in groups, analyze transcriptions, listen to the
develop what skill of a language they would like to learn. teacher monologue and interact, also students talk each other.
- Language learning is view as a process that consist in five stages that
go from dependent stage to independent stage.
- Learning is viewed as something that is achieved collaboratively.

CLL
COMMUNITY LANGUAGE
EXAMPLES LEARNING NON-EXAMLES
- Teacher explain to students the use and format of question words,
students write some notes in their notebooks, then they answer some - Teacher focus the lesson in a singular skill production
questions from the teacher. To conclude the lesson students make and
answer questions to each other. without involve another.
- Students use previous knowledge to match words to images of school - Teacher ask to students to copy from the blackboard the teacher
supplies, then teacher introduce and explain prepositions, then students explains and never ask to students to speak or pronounce.
are elicited to describe situations (e.g. the book is on the table) - In a kindergartner ESL class the teacher asks to students to make
- Teacher set a situation and and students to participate and give and answer questions by writing them.
examples, students ask and answer questions to each other.
L T M E
DEFINITION
Teaching Method that involves psychological techniques to
induce unconsciously the students to learn the second language.
Memorization and understanding are introduce and approached
with the environment, the teacher and the background.
SUGGESTOLOGY
EXAMPLES OR SUGGESTOPEDIA
- Teacher arrives to the class and play positive music then while the students are
listening the music, teacher ask them how they feel and inducing them to be sure that
they are ready to learn and participate. Then the teacher explains the present
continuous while he/she shows pictures and describe what is happening. To finish the
class students are elicit to describe another picture.
- The teacher at the end of the lesson ask students to sing and dance a song related
with the vocabulary in class, the teacher stick pictures around the classroom.
-The class is practicing spelling words, first, they practice the alphabet then they
practice the pronunciation and spelling, teacher cheers them and give them some
prizes to reinforce their confidence.
T H O D S
CHARACTERISTICS
-Music, decoration and everything around the classroom influences the
approach.
- The main aim isn’t memorizing but understanding.
- Several activities are involved each lesson to improve different skills.
- Suggesting learners to the new language make them more receptive.
- Learner comes from the environment that involves the classroom.
- There’s a musical background that induces the learning.
- The main instruction has to be a kind of manipulating tool.
NON-EXAMLES
- In a silent classroom with white walls a teacher introduces to the class
some wild animals and describe them. Students cannot see pictures and
they don’t listen the sounds that animals do, and of course teacher never
elicit to students to participate.
- Teacher rarely talks to students about them and doesn’t cheer them
when they are participating and students cannot reinforce the knowledge
with prompts on the walls, the classroom is boring and silent.
-Teacher is restrictive with participation, never allows students to talk
each other and constantly tells to the class that they never will learn.
L T M E T H O D S
DEFINITION CHARACTERISTICS

Is a language teaching method which claims that - Students are emotional prepared to learn.
second language learning works in the same way that - Learners have a long period of attention before they produce.
- Use of written and other materials.
humans naturally acquire their native language. - Students practice the five skills according to the level they are learning.

THE NATURAL
EXAMPLES
APPROACH NON-EXAMLES
-The classroom is provided with information, pictures and written prompts, the - Teacher introduce to the class grammar format about present simple,
teacher explains the class using the second language, teacher ask students to write in the teacher write sentences on the blackboard and ask students to copy.
order to use and understand the grammar structures, then teacher asks students to - Students have to translate a text and then they have to make a list of
produce oral expressions.
-Teacher is teaching present perfect, he/she shows some pictures and give some verbs.
examples, then the teacher writes on the blackboard the format of present perfect, -Teacher gives to students a worksheet about pronouns where they have
then students copy the notes and make some expressions using the format. Teacher to match pronouns with pictures, students has to be in silent and they
paste some didactic material about the topic in the wall. cannot ask anything to the teacher or classmates.
- The aim of the lesson is to use and identify the greetings and farewells, so the
teacher arrives to the classroom saying hello, good morning and elicit the students to
reply.
L T M E T H O D S
CONCLUSION

The teaching practice absolutely involves different skills that teachers has to dominate and
improve constantly. Usually as teachers we fell comfortable with a line of techniques that are easy
and practical to develop in our classroom context, however there are several of different activities
to use in our classes and we can adapt them to different situations and grammatical topics. I’ve
used different methods and techniques, it has depended of the objective that is expected in each
level and the skill that has to be developed in each part of the lesson.

Therefore, as teacher I’m obligated to develop the ability to adapt different techniques to
make my teaching practice more functional and the learning more significative to students. Each
method provides me facilities to develop new ways to teach during the class and are adaptable to
different groups and levels.

Knowledge is very relative it depends of the learner’s capacity, their personality and their
developed competences. Teacher is a facilitator and have to motivate students to learn by using
their senses and improving their skills. Methods provides techniques to teacher to make the class
interesting and approachable and measurable in terms of evaluation.
L T M E T H O D S

REFERENCES
https://www.theteachertoolkit.com/index.php/tool/total-physical-response-.

Rhalmi, Mohammed. 2009. Accessed from http://www.myenglishpages.com/blog/community-

languagelearning/ on Monday, March 13, 2014 at 12.09 pm

Nunan, David.1991. Language Teaching Methodology. New York: Practice Hall.

Elliot, John. 1991. Action Research for Educational Change. Buckingham, Philadelphia: Open University Press