REVIEW

Being teachers
SKILLS  the ability to MANAGE classes, MATCH tasks to
different groups and circumstances, provide VARIETY in
lessons (freshness given to students), and offer students clear
LEARNING OUTCOMES.

KNOWLEDGE  The knowledge that teachers need to

acquire, including knowledge of the language system, available
materials, resources, and classroom equipment, and
knowledge about the latest developments in the field.
TALKING TO
STUDENTS
 Providing comprehensible input
 Conversing with the students
 Modeling language
 Reading aloud
 Giving instructions
TEACHERS’ ROLES

1. PROMPTER = FACILITATOR
2. ASSESSOR
3. RESOURCE PROVIDER
4. TUTOR
5. SUPERVISOR
6. CONTROLLER
COMPREHENSIBLE INPUT is vital for triggering
language acquisition and, in a similar way to that in which
parents talk to their children, is subconsciously-rough-tuned
by experienced teachers so that the students can understand
what is being said to them, even if they themselves couldn’t
produce the same language.
EXAMPLES
 to use drawings, images, doodles or objects in order to
illustrate the complex or abstract concepts that you are
explaining.
 Rough tuning the language in lesson stages
 Seating whole-
group classes
Especially appropriate for
The teacher has a clear
smaller groups
view of all the students and
the students can all see the
teacher.
It is a natural extension of CLT.
• Explain Task-based language learning (TBLL)
Task-based language learning (TBLL) is a method of
instruction that focuses on the use of authentic language,
and students doing meaningful tasks using the target
language (visiting the doctor, conducting an interview, or
calling customer services for help …).
• In what way are the students’ performance assessed?
Assessment is primarily based on task outcome (i.e., the
appropriate completion of tasks) rather than simply
accuracy of language forms (popular for developing
target language fluency and student confidence).
• What is the ROLE of the teacher?
In TBLL the role of the teacher changes
from that of an instructor and prosecutor of
errors to that of a supporter and inventor
of tasks that her/his learners enjoy doing.
•
It proved useful to divide the learning process in
TBLL into THREE phases: The pre-task phase,
the doing of the task, and the post-task phase.
Taken together they form a task cycle. The major
role of the teacher changes from phase to phase.
 TEACHING
SEQUENCES
Teaching sequences

Straight arrows

Boomerang

Patchwork
 Engage

Straight arrows
○
This procedure works at
lower levels for
straightforward language.
Study

Activate
 Boomerang
○ Engage
It is suitable for
students at
intermediate Study
and advanced
levels.

Activate
 ENGAGE

Patchwork
STUDY

ACTIVATE

EAASASEA patchwork sequence

 Patchwork
○ They are a mixture of procedure and mini–procedures, a
variety of short episodes building up to A WHOLE.

○ Such classes are very common, especially at

intermediate and advanced levels.
○ They provide an appealing balance between study and
activation, and between language and topic.
Distinguish between Inductive Many people have contrasted two
and Deductive teaching. approaches - DEDUCTIVE and
INDUCTIVE for introducing
The INDUCTIVE way takes you
from the specific to the general,
students to specific aspects of
while in deductive reasoning, you language.
make inferences by going from
general premises to specific
conclusions.
DEDUCTIVE
APPROACH

Applying Explain and Practice

approach/procedure to teach aspects of
the language system looks very much like
a straight arrows sequence:

ENGAGE  STUDY  ACTIVATE

 INDUCTIVE APPROACH

Things happen the other way round.

Students see examples of language and try to work out
the rules (boomerang-type)

ENGAGE  ACTIVATE  STUDY is especially

appropriate.
NOTE:
The BOOMERANG SEQUENCE is often
more appropriate with students who already
have a certain amount of language available
to them for the first activation stage than it is
with students who can say very little.
Controlled practice
Foreign language learning is basically a process of
MECHANICAL HABIT formation. Good habits
are formed by giving correct responses rather
than by making mistakes.

By memorizing dialogues and performing pattern

drills the chances of producing mistakes are
minimized..
WHAT ARE SOME KINDS OF CONTROLLED
PRACTICE? (DRILLS)

THE REPETITION DRILL

The teacher says models (the word or phrases) and the
students repeat it.
Example:
Teacher: It didn’t rain, so I needn’t have taken my umbrella.
Students: It didn’t rain, so I needn’t have taken my
umbrella.
 THE SUBSTITUTION DRILL
Substitution drill can used to practice different structures
or vocabulary items (i.e one word or more word
change during the drill)
Example:

Teacher : I go to school. He?

Students: He goes to school.
Teacher : They?
Students: They go to school.
 THE QUESTION-AND-ANSWER DRILL
The teacher gives students practice with answering
questions. The students should answer the teacher’s
questions very quickly. It is also possible for the
teacher to let the students practice to ask question as
well. This gives students practice with the question
pattern.
Example:
Teacher : Does he go to school? Yes?
Students: Yes, he does.
Teacher : No?
Students: No, he does not.
 THE TRANSFORMATION DRILL
The teacher gives students a certain kind of sentence pattern.
Students are asked to transform this sentence into a negative
sentence. Other examples of transformations are to ask if
students are changing a statement into a question, an active
sentence into a passive one, or direct speech into a reported
speech.
Teacher: She sings a song.
Students: She doesn’t sing a song.
Teacher: They picked the apples last summer.
Students: The apples were picked last summer.
 THE CHAIN DRILL
The teacher begins the chain by greeting a particular
student or asking him a question. That student respond,
then turns to the students sitting next to him. The first
student greets or asks a question of the second student and
the chain continues.
A chain drill allows some controlled communication. A
chain drill also gives the teacher an opportunity to check
each student’s speech.
Teacher: What is the color of the sky?
The color of the sky is blue.
What is the color of a banana?
Student A: The color of the banana is yellow
What is the color of the leaf?
Student B: The color of the leaf is green
What is the color of our eyes?
Student C: The color of our eyes is black and white.
 THE EXPANSION DRILL
This drill is used when a long line dialog is giving students
trouble. The teacher breaks down the line into several parts.
The students repeat a part of the sentence, usually the LAST
phrase of the line.
Then following the teacher’s cue, the students expand what
they are repeating part at the end of the sentence (and work
backward from there) to keep the intonation of the line as
natural as possible. This also directs more student
attention to the end of the sentence, where NEW
information typically occurs.
ADVANTAGES AND WEAKNESSES

The Advantages of Drilling are:

Drilling helps our learners memorize language
through the teacher’s control. And the teacher can
correct any mistakes that students make.
The Weaknesses of Drilling
Drilling often makes the students not very creative.
In all drills learners have no or very little choice
over what is said, so drills are a form of very
controlled practice. The teacher needs to handle the
drills so that the students are not overused, and they
don’t go on far too long. One of the problems with
drills is that they are fairly MONOTONOUS.
Meaningful and realistic drilling
 TECHNIQUES, METHODS AND
APPROACHES
APPROACH  an idea or theory is being applied:
whatever the teacher does, certain theoretical principles
are always borne in mind.
TECHNIQUE  a procedure used in the classroom (the
narrowest term)
METHOD  a set of procedures or a collection of
techniques used in a systematic way which it is hoped will
result in efficient learning (consisting of a number of
techniques arranged in a specific order).
 AN ECLECTIC APPROACH
Probably most teachers of EFL nowadays, if asked what
method they use, would reply that their approach is
‘ECLECTIC’ .
not follow any single method, use a selection of
techniques instead.
Such an approach to TEFL has many advantages.
• For one thing, it is much more flexible and can easily
be adapted to suit a wide variety of teaching
situations.
 Freer practice (at higher levels)

FREER PRACTICE: a transition stage between language

STUDY and ACTIVATION. (It is part of study; it is also
concerned with language use; therefore, it seems to move
toward activation)
 TEACHING METHODS
1. The over-learning of patterns through choral repetition and
drilling is the key to learning a target language.
(AU) is exclusively used to maintain a cultural
2. The target language
island in the classroom.
3. Learners read literary texts in the (D target language and
memorize vocabulary lists translated ) into the native
language.
4. Intensive practice of(GT)
responses in the target language leads to
better retention.
5. A silent period is recommended until learners(AU) are ready to
produce at their own pace.
(SW)
6. Commands, questions, and visual cues are used to prompt oral
responses in the target language where no grammar explanation or
modeling is necessary. (D)
7. Learners are directed toward unrehearsed language performance
in the target language. (C)
8. The teacher gives a command in the target language and
performs the actions with the students. (TPR)
9. Activities have three main features: information gap, choice, and
feedback. (TBL)
10. The teacher introduces grammatical structures and rules by
showing a video. The students practice the grammar in context. The
teacher gives lots of meaningful examples to demonstrate the
grammar. (DEDUCTIVE)
11. Teaching and learning activities are designed to engage
learners in the pragmatic, authentic, functional use of language for
meaningful purposes. (CLT)
12. When the teacher does speak, it is to give clues, not to model
the language. (SW)
13. Students are given lists of target language vocabulary words
and their native language equivalents and are asked to memorize
them. (GT)
14. Students are asked to perform real-life tasks such as getting
information about bus timetables or solving a problem.
(TBL)learn patterns of language by repeating model
15. The students
sentences that the teacher provides.
(AU)