Approches and methods in language teaching

LINK: https://www.academia.edu/5666615/Approaches_and_Methods_in_Language_Teaching_-_Jack_C._Richards_and_Theodore_S._Rodgers 

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IMPORTANT

learning Objective Hierarchy

References: http://osfm.fire.ca.gov/training/pdf/Curriculum/MasterInstructorTLO-ELO.memo.pdf

Lesson plan

Definition: A Terminal Learning Objective (TLO) states the instructor's expectations of student performance at the end of a specific lesson or unit. Each TLO includes a condition, task, and a standard.

Purpose The TLO provides direction for lesson content. It forces the instructor to think through three questions:

Under what conditions (setting, supplies, equipment, etc.) will the student be required to perform the task? (condition)

What will the student be able to do as a result of completing this lesson? (task) How well must the student perform the task to pass? (standard)  

Guidance:  TLOs are written from the perspective of what the student will do, not what the instructor will do.

TLOs target the performance required when students are evaluated, Not what they will do as part of the lesson.

TLOs are precise, observable, and measurable.

TLOs are stated in active terms.

TLOs may represent a fairly large block of instruction, but would rarely range beyond a single lesson. 

Terminal Learning Objective (TLO): At the end of this topic, a student given a company training evolution and policies and procedures will direct unit members during a training evolution so that the evolution is performed in accordance with a safety plan, efficiently and as directed. 

Definition An Enabling Learning Objective (ELO) states the instructor's expectations of student performance and the steps in accomplishing the TLO.

The ELOs specify a detailed sequence of student activities. The ELOs usually generate the outline for the instructional phase of a lesson plan. Enabling objectives cover all of the cognitive, affective, and psychomotor skills students need to master to meet the TLO.

Enabling learning objectives may require:

 · Recall or recognition of facts

 · Explanations or descriptions of procedures

 · Paraphrasing of principles, theories, rules, concepts, or standards of conduct

 · Demonstration of psychomotor skills

 · Any other performance required to support the TLO Guidance

 · ELOs are written from the perspective of the student and what he/she must do to accomplish the TLO.

 · ELOs are concise. State the requirement in clear, direct language. Keep the objective as short as possible without sacrificing clarity.

 · ELOs are unambiguous: State the learning objective precisely and clearly.

If an ELO is “open to interpretation” it has not met the requirement for a good learning objective.

Teacher’s name: Harold	Grade: Intermediate students		Term: Second term	Date: 14/09/15	Allocated time:
Unit in the syllabus:
Relevant recent work:
Topic of the lesson:		Modal verbs (through grammar translation)
Standards to work on
Goals: ·         At the end of the module, students will be able to use and identify modal verbs.		Terminal objectives: ·         To recognize modal verbs depending on the context.		Enabling objectives: ·         To give a piece of paper in which students will write a famous person’s name. ·         To play who wants to be millionaire. ·         To translate a short text about weather. ·         To explain grammar rules.
Key words: Controlling, dominant, obsessive, laid back, relaxed, submissive, may, might , could, synonyms, antonyms, fine, gorgeous, pretty, cute, ugly, awful , bad, I’m the best, I’m a mess, I’m perfect, I’m awful, and disgusting.
Materials/equipment: Video beam, markers, pieces of paper, slides, chair in front of the class, map, text, grammar chart, board.

INSTRUCTIONAL PROCEDURES:
Lesson stages	Interaction	Skills involved	Time
A focusing event / lead-in /warm-up activity: the description of the activity to get students’ attention, which has to be based on the terminal objective of the lesson. §  To play a role game - Students are supposed to select the name of a celebrity in order to play a role in the game (Who wants to be a millionaire). - Students respond some questions designed by their classmates - Students also participate actively in the game through some examples of synonyms/antonyms. -- Students have to answer questions about vocabulary that they will use in the next activity.	e.g. Students between teacher Students between students	e.g. Speaking and reading	e.g. 45 min.

---

Teaching procedures (lesson core): the activities to be done during the class, described in detail and in sequence.
- Students are given a short text; they have to translate with their own words (with the help of a dictionary if is necessary). - Students have to find the correct sense to each modal, in order to do an accuracy translation.
Students have to interpret a grammar char given by the teacher on the video beam. Students are required to give some examples according to the teacher’s explanation. Students ask questions about modal verbs ( context, uses, grammar rules and negation)

Assessment: formal or informal assessment done by the teacher to check whether the objectives have been accomplished or not. During the activity, the teacher corrects grammar or vocabulary mistakes. At the end, teacher emphasizes grammar rules, then the teacher gives some examples of common mistakes that students should avoid to do it.

Closure: Write five sentences (affirmative) using ‘’futuro de posibilidad’’. Then, write five negative sentences using ‘’futuro de posibilidad’’. Finally, students have to write each sentence translation.

WHAT IS A LESSON PLAN?

It can be like:

• Climbing a mountaing 
• Eating 
• Wedding 

There are parts to a lesson plan :

Lesson planning

• GOALS:

Terminals Objectives, enabling objectives, material and equipment, procedures, evaluation, extra class work.

Take into account, transitions: between activities in order to have a successful lesson; It does not matter if you have lots of activities, it will be more important the content that I have.

KEEP IN MIND:

Variety in the lesson plan

Sequencing: all the activities must be connected

Pacing

Timing:

Difficulty:

There are individual differences:

a.    Design techniques that have easy and difficult aspects items

b.    Solicit responses according to the students levels

c.     Try to design activities that involves all the students : whole class

d.    Assign students to group work according to levels

e.    Use small groups and pair work to assess the students

DON’T FORGET ABOUT:

Student should talk and give their opinion

Adapting to the curriculum

Foucault Said that school seems like prison. However, you should create a comfortable environment 

Community Language Learning

Community Language Learning

Definition of Community Language Learning

Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counselor while the learner acts as a collaborator (client), although sometimes this role can be changed.

  Principles of Community Language Learning

1.      Building a relationship with and among students is very important.

2.      Any new learning experience can be threatening. Students feel more secure when they have an idea of what will happen in each activity. People learn no defensively when they feel secure.

3.      The superior knowledge and power of the teacher can be threatening. If the teacher does not remain in the front of the classroom, the threat is reduced and the students’ learning is facilitated.

4.      The teacher should be sensitive to students’ level of confidence and give them just what they need to be successful.

5.      Teacher and students are whole persons. Sharing about their learning experience allows learners to get to know one another and to build community.

6.      The teacher ‘counsels’ the students. He does not offer advice, but rather shows them that he is really listening to them and understands what they are saying.

7.      Learning at the beginning stages is facilitated if students attend to one task at a time.

8.      The teacher encourages student initiative and independence, but does not let students flounder in uncomfortable silences.

 Characteristic of Community Language Learning

1.      Students typically have a conversation using their native language.

2.      The teacher helps them express what they want to say by giving them the target language translation.

3.      These words are recorded, and when they are replayed, it sounds like a fairly fluid conversation.

4.      Later, a transcript is made of the conversation, and native language equivalents are written beneath the target language words.

5.      The transcription of the conversation becomes a ‘text’ with which students work.

6.      Various activities are conducted (for example, examination of a grammar point, working on pronunciation of a particular phrase, or creating new sentences with words from the transcript) that allow students to further explore the language they have generated.

7.      During the course of the lesson, students are invited to say how they feel, and in return the teacher understands them.

Audio lingual Method

The Audiolingual Method created a great revolution in teaching foreign languages several years ago. It had its basis on mechanical learning that comes from behaviorism. The Audiolingualism methodology expected students to be able to communicate in the target language through memorization of grammatical structures and word sounds. As the method, it is not concerned of the person; it uses the same techniques to teach the language: memorization, substitution, and repetition. The teacher is the only one who can provide relevant explanation and experiences during the class time. With the Cognitivism theory, methodologies are no longer a unique truth. Teachers can re-do any methodology to adapt it in benefit of their students. Piaget proposes students to create their own learning, meaningful learning, if teachers join all students` backgrounds with the new information which is presented. 



The Audiolingual Method´s aim is teaching new concepts, such as grammatical patterns and vocabulary, through exercises. This method is used to develop speaking and writing skills because much of the input students receive through the tasks applied in the class, will make them capable to communicate their thoughts, ideas, or feelings. 

Source:http://dspace.ucuenca.edu.ec/bitstream/123456789/2100/1/tli298.pdf 

JOHN BROWN ELEMENTS

CIVIL WAR

By the end of the class, students should:

• Acquire a deeper understanding
• Know about some John Brown’s actions 
• Recognize the evidence
• Asses the evidence in favour of him as villain or hero.

Activity: 

• Ask students what they know about war in America (1859)
• Make couples and then, they have to share their knowledge.
• Ask for volunteer and make notes on the board

Materials: 

• Guided readings: the civil war, John Brown’s pdf
• Images: John Brown fort

Vocabulary: 

• insurgent
• Raid
• Bayonet
• Trigger

Ask students what they know about John Brown review:

Explanation: who was John Brown?

Put a video documentary In which explains what happened in a neutral way

Students have to organize in a groups of three people in order to answer some questions: (in a piece of paper)

• Why John Brown’s raid be considered a trigger event?
• Do you think John Brown started the Civil War?
• Do you disagree or agree? Support your answer

Conclusion

Every group have to make a conclusion in which explain their position of the situation

POETRY

Using poetry with mixed ability language classes: Brain Tomlison

The main objective of using poetry in language lessons is to find a means by involving the learners in using their language skills in an active and creative way, and thus to contribute to their development communicative competence.

Creative value: Poetry can open and enrich the content of language lessons.

Affective value: Stage the learners encounter with a poem in such way as to maximize its impact and thus to involve the learners actively response to the poem.

Achievement value: Pre – reading activities focused on the content rather than the language.

Individual value: develop creativity

Stimulus value: Stimulate intelligence and creativity using the language in order to follow up the activities.

Potential depth: linguistic surface.

Affective potential: poems in which expresses strong emotions.

Contemporary language: Variety. Avoid students daunted by poems whose language is remote in time and style.

Brevity: Short poems.

A few provisos: poetry can achieve values. 

TEACHER TIPS :)

Tip #1	Know the names of your students
Tip #2	Break down students barricades
Tip # 3	Do not ask "yes" or "no" questions
Tip #4	Be firm, but gentle
Tip #5	Be at the same level of your students.
tip #6	Show confidence
Tip #7	Create expectation
Tip #8	Be aware of your body language
Tip #9	Always prepare the settings for a teaching activity
Tip #10	Plan "whole-class" activities
Tip #11	Make your students feel they are good at English
TIP #12	No sex with your students, no drinking with them either
tip #13	Never ask for negative aspects
tip # 14	Be patient
tip # 15	Do not start your classes in the grammar mood
tip #16	Ask your students to create their own learning materials
tip #17	Customize materials depending on your students
tip #18	Present your students with dilemmas so they can discuss
tip #19	Find ways to make your students interact with different interlocutors.
tip #20	Organize groups randomly
tip #21	Use surveys of the type "find someone who’’
tip #22	Use inner and outer circle activities
TIP # 23	Prepare group work debates
TIP #24	Think of different criteria to group your students
TIP #25	Open up interaction possibilities using skype, videos, etc.
TIP #26	Motivate your students to find out information interacting with people outside of the classroom
TIP # 27	Plan treasure hunt activities which involve interaction outside the classroom
TIP #28	Use students background knowledge to plan your activities.
TIP #29	Always assign homework
TIP #30	Set classroom rules
TIP # 31	Pay attention to those students who like chipping in
TIP #32	Do not swear in your classroom
TIP #33	Design activities that are logically connected
TIP #34	Pay attention to the moments where students are off task
TIP #35	Provide qualitative feedback your students
TIP #36	Your TO's shouldn't look like activities
TIP #37	Design activities with a purpose
TIP #38	When working on your lessons, differentiate enabling objectives from activities.
TIP #39	If you are co-teaching, please do not interrupt your partner
TIP #40	In order to have a systematic class, plan your lessons
TIP #41	Make boring topics appealing to your students
TIP #42	Always answer students questions
TIP #43	Do not depend on the text in your slides
TIP #44	Do not overwhelm your students with information
TIP #45	Be aware of the students who monopolize the class