1. if students refuse to participate in speaking activity?

=> divide in group

how to maximize the amount of time for speaking

2. acquisition & learning

3. direct method
- goal: use language to communicate
- reason: grammar-translation method not effective
- direct: convey meaning of word directly in L2 using visual aids
- no bilingual vocabulary list
- Ss think in L2 ASAP
- 1 basic rule: no translation (no Ss native language)
- emphasize speaking
- Ss use language, not demonstrate language
ads
- use audio-visual aids to establish direct bond between a word - its meaning → interesting,
lively
- focus Oral practice → improved pronunciation
- practice > theory
- fluency of speech, efficiency in writing
- G taught inductively
- much interaction T-Ss through Q-A

disads
- native or accurate pronunciation T
- ignore translation → abstract words failed
- Ss learn L2 ignore L1
- G taught inductively→ time & energy wasted in making attempts
3. grammar translation method & direct method

GTM DM

deductive approach (theory → practice) inductive (practice → theory)

teach learner about language teach learner how to use language

accuracy (vocabulary + grammar) fluency (4 skills)

4. information gap: not about fact → but personal information
5. PPP a sequence not a method (Present - Practice - Produce)
6. assessment: formative & summative
-​ formative: on-going assessment (assignments, hw, mini tests,..) => milestone
-​ summative: evaluate student learning at the end of the term => bottom line
7. silent way
counter argument to audio lingual method
Gattegno didnt believe in habit formation + repetition, he suggest:
- max the learning → T do model 1 only (no rep)
- T use tools at disposal → elicit correct language from learner (self-discovery)
- T encouraging and open, body language, facial expressions → correct, incorrect

Gattegno theory
- Ss discovers or creates rather than remembers and repeats
- physical objects
- problem solving

disads
- T knows teaching objectives clearly, uses teaching aids effectively
- T invests quite heavily in materials (sound-color chart, 12 word charts each 500 words, 8
Fidel Charts for the English language alone, Cuisenaire rods) 3 main instrument

principles
- not model new sound, use gestures
- help Ss produce L2 sounds as accurately as possible
- do not supply correct language until all self-correction failed
- help when necessary
→ progress not perfection

8. audio-lingual method
- WW2 → armies orally proficient in languages of allies and enemies (Army Method) - first
based on linguistics theory & behavioral psychology
- oral-based approach
- the use of grammatical sentence patterns > vocabulary acquisition through exposure
ads
- drilling → Ss make same grammar patterns → habit formation
- Ss given no grammar rule → no need to mem rules
- T asks Qs rapidly → answer automatically without thinking

disads
- not exposed to real language → natural sounding language themselves
- low level Ss
- learning based → not through habit formation

structural-situational teaching
- through conditioning
- drills → teach structural patterns (esp grammar, simple situation)
+​ - substitution drills: replace 1 word
+​ - transformation drills: replace >1 word (type of sentence)
- grammatical explanation kept to min
- focus pronunciation → T corrects immediately
- oral skill >>>
- phrases with intonation
- vocabulary taught in context
- audio-visual aids are used
- T conduct, guide, control → Ss in target language
9. total physical response (TPR)
- base: way children learn mother tongue
- in class: T = parent
- use command → direct Ss behaviour in L2
- Ss listen & perform
- vocab and G emphasize
- T only correct major errors
- great importance on listening comprehension (understand first, speak later) in L2

disads
- T plans in advance about commands

ads
- good learn vocab
- very memorable
- kinesthetic (active) learners
- reduce anxiety (TPR not force Ss to speak when not ready)
- T check Ss understanding by observing actions

10. community language learning & grammar translation method

CLL
- consider Ss = whole person: not only Ss’ intellect, relationship among Ss feelings, physi
react, instinctive protective react, desire to learn
11. filter
affective filter (no stress, anxiety) → comprehensive input
filter is low
- Ss risk taker, manipulate language
- feel safe make mistakes, w/o judgement, correction
- feel empowered to interact, answer qs, share thinking with peers, teachers, seek out
models of language
- unconscious acquisition → more conscious learning
- not put on the spot to speak, speak when ready
→ anxiety reduced, Ss self-confidence improved, Ss emotionally safe → lower imaginary
walls, more successful language acquisition → welcome invitation to keep learning

filter is high

- anxiety, stress, self-conscious

- low motivation, self-confidence → inhibit success in acquire L2
- negative attitude (reluctant to participate, collaborate)

10. eclectic approach

- 1990’s
- not based on a single method: combine approaches, method depend on aims, abilities
- balance: accuracy - form, fluency - exchanging meaning
- understand language with context of culture
- LSRW in organic whole
- situation

11. communicative language teaching

- language functions (promise, make a reserve, invite, decline invit, predict)
- goal: more than linguistic competence → communicative competence (may know the rule
but not know how to use) → Ss perform functions (when, how, what, whom) → expose to
real language to use in W, S in terms of appropriacy (formal, informal,...)

to take place:
- desire/ purpose to communicate st (make appoint, buy air tick, write letter news)
- 3 features among Ss: information gap, choice, feedback

Ads
- motivated (learn to do sthg useful)
- interact (pairs, triads, groups)
- secure - cooperative with fellow → negotiate
- 4 skills from beginning
12. task-based language
- task (for subsequent study) > language
- communicative focus → language acquired through use
- sequence: pre task - task cycle - language focus
+ pre task: introduce to topic, task
+ task cycle: Ss plan the task (gather in4 → produce task)
+ language focus: analyze, practice
-​ in4 gap: exchange in4 to complete task → transfer in4 ( describe draw, spot
difference, picture strip stories, jigsaw reading listening, split dictation)
+​ 1 person know the ans and other doesnt → they ask Qs each other →
referential Qs (person asking not know the ans)
+​ display (know the ans)
-​ opinion gap: Ss express.. → open-ended
-​ reasoning gap: derive new in4 by inferring from in4 given → sustain engagement with
meaning

benefit Ss
- student-centered
- meaningful communi, extra linguistic skill
- task familiar → engaged, motivated

11. Controlled & Freer

C: accuracy, coral repetition, error correction
F: fluency, error correction delayed
12. Deductive & Inductive
De: PPP (production), ESA (activation)​
In: EASA (activation), TBLT (test-teach-test => mistake - language focus => activate)
these tests are Free Practice

TEACHING VOCABULARY
- pictures, real objects, mime, gesture
- synonym, antonym, Ss put in category
- definition
- examples, guess from context
TEACHING LANG SKILLS

TEACHING READING
TEACHING W
TEACHING GRAMMAR