ELT Methods & Approaches
2
©US 2004 1 10 November 2006 Alison Chisholm & Rachel Cole Plain English How well did you do? (ref: Collinson et al. (1992) 2 nd Ed, Plain English, Open University Press) Methods and Approaches Session Two 10 November 2006 Alison Chisholm & Rachel Cole Reading Review 1 (Watkins:2005): What methodology/ies are mentioned? What is language made up of? What are the differences between form, function and meaning? Who should be given the greater importance in the language learning classroom: learner or teacher? What is the main focus of CLT (Communicative Language Teaching)? Methods and Approaches Session Two 10 November 2006 Alison Chisholm & Rachel Cole Reading Review 2 (Watkins:2005): What does a teacher do? What should a teacher do? What are the roles of the learner? Which of these roles do you identify with most from your own language learning experiences? Methods and Approaches Session Two 10 November 2006 Alison Chisholm & Rachel Cole Reading Review 3 (Littlejohn:2001): What role does motivation play in language learning and teaching? What can be done to maintain motivation? And whose responsibility is it to maintain motivation levels? Consider the above questions again for two or three different groups of learners - e.g. young learners, GCSE (school exams) , adults in an evening class. Do you arrive at the same conclusion? Methods and Approaches Session Two 10 November 2006 Alison Chisholm & Rachel Cole What makes a good teacher? What makes a good learner? Methods and Approaches Session Two 10 November 2006 Alison Chisholm & Rachel Cole Watkins :2005 :14 The value of these roles Different roles of learners Helping learners to fulfil those roles Methods and Approaches Session Two
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Useful book for teachers of English as a second or foreign language.
Transcript of ELT Methods & Approaches
©US 2004 1
10 November 2006Alison Chisholm & Rachel Cole
Plain English
How well did you do?
(ref: Collinson et al. (1992) 2 nd Ed, Plain English, Open University Press)
Methods and ApproachesSession Two
10 November 2006Alison Chisholm & Rachel Cole
Reading Review 1 (Watkins:2005):
What methodology/ies are mentioned?
What is language made up of?
What are the differences between form, function and meaning?
Who should be given the greater importance in the language learning classroom: learner or teacher?
What is the main focus of CLT (Communicative Language Teaching)?
Methods and ApproachesSession Two
10 November 2006Alison Chisholm & Rachel Cole
Reading Review 2 (Watkins:2005):
What does a teacher do?
What should a teacher do?
What are the roles of the learner?
Which of these roles do you identify with most from your own language learning experiences?
Methods and ApproachesSession Two
10 November 2006Alison Chisholm & Rachel Cole
Reading Review 3 (Littlejohn:2001):
What role does motivation play in language learning and teaching?
What can be done to maintain motivation?
And whose responsibility is it to maintain motivation levels?
Consider the above questions again for two or three different groups of learners - e.g. young learners, GCSE (school exams) , adults in an evening class. Do you arrive at the same conclusion?
Methods and ApproachesSession Two
10 November 2006Alison Chisholm & Rachel Cole
What makes a good teacher?
What makes a good learner?
Methods and ApproachesSession Two
10 November 2006Alison Chisholm & Rachel Cole
Watkins :2005 :14
The value of these rolesDifferent roles of learnersHelping learners to fulfil those roles
Methods and ApproachesSession Two
©US 2004 2
10 November 2006Sussex Language Institute, Alison Chisholm & Rachel Cole
Observation
IH DVD number 11 (ref: 2006 International House Trust Ltd.)Mid-intermediate (B1) ( Common European Framework)
http://www.coe.int/t/dg4/linguistic/CADRE_EN.asphttp://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
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