Rennert

RENNERT INTERNATIONAL

METHODS AND METHODOLOGIESSilvia Del Salto- Néstor Bonilla

METHODS AND METHODOLOGIES

Communicative Language Teaching

Audio-Lingual Method

Total Physical Response (TPR)

Grammar-Translation Method

Task-Based Learning

Project Based Learning (PBL)

Natural Approach/ Method

Silent Way

Community Language Learning

Direct Method

Suggestopedia

Cognitive-Code Approach

Content Based Instruction (CBI)

METHODS AND METHODOLOGIES

1.- Grammar-Translation Method

2.- Direct Method (1900)

3.- Audio-Lingual Method (1950's and 1960's)

4.- Total Physical Response (TPR) (1960s)

5.- Silent Way (1970s)

6.- Community Language Learning (1970’s)

7.- Suggestopedia (1970s)

8.- Cognitive-Code Approach (1970s)

9.- Natural Approach/ Method (early 1980s)

10.- Communicative Language Teaching (1980s )

11.- Content Based Instruction (CBI)

12.- Task-Based Learning

13.- Project Based Learning (PBL)

PROJECT BASED LEARNING

1.- DRIVING QUESTION – is the question that focuses the

students’ work and deepens their learning throughout the

process of finding the answer

2.- INDEPTH INQUIRY – students ask questions, search

for answers and arrive at conclusions

3.- NEED TO KNOW – students are motivated to learn

what is needed to answer the driving question because it

has a real world application

4.- 21ST CENTURY SKILLS – critical thinking, teamwork,

cooperation, problem-solving, communicating, etc…

PROJECT BASED LEARNING

5.- STUDENT VOICE/ CHOICE –students have the choice

of presentation method; choice of lesson topic & context;

students learn to work independently and take

responsibility

6.- FEEDBACK & REVISION – students learn to give and

receive feedback and think about what and how they are

learning and what makes that effective

7.- PUBLICLY PRESENTED PRODUCT – presenting work

to other people which increases motivation and adds

authenticity

PROJECT BASED LEARNING

USING TEXT BOOKS EFECTIVELY

1.- You already know what you need to

cover/teach. So prepare clear objectives for you

and your students. objectives should be: SMART

Specific ( Specific Target Language, goals – level

of accuracy-level of fluency. Connected to a

specific activity.

Measurable

Attainable (accessable, duable, possible)

Realistic /real-world applicable (meaningful)

Time-bound (it needs to happen in a specific

activity at specific time. You have to know when

you will assess it.

USING TEXT BOOKS EFECTIVELY

2.- Once you have your objective you need to use

SARA – considering: _ECRIF – FMU-Ways to

increase fluency- PBL- TBL- A variety of classroom

models + configurations

1.- Select what you want to use

2.- Adapt based on the best way to teach – order of

activities.

3.- Reject what is missing

4.- Add in what is missing / new activities like a role-

play that aren’t in the book.

One lesson 50 minutes /4 lessons per day

False beginner Level 1 (beginner) = 8 weeks= 160 lessons

Beginner Level 2 (elementary) = 8 weeks= 160 lessons

Pre-intermed Level 3 (low intermediate) = 8 weeks= 160 lessons

Level 4 (low intermediate) = 8 weeks= 160 lessons

Level 5 (intermediate) = 8 weeks= 160 lessons

Intermediate Level 5 (adv. intermediate) = 8 weeks= 160 lessons longest levels

Level 6 (intermediate) = 9 weeks= 180 lessons

Level 6 (adv. Intermediate) = 12 weeks= 240 lessons TOEFL 80

Upper-interm. Level 7 (upper Intermediate) = 12 weeks= 240 lessons

Level 7 (adv. upper Intermediate) = 10 weeks= 200 lessons

Low advanced Level 8 (low advanced) = 10 weeks = 200 lessons

Advanced Level 9 (advanced) = 10 weeks = 200 lessons

Level 10 (proficient) = 12 weeks = 240 lessons

About 4 Years to Cover Levels 1-10

RENNERT

LEVELS

READING SKILL

What did you read? (text) How did you read it?(sub-skills)

1.- Predicting

A newspaper 2.- Skimming

A book 3.- extensive reading

A bus schedule 4.- scanning

An article/ email/ instructions 5.- intensive reading

An extract of an article / an article 6.- gist reading /reading for gist

Unfamiliar road signs 7.- inference

Other sub-skills happen before or

after reading: predicting,

summarizing, paraphrasing,

interpretation

1- before reading ; 2-7 use these

while reading

TEXTS Example

1.-Authentic texts - an American newspaper

- grade the task not the text

2.-Pedagogically prepared text - an article from the

textbook

3.-Semi –authentic texts - An authentic story that I

adapted to a new version for my class.