TKT Essentials Moscow 2009. By the end of this session you will be able to: Distinguish the differences between warmer and lead-in stages Assess the advantages.

TKT EssentialsMoscow 2009

By the end of this session you will be able to:

Distinguish the differences between warmer and lead-in stages

Assess the advantages and disadvantages of presentation techniques

What were the main differences between the two activities you have just done (Hangman and the group discussion on how new language was presented)?

Which one is a WARMER? Which is a LEAD-IN?

A WARMER is an activity at the start of the class to prepare learners for an English lesson. They should be of short duration.

A LEAD-IN introduces the theme of the class.

They can also be used to prepare the class for a new activity during the lesson.

A warmer is not necessarily related to the topic of the lesson whereas a lead-in introduces the topic of the lesson.

Which of the following are warmers and which are lead-ins:

Asking learners to stand in a line according to height then divide learners into equal groups.

Asking learners if they read magazines and elicit what sections there are in magazines.

Ask learners what shops they like going to and why?

actually takes place in a classroom.

It is a PARTICULAR TRICK used to accomplish an immediate objective.

TECHNIQUES must be consistent with a METHOD, and therefore in harmony with an APPROACH as well.

The Total Physical Response (TPR) The Grammar-Translation Presentation, Practice, Production

(PPP) Test – Teach – Test (TTT) Task-Based Learning (TBL) Guided Discovery

It was developed by James Asher, a professor of psychology at San Jose State University, California in the 1960s.

The teacher presents the language in the form of commands which are demonstrated and modeled by the teacher and fulfilled by the students.

Memorable, good for younger learners and lower levels

Fun Good for kinaesthetic learners. There

is also visual input (teacher’s gestures) and auditory input (teacher’s words)

Can be used with large classes Doesn’t require a lot of preparation

Limited amount of words this can be used for

Some learners may find it embarrassing

Not always suitable for more advanced levels

Other names: German, Classical, Traditional

Began in Germany in 1780s for teaching classical languages: Greek and Latin.

Focused on learning grammatical rules and translation of texts.

Was not taught for oral communication, but in order to help students read and appreciate literature.

This method has no theory behind it.

The goal of the method was to present students with grammar rules and word lists, and then translation exercises with the same rules and words.

The ability to communicate in the target language is NOT a goal.

The danger is that it teaches people ABOUT the language but doesn’t really help communicate effectively with it.

Some learners respond to rules or enjoy grammatical analysis.

It can be an effective way of comparing L1 and L2 to help develop language awareness

Not very meaningful, some words/structures are difficult to translate accurately

Focuses on accuracy at the expense of fluency

Learners read and write a lot, but do not get many opportunities to speak the foreign language or to use it creatively

Other name: the Army Method

Originated in American army education in 1940s

The main principle is: the target language is first presented in spoken form before written form. “Language is speech not writing”.

Classes are based on drilling the patterns by a simple method of imitation and repetition.

ALM is based on behavioral psychology: stimulus – response – reward (which makes the response automatic).

The goal is to enable the student to perform orally in common conversational situations (automatic production of the language patterns filled with various content).

1. Setting up a situation2. Eliciting (or modeling) the language

that fits the situation 3. Having students practice the new

language in a controlled way4. Encouraging students to use the

new language in a freer way

Language is presented in context

Language is practiced in a safe environment where it’s harder to make mistakes

Learners might not be ready or need the language practiced

It’s very controlled and can be teacher-centered

The production stages don’t necessarily involve real communication

1 You see what the learners know and create a need for the target language

2 Present the language3 Practice using the target language

Can be adapted to different types of language

Gives learners opportunities to try to work things out

Learners can identify what they need to learn

Teachers can identify what needs to be taught

Learners may feel frustrated Activities may break down in

the first test stage if learner language knowledge is insufficient

The lesson stages may involve too much input

Learners may not have sufficient opportunities to practice

1970s reaction to Grammar-Translation and Audio-Linguistic Methods

First principle: language is not just patterns of grammar with vocabulary items, but also language functions such as inviting, agreeing, suggesting, etc, which students should learn how to perform using a variety of language exponents.

The second principle: enough exposure to language, and opportunities for language use – then language learning will take care of itself.

Communicative activities let students use all and any language they know to communicate.

People learn English not to know about it, but to communicate with it.

1. Introducing the topic or task (by brainstorming, using texts, etc).

2. Doing the task (in pairs without correction)3. Planning the reporting back (teacher

goes around advising)4. Reporting back (students speak in front of

the class; teacher chairs and comments but doesn’t correct).

5. Teacher input.6. Language analysis, review and practice.

Learners can learn language when needed, use language experimentally

Learners can engage in real communication, and get good opportunities to communicate

Learners can depend on their own resources

The contexts for communication are fairly natural

Language can arise from learner needs

Doesn’t suit all leaning styles and some learners may prefer more structure and guidance

The technique may call for considerable classroom management skills with some classes

Teachers may feel uncomfortable in the role of observer, monitor and language diagnostician

Learners are active This technique promotes learner

independence This technique suits learners who

enjoy reflecting and analysing

Doesn’t suit all learning styles and some learners may prefer more structure and guidance

Can be time-consuming, and so may not suit presentation of all new language items

TPRTPR

PPPPPP

Task Based Learning

Task Based Learning

Grammar TranslationGrammar

TranslationTest-Teach-

TestTest-Teach-

Test

Guided Discovery

Guided Discovery