Elt Methods & Approaches
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Methods and Approaches Session Two
Methods and Approaches Session Two
Reading Review 1 (Watkins:2005): Plain English What methodology/ies are mentioned?
How well did you do? What is language made up of? What are the differences between form, function and meaning?
(ref: Collinson et al. (1992) 2 nd Ed, Plain English, Open University Press)
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)?
Alison Chisholm & Rachel Cole
10 November 2006
Alison Chisholm & Rachel Cole
10 November 2006
Methods and Approaches Session Two
Methods and Approaches Session Two
Reading Review 2 (Watkins:2005):
Reading Review 3 (Littlejohn:2001):
What does a teacher do?
What role does motivation play in language learning and teaching?
What should a teacher do?
What can be done to maintain motivation?
What are the roles of the learner?
And whose responsibility is it to maintain motivation levels?
Which of these roles do you identify with most from your own language learning
Consider the above questions again for two or three different groups of learners - e.g.
experiences?
young learners, GCSE (school exams) , adults in an evening class. Do you arrive at the same conclusion?
Alison Chisholm & Rachel Cole
10 November 2006
Alison Chisholm & Rachel Cole
Methods and Approaches Session Two
Methods and Approaches Session Two
What makes a good teacher?
Watkins :2005 :14
What makes a good learner?
The value of these roles Different roles of learners Helping learners to fulfil those roles
Alison Chisholm & Rachel Cole
©US 2004
10 November 2006
Alison Chisholm & Rachel Cole
10 November 2006
10 November 2006
1
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.asp http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Sussex Language Institute, Alison Chisholm & Rachel Cole
©US 2004
10 November 2006
2
Methods and Approaches Session Two
Reading Review 1 (Watkins:2005): Plain English What methodology/ies are mentioned?
How well did you do? What is language made up of? What are the differences between form, function and meaning?
(ref: Collinson et al. (1992) 2 nd Ed, Plain English, Open University Press)
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)?
Alison Chisholm & Rachel Cole
10 November 2006
Alison Chisholm & Rachel Cole
10 November 2006
Methods and Approaches Session Two
Methods and Approaches Session Two
Reading Review 2 (Watkins:2005):
Reading Review 3 (Littlejohn:2001):
What does a teacher do?
What role does motivation play in language learning and teaching?
What should a teacher do?
What can be done to maintain motivation?
What are the roles of the learner?
And whose responsibility is it to maintain motivation levels?
Which of these roles do you identify with most from your own language learning
Consider the above questions again for two or three different groups of learners - e.g.
experiences?
young learners, GCSE (school exams) , adults in an evening class. Do you arrive at the same conclusion?
Alison Chisholm & Rachel Cole
10 November 2006
Alison Chisholm & Rachel Cole
Methods and Approaches Session Two
Methods and Approaches Session Two
What makes a good teacher?
Watkins :2005 :14
What makes a good learner?
The value of these roles Different roles of learners Helping learners to fulfil those roles
Alison Chisholm & Rachel Cole
©US 2004
10 November 2006
Alison Chisholm & Rachel Cole
10 November 2006
10 November 2006
1
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.asp http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Sussex Language Institute, Alison Chisholm & Rachel Cole
©US 2004
10 November 2006
2
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