ELt Mohtarim by Dororo Hyakimaru Luffy-2

By : dororo hyakimaru Luffy (Adam)
ENGLISH LANGUAGE TEACHING (ELT)

Prof mohtarim
First session:
English language teaching and learning:
Studying approaches.
Teaching methods.
Language skills: reading, writing, speaking, and listening.
Language components: vocabulary, grammar, pronunciation, and function .
How to teach language skills and language components.
Main sections:
• Presenting some technical concepts related to language teaching.
• Presenting the main approaches and methods in language teaching.
• Assets and limitations (drawbacks)of each method.
• Designing activities to implement these approaches and methods.
What is didactic?
It is a science of teaching and instructions
It is a theory of teaching and learning
Who should learn what with whom, where and why?
Learner. lesson teacher. School or classroom to have knowledge about

a subject ,each lesson has an objective ( These objectives help students understand
what they’re learning and what they should achieve by the end of the lesson) Note: The
teacher does not say what is in parentheses I just explain it further to make it clearer
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Why do we need didactic?
We need didactics for effective teaching or to know how to teach effectively.
Approach, method, procedure, and technique

An approach:
• An approach is based on the general assumptions about what language is and about how
learning a language takes places (Richards and Rodgers, 1986).
• It focuses on both the theory of language and the theory of learning. An approach to
language teaching describes:
1 .The nature of language
2. How knowledge of a language is acquired
3. And the conditions that promote language acquisition
A method
• A method is a practical implementation of an approach.
It is a theory which is put into practice. It includes decisions about:
The particular skills to be taught,
The roles of the teacher and the learner in language teaching and learning,
The appropriate procedures and techniques,
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The content to be taught,
• It also involves a specific syllabus organization, choices of the materials that will boost
learning, and the means to assess learners and evaluate teaching and learning.
A procedure
⚫ Jeremy Harmer (2001) describes ‘procedures’ as “an ordered set of techniques.
• They are the step-by-step measures to execute a method. A common procedure in the
grammar- translation method, for example, is to start by explaining the grammar rules and
exemplifying these rules through sentences that the students then had to translate into
their mother tongue.
• According to Harmer, a procedure is “smaller than a method and larger than a technique.”
A technique
• Implementing a procedure necessitates certain practices and behaviors that operate in

teaching a language according to a particular method. These practices and behaviors are
the techniques that every procedure relies on. Techniques, in this sense, are part and
parcel of procedures. They are the actual moment-to-moment classroom steps that lead to
a specified outcome. Every procedure is realized through a series of techniques. They
could take the form of an exercise or just any activity that you have to do to complete a
task.
• Example:
When using videos, teachers often use a technique called “silent viewing which consists of
playing the video without sound and asking students to figure out what the characters were
saying.
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An approach informs methods with both the theory of language and the theory of learning.
Methods are actual implementations of approaches. They are theories put into practice.
Procedures, in turn, are informed by methods. They are ordered step-by-step events that
have specified outcomes.
Procedures rely on techniques to achieve desired results
Everyone depends on each other, for example the approach depends on the method……
In the exam, the teacher can ask what is the relationship between approach, method,
procedure and technique
The relationship between them is dependency
Main language teaching approaches and methods:

The Grammar translation method (GTM):
The grammar-translation method (also known as the classical method) is a method of
language teaching that emphasizes grammar rules and one-to-one vocabulary translation.
Grammar rules are taught through presentation and explicit instruction. Instruction in this
style of language teaching is in the students native language. Student practice the
grammatical rules through translation exercises between the native and target language.
Vocabulary lists. Dictionary definitions, and memorization strategies which are frowned
upon in other language teaching methods are the main focus of this style of language
teaching.
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At this time, the main goal for learning a language was not for speaking and/or
communication. The driving force was to exercise the mind and at the same time to be able
to read in that language. The languages taught in those early days were Latin and Greek, so
another reason for studying foreign languages was to appreciate the classics in their
original language.
Grammar study was the focus of the lessons, with much rote memorization of
grammatical aspects such as verb conjugations and recitation of rules that described
language functions. Educators soon began to notice that because the primary emphasis
was on reading and translating passages, the conjugation of verbs, and explanation and
memorization of grammatical rules their students were not learning to use the language.
Even after many years
Disadvantage :
Of studying, the students were unable to speak the language. It became clear that using
the grammar- translation method by itself is ineffective. The students needed to play a
more active role in their language acquisition in order to actually use the language for
communication purposes.
Although this method is unsuccessful when used in isolation, but there are some
opportunities to use pieces of the grammar-translation method with language learners in
the mainstream classroom today.
Grammar translation method:
Lack of focus on communications
Focuses on grammar and translation
Vocabulary is taught in the form of isolated word lists and without context
Therefore, the direct method comes as a reaction to the grammar translation method
The Direct Method (DM)
The direct method began as a complete departure from the grammar-translation method.
Instead of focusing on reading and writing, this method focused on speaking and listening.
The emphasis is on the direct associations the student makes between objects and
concepts and the corresponding words in the target language. The use of the native
language is avoided; the use of the target language is emphasized at all times. In this
method, the primary goals are for students to think and speak the language, thus, no use of
the native language is allowed. Teachers use objects, visuals, and realia to provide the
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comprehensible input. Instruction revolves around specific topics. Aspects of grammar are
taught inductively through the handling of the topic. The basic focus of this method of
language instruction is that students learn their second language in a similar way to their
first language. This method aims to prove that there is no need for a deep analysis of
grammatical rules or spelling pat terns. Instead, the students are taught that the sole
purpose of language is communication.
The direct method uses a lot of repetition to encourage students to learn new vocabulary
and language patterns. It follows a five-step process: Show, Say, Try, Mold, Repeat. Using
real life objects, pictures, or flash cards, the teacher will present a vocabulary word or
grammatical structure. For example, using pictures of a child doing different actions the
teacher can present the present progressive structure+vocabulary
This use of cards can be modified for different verb tenses and different pronouns that will
encourage the same vocabulary while slowly introducing more grammatical structures. The
practiced structure could be "The boy is running." By switching the flash cards, the
students can practice "The boy is sleeping," "The boy is eating," "The boy is dancing," "The
boy is smiling." This can be practiced in a question/answer structure by demonstrating and
asking: "The boy is sleeping. What are you doing?", "The boy is eating. What is Brooke
doing?"
In addition, cultural aspects of the countries where the target language is spoken are also
included in the lessons. For example, when studying Spanish, students would discuss the
sports that are widely practiced in Spain or Latin America. This also allows for discussions
regarding geography, climate, cultural traditions, and other elements that foster a richer
conversation in the target language. Students recognize their new language as a tool with
which they can communicate. Reading and writing are also taught from the beginning.
Many of the techniques developed for the direct method have also been used in other
methods, applying the direct method in noncommercial schools fell out of favor as early as
1920 (Richards & Rodgers, 1986). The grammar-translation method dominated public
school and university language teaching in the United States until World War II.
Second session:
Audio-Lingual Method (ALM):
The United States involvement in World War II – brought a significant change in the teaching
of languages in U.S. schools. It quickly became apparent that the grammar-translation
method had not produced people who were able to speak the foreign languages they had
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studied. The U.S. government asked the universities to develop foreign language programs
that produced students who could communicate effectively in those languages.
Changes in the beliefs about how people learn impacted the teaching methodologies being
developed. Based on theories of behaviorist psychology , the audio-lingual method (ALM)
was developed.
(Behaviorism is based on memorization, repetition, and practice.,.)
In ALM, the emphasis was on the memorization of a series of dialogues and the rote
practice of language structures. This method was based on the idea that language is
speech, not writing, and language is a set of habits. It was believed that extended practice
of the dialogues would develop oral language proficiency. The use of the native language
was avoided
(This means there is no mother tongue, only the target language)
(a room in a school or college in which students can use equipment

(audiotapes , tape recorder, radio…..)to help them practice listening to and speaking a
foreign language
The method became very popular in the 1960s. Language laboratories began to surge, and
students were required to listen to audiotapes and repeat dialogues that captured aspects
of daily living. In addition, specific structural patterns of the language studied were
embedded in those dialogues. Students were required to participate in a number of
practice drills designed to help them memorize the structures and be able to plug other
words into the structure. For example, in a substitution drill, the structure might have been:
I am going to the post office.
Students were then required to substitute the word post office for other words, such as
supermarket, park, beach, or drugstore.
( Similar to behaviorism)
The belief was that students, through much practice, would form a "habit" and be able to
speak the language when needed. Although the intent was to develop fluent and proficient
speakers by providing much oral practice of the dialogues and the use of numerous drills to
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help in this endeavor, the reality was that language proficiency was not the outcome.
Years later, students who studied with the audio-lingual method still remembered the
dialogues but could not spontaneously speak the foreign language they had studied.
( This is the problem with the audio lingual method )
Disadvantages :
Thus, the method was not successful at accomplishing the main goal. It was too
prescriptive; there was no opportunity provided for true communication to take place in the
ALM classroom. Students had been taught a script which is not the manner in which
natural speech is produced.
Suggestopedia:
Suggestopedia was developed by Bulgarian psychia-Trist-educator Georgi Lozanov (1982),
who wanted to eliminate the psychological barriers that people have to learning. This
method uses drama, art, physical exercise, and desuggestive-suggestive communicative
psychotherapy as well as the traditional modes of listening, speaking, reading, and writing
to teach a second language. The influence of the science of suggestology is clear in this
method that calls class meetings “sessions” (Freeman & Free- man, 1998).
In suggestopedia, the classroom atmosphere is crucial. Creating a relaxed, nonthreatening

learning environment is essential for its success. The goal is that students will assimilate
the content of the lessons without feeling any type of stress or fatigue. Classrooms are
equipped with comfortable seating arrangements and dim lighting in an effort to provide an
inviting and appealing environment. Soothing music is employed to invite relaxation and
allow students to feel comfortable in the language classroom. The use of the native
language is also al lowed, especially to give directions and to create that welcoming
atmosphere. Based on the belief that how students feel about learning will make a differ-
ence in the learning process, suggestopedia takes into consideration the affective domain.
It could be said that the philosophy of the little engine that could-“I think I can, I think I can,
I know I can” (Piper, 1976)-is one of the basic underlying principles of suggestopedia. If the
students feel they can learn, they will.
The use of drama, songs, and games provides for much practice, yet in a less threatening
and more enjoyable fashion. As in the ALM, dialogues are employed, but they are
presented in an enhanced fashion through creative dramatics. The rehearsing of roles
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provides the necessary practice, yet there is a purpose for practicing. When people are
preparing for dramatic roles, they most likely spend much time rehearsing.
Despite the advancements over the audio-lingual method, suggestopedia has not been
widely adopted in the United States. It is impractical for large classes. In addition, current
textbooks do not embrace this methodology, thus making it difficult for teachers to apply
the principles in regular classrooms. However, there are some basic principles of this
method that can be adapted for mainstream classrooms.
A classroom teacher may be able to provide speakers of other languages with a

comfortable space during the day. Lowering the sense of stress in the classroom by
providing a less threatening environment will be helpful to developing a sense of confi-
dence for the speakers of other languages. Calm, soothing music may be played during
language arts lessons where the students are strictly focusing on language use. Also, using
songs and role playing activities with not only encourage the use of the target language for
the speakers of other languages, but also these activities encourage all speakers of Eng-
lish to be language models. In some classrooms the teachers is seen as the only language
model. By hearing classmates using the target language, students are exposed to age-
appropriate language and fluency that helps them to relate and join their peer groups more
successfully.
Total Physical Response (TPR)

(TPR is based on commands)
The total physical response (TPR) method was developed by psychologist James Asher
(1977). This method is based on the principle that people learn better when they are
involved physically as well as mentally. In TPR, students are required to respond
nonverbally (physically) to a series of commands. As the teacher gives a command and the
students respond physically, the teacher ascertains students' comprehension of the
command. Initially, the teacher begins with simple commands such as:
Teacher: Stand up! (teacher models)
Students: Respond by standing up. (physical response, not verbal)
Teacher: Walk to the front of the room.
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Students: Respond by walking to the front of the room.
Teacher: Turn around and walk back to your seats.
Students: Respond by turning around and walking to their seats.
Teacher: Sit down.
Students: Respond by sitting down.
Once the students have practiced a number of times, the teacher simply gives the
command and the students respond. Eventually the students will give the commands, thus
developing oral proficiency.
In TPR, teachers can use pictures, objects, and realia for students to manipulate as they
respond nonverbally.
The total physical response is similar to language acquisition (we don’t teach you, you just
hear, don’t make any effort, and then you start speaking spontaneously, without effort).
For example, the students are studying a unit on “emotions.” The teacher can pass out
pictures of people displaying different emotions. Then, the teacher can give the following
commands:
Teacher: Raise the picture of the girl who seems sad
Student: Raises picture of sad girl.
Teacher: Stand up if you have a picture of two boys who seem happy.
Student with the Correct picture: Stands up.
Teacher: Place on the board the picture that shows a woman who seems surprised.
Student with the correct
Walks up to the board and places the picture on the magnetic board.Picture:
Commands become more complex as the students continue to develop listening

comprehension and knowledge of subject matter. For example, with the assistance of
pictures, students can be asked to categorize modes of transportation by land, water, or
air, or they could be asked to rearrange pictures to Show the life cycle of a butterfly. Once
students are able to respond to a series of commands and can give the commands
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themselves, the teacher can introduce the reading and the writing aspects of language.
However, the emphasis in TPR is on listening comprehension until oral proficiency Is
developed.
TPR is an appropriate method to use with students who are in the preproduction/silent
stage of language development. Students who are not yet speaking are able to be involved
in lessons and respond nonverbally.
TPR is somewhat limited within the confines of a classroom; however, with the use of
pictures, and other types of manipulatives, a resourceful teacher can bring the outside
world into the classroom. For example, a teacher may prepare a transparency of a picture
that shows many actions. Each student gets a copy of the picture (black and white is
acceptable for this type of activity). The teacher uses the transparency to demonstrate the
actions following the commands given. Students imitate and follow along. This is an
excellent way to introduce verbs and new vocabulary using TPR.
Reflection (in groups)
• What are the benefits of TPR
• Design some activities using TPR
TPR lessons are fun and exciting for speakers of English. Many students will welcome the
use of movement into their typical classroom activities. This type of lesson can easily be
integrated in classroom use.
Examples:
• Thematic presentation of vocabulary: (Fruits, vegetables
• Use of situations: in the field/ farm, at sea, picnic with pictures, following instructions,
giving directions, activities on the weekend with pictures etc….
Disadvantages:
The total physical response is limited (cause We cannot convert all aspects of a language
into commands and that is why it is limited
Also, we use the total physical response only in the early stages of language learning (i.e. in
the first three months, so what after three months? It cannot be used in a long process of
language learning, and learning a language is a long process that takes years because
language is unlimited.
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Third session
The Natural Approach

Tracy Terrell (1977, 1981) developed the natural approach based on Krashen's monitor
model (dis- cussed in detail in Chapter 10). The main goal of this method is to develop
immediate communicative competency. Therefore, most classroom activities are designed
to encourage communication. Terrell (1977) suggested that the entire class period be de-
voted to communication activities rather than to explanation of grammatical aspects of
language.
Without need or having to explain a lot of grammar
The natural approach gives high priority to communication rather than grammar
Acquiring the language instead of learning it (we acquire the language at home
unconsciously without effort and that is why it is called the natural approach). As for
learning (we learn at school we force you to learn), the natural approach therefore
emphasizes providing students with the opportunity to acquire the language rather than
forcing them to learn it.
The Natural Approach emphasizes providing the students with the opportunity to acquire
language rather than forcing them to learn it. In this method, the key to comprehension and
oral production is the acquisition of vocabulary. Thus, much opportunity for
listening/speaking is given to students. Class time is not devoted to grammatical lectures
or mechanical exercises. Any explanation and practice of linguistic forms should be done
outside of class for the most part. Outside work is planned carefully and structured to
provide the necessary practice with language forms.
If we want to develop communication, we need vocabulary, we do not need to teach

grammar, only vocabulary .It gives priority to vocabulary rather than grammar because
when we develop vocabulary we develop communication
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The teacher said he could ask you this question on the exam
(Error correction has negative effects or consequences on the learner, as the learner will
be blocked and not motivated to communicate)
According to Terrell (1977), error correction is negative in terms of motivation and attitude;
thus, he does not advocate the correction of speech errors in the process of oral language
development. This position reflects Krashen’s affective filter hypothesis, which says that
when students experience an embarrassing situation, the affective filter goes up, inter-
rupting the language acquisition process. Thus, error correction would have a negative
effect on the process.
The affective filter shouldn't be high when it's low, it feels good so it can talk but when it's
high it can't talk, so the affective filter should be low
What is the natural order of language development?
So, for example, when a child learns his language
There is Natural order
We have periods
The first period we have what we call: the silent period (he does not produce language only
by listening, that is why it is called silent), so the first skill is listening. After listening, we
have the stage of producing some language. So language learning should follow this natural
order of listening and then speaking.
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The natural approach bases language acquisition on the natural order of native language
development. Because native language development follows a progression, during the
silent period, students would be allowed to respond in their native language. The emphasis
is on listening comprehension, so if students respond in their native language, they are
demonstrating comprehension. At the same time, students can be exposed to a wide
variety of topics and still be comfortable in the communication process.
The natural approach is based on the idea of comprehensible input. What does
comprehensible input mean? The teacher must provide or present comprehensible input,
meaning the lesson that the teacher presents must be within the level of the students, and
must be understood and not above their level. How will we ensure comprehensible input?
How can the teacher ensure the input is understood? Using visuals, charts and pictures…
motherese/ parentese (is the language that your mother and parents use, the language they
use is very simple. So, if you want to teach students, you should use simple language and
understandable input.N.A still uses TPR .Some of its activities, especially in the silent
stage.
In this method, teachers must provide comprehensible input at all times for their language
learners. The use of visuals (graphs, charts, pictures, objects, realia), gestures,
demonstrations, and motherese/ parentese (slower speech, simpler language repetition,
rephrasing, clear enunciation) is required. In addition, the use of yes/no type questions,
either/or type questions, and questions that require short answers is strongly suggested in
the beginning stages of language acquisition. The use of total physical response (TPR) is
emphasized, particularly during the comprehension (silent/preproduction) stage
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Teachers should always think about comprehensible input and can make adjustments or
changes to their lessons to ensure comprehensible input, so there is always the possibility
of adjustment according to the situation.C.I is the basic concept in the natural approach.
Making simple adjustments to our instruction will help classroom teachers in a

mainstream setting to provide their language learners with comprehensible input and
opportunities for language practice. For example:
Teacher: Sebastién, would you shut the window please?
Sebastién: I don't understand.
Teacher: Could you shut the window.
Sebastién: I don't understand.
Teacher: It is cold in our classroom (demonstrate). Please close the window (demonstrate).
So the input here is comprehensible, and if the input is not comprehensible,

we will get what we call frustration and the student will be blocked
Advantages of the natural approach

This approach focuses on developing communications
Physical activities
Keep students active: The emotional filter should be low
Simplify lessons to ensure comprehensible input.
However, this approach has been criticized, because we cannot use it in large
classes that cannot be seen, and make the comprehensible input all the time which makes
simplification for each student and so on, so it has been criticized and there was an urgent
need for another approach.
The Communicative Approach
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The communicative approach to language teaching is based on several theoretical

premises.
1. The communication principle: Activities that involve communication promote the

acquisition of language.
We don’t have exercises and activities, we have tasks
2. The task-principle: Activities that engage students in the completion of real world
tasks promote language acquisition.
Everything should be meaningful and not like the audio-lingual method which is
mechanical
3. The meaningfulness principle: Learners are engaged in activities that promote
authentic and meaningful use of language.
The main goal in this approach is for the learner to become communicatively competent.
The learner develops competency in using the language appropriately in given social
contexts. Emphasis is placed on activities that allow the second language learner to
negotiate meaning in activities that require oral communication in the second language.
The main goal in this approach is to develop communication competence, and when we
say communication competence, it is different from linguistic competence (meaning
knowledge of grammar…). The audiolingual method’s main goal is to develop language
competence
The communication approach is based on information gaps. The information gap is based
on the idea that I/we have what you need, and you have what we/we need to complete our
task (which means that you have some information and I have some information, that
information you have that I need to complete our task, and that information that I have that
you need to complete our task)
In the communicative approach, it is important to create an “information gap” between

speakers. Thus, the need to communicate is authentic because communication must take
place to narrow the gap and accomplish the task (i.e., “I/we have what you need, and you
have what I/we need to complete our task”). The task cannot be completed individually;
partners must work together to successfully complete the assigned task.
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Classroom activities must be varied and must include interactive language games,
information- sharing activities, social interactions, need for im- promptu responses, and
the use of authentic materials, such as the newspaper for oral discussions on current
events.
Authentic material means real material and not artificial, for example if you want to
develop reading you can read novels, newspapers, books etc and not just text, so authentic
material such as using newspaper for oral discussion about current event .So we need to
think about this authenticity in the material.
The most important element is this for the communicative approach: it embraces the
principle of “learning by doing” = by practicing, you cannot learn without doing.
If you want to communicate, you need to practice communication.
The communicative approach embraces the principle of “learning by doing.” Encouraging

the use of English from the beginning of instruction. Thus, language acquisition takes place
as a result of using the second language in meaningful communication from the onset in
the process.
The use of cooperative groups in a communicative approach environment should be

strongly encouraged.
Strong points & weak points in the communicative approach:
Strong points :
It is to develop communication competence
The communicative approach embraces the principle of “learning by doing.”
The communication approach is based on information gaps.
Weak points:
Imagine that there are a lot of students who are all communicating how can you be sure
that everyone is using the language
Another weakness that we need to communicate from the beginning
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• Among the characteristics that distinguish this approach, according to Finocchaiaro and
Brumfit (1983) quoted in Richards (1986: 67), the following can be listed:
• Meaning is of paramount importance. (Focus on the meaning of something

meaningful rather than mechanical. The communicative approach is not about habit
formation)
Communicative functions receive focus. (The program is based on functions, not

grammar. The audio lingual method is grammar-based.)
Language learning is learning to communicate and attempts to communicate may be

encouraged from the very beginning
Judicious use of the native language is accepted where feasible.
You can use the native language but when it is necessary, not always like GTM
Communicative competence is the desired goal.
Students are not expected to produce error free language and fluency is emphasized.
Errors are allowed, you can make mistakes but in the audio-lingual way you cannot make
mistakes (fluency means the possibility of making mistakes and not the same as accuracy,
the language must be correct, mistakes are not allowed)
Limitations:
Still, despite all these assets, this approach has some limitations. It is difficult to
implement with beginners from the very early days when a linguistic base is needed.
Besides, class size is another constraint facing communication advocated by this
approach. Also there is difficulty in adopting it, especially in learning situations where
students are required to take grammar based tests and where teaching is exam oriented
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Fourth session:
The lexical approach (The lexical approach based on vocabulary (why because it
is the basic of communication)
Another approach to language learning is the Lexical Approach which has recently received
an interest in language teaching aching as a movement beyond grammar based
approaches. According to Lewis (1993), who coined the term Lexical Approach, lexis is the
basis of language and language consists of grammaticalized lexis, not lexicalized grammar.
Lexis is of great importance, then, both at the receptive and productive levels. Grammar
plays a subservient managerial role.
( Teacher’s explanation: * grammaticalized lexis, not lexicalized grammar*:

Vocabulary first, then grammar. The lexicon must follow a grammatical structure, which
means there is a relationship but we start with the lexis. Here this means that you are
learning words. I have a lot of words and then I connect them with grammar. I have to have
a repertoire first and then grammaticalized it . (For example, if you want to build a house,
you need bricks first and then cement).The lexis first, then comes the grammar.. We
shouldn’t learn the rules first. When you go to school, you can’t say that sentence that
equals subject, verb and object from the beginning because we are interested in building
communication, and communication comes with vocabulary, and that depends on
language acquisition. So when you acquire your language, for example, the child begins to
pronounce vocabulary instead of grammatical rules, the child will not say: Sentence =
subject + verb + object The child begins to pronounce words like When he says water, the
mother understands that he wants to drink water.It is not necessary for the child to say:
Mom, I need some water. Just one word: water and we understand that there is
communication. So the lexical approach here is based on the concepts of language
acquisition, we start with the vocabulary and then we come to the grammar just to finalize
it. )
Among the suggested activities in this approach, there is emphasis on intensive and
extensive listening and reading in the target language. (Teacher’s explanation: In order to
learn words, you must read a lot. The more you read, the more vocabulary you will know,
and you must listen to songs…..)
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There is also first and second language comparisons and translation carried out in chunks
rather than word-for-word, aiming at raising language awareness.
• Working with dictionaries and language corpuses created by the teacher for use in the
classroom is also of major importance. Besides, recycling the activities and drawing the
attention to collocations are basic teaching practices in this approach.(Teacher’s
explanation: *Recycling activities*: to use other activities related to a topic, in order to
make students remember and retain words, and this is what recycling activities are about.
It’s like you’re doing a certain kind of review, reviewing with students. *Collocation*: It is the
basic principle in the lexical approach, so we learn words not in isolation but in collocation,
they go together, e.g.We have the word private and institute, we say private institute.What
do we say: to do a good job or to make a good job = to do a good job.The teacher should
think about making from time to time.) (language corpuses: For example, a topic about
immigration. The teacher will give you here or in the unit You will receive a lot of words
related to immigration By the end of the unit, you will learn a lot of words related to that
unit)
*Strong points* :
* Lexical based on communication and must be grammaticalized
* It based on language acquisition.
* it focuses on intensive and extensive reading to gain more vocabulary.
* especially important in the early years of learning.
*Weak points*:
* it takes a lot of time
* we need more activities to encourage not only linguistics competence but also to
develop communicative competence.
* we can not rely too much on vocabulary, we need also some training (practice) on
communication situations.
The Competency Based Approach (Teacher Explanation: Competencies

mean the ability to communicate. We must have students who are able to communicate
and have competence)
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Another major approach to language teaching is the Competency Based Approach. Unlike
traditional approaches and methods where the unit of progression is time and which are
teacher-centered, with the Competency Based Approach (CBA), the unit of progression is
mastery of specific knowledge and skills and it is learner-centered. The key characteristics
of Competency Based Teaching, according to Norton (1987) and Foyster (1990) are:
Competencies are carefully selected (Teacher explanation: The teacher selects the
competency he wants to develop)
• Detailed training materials are keyed to the competencies to be achieved and are
designed to support the acquisition of knowledge and skills.
• Methods of instruction involve mastery learning. All learners can master the required
knowledge or skill, provided sufficient time and appropriate training methods are used.
• Learning should be self-paced.(Teacher Explanation: Pace means speed. There are some
students or learners who can learn and understand quickly and there are some students
who need a lot of time to understand)
Flexible teaching strategies including the use of large groups, small group activities and
individual study. Satisfactory completion of training is based on achievement of all
specified competencies.
So, more time and flexibility in methods are devoted to work with participants who build
confidence as they succeed in mastering specific competencies. This approach is adhered
to in English language teaching in Morocco, as claimed in the pedagogical guidelines
related to teaching English in Junior High schools in Morocco.
The Standards Based Approach( The standards-based approach is similar

to the competency-based approach)
Another recent approach in language teaching is called the Standards Based Approach. It
appeared in the United States of America and has been adopted in other countries,
including Morocco, especially in High Schools. Its characteristics, as stated in the
Moroccan English Language Guidelines for Secondary Schools (2007), can be summarized
as follows:
It addresses what learners must know and be able to do with English (content standards).
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(Teacher’s explanation: For example, if you learn English, you must know (the lesson) and
be able to use this (lesson))
⚫ It addresses communication as being a mixture of spoken, written and auditory skills.
It is focused on learner learning (i.e. it is learner- centered).
It holds all concerned parties accountable for the outcomes of learning.
It requires performance-based assessment.
So, according to this approach the mastery of skills and competencies are of major priority.
The teachers teach and re-teach to mastery, and any instructions that can help individual
students learn the information and skills listed in the standards are emphasized
Cooperative Learning ( It is based on cooperation which means learning together for

example working in groups to help each other)
• One more approach to be listed in this survey of language teaching approaches and
methods is called Cooperative Learning. It is an approach to organizing classroom
activities into academic and social learning experiences. Students work in groups to
complete the tasks collectively. The ultimate goal is that everyone succeeds when the
group succeeds. Each member of a team is responsible not only for learning what is taught,
but also for helping teammates learn, thus creating an atmosphere of achievement.
Students work through the assignment until all group members successfully understand
and complete it.
Among the characteristics of this approach according to Kagan (1992)

• Positive interdependence: Team members rely on one another to achieve their goals. We
all sink or swim together.(Teacher’s explanation: Interdependence is related to dependence
on each other) There is also a negative interdependence
• Individual accountability: All students in a group are held accountable for doing their
share of the work.( Teacher’s explanation: Accountability means responsible which means
everyone is responsible)
• Face-to-Face interaction: Group assignments should be constructed so that the work

cannot be simply parceled out and done individually. Assignments must include work that
has to be done interactively.
• Appropriate collaborative skills: Students are encouraged and Helped to develop and
practice trust building, leadership, decision-making, communication and conflict
management. (Teacher’s explanation: Building trust means (confident)trusting each other.
22
Leadership means that everyone is a leader. Decision making means the ability to make
decisions.)
• Heterogeneous Groups: Individuals benefit the most from working with people different
from themselves .(Teacher’s explanation: Heterogeneous is the opposite of homogeneous.
Heterogeneous means different)
*Positive aspects* of cooperative learning:

• It is based on cooperation
* Provides the opportunity for all members to participate and present their point of view
(participation: everyone participates)
* Developing each student’s soft skills: leadership, communication, management
* Helps members benefit from each other.
* Encourages students to help each other.
*Negative aspects*:
Sometimes we have some students who depend on others.
Multiple intelligence theory (different types of intelligence)

• Multiple Intelligences Theory was developed by Howard Gardner (1983)
• Gardner's theory, which has been refined for more than 30 years, is a more recent
development among theories of intelligence.
• In Gardner's theory, each person possesses at least eight intelligences. Among these
eight intelligences, a person typically excels in some and falters in others. The below table
describes each type of intelligence.
• Linguistic intelligence (Teacher’s explanation: Linguistic intelligence means the ability to

learn languages)
• Logical-mathematical intelligence (Teacher’s explanation: It means the ability to solve

mathematics)
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• Musical intelligence ( teacher’s explanation: it means the ability to play music)
• Bodily kinesthetic intelligence (Teacher’s explanation: It means people who can move
their bodies (physical activity)
• Spatial intelligence ( space)
• Interpersonal intelligence ( teacher’s explanation: Who like to learn with others, for
example two people who communicate with each other and can talk to each other)
• Intrapersonal intelligence ( teacher’s explanation : Who like to learn by themselves.

(introverted))
• Naturalist intelligence ( teacher’s explanation To know things in nature (for example to

know about animals or for example types of trees and fish)
Teaching materials should strike a balance and have manifestations of some of these
types.
Positive points:
• It is based on intelligence
• And also the learning style of each student because when we say multiple
intelligences or different intelligences which means we have different learning
styles, there are some people who like to work in groups, that is interpersonal
intelligence but we must also make sure that there are other students who like to
work individually. So the teacher should not ignore them, there are others who
prefer listening to music, and this is the way in some textbooks in which songs are
taught, and songs are part of listening education, so we should be careful of some
types of students who can learn by listening to songs There are some students who
learn by doing actions, and this is called body intelligence.
Negative points:
• When we have different groups and we do not know their intelligence types.
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(Note: The teacher explained this but I used my own words:
We all have these intelligences, but we have different degrees. For example: You can find
someone who is excellent at mathematics, but you are not good at it. You can develop your
intelligence by working hard, for example you are weak in mathematics, you can work hard
and you will become excellent.)
(Teacher’s explanation: Eclecticism means knowing all the approaches and methods first
and then determining what is important to you and what suits you in that class. This is what
we call the eclectic approach.)
• To sum up this section which has been devoted to presenting a survey about language
teaching methods and approaches, it is clear that there is a variety and continuous change
of approaches and methods in language teaching. No teaching method is ever permanent
and no teaching method is forgotten once for all when another teaching method appears.
This calls for a certain kind of eclecticism. The latter is based on the belief that there is no
best teaching method that meets the leaning needs of all students. It holds that many
methods have valuable insights that should be drawn on.
(Teacher’s explanation: …We have to choose the best, or the strongest points, and this is
what we call eclecticism. However, there is a problem. This eclecticism should be
organized, and this is what we called principled eclecticism, meaning that it is based on
principles and is not arbitrary. It must be logical…..)
However, eclecticism should not be arbitrary. It should, instead, be principled. Hence, we

have the notion of ‘principled eclecticism’ which has been used recently by both Larsen-
Freeman (2000) and Mellow (2000, 2002) to describe a pluralistic approach to language
teaching which involves the use of a variety of language learning activities from different
teaching methods. There is no harm, then, if teachers of languages resort to varying their
teaching techniques to match their students’ learning styles and levels. A teacher may use
repetition drills or explicit presentation of grammar if he/she thinks this would be necessary
for his/her students. He/she may focus on communicative competence or cooperation
among the students if the situation calls for it. He/she may even resort to pedagogical
translation whenever necessary, especially when dealing with abstract concepts to make
sure the learners understand them.
Conclusion
• There is a need for eclecticism then
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⚫ teachers can use elements of different language teaching methods to help their
language learners to be successful in their content classes.
Sixth session:
Main sections of the training today
• Introduction
What is a Lesson Plan?
• The importance of planning lessons
• Components of a lesson plan
How to Write a Lesson Plan
How to write a reading lesson plan?
• Analysing an example of lesson plan related to reading
• Practice designing a reading lesson plan
• How to write lesson plans for listening
Analysing an example of lesson plan related to listening
Practice designing a listening lesson plan
• A lesson plan for teaching writing
• Analysing an example of lesson plan related to writing
• Practice designing a writing lesson plan
• The WIPPEA Model for Lesson Planning
• Lesson plan for teaching grammar
Steps in teaching grammar (Lesson Plan) Analysing an example of lesson plan related to
grammar
Practice designing a grammar lesson plan
The role of the teacher:

Educator
Caring ( Like a doctor)
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Planner (Like an engineer)

Guide
Teacher
What is a Lesson Plan?

A lesson plan is a systematic ( organization )and detailed outline developed by educators to
structure an instructional period. It serves as an essential roadmap for a teacher, ensuring
that a lesson’s objectives, contents, activities, and assessments align with the desired
learning goals.
*«Good lesson planning is ‘the art of mixing techniques, activities and materials in such a
way that an ideal balance is created for the class.” (Harmer,1983:221)
**Lesson planning is a thinking skill.>>>
(Jim Scrivener, 2005: 109)
⚫ It involves both artistic and scientific dimensions ( teacher’s explanation: Why is lesson
planning both an art and a science? Because it involves organization. Where there is
organization, there is art, and it is a science because it involves thinking. For example,
sports. Sports what is it? Sport is an art and a science at the same time, so why is it a
science because it involves thinking and intelligence? Is Messi smart or not? Yes, he is
smart because he knows how to control the ball, he is an artistic, why he is an artistic
because you have to be organized when you get the ball, you can’t back down, you have to
move forward, you have to think immediately. (The teacher used this metaphor to explain
the idea) Every aspect of life involves an artistic and scientific dimension. In every aspect of
life (sports, cooking, teaching…..) there is a philosophy that includes these two things,
thinking and organization.)
The importance of planning lessons (Reflection in groups);

For the teacher
For the students?
Why should we plan lessons?
For the teacher:

A lesson plan organises the work of the teacher.
It gives a sense of confidence and readiness to execute the lesson
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It is important for Classroom Management
Using a lesson plan in the classroom is pivotal for several reasons. It guarantees a well-
defined sequence of activities to take place.
It makes a smooth transition between various lesson components. This fosters a coherent
and engaging learning experience for students
A LP allows a teacher to align the instruction switch students’ specific needs, abilities, and
interests, thereby promoting differentiated learning.
It enables a teacher to assess the effectiveness of the lesson through predetermined

success criteria, aiding in the continuous improvement of teaching practices.
Effective lesson planning can also contribute to the teacher’s own success in daily
teaching practice.
For the student:

• A lesson plan sequences learning (Teacher’s explanation: Sequences. For example, on
Tuesday we learned the lexical approach, and on Wednesday we learned the competency-
based approach…..)
• It organises the learning process
• It facilitates the revision process
*It allows the students to write and organise the lessons covered.
It creates a climate for success
LP is a source of :
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A typical lesson plan consists of several components that are meticulously

interconnected.
Components or elements of a lesson plan

Objectives: The objectives are the educational goals that students will clearly achieve by
the end of the lesson. ( teacher’s explanation: By the end of the lesson, my students will
know, for example, the competency-based approach. The objective is the goal of the
lesson)
Introduction: A brief overview of the topic, often including an engaging hook to capture
student interest.( Teacher’s explanation: Something you could start your lesson with for
example: Questions like What did we see last week?)
Body: A structured series of activities and instructions designed to facilitate the

understanding and mastery of the subject matter.
Assessment: This section covers the methods and tools employed to evaluate students’
grasp of the material, such as quizzes, discussions, or projects.
Closure: A summary or conclusion reinforces key concepts and connects them to future
learning.
Material and Resources: This includes a list of necessary materials, tools, or technology
resources to conduct the lesson.
How to Write a Lesson Plan

Learning how to write a lesson plan is a fundamental skill for educators, ensuring that
instructional periods are organized, coherent, and aligned to learning objectives. The
process involves several interconnected steps that, when executed correctly, provide a
comprehensive framework for effective teaching and learning.( teacher’s explanation:
Teachers need to know how to write a lesson plan. Of course when you write a lesson plan
you have to think about the steps and these steps are interconnected)
LP depends on the target skill or language component as shown in the following sections:
(Teacher’s Explanation: The lesson plan depends on the skill you are teaching and the
components of the language you are teaching. We have four skills (teaching reading,
writing and speaking) so the lesson plan depends on how we teach listening, speaking,
reading or writing. The same goes for components of language (pronunciation functions,
grammar, vocabulary).
How to write a reading lesson plan?
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• Find a suitable text.
• Come up with an idea to create interest.
• Decide on which sub-skills practice the text would be Suitable for.
• Create the in-reading tasks.
• Plan a suitable post-reading task.
A reading lesson plan must include:
Type of the lesson:
Objectives:……..
Timing: 50 minutes
Steps or stages :
Pre – reading (means before reading )
Set up the material (texts, handouts etc…)
Warmer set the context/ Introduce the text.
Pre-teach essential vocabulary
While reading ( during reading)
First reading + focus question
Second reading detailed task (T/F; MCQ; vocab task etc…
Post-reading ( means after reading)
More tasks related to the text: Discussion/ writing a short paragraph/ expressing opinion
debate etc
Practice designing a reading lesson plan

• A lesson plan related to reading in group
• Different texts
• SS present their lesson plans. The receptive skills•

Feedback on strong and weak points
How to write a lesson plan for listening:
30
A listening lesson plan must include:
Type of the lesson:
Objectives:….
Timing: 50 minutes
Steps:
Pre-listening
Warmer: set the context/Introduce the text.
Set up the equipment.
Pre-teach essential vocabulary.
While listening:
First listening Gist task.
Second listening detailed task (T/F; MCQ
Post-listening
More tasks related to the passage: Discussion/writing a short paragraph/ expressing

opinion/debate etc
Practice designing a listening lesson plan

• A lesson plan related to listening in groups
• Different listening passages
• SS present their lesson plans
• Feedback on strong and weak points
Seventh session :
Main sections of the training today
Introduction: What are productive skills?
1. The writing skill
What is writing?
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Why should we teach writing ?

Benefits of teaching writing
Purposes of writing
Approaches to writing
Practice a product based activity of writing
Practice designing a writing activity following the process based
approach
The project based approach to writing
Practice with the project-based approach in teaching w
The receptive skills are listening and reading.
The productive skills are speaking and writing.
Language skills are divided into two groups as receptive and productive. Receptive skills
consist of reading and listening skills, while productive skills are speaking and writing.
The productive skills depend on producing a language
The receptive skills depend on reception
• What are productive skills?(Speaking and writing)
What is writing?(It is a way to communicate)
• Why do we teach writing?( Teacher’s explanation: It encourages language development.

Students can be able to express their thoughts and this is the goal behind teaching writing
to use the language correctly)
What is writing?
• Writing is a productive skill
• A basic skill for communication (letters, emails, essays, reports etc...)
32
• It refers to the ability to convey ideas, information, emotions etc. effectively and
coherently through written text.
• This skill encompasses a range of competencies from grammar and punctuation to

organizing ideas coherently. (Teacher Explanation: When we write, we practice punctuation
and grammar…all these skills that writing includes)
• Writing has dual aim: to express and to impress (Teacher’s explanation: We express ideas
and impress the audience with the way we express these ideas)
Why should we teach writing?

• Writing provides a chance for thinking through topics or defend a position.
• Through this process, students gain an understanding of logical thinking and the best way
to present their ideas.
• They learn the difference between facts and opinions, and they learn how to support their
ideas with facts.
• Everyone writes, but not everyone writes well.
Writing & Rhetoric teach students about grammar and syntax, as well as proofreading and
editing, so they’ll be able to construct clear sentences and paragraphs. (Teacher’s
explanation: Correct sentences and paragraphs. When we talk about writing, we do not talk
about fluency, but rather about accuracy. Everything must be correct)
Benefits of teaching writing

Writing helps recall memories.(Teacher’s explanation: Remember the language, grammar
rules, etc.)
Writing enables you to store creative ideas.(Teacher Explanation: Helps you think of
creative ideas)
Writing makes you more productive.(Teacher Explanation: It’s not receptive, it’s productive.
When you write you produce ideas in the paragraph)
Writing helps to improve verbal and non-verbal communication.
Writing is a great exercise for the mind.
Writing gives voice to writers.
Writing will help you perform better professionally in the workplace
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Purposes of writing
The purposes of writing include the following:
• To express
• 2. To describe
• 3.To explore/learn
• 4-to entertain
• 5.To inform
• 6.To explain
• 7. To argue
• 8. to persuade
• 9. to evaluate
• To problem solve
• to mediate
Approaches to writing:
Three approaches to writing can be recognized
The product based approach .(Teacher Explanation: It means we want the students to
produce something. For example, they will read a letter and then write a similar letter. They
will produce.)
The process based approach ((Teacher’s explanation: We will have stages: pre writing, give
them some ideas. Show them pictures…for example, a text about pollution. Show them
pictures. When you finish, tell them that you are going to write an article about pollution.
They already have ideas about pollution, so they will generate ideas, not imitate them.)
The project based approach (Teacher’s explanation: For example, I will tell you a topic
about artificial intelligence and we will work on producing a project on this topic)
These three approaches depend on the level of the students
The product based approach

As its name suggests, the product approach aims at concentrating on the finished text, or
the product of writing, rather than on the steps and stages necessary to arrive at that
product.(Teacher Explanation: I don’t care about the steps or stages. It’s a product. I give
you an email or a dialogue or something and write a similar email)
Its main features are:
34
✔emphasis on end product
Model texts for students to imitate and manipulate
Focus on accuracy, organization of ideas is more important than the ideas

themselves,(Teacher’s explanation: Producing something clear and organizing ideas very
correctly)
Controlled/guided writing (Teacher explanation: It is a guide because I give you a letter,

write a letter like this or for example I give you a CV, you will just change the name and you
will write your name and address…)
One draft.( Teacher’s explanation: There is only one draft because it is like copying)
Practice a product based activity of writing: (in groups)

Read this letter
Think about a writing activity
It should be product oriented
Present your activity
Feedback
The process based approach to writing:

• A process approach to teaching writing should be a process including several stages,
namely prewriting where we have (brainstorming, group discussion, getting ideas,);
drafting; seeking feedback from peers. Editing etc…
• Motivating the students to write (setting a purpose for writing: to inform, argue, persuade,
describe etc…+ assigning interesting task within reach.
• A writing lesson proceeds in the following way:

Prewriting:
Introducing the topic
Brainstorming/mapping
Generating ideas
Getting ideas together
35
Outlining
Writing:
Writing the first draft
Revising the draft
Peer-editing following a checklist
Writing the final draft
Post writing:
Producing the final draft
Correction by the teacher
Giving feedback
Practice designing a writing activity following the process based approach (in
groups)
Choose a topic:
-Child labour
Saving water
-Controlling the net by parents
-Pollution
-Brain drain
SS present their writing activity
• Feedback on strong and weak points
The project based approach to writing:

The benefits of integrating the project-based approach in teaching writing
There is always room for integrating some innovations while dealing with writing.
• One case in point is integrating the project-based approach jointly with the product and
the process approaches because it has some pedagogical benefits such as:
Project-based learning contextualizes learning
36
According to Florez (1998), the project-based approach is an instructional approach that

seeks to contextualize language learning by involving learners in projects, rather than in
isolated activities.
Project-based learning is related to problem solving and

constructivism
Students respond to a question they have, solve a real problem, or address a real need.
They build or construct ideas
In this sense, project-based learning is related to the constructivist learning theory, which
claims that learning is deeper and more meaningful when students are involved in
constructing their own knowledge.(Teacher explanation: The idea here is that project-
based approach writing contributes to meaningful learning. There is a difference between
meaningful and meaninglessness. Meaninglessness is something that is not interesting
and depends on you.)
Project-based learning increases problem solving and critical

thinking
-As a natural part of the process in project-based learning, learners plan and work on
complex tasks. Students negotiate details and deal with problem solving activities which
reflect real-world situations.
-According to Fragoulis (2009), project-based learning requires students to solve problems

using higher order critical thinking skills.
-While undertaking the projects, students think critically to solve problems or perform
tasks to produce the final product. In such process, students need to decide how to
complete tasks, how to get information, and how to evaluate their final product (Phillips,
1999). (Teacher explanation: The idea here is how to obtain or get information and how to
evaluate this information)
Project-based learning is motivating

-This approach meets the needs of learners with varying levels and learning styles. This
motivates even bored or indifferent students because the varied instructional strategies
engage all learners. Project-based learning, then, increases students are stimulated to
37
work motivation to learn and to study. Students are hard to be able to produce the final
product of the projects which they work on.
-According to Stoller (2002) and Simpson (201), project work is potentially motivating,
stimulating, empowering, and challenging It builds students intrinsic motivation and
commitment which leads them to get involved in the learning process.
-PBL results in building learners confidence and contributes to improving students’

language skills and cognitive abilities.
Project-based learning impacts academic achievement and self-

esteem (It means that you are able to write. For example, you are traveling outside the
country or you want to work at a job and they ask you to write about something, you will
find it easy to write)
Research on project-based learning suggests that project-based instruction has positive

impacts on academic achievement, attitudes, self-efficacy and engagement
Students know what they are doing and become aware of what they write. Students
actually read and write better when they are engaged in projects beyond learning to read
and write just to satisfy school requirements.
Presenting writing through the PBA
Project number 1 Objective of the project Elements of the project
Students will be able to Reading examples of

know the structure of informative essay and
Writing an informative informative essays. identifying their structure
essay
and characteristics
Estimated time of the
project two weeks Students will be able to
write and evaluate All the students write
informative essays informative essays
following the stages of
process writing
Presenting examples of
students' essays
38
Evaluating some essays and

giving more feedbacks
Further practice as a
homework and producing
the final project
• The final statement to be made is that the project- based approach has proved to be
an efficient teaching strategy of the writing skill.
• Its integration with the other approaches in teaching writing yields rewarding
outcomes.(Teacher’s explanation: Integrating a project-based approach means that
you practice the process based and you practice the product. The final project is
the product.)
• It has many assets not only in sustaining motivation to write, but also in making this
skill reflective and purposeful to produce quality writing.
• If the best way to learn something is to do it, then a good way to improve writing is to
experience a lot of different types of writing and practice them meaningfully. This
can be achieved through the project- based approach to writing.
•
• There is a lot of writing in this approach. There is reflective writing and purposeful
writing during the work of the project. This goes in line with the process approach to
writing.
•
• There is also polished writing to produce the final project and this is related to the
product oriented approach to writing.
•
• * Consequently, the project-based approach is an efficient approach to integrate
the two modes of writing _the process and the product approaches-with the
ultimate goal to have students willing to think and write following a process to
produce different pieces of writing meeting the requirement of quality and the
feeling of achievement.
last session:
Introduction
39
• "Without grammar little can be conveyed; without vocabulary nothing can

be conveyed." (David Wilkins, 1972, p.111).(Teacher’s explanation: Vocabulary is
more important than grammar according to the lexical approach. Without grammar you
can convey something, but without vocabulary you cannot convey you cannot
communicate but with vocabulary you can express something. For example I say
“water” you will understand that I need water, there something that is expressed
through vocabulary only if I only have grammar and saying ‘past tense’ or ‘preposition’
does not express anything)
• Vocabulary represents an integral part of any language.(Teacher’s

explanation: Vocabulary is very important. We cannot imagine a language without
vocabulary)
Teaching vocabulary is part of any language skill or lesson.(Teacher’s

explanation: When we teach, we need vocabulary. If we want to teach listening, writing,
speaking, or reading, we need vocabulary)
• The new vocabulary which students acquire makes them conscious of

the progress they are making in language learning. ( Teacher’s explanation:
How can go to major progress as language learning? This is done through vocabulary)
What is vocabulary?
lexical items or words
It is any word of language
A language component (There is a difference between language components and

language skills. In language skills, we have speaking, listening, reading, and writing. In
language components we have vocabulary and grammatical functions.)
All the words lexis in a language
Is it important to teach vocabulary?(It is the basis of communication and

without vocabulary there is no language)
• It is a crucial language component
• The building block of language(Teacher Explanation: Building blocks are like building a
house. Bricks are vocabulary and cement is grammar. We need bricks first which
means we need the vocabulary first)
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• It is essential for communication and comprehension
Techniques used to teach vocabulary:

Realia (meaning when we use real objects)
Pictures
Definitions
- Body language
Opposites
Translation ??(It is not used all the time just to understand words)
Steps in vocabulary teaching:

1. Creating the need
2. Presenting the item (using realia, photos, context, definitions, etc…
3. Repetition to practice the pronunciation
4. Concept checking: ranging from simple questions such as Yes/no questions
etc…(Teacher Explanation: Checking the concept means that everyone understands
the concept, because students have different styles. There are smart students who
learn quickly… and we check by asking questions)
5 Exploitation/Production stage: The students have the chance to produce examples

and use the target item . (Np : The process of PPP is involved here: Presentation,
Practice, Production)
Things to consider while planning your vocabulary lessons.
1. Choose appropriate words to teach

Selecting suitable vocabulary to teach is not always as easy as it seems. The
easiest way to do this is to choose a list of words that are part of the learning
material or have been chosen as being important in the course syllabus or a
reading text.
2. Decide what learners need to know about the words
• What does the word mean?
• What type of word is it (a verb / a noun / an adjective etc
41
• How is it spelled/pronounced?
• Does it follow any (un)predictable grammatical patterns (irregular
verb/uncountable noun)?
• When is the word used or not used (formality/informality)? • How is the

word related to other words (synonyms/antonyms)?
• What are its collocations (the way that it occurs together with other words)?
(For example, doing homework (correct) or making homework (incorrect)
• What do its prefixes and suffixes tell us about the meaning?
(ex. The word smart)

3. Model the proper use of vocabulary
• It is essential that you provide contexts that exemplify how the word is used. Most
often this would be in the form of a sentence.
4. Get the SS use the words

• Ask the SS to use the words in a similar context to the one you presented, such as
coming up with examples that use similar situations to the ones you presented.
5. Test their knowledge ( Test or evaluation)

• It is a good idea to revise vocabulary from previous lessons on a regular basis.
(recycling).
• Testing learners will help them retain their knowledge of how to use words.
Using ICT to teach vocabulary Information and Communication

Technology( ict)(Teacher’s explanation: We have another way to display vocabulary,
which is through technology, not just pictures, translation, etc.)
• Technology always serves language teaching.
• Computer technology can be used effectively to help teach vocabulary.
• Studies confirm positive benefits of ICT for learning in such areas as:
• Increasing motivation, engagement and establishing monotony-free environment.
• ICT also encourages independent learning (practice vocabulary using e-devices and
creating one’s own space).
42
• Facilitates the complex process of vocabulary learning. (interactive games, colors,

pictures, songs, videos, photos…)
• Access to texts and vast information & encountering new words in multiple contexts.
A view on digital tools used for teaching vocabulary

Online dictionaries
• Online dictionaries are fast, easy to access, practical & useful for both teachers and
students if installed in one’s computer: Oxford, Longman, Macmillan etc…
• Dictionaries give information about how words are pronounced, their meaning, use,
formality etc…
There are also some applications such as:

Quizelet
• Quizelet can be used by both teachers and learners. Teachers might use it for
developing digital flashcards and designing fun activities to teach vocabulary
• For matching games
It helps students become autonomous learners.
Provides the written and spoken form of a word. (see pictures and write corresponding
word or listen & write)
It makes learning fun because students can play several games to reinforce the learning
of new vocabulary.
Memrise(Memorize)
• A digital tool that, as the name suggests, helps memorize vocabulary items.
⚫ its uses an effective technique called spaced repetition. In order to memorize

something, you need to be exposed to it over and over again at increased intervals.
Teachers can create an account and invite their students to participate ate for more
practice outside the classroom.
• They can use this account to create a course by adding word sets to this app.
Students can easily practice these words at home.
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This app promotes autonomous learning and helps teachers save time and effort.
Padlet
• It is an app to create an online virtual lists that allows students and teachers to
collaborate through displaying information, sharing links and pictures for any topic.
Duolinguo
• A very useful app to expose students to vocabulary and different languages.
Learn English teens British council
• Learn English Teens is a website that provides information, tips and resources to help
teenagers learn English.
• In addition to language skills (reading, listening, speaking and writing), this website
provides rich output to learn grammar and vocabulary.
• This is organized in a very professional way Learn English Teens offers English
language practice for a wide range of language levels, from beginners to advanced.
Teaching Grammar communicatively (Teaching grammar

communicatively, not mechanically)
What is grammar?
It’s a set of rules
It’s about rules about what is correct and what is incorrect
Grammar is a language component
• The backbone of a language. (The backbone (part of the body) means that rules are
very necessary)
• A liberating force
Why do we teach grammar? To communicate correctly

When we teach grammatical structure, we want the students to be able to do the
following:
-Understand these structures when they hear them (receptive knowledge).
44
- Use them correctly in speech and writing (productively).
-Use them in appropriate contexts (meaningfully).
Steps or stages in teaching grammar

• No matter what the key learning points are, an effective grammar lesson plan is likely
to have at least
5 steps or stages:
1 . Presentation in a context ( teacher’s explanation: present grammar in context)
2- Checking comprehension (teacher’s explanation: verify if the students understood

or not)
3- Explanation ( Explanation of grammatical points)
4-Practice & exercises
5- Communicative expression (Teacher explanation: We give students the

opportunity to use these grammatical points)
1. Presentation
This is a context that offers plenty of examples. It can be live-actions, visuals, verbal
examples; or a combination of several forms.
For instance, here’s a story with many instances of third person singular verbs in the
simple present. The captions tell the story of “Helena’s Uncle Stephen,” who has lost
his job and tries to cope with the situation:
• Because Stephen often argues with his boss, she fires him. He files a claim for
unemployment benefits. He doesn't collect any. He gets no pension and doesn't
receive Social Security. He asks his union for help. He reads classified ads. He types
letters of application and sends out his resume. He has excellent qualifications. He
goes out to look for employment, but he seldom has an interview. He doesn't attend
school or courses.
(Teacher Explanation: Through the example of the story, we will teach the present
simple that is what we mean by presenting the rules in context. I will not teach them the
rule but they will discover it.)
• The example here is a short text for reading to contextualize the target structure
(presenting the simple present in context).
45
• A text telling a story is a good example to present grammar meaningfully.
2. Comprehension or concept checking

• This is the second stage
• A structure can be checked in different ways. For instance, the teacher can use
familiar grammar and vocabulary to ask comprehension questions about the target
structure.
• For beginners, perhaps the first of these should elicit yes/no or one-word answers
(Examples: Does Stephen have a job now? [No.]
• Who does he ask for help? [His union ].
• Later, the questions could evoke the target grammatical structure, in this case third-
person singular verbs.
(Examples: Why doesn’t Stephen have a job anymore? [He argues with his boss. She
fires him.]
What does he do first, second, next,…?
[He files for unemployment benefits. He lives on his savings. He asks his union for help.
He reads ads. He types letters.]
3 .Explanation
• The explanation of grammatical points may or may not be necessary, depending on
participants’ learning styles.(Teacher Explanation: If the students are okay with the
structure, you don’t need to explain. If the problem still exists, give them more
explanation)
• It can come in various forms, the simplest of which is a “Grammar Box,” perhaps with
Review, titles like “Statements with Third Person Singular Verbs,” labeled sentence
elements, and aligned vocabulary as examples.
⚫ learners can also “play with” the model sentences, substituting other vocabulary,
making “transformations” from singular to plural, from affirmative to negative, from
statements to questions, etc. as shown here in the following example:
Example showing the format for explanation
46
4 .Practice
• Practice is usually in the form of exercises, which proceed from simple (to build
confidence) to more challenging.
• At the same time, learners should always stay aware of the meaning of the language
that they are producing.
• The Sample Exercises A, B, and C supply base verbs for blanks in a meaningful
paragraph, to which SS add- (e)s endings.
Exercise A for practice:
47
Exercise B + exercise C for further practice:
5 Communicative Expression
48
This occurs through speaking and listening, sometimes followed up with writing and
reading.
-SS can ask one another real questions, for which they use only the structure that was
presented.
-Example of practice through writing: write a short paragraph describing a city (using
the simple present)
Good luck
Special thanks to everyone. I wish you success, and I hope this pdf file
helps you a little. And of course, special thanks to me hhh
49

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ENGLISH LANGUAGE TEACHING (ELT)

Language skills: reading, writing, speaking, and listening.

Language components: vocabulary, grammar, pronunciation, and function .

How to teach language skills and language components.

• Presenting some technical concepts related to language teaching.

• Presenting the main approaches and methods in language teaching.

• Assets and limitations (drawbacks)of each method.

• Designing activities to implement these approaches and methods.

It is a science of teaching and instructions

It is a theory of teaching and learning

Who should learn what with whom, where and why?

Learner. lesson teacher. School or classroom to have knowledge about

Why do we need didactic?

We need didactics for effective teaching or to know how to teach effectively.

Approach, method, procedure, and technique

1 .The nature of language

2. How knowledge of a language is acquired

3. And the conditions that promote language acquisition

• A method is a practical implementation of an approach.

It is a theory which is put into practice. It includes decisions about:

The particular skills to be taught,

The appropriate procedures and techniques,

The content to be taught,

⚫ Jeremy Harmer (2001) describes ‘procedures’ as “an ordered set of techniques.

• Implementing a procedure necessitates certain practices and behaviors that operate in

Procedures rely on techniques to achieve desired results

The relationship between them is dependency

Main language teaching approaches and methods:

Grammar translation method:

Lack of focus on communications

Focuses on grammar and translation

The Direct Method (DM)

(Behaviorism is based on memorization, repetition, and practice.,.)

(This means there is no mother tongue, only the target language)

(a room in a school or college in which students can use equipment

I am going to the post office.

( This is the problem with the audio lingual method )

In suggestopedia, the classroom atmosphere is crucial. Creating a relaxed, nonthreatening

A classroom teacher may be able to provide speakers of other languages with a

Total Physical Response (TPR)

Teacher: Stand up! (teacher models)

Students: Respond by standing up. (physical response, not verbal)

Teacher: Walk to the front of the room.

Students: Respond by walking to the front of the room.

Teacher: Turn around and walk back to your seats.

Students: Respond by turning around and walking to their seats.

Teacher: Sit down.

Students: Respond by sitting down.

Teacher: Raise the picture of the girl who seems sad

Student: Raises picture of sad girl.

Student with the Correct picture: Stands up.

Student with the correct

Commands become more complex as the students continue to develop listening

Reflection (in groups)

• What are the benefits of TPR

• Design some activities using TPR

• Thematic presentation of vocabulary: (Fruits, vegetables

The Natural Approach

Without need or having to explain a lot of grammar

If we want to develop communication, we need vocabulary, we do not need to teach

What is the natural order of language development?

So, for example, when a child learns his language

Positive aspects of cooperative learning: