TESOL/ TESL

Lecture 3:
Teacher-Student Relationship
Teaching-Learning Relationship
GTM

A language classroom
20-30 students
Classes held 6 times a week
Class duration: 40-50 minutes (reduced here)
Students MT: English
Target Language: French

BOMBA DE AIRE
DE ALTA PRESION

Inflede doble-Doble accion

Inyecta aire con movimentos hacia arriba

ya abajo
La menga de estio accordeon contiene 3
tamanos de boquilas diffentes para encajar
con la mayoria de las valvulas
Plastico gran duriabildad y liviano
Contenido: Una bomba de mano
Hecho en China.

GTM-Grammar Translation Method

It is also known as Classical Method, ancient

type of method.
Greek and Latin Languages were taught
through GTM
Still in use
Approach is structuralism
Technique is translation and memorization

Words: Meanings
Doble: double
Duriabildad: durable
Contenido: content
Hecho: made
De Alta Presion: double quick one
Una Bomba de mano: one air pump
Hecho en China: made in China

OBSERVATIONS

PRINCIPLES

Teacher greets in MT.

To give confidence to speak. For

communication purpose MT was in
focus. Instructions were also given
in MT.

Teacher reads out the passage in

Target Language and students were
listening to it attentively.

Students should not be exposed to

the TL without proper guidance.

T then asks students for the choral

repetition.

Choral repetition makes students

confident to read out and to
memorize.

T then asks for the individuals to

read out.

By now, the students can read out

individually and this give them
confidence to use TL individually.

Teacher emphasized reading a loud. Pronunciation is corrected.

T then translates the passage in MT
and students listen to it carefully.

Language can be best taught with

the help of translation and it
increases understanding.

T asks them to repeat after her.

Repetition makes learning easier

OBSERVATIONS

PRINCIPLES

T gives exercises on board.

Checking makes learning easier.

T tells students to continue the

lesson on grammar the next day

Grammar is in focus.

T assign homework.

Reinforcement is important.

Lecture: 4
Background:
A Pakistani classroom
A multilingual class
MT: Urdu, Sindhi, Baluchi, Punjabi, Pashtu.
TL: English as Foreign Language
Lecture/class no: 10th

Pakistan and its major

cities.
The name of my country is Pakistan. Pakistan

has four provinces, Sindh, Punjab, Balochistan

and Khyber Pakhtoon Khaw. The capital of
Pakistan is Islamabad. The main city of Sindh
is Karachi, Punjab is Lahore, Balochistan is
Quetta and Khyber Pakhtoon Khaw is
Peshawar. India is in East of Pakistan, Iran is in
the West, Afghanistan is in North-West and
China is in North of Pakistan. Arabian Sea is in
the South of Pakistan. I love my country
Pakistan.

Direct Method:
It was introduced in 1916 and brought great

changes. In this method mother tongue was

avoided totally, no translation is allowed. The
goal of instruction became learning how to
use a foreign language to communicate.
Definition by Diller (1978): The direct method
recieves its name from the fact that meaning
is to conveyed directly in the target language
through the use of demonstration and visual
aids, with no recourse to students native
language.

OBSERVATION

PRINCIPLES

Teacher greets in TL

Students learn TL through

communication

Teacher read a loud the text and

students listen to her

Reading a loud helps Ss in

understanding the text and they
also learn the correct
pronunciation

After exposure T asks the

students to read a loud

Guidance facilitates learning

Teacher explain the text through

map

Visual aids and realia makes the

learning process easier

Ss volunteer themselves to read

Comprehension is checked,
aloud and point out various cities/ pronunciation is corrected and ss
places on the map.
are given confidence to speak.
Ss were asked oral questions

Speaking skill is in more focus

then writing skill. Vocabulary is
acquired more naturally if
students use it in full sentences,
rather than memorizing word list.

OBSERVATIONS

PRINCIPLES

Preposition were explained and

practiced

Grammar cannot be totally

ignored

After closing the text the students Immediate reinforcement

recalled the text
enhance learning
H.W (usually written)

H.W reinforce learning and writing

skills cannot be ignored.

Leave taking in TL

Same as 1

Non-literary texts are used

Culture and language learning are

2 different areas. In a language
classroom literary texts should
not be used.

Lecture:5
Background:
A Pakistani classroom with 20-30 sudents
MT: Urdu
TL: English
Classes held five days a week
Duration: 1 hour

Conversation between Bill and Sally:

Bill: Hello Sally, how are you?
Sally: I am fine Bill and what about you?
Bill: I am fine too. Where are you going?
Sally: I am going to the market and you?
Bill: I am going to the market too.
Sally: Lets go together.
Bill: ok

The Audio-Lingual Method:

This was introduced in 1960 after the 2 nd

world war. Another name for this method is

ASTP (Army Specialized Training Program) and
Aural-Oral Method.

OBSERVATIONS

PRINCIPLES

Teacher greets in TL

TL should be in focus

T asks the students to practice

dialogues

Teaching TL for communication is

the goal

T uses pictures with dialogues

AV aids facilitates learning

T gives clues (other names with

pics)

T plays many roles in the

classroom. She/he is the facilitator
of learning.

T corrects the pronunciation

Errors should not be tolerated but

immediately corrected.

T gives a lot of practice with the

dialogues

Practice help learners to absorb

new information

Teacher emphasized the use of

she/he/we/they/I

Grammar cannot be totally ignored

T gives a fill in the blank exercise.

Reinforcement is a must

T does not force the Ss to note

down any thing.

ALM focuses more on listening and

speaking first.

PRINCIPLES
OBSERVATIONS
T reviews the already learned
language by writing it on the
white board.

Reading and writing follows

listening and speaking.

T asks students to memorize the

dialogue and check it.

Memorization is fruitful

T does not give any home work.

Learning takes place

automatically