GETTING STARTED

POINTS TO PONDER
WHAT IS TEACHING?

WHAT IS LEARNING?

WHAT ARE THE CHALLENGES INVOLVED IN TEACHING A FOREIGN LANGUAGE?

 WARM-UP ACTIVITY: FIND SOMEONE WHO…
“Excuse me, do you…? B: Yes, I do. / No, I don´t.

• … SPEAK ANOTHER LANGUAGE?

• … USE YOUR LEFT-HAND FOR WRITING?
• … HAVE A BOOK THAT YOU ARE CURRENTLY READING?
• … LIKE TO COOK?
• … HAVE CHILDREN?
• … HAVE A BIRTH CERTIFICATE FROM A DIFFERENT PROVINCE?
• … WEAR CONTACT LENS?
• … HAVE MORE THAN TWO SIBLINGS?
• … BUY LOTTERY TICKETS?
• … LIKE TEA?
Why is it important to use Warm-
up activities in the TESOL
classroom?
 APPROACHES TO TESOL
The following eight approaches are universally accepted
ways in which educators view how a foreign or second
language may be taught. Language learning is a conscious
process, and is the product of either a formal language
learning situation or a self-study program.

• LANGUAGE LEARNING APPROACHES

• Grammar Translation Approach
• Natural Approach (Oral Approach or Direct Approach)
• Task-Based Approach (Activity-Based Approach)
• Lexical Approach
• Learner-Based Approach (Humanistic Approach)
• Whole Language Approach
• Communicative Approach
• Eclectic Approach (Combination Approach)
TESOL TEACHING
APPROACHES,
METHODS, AND
TECHNIQUES
 APPROACH

• THE OLD OR NEWLY DOCUMENTED

THEORIES CONCERNING HOW A
SECOND LANGUAGE IS ACQUIRED OR
TAUGHT.
• AN IDEA OR THEORY THAT IS
APPLIED TO LANGUAGE TEACHING
 METHODS OF
LANGUAGE TEACHING
•SET OF TECHNIQUES OR
PROCEDURES, WHICH
USUALLY FOLLOW A
SYSTEMATIC LEARNING
PROTOCOL
 TECHNIQUES OF
LANGUAGE TEACHING

•ONE SINGLE
PROCEDURE OF
LANGUAGE TEACHING
AND LEARNING
METHOD.
A.

This approach refers to language learning by having students focus on a

task or activity that requires students to use the language. Speaking and
fluency are focused on with this approach. The task/activities usually
involve pair/group work. Students interact in a social and specific context.
This approach is excellent for creative thinking and student interaction.
However, it may be difficult to monitor all students’ use of language at all
times. Some examples are: follow directions on a map, hide-and seek-
treasure hunts, questions and answer in order to complete a task, ordering
food at a restaurant, etc.
B.
This approach uses a combination of approaches based on the student’s
needs. Factors that can affect the style of teaching are: desired goal,
present level of comprehension, age, time available for study, dedication,
resources available, learning environment, etc. assessment of these factors
will determine your students’ needs and your teaching style(s).
C.
This approach is student centered and focusses on student´s needs and weaknesses.
It uses the student as the valuable information resource in the classroom. Extract
student-relevant vocabulary and topics; then build your lesson from there. This
approach helps to create independent learners by teaching students to self-correct
and peer correct.

D.
This approach teaches language as it is used in real life. The focus is on conversation
(including fluency and pronunciation), communication, and listening comprehension. It
uses communicative tasks/activities. The aim is to help students USE the language
(instead of knowing the language technically). The approach is student centered (the
teacher guides/directs), so it is less structured and more motivating, fun, and
participatory. Teachers can be creative using this approach. This approach applies
mainly to students who have had some previous exposure to the English language.
E.
This approach focuses on having students speaking naturally in English, by
having free flow conversation and not having fears of using English or making
errors. The aim is to get the learners to use the language in a meaningful way
as soon as possible. The focus is on speaking and the students’
accomplishments. The students learn naturally through a process of natural
language progression. Students are comfortable and enjoy using the
language. This approach is useful for beginners as it does not inhibit speech.
Students learn English through pictures, actions, and limited grammar. The
teacher starts with easy, single-word responses followed by progression to
more coherent phrases and sentences. Students willingly participate because
they do not fear making mistakes. Errors are not corrected. This may lead to
entrenched (or “fossilized”) errors, in pronunciation, grammar, or other
patterns of speech that can become very difficult to correct.
F.
This approach focuses on teaching all aspects of the English language simultaneously. Grammar, reading,
writing, spelling, vocabulary building, and speaking are all stressed. There is no emphasis on just one
aspect. This approach was designed to teach a language to students who have not had any previous
exposure to the foreign language (zero beginners).

G.
This approach focuses on vocabulary and all other language skills are secondary. It
focusses on teaching students the language word by word, or in groups of related
words (fruit, family members, numbers, etc.) retention of all the new vocabulary is a
concern when using this approach.
H.
This approach focusses on gaining knowledge of the language (not fluency). Grammar
and accuracy are stressed. Grammar is learned through reading, translation, drills,
repetition, and memorization. The classroom is a formal setting and is teacher
centered. Tasks are mechanical and lacking creativity. Language setting of the past
mainly employed this approach. Motivation for students is a problem. Language is
“learned” as opposed to “acquired.”
 ASPECTS TO BE TAKEN INTO
ACCOUNT WHEN TEACHING ENGLISH
A. SKILLS REQUIRED WHEN LEARNING A LANGUAGE
ASPECTS TO BE TAKEN INTO ACCOUNT WHEN TEACHING ENGLISH

B. THE LEARNING ENVIRONMENT: A GENERAL APPROACH

ASPECTS TO BE TAKEN INTO ACCOUNT WHEN TEACHING ENGLISH

C. LANGUAGE LEARNING: AN OVERVIEW

•A NEED FOR “COMMUNICATIVE
COMPETENCE” IN LANGUAGE LEARNING.

D. LANGUAGE ASPECTS
• LINGUISTIC
• SOCIO-LINGUISTIC
• DISCOURSE
• STRATEGIC
ASPECTS TO BE TAKEN INTO ACCOUNT WHEN TEACHING ENGLISH

E. COMMUNICATIVE COMPETENCE
1. SITUATIONS
2. FUNCTIONS
3. SOCIO-LINGUISTIC
4. GRAMMAR
5. COMPETENCE
6. NOTIONS
7. FOCUS
TEACHING CHILDREN
• CLASSROOM MANAGEMENT
• PATIENCE
• LANGUAGE TASKS
• VARIETY OF ACTIVITIES
• GAMES AND PHYSICAL ACTIVITIES
• CULTURAL ISSUES
• ENTHUSIASM
• EXPANDING THE PUPIL’S KNOWLEDGE OF THE REAL
WORLD, IMPROVING THEIR SOCIAL SKILLS AND
ENHANCING THEIR GENERAL UNDERSTANDING
TEACHING ADULTS
• EXPERIENCE AND MATURITY
• TIME TO LEARN ONLY WHAT IS NEEDED
• KNOWING WHAT HE WANTS
• SELF-DIRECTING
• DIFFERENT LEARNING STYLES
• AGE AFFECTING REACTION TIME, VISION, AND
HEARING
• RESUMING A ROLE LEFT BEHIND MANY YEARS AGO
• WANTING TO USE WHAT HE HAS LEARNED SOON
• VOLUNTARY LEARNER
STUDENT LEARNING LEVELS
•BEGINNER
•UPPER BEGINNER
•INTERMEDIATE
•UPPER INTERMEDIATE
•ADVANCED