TIẾNG ANH CHUYÊN NGÀNH Chapter 4

Chapter 4: How to describe learning & teaching Harmer, J (1999) How to teach English Longman Concepts about language learning & teaching   Adults: learning w/o studying if in the right kind of contact Children & adults similarly acquire language successfully outside the classroom: First, being exposed to the language Second, motivated to learn to communicate Third, having opportunities to use the language they have just learned Elements for successful language learning in the classroom  Engage  Study  Activate  Engage Aims  Arousing learners’ interest & involving their emotions  Activities & Materials:  Games (depending on ages, types)  Music  Discussion  Pictures  Stories/anecdotes   Study        Main focus:  the construction of the language Activities Pronunciation practice Grammar presentation Structure/grammar drills Vocabulary presentation/practice Reading a text (content/language)  Activate Purpose/Aim:  Getting Ss using the language as freely and communicatively as they can  Typical activities:  Role – plays  Debates & discussions  Story & poem writing  Writing in a group  ESA in different lesson sequences  ESA Straight Arrow Sequence  EAS(A) Boomerang Sequence  EAASASEA (etc) Patchwork Sequence  ESA Straight Arrow Sequence Engage  Study  Activate (p.27)  Taking Ss in a straight line  First, get Ss interested & Engaged  Then, study something (e.g how grammar points are constructed) & give Ss a chance to practice the language in a controlled way  Finally, Ss try to Activate it by putting it into production (e.g giving them a chance to activate the new language in an enjoyable way) Limitations of ESA lessons   not appropriate for advanced learners with more complex language not answer the learners’ need  The Bomerang Sequence Engage Activate Study Activate (p.28)  Teacher: answering the need of learners  The connection b/w what Ss need to learn & what they are taught: transparent  placing a great burden one teacher b/c he/she will have to be able to find materials based on the (unforseen) problems thrown up at the Activate stage  Appropriate for intermediate & advanced level  The Patchwork Engage Activate Activate  Study Activate Study Activate Study Engage  Activate (page 29) What teaching models have influenced current teaching practice? Grammar Translation  Audio-lingualism  Presentation-Practice-Production  Task-Based Learning  Communicative Language Teaching 