Chapter 4: How to describe learning & teaching

Chapter 4: How to describe learning & teaching Harmer, J. (1999). How to teach English. Longman1. Concepts about language learning & teachingAdults: 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 2. Elements for successful language learning in the classroom Engage Study Activate EngageAims Arousing learners’ interest & involving their emotions Activities & Materials:Games (depending on ages, types) MusicDiscussionPicturesStories/anecdotes StudyMain focus:  the construction of the languageActivitiesPronunciation practiceGrammar presentationStructure/grammar drillsVocabulary presentation/practice Reading a text (content/language) ActivatePurpose/Aim: Getting Ss using the language as freely and communicatively as they can Typical activities:Role – playsDebates & discussionsStory & poem writingWriting in a group3. ESA in different lesson sequencesESA Straight Arrow SequenceEAS(A) Boomerang SequenceEAASASEA (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 SequenceEngage Activate Study Activate (p.28) Teacher: answering the need of learnersThe 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 stageAppropriate for intermediate & advanced level The PatchworkEngage Activate Activate  Study Activate Study Activate Study Engage  Activate(page 29)4. What teaching models have influenced current teaching practice? Grammar Translation Audio-lingualism Presentation-Practice-ProductionTask-Based Learning Communicative Language Teaching