TIẾNG ANH CHUYÊN NGÀNH Chapter 4

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 cla

Chapter 4 : How to

describe learning & teaching

Harmer, J (1999) How to teach English Longman

1 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

2 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

3 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)

what they are taught: transparent

he/she will have to be able to find materials based on the (unforseen) problems thrown

up at the Activate stage

level

 The Patchwork

Engage Activate Activate  Study Activate Study Activate Study Engage  Activate

(page 29)

4 What teaching models have influenced current teaching practice?

Teaching