EΘNIKO ΚΑΙ ΚΑΠΟΔΙΣΤΡΙΑΚΟ THE NATIONAL AND KAPODISTRIAN

ΠΑΝΕΠΙΣΤΗΜΙΟ ΑΘΗΝΩΝ UNIVERSITY OF ATHENS

Φιλοσοφική Σχολή School of Philosophy
ΤΜΗΜΑ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΚΑΙ ΦΙΛΟΛΟΓΙΑΣ FACULTY OF ENGLISH STUDIES
Τομέας Γλώσσας - Γλωσσολογίας Department of Language and Linguistics

Applied linguistics to foreign language teaching and learning

Unit 5: Methods in Language Teaching

Worksheet
Watch the videos demonstrating various language teaching methods and answer the questions

Video Task 1: The Audiolingual Method

How does the teacher begin the lesson?

What materials does the teacher use?

What is the role of the students?

What is the role of the teacher?

What seems to be the focus of the lesson?

What is the teachers’ approach to learner errors?

Video Task 2: Suggestopedia

How is this classroom different from conventional language classrooms?

How does the lesson start and why?

What materials does the teacher use?

What are the teacher/learner roles in the classroom?

What seems to be the focus of the lesson?

Video Task 3: Total Phsysical Response

Why do children succeed at languages?

What is the focus of this method? What skills does this method emphasize?

What seem to be the advantages of this method?

What techniques does the teacher use to demonstrate the meaning of the language?

What are the teacher/learner roles in the classroom?

What materials/activities are used?

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TASK 4:
Read the following activities and for each one of them try to answer the following questions:
a) Which teaching method does it follow?
(a) What are the learning objectives of this activity?
(b) What are the teachers’ and learners’ roles?

ACTIVITY 1
Young EFL learners in a French primary school

Children pass 'who' flashcard round circle, each learner asking Who are you? and responding I'm _ The chain starts
and finishes with the teacher, who models question and answer, mouthing to cue some students. Next, learners
practice How are you? with a different flashcard, and the response, Fine, how are you? The teacher holds up one
flashcard and then the other, eliciting the different questions and answers, and emphasising the difference between
the question words how and who. Finally, the teacher passes each flashcard round the circle in opposite directions,
requiring learners to ask and answer the appropriate question.

Method: ___________________________________________________________________________
Learning objectives: __________________________________________________________________
Teachers’ role: _______________________________ Learners’ role: ________________________

ACTIVITY 2
Simon Says
A vocabulary-oriented game like Simon Says is analogous to the process that takes place as children acquire their first language.
Adults often give instructions to kids, like “throw the ball” “come here” or “eat your chicken.” (By virtue of repetition and validation—
and gesturing—children are able to figure out what mommy wanted done.)
In this activity, you organize the class into two groups. You can go boys vs. girls (always a hit!) or any grouping you want. Each
group sends a representative for every round. They stand at the back of the class, near the wall, with their eyes fixed on you.
You will play “Simon” and come up with creative commands and actions with which your students would then have to perform. So in
a French class you might say, “Sautez trois fois!” (Jump three times) or “Pleurez!” (cry). The student who gives the correct response
gets to take a step forward towards the “Finish Line.” Reaching the finish line first wins 1 point for the team. The team who gets 5
points first wins the game.
Not everyone gets to play each time, but spectators will not only get to cheer their team, they’ll also learn the target language in the
process.
Method: ___________________________________________________________________________
Learning objectives: __________________________________________________________________
Teachers’ role: _______________________________ Learners’ role: ________________________

ACTIVITY 3
Opening Activities/Motivation:
Students will be given a list of vocabulary terms in English and Spanish to read over and memorize. An
extremely brief oral “check” for pronunciation would follow although the grammar translation approach
does not focus on oral fluency development.
Procedures:
1. Give students a copy of Spanish text from The Condor Who Fell In Love.
2. Have students read the Spanish version to themselves.
3. Have students translate the passage in to English using their prior knowledge and a bilingual dictionary
if necessary (students should be given parts of the passage so that they are able to fill in blanks or small
sections to avoid direct translation of large text).
4. Select students may read their translation, if time permits.
Assessment:
Students will be assessed according to their ability to correctly translate the text from one language to
another. A quiz, the following day, will assess students’ memorization of vocabulary terms. Informal
observations by the teacher will also be used to evaluate the students.

Method: ___________________________________________________________________________
Learning objectives: __________________________________________________________________
Teachers’ role: _______________________________ Learners’ role: ________________________

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TASK 5
Below is a lesson from a coursebook. Can you identify the method used in this lesson?

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TASK 6
Below is a lesson from a coursebook and the teachers’ guidelines for this lesson. Can you identify the language
method used and the main features of this lesson?

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