A guide to the various approaches for adapting classroom teaching

2. N Shesha Prasad
PGT English
KVAFS Begumpet

3. Difference between Approach, Method and Technique
Techniques carry out a method which is consistent
with an approach
Approach is of a set of principles or ideas about the nature
of language learning
Method is an overall plan for the orderly presentation of
language material in a particular approach
Technique is the step undertaken to teach in a particular
method
For example, for about 10 years we have been following the
communicative approach which believes that learner should be
equipped communicate effectively in LSRW skills so we follow
the interactive method to achieve that target. The various
activities or steps that we implement in class are techniques

4. THE STRUCTURAL APPROACH
OBJECTIVES
1. To lay the foundation of English through
fixed structures and word patterns
2. Repeated Drill Practice to fix the learning
3. To teach the text with grammar and lexical
items
4. To form definite language habits of students
5. Emphasis on oral form and speech patterns

5. LIMITATIONS
1. VERY LIMITED APPLICATION
2. COMPLETELY IGNORES READING HABIT
3. PORMOTES ROTE MEMORY
4. NO SCOPE FOR CREATIVE THINKING
5. NOT MUCH PRACTICE FOR WRITING

6. EXAMPLES
1. But for Prospero, Ariel would still have been in the tree
2. In spite of being lame he came first in the race
3. Ashok knew as much grammar as Anand
4. Bring coffee in case you do not find tea
5. Neither Ravi nor Ram know German
6. You can bring either or either
7. Although it was raining heavily, the stadium was full
8. As for Ramesh, you can leave him at home

7. As for
Prospero It had no chance against the storm
Ariel He fell in love Miranda at first sight
Miranda He couldn’t believe of his brother’s treachery
Ferdinand He was happy to remain on the island
The ship She had never seen any human being apart from her
father

8. The Functional Approach
Assumes that language is a social process
The functional approach is concerned with performance i.e the
function of the language.
Shift from ‘doing’ rather than ‘knowing’
Understanding and evaluation are the key features
It is concerned with meaning, function, and language in use.
The three basic functions of language in the functional approach
are
Conceptual function deals with the understanding and
formation of concepts
communicative function deals with the use of language for
various oral and written functions
Expressive function deals with providing an outlet for the
expression

10. Examples
May, might are used for making requests
Can is used for expressing ability
Must, have to express compulsion
Because, so, are used for combining two clauses
Not expresses negation
Ing form denotes the continuity of the action

11. Purpose of Text Depends on the particular
situation
Semantic level meaning
Lexico grammatical Word and sentence structure
level
Graphophonic level sounds and symbols
Aspects of Functional Approach

12. Implications of Functional Approach

13. For the Teacher
Unnecessary emphasis may lead to wrong learning
Activities have to very clear and relevant to avoid confusion
Difference between the spoken and written form has to be
clarified:
For example, you are coming with a rising tone may imply a
question but in the written form it cannot take a question mark
and the structure has to change
A range of texts is necessary for clearer understanding

14. For the Student
Learning about the language is as important as learning the
language
The link between the Tone and function of language has to be
clearly understood
Self attempt at understanding is a must
Extensive Practice in oral as well as written has to be taken up to
understand the differences
Perception and internal processing of knowledge plays a key role
in the learning

15. The natural Approach

16.  The term natural approach was first used in the nineteenth century to
describe teaching methods, such as the direct method, that attempted to
mirror the processes of learning a first language.
 Translation and grammar explanations were rejected learners were
exposed to sequences of actions, and the spoken form was taught before
the written form.
 The term was resurrected by Tracy Terrell in the 1970s to describe a
similar kind of approach. Learners were initially exposed to meaningful
language, not forced to speak until they felt ready to, and not corrected or
given explicit grammar instruction.
 The method was characterized by a lot of teacher talk, made intelligible
through the use of visual aids and actions.
 It also shared many principles in common with Total Physical Response
(TPR). These included the importance of comprehensible input, and of
promoting positive affect in the learning process.
 The natural approach seems to have become absorbed into what are
generally known as humanistic teaching practices and whole language
learning.
The How and What of Natural Approach

17. • The practical ways of implementing the principles of Natural approach will
depend on the level of the class.
• At beginner level, lots of TPR activities are called for, where learners simply
respond to instructions by performing physical actions, such as pointing at
things, handing each other objects, standing, walking, sitting down, writing
and drawing.
• At higher levels, the focus is still on providing comprehensible input, in the form
of listening or reading tasks, where learners order pictures, fill in grids, follow
maps, and so on.
• These can be combined with communicative speaking tasks, such as ‘describe-
and-draw’ or ‘spot-the-difference’, where learners work in pairs to exchange
information about pictures.
• The important thing is that there is no grammar ‘agenda’ as such: the learners
perform the tasks to the best of their ability.
• New input – and hence the ‘push’ to improve – comes from watching the
teacher or a more proficient speaker perform the same tasks.
• In this sense, the natural approach is not much different from task-based
learning, but with perhaps more emphasis on comprehension than production.
The Implementation of Natural Approach

18. A typical Natural Approach lesson at elementary level might go something like this:
The teacher shows a set of pictures of, say, food and drink, repeating the word that
goes with each with one; the students simply watch and listen.
The pictures are displayed around the room, and the students are asked to point at
the appropriate picture when the teacher names it.
The students listen to a tape of a person (or the teacher) describing what they
habitually eat at different meals; the students tick the items they hear on a
worksheet.
The students are then given a gapped transcript of the previous listening activity,
and they fill in the gaps from memory, before listening again to check.
The students, in pairs, take turns to read aloud the transcript to one another.
The students, still in their pairs, tell each other what they typically eat, using the
transcript as a model.
They repeat the task with another partner, this time without referring to the
model.

27. Inputs

28. Inputs

29. Inputs

30. Inputs

31. Inputs

32. outputs
Speaking
Speeches
Debates
Discussions
Writing
Letters
Articles
Reports
Notices

33. Methods of teaching English

34. Total Physical Response (TPR)
The Silent Way
Grammar Translation Method
The Direct Method
Suggestopedia
The Interactive Method

37. Principles- cont’d

39. Advantages Disadvantages
Students are encouraged
and motivated to use L2
spontaneously
There is a dearth of teachers
interested in taking up
Direct Method
Its emphasis on speaking
makes it more attractive for
those who experience great
need to communicate in
target Language
Reading and Writing are
almost ignored so
competence in these areas
is not achieved
Use of realia makes it more
interesting
Difficult to apply in large
classes
Comprehension follows
learning
Expensive method

40. The grammar translation method

41. Grammar rules are presented and studies explicitly. Grammar is
taught deductively and then practiced through translation
exercises.
The primary skiils to be developed are reading and writing.
Hardly any attention is paid to speaking and listening skills.
Teacher correction is the only way to make students produce the
right forms of the foreign language.
The goal of foreign language learning is the ability to understand
the texts written in the foreign language.
Mastering the grammar of the foreign language is essential in order
for students to understand the written target language.
Vocabulary is learnt from bilingual word lists.
The mother tongue is used as the medium of instruction.
A paramount use of translation exercises is given.
principles

42.  The procedure of teaching English is simply a combination of
activities of teaching grammar and translation.
 The teaching begins with English rules, isolated vocabulary items,
paradigms and translation. The teacher explains the rules in
students’ firs language and then simple words are put into slots
of grammatical rules.
 The grammar rules are memorized as units.
 The teacher provides the class with other words and the
translation.
 The student, then, practice using the rules by using the words
provide. The students are expected to be conscious of the
grammatical rules of the target language.
 The texts to translate are usually easy classics; this type of texts is
used to have students practice understanding the literature in the
target language.
 The students should memorize lists of words.

43.  Language materials are arranged based on grammar or English.
 Usually, the sequence of the teaching materials is based on the easiness of the
rules.
 Its grammatical syllabus is graded from the easy grammatical rules to more
difficult ones. Very little teaching is done in the target language.
 Even though reading texts are written in the target language and translated
directly into the mother tongue, the discussion is conducted in the mother
tongue.
 Vocabulary in the target language is learned through direct translation from
the native language.
 Language learners are not expected to be able to use the target language for
communication. No class time is allocated to allow language learners to
produce their own sentences and little time is spent on oral practice.
 The emphasis on achieving correct grammar with little regard for the free
application and production of speech is the greatest weakness of this method.
 The way of teaching also affects the way of evaluating students’ learning.
 Evaluation or testing or the learners is done almost exclusively through
translation.
 Or, language learners are prepared to have a grammar test only.

44. ADVANTAGES DISADVANTAGES
Easy to implement Little time is spent on practice in
target language
Very few demands on the teacher No focus on speaking
Communication between the
teacher and the student is not a
problem since it is in target
language
Does not go beyond translation.
So linguistic competence is
limited
Less strain on the students Use of native language

45. Total Physical Response

48. Example 1
Teacher: Stand up every time I say a verb in
present tense and keep sitting if I
say the past tense
Children: Okay
Teacher: Swam
Students: Keep sitting
Teacher: Fly
Students: stand up

49. Example 2
Teacher: I have a few Pictures of men and women with their names on one
sheet and a list of professions on the other. Listen to me carefully
and match the names with the professions
Students: Students listen to the teacher and match the pictures with the
professions

50. Limitations
 Mechanical Activity
 Competence in the target language is poor
 Writing and speaking skills are not honed
properly
 Limited applications
advantages
 It is fun and easy
 It does not require a great deal of preparation on the part
of the teacher.
 It is a good tool for learning vocabulary.
 Class size does not need to be a problem.
 There is no age barrier.

51. Interactive method of
teaching English

57. ADVANTAGES DISADVANTAGES
TOTAL INVOLVEMENT OF
STUDENT
TIME CONSUMING
LEARNING BY DOING NOISY AND UNRULY CLASSES
SKILL DEVELOPMENT AND
COMMUNICATIVE COMPETENCE
NEEDS LOT OF PLANNING AND
CAREFUL EXECUTION
LEARNER CENTRED DIFFICULT TO MONITOR LARGE
CLASSES

58. SUGGESTOPEDIA
Use of mental reserve capacities – like
learning information and recalling,
solving problems, respond to stimuli
Suggestopedia- The science of teaching with the
help of suggestions to various mental faculties-
mainly used with the help of music